Final Grant Carol

8/2/2019 Final Grant Carol

1/14

THE POWER OF WORDS 1

Running Head: POW: THE POWER OF WORDS

Literacy-Technology LabUsing Reading and Technology to Promote Positive Literacy

POW : The Power of Words

Packard Foundation

Verizon Foundation Grants

Grant Period: September 2011June 2012

Cost of Grant per Year: $30,896.00

Place of Possibilities, Inc.

1144 Hexalena Rd.Aulander, NC 27805

Dr. Laura Early, CEO

Mrs. Carol Mizelle, NELA Fellow


2/14


Project Summary

The Place of Possibilities offers opportunities for children, ages five to sixteen, to be enriched withsummer activities to motivate achievement; however, currently there is a great need to increase the usage of

technology. The program Power of Words (POW) is designed to integrate technology, video, and multimedia.The POW program will begin with 20 children in grades 6-9. The participants will meet at least twice a weekduring the school year.

A new Literacy-Technology Lab will enable the POW program to increase 21st Century literacy skillsthat build on the knowledge a child has, and expands it to achieve reading success. The goal of the program isto be used in conjunction with the existing Bertie Middle School, and focused around increased Non-Fictionreading. Digital media skills will be used to make presentations on the information gained through research.The participants will be given time to increase End-of-Grade test scores cooperating time for Reading andVocabulary practice, along with games to enhance higher level thinking skills. POW will be evaluated usingthe youths school grades and reports provided by teachers, throughout the program. The products createdthrough digital media will be showcased for family literacy events. The youth will increase their EOG/EOC

reading score by one or more levels by the end of the existing school year. High academic achievement is theultimate goal for all participants involved with the POW program.


3/14


Table of Contents

Project Description

I. Background & Significance 4

II. Specific Aims 4

III. Project Design and Methods 6

IV. Evaluation Design and Methods 6

V. Sustainability Plan 7

Appendices

Appendix A: References 8

Appendix B: Biographical Sketch 9

Appendix C: Budget 11

Appendix D: Budget Justification 12

Appendix E: Logic Model 13

Appendix F: Timeline & Process Chart 14


4/14


Project Description

I. Background and Significance

Our country continues to have a huge problem with dropout rates among high school students, andespecially in the South. North Carolina falls in the bottom 10 states for the percentage of students graduating.High levels of poverty and low assessment scores have long been viewed as a stimulus to the increase in thenumber of dropout students in grades 9-12 (Appiah-Danquah, Faulkner, & Yeboah, 2010). Dropping out ofschool before graduation adversely affects the quality of life before the dropout, leading to a tremendous loss ofincome over a lifetime.

In Bertie County only 60% of students earn high school diplomas, less that 30% of elementary studentspass the end-of-grade tests, and approximately 30% of children live in poverty (NC Rural Center Data Bank,2009). In the spring of 2010, End of Grade test data revealed that only 55.8% of the students in grades 3-8 wereperforming on grade level. The schools are not making adequate gains in Reading Comprehension (N C ReportCard, 2010). The positive difference made in the lives of Bertie County children will be achieved with the

community working together. Even though multiple factors contribute to economic and social realities of thiscounty, deficits in literacy capacities are intrinsically connected to all areas of academic and economic success.Many programs have tried to alleviate the disaster of falling test scores in Bertie County, and many have

failed to raise the child to a level that continue to stretch them to reach for higher achievement. Still there aresuccessful programs that show promise, such as afterschool programs that work in cooperation with the localschools. The most exemplary afterschool programs include literary content to incorporate personal, social, andcultural purposes, and which include physical and social environments that make reading, writing, andvocabulary activities inviting (NREL for National Partnership for Quality Afterschool Learning at the SEDL,2005).

POW has the potential to make a huge impact in the community and schools. The program will allowfor children and parents to share in a successful education. Family Literacy activities and events are planned for

the parents and children to celebrate and learn together. Family Literacy has been proven to be an effective toolin closing the achievement gap for low-income children. Along with children feeling more confident usingtechnology to enhance their learning, they will also grow in being accountable for their strengths andweaknesses. Developing high-achievers would the ultimate goal. A part of goal setting is commitment.Commitment takes a lot of strength of will, and children that willing to do everything in their power to achievethis ultimate goal will be able to overcome many obstacles in life ( The Importance of Positive Thinking, 2011).

The funding amount that is being requested is for the training of staff, children, volunteers, and parentsalong with the purchase of the required software and hardware for the program to become a success.Technology is a great need for The Place of Possibilities to achieve bigger dreams for the community, but mostimportantly it is the dream of the children in Bertie County to be successful citizens in their community.

II. Specific Aims

The aim of the POW: Power of Words literacy program is to accomplish two main objectives.

Objective 1: Increase overall reading scores, by 80% of participating at-risk students, at least one to twograde levels higher by the end of the school year.

Objective 2: Inspire 90% of participants to complete digital media project, which improves their writing


5/14


and oral presentation skills , by the end of the school year.

The goal of the POW program is to develop youth ready to succeed in school and develop the skillsthat will prepare them for their future education. The POW program will begin during afterschool hoursand be housed at The Place of Possibilities. POW at the Place of Possibilities has the ability to improveaptitudes and attitudes. Both aptitudes and attitudes are highly influenced by lower and insufficientreading levels in our young people. Many studies have shown that at risk-students who are poor readers are

more likely to have problems in school and are at risk of dropping out of high school.To enlighten at risk-youth in reading, they will be provided a nutritious snack to begin each session of

POW. Participants will be asked to choose a bibliography of their interest. Being able to choose books oftheir interest encourages the participant to be active readers. The youth will then be responsible forresearching information about their chosen character or person. The POW program will be designed foryouth to use the Internet, books, and digital media to design a presentation to share the knowledge theyhave discovered. Students may interview their chosen person via letters, they may portray the character, orcomplete a drama designed around the character. Using digital media will stretch the participants as wellas give them a chance to produce meaningful work. The youths creations of their bibliographies will be

displayed for the community during Family Literacy Events.Another important part of POW is designed to allow participants to interact with their peers and

program staff. Participants will use game resources to practice vocabulary and reading skills. The gamewill be selected from the interest of the student and approved higher order thinking skills practice.Through active participation the youth will be become stronger role models as they influence peers,younger children, and parents of the community.

The progress and activities will be documented in several manners revealing an ongoing rise in readingaptitude. The data regarding the participants attitudes, activities, and abilities will be gathered before,during, and upon the conclusion of the program. The collected data and results will be assessed, presented,and celebrated with participants, program staff, parents, local school, and community.

Projected Short-Term Outcomes:

Increase awareness of literacy rates & reading levels in Bertie County Support reading fluency and comprehension in grades six through eight Inspire middle grade readers to develop writing and presentation skills

Improve home-school participation through active communication and mutual respect

Track ongoing progress, attitudes, and participation of POW program

Work in partnership with local schools and community agencies

Projected Long-Term Outcomes

(75%) of youth participants will pass their end-of-grade assessments

(75%) increase in participants attitude and aptitude

(4) Family Literacy Events for parents and youth participants

Ongoing partnerships with classroom teachers in Bertie Middle School Decrease the drop-out rate in Bertie County Increased success-oriented productive youth


6/14


III. Program Design and Methods

The proposed POW program will utilize two methods of delivery that research has found to be effectivefor programs aiming to assist middle school youth. Trained staff that will be required to reinforce and createlearning opportunities that develop higher-level readers will provide the program. Many of these opportunities,which will build the participants literacy skills, include reading, storytelling, and writing. Family LiteracyEvents will be another important method to promote positive parent involvement. ThroughReaders Theatre,Dramas, Productions, reading hours, and technology all participants will express themselves in new ways for

creating cultural connections between themselves and the community (Birmingham, Milke, Pechman, &Russell, 2005).

All POW groups and objectives will be designed based on prior assessments, teachersrecommendations, and staff observations. The POW program will allow students to work individually, in smalland large groups designing and building on learning styles and individual needs.

To recruit participants, the program coordinator will attend school and community functions to displayinformation about the program being offered at Place of Possibilities. The program coordinator will speak atschool functions for the targeted parents and youth? Program staff will provide parents and students with theinformation packet, and encourage the parents to register for POW.

The participants will continue to be assessed to denote progress throughout the program. The staff willcontinue the task of creating and monitoring systems and situations that would engage the youth; however, to

prevent fall backs as we work to build academic and social success, students will be taught to understand theirinterests and abilities, and then guided to learn how to self-select literature that has value to them. Since weneed to get kids hooked on books before we can impact skill development, students will come to understandthat to have an appetite for bookswill produce healthy brain building. Repeated research proves that choice provides power for students and thatsuch power is often lacking in traditional literacy development. When there is a lack of choice, readers canbecome reluctant, resistant, and perform well below their capacity to learn (Jobe, Sakari, 2000, 2004).

Building a healthy appetite will be establish as the students reads and completes the books on theirinterest level; furthermore, if the student is empowered to put their book into a production via digital media, thestudent is engaged in literacy-technology activities that builds self-esteem, confidence, and skill levels. Whenempowered by personal choice and production designed, students can often stretch to read books that are above

their independent reading level.Providing computer hardware and software along with books will serve the POW students is a variety of

ways. Computers will be useful research tools, assessments, assessment banks, communication methods, virtuafield trips, and visual aides.

Second, POW students will participate in directed literacy-building activities along with staff/mentor-supported activities and challenges designed to develop problem solving, decision-making, and leadershipskills, which support literacy and academic success. There will be at least four family event sessions for parentsof student participants, and the community. At each family event there will be a chance for five POW studentsto present their productions, and they will present them any way they have chosen to reveal their strengths.Along with refreshments and celebrations there will be a special guest of interest for the parents, students, andcommunity.

IV. Evaluation Design and Methods

Upon the completing of registration, each student will be required to take a pre-test and survey onliteracy. Staff will collect all data and information to be kept on file so that the student can track the progressthey are making during the school year. During the year when students receive reports from school, they mayalso chart the reports. The more the student records information about themselves they will become moreaccountable for their own results. All information will be reevaluated during the POW program to identify


7/14


strengths, weaknesses, and successes of each participant. All assessment data will be shared with theparticipants parents and teacher.

Evaluations will be used to monitor and adjust the POW program. The childrens will set the goal of

meeting and exceeding the state and local standards in North Carolinas core curriculum. Formative evaluationwill be used to review the POW program changes that will be implement will serve as a basis for makingprogram modifications.

At the end of the 2011-2012 school year, a post-test and retrospective pert-test survey will be conducted

to evaluate the components of the POW program. Needed data will be retrieved from the Bertie County PublicSchools to assess the End of Grade test scores of the POW participants. Monitoring the ongoing progress of allparticipants will be the role of POW staff. All information will be collected, reviewed, and shared with staff.Family Literacy Event celebrations will be evaluated throughout the school year using short surveys.

V. Sustainability

The POW program will strengthen the success of the county, by requiring support from all stakeholders.

The program director and staff will use the training they receive to continue the program. As the result of thetraining that the directors and staff participate in, they will be able to train volunteers.

With assistance from the local communities, in Bertie County, there will be an implementation forstrategic fundraising campaign. Area churches, individuals, and businesses will be contacted for donations.During the Family Literacy Night, the middle school representative will be asked to participate along with otherfeatured guests speakers.

POW will work with community members to write grants to grow and expand this project seekingfunding from US Cellular and The Rural Center: Economic Innovation Program. The inexpensive nature of theprogram assures its success with minimal support dollar.


8/14


Appendix A: REFERENCES

Appiah-Danquah G., Faulkner P., & Yeboah O., (2010). North Carolina High School Dropout Rates: AnEconometric Analysis. Presentation was made at the Southern Agricultural Economics Association AnnualMeeting.

Britsch B., Martin N., Stuszynski A., Tomala B., & Tucci P. (2005). Northwest Regional EducationalLaboratory for National Partnership for Quality Afterschool Learning at the Southwest EducationalDevelopment Laboratory. Literacy Afterschool Programs: Literature Review, 2-5.

Jobe, R., & Dayton M., (1999), Reluctant Readers: Connecting Students and Book for Successful ReadingExperiences.

NC School Report Card. (2009-2010). Retrieved July 26, 2011 fromwww.ncreportcards.org

The Importance of Family Literacy (2010). Retrieved July 28, 2011http://positivethinkingblog.com/the_importance_of_family_literacy_goal_setting/
http://www.ncreportcards.org/http://www.ncreportcards.org/http://positivethinkingblog.com/the_importance_of_family_literacy_goal_setting/http://positivethinkingblog.com/the_importance_of_family_literacy_goal_setting/http://www.ncreportcards.org/


9/14


Appendix B. BIOGRAPHICAL SKETCH

Education

1992 Bachelor of Science, East Carolina University, (K-6) Education, Cum Laude

1990 Roanoke Chowan Community College, Early Childhood Education, Associate

Positions and Experience2007-Present Bertie County Schools

Bertie Middle School7th Grade Science

2006-2007 Bertie County SchoolsC.G. White Middle School

6th Grade Science

1995-2006 Bertie County SchoolsAskewville Elementary School(K, 2nd, 3rd, Grade Classroom Teacher)

1992-1995 Bertie County SchoolsWest Bertie Elementary School1st Grade Teacher

1984-1990 New York Life Insurance CompanyJames W. Smith, AgentOffice Manager and Agent Assistant

1979-1982 Heileg-Meyers Furniture CompanyAhoskie StoreSecretary and Payment Processor

1978-1979 Belo Grocery StoreWindsor Store

Honors and Awards

2010 NCSU/NELA Recipient for Bertie County

2009-2010 Teacher of the YearBertie County2009-2010 Teacher of the YearBertie Middle School2010 & 2011Recognition of ServiceChairperson for the BMS Leadership Team2009 - 2010 & 2011Recognition of ServiceGrade Chairperson for 7th grade, BMS2008Recognition of ServiceTeacher Leadership Team2006Teacher Award Recognition (Student Entry)2002Teacher of the YearAskewville Elementary School1997-1998Walmart Teacher of the Year1996Teacher of the YearAskewville Elementary School1995-1996NCCTM Mathermatics AwardBertie County


10/14

THE POWER OF WORDS 101992-1993First Year Teacher AwardWest Bertie Elementary, Bertie County

Professional Memberships and AffiliationsAssociation for Supervision and Curriculum DevelopmentNorth Carolina Science Teachers AssoicationNational Educational AssociationNorth Carolina National Educational Association

Licenses / CertificationsGrades 7-9 Certification in ScienceGrades K-12 A.I.G. Certification/LicensesGrades K-12 Reading Licenses


11/14


Appendix C: BUDGETBudget Worksheet

A. Personnel

Name/Position Computation Cost

Hours/Week $/Hour # of Weeks

Program Coorindator 10 $ 20 35 $ 7,000

B.Additional Personnel

(2) Program Staff 8 $ 14 34 $ 7,616

Total Personnel Costs

(A+B) $14,616

C. Supplies

Supply Items

# Requested $ @ eachNon-Fiction Books 50 $ 12 $ 600

USB Flash Drive 25 $ 15 $ 375

Awards & Incentives $ 200 $ 200

Break Service Food

Supplies 30 @ 34 Weeks $ 4 $ 4,080

Supplies (Vocabulary

games & resources) $ 1,000 $ 1,000

IPod (8GB) 10 $ 229 $ 2,290

Computers (MacBook) 5 $ 995 $ 4,975

LoJack 2 $ 180 $ 360HP Photosmart 2 $ 200 $ 400

Publications

(Brochures &

Newsletters) $1,000 $ 1,000

Family Event

Refreshments 4 $1,000 $ 1,000

Total Materials &

Supplies $16,280

Total Project Costs $30,896


12/14


Appendix D: BUDGET JUSTIFICATION

Total request $30,896

Salary & Fringe $14,616Program Coordinator: Responsible for coordination of volunteers, implementation weekly youth programs

and assistance with family activities. 20hr/week @ $20.00/hr x 35 weeks ($7,000)(2) Program Staff: Responsible for working with the program coordinator in order to carry out tutoringsessions aligned with the goals and objectives of the children. $14.00/hr x 34 weeks ($3,808)

Supplies $16,280Educational materials and equipment for use with POW youth and their teachers/tutors to include but notlimited to reading strategies (i.e. vocabulary games & kits), craft supplies, board games, poster paper, pens,paints, markers, paints, technology supplies (board games: used for building vocabulary skills/ Craft supplies,paints, markers, poster paper: used for project designs during program/ Technology Supplies: used for ink,adapters, digital cords) $1,000 (50) Non-Fiction Books $600 (25) USB Flash Drives $375 (10) IPOD $2,290

(5) MacBook Computers $4,975 (2) LoJack $360 (2) Photosmart $400

Supplies and materials for awards & incentives will be purchased to recognize the achievement of programgoals by youth and staff. Including but not limited to: Supplies for creating certificates, award ribbons and othertoken items of recognition $200

Break Service and Food Supply. For afterschool when youth, and staff are gathered for group events to limitinterruption, keep participants engaged and maximize limited time together working on program goals. (30@34weeks x $4=$4,080)

Program suppliesincluding but not limited to pens, paper, folders. To be used in the weekly sessions withstudents and their teachers and in the family education activities./ Includes Brochures and Newsletters($1,000.00)

Family Literacy Events for Families will be engaged in program activities, thus funding needs to be available toprovide some food items for family activities. (4 Events - $250 X 4 = $1,000).


13/14

THE POWER OF WORDS 13Appendix E: LOGIC MODEL

GOAL:!! " # $%&' ( %! ) * ( +%) , %# ) +- . %/%&( 0' 1) 2) 345678( +904%69:

THE POWER OF WORDS

INPUTSOUTPUTS O UTCOMES

Short Term Intermediate Long Term

Planning

!Conduct Baseline Research

!Utilize volunteer program directorand staff!Utilize engagement time with

programs in place at the presenttime!Plan Family Literacy Events!Develop Strategic Partnerships!Provide programs

Programming!Promote parent events, after-school

programs, and summer enrichmentprograms!Attend community events promoting

Literacy and Parental Involvement!Develop brochure and news media to

advertise program components!Develop and carry out a Technology/

Literacy Program---POW: The Powerof Words!Establish partnerships with school

system

Increased awarenessof literacy rates

(reading levels) &usage of technology Increased parentengagement in youthsliteracy development Increased school andcommunityrelationships withpositive goals Increased availability ofliteracy/technologyresources Improve relationsbetween partnersconcerned

Continuedawareness of theliteracy in ourcommunities Increased parentengagement inliteracy &technologydevelopment Increased schooland communityrelationships withpositive goals Increased literacyrates (readinglevels) in children

Success-orientedproductiveyouth IncreasedGraduationRates Improved YouthOutcomes Reduce dropoutrate Increased Endof GradeReading Scores Increaseparentalinvolvement inthe schools andcommunity

Administrationand Staff

After-schoolTutorial Program SummerEnrichmentProgram Technologyclasses for SeniorCitizens Technology ConductCommunityOutreach events Equipment Place ofPossibilities


14/14


Appendix F: TIMELINE

The project design has a 10 month projected timeline:

Timeline Major Tasks Responsibility

Month 1-2 Train Program Staff Recruit, screen & train Hold Family Literacy Event to introduce POW

program and Staff

Make school & community visits to engage less hardto reach youth and families and introduce the to thePOW program

Administer pre surveys

Program Coordinators


Program Staff and ParentVolunteers


Monthly fromMonth 2throughMonth 10

Hold weekly Afterschool POW time

Facilitate Family Literacy Activities

Sponsor cultural/educational experience

Support the youth group relationships

Program Coordinators &program staff


Program Staff and POWParticipants

Program Staff

Month 9 Administer post surveys including a retrospectivepre-test

Literacy Coach and ProgramStaff

Month 9-10 Analyze survey and data results and submit annual

report Summer Program begins

Program Coordinators and

Literacy Coach

Month 10 Submit final report and complete all POW grantrequirements


Documents

Final Grant Carol