21st Century Community Learning Centers

2016-17 RFP

Boys & Girls Clubs of Palm Beach County–Canal Point

Children Achieving & Reaching Educational Success (CARES Program)

5.1 Project Abstract

The Boys & Girls Clubs of Palm Beach County’s (BGCPBC) Canal Point 21st CCLC CARES

Program will serve 65 children in grades K-5 at K. E. Cunningham/Canal Point Elementary

School located at 37000 Main St., Canal Point 33438, a severely underserved and economically

unstable community. The program will operate from 2:15 p.m. - 5:45 p.m. (3.5hrs/day), Monday-

Friday, for 180 school days during the 2016-17 school year. Canal Point Elementary School is

an F-rated school where 99% of students qualify for free or reduced lunch. The school facilities

are available to BGCPBC as it provides a variety of Project Based Learning (PBL) and

academic enrichment activities that improve student achievement in reading/language arts,

math, and science. Program components are delivered by Florida Department of Education

(FDOE) certified teachers with a 1:15 ratio for the academic component and a 1:20 instructor to

student ratio for enrichment activities. An Adult Family Member Program will offer sequential

learning opportunities according to adult family members’ interests and needs, primarily as a

means to help them support their child’s academic success.

5.2 Needs Assessment

The agricultural “Glades” (as this inland community of small towns is known) is geographically

and socially disconnected from the thriving business and arts communities located 50 miles east

on the Palm Beach County (PBC) coast. Within one mile of Canal Point, the racial composition

of the population, numbering 686 residents, is 54% White; 24% Black or African American; and

22% other.  Of the 686 residents, 51% identify as Hispanic of any race. The Canal Point

Elementary student body is 3% white; 87% Black/African American and 4% Hispanic (of any

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race). Many of Canal Point’s students reside in Pahokee where the population of 2,876

residents is 61% Black/African American, 28% with and &% other and 27% of residents identify

as Hispanic (of any race.) As of March 2014, the PBC School District Gold Report found 32% of

the students were English language learners. 37% of the Hispanic students were English

language learners.

Within one mile of Canal Point, 71% of families are below poverty level, as compared to 11% of

PBC families and 12.4% statewide. In this same geography, 40% of households earn less than

$24,999 per year compared to 22.3% of residents countywide and 24.4% of statewide.  Median

household income for Blacks/African Americans within one mile of Canal Point Elementary is

$14,999, compared to $38,927 for Blacks countywide and $35,073 statewide.

Within one mile, 22% the population age 25+ have less than a ninth grade education, 14% have

some high school education but no diploma, 31% have a high school diploma or GED, 19%

have some college but no degree, and 7% have a bachelor’s degree or higher. Comparatively,

in Florida, 5% have less than a ninth grade education, 30% have a high school diploma or GED,

20% have some college but no degree, and 30% have a bachelor’s degree or higher. Among

Canal Point-area Hispanic/Latino residents, 72% have no high school diploma, 17% graduated

from high school and 11% percent have some post-secondary education, but no Hispanic

residents have not reached the Bachelor’s degree level. More than 32% of residents in Canal

Point work in blue collar positions, as compared to 16% of PBC residents and 17% statewide.

(Nielsen Company Snap Shot Reports, 2016, 2015-16 School Improvement Plan)

The PBC Sheriff’s Office has stated that gang activity in the Glades is a significant problem, but

difficult to quantify. Signs of gang membership are everywhere, including the schools;

recruitment is intense, beginning with the youngest of children. In PBC there were 4,409 juvenile

arrests--703 were larceny/theft occurring in the Glades (PBSO, 2016). In 2010, the city violent

crime rate in Belle Glade was higher than the violent crime rate in Florida by 283.05% and the

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city property crime rate in Belle Glade was higher than the property crime rate in Florida by

103.26% (PBSO, 2014).

According to the K.E. Cunningham/Canal Point 2015-16 School Improvement Plan (SIP), 99%

of 274 students are economically disadvantaged and 100% report as non-white. The school’s F

grade in 2016 reflects a downward spiral that began in 2011-12 when the school received a C.

The school’s SIP found that 60 students had attendance below 90%, placing them at risk of

dropping out during the delicate middle to high school transition. Another 142 out of 274

students (52%) failed courses in English Language Arts or Math. According to Community

Partners (a PBC nonprofit offering housing, community, and mental health services), 46% of

children raised in PBC high-risk communities are not kindergarten ready. Children not reading

on grade level by 3rd grade are four times more likely to drop out of school (PBC School District

Strategic Plan 2016-2021). Thirty-five percent of children who live in neighborhoods of

concentrated poverty and do not read proficiently do not graduate from high school. The plan

identifies a need to build a comprehensive single school culture in every school, making

behavioral and social/emotional services increasingly accessible. BGCPBC’s presence in

schools has been credited with helping to promote a single school culture and the use of the full

range of services available to support learning.

According to the Harvard Family Research Project, “Research shows that children spend only

20 percent of their waking time annually in formal classroom education, leaving 80 percent of

their time to explore and enhance their learning interests in non-school settings.” (Family

Engagement in Anywhere, Anytime Learning. HFRP 2014) “The Promising Afterschool

Programs Study”, which polled 3,000 low-income, ethnically diverse elementary and middle

school students found that regular participants in afterschool programs report improved social

and behavioral outcomes: elementary students reported reductions in aggressive behavior

towards other students and skipping school, and middle school students reported reduced use

of drugs and alcohol, compared to their routinely unsupervised peers. (Afterschool Programs:

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Making a Difference, Policy Studies Associates, Inc., 2007 from After School Alliance,

http://www.afterschoolalliance.org/after_out.cfm, retrieved 3/07/16)

The last 13 years of implementing the 21st CCLC program at BGCPBC Clubs has

demonstrated it provides a competitive edge as its helped youth succeed academically,

discover talents, live healthier lives and gain hope for promising futures. Seven of the

BGCPBC's 13 sites are in the disenfranchised Glades community, demonstrating the

organization's commitment to address the extreme shortage of afterschool programs there. At

the six elementary school-based Clubs and a free-standing Teen Center, BGCPBC assists

among the most underserved youth in PBC. The BGCPBC implements a robust menu of

educational and growth opportunities for these children, adolescents and teens that mitigates

external threats. Low family incomes, poor parental educational attainment, high rates of

unemployment and crime, limited out-of-school options and low test scores of Canal Point

Elementary students demonstrate the need for such afterschool programming. Currently, four of

these seven Glades sites are 21st CCLC sites; those without this funding are modeled upon the

21st C program, scaled according to the availability of funds while maintaining excellence,

variety and choice.

High-quality afterschool programs help keep children out of harm’s way and engaged in learning

during the vulnerable hours of 2 - 6 p.m. BGCPBC’s 21st CCLC CARES program provides

unimpeded access to fun, stimulating and experiential academic and enrichment activities in a

safe environment, delivered by caring adults. Providing children safety, nurturing and choice

allows them to take ownership of their learning, explore interests, attain new perspectives and

develop healthy behaviors. Effective afterschool programming can have a profoundly positive

impact on children’s academic achievement, social, emotional and behavioral growth, as

demonstrated by decades of academic research.

A school-based 21st CCLC program at the Canal Point Elementary School eliminates the need

to transport children to another site, providing parents with the ease of having only to retrieve

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children after work. Enhancements provided by the Adult Family Member Program, described

below help parents connect to their child’s school, maximizing student outcomes.

5.3 Program Evaluation

Evaluation Plan: This 21st CCLC proposal is firmly rooted in a commitment to continuous

improvement of operations, services, and outcomes. The cornerstone is a logical process of

planning, data collection, analysis, reporting, and refining. As such, evaluation will include three

connected elements to help ensure the 21st CCLC model is effective, efficient, and sustainable:

continuous improvement, formative evaluation, and summative evaluation. Ongoing evaluation

will be conducted using the Continuous Improvement Model (CIM), a quality-based approach

used within educational settings and particularly effective for reducing achievement gaps

between student subgroups. The model focuses upon individualized assessment using both

formal (e.g., surveys) and informal (e.g., meetings) techniques to guide incremental changes

within ongoing services, adopt new ways to improve and measure outcomes, discontinue or

adapt activities that have no value, and increase emphasis on program objectives and

outcomes. The immediate and individualized feedback provided through CIM is particularly

important for implementation of this 21st CCLC model to help guide and ensure the highest

impact for each student.

Evaluation will also be conducted through formative and summative evaluations, both of which

incorporate elements from the CIM process and provide formal reports about processes and

outcomes. The evaluation process will provide a structure for (1) generating information needed

for ongoing program/activity refinement, (2) assessing progress in meeting outcomes, (3)

documenting and analyzing how the model works in practice, and (4) documenting and

analyzing changes in targeted student’s actions, attitudes, knowledge, and performance. The

school district has committed to providing necessary data on active 21st CCLC students,

including attendance, behavior, grades, and other data to support this program.

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A Formative Evaluation will be completed once per year (mid-year), with additional interim

evaluations completed after on-site visits. The formative report will examine progress toward

21st CCLC program objectives, along with recommendations for programmatic and data

collection changes. Summative Evaluations will have additional information on overall program

outcomes and more detailed information about those activities and operations with the greatest

impact and success. The purpose of the summative evaluation is aimed at recording and

developing a model that can be applied in other settings. Summative evaluations will include all

elements of program operation; activities; enrollment and attendance; measures of academic

performance; federal teacher impact surveys; student and parent satisfaction surveys; feeder

schools; staff information; and partnerships. Recommendations for program refinement will be

based on both quantitative and qualitative data collected to assess progress on objectives.

Focus groups with providers, school staff, students and parents may be conducted to collect

additional qualitative and satisfaction data to help inform evaluations.

Feedback and Debriefings: The process for sharing evaluation findings is an integral part of

the evaluation plan, as it represents the primary method for using results to refine, improve, and

strengthen program outcomes. Distribution will occur at three levels: (1) administrators, (2) staff

members, and (3) stakeholders. The evaluator will conduct at least one site visit, providing an

interim written report to help strengthen specific activities. Formative (mid-year) and summative

(end-of-year) evaluations are comprehensive written reports focused on providing specific

recommendations to refine the program. In addition to written reports, on-site debriefings and

trainings may be provided to: (1) engage staff in addressing challenges; (2) promote “buy-in”

into evaluation as a “living” process; and (3) promote discussion, cross-training, and support. In

all instances, the evaluator will be fully engaged in assisting with implementation of changes to

strengthen the program. Finally, evaluations will be provided to all stakeholders (e.g., school

administrators, parents, and partners) to share information about the program and encourage

feedback about ways to improve.

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Reporting Outcomes: As detailed throughout this section, the evaluation process includes all

elements of the required Evaluation Data Collection and Reporting Deliverables section,

including baseline data collection, mid-year/formative and end-of-year/summative reporting,

stakeholder survey data, and data required for submission to the federal reporting system used

by the U.S. DOE. The program and the external evaluator are committed to submitting all

required data as instructed and through whatever system developed by these entities.

External Program Evaluator: The Center for Assessment, Strategic Planning, Evaluation and

Research (CASPER) will serve as the external evaluator for this project. CASPER will oversee

all aspects of program evaluation, including formative, summative, and data reporting. The

evaluator has worked with BGCPBC since 2012 and fully understands the 21st CCLC program.

Led by a professional evaluator and licensed psychologist, CASPER has overseen the

evaluation of over 300 educational programs. As an active member of the American Evaluation

Association and American Psychological Association, all evaluations will be conducted under

the ethical codes and established procedures of these professional organizations.

5.4 Experience and Capacity

BGCPBC has provided academic and youth development programs to PBC children, ages 6-18,

for 45 years. Since the original Club opened in 1971, the organization has grown to seven

stand-alone facilities and six school sites. In 2015, 5,600 youth were served with 2,600 family,

youth and community members receiving outreach services. In 2003, BGCPBC received its first

21st CCLC award which successfully provided before school, afterschool and summer

academic enrichment programs; five additional sites were added subsequently. Today,

BGCPBC provides 1,200 students from 26 Title I schools with effective 21st CCLC PBL

programs at nine sites throughout PBC. Participants consistently experience academic gains

and outperform their non-21st CCLC same-school peers on standardized tests. For example,

the 2014-15 summative report for the 21st CCLC CARES program serving three elementary

schools in the Glades (Glade View, Pioneer Park and Belle Glade) indicates highly positive

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outcomes at yearend. The targeted objective across each core subject area is that 75% of

students maintain or improve comprehension. For reading, 99% of students maintained or

improved reading comprehension; 97% maintained or improved their vocabulary; 96%

maintained or improved math scores; and 94% maintained or improved science scores.

In addition to receiving the 21st CCLC program funding from the FDOE, the BGCPBC receives

funds from the US DOE, US Department of Juvenile Justice (DJJ), and the US Office of Justice

Programs (OJP), passed through the Boys & Girls Clubs of America. In 2015, the BGCPBC

received the first competitive grant award from the PBC Youth Services Department for its

successful Teen Employability Program. Program administration, fiscal management, and

outcome measurement requirements for these public funders are rigorous. BGCPBC has

established systems in each area to ensure compliance; a carefully crafted fiscal management

infrastructure ensures fiscal oversight at both the staff and board level.

As a DOE and DJJ grantee, BGCPBC is subject to random audits by an independent evaluator.

The purpose of a December 2015 audit was to: 1) test that the sub-recipient administered

federal awards in accordance with federal regulations; 2) test that internal controls over federal

programs appear adequate for proper grant administration; and 3) ensure sub-recipient’s

compliance with other requirements as detailed in BGCPBC’s Application for Membership and

Grant Letter of Agreements with Boys & Girls Clubs of America. We are proud that all processes

were satisfactorily demonstrated, as they were in a 2016 audit of organizational and

programmatic operations by PBC Youth Services Department.

As part of our commitment to all funders, we use a variety of tools internally to track student

participation and progress, such as electronic scanning of membership cards, pre and post-

tests, instructor observation and rubrics, and self-evaluation surveys. (Student academic

performance is available through a partnership with the PBC School District.) Parent/guardian

surveys help track student progress, family participation as well as perceptions of

connectedness and involvement. Lastly, we use Boys & Girls Clubs of America’s National Youth

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Outcome Initiative (NYOI) a research-validated online assessment that measures participation

rates, academic success, healthy lifestyles, and character and leadership.

The BGCPBC utilizes a Quality Improvement System (QIS) developed by Prime Time PBC (an

agency providing afterschool accreditation, QIS and professional development trainings). As a

programmatic self‐assessment process, the QIS expedites our assessment of safety, staff

engagement, Club climate, organizational skills, and programs. BGCPBC has been affiliated

with Prime Time and used the QIS since its inception, receiving the highest ratings possible.

The BGCPBC’s Resource Development Department regularly reviews the status of program

budgets, participation levels, outcome measurement results, QIS updates and daily

programmatic operations. Data and trends are analyzed to streamline program delivery and

heighten excellence. The VP of Resource Development keeps the President & CEO and other

senior leaders apprised of programmatic highlights or concerns.

BGCPBC is reviewed by external accrediting agencies, and has received a GOLD star from

GuideStar and the highest level of accreditation in nonprofit management from NonProfits First

since its inception in 2005. Lastly, we participated in a Florida TaxWatch Study commissioned

by the Florida Alliance of Boys & Girls Clubs that sought to determine educational and juvenile

justice-related outcomes of members. Across all findings, Club members performed better:

graduating on time, improved math and reading scores, increased grade retention; decreased

incidents of Juvenile Justice referrals with no referrals to adult courts, as well as $9,000

economic savings impact on communities for every student not retained a grade.

5.5 Partnerships, Collaboration & Sustainability

5.5. a Community Notice

To ensure that the Glades area were informed of BGCPBC’s intention to apply for funding for

the Canal Point 21st CCLC CARES program, BGCPBC posted a notice on its website and that

which is dedicated specifically to the 21st CCLC programs

(https://bgcpbc21stcclc.wordpress.com/) on March 15, 2016. A link to the submitted proposal

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will be available on these websites on the due date, March 23. Within 14 days of receiving

funding determination, a notice of grant funding, basic program logistics, staff contact

information and link to the funded proposal will be posted on both websites. Quarterly updates

on these sites will highlight student progress and special projects. Adult family members will be

encouraged to check websites, BGCPBC’s Facebook page and bulletin boards for program

highlights and activities. Formative and summative evaluations of the Canal Point 21st CCLC

program will be posted to the 21st CCLC website as available. At regular meetings with the Birth

to 22: United for Brighter Futures consortium (described below), BGCPBC’s intention to apply

for Canal Point 21st CCLC funding and its ongoing operations of the program have been

discussed at length.

5.5. b Partnerships

Now in its 45th year, BGCPBC is regarded as a mainstay afterschool provider within PBC’s

human service and youth development community, and enjoys strong relationships with

organizations and funders across the county. BGCPBC’s partners offer students a broad array

of in-kind activities that help to fulfill the academic enrichment objectives for participants. Recent

partners have included the PBC Sheriff’s Office (prevention programs), the Florida Health

Department-PBC (health and wellness classes), Dolly Hand Cultural Arts Center at Palm Beach

State College (arts programs), Prime Time PBC (recreational and learning opportunities for

participants), the Norton Museum of Art (free admission and classes) and Legal Aid Society of

PBC (workshops about medical insurance, fair housing, immigration), and BRIDGES at Belle

Glade (parenting skills and work related workshops).The value of the in-kind services are

captured and reported in year-end financial reports.

5.5 c Collaborations with the Regular School Day

An inter-local agreement between BGCPBC’s 21st CCLC programs and the PBC School District

allows access to student data: report card grades, standardized test scores, and behavior and

attendance records. Over the past 13 years of operating the Boys & Girls Club programs and

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21st CCLC programs in the Glades, BGCPBC has successfully collaborated with school day

principals, administrators and teachers, which will support the seamless reinstitution of the 21st

CCLC program. BGCPBC intends to hire the highest performing Canal Point Elementary

teachers to serve as 21st CCLC educators. These educators bring a wealth of knowledge about

students, their needs, core academic standards and curriculum at each grade, as well as

knowledge of the school goals within the SIP. Canal Point teachers can help identify the

confluence of this knowledge base and BGCPBC’s overarching 21st CCLC program.

Uninhibited access to each 21st CCLC students’ academic records positions 21St CCLC

teachers to be strategic in the delivery of the 21st CCLC academic plan and share it with

school-day teachers, adult family members, and staff. As the year progresses, 21st CCLC

teachers will meet with other Canal Point school-day teachers to review students’ progress and

map strategies to further engage students in academic enrichment. BGCPBC will hire trained

youth development professionals to serve as enrichment instructors. All 21st CCLC staff,

including the project administrator, director, site coordinator, teachers, and instructors will meet

monthly to discuss PBL implementation, identify barriers, and find solutions to behavioral and

academic challenges. If private school students participate in the 21st CCLC program,

BGCPBC’s project director will establish similarly thorough communications with the principal

and teachers.

5.5. d Sustainability

BGCPBC is involved in key dialogues with stakeholders across the county. As a member of the

Birth to 22: United for Brighter Futures consortium (uniting stakeholders from the public sector,

such as Children’s Services Council, PBC Youth Services Department, Juvenile Justice

Commission, the private sector, including private schools, and the nonprofit sector, including the

United Way, CareerSource, and service organizations), BGCPBC helps to coordinate, stream-

line and align youth services to mitigate the most urgent threats to PBC’s disadvantaged youth;

many of these youths are served by BGCPBC. This process ensures an “economies of scale,”

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streamlining youth services, preventing duplication of services, and providing assurances to

funders that grant dollars are being used efficiently.

The BGCPBC fully integrates resources from public and private funders across its Clubs and

leverages grant resources to ensure that the 21st CCLC program approach serves as the

foundation of the Clubs’ overall academic enrichment programs. As stated above, the BGCPBC

received government funding from the US DOE, US DJJ and the OJP in addiction to the FDOE

funding of the 21st CCLC program. BGCPBC also secures grant funding from private and

corporate foundations to maintain its academic enrichment and teen employability programs

(the latter of which keeps members engaged in BGCPBC programs well into their teen years,

maximizing their 21st CCLC participation). The successful leveraging of grant dollars,

commitment to program excellence, staff development, and rigorous outcome measurements,

supports the BGCPBC’s ability to sustain programmatic and general organizational operations.

Lastly, BGCPBC has recently hired a Vice President of Philanthropy who is diversifying revenue

by streamlining special events, invigorating the annual fund, and increasing gifts from

philanthropists, further ensuring our ability to sustain the high-quality programming for PBC’s

most disadvantaged students and adult family members.

5.6 a Target Students

Canal Point Elementary meets both priorities for the 21st CCLC program—it is a low-performing

Title I school and students from low-income families. Because BGCPBC has served the Glades

area since 1995 (during which it has operated a Club at Canal Point), staff understands the

broad range of risk factors challenging nearly all students’ health, wellbeing and academic

success. BGCPBC expects to register 65 students in grades K-5 should this request be

awarded. The BGCPBC fully welcomes students with special needs and offers them the same

opportunities to participate in the 21st CCLC program, regardless of the level or severity of need,

provided that they can be safely accommodated.

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Because BGCPBC receives 21st CCLC funding for the Teen Center (serving students in grades

6-12), elementary students in the Glades have every opportunity to continue their journey

through BGCPBC’s 21st CCLC program as they transition to Lake Shore Middle and Pahokee

Middle Schools and progress through Glades Central High School (all Teen Center feeder

schools). We credit this consistent participation in the BGCPBC’s 21st CCLC program as the

strongest influencer on students’ improved academic performance. The 21st CCLC program is

open to students at nearby private schools.

5.6 b Recruitment and Retention

As a result of providing high quality afterschool programming in the Glades for the past 21st

years, BGCPBC has earned the ultimate trust-to care for the community’s children when they

would otherwise be exposed to an array of threats to their health and wellbeing. We are

confident in our ability to recruit and retain the students most in need of 21st CCLC services—

those unprepared to pass standardized tests, reading far below grade level, in jeopardy of

falling victim to crime, at risk of dropping out of school, facing English language challenges and

living in households with low annual incomes. Recruitment and retention strategies include:

Recruitment Strategies for Students: Glades communities have few afterschool academic

support or enrichment choices. Not surprisingly, many Glades-area youth regularly attend

BGCPBC’s afterschool programming either at school sites or the Teen Center as attendance

data demonstrates across all seven sites. Recruitment strategies include:

Engage Canal Point teachers in recruiting students most in need of 21st CCLC program

Invite current BGCPBC members at Canal Point Elementary to register upon notification of

funding and to encourage and their siblings, classmates and friends to do the same

Establish an advisory committee upon notification of funding and request support with

notifying local leaders, adult friends and family members of the opportunity

Promote positive outcomes achieved at other 21st CCLC sites during a school-based

“welcome event” for students and families at the start of the academic year

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Retention Strategies for Students: Research has also shown that giving children the

opportunity to choose their enrichment activities will empower them to take ownership of their

learning, build a strong sense of self, make positive life choices and gain a sense of control,

purpose and competence. “Innovative afterschool programs with a student-centered approach

have the potential to prepare youth as responsible citizens who are in control of their future.”

(http://www.afterschoolalliance.org/Issue_54_Student_Centered_Learning.cfm, Issue Brief 54,

retrieved 3/9/16) Polling students to determine their interests, offering high quality activities

accordingly and enabling choice ensures student retention. Strategies include:

Solicit students’ input on activities to be offered and feedback on those that have occurred

Establish caring environment and provide personalized attention to ease learning barriers

Communicate with parents regarding absences and solicit help with attendance barriers

Parent Engagement in Student Recruitment:

In the Glades, BGCPBC is able to engage the youngest elementary students in the 21st CCLC

program and provide them with a seamless 21st CCLC journey through high school graduation.

BGCPBC knows that achieving this goal relies heavily upon fostering a solid relationship with

adult family members. Synchronously, the Canal Point Elementary School 2016 SIP identifies

the need to increase parent involvement and retention. Both research and experience have

shown that parent engagement programs significantly increase parents’/guardians’ involvement

in their children’s scholastic and social development and improve their parent-child

communication skills. To garner parents’ support with student recruitment, BGCPBC 21st CCLC

staff will:

Host introductory reception for parents/guardians of Canal Point Elementary students at

beginning of school year

Request to promote the program at Canal Point Elementary parent-teacher conferences

during the school year

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Invite Canal Point parents/guardians to attend unit presentations where they will also

receive updates of students’ progress and success

Invite parents/guardians to volunteer to experience the 21st CCLC program’s success

Ask parents/guardians of all BGCPBC programs in the Glades to help recruit Canal Point

21st CCLC students through their network of family, friends, or work associates

As parents/guardians participate in a robust Adult Family Member Program, they will likely be

inspired to encourage other Canal Point Elementary parents/guardians to register their children

in the program. (Strong adult family programs will also retain students and parents/guardians.)

Recruitment and Retention Strategies for School Principals and Teachers: BGCPBC will

utilize strategies to engage both Rose Elementary School staff and private school staff in

recruiting students to participate in 21st CCLC program. (While there are no private schools

located in close proximity of Canal Point, BGCPBC will ensure that all private school staff

receive ongoing notices about the 21st CCLC at all Glades locations.) To ensure an optimal

introduction to the 21st CCLC program, BGCPBC will keep private school teachers and

administrators apprised of program offerings, presentations and students’ learning gains.

Improved program communication provides teachers with greater satisfaction and improves

retention. Onsite involvement of Canal Point Elementary School staff in recruitment includes:

Identify and refer students, especially those in need of the 21st CCLC supports, during

regular monthly meetings with BGCPBC 2st CCLC project director and staff

Provide a list of school events to which 21st CCLC staff are welcome to attend to recruit

new students (open houses, assemblies, sporting events)

Promote 21st CCLC events and student progress via Canal Point’s internal and external

communication channels

5.6.c Student Program Activities

Students transition from their school day to the fun of BGCPBC’s 21st CCLC Children Achieving

and Reaching Education Success (CARES) program by signing in and enjoying a snack

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provided by the school for the first 15 minutes. They then participate in the daily one hour of

Homework Help throughout the school year. Homework Help is provided by qualified

instructors; 21st CCLC staff meets monthly with school day teachers to ensure alignment of

Homework Help with the regular school day requirements.

Following homework help, students advance to Project Based Learning (PBL) (in one of six

areas, described below) associated with the MindWorks Resources curriculum, followed by

rotations through enrichment activities, such as STEAM, visual arts, dance, music, health and

fitness. The BGCPBC has successfully used MindWorks Resources, an all-inclusive, research-

based program that is designed for optimal use with the dynamic afterschool setting, as its

foundational 21st CCLC program for the last seven years. MindWorks supports children’s

dynamic, brain-based learning styles, is aligned with the 21st CCLC Framework and Florida’s

core educational standards, and has been shown to significantly increase student achievement

in core academic subjects. A FDOE certified teacher will facilitate the MindWorks curriculum.

The 21st CCLC project director and the FDOE teachers will partner with Canal Point

administrators to ensure that the content and pacing of the MindWorks program coincide with

the educational objectives for each grade and that both MindWorks and enrichment programs

address the SIP objectives.

The MindWorks Resources’ school-year program comprises four unique nine-week units with an

overarching theme which for 2016-17 is “Eureka!: Moments of Discovery.” The four units are:

1) Lift Off: students discover and explore a universe of space topics--moons, planets, stars,

comets, galaxies, and the colonization of Mars with the SpaceX program; 2) Think Tank:

students innovate, imagine and experiment across the spectrum of science, engineering, and

the arts to create their own solutions and products; 3) Body Works: students discover the

wonders of the human body, the marvels of modern medicine and the creative work of research,

design, and experimentation; 4) Nature Calls: students learn the impact of nature on all species

lives, and discover its inspiration on scientist, inventors and artists. Each unit comprises

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educational modules in six areas: reading, vocabulary, math, science, social studies, and art.

The MindWorks curriculum includes teacher guides complete with common core objective-

based standards: pre- and post-tests, comprehensive PBL components, and materials for

hands-on, experiential learning. Each unit culminates with a completed project such as art

exhibition, publication, informational or dramatic presentation.

The certified teacher/students ratio is 1:15 for the six units. Students rotate through academic

enrichment programs, (STEAM, visual arts, dance, music, health and fitness) wherein the

teacher/student ratio is 1:20 or lower, participating two or more times weekly in each. The

MindWorks curriculum is supplemented with additional PBL components.

Flocabulary, a web-based program uses educational hip-hop music to increase literacy skills

that assists language development and comprehension, especially the 32% of whom are

English Language Learners, and supplements instruction across the curriculum. Roger Farr,

Ed.D., Jenny Conner, Ph.D. and the Educational Research Institute of America demonstrated a

25% increase in vocabulary proficiency among students with the largest gains experienced by

students of a lower socioeconomic status. In his book, The Fluent Reader, Dr. Timothy Rasinski

argues that the use of “Repeated Guided Oral Reading” improves students reading fluency and

comprehension. The National Reading Panel stated that, “oral reading fluency is one of the five

major components of a researched based reading program.” Findings in Rasinski’s book

illustrate the benefits of oral reading across all levels as well as improved engagement and

interpretation skills.

Cultural Arts: While the arts are one of the six core instructional components of the

MindWorks PBL curriculum, BGCPBC provides additional offerings that advance students’

opportunities to discover an interest in the arts, acquire a variety of social and emotional skills

that come from creative expression, improve academic performance, appreciate for the role of

arts in society and gain an awareness of arts professions as viable careers.

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Visual Arts programming exposes children to the arts through discussion, observation and

hands-on activities provided by the “Meet the Masters” program. Children discover basic art

elements and concepts such as design, color, form, space and texture gaining inspiration for

original work. The program is supplemented with drop-in activities by the the Norton Museum of

Art.

Performing Arts (dance, music and theatre) are explored through project-based learning.

Dance programs include African dancing with drumming accompaniment by the students, and

our Step program (a dance form that dates back more than a century). Theatrical and musical

techniques build awareness of communication through sound, voice and body as well as other

skills improving a sense of self which public performances can provide. Visits from community

arts partners and field trips to local venues such as the Dolly Hand Cultural Arts Center at Palm

Beach State College expose students to the performing arts, broaden world perspectives and

build confidence in self-expression. All activities are age appropriate and rotated throughout the

school year.

STEAM Enrichment: BGCPBC’s STEAM program (Science, Technology, Engineering, Arts

and Math) is a multi-disciplinary program that applies STEM academic concepts to modules

aligned with the 21st CCLC projects. STEAM introduces students to basic scientific precepts

and related careers. STEAM activities include robotics, rocketry, roller-coaster building and the

ImageMakers National Photography program.

The Healthy Lifestyles Program demonstrates how eating smart, keeping fit and forming

positive relationships result in a healthy lifestyle. BGCPBC uses CATCH Kids Club (CKC)

(physical fitness and nutrition learning components aligned with the Healthy Eating and Physical

Activity (HEPA) standards associated with the 21st CCLC program.) Students explore healthy

eating based on the food pyramid, learn to read food labels and adopt portion control habits.

Students participate in fun fitness activities such as Double Dutch Jump Rope, as well as

organized individual and team sports, including flag football and basketball leagues. Students

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improve their cardiovascular health, endurance, flexibility, strength, and sports etiquette.

BGCPBC’s 21st CCLC staff will attend quarterly training sessions to increase their CKC and

HEPA skills.

The Character Education and Dropout Prevention Programs have increased persistence

and progression in school, consistent attendance, reduction in suspensions and disciplinary

actions and increased connectedness. The evidence-based “SMART Suites” modules promote

drug prevention, positive self-image, strong morals and ethics. At the elementary level, the

content prepares youth for a positive transition to middle school. Partnership with the PBC

Sheriff’s Office, Department of Juvenile Justice, and the Office of Justice Programs supplement

BGCPBC prevention and intervention programs.

5.6.d Adult Family Member Program Activities

Adult Family Member programs to be offered on-site under the direction of a family service

coordinator (FSC) will be designed according to the needs implied by the demographics of the

families served by the 21st CCLC program and to the family members’ responses to interest

inventories. According to a Pew Research Center,” Parenting in America, “ Among parents with

school-age children, 85% say they have talked to a teacher about their children’s progress in

school over the 12 months leading up to the survey. Roughly two-thirds (64%) say they have

attended a PTA meeting or other special school meeting. And 60% have helped out with a

special project or class trip at their children’s school. Parents’ level of engagement in these

activities is fairly consistent across income groups.”

http://www.pewsocialtrends.org/2015/12/17/parenting-in-america,2015, retrieved 3/9/16)

Parents in the Glades are united in their concern for their children’s health, safety and

education. The Adult Family Member Program builds bridges between family members and their

children’s academic success and their emotional and social development, as well as nurtures a

solid connection to the School and the School staff. The FSC regularly confers with adult family

members; 21st CCLC FDOE certified teachers, Club staff, and school partners ensure that the

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monthly family programs are aligned with the specific school activities and the Club’s PBL

activities.

Other BGCPBC 21st CCLC Adult Family Member programs have evolved over the years,

allowing for the consistency of programming. Seminars and sequential learning workshops

empower parents through leadership, educational and social activities and individual support.

Economic opportunity programs help family members advance their education and build their

skills so they can secure stable jobs with increased earnings. Topics that may be covered in the

weekly/monthly seminars include:

• English language literacy classes

• Financial Literacy provided by local banking institutions such as Wells Fargo

• Workshops presenting information about medical insurance, fair housing, immigration,

domestic violence prevention and taxes, among other topics presented by the Legal Aid Society

• GED preparation and workforce readiness provided by CareerSource PBC

• Health and nutrition programs presented by the Florida Department of Health-PBC,

Diabetes Education and Research Center, Community Health Center (FAU)

The Adult Family Member Programs are offered during convenient hours when parents are

most likely to attend. The activities offered are fun, interactive and skills-based as a means to

help parents support their child’s academic and social development and to improve their own

lives—including health, fitness, employment and family lives. Parents are surveyed to determine

their satisfaction and learning gains. Survey results, ongoing dialogue with family members,

findings associated the quarterly evaluations conducted by the external evaluator and other

feedback sources are reviewed with action steps taken for continuous improvement and

program development.

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5.6.e Staffing Plan and Professional Development

The BGCPBC’s 21st CCLC program is operated within the Resource Development and

Program Department. The BGCPBC’s Vice President of Resource Development & Programs

holds a BS degree and oversees:

• Program pedagogy ensuring evidence-based practices and implementation

• Develops the internal staff competencies and training

BGCPBC’s internal program design, evaluation, measurement, and research design.

The 21st CCLC project administrator holds a BS degree and is responsible for much of the

program’s success as an innovative model. The project administrator was the recipient of the

Florida After School Alliance Award of Excellence as a Multi-Site Supervisor (2013), and served

as a member of the Florida 21st CCLC Statewide Task Force. Responsibilities include:

• Work closely with program evaluators to ensure successful outcomes

• Serve as a mentor and trainer for staff, oversee professional development, select and hire

project director, family services coordinator, enrichment instructors and data coordinator

• Manage the project and oversight of project administrative, finance and evaluation functions

and curriculum implementation

Together the project director and the project administrator select and develop the PBL academic

and enrichment curricula. The project director oversees daily program implementation, project

invoicing and monthly deliverables. The data coordinator uses automated reporting systems to

enter, manage and analyze project data.

FDOE teachers deliver academic components. Enrichment activities, including STEAM, Arts,

health and fitness and character education/dropout prevention are provided by trained

instructors. The FSC implements the Adult Family Member program. The BGCPBC Human

Resource Department will oversee the recruitment, hiring and onboarding of new or reassigned

21st CCLC staff. The BGCPBC will expand its contractual agreement with the current

independent evaluator to ensure ongoing program analysis.

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Professional Development: All 21st CCLC staff are trained on all elements of the grant

including the delivery of PBL and enrichment activities in age and developmentally appropriate

ways. Staff will understand the program design, need, and effective teaching methodology of

the 21st CCLC program to obtain positive measurable objectives.

Curriculum experts trainers from MindWorks and the Educational Tool Kit (and others as

needed) provide training for teacher on PBL activities program staff on the service delivery

model. Workshops for all 21st CCLC staff are offered on a wide variety of program-based

subjects. Appropriate 21st CCLC staff will attend the FDOE statewide training for 21st CCLC

recipients in August 2016, including the evaluator, project director and one program staff. Staff

routinely attends the 21st CCLC Florida After School Alliance state conference. At least one

program staff also attends the National Afterschool Association conference and reports new

youth development knowledge to the 21st CCLC team. All 21st CCLC staff meet the required

certification requirements and possess all of the necessary licenses and credentials..

5.6 f Program Center

Currently, K.E. Cunningham/Canal Point Elementary School at 37000 Main St, Canal Point, FL

33438 is home to a functioning Boys & Girls Club. The School was built in 1988 and occupies

16 acres with a total of 72087 square feet. A chain link fence surrounds the property. The

School used to house several 6th grade classrooms, however, now the BGCPBC utilizes the

previously designated 6th grade rooms. The BGCPBC has access to additional classrooms

including, the cafeteria, library and the media room thus easily accommodating a reinstated 21st

CCLC program and Adult Family Member programming.

5.6.g Safety and Student Transportation

As set forth by 21st CCLC requirements, all staff/volunteers with repetitive (more than once)

contact with youth are required to pass a FDLE Level II background screening as described in

Section 1012.32 Florida Statues before employment /volunteering. Pre-employment and pre-

volunteering drug testing for prospective employees and volunteers, and random drug tests are

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conducted annually after hire. Staff undergoes the screenings required by the Jessica Lunsford

Act. The BGCPBC adheres to all district safety and hiring regulations.

Parent/guardians are required to provide all the pertinent emergency contact information and

authorized mode of pick-up including names of individuals authorized to pick up their child.

Authorized individuals must enter through a single egress, prove their identity and sign a

release form before a child may be removed from the premises. Participants of the 21st CCLC

program receive identification cards which are swiped upon entrance and exist through an

electronic scanner recording daily attendance.

At the start of the 21st CCLC program children gather in the cafeteria where they are greeted by

21st CCLC staff and escorted to the classrooms. Students are closely supervised as they go

from program to program. 21st CCLC teachers take daily class attendance and provide it to the

data coordinator.

BGCPBC has a detailed operations and procedures manual outlining all safety procedures for

potential safety hazards and appropriate responses for all situations including weather events,

missing child and others. The plan was developed by safety professionals with staff input. All

staff receive First Aid and ongoing in-house trainings with at least one 21st CCLC staff certified

in CPR. The Club meets the district’s facility safety requirements as well as the Americans with

Disabilities Act (ADA) requirements.

Transportation: BGCPBC maintains a fleet of buses and vans used to transport 21st CCLC

youth to offsite activities. If transportation home from the Club is a barrier for participation, the

BGCPBC will provide it. All Club vehicles are inspected regularly and equipped with the required

safety alarm that alerts drivers in the event a child remains in a parked Club vehicle. All Club

bus drivers have Commercial Driver’s Licenses (CDL-B with appropriate endorsements). Bus

drivers maintain a log of all youth transported to and from any offsite activity. All offsite activities

are supervised by qualified Club staff with a 1:15 staff to youth ratio. The Club also uses a field-

trip buddy system.

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5.6.h Dissemination Plan

BGCPBC utilizes several different forums to keep the Glades community and greater PBC

informed about its 21st CCLC program from issuing a notice of intent to inviting the public to

students’ presentations. The BGCPBC’s Director of Marketing and Public Relations is

responsible for managing the communication plan associated with BGCPBC’s portfolio of 21st

CCLC programs. The organization’s website, www.bgcpbc.org and that specifically dedicated to

the 21st CCLC (https://bgcpbc21stcclc.wordpress.com/) posts all notices and reports keeping

community members and stakeholders informed. Updated regularly, the 21st CCLC website

showcases the work of the 21st CCLC students, PBL information unit presentations, special

events, upcoming family nights, flyers and calendar of activities. The Marketing Director also

utilizes press releases, the organization’s Facebook page and emailed newsletters (to an opt-in

database of 3,000 addresses) to further alert the public about 21st CCLC highlights and

programmatic updates.

Since not all families residing in the Glades have access to the internet at home, the 21st CCLC

site coordinator maintains a bulletin board and depot for parent’s easy access to printed

communications when entering or exiting the site. An ESOL language facilitator translates all

documents concerning 21st CCLC programming into the native language of the target

population. Greeting staff share program highlights, student updates, as well as all Adult Family

Member Programs.

The Glades is a close knit community and word-of-mouth is a reliable tool for sharing

information. All BGCPBC staff are informed about the 21st CCLC program through monthly staff

meetings and are encouraged to share these highlights through their participation in community

events and forums as appropriate. Staff ensure that local civic and business leaders are kept

apprised of programmatic highlights and evaluation results throughout the year via phone calls,

emails and announcements at community forums. Recently, the Mayor of Belle Glade visited

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the BGCPBC’s 21st CCLC program at Glade View Elementary School to view a PBL project on

the history, culture, industry and people of the Belle Glade and to congratulate the students.

By uniting the strengths of the BGCPBC programs with the Canal Point 21st CCLC program and

supplementing them with internally created programs and local resources, BGCPBC will

continue to support the achievement outcomes of students. The opportunity to experience new

worlds, whether imagined through the arts, or realized through robotics, science experiments, or

sports, students develop the tools necessary to negotiate a world filled with uncertainty. Without

the capacity to understand self-discipline and self-motivation, or how to make healthy, life-

affirming decisions, life will be difficult at best. BGCPBC’s robust Gove 21st CCLC program will

help students soar socially, emotionally, mentally, intellectually and physically—readying them

to craft and embrace bright futures.

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