Gulf District Schools

Request for Proposal for the 21st Century Community Learning Centers Program

TAPS: 16B036

5.1 Project Abstract or Summary

The project addresses the need for comprehensive afterschool services in Gulf County

as well as the acute need to enhance student performance in the core academic areas of

English language arts, math and science and in the personal enrichment areas of music, art and

fitness. Afterschool and summer programs for students in grades 1-6 at each Title I school will

include academic support, enrichment activities, and family involvement activities in a safe,

engaging environment where students learn through exploration. Specific goals in academic

subjects, student behavior, and family involvement which undergo constant evaluation will

create a program certain to become an integral part of the community.

5.2 Needs Assessment

Gulf County, situated in the Florida Panhandle, ranks as one of the most rural counties

in the state of Florida with just 28.1 residents per square mile. In 2014, the estimated resident

population of the county was 15,994 with slightly over 78% White, 19% Black, and 3%

representing other minority groups. Aggregated Census data indicates the median household

income at $40,455 compared to the United States median of $53,046 (2013). Gulf District

Schools serves approximately 1,830 students at 2 elementary and 2 high schools (NCES,

2014).

This proposal will provide services for both elementary schools within the district: Port

St. Joe Elementary School (PSJES) and Wewahitchka Elementary School (WES). While almost

25 miles separate PSJES from WES, these schools face similar challenges. As noted in the

school demographics table below, both schools are considered economically disadvantaged

and designated Title 1 School Wide Programs aligning them with 21st CCLC funding eligibility.

According to Barker and Cole (2007), economically disadvantaged children enter school with

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less developed cognitive skills than their peers and make lower grades and test scores.

McLoyd (1998) found stress of economic hardship disrupts parents’ lives in ways that alter the

organization of the home, family relations, and psychological well-being of family members.

Students at PSJES and WES are in need of and will benefit greatly from the academic and

enrichment activities integral to the 21st CCLC program.

Demographics byParticipating School

Enrollm

ent

White

Black

Other

Students

w

ith D

isabilities

Econom

ically D

isadvantaged

School-W

ide Title 1 P

rogram

Port St. Joe Elementary School 572 73.8 16.2 10.0 14.8 59 Yes

Wewahitchka Elementary School 447 86.5 9.6 3.9 15.4 69 Yes

As outlined below, Florida Comprehensive Assessment Test (FCAT) scores paint a clear

picture of need for remedial and tutorial services. Across the board, student proficiency was far

below the Level 3 benchmark in writing, reading, math, and science.

Percent of Students ScoringSatisfactory or Above on the State AssessmentsPort St. Joe Elementary School 24 57 53 62

Wewahitchka Elementary School 21 61 61 33

Less than 25% of students at each elementary school demonstrated proficiency in

writing. The 2014 FCAT writing scores represent a 25 point decrease for PSJES and a

decrease of 27 percentage points for WES from the previous year. In reading, each school fell

below the targeted Annual Measurable Objective (AMO). PSJES missed the mark by 19%;

while WES fell short by 8%. Additional learning opportunities are needed to develop student

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reading/writing connections. This need is particularly pronounced with the implementation of

new standards and assessment instruments.

A similar trend can be seen in mathematics. PSJES failed to meet the targeted

Mathematics AMO by 26%. WES narrowly missed the mark; falling just 2% below its goal.

Approximately 30% of fifth graders at WES scored a Level 1 in science; none scored a Level 4

or 5. Likewise, no PSJES students scored a Level 5. It is evident students need enrichment

through STEM activities beyond what is available during the regular school day. According to

the Afterschool Alliance (2009), students who participated in out-of-school-time science

activities had higher science test scores than their peers. The opportunity to learn through

hands-on problem-solving projects and activities will not only result in higher test scores, but will

generate student interest in the areas of mathematics, science and engineering.

Geographical and economical limitations make it difficult for many students to participate

in community-based activities. Located over thirty miles from the nearest urban area (Panama

City), students frequently do not have the opportunity to participate in enrichment activities such

as art, music, dance lessons, prosocial clubs, and martial arts. Similarly, students have limited

access to museums, theatres, zoos, and recreational facilities. Due to financial limitations,

neither elementary school’s budget is able to support music or art programming. The 21st CCLC

program could have a significant impact on the need to introduce students to music and arts.

While the district has provided a character education curriculum in the regular

classroom, a program to specifically address abuse prevention is needed. Safer, Smarter

Kids is an abuse prevention education curriculum designed for PreK and elementary-aged

children. The education program uses developmentally appropriate information to arm children

with the tools and language they need to better protect themselves from abuse. This curriculum

was developed in collaboration with Lauren Book, M.S. Ed, a developmental psychologist and

career educators. Each grade level’s theme focuses on developing skills for staying safe as it

relates to the expansion of a child’s world and aligns to social studies frameworks. The activities

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of this curriculum are designed to help meet existing educational requirements, in the areas of

social studies, theatre, visual art, health education and reading/language arts, while imparting

critical safety information. According to the Florida Council Against Sexual Violence (2012),

children who received the Safer, Smarter Kids curriculum achieved a 77% increase in

knowledge of critical personal safety information.

Neither of the targeted schools currently has an afterschool program in place, nor are

there any afterschool programs available in the community. Each year, climate surveys are

administered to teachers, parents and students in grades 4-12. A Title I survey is also given to

the parents of all elementary students. Data gleaned from both survey instruments indicates a

need for an afterschool program. Both surveys featured comments about the need for more art

& music activities, tutorial programs, parenting workshops, family support and parent

involvement opportunities. All of these items were once an integral part of the communities as a

result of 21st CCLC program funding and would be welcomed assets if reinstated. A random

sample of parents were called to ascertain their interest in enrolling their child/ren in the 21st

CCLC program; 100% or respondents indicated they would enroll their child/ren. Based on the

needs outlined above, 21st CCLC will fill the need for afterschool services in Gulf County while

addressing the severe need to enhance student academic and personal enrichment in English

Language Arts, mathematics, science, and physical fitness.

5.3 Program Evaluation

5.3.a Evaluation Plan

Stufflebeam’s CIPP model will provide a framework for evaluation. It provides a robust

tool for continuous quality improvement activities, to identify performance measures, and ensure

outcomes for students. Fundamentally, the model promotes growth and assists leaders and

project staff to obtain and use feedback systematically to meet important needs and adhere to

grantor guidelines (Stufflebeam, Madaus, Kellaghan, 2000.) The model provides a

comprehensive framework for the development of evaluation questions. The CIPP framework

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addresses project issues related to context, input, process, and products (outcomes).

Evaluation questions also follow the requirements of the formative and summative evaluation.

Context: 1) Are the appropriate students receiving grant related services 2) How many students

are receiving grant related services 3) What is the average daily attendance of the students

receiving services 4) How many student have attended the program for more than 30 days

Inputs: 5) Were appropriate programs and activities selected to ensure progress was made

toward project objectives 6) Were sufficient resources allocated to ensure progress was made

toward project objectives 7) Were funded activities implement according to the approved

operational schedule to ensure progress was made toward project objectives during the

reporting period Process: 8) Were activities implemented as intended in the approved grant

application to ensure progress was made toward project objectives 9) Were partnerships

formed to strengthen the sustainability and implementation of the proposed activities Products

represent progress (formative/process) or achievement (summative) of the proposed goals and

objectives.

Baseline, mid-year, and end of year data necessary to assess quantitative change within

the program will be collected by the Project Director in collaboration with the evaluation team.

Individual student data such as report cards (English language arts, math, and science), state

assessments (FSA), and district assessments and reports related to each objective will be

collected within two weeks of program commencement or September 2015; mid-year data will

be collected by January 15, 2016; and end of year data by May 1, 2016 with the exception of

final report card grades. The Project Coordinator has access to this data via the MIS system

(FOCUS). The same fall, winter, and spring timeline will be used for all assessments. The

Project Coordinator will document/record PBL products for both academic and personal

enrichment projects. In addition to performance measures, the project and evaluation team will

utilize Buck Institute for Education PBL rubrics and checklists to determine PBL fidelity of

implementation. Discipline and attendance data will be routinely monitored to identify at-risk

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students and the efficacy of strategies designed to reduce absenteeism (both in the afterschool

program and in the regular school day) and promote socially acceptable behaviors. The shuttle

run or Progressive Aerobic Cardiovascular Endurance Run (PACER) is the recommended

aerobic capacity assessment for use with younger children, as it is more engaging and students

who have a poorer performance will finish first and not be subjected to the embarrassment of

being the last person to complete the test. Online and paper surveys will ascertain parent

knowledge gains following Adult Family Member events. The project will also utilize parent,

teacher, and student survey results provided by the 21st CCLC administrative team; garnering

parent involvement progress and satisfaction, student program satisfaction, and teacher

satisfaction. To ensure integrity and accuracy of data collected, access to an online secure data

platform will be provided to record and link student attendance and objective assessment data.

Use of this data collection platform will inform necessary adjustments with real-time data

reporting. In addition, electronic reporting will minimize disruptions to the program and decrease

the amount of time spent compiling student data. Two tablets per site will be purchased for this

purpose.

Based on past successful collaboration Capital City Consultants was chosen to manage

the 21st CCLC evaluation project team. As an outside evaluator, Capital City Consultants has

demonstrated integrity, objectivity, and has provided feedback to maximize effectiveness. The

evaluation team’s qualifications range from master’s level program/policy management to

doctorates in educational measurement and statistics. All professional team members have

prior 21st CCLC evaluation experience. The primary team members on the Gulf County Project

will be Dr. John Enger and Ms. Jennifer Simmons, MSW, LCSW. Dr. Enger has a Ph.D. in

Educational Measurement and Statistics from the University of Iowa. His academic credentials

include the rank of full professor with teaching responsibilities in educational measurement,

statistics, research methods, and program evaluation. He has received three academic-year

Fulbright scholar appointments in the areas of educational measurement, research methods,

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and program evaluation. Dr. Enger has served as president of both the Mid-South Educational

Research Association, and the Consortium of State and Educational Research Associations.

Ms. Simmons has a Masters in Social Work from Florida International University with a FLDOE

certification as a professional educator in PK-12 Social Work. Ms. Simmons has over 17 years

of experience implementing and evaluating federal, state, and local programs in both

educational and non-profit settings. Ms. Simmons was previously a member of the 21st CCLC

Florida Administrative Team through the University of Florida and has traveled the state

evaluating and providing best practice technical assistance to sub-grantees.

The evaluation team will conduct on-site program visits to monitor progress and

compliance with federal and state requirements and to track progress toward program goals and

objectives. The evaluation team will also prepare a formative summary (February 2016) to

include analysis of student attendance, program operation, objective assessment, and

recommendations for improvement. A summative evaluation will be prepared as required

(August 2016) to include all United States Department of Education reporting requirements such

as student attendance compilation and enrollment, program operation, quality of staffing,

objective assessment, progress towards sustainability and overall recommendations for

improving the program. All evaluation activities including weekly evaluator consultations,

evaluator participation in quarterly advisory council meetings, and data collection processes will

be used to continuously refine, improve, and strengthen the program in order to achieve the

stated goals and objectives.

Evaluation information in the form of reports, survey results, and progress reports will be

shared with the 21st CCLC Advisory Committee and disseminated to all staff to inform progress.

Stakeholders will receive copies of reports via the district’s 21st CCLC website and email

distribution. Recommendations will be discussed quarterly with the Advisory Committee for

possible improvements to the project.

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An Advisory Board comprised of the Project Coordinator, Program Director, Site

Coordinators, community partners, teachers from each target school and a minimum of two

parents will be formed. Principals from hosting schools will also be encouraged to participate.

The Board will meet at least once per quarter to discuss progress toward goals and objectives,

refinement of daily operating routines, concerns and successes. After each Board meeting, a

quarterly report will be developed and shared with parents, principals, and other stakeholders.

A synopsis of the report will be submitted to area newspapers. This report will also be shared

with the School Advisory Council of each school and with the Superintendent and Gulf County

School Board.

5.3.b Measurable Objectives and Assessments

Following RFP instructions for this section, the Measurable Objectives and Assessment

table is addressed utilizing the web-based applicant system.

5.4 Applicant’s Experience and Capacity

The 21st CCLC project was initially administered in Gulf County by the Norris D.

Langston Youth Scholarship Foundation. In 2011, the Gulf County School District assumed

responsibility for the project and operated it with significant success for several years. Students

from the district’s two Title I elementary schools benefitted from the educational and enrichment

activities offered. Data from the 2013-2014 Summative Evaluation report illustrates that close to

half of all students improved their reading (49.3%), math (43.3%), and science (47.8%) grades

from first to last quarter. Additionally, almost 75% of regularly attending students had a “C” or

better in all academic subject areas at the end of the project year.

Of those students in regular attendance, 77.7% had no reported discipline incidents.

Similar trends were found in attendance and family involvement. Gulf District has seen first-

hand the impact a 21st CCLC program can have and finds the possibility of having such a

program in the future cause for excitement.

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Administrative oversight will fall within the purview of Ms. Lori Price, the Director of

Instruction for Gulf District Schools. Ms. Price is a veteran educator with over thirty-three years’

experience; ten as an administrator. As the district administrator responsible for most federal

grants, that experience includes managing federal funds, professional development, curriculum

design, and personnel matters. Ms. Price has taught Child Development Courses and has

served as an adjunct instructor for GCSC. The Director of Instruction for Gulf District Schools

will also serve in the capacity of Fiscal Officer for the program, working collaboratively with the

Finance Officer of the District. The responsibilities of the Fiscal Officer will include: budget

management (examine budget estimates for completeness, accuracy and conformance with

regulations), overseeing the payroll process, acquisition of supplies and overall grant

management.

The Program Director will be Ms. Jo Clements, a veteran educator with a Master’s

Degree and certification in Elementary Education and Educational Leadership. Ms. Clements

has previous experience with the 21st CCLC program in the capacity of Program Director and as

a Site Coordinator. The Site Coordinators will be experienced, certified teachers with a minimum

of three years’ experience. All teachers will be certified in Elementary Education and all

personnel will have been fingerprinted, passed a background screening and have had Board

approval.

5.5 Partnerships5.5.a Community Notice

On April 7, 2015, the Director of Instruction announced the “Intent to Apply” at a

televised meeting of the Gulf County School Board. Every school in the district (including those

not targeted for the program and area private schools) posted a Community Notice explaining

that Gulf District Schools had filed an “Intent to Apply” for the 21st CCLC Grant and that in

accordance with ESEA, SEC. 420 (b)(2)(L), the communities to be served must be notified of

the intent to submit an application. The notice informed community members that they would be

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given access to the application after submission. The application will be made available at the

Office of Instructional Services. The same notice was placed on the district website, sent to area

newspapers and featured on the public service announcement television channel. It was also

printed on the back of the weekly school newsletters for each target school.

5.5.b Collaboration with Private Schools

Gulf County is also home to two private schools, both in Port St. Joe: Faith Christian

School and Growing Minds. Because both schools are part of a tight-knit rural community, it is

easy to maintain a positive working relationship and open lines of communication with their

respective directors. In January, both schools were informed of their right to participate in

selected federal programs. Follow-up consultations (in person) were held in February. Items

discussed during these consultations included: the needs of eligible private school children,

services provided to teachers and families, afterschool programs, and enrichment opportunities.

At that time, both schools declined the opportunity to participate in any federal programs.

However, both schools were sent copies via email of the Community Notice stating the district’s

intent to apply for 21st CCLC. If the grant proposal is accepted, both schools will be included in

the selection of participating students and teachers. Because Growing Minds is a center

specializing in autism and other special needs, it was made clear that no child would be

excluded from participation in the 21st CCLC program, regardless of the nature or extent of their

special needs, provided that the child could be safely accommodated.

5.5.c Partnerships

While resources are not always plentiful, Gulf County residents and professionals feel

blessed to live in a rural community where it is easy to establish and maintain relationships with

business organizations, churches, civic groups, commercial agencies and individuals.

Frequently these relationships are informal and the assistance “is but a phone call away”

making the size of our county an asset when developing programs such as 21st CCLC.

Individuals are often readily willing to visit programs for demonstrations of skills, crafts, animals,

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artifacts, collections, and similar activities children would find fun and engaging. However, more

formal partnerships exist as well.

Among those partnerships, is a relationship with Gulf County Sheriff’s Office (GCSO).

During the school year, GCSO provides a School Resource Officer (SRO). The SRO is familiar

with students who will be participating in the program. To build on this existing relationship, the

GCSO and/or the SRO will provide parent workshops on Internet and Social Media safety at

each site. In addition, student versions of these workshops will be conducted with the

participants during afterschool programming. The SRO will also conduct lessons supporting

drug abuse awareness with a focus on dealing with peer pressure. Initial planning sessions

also identified the inclusion of bullying prevention.

Capital City Bank will visit the program for the purpose of teaching students the

principles of personal finance and the importance of saving. As part of a conceptualized PBL,

they will conduct some economics-based activities in which the students must calculate

manufacturing costs and profit margins on a product of student design such as earth-friendly

Easter grass or Christmas ornaments made from recycled items. Furthermore Capital City

Bank will facilitate parent night activities surrounding financial literacy. All PBLs feature a career

awareness element. Both Capital City Bank and the GCSO have offered to do student

presentations on their respective career fields.

Crucial partnerships are those held with the site administrators of WES and PSJES.

These administrators have a vested interest as the students attending their programs attend

their respective schools during the regular school day. Not only have the principals agreed to

open their facilities to the 21st CCLC by giving the program access to lunchrooms, playgrounds,

classrooms, media centers, and gyms, they have agreed to make all necessary student data

available to the program. The adjoining high schools have offered support to allow members of

the band to conduct instrument demonstrations, student volunteers to assist with writing

projects, and identified leaders to lead projects relating to principles of food preparation and

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fabric construction. The Assistant Superintendent of Gulf District Schools as head of the Food

Service Program will provide healthy snacks each day. The Director of Transportation will

provide buses and training for bus drivers.

The Gulf County Health Department (GCHD) will also provide services to the 21st CCLC

program. GCHD will oversee the administration of the PACER Fitness Program in which

students set personal goals and maintain a Lap Log to record their progress. GCHD personnel

will assist students in setting a reasonable goal, teaching proper stretching techniques, and

logging their progress. GCHD will also co-sponsor two of the family activities: Nutrition and

Meal Planning and Low-Budget Enrichment Activities for Families.

The Gulf County Extension Agency (UF/IFAS) will co-sponsor a family activity on

Nutrition and Meal Planning. The agency will also provide educational resources and lessons

on agricultural sciences and nutrition.

5.5.d Collaboration with the Regular School Day

By working in tandem with the site-based administrators and staff, more efficient

implementation of the program can be assured. Fortunate to be located in rural, close-knit

community schools, developing a symbiotic relationship is possible. School Advisory Councils

will find the 21st CCLC program an excellent strategy for meeting their school improvement

goals. Providing academic support beyond regular school hours, the program will become an

important part of each School Improvement Plan. The teachers working with program

participants after school are the same teachers working with them in the day school classrooms.

With a vested interest, they will strive to align program activities to the schools’ curricula in the

core subject areas. Maintaining open lines of communication with school leaders, the program

can be tailored to meet the specific needs of each school community. Principals will permit the

full use of school facilities including classrooms, computer labs, media center, gyms,

playgrounds, science labs, and cafeteria. Attached letters of support express the evident

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willingness of the principals to support the program through providing access to facilities and

readily sharing information and data leads to a win-win situation for all stakeholders.

The Project Coordinator has met with the principals of both targeted schools to ascertain

the specific needs of those schools and their students. The principals have agreed to provide

access to pertinent data including student contact information, report cards, attendance,

discipline records, and standardized test scores. Student enrollment packages will contain

parent consent forms for the release of such information to the Site Coordinators, Program

Director, and Project Coordinator. Because the teachers of the afterschool program are also

teachers at the targeted schools during the day, it is possible for them to informally monitor

students’ classroom progress by networking with co-workers. This also permits the afterschool

teachers to support the curricular endeavors of the classroom teacher by expanding on

classroom activities. Due to the size and intimacy of the campuses, teachers and school

administrators often have insights into the personal circumstances of individual students that are

not reflected in any database. In short, we know our students and that knowledge will allow the

development of a program tailored to individual needs.

5.5.e Sustainability

Throughout the five year grant period, the 21st CCLC program will seek to establish and

maintain viable relationships with community based organizations, faith based organizations,

institutions of higher learning and other agencies which may assist in sustaining the program at

a later date. Potential partners may be found in nearby Gulf Coast State College and Florida

State University, Duke Energy, Gulf Correctional Institution and its Employees’ Club, and The

St. Joe Company. The District is committed to pooling all resources, human and fiscal, to

maintain the program and will access local and federal funding when appropriate. The District

will also actively seek grants which may provide supplemental funding.

5.6 Program Plan

5.6.a Target Students

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The 21st CCLC program will serve a total of 150 students in grades 1 through 6 during

the school year. There will be 100 students and Port St. Joe Elementary and 50 at

Wewahitchka Elementary. Those figures will be reduced to 50 and 25 respectively during the

summer program. The selection criteria for participating in the 21st CCLC program will be on a

first come, first served basis with priority given to: 1) students recommended by school

administrators and/or teachers, 2) students scoring Level 1 or 2 on the reading and/or math

portion of the FSA, 3) students who scored below the 40th percentile on the Iowa (grades1-2),

and 4) students who are considered vulnerable due to homelessness, latch-key status,

economic disadvantage, absenteeism, or other factors. No students will be denied admission

due to special need or disability, provided they can be safely accommodated in the program.

We are committed to serving the targeted community and students without regard to race, color,

national origin, gender, age, disability or marital status in its educational programs, services or

activities. 

5.6.b Recruitment and Retention

Participation in the 21st CCLC program will be on a first come, first served basis.

However, priority will be given to those students demonstrating the most need as indicated by

standardized test scores, classroom performance, and teacher observation. Students

recommended for participation by school administrators and/or teachers will be considered first,

followed closely by those students scoring Level 1 or 2 on the reading and/or math portion of the

FCAT or below the 40th percentile on the IOWA. Students with siblings participating in the

program or who are known to be latch-key children will also be considered a priority.

Thorough dissemination of the program’s purpose and services offered is key to locating

those students most in need. Therefore, the faculties of each school will be addressed by the

site coordinator and teachers and administrators encouraged to recommend students for the

program. Once a list of recommended students is obtained, the Program Director and Site

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Coordinators will make personal contact with the parents to inform them of the program and its

ability to benefit their child.

Once enrolled in the program, attendance of the participants will be closely monitored.

In the event a student’s attendance becomes erratic, program staff will make personal contact

with the family to ascertain the reason and, if possible, work collaboratively to find a solution.

As stated, the targeted schools are relatively small and the program will utilize staff from the

regular day school. This will make developing mentor/mentee relationships easier.

5.6.c Student Program Activities

The 21st CCLC projects goals, objectives, and activities are designed to: 1) improve

academic performance in the core subjects of reading, math and science; 2) increase social

competence; 3) improve physical fitness and promote positive lifestyle choices; and 4) increase

parent involvement. The 21st CCLC program at both targeted schools will provide activities and

services three hours per day, four days per week during the school year, beginning upon

dismissal of the regular school day each Monday through Thursday. The program will also

provide activities and services four hours a day, four days a week during the summer for a total

of six weeks. Activities and services to be offered are designed to complement and enrich

school day learning and will include the following: Remedial Education and Academic

Enrichment in Reading, Mathematics and Science; Physical Education and Recreation; Tutoring

and Mentoring; Drop-Out Prevention and Character Education; Expanded Library Services; Art

and Music Enrichment; and Family Involvement Activities.

Several project-based, high-interest themes will be explored throughout the year. All

proposed project-based learning activities will be developed and implemented by certified

teachers for a minimum of ninety minutes each day during the afterschool program and a

minimum of three hours per day during the summer program. Projects will be between four and

eight weeks in length to provide adequate mastery of learning objectives and completion of

projects. Student interest will be considered in determining duration and direction of each

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theme. The program will maintain a 10:1 ratio to allow higher quality instruction and an

environment conducive to project-based learning.

A primary objective of the 21st CCLC program is to improve academic performance in the

core subjects of reading, math and science. Assessment data paints a clear picture of the need

here. By providing carefully designed PBL activities which are led by certified teachers,

students can remediate academic weaknesses while participating in meaningful collaborative

learning activities. Thematic PBLs will feature STEM related activities and will be infused with

music and art and will appeal to all learning modalities. Each will feature critical thinking

activities, problem solving opportunities, career awareness, and vocabulary development. All

academic activities will be supervised and provided by a certified teacher.

The cooperative aspect of the PBLs provides the unique opportunity to increase social

competence by fostering teamwork and collaboration. Students will learn to appreciate the

talents and contributions of others while developing their own gifts. Students will experience a

sense ownership and pride as a result of completing thematic projects and presenting them to

classmates, family and the community. The PBLs used will develop social competence on a

larger scale, as well. Each is embedded with concepts like conservation and ecological

awareness, community involvement and service learning, citizenship and societal responsibility.

Focus will be placed on comprehension skills, sight word mastery, fluency, decoding,

vocabulary development, genuine literature and test-taking strategies. PBLs which are infused

with close reading activities, text analysis, and a variety of genre and text complexities will be

implemented. Computer based programs will be used to supplement instruction. Independent

reading will be encouraged by supporting the Accelerated Reader initiatives at each school.

Each of the four strands of science (earth & space, life science, physical science, and the

scientific process) will be addressed in PBLs designed to foster hands-on exploration and

application. Students participating in the school science fair will be mentored by a staff member

to further develop an understanding of the scientific process. Teacher-developed rubrics will be

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used to assess student projects. Students in Grades 1-6 will be assessed pre- and post-tests,

and report cards. Students in Grade 5 will be assessed using FCAT.

Each PBL implemented will feature activities designed to foster an appreciation of the

contributions of a specific culture, era or people. For example, contributions associated with

African-Americans, Ancient Egyptians, specific musicians or artists, or the Renaissance may

serve as the basis for activities involving dance, music, art, cuisine and customs. Enrichment

leaders will develop and facilitate music and art activities to enhance the PBLs.

Career awareness is important for all students, but is critical for students from

impoverished backgrounds. The targeted schools have a percentage of students eligible for

free or reduced school meals ranging from 59% to 69%. In order to help facilitate any

significant change in economic status for these students as adults, they must have an

understanding of the options available to them vocationally. Each PBL has at least one career

exploration activity. For example, a PBL on oceans may feature a career profile on an

oceanographer or a presentation by marine biologist or game warden.

While keenly aware of the academic and social needs of the students involved, the need

to improve physical fitness is also recognized. The targeted schools are largely populated with

economically disadvantaged students from impoverished homes in which living conditions,

health and nutrition, and disengagement from education may be factors deterring success. It is

the goal of the 21st CCLC program to promote positive lifestyle choices regarding substance

abuse, health, nutrition, hygiene, and exercise. The PACER Fitness Program will be

implemented in which participants will be guided in setting a personal goal for improvement.

A typical afternoon in the afterschool program would begin with students meeting a

paraprofessional in a designated location upon dismissal of the regular school day. They would

be taken to the lunchroom. In the time between the dismissal bell and 3:15 when the teachers

get off, the paraprofessional would take attendance, provide a wholesome snack, and assist

students with their homework. Older students who have no homework may be partnered with

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younger ones to listen to them read, review sight words, or drill on math facts. The last few

minutes of this twenty-five minute period would be devoted to an activity that would allow the

students to move about: calisthenics, Brain Gym activities, simple games or dances.

When teachers arrive at 3:15, students will be divided into groups based on grade level

and taken to classrooms for forty-five minutes of ELA instruction. Emphasis will be placed on

the fundamentals of reading and the reading/writing connection. Students will work with variety

of genres and informational text. Activities will vary depending on the ability, age, and interest

of the group. On this hypothetical day, students will enter a large ocean habitat model, created

as part of a PBL. Their plastic bubble, inflated by a box fan, features kelp, jellyfish, and other

ocean life, but on this day they will enter to find their habitat has been strewn with litter. After a

brief discussion of the impact of trash in earth’s oceans, students will write from the perspective

of an ocean inhabitant.

The remaining two forty-five minute periods are devoted to PBLs and STEM activities in

some order depending on grade level. Today’s STEM activity involves finding a way to clean up

a simulated oil spill. Groups of students each have an aluminum pan filled with water and motor

oil. Provided with such items as packing pellets, aquarium nets, pantyhose, pliable wire and cat

litter, students will experiment to find the best way to clean up the “oil spill.” Each group would

briefly present their findings to the class.

The remaining forty-five minute block is devoted to Project-Based learning. Today, the

students are learning about ocean currents and wave activity. After researching the topic on

several websites including brainpopjr.com, nationalgeographic.org, and wegivebooks.org, the

students use water, mineral oil, food dye and plastic bottles to create wave simulators.

At 5:15, the students are taken outdoors to participate in organized activities for thirty

minutes. Small groups of students rotate through stations: jump rope, hula hoops, basketball,

four-square, relay races and other childhood favorites. At 5:45, students stow the athletic

equipment and begin preparing for departure.

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5.6.d Adult Family Member Program Activities

Increased parent involvement and family literacy are key objectives to the program. It is

by serving as a catalyst for change within the family unit that educators can impact students the

most. The Early Childhood Longitudinal Study measured children's home literacy activities using

an index that counted parents' reports of how often they read to their children, told them stories,

and the number of books in the home. Children who ranked higher on this home literacy index

also scored higher on reading and literacy skills when they entered kindergarten (NCES, 2003).

By providing parents the tools to be more influential in their child’s education 21ST CCLC

strengthens the family, the school, the community, and the individual. The program will host a

minimum of six family service programs:

1. Internet and Social Media Safety presented in collaboration with the Gulf County Sheriff’s Office

2. Home Literacy Strategies presented in collaboration with the Reading Coaches of Gulf District Schools

3. Nutrition and Meal Planning presented in collaboration with the Gulf County Health Department & The Gulf County Extension Agency (UF/IFAS)

4. Low-Budget Enrichment Activities for Families in collaboration with the Gulf County Health Department

5. Computer Basics presented in collaboration with the Technology Coaches of Gulf District Schools

6. Helping Your Child with Test Preparation

A needs assessment will be conducted at the beginning of the year to identify additional

family night activities.

5.6.e Staffing Plan and Professional Development

As previously stated, the Project Coordinator for the 21st CCLC program is the Director

of Instruction for Gulf District Schools. She is a veteran educator with extensive administrative

experience and holds a Master’s Degree and certification in Elementary Education (Grades 1-

6), Educational Leadership (all levels), School Principal (all levels), and ESOL endorsement.

The Project Coordinator will also serve as Fiscal Officer.

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The Program Director will be an educator with a Master’s Degree and certification in

Elementary Education and Educational Leadership. She has previous experience with the 21st

CCLC program. The responsibilities of the Program Director will include: compilation of

assessment data, facilitating the development of Project Based Learning Activities, coordinating

Parent Involvement Activities, securing materials, submitting all required deliverable

documentation, acting as a liaison with the evaluation team, organizing necessary staff

development activities, overseeing the dissemination of information to both staff and community,

and coordinating with school site administrators to develop a plan tailored to the school’s

specific needs. The Program Director will also serve as the primary contact for FDOE in all

matters related to the 21st CCLC program.

The Site Coordinators will be experienced, certified teachers with a minimum of three

years’ experience. They will be lead teachers at their respective sites with good working rapport

with the other teachers. In addition to direct instruction of students, the responsibilities of the

Site Coordinators will include: overseeing the daily operation of the program, administration of

assessment instruments, submission of attendance and all other required documents to the

Program Director, direct supervision of students, monitoring the pick-up/drop-off routine of

students, assuring a safe learning environment and reporting all concerns to the Program

Director in a timely manner and adhering to the District safety and emergency readiness

procedures.

All teachers will be certified in Elementary Education and will have had a previous year’s

evaluation rating of effective or higher. The Project Coordinator and Program Director will work

collaboratively with the principals in the interview and hiring process.

Paraprofessionals will provide adequate supervision of students; especially during

transition times and physical activity. They will support staff in any manner needed. All

paraprofessionals will have the minimum of 60 college hours or the equivalent.

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All personnel will have been fingerprinted, passed a Level II background screening and

have had Board approval.

The Program Director and one Site Coordinator will attend the administrative training

held in Orlando in August. All staff will receive Red Cross training in first aid and CPR. At least

one person certified in CPR will be at each site. All bus drivers have CPR training.

Staff members will be trained in Crisis Prevention. They will also attend trainings on

developing effective PBLs and STEM activities as they become available.

5.6.f Program Site

Gulf District is fortunate to hold the 21st CCLC programs on the same campuses the

students attend during the day: Port St. Joe Elementary School (PSJES) and Wewahitchka

Elementary School (WES). Both schools have spacious cafeterias, modern computer labs,

well-stocked libraries, science labs, and playgrounds.

A number of venues are available for physical activities. PSJES has a gymnasium and

WES has a covered play area. Both campuses have safe, well-equipped playgrounds which

are routinely inspected and meet all codes. Open grassy areas are also available. Basketball

goals, four-square courts, tether balls, and kickball fields are readily at hand. Both elementary

campuses adjoin the high school campuses they feed, giving them access to tracks,

softball/baseball fields, and football fields. Adequate, secure storage for equipment will be

provided.

Snacks will be eaten in either a cafeteria with a capacity much larger than the projected

number of program participants or at nearby picnic tables. Kitchen facilities are available for the

safe preparation of those snacks.

One end of the cafeteria at WES features a stage, while PSJES has a separate

auditorium. These will be used during Family Member Activities and presentations as well as for

student productions and performances. Both schools have large media centers which will be

open beyond regular school hours to program participants. These media centers adjoin

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computer labs that may also be used by the program. All facilities are in compliance with the

Americans with Disabilities Act. Campuses are handicap accessible and provide adequate

parking.

5.6.g Safety and Student Transportation

Site Coordinators, program staff, and all other Gulf District School staff will work to

ensure the safety of all students during all on and off site (if applicable) 21st CCLC program

hours. Since the staff hired to work the afterschool and summer programs are teachers and

staff working the regular school day, many have established positive relationships with the

students and their families. The 21st CCLC project utilizes the security/identification systems

and policies established at the participating schools. Before entering school grounds,

volunteers and visitors must provide prior notification and obtain approval to do so.

Before students attend any program services, parents are required to submit a

completed enrollment forms which will include details on exactly which individuals have

permission to transport students and what method of transportation will be utilized. Photocopies

of driver’s licenses will be required during the registration process. Students will not be released

to anyone without proper identification. Transportation via buses will be provided for all

participants. Buses must pass routine maintenance inspections. Trained, certified drivers with

CDLs licenses and passenger endorsement will be used. Drivers are CPR certified and trained

in the use of epi-pens and inhalers. Drivers will be paid $18.00 for 1.5 hours per day during the

afterschool program (afternoon route) and 3 hours per day during the summer program

(morning and afternoon routes).

Students not riding the provided buses must be signed out upon dismissal from a

designated area where program staff will assure the identity of parties prior to permitting the

removal of students from the premises. All students who walk home must have parental

consent on file and staff will sign the students out each day to record the time of departure.

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All Gulf County School District staff must undergo screening, background and fingerprint

checks as well as meet the requirements of the Jessica Lunsford Act. All personnel will have

the required licenses and/or certifications; all staff providing instruction in the core subject areas

of reading, math and science will have current Florida teacher certification status. All

documentation verifying the eligibility of each staff and/or contract service provided will be

maintained at the District office. Both campuses are enclosed by fences and are equipped with

surveillance cameras. 21st CCLC personnel will conduct a fire drill within the first week of the

program and at least monthly thereafter.

The District food service programs will provide participants with a nutritious snack each

day. Student enrollment packages will contain information regarding allergies and any special

dietary needs students may have as well as other pertinent medical information. As previously

stated, at least one person certified in CPR will be on site at all times.

Paraprofessionals will gather students in a designated location upon dismissal of the

regular school day. They will provide supervision during the transition period before teachers

arrive. Paraprofessionals will continue to provide assistance and supervision; especially during

physical activities and outdoor play. Paraprofessionals will be paid $15.00 per hour.

5.6.h Dissemination Plan

Information regarding the program will be disseminated through a variety of methods to

inform the target population of the availability of services, contact information, anticipated

outcomes, and data-based successes of the project. Collaboration with community and faith-

based agencies, as well as other private and public organizations throughout the communities

will be sought to further disseminate information about the 21st CCLC programs. Press releases

to local newspapers, area radio and television stations will be used. School volunteer

coordinators and/or parent resource personnel will be asked to distribute newsletters and flyers

regarding programs. These releases will be in bilingual presentations (where needed) to

accommodate ESOL parents and posted at sites throughout business establishments most

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frequented by the target population. Quarterly reports generated after each advisory council

meeting will be shared with site administrators and their respective School Advisory Councils,

the Superintendent and School Board, program website, business partners, and all other

stakeholders. The principals will also permit communication about events and activities through

their weekly newsletters.

The program will maintain a link to its interactive website,

www.gulf.k12.fl.us/21stcentury.com, on the Gulf County School District website. The project

website will feature a copy of the approved project narrative, ongoing progress toward goals and

objectives, and services provided. The website will be updated at least once a month.

Upon attending the 21st CCLC statewide conference and any other conference or

training, strategies learned will be shared with program staff that was not in attendance.

Program staff will be encouraged to be creative when implementing strategies so that the

afterschool program does not mirror the regular school day. Staff will assess the progress of

students to determine if strategies become program best practices which can be shared with

other sites, and with the 21st CCLC Leadership Team for statewide dissemination.

Sources:

Afterschool Alliance (2009) NAEP Scores Show Hands-on Science Matters, Retrieved

from http://ww.afterschoolalliance.org/afterschoolsnack/ASnack.cfm?idBlog=BF19412D-B37F-

4486-61A05844317D083A

http://quickfacts.census.gov/qfd/states/12/12045.html

http://www.county healthrankings.org/app/

Barker, P., & Coley, R. T. (2007). The family: America’s smallest school. Princeton,

NJ: Educational Testing Service.

McLoyd, V. (1998). Socioeconomic Disadvantage and Child Development. American

Psychologist, 53, 185-204.

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National Center for Education Statistics. (2003). Societal support for learning: Family

support (Indicator 37). In The Condition of Education, 2003. Washington, DC: Author. Available:

http://nces.ed.gov/pubs2003/2003067_6.pdf

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