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HomeMy WebLinkAboutExhibit 2Contract :a 506-193 TTACHMENT A: SCOPE OF SERVICES and EVAL ATION MEASURES Form c PSA with not -for -profit organizations 01/09/ .,I,3 Re: En i mcement of Out -of -School Program Grant from Children's Trust Thrntir ("irk/ of Miami Mavnr's Office . Cover Page D. Proposed Number to be Served Total Number of Unduplicated Participants to be Served: 120 From age (in years): 6 years Up to age (in years): Estimated Numbers to be Served by Age Range (total should equal total number listed above): Birth to 2 years 11-13 years 3-5 years 14-18 years 6-10 years 108 Adult Parents/Caregivers 12 years 12 Estimated Numbers to be Served by Po•ulation Type (total should equal total number listed above): Children with Disabilities At -Risk Participants General Population E. Service Delivery Categories and Descriptions Strategic Funding Categoriesjselect one, and complete requested information): Out -of -School Programs (refer to RFP for definitions of enhancement and expansion) CHECK ONE: Summer Only After -'school Only Year -Round Programs CHECK ALL THAT APPLY: Program Enhancement Program Expansion Promotion & Prevention (refer to RFP for definitions of approaches) CHECK ALL THAT APPLY: Universal Selected Outreach/Advocacy Resource Network (CHECK ONE program focus area below) Maternal/Infant/Child Health & Development SafetyNiolence Prevention Children with Disabilities Adolescent Risk Reduction Other (briefly specify): Service Partnership (describe specific population/neighborhood on Primary Population Worksheet) CHECK ONE: Population -based Neighborhood -based Other (specify RFP/ITN): A/iII any fees be charged/collected for the proposed services? YES -Briefly explain: NO Does the proposed program include a health component? YES -please identify and fully describe this on the Activities Description Worksheet • NO Does program include participant transportation? YES -transportation is available to/from all standard services YES -transportation is provided for special services only (e.g., field trips) NO -transportation is not provided Number of youth workers (age 16-22) proposed program will utilize: Number of volunteers proposed program will utilize: Expected number of volunteer hours to be contributed: 5 45 1,620 Program Summaries General Formatting Notes: Row height should automatically expand with text. If that does not occur, select Format-Row-Autofit and/or go to the Alignment tab under Format Cells to make sure the Wrap Text option is checked. To start a new line in the same cell (Le., a space between paragraphs), press ALT + ENTER. It may also be useful to break apart text, with individual paragraphs in separate cells. "Miami's Learning Zone" combines mentoring, recreation, arts, health, homework assistance, and snacks in a supervised and fun after -school learning environment at Holmes Elementary School. The City of Miami seeks new funding for after -school enhancement of the existing 21st Century Community Learning Center at Holmes Elementary School for grades 1-5. With Arts for Learning, Big Brothers Big Sisters, Legal Services, and YMCA, we will improve our physical activity, family involvement, and nutrition components. "Miami's Learning Zone" is a cooperative effort between the City of Miami Office of the Mayor, Holmes Elementary School, and 7 community -based organizations for the successful implementation of a 21st Century Community Learning Center program at Holmes School. The City of Miami Office of the Mayor is seeking funding for enhancement of this after school program to improve our physical activity, family involvement, and nutrition components. "Miami's Learning Zone serves 120 students in grades 1-5 at Holmes where 96.3% of students are eligible for Free and Reduced Lunch. For the past five years, Holmes has been consistently identified as a low performing school on the basis of student performance data from the Florida Comprehensive Assessment Test (FCAT). From 2003-2004, the school grade was F rated. City of Miami Mayor Manuel Diaz adopted Holmes Elementary School for his citywide Mentoring Initiative in 2003. At the time, Holmes was the only elementary school with an F rating within the City. Public and private community -based organizations were called on to mentor, tutor, and service the children and their families at the school. Our partners included many of the agencies we are working with today: Arts for Learning/Miami; Big Brothers Big Sisters of Greater Miami; Citizens for a Better South Florida; Holmes Elementary School; Miami -Dade County Public Schools; Peace Education Foundation; and the YMCA of Greater Miami. The mission of this intensive plan has been to have community and government working together to promote positive youth development at Holmes and to increase student academic performance. In September 2004, our collaborative partnership was awarded a 21st Century Community Learning Center (21st CCLC) grant, totalling $274,965, by the Florida Department of Education. "Miami's Learning Zone" project is designed to meet the needs of students and families living in one of our inner city's poorest communities, zip code 33150. 90% of Holmes' students reside in Liberty Square public housing located across the street from the school. The purpose of "Miami's Learning Zone" is to enhance achievement and personal development of vulnerable and needy children. Potentially failing students are mentored, tutored and monitored by certified teachers, qualified volunteers, reading specialists, and arts and music professionals. The goals of "Miami's Learning Zone" are to 1) improve health and well-being; 2) increase academic achievement; and 3) decrease involvement in risky behaviors. Students participate in Fun for Fitness Activities, educational field trips, dance, drama, community science workshops, violence and drug prevention program, and homework assistance. Program Summaries Our expected outcomes are reasonable and varied. In the area of improved health and well-being, we expect that 60% of the participating students will demonstrate improved physical fitness. 75% of the students will demonstrate increased school involvement. 75% of students matched with a Big Brothers Big Sisters' mentor will demonstrate a decreased involvement in risky behaviors. In the area of increased academic achievement, we expect that 75% of students will demonstrate improved school attendance. 50% of students performing below grade level will demonstrate improved grades in reading, math, or science. 75% of students will demonstrate improved homework submission. In the area of decreased involvement in risky behaviors, we expect that 75% of students will demonstrate reduced conduct problems as evidenced by an improvement in average conduct grades. 75% of students will demonstrate less likelihood of making unhealthy choices, such as violence, drugs, and alcohol. There will be a 10% decrease in school suspensions by student participants. The benefits of children participating in "Miami's Learning Zone" are great. Learning is extended in a fun and engaging environment. The program was established to 1) provide and facilitate supervised learning opportunities for all students, especially those who are identified as academically low achieving, during after school programming; 2) improve students' attendance; 3) improve reading skills as identified by state and district standards; 4) provide activities in parental involvement; and 5) develop a cost- effective model of school/community reform that can be replicated. The City of Miami Office of the Mayor has ample experience participating in programs dedicated to the development of our children. The Office not only oversees the financial management of prograams through the City of Miami Department of Strategic Planning, Budgeting & Performance, but has launched and coordinated several initiatives and projects in partnership with community leaders, community and faith -based organizations, as well as public and private entities. The Mayor's Task Force on Youth, Nutrition and Fitness was developed in association with the University of Miami School of Medicine and Hispanic Healthcare Communications to reduce the incidence of obesity in children grades K-1 attending 10 Miami -Dade County Public Schools within the City of Miami. These combined resources include promoting healthful dietary intake and increased levels of physical activity. The Office of the Mayor in collaboration with Miami -Dade County Weed and Seed Youth Empowerment Office is coordinating a project to commemorate the lives of children and youth victims of gun violence. Under this project, a monument will be erected to pay tribute to all the youth in the County that have died as a result of gun violence since 1980. In 2003, with funding from the Miami -Dade County Public School System, the Office coordinated a • summer reading program, hiring 41 teachers for over 200 children at 26 of our parks. The program is currently expanding and the Office of the Mayor is coordinating with public and private entities to extend the benefits of technology by setting up computer labs and establishing programs in all of the City's major parks. This year following the Mayor's Mentoring Initiative, the Mayor's Office launched and coordinated a program in conjunction with Big Brothers Big Sisters of Greater Miami and City of Miami employees to recruit individuals as mentors for Miami's school children. As of today, more than 200 employees have registered to participate in this important project, dedicating 1 to 3 hours to a little brother or sister on a weekly basis. With previous funding received from The Children's Trust, the Department of Parks and Recreation has successfully facilitated "Heart of Our Parks" year round programming in conjuction with the Office of the Mayor. Parks offers a comprehensive out -of -school -time program free to local elementary and middle school youth in five City parks. Program components include reading and math skill building, homework tutoring, physical fitness, computer technology, science exploration, visual and performing arts, conflict resolution, field trips and sports leagues. Collaborative Partnerships The YMCA of Greater Miami serves as the core provider of recreational programming. Our goal is to have students demonstrate improved physical fitness. Daily nutritious snacks are provided through the YMCA and meet children's nutritional needs based on USDA nutritional guidelines. Following the Presidential Fitness Format, students are evaluated at the beginning of the school year, at the end of each nine week period, and at the end of the school year to determine improvement of physical fitness. The activities for assessment tests include jump rope test, run and walk race, and relay race. Results of assessments are shared with the physcial education teachers at Holmes. All students are required to participate in daily organized physical movement and interaction activities. Each child's strength and flexibility is assessed using tools provided by "The Fitness Files," a web -based resource for fitness and nutrition. These tools are used as pre- and post-test instruments to measure improvement. This plan is based upon the data collected from surveys given to students and parents regarding health and physical fitness. To combat the issue of obesity, children will take part in lessons on food safety, food preparation, and healthy eating habits with hands-on demonstrations. Biq Brothers Big Sisters of Greater Miami thekches st dentsltmentors to 3rd, at least once a weth, anek foaon5th e grade students in the after school program. Mentors me Through collaboration with Arts for Learning/Miami, all students participate dance,varany iety ofamualla tande dance performing arts related activities at least twice a week — drawing, painting, classes, children learn about safe techniques for warming up and strengthening the body while learning basic dance steps and practicing creative movement. Visual art programs concentrate on exploring various visual mediums to interpret and communicate each individual child's ideas and perceptions. Like the nationally recognized "L.A.'s BEST" after school model, students will have an opportunity to produce dramatic productions, participate in talent shows, and explore their talents in the visual arts. The Peace Education Foundation provides materials, curriculum and training to promote problem solving and communication skills, as well as ways to enhance children's self-esteem and self-image. L.A.'s BEST model focuses on "allowing children to have a safe place to express, and to work with their emotion...through self-esteem activities, open-ended questions, and analysis of conflict situations." The implementation of conflict resolution curriculum will be expressed in game -like situations, group discussions, and peer interactions. Holmes Elementary School furnishes classroom space and recreational areas during the designated non - school hours sufficient to house all the programs both in -door and out; security staff; basic office support resources as needed (fax, copier, etc.); fully accessible facilities for individuals with or without disabilities; access to school -based student data for evaluation purposes; assistance in identifying, enrolling and registering students for the program; and liaison with other school -based organizations, like PTSA, EESAC, and other groups. Miami -Dade County Public Schools (MDCPS) provides the following resources for "Miami's Learning Zone" Project: office space and resources as needed to support the .administration of the program; district level staff support and program supervision, including staff dedicated to management of the project; coordination with other MDCPS divisions to bring additonal resources as and when need for the project; fiscal and programmatic coordination with Federal, State, and Local stakeholders; and fiscal and programmatic coordination with program's contract service providers. Citizens for A Better South Florida provides Community Science Workshops for all youth program participants. Students will explore science concepts through real world and hands-on lab experiences bringing science to life. Workshops will be given 2 days a week. Included in the science workshops are nature hunts, development of herb gardens, making animal footprints into clay, and creating machines to test kinetic energy. Site Locations Details lelivery Site Locations: is for applicants with more than one service delivery site location: rmation within the remaining sections of the Application Forms varies across site locations, specify within each section this variation by applicable sites. If all details are identical across sites, there is no need to reference specific sites throughout the worksheet narratives. Site Name: Site Contact Person: ontact Person E-mail: lmartinez@ci.miami.fl.us j Phone Number: Days of Operation: Summer Only Year -Round Program Holmes Elementary School services provided at Lillie Evans Lisa Martinez a school -based site? YES NO Street Address: City: 1175 NW 67th Street Miami Zip Code:I33150 305-445-0123 ext223 umber of Unduplicated qicipants to be Served: i Numbers to be Served by Population Type (total should equal total number listed above): After -school Only 120 Monday -Saturday Fax Number: Hours of Operation: 305-461-7216 MTRF4-6; W 3-6; Sat9-12 ildren with Disabilities 30 At -Risk Participants Start Date: From age (in years): 08/08/05 6 years End Date: Up to age (in years): 05/24/06 12 years General Population 190 Site Name: Site Contact Person: :ontact Person E-mail: a school -based site? Summer Only umber of Unduplicated rticipants to be Served: 1 Numbers to be Served by Population Type (total should equal total number listed above): iildren with Disabilities At -Risk Participants Street Address: City: Zip Coder YES NO After -school Only Fax Number: Hours of Operation: 1 Phone Number: Days of Operation: Year -Round Program Start Date: From age (in years): 1 End Date: Up to age (in years): General Population 1 Site Name: Site Contact Person: ;ontact Person E-mail: a school -based site? Summer Only lumber of Unduplicated trticipants to be Served: Street Address: City: Zip Coder YES NO After -school Only Fax Number: Hours of Operation: Start Date: From age (in years): d Numbers to be Served by Population Type (total should equal total number listed above): iildren with Disabilities) At -Risk Participants 1 Phone Number: Days of Operation: Year -Round Program End Date: Up to age (in years): General Population I )6-193 , Office of the Mayor Page 5 of 19 nstructions: If different service delivery sites serve different primary populations, list each participant group on a separate line and note ;rye each group in the Selection Criteria column. If all sites serve the same primary population, there is no need to reference specific vorksheet. DULATION rticipate in the children, as, teachers, ity members) :hoof Students HOW MANY are expected to participate A i06-193 Office of the Mayor CHARACTERISTICS of expected RECRUITMENT strategies and participants, including age, gender, race, activities that will be used to inform ethnicity, income level, neighborhood, school and engage the described performance, and other risk factors that will participants into the program be used to guide recruitment efforts. If serving children with disabilities, specify types. 120 Holmes Elementary School is a Title I school located at 1175 N.W. 67th Street (33150). The students are: 96% Black American and 4% Hispanic. The school is a second year 'F' school. 98.3% of the children attending the school receive Free and Reduced Lunch. In 2003, only 35% of students are reading at or above grade level and only 21% of students are at or above grade level in math (2004 Florida Department of Education). 30 children have been identified with specific learning disabilities. 90% of Holmes' students reside in Liberty Square Public Housing, located across the street from the school. In the community of Holmes Elementary School, 48.9% of residents over 25 years did not complete high school: 12.4% of residents over 25 years have completed college or graduate school; and 54.5% of the grandparents in our neighborhood are caregivers responsible for their grandchildren. The median family income is $24,744, compared to national average of $50,046. 36.7% of families with children under 18 years live below the poverty level, while 51.2% of single -parent families with children Students are identified by low academic performance by teachers and principal. Registration packets for "Miami's Learning Zone" are sent home with the student, including a letter of encouragement from the City of Miami Mayor. Flyers promoting enrollment and participation in the program are sent home to the school's general population. Information booths are set up at local youth athletic events. Parents are called for reminders. Announcements will be made at local faith -based organizations. We work with the community -based organizations that service Liberty Square Public Housing. Recruitment through Holmes Elementary PTA group, back -to -school events, and schoolwide extracurricular activities. Currently, increased enrollment in 2005 has been accounted for by word-of-mouth from teachers promoting the program and inquiry from siblings excited about the activities. SELECTION CRITERIA are factors used to screen participant eligibility for participation (e.g., attendance at a particular school, residence in a particular neighborhood, income below poverty level). If program is open to anyone, put "N/A" here. Participants must attend Holmes Elementary School. Students with low performing FCAT scores are targeted for first round of recruitment_ Additional recruitment is the general student population. Page 6 of 19 Goals Worksheet Site Instructions: If different service delivery sites have varying program goals, outcomes or activities, list each one on a separate line at which each applies. If all sites follow the same goals, outcomes and activities, there is no need to reference specific sites on this worksh are statements of purpose or specific (lining what the program expects to ish in broad terms health and well-being academic achievement e involvement in risky behaviors A 506-193 ni, Office of the Mayor OUTCOMES are the realistic, measurable expected ACTIVITIES are what the staff will actually do for, changes and benefits for the people served as a result of to or with participants to achieve the outcomes. program participation List/name activities briefly in this column, as they will be described in more detail in a later section. Required Program Components are noted below. Fun to be Fit recreational activities Health and Wellness Integrated Literacy Learning 60% of student participants will demonstrate improved physical fitness. 75% of students will demonstrate improved school attendance. 50% of students performing below grade level will demonstrate improved grades in reading, math, or science. 75% of student participants will demonstrate increased school involvement. 75% of students will demonstrate improved homework submission. 50% of students will demonstrate reduced conduct problems as evidenced by an improvement in average conduct grades. Family lnvolvement/Outreach Homework Assistance Lab Social and Cultural Skills Development Right Choices for You violence prevention & risky behavior activities Problem Solving Workshops School Based Mentoring Page 7 of 19 Outcomes Worksheet ite Instructions: if different service delivery sites have varying outcome measures, list each one on a separate line and note the sites to which each all sites collect the same outcome measures, there is no need to reference specific sites on this worksheet. ES are the realistic, le expected changes and )r the people served as a rogram participation and related to the described characteristics and risks nn will be automatically the outcomes listed on the rksheet) _dent participants will ate improved physical udents will demonstrate school attendance. A 06-193 ii, Office of the Mayor INDICATOR MEASUREMENTS are the tools, tests and measures that will be used to specify the evidenceto be collected to measure how welt a program is achieving its outcomes (Attach copies of the proposed measures in the Supporting Documents section, in the order indicated in Table of Contents) YMCA Youth Physical Fitness Assessment" Program attendance School Attendance records DATA SOURCES & METHODS indicate where and how information will be collected (e.g., observations by staff, school system data, self -report surveys, etc.), managed, stored and analyzed Individual child assessment. Data will be collected by YMCA staff. A copy of results will be provided to the Program Director on a quarterly basis. Program Director will meet with the YMCA to determine if programming needs to be refined to obtain growth in identified area. MDCPS data TIME OF MEASUREMENTS indicates when measures will be obtained (e.g., every 3 months, at program completion, 6 weeks after the program, etc.) & WITH WHOM indicates who will complete each measure (e.g., parent, child, teacher, staff, etc.) Program Director (with the assistance of a program teacher) will collect records of student school attendance for the 2004- 2005 school year. Students with school attendance problems will be targeted as needing a mentor. Program teacher will collect the same data every 9 week period to guage progress. The Program Director will collect attendance at the end of the school year to determine final results. Pre test will be given at the beginning of the school year and the Post Test will be given in May of the same school year. Collection of data will take place at the end of every 9 week period in which students receive their semester report cards. STAFF position responsible for the collection of each indicator measure YMCA Counselors and Program Director Program Director and Program Teacher Page 8 of 19 Outcomes Worksheet ES are the realistic, e expected changes and r the people served as a .ogram participation and related to the described characteristics and risks In will be automatically the outcomes listed on the rksheet) 'dents performing below :I will demonstrate grades in reading, math, or udent participants will ate increased school ent. A 506-193 ni, Office of the Mayor INDICATOR MEASUREMENTS are the tools, tests and measures that will be used to specify the evidence to be collected to measure how well a program is achieving its outcomes (Attach copies of the proposed measures in the Supporting Documents section, in the order indicated in Table of Contents) Student Report Cards Grades in Reading and Math Parent Survey and Student Survey DATA SOURCES & METHODS indicate where and how information will be collected (e.g., observations by staff, school system data, self -report surveys, etc.), managed, stored and analyzed COPY OF THESE TESTS MUST BE PROVIDED BY AUGUST 12, 2005. MDCPS data. TIME OF MEASUREMENTS indicates when measures will be obtained (e.g., every 3 months, at program completion, 6 weeks after the program, etc.) & WITH WHOM indicates who will complete each measure (e.g., parent, child, teacher, staff, etc.) Collection of data will take place at the end of every 9 week period in Math and Reading Grades will be which students receive their collected by the Program Director semester report cards. with assistance from a program teacher for the 2004-2005 school year. Students performing below grade level (C or below) will be identified. A targeted monitoring. plan witl be developed for these students. Conferences with teachers, parents, and program collaborators will guide program adaptations. A survey will be included in the registration packet and collected by Program Director. Results of the survey will determine how greatly students are involved in school activities. Program director will utilize marketing materials and parent workshops to enhance participation in program. A survey will be administered to students by the YMCA counselors at the end of the school year related to school involvement. STAFF position responsible for the collection of each indicator measure Program Director and Program Teacher Parents and Students will fill out the surveys. Survey will be collected at the beginning of the school year and the end of the school year. YMCA Counselors, Program Director Page 9 of 19 ES are the realistic. e expected changes and r the people served as a ogram participation and related to the described characteristics and risks in will be automatically he outcomes listed on the .ksheet) dent participants wilt to improved homework 1. INDICATOR MEASUREMENTS are the tools, tests and measures that will be used to specify the evidence to be collected to measure how well a program is achieving its outcomes (Attach copies of the proposed measures in the Supporting Documents section, in the order indicated in Table of Contents) "Miami's Learning Zone" Monthly Homework Reports DATA SOURCES & METHODS indicate where and how information will be collected (e.g., observations by staff, school system data, self -report surveys, etc.), managed, stored and analyzed Students will complete a monthly progress report focused on homework submission. The information will be reported by the students' homeroom teachers. The progress reports will be submitted to the YMCA counsetor. Progress reports will be turned in to the Program Director Outcomes Worksheet TIME OF MEASUREMENTS indicates when measures will be obtained (e.g., every 3 months, at program completion, 6 weeks after the program, etc.) & WITH WHOM indicates who will complete each measure (e.g_, parent, child, teacher, staff, etc.) Collection of data will take place on a monthly basis STAFF position responsible for the collection of each indicator measure Homeroom Teachers. YMCA Counselors, Program Director 36-193 i, Office of the Mayor Page 10 of 19 ES are the realistic, e expected changes and. r the people served as a -ogram participation and related to the described characteristics and risks in will be automatically .he outcomes listed on the .ksheet) dents will demonstrate )nduct problems as by an improvement in induct grades. 1 )6-193 , Office of the Mayor INDICATOR MEASUREMENTS are the tools, tests and measures that will be used to specify the evidence to be collected to measure how well a program is achieving its outcomes (Attach copies of the proposed measures in the Supporting Documents section, in the order indicated in Table of Contents) Student Report Card Conduct Grades DATA SOURCES & METHODS indicate where and how information will be collected (e.g., observations by staff, school system data, self -report surveys, etc.), managed, stored and analyzed MDCPS data Conduct Grades will be collected by the Program Director (with the assistance of a program teacher) for the 2004-2005 school year. An average for all subject areas will be calculated. YMCA counselors will work with the Program Director to have the students develop a personal goal related to conduct. Students will be aware of the needed growth and be involved within the goal creation process. The program director will collect conduct grades on a quarterly basis to gauge progress. At the end of the school year, the Program Director will collect and average out the conduct grades for 2005- 2006 school year. Outcomes Worksheet TIME OF MEASUREMENTS indicates when measures will be obtained (e.g., every 3 months, at program completion, 6 weeks after the program, etc.) & WITH WHOM indicates who will complete each measure (e.g., parent, child, teacher, staff, etc.) Collection of data will take place every two months. STAFF position responsible for the collection of each indicator measure Program Director and Program Teacher Page 11 of 19 Activities Descriptions ite Instructions: If different service delivery sites have varying activity components this should be noted within the Goals worksheet, and will ally show up in the Activities column below. :S are what the program staff will for, to or with participants (e.g., :vents, interventions, etc.) to ich outcome for program s (this column will be automatically :he activities listed on the Goals I) Fit recreational activities folvement/Outreach 6-193 Office of the Mayor NUMBER ACTIVITY DESCRIPTION includes the details for each program activity, including the approach or model being expected used (referencing evidence-based/best practices when applicable), how the activity will be provided in an engaging to receive manner, the materials to be used, how materials will be selected, and how participants will be assessed to ensure each activities are tailored to the appropriate ability levels. Activities should include all required components stated activity within the bid solicitation_ Rows will expand with text to allow sufficient space to describe all activities. ATTACH a Schedule of Daily Activities (and Field Trips if applicable) that details when activities will be conducted. Include document(s) in the Supporting Documents section, in order indicated by Table of Contents. 120 The physical fitness activities/fitness component focuses on the delivery of structured recreation activities that will be implemented on a daily basis. The students will participate in Fun for Fitness Activities on Mondays through Fridays. The Fun for Fitness curriculum is provided by the Department of Education and recommedned by the 21st CCLC office for structured fitness activities. The Fun for Fitness curriculum is based upon Florida's Sunshine State Standards and includes titeracy,science, and mathematics skills as students participate in fitness activities. Students will also participation in CATCH P.E., a fitness curriculum geared towards the improvement of physical fitness that is fun and engaging (see Attachment "YMCA Youth, Physical Fitness Assessment). Students are pre - assessed and then grouped according to physical fitness levels. Throughout the school year, students are introduced to acitivities that will challenge students to improve their fitness levels: 120 A family literacy and parental involvement program addresses needs of our students' families. The goals of family outreach include a focus on parent education, quality family time events, and increased parent communication. Efforts and activities include the publishing of a parent newsletter, family read nights, program family reading tog,delivery and support of the Zone School parent curriculum Passport to Success, and other in school family activities. A parenting workshop series is provided in collaboration with City of Miami Mayor's office, City of Miami Neighborhood Enhancement Team, City of Miami Police Department, Legal Services of Greater Miami, Big Brothers, Big Sisters, Dade County Council Parent Teacher Association, Miami Dade County Public School's Parental Involvement Team. The workshop series touches upon the following topics academic strategies that can be used to help their children, nutrition and health information, personal improvement topics including work skills, and various legal and social topics that address the needs of the community of Holmes Elementary School. Field trips are a core component of the family outreach efforts led by the Program Director and YMCA Counselors. The program provides exposure to quality family time activities within the City of Miami on a monthly basis through the development of a family field trip program which includes various field trips that are listed within the field trip list attachment. Transportation is provided for all parents and students. Mentors are invited to participate in activities, so as to support the idea that all individuals are working for the same effort together. Child -centered field trips include: Museum of Science; Miamii Children's Museum; Everglades; Public Library; and the Barnacle. Family -centered field trips include: beach picnic; movie night; youth fair; and zoo day. Page 12 of 19 S are what the program staff will for, to or with participants (e.g., !vents, interventions, etc.) to oh outcome for program (this column will be automatically he activities listed on the Goals ) 3ed Mentoring 1 Nutrition i-193 Office of the Mayor Activities Descriptions NUMBER ACTIVITY DESCRIPTION includes the details for each program activity, including the approach or model being expected used (referencing evidence-based/best practices when applicable), how the activity will be provided in an engaging to receive manner, the materials to be used, how materials will be selected, and how participants will be assessed to ensure each activities are tailored to the appropriate ability levels. Activities should include all required components stated activity within the bid solicitation. Rows will expand with text to allow sufficient space to describe all activities. ATTACH a Schedule of Daily Activities (and Field Trips if applicable) that details when activities will be conducted. Include document(s) in the Supporting Documents section, in order indicated by Table of Contents. 45 More than one third of the students are matched with a Big Brothers Big Sisters (BBBS) mentor. The mentors participate in the school -based mentoring program. Mentors will meet with their mentees at least once a week for one hour. During these one hour session. mentors and mentees will focus on the communication and tutoring based on the guidelines provided by the Big Brothers Big Sisters Program_ Their tutoring and homework assistance guidelines will use the "Just Read, Florida" guidelines required by the 21st CCLC Office. Additionally, the school's instructional calendar is taken in consideration as information is appropriately dissemenated to mentors during their training and update conversations. Big Brothers Big Sisters provide direct outreach to students matched with a mentor. Social services are provided to assure stronger communcication is established between school and home. BBBS also provides family workshops to "Miami's Learning Zone" parents. Mentors are invited to attend school events and family involvement field trips. This is a requirement of their commitment, but is made as an effort to include the mentors within the culture of the Miami's Learning Zone. 120 The Health and Wellness Component is three -fold. The first piece involves educating parents about critical health and nutrition issues that would impact student attendance. This informational outreach is included within the Family Outreach Components Newsletter and nutrition and healthy habits is an integral part of the parent workshop series. The parents are also involved in an incentive program that motivates parents and students to work together to improve attendance and health habits. The incentives includes family field trips and tangible incentives related to health and wellness including gift certificates and recognition events for highlighted attendance successes. The students also directly participate in a nutrition program focused on the benefits of healthy choices and specific strategies that students can begin to implement. The 4-H nutrition curriculum is followed based upon suggestions from the 21st CCLC office and the Department of Education. Students' daily snacks are alos selected, so as to address healthy food choices. Nutrition efforts will be overlapped with cooking and food preparation activities involving daily snack time. Page 13 of 19 i are what the program staff will for, to or with participants (e.g.. .ents, interventions. etc.) to ;h outcome for program (this column will be automatically ee activities listed on the Goals _iteracy Learning Assistance Lab Cultural Skills Development Activities Descriptions NUMBER ACTIVITY DESCRIPTION includes the details for each program activity, including the approach or model being expected used (referencing evidence-based/best practices when applicable), how the activity will be provided in an engaging to receive manner, the materials to be used, how materials will be selected, and how participants will be assessed to ensure each activities are tailored to the appropriate ability levels. Activities should include all required components stated activity within the bid solicitation. Rows will expand with text to allow sufficient space to describe all activities. ATTACH a Schedule of Daily Activities (and Field Trips if applicable) that details when activities will be conducted. Include document(s) in the Supporting Documents section, in order indicated by Table of Contents. 120 The integrated literacy learning component focuses on interweaving reading strategies throughout the "Miami's Learning Zone' program. The various literacy activities that are present through all components include: individual student research; Sustained Silent Reading; Brain Child Software enrichment activities; journal writing; drama; current events discussion and writing exercises with "Time for Kids" weekly children's periodical; using problem solving models to address current events; reading nutrition labels; Internet research on artists and art work; and letter writing to local athletes. On Saturdays, certified teachers from Holmes Elementary School provide a project based teaming experience that integrates reading and mathematics through weekly enrichment projects. Students also participate twice a week in Community Science Workshops provided by Citizens for a Better South Florida that integrate literacy and mathematics within the study of hands on science activites. Students explore science concepts through real world and hands-on lab experiences bringing science to life. Included in the science workshops are nature hunts, lab reports, development of herb gardens, making animal footprints into clay, and creating machines to test kinetic energy. In addition to these direct academically related experiences, ail other program components including physical fitness, nutrition, art, and conflict resolution follow the school's instructional calendar to assure that reading strategies focused on during the school day will be infused within all components of the program. Parent workshops will be included within the Family Involvement Outreach component that focuses on family literacy as well. 120 Students have an opportunity to complete their homework on a daily basis within "Miami's Learning Zone" with the support and assistance of their YMCA Counselors. The YMCA Counselors participate in a workshop that will assure them the use of a bank of strategies that will assist in reading, test taking skills, mathematics, and problem solving that can be used to assist students with their daily homework assignments. The YMCA Counselors also receive a monthly update on the school's instructional calendar and ways in which they can infuse the specific benchmarks being focused on during the school day and throughout the after school program. 120 _ The study of art and dance are the bridge that begins the exploration of various cultural and social customs. Students participate in dance and/or art at least once a week. They also take field trips to explore areas of study that would bring their studies to life including trips to art museums, historical museums, and various other off -site experiences that broaden their cultural and social understanding. Transportation for all field trips is provided for students and chaperones. School assemblies and parent outreach efforts involve opportunities for students to share what they have learned through this component. The integrated literacy compoent overlaps with all social and cultural activities, so as to assure that there is a unity in the correlation to the insructional calendar. Additoinally. the Problem Solving Workshops Component serve as a foundation for discussions about differences betweeen individuals and/or culture groups within Miami. i-193 Office of the Mayor Page 14 of 19 ES are what the program staff will 3 for, to or with participants (e.g., events. interventions, etc.) to 3ch outcome for program .s (this column will be automatically the activities listed on the Goals t) ices for You violence prevention and vior activities solving Workshops 6-193 Office of the Mayor Activities Descriptions NUMBER ACTIVITY DESCRIPTION includes the details for each program activity, including the approach or model being expected used (referencing evidence-based/best practices when applicable). how the activity will be provided in an engaging to receive manner, the materials to be used, how materials will be selected, and how participants will be assessed to ensure each activities are tailored to the appropriate ability levels. Activities should include all required components stated activity within the bid solicitation. Rows will expand with text to allow sufficient space to describe all activities. ATTACH a Schedule of Daily Activities (and Field Trips if applicable) that details when activities will be conducted. Include document(s) in the Supporting Documents section, in order indicated by Table of Contents. 120 The City of Miami Police Department tailors a violence and drug prevention program based on the nationally recognized D.A.R.E. model for all the participants in "Miami's Learning Zone." Police Officers teach anti -drug, gang, and violence techniques, as well as peer pressure awareness and self-worth. The officers assure that the currriculum is developmentally appropriate for participating age groups. Students participate in this program once a month. City of Miami Police Officers will also incorporate parent input and involvement. 120 Students participate in the Peace Education Foundation's Conflict Resolution curriculum on a bi-weekly basis guided by the YMCA Counselors. The curriculum infuses instruction on communication, problem solving, and strategies that will assist in the establishment of stable relationships. Activities include real life connections to the students' lives and an opportunity to explore and practice these skills in a safe environement. Students participate in this componet twice a week during the after school program. A pre and post test will be administered to assure growth. The work done within the Social and Cultural Skills Development enhances the efforts put forth in the Problem Solving Workshops. As students explore different views, customs, and experiences of various groups within the City of Miami, they will apply the lessons leamed within the Problem Solving Workshops as they participate in discussions about differences between individuals and/or culture groups within Miami. Page 15 of 19 Process Worksheet e Instructions: If different service delivery sites have varying activity components this should be noted within the Goals worksheet, and will Ily show up in the Activities column below. S are what the program tualiy do for, to or with (e.g., providing events, is, etc.) to achieve each r program participants n will automatically be activities listed on the tsheet) 'it recreational activities Divement/Outreach 6-193 Office of the Mayor INPUTS & RESOURCES required to fully accomplish activities and outcomes, including staffing (i.e., responsible parties) and other financial, organizational, and community resources (e.g., training, space, equipment, etc.), as should be reflected within the program budget PLANNED PLANNED FREQUENCY of INTENSITY of how often the how long each activity will be activity session delivered (e.g., will last (e.g., 16 daily, once a minute check -in, week, 3 times a 2 hour class, year, etc.) etc.) YMCA Counselors, Fitness Equipment, 6 days a week Catch PE Curriculum Transportation, Funds for Family Field Trips, Funds for in school family acitivities and educational incentives. Relationships with Local Faith -Based Organizations, Collaboration with Legal Services of Greater Miami, Big Brothers, Big Sisters, The Parent Involvement Center of Miami Dade County Public Schools, the administration of Holmes Elementary School, the YMCA staff, the Program Director, and the City of Miami, materials to print parent newsletter, flyers, postage to mail out parent communications, and marketing materials to entice parents to participate in program. Family Workshops and/or meetings will be organized for parents every two weeks. Family Field Trip Experiences will take place every month. Family related in school activities will take place 3 times during the school year. 1 hour every Saturday and at least 30 minutes Monday through Friday. PLANNED DURATION includes the total time frame within which participants will be involved in the activity (e.g.,1-time only, 6 weeks, all school year) all school year 120 students participating in daily physical fitness activities. Family Field all school year Trips will vary in time length. An average length of activities will be 3 hours. Parent workshops and/or meetings will be planned for one hour intervals. OUTPUTS are the direct products and evidence of service delivery and the work of the program, including the volume of work accomplished (i.e., # participants, attendance, # classes offered, # brochures distributed, etc.) 120 Parent Newsletters will be distributed 8 times during the school year. 8 Family field trips will be organized and offered to all 120 families. 12 parent workshops and/or parent meetings will be offered to all 120 families with an expectation that a minimum of 10 parents and a maximum of 30 parents will participate in each parent workshop and/or meeting. 3 family related in - school activities will reach a minimum of 25 families and a maximum of 80 families. Page 16 of 19 S are what the program dually do for, to or with s (e.g., providing events, ns, etc.) to achieve each )r program participants in will automatically be activities listed on the ksheel) sed Mentoring i Nutrtion 06-193 i, Office of the Mayor INPUTS & RESOURCES required to fully accomplish activities and outcomes, including staffing (i.e., responsible parties) and other financial, organizational, and community resources (e.g., training, space, equipment, etc.), as should be reflected within the program budget 45 Big Brothers, Big Sisters Volunteer Mentors, Big Brothers, Big Sisters Social Worker, and materials provided through the Big Brothers, Big Sisters Program. Daily health snacks, 4 H Curriculum, YMCA counselors, funds for family and student incentives, parent newsletters, and parent workshops, Program Director PLANNED FREQUENCY of how often the activity will be delivered (e.g., daily, once a week, 3 times a year, etc.) once a week PLANNED INTENSITY of how long each activity session will last (e.g., 15 minute check -in, 2 hour class, etc.) Snacks will be provided daily. Nutrition lessons will be provided once on Saturday and once during the week. Parent Workshops will take place twice during the school year. one hour Nutrition lessons will be 30 minutes each. Parent workshps on nutrtion will last one hour PLANNED DURATION includes the total time frame within which participants will be involved in the activity (e.g.,1-time only, 6 weeks, all school year) all school year all school year Process Worksheet OUTPUTS are the direct products and evidence of service delivery and the work of the program, including the volume of work accomplished (i.e., # participants, attendance, # classes offered, # brochures distributed, etc.) 45 students will be matched to a mentor. 120 students will receive healthy snacks on a daily basis. 32 hours of nutrition lessons and activities will be provided to all youth program participants. 2 hours of nutrition workshops will be made available for all program families with an expectation of a minimum of 10 families and maximum of 30 families will participate. Page 17 of 19 Process Worksheet S are what the program :tually do for, to or with (e.g., providing events, is, elc.) to achieve each ,r program participants n will automatically be activities listed on the ksheet) Literacy Learning -k Assistance Lab A '06-193 ii, Office of the Mayor INPUTS & RESOURCES required to fully accomplish activities and outcomes, including staffing (i.e_, responsible parties) and other financial, organizational, and community resources (e.g., training, space, equipment, etc.), as should be reflected within the program budget 1 _Materials for literacy activities that will thread through nutrition, art, fitness, and science components including construction paper, journals, pencils, paint, scissors, glue, current event periodicals and theme related books, 2. YMCA counselors, art and dance teachers, certified science teachers 10 certified teachers for Saturday project based learning, materials for projects to be developed. YMCA Counselors. training for homework assistance PLANNED PLANNED FREQUENCY of INTENSITY of how often the how long each activity will be activity session delivered (e.g., will last (e.g., 15 daily, once a minute check -in, week, 3 times a 2 hour class, year, etc.) The literacy component will be threaded thorugh the program 6 days a week. The students will participate in the project learning component at least once a week on Saturdays. Community Science Workshops will take place once a week for each child. etc.) At least one hour every Saturday for project based learning. Community Science Workshops will last 1 hour and 30 minutes per session. The integrated literacy activities will be addressed on a daily basis within all components ranging from 15 mintues a day to 45 minutes a day for direct literacy integration. PLANNED DURATION includes the total time frame within which participants will be involved in the activity (e.g.,1-time only, 6 weeks, all school year) all school year Daily homework 30 minutes all school year sessions OUTPUTS are the direct products and evidence of service delivery and the work of the program, including the volume of work accomplished (Le., # participants, attendance. # classes offered, # brochures distributed, etc.) Weekly Project Learning Activities - 30 hours of project based learning will be provided to all youth program participants. 40 hours of Community Science Workshops will be provided for all program participants. 285 hours of homework assistance will be provided to all youth program participants. Page 18 of 19 ES are what the program ctually do for, to or with Is (e.g.. providing events, )ns, etc.) to achieve each or program participants nn will automatically be re activities listed on the rksheet) Cultural Skills lent Aces for You violence n & risky behavior Solving Workshops A 06-193 i, Office of the Mayor INPUTS & RESOURCES required to fully accomplish activities and outcomes, including staffing (i.e., • responsible parties) and other financial, organizational, and community resources (e.g., training, space, equipment, etc.), as should be reflected within the program budget Arts for Learning Teachers, Transportation for field trips, funds necessary to support related educational field trips_ City of Miami Police Department. D.A.R.E. curriculum Peace Foundation Conflict Resolution Curriculum, YMCA Counselors PLANNED FREQUENCY of how often the activity will be delivered (e.g., daily, once a week, 3 times a year, etc.) 2 times a week for art and dance classes. Field Trips will take place on Saturdays and on Wednesdays. PLANNED INTENSITY of how long each activity session will last (e.g., 15 minute check -in, 2 hour class, etc.) 45 minutes lessons 3 hours minimum for field trips Once a month one hour 2 days a week for social skills 45 minute sessions PLANNED DURATION includes the total time frame within which participants will be involved in the activity (e.g.,1-time only, 6 weeks, all school year) all school year all school year all school year Process Worksheet OUTPUTS are the direct products and evidence of service delivery and the work of the program, including the volume of work accomplished (i.e_, # participants, attendance, # classes offered, # brochures distributed, etc.) 56 hours of art and dance classes will be offered to all students_ 8 field trips will be provided as an opportunity for all youth program participants. 8 hours worth of Right Choices for You for all youth program participants. 56 hours worth of Problem Solving workshops for ail youth program participants. Page 19 of lc.