HomeMy WebLinkAboutProject ApplicationFLORIDA DEPARTMENT OF EDUCATION
PROJECT APPLICATION
TAPS Number
12B028
Please return to:
Florida Department of Education
Office of Grants Management
Room 325, Turlington Building
325 West Gaines Street Suite 332
Tallahassee, Florida 32399-0400
Telephone: (850) 245-0852
A) Program Name:
•
2011-2012 21st Century Community
Learning Centers (CCLC) Request For
Application
APPLICANT PROJECT NAME: Lenora B. Smith ES
_ DOE USE ONLY
Date Received
.
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B) Name and Address of Eligible Applicant:
School Board of Miami -Dade County
Project Numb egDO ssigried)
>
a cn m
ISC—ZLdL2 ZCCGq
C) Total Funds Requested:
$ 340,926
D) r L
Applicant Contact Information n tt
Contact Name:
Iraida R. Mendez-Cartaya
Mailing Address:
Miami -Dade County Public Schools
1450 NE 2n4 Ave., Miami FL 33132
DOE US E ONLY
Total Approved Project:
$ 3LO l 2 co"J
Telephone Number:
(305) 995-1497
SunCom Number:
Fax Number:
(305) 995-3088
E-mail Address:
imendez@dadeschools.net
I, Alberto M. Carvalho, do hereby
. CERTIFICATION
certify that all facts, figures, and representations made
general assurances and specific programmatic assurances
and procedures; administrative and programmatic requirements;
be implemented to ensure proper accountability for the
these requirements will be available for review by appropriate
be obligated on or after the effective date and prior
only as appropriate to this project, and will not be used
responsibility of the agency head to obtain from its
l '
in this application are true, correct, and
for this project. Furthermore, all
and procedures for fiscal control
expenditure of funds on this project. All
state and federal staff. I further
to the termination date of the project.
for matching funds on this or any special
governing body the authorization for the
consistent with the statement of
applicable statutes, regulations,
and maintenance of records will
records necessary to substantiate
certify that all expenditures will
Disbursements will be reported
project, where prohibited.
Further, I understand that it is the
submission of this application.
E) '
Alberto M. Carvalho, Superintendent of Schools
DOE 100A
Revised 12/07
Page 1 of 1 Dr. Eric J. Smith, Commissioner
Florida Department of Education
General Assurances for Participation in Federal and State Programs
Authority for Data Collection: 20 USC I232(e).
Planned Use of Data: The requirements established in United States Code Annotated,
Title 20, Education, Chapter 31, Subchapter I11, Section 1232(e), stipulate that "[e]ach local education agency
which participates in an applicable program under which federal funds are made available to such agency
through a state agency shall submit, to such an agency, a general application containing the assurances set forth
in subsection (b)." The application shall cover the participation by the local education agency in all federal
programs administered by the U.S. Department of Education.
Instructions: These general assurances will be in effect for the duration of participation in federal and state
programs or until such time as the requirements change. The Superintendent or other authorized officer must
sign the certification and return it to the address below. Payment for project awards and contracts cannot be
made by this agency until the general application is received. For further information, contact the Florida
Department of Education, Comptroller's Office, at (850) 245-0401, Suncom 205-0401.
Certification:
1, the undersigned authorized official for the named agency of the State of Florida, hereby apply for participation
in federally funded and state funded education programs.
School Board of Miami -Dade C
(Lenora B. Smith`Elementar
Typed Agency Name
aunty
School) /36
Agency Number
Alberto M. Carvalho
Superintendent of Schools
Typed Name and Title of Authorized Official
(Agency Head)
I certify that the agency will adhere to each of the assurances contained in this set of General Assurances for
Participation in Federal and State Programs as a.plicab e to the project(s) for which this agency is responsible..
Signature (must be original)
Return original to:
Florida Department of Education
Comptroller's Office
Room 914
Turlington Building
325 West Gaines Street
:Tallahassee, Florida 32399-0400;:=`<
July 2005
a(11
Date
General Assurances
(305) 995 1497
Area Code / Telephone Number
21st CCLC Program Assurances
Project Deliverables
All sub -grantees (Cash Advanced and Performance -Based) must collect and keep on file all
the required deliverables for each performance period.
Academic Focus
All 2151 CCLC programs are required to operate in a manner that will maximize the program's
impact on the academic performance of participating students. Programs should provide a
breadth of activities and services that offer opportunities for students to learn new skills,
develop creative ways to approach challenges, and achieve academic success. Lesson plans
for academic enrichment activities will be required as part of the deliverables.
Supplement, Not Supplant
Any agency receiving 21st CCLC funds will use the funds to supplement, and not supplant,
other federal, state, and local public funds expended to provide programs and activities
authorized under this part and other similar programs. Documentation of support from
partners (21st CCLC Partner's Table) will be required as part of the deliverables.
Facilities
21st CCLC programs are not required to operate in a public school. However, if an alternative
facility is proposed, it must be as available and accessible to participants as the students'
local school. The facility must have sufficient resources to provide all proposed and required
activities, such as a computer lab, library, eating facility, safe recreational area, and study
area. The program must maintain equipment, security, resources, and a dear strategy for the
safe transportation of students to and from the center and home. The program will take place
in a safe and easily accessible facility.
Supplemental Meals
The program must offer nutritious snacks and/or meals that meet the requirements of the
United States Department of Agriculture (USDA) guidelines for afterschool snacks and
summer meal supplements. Depending on when the 21st CCLC program operates, a
supplemental snack and/or meal must be offered to each student, each day. Funding for
snacks and meals cannot be drawn from 21st CCLC funds and must come from other
resources. Students shall not be charged for costs associated with supplemental snacks and
meals. Documentation of meeting supplemental snack/meal requirements will be required as
part of the deliverables.
The program must provide supplemental meals when program is open as follows:
• Afterschool (daily, nutritious snack)
• Before school (daily, nutritious breakfast)
• Non -school days (daily, nutritious breakfast, lunch and/or snack,
depending on operation)
• Food Research and Action Center:
httplifrac.org/afterschoolisnacks.html
Students with Special Needs
In accordance with state and federal laws, children with special needs must be afforded the
same opportunities as children in the general population. Students with special needs include
those who may be identified as limited English proficient (LEP); homeless; migrant; or with
physical, developmental, psychological, sensory or learning disabilities that result in significant
difficulties in communication, self -care, attention or behavior, and are in need of more
structured, intense supervision. Children with special needs shall not be excluded from the
21st CCLC program, regardless of the level or severity of need, provided that they can be.
safely accommodated. Description of services to students with special needs will be required
as part of the deliverables.
• Title X, Part C: Homeless Education Program: http://www.fldoe.orq/bsa/titlel/titlex.asp
• Council for Exceptional Children: http://www.cec.sped.orq
• Bureau of Exceptional Education and Student Services: http://www.fldoe.orq/ese
Professional Development
Each program must have a professional development plan that is responsive to the needs of
its staff, and identifies the program plans for professional development for staff delivering
program activities. Conferences and trainings must be linked to the 21st CCLC funding purpose
as outlined in the application. 21st CCLC orientation/professional development and evidence of
staff training will be required as part of the deliverables.
Equitable Services for Private School Participation
In accordance with P.L. 107-110, No Child Left Behind (NCLB) Title IX, Part E Uniform
Provisions, Subpart 1, Section 9501, the applicant must complete the Private School
Assurance form indicating how they have and will continue .to ensure timely and meaningful
consultation for equitable services to private school children and teachers within the local
education agency(ies) (LEA) service areas. Documentation supporting private school
consultation will be requested as part of the deliverables.
• For details, refer to: http://www.ed.qov/policy/elseclleq/esea02/pq111.html
Collaboration with Schools
Adequate communication between the 21st CCLC program staff and the students' regular -day
teachers, school administrators, and family members is critical to ensure student needs are
addressed in the 21st CCLC program. Each program must develop a written communication
plan to identify how these groups will share information about the needs and performance of
21st CCLC students. Communication plans must include how the regular school lessons will be
identified and reinforced during the 21st CCLC program. The program must be developed and
carried out in active collaboration with the schools attended by participating students. Letters of
program support from target school principals, and documentation of communication plan and
implementation will be required as part of the deliverables.
21st CCLC Advisory Board
21st CCLC grantees are required to establish a local 21st CCLC Advisory Board comprised of
students, teachers, parents, and members of community agencies and businesses. Sub -
grantees are required to retain documentation . of board meetings, .such as , minutes and
attendance lists. Advisory ,meetings should consider such topics as: program needs and
concerns, operations, and sustainability. It is suggested that the approximate size should be
10 to 15 members, which must include at least two parents and two students.
Documentation supporting 21st CCLC advisory board meetings will be required as part of the
deliverables.
Notice of intent to submit an application
The community was given notice of intent to submit an application, and that the application
and waiver request(s), will be available for public review after submission of the application.
State, local, and/or other non-federal funds
Funds under this part will be used to in increase the level of State, local, and/or other non-
federal funds that would, in the absence of funds under this part, be made available for
programs and activities authorized under this part, and in no case supplant Federal, State,
local, or non -Federal funds.
Property under the 21st CCLC
Property acquired (e.g., computers, classroom desks and tables) under the 21st Century
Community Learning Centers program will remain within the appropriate facility for continued -
use in the 21st CCLC program after the funding ,period has expired. If the 21st CCLC
program at the facility(ies) is not maintained after federal funding expires, all equipment will
be used and/or distributed in accordance with 34 CFR, Parts 74 & 80;
The fiscal agent will adopt and use proper methods of administering each program, including:
• The enforcement of any obligations imposed on agencies, institutions,
organizations, and other recipients responsible for carrying out each program; and
• The correction of deficiencies in program operations that are identified
through audits, monitoring, evaluation and/or technical assistance.
Funding Request
The program will provide services to the proposed number of students on a daily basis, as
proposed on the Funding Request Guide, the Site Budget Worksheet, the Title I School
Table, and/or the Grant Narrative Text (whichever is greater);
The program understands and agrees that the Florida Dept of Education, regardless of the.
originally approved amount, has the authority to equitably reduce the amount of funding for
failing to meet daily student attendance numbers, amount of operation, and/or activities;
The grantee understands that the FLDOE has established risk thresholds based upon
proposed levels of operation and daily student attendance, and that failure to operate at the
proposed levels will result in a reduction of 21st CCLC funding for subsequent years of
operation based upon the established funding equation under which this grant is funded;
The new 21st CCLC program will be operational within 30 calendar days of receiving the
DOE 200 award notification or within 3 weeks from the first day of school, whichever is later;
The continuation 21st CCLC program will be operational within 21 calendar days from the
first day of school.
Monitoring and Evaluation Activities
The grantee agrees to fully cooperate with all monitoring, audit, evaluation, and reporting
requirements established by the FDOE and/or authorized representatives;
The grantee agrees to participate in all statewide evaluation activities (e.g., cooperate with
site -visits, responding to data requests, submitting accurate data);
The program will submit all required data and reports, as required and/or requested, to the
State of Florida and U.S. Department of Education;
The program understands that the summative evaluation report is required of all 21st CCLC
programs, that this report will be compared to all data submitted to the Florida Department of
Education (FDOE) and United States Department of Education, that this report may be used
to determine continuation of funding, and that adequate progress has been defined as
achieving 85% of approved objectives.
Suspension of the Grant
The Florida Dept of Education may suspense or terminate the grant with 30 days notice, in
whole or in part, if federal funds supporting the grant are reduced or withdrawn, or for
nonperformance by the grantee at any time during the term of the grant; and;
The Florida Dept of Education and the grantee may suspense or terminate the agreement, in
whole or in part, upon mutual agreement.
The undersigned hereby assures and agrees that, in accordance with statues and regulations,
the funded proposal shall comply with the program assurances listed above. In addition, we
have read, understand, and fully accept the rules, requirements, and expectations contained in
the Request for Proposal (RFP) / Request for Application (RFA) and the RFP/RFA
Supplement.
Alberto M. Carvalho, Superintendent of Schools /Ali
Print Name Signature of Authorized Certifying Official Ti ' e
School Board of Miami -Dade County, FL
Applicant Organization
.11/1//
Date
Lenora B. Smith Elementary School
st st
Florida 21 Century Community Learning Center (21 CCLC)
Statement of Assurance for Evaluation Data
st
While the 21 CCLC grant may include five years of subsequent funding, the years
following the initial year are dependent upon the evaluation of data supporting
successful program implementation aligned with the components of the Request for
Proposal (RFP) and Request for Application (RFA) submitted.
I understand that I must submit the Objective and Performance Indicator data to the
Florida Dept of Education, Profile and Performance Information Collection System data
(PPICS) and Year End Progress Report to the Florida Dept of Education as required
and outlined in the RFP/RFA.
I understand that if evaluation data does not support program progress as required, the
Florida Dept of Education may reduce and/or terminate future funding.
Alberto M. Carvalho, Superintendent of Schools /yl
Print Name Signature of Authorized Certifying Official Tjfle
School Board of Miami -Dade County, FL
Applicant Organization
Date
Lenora B. Smith Elementary School
APPENDIX C: ASSURANCES
ASSURANCE OF.PROVIDING -EQUITABLE SERVICES FOR
PRIVATE SCHOOL STUDENTS, TEACHERS, AND OTHER EDUCATIONAL PERSONNEL
Florida Department of Education
Title IV, Part B, 21st Century Community Learning Centers (21st CCLC)
FY 2011-2012
The FLDOE Project Application and Amendment Procedures for Federal and State Programs (Green Book)
General Assurances states: "After timely and meaningful consultation, the recipient will provide the
opportunity for children enrolled in private, non-profit schools, and the educational personnel of such schools,
equitable participation in the activities and services provided by these federal funds, and will notify the
officials of the private schools of said opportunity." For the 215 CCLC Program, programs must, at a
minimum, consult with officials from those private school located in the specific geographic area(s) served by
program sites.
Please complete the following form related to consultation and participation of eligible private schools
in Title IV, Part B, 21st CCLC.
® There are NO private schools located within the geographic area(s) of the sites where the 21' CCLC
program is located. If you check this statement, you do not need to complete the remainder of the form.
There are private schools located within the geographic area(s) of the 21s CCLC sites.
School Name(s): Not applicable. (See above.)
❑ The private schools listed above were consulted (or attempts were made to consult with)
such schools prior to the development of the Title IV, Part B, 21' CCLC application.
❑ The private schools listed above were provided (or will be provided) with the opportunity to
enroll their students in the 21' CCLC program.
❑ Teachers and other educational personnel of private school students attending the 21' CCLC
program were offered (or will be offered) services that are equitable to those provided to
public school teachers and other educational personnel.
Method(s) of Contact -Applicant Initiated (check all that apply)
Letters or facsimile documents
Meetings
Documented telephone calls
E-mail
Other (please list):
n
n
LJ
ath , AL,2Q1Lo 71/41it
Signature of Agency Head: Alberto M. Carvalho,yiiperintendent of Schools Date
Lenora B. Smith Elementary School
Superintendent of Schools
Alberto M. Carvelho
December 19, 2008
Ms. Martha Asbury, Director
Administrative Services
Florida Department of Education
325 West Gaines Street
Room 344, Turlington Building
Tallahassee, Florida 32399-0400
two
Miami -Dade County School Board
Dr. Solomon C. Stinson, Chair
Dr. Marta Perez, Vice Chair
Agustin J. eanera
Reniar Diaz de le Portilia
Dr. Lawrence S. Feldman
Pella Tabares Hantman
Dr. IMlbert Tee' Holloway
Dr. Martin Karp
Ma Rivas Logan
Dear Ms. Asbury:
This letter is to confirm that Ms. Iraida R. Mendez-Cartaya, Assistant Superintendent,
Office of Intergovernmental Affairs, Grants Administration, and Community Services, is
authorized to sign on my behalf any grant -related document.
Should you have any questions or need further assistance, please contact Ms. Mendez-
Cartaya, at 305 995-1497 or email imendezPdadeschools.net.
Sincerely,
Alberto M. Carvalho
Superintendent of Schools
AMC:ms
L439
cc: Dr. Richard H. Hinds
Ms. lraida R. Mendez-Cartaya
Ms. Meyme Falcone
Ms. Alyce Neli
IAGA&CS Staff
School Board Adminis6 ation Building • 1450 N.E. 2nd Avenue • Miami, Florida 33132
305-995-1000 • www.dadeschools.net
A) Miami -Dade County Public School/Lenora B. Smith Elementary
Name of Eligible Recipient / Fiscal Agent
B) Gt—
Project Number
FLORIDA DEPARTMENT OF EDUCATION
BUDGET NARRATIVE FORM
(1)
(2)
(3)
(4)
(5)
(6)
(T)
FUNCTION
OBJECT
ACCOUNT TITLE AND NARRATIVE
FTE
POSITION
AMOUNT
ALLOCATED
to this
PROJECT
ALLOWABLE
DOE USE ONLY
5100
310
Contracted Services: City of Miami
Contracted Services: City of Miami
The City of Miami through its Program Director will be
responsible for the successful implementation and
collaborations of all 21st CCLC program
components. The Prograin Director will perform the
following functions: • Organize and monitor the budget
along with City's Educational Initiatives Coordinator
and Miami -Dade County Public Schools, and the Fiscal
Agent of The 21 st CCLC project. • Gather and enter all
21st CCLC program -related data by the required
deadlines. Complete Performance Deliverable Reports
on a monthly basis. Submit via -email all program
reports to MDCPS/City/21 CCLC.• Coordinate and
ensure program staff receives training prior to .
commencing services. • Ensure participant enrollment is
maintained as per 21st CCLC program requirement.
• Monitor, collect and evaluate all aspects of the 21st
CCLC program. (Curriculum, student discipline, and
parent conferences.) Test, review, and
assess participant's data results. (Attendance, academic
achievement, pre-, mid -'and post-test for nutrition, self-
perception, reading fluency, and
physical fitness.) • Support the day-to-day functioning
of the collaborations; schedule facility
times, special events, and collect program data.
• Communicate on a monthly basis with parents
49,945
X. a
�' =E
"
•
•
o
•
DOE101S
Rev. 06/ 11
Page 1 of 8
C) TAPS Number
12B028
(8)
REASONABLE
DOE USE ONLY
- X
n.
(9)
NECESSARY
DOE USE ONLY
Florida Department of Education
program information. • Conduct bi-monthly meeting
with school administration, City, and
community -based organizations. • Conduct a monthly
L 1�/ •
'
21st CCLC staff meeting.. Distribute and submit parent,
teacher, and student program surveys. • Oversee the
'
YMCA Site Director. • Attend all 21st CCLC, City of
Miami and/or MDCPS workshops and meetings. •
•
.-
Attend 21st CCLC conferences. • Interact with all
collaborators and maintain a Quality Program within
compliance.
-
„", -°
s.
v
Project Director Salary - $38,429.04/ year
Fica/Mica (7.65%) — $2,939.82/year
= "-'
_
•
Health Insurance ($238.52/biweekly) — $6,209.32
i
P
Dental Benefits ($14.10/biweekly) - $366.60
-
-
Travel to 21 st CCLC required conference (registration,
hotel, transportation, meals @ $2,000)
j
Administrative Costs: The Project Director estimates
that approximately 10% of her time is dedicated to
administrative responsibilities, the dollar value of which
is calculated as follows.
(Project Director Salary + Fringe Benefits) * 10% _
($38,429 + $9,516) * 10% _ $4,794.
5100
150
j3D
Salaries: Lead Teacher
Will oversee and supervise the itnplementation of each
2.9
10,218
X
X
"
X
21' CCLC component: After School, and Sumner
Academy. The Lead Teacher will align the 21' CCLC
curriculum with the school's instructional focus
calendars used throughout the school day/year. The
Lead Teacher will also be responsible for the
recruitment of both 21" CCLC students and staff. This
position will also require the Lead Teacher to assist the
Program Director with the collection, analysis and
reporting of ongoing data pertaining to actively
participating 21" CCLC students.
After School —1 @ $26/hr. x 2 hrs/138 days = $7,176
DOE 101 S
Rev. 06/11
Page 2 of 8
Florida Department of Education
Summer Academy-1 @ $26/hr x 4.5 hrs x 26 days =
$3,042
,_
5100
150
1.1)
Salaries,: Certified Teachers
Will provide the academic enrichment and instruction to
actively participating 21" CCLC students during each of
the 21" CCLC components: After School, and Summer
Academy
After School -10 @ $23/hr x 1.Shr/I76 days = $60,720
Summer Academy -10 @ $23/hr x 3.5 hrs x 26 days =
$20,930
1.6
81,650
w
X
- ,
S
X
-
i
X
5100
150
I1gZU
Salaries: Math Facilitator
Will provide assistance to all 21' CCLC actively
participating students during 21" CCLC After School
and Summer Academy. All activities will align with K-
5 next generation standards. The Math Facilitator will
support the goals and objectives of the 21" CCLC
program. Math activities will be provided two times a
week for After School and five days a week during the
summer.
After School -1 @ $23/hr x 1.5 hr x 85 days = $2,933
Summer Academy - 1 @ $23/hr x 3.5 hrs x 26 days =
$2, 093
2.6
5,026
_
X
X
X.
5100
150
tux)
Salaries: Science Facilitator
Will provide hands-on science activities for all K-
5grade actively participating 21" CCLC students during
the 21" CCLC After School and Summer Academy
program. All activities provided will align to the
District Pacing Guides and the school focus calendar.
The Science Facilitator will support the goals and
objectives of the 21" CCLC program. Hands-on science
activities will be provided two times a week for After
School throughout the program year and five days a
week during the summer.
After School -1 @ $23/hr x 1.5 hrs x 85 days = $2,933
Summer Academy - 1 @ $23/hr x 3.5 hrs x 26 days =
2.6
5,026
X
-_
;
-
X'
'
X
DOE101S
Rev. 06/11
Page 3 of 8
Florida Department of Education
$2,093
w
9100
150
I (et)
Salaries: Community Involvement Specialist
To assist the Parent Academy with providing ongoing
workshops and training for parents of actively
participating 2151 CCLC students as part of the Parental
Involvement Program Component. During After School
and Summer Academy the CIS will also make parent
contact and home visits based on attendance,
registration, behavior, parent volunteer, parent
attendance in workshops, parent surveys, assist the 215`
CCLC Program Director in coordinating the parent -
child workshops.
After School —1 @ $10/hrx 2.5 hrs/x 176 days = 4,400
Summer Academy —1 @ $10/hrx 4.5 hrs x 26 days =
$1,170
0.15
5,570
X
X
°
`
X
•
7600
150
UPU
Salaries: Cafeteria Manager
To receive and prepare breakfast, lunch and snacks
during Summer Academy for actively participating 215'
CCLC students
Summer Academy — 1 @ $19/hrx 5 hrs x 26 days =
$2,470
0.6
2,470
=
=
1 X
X
X
7900
150
I c o
Salaries: Security Monitor
To ensure the safety of actively participating 215` CCLC
students by monitoring school grounds and hallways
during each of the 21' CCLC components: After
School Progranuning, and Summer Academy.
After School —1 @ $10/hrx 1.5hrs x 176 days = $2,640
Summer Academy —1 @ $10/hr x 5.5 hrs x 26 days =
$1,430
0.44
4,070
X
;
•
F
••
X
q
X
5100
210
Employee Benefits: Retirement
Retirement @ 4.92% for the 215' CCLC portion of
salaries/wages for the Lead Teacher, Certified Teachers,
Math Facilitator and Science Facilitator .
5,015
X
'.,
°
JC
•
X
5100
220
Employee Benefits: FICA
FICA @ 7.65% for the 215` CCLC portion of
7,798
X
X
X
°
DOEIOIS
Rev. 06/11
Page 4 of 8
Florida Department of Education
salaries/wages for the Lead Teacher, Certified Teachers,
Math Facilitator and Science Facilitator.
~
5100
240
Employee Benefits: Worker's Compensation
WC @ 2.65% for the 21st CCLC portion of
salaries/wages for the Lead Teacher, Certified Teachers,
Math Facilitator and Science Facilitator
2,700
X
X
•
X
9100
210
Employee Benefits: Retirement
Retirement @ 4.92% for the 215' CCLC portion of
salaries/wages for the Community Involvement
Specialist
275
=
r.
X
X
X
9100
220
Employee Benefits: FICA
FICA @ 7.65% for the 21m CCLC portion of
salaries/wages Community Involvement Specialist
427
X
X
X
9100
240
Employee Benefits: Worker's Compensation
WC @ 2.65% for the 215` CCLC portion of
salaries/wages for the Conununity Involvement
Specialist
147
X
-
;= X
- X
'
7600
210
Employee Benefits: Retirement
Retirement ® 4.92% for the 215' CCLC portion of
salaries/wages for the Cafeteria Manager.
122
X '
X
- X
°
7600
220
Employee Benefits: FICA
FICA @ 7.65% for the 215` CCLC portion of
salaries/wages for the Cafeteria Manager
190
_
°
X
X
X
7600
240
Employee Benefits: Worker's Compensation
WC @ 2.65% for the 2151 CCLC portion of the Cafeteria
Manager
65
X'
,X
X
7900
210
Employee Benefits: Retirement
Retirement @ 4.92% for the 215' CCLC portion of
salaries/wages for the Security Monitor and Custodian
201
X
X
X
7900
220
Employee Benefits: FICA
FICA @6.20% for the 215` CCLC portion of
salaries/wages for the Security Monitor and Custodian
253
X
X
X
7900
240
Employee Benefits: Worker's Compensation
WC @ 2.65% for the 215' CCLC portion of
salaries/wages for the Security Monitor and Custodian
107
X
`
, X
X
5100
310
Contracted Services: YMCA
All actively participating 2151 CCLC students will be
assigned a YMCA counselor at a 20 to 1 ratio. YMCA
Counselors will oversee and supervise the
implementation of each 215' CCLC component for After
98,644
X
X
-
-
X
DOE 101 S
Rev. 06/11
Page 5 of 8
Florida Department of Education
•
School, and Summer Academy. They will assist with
the alignment of the 21" CCLC academic and
enrichment curriculum with the school's instructional
focus calendars used throughout the school year.
Counselors will supervise their group to all activities,
and will responsible for: class registration, behavior
management, attendance, parent communication and the
safety of the children. Additionally, these counselors
will organize snacks and implement the Drama,
Technology, Character Education, Physical Fitness,
Health and Nutrition, Service Learning, Music/Dance,
Arts & Crafts, Homework Assistance and Recreation
curriculum to support the goals and objectives of the
21st CCLC project. The counselors and the YMCA Site
Director will assist the 21" CCLC Program Director
with the collection, analysis and reporting of ongoing
data pertaining to actively participating 21u CCLC
students.
After School— 3@$10.20/hrx3.0hrs x176days =
$16,157
After School— Only Wednesdays — 1 @ $10.20/hr x 2hrs
x 38 days = $775
7 @ $8.16/hr x 3.5 hrs x 176 days = $35,186
After School Director-1 @ $13.26/hrx 4.5 hrs x 176
days = $10,502
Summer— 3 @ $10.20/hr x5.5 hrs x 26 days = 4,376
3 @ $10.20/hr x 5.5 hrs x 26 days = $4,376
5@$8.16/hrx5.5hrs x26days =$5,834
5 @ $8.I6/hr x 5.5 hrs x 26 days = $5,834
Summer Director —1 @ $13.26/hrs x 7 hrs/30 days =
2,785
Fringe - $85,825 x 13.77% (4.92% Retirement, 6.20%
FICA, 2.65% WC) _ $11,819
=
'�
•
,
°
n
a
-
c
DOEIOIS
Rev. 06/ 11
Page 6 of 8
Florida Department of Education
-F inge-48.58275 x--1347- -(4-92%-Retirern ent;-6.20%
•—
—;
FICA -2 65%r-Y C)- .-$4.1 1-9— duph'c aZh
Academy Supplies - to provide consumable materials
and supplies for YMCA based activities to include
items such as glues, paint, for use exclusively by
actively participating students during the 21" CCLC
Program-$1,000
7710
310
Evaluator
This External Individual/Group will evaluate the
program objectives, select performance indicators,
measure outcomes, and work towards maximizing
student academic progress and personal development.
To assist 21" CCLC program in completing
perfonnance evaluations, summative and formative
reports. The External Evaluator will receive 5% of the
total grant.
17,046
_ ,X
< .
a
•
X
X
'
6300
5.10
Materials and Supplies
Consumable supplies for use exclusively by actively
participating 21" CCLC students during 21" CCLC
activities to include items such as paper, color paper,
binders, pencils, pens, folders, scanner,
printer/projector and writing journals - est. at $11,985
Supplemental Materials for use exclusively by actively
participating 21" CCLC students during 21" CCLC
activities to be used in reading , mathematics, writing,
science, physical fitness, nutrition and character
education materials to enhance the 21" CCLC
curriculum. Includes items such as life Skills,
Training, educational board games, hands on science
kits, science boot camp curriculum, K-511' SRA Reading
Intervention Materials - est at $5,174
17,159
X -e
X
E
• - =
•
X
7800
332
Purchased Services: Admission Fees
To provide admission fees for a total of ten (10) field
trips that will be planned throughout the program year
to various locations. Costs will be solely for actively
participating 21" CCLC students. Field Trips will
clearly support the approved goals and objectives of the
21" CCLC program, and all trips will be based upon
10,000
X
a
„X ,
X
DOEIO1S
Rev. 06/11
Page 7 of 8
Florida Department of Education
established educational curriculum. All field trip
expenditures will follow applicable federal, state, and
local niles.and regulations governing field trips.
Tickets will be purchased from educational centers of
the field trip locations and will include the available
educational components and lesson plans. Anticipated
field trips include locations such as: museums, zoos,
and other educational facilities to expose 21' CCLC
participating students to educational and cultural
experiences. Parents of actively participating students
may also attend as chaperones.
10 field trips at an average rate of $1,000 /trip for 185
students.
,'
-
"'t
_
.
s
7800
332
Purchased Services: Bus Transportation — Field
Trips
To provide transportation services exclusively to
actively participating 215' CCLC students and
chaperones to attend educational and cultural field trips
during the project year.
4 buses Q $180.00 x 10 field trips = $7,200
7,200
- " -
r u'
.. s
X:
.
'" X
X
6400
331
Out of County Travel
Costs for three (3) active 215' CCLC staff members to
attend Professional Development training to include
one (1) 21s` CCLC statewide conference and one (I)
national 21' CCLC conference. Costs are estimated to
include conference registration fee, hotel, travel,
lodging, and per diem. All conferences are for 21 n
CCLC purposes as approved and/or required by the
FLDOE 21' CCLC program office
4,000
X
_
`
X
-
X•
7200
792
Other Expenses: Indirect Costs
Indirect costs at the state -negotiated rate of 3%of
allowable direct cost line items (excluding 600-series
object codes and all 5100/ 10 object codes — Plan B).
Adjusted base: $ 148,589 Administrative)
5,602'
X.
X
X
jai #40,6. �{l.' ts: ,� a
�.._ r�D );TOTAL;
340,926
�t
Administrative = $10,396 (3.0495%)
Evaluation = $17,046 (5%)
DOE101S
Rev. 06/11
Page 8 of 8
Florida Department of Education
DOE USE ONLY (Program)
I certify that the cost for each line item budget category has been evaluated and determined to be allowable, reasonable and necessary as required by
Section 216.3475, Florida Statutes. Documentation is on file evidencing the methodology used and the conclusions reached.
Printed Name: Lani Limo
Signature:
Title: ' Director
Date:
20_,5:-/zoll
DOE USE ONLY (Grants Management)
I certify that the cost for each line item budget category has been evaluated and determined to be allowable as required by Section 216.3475,
Florida Statutes. Documentation is on file evidencing the methodology used and the conclusions reached.
Printed Name: Sue Wilkinson
Signature:
Title:
Date:
DOE 10I S- Print version
August 2010
2151 Century Community Learning Centers
2011-2012 Request for Application — Continuation Programs
Cenora ,Braynon 'Smith Elementary
M'ritored MindslMatter4M3=SUC.CES'S
•1. ,_PProiectAbstract or Summary
Mentored Minds Matter-M3= SUCCESS is based at Lenora Braynon Smith Elementary, a Title
I school, located in Miami, Florida. Lenora Braynon Smith Elementary serves 524 students in
grades Pre K-5 (83% African American, 17% Hispanic), the majority of whom are at risk of
failure. Also, 99% of the students are eligible for free and reduced lunch and fall into the
lowest socioeconomic population in the county. In our population, 12% of the students are
English Language Learners (ELL) and 6% are Special Education (SPED). All students who
attend Lenora Braynon Smith Elementary will be eligible to participate in the M3= SUCCESS
program with priority provided to those who have scored below grade level on standardized
tests in reading and/or math, and those who have siblings enrolled in the program. In 2003,
City of Miami Mayor Manny Diaz adopted Holmes Elementary School for his citywide
Mentoring Initiative. The mission of this initiative has been to have the community and
government working together to promote positive youth development and to increase student
performance. The City of Miami was eager to expand their efforts by reaching out to Lenora
Braynon Smith Elementary School to collaborate in the expansion of the Holmes Elementary
School model. The primary goal of Mentored Minds Matter-M3= SUCCESS is to foster an
appreciation for the acquisition of mathematics, reading, writing and science knowledge within
students to enable them to succeed within and outside of the school environment. The
intendedoutcomes of the project are to increase /student achievement ins state and'Iocal
standards in reading, math, and science; increase homework submission, increase physical
fitness, increase knowledge of health and nutrition, improve behavior and attendance, maintain
or improve their level of social skills, and increase parental involvement.
nciples of Effectiveness
Use of Periodic (Formative) Evaluations
After review of formative evaluations conducted during the 2010-2011 project year, the
following adjustments to improve the services of the M3= SUCCESS program have been
made: the program will continue the program service days and hours from Monday — Friday.
This will continue to expand the opportunities for students to participate in quality,
measureable activities. The hours will continue to exceed Florida Department of Education
(FDOE) requirements of operating a minimum of 12 hours per week. Based on the 2011-2012
school calendar and the District mandating to close all schools during winter recess, M3=
SUCCESS will not include a winter Intercession for the upcoming year. In addition, A Saturday
operation will not commence this project year 2011-2012. Lenora Braynon Smith Elementary
Administration has concluded that Saturday operation for 21st CCLC is no longer mandatory.
Miami -Dade County School. District will provide LBS with Saturday Academy. Saturday
Academy curriculum is provided via Miami -Dade District and is extensive. Total Saturdays' are
shortened to maximize student potential. The After School will serve 185 students, and in the
summer 120 students will be served. Our continued success has been within our model to
provide teachers that are familiar with students' academics from day school; Homework
assistance increased; Reading coaches serve as Lead teachers; Powerful and structured
leadership team. Some of our challenges for the 2010-2011 project year were Goal 1-
Academic enrichment; Goal -2 physical education; student retention by way of extra -curricular
activities. -..the program purchased scientific -based research curriculum-(SRA) Corrective'
Reading and QAR literacy materials for Reading and vocabulary that included on-line
technology Math for grades K-2. Teachers were trained using SRA materials and the reading
program was implemented with fidelity. Our partnership with YMCA assisted with
incorporating structured activities thru SPARKS. Our partnership with YMCA enabled us to
provide a more seamless process for healthy snacks; with the implementation of optimist
football, baseball teams in our community, many of our students want to participate. We
therefore, incorporated a stipulation, that students that participate in extracurricular must
attend 21st CCLC tutoring session prior to any extracurricular activities
The 2010-2011 summative evaluation to be submitted to FDOE, will determine if any
additional adjustments needed to further refine, strengthen and improve the M3= SUCCESS
program for the 2011-2012 project year.
Target Population Identification
All students who participate in the M3= SUCCESS program will be enrolled on a first come, first
serve basis with priority provided to: Students with Disabilities (SWD), English Language
Learners (ELL), students who scored below grade level on standardized tests in reading
and/or mathematics; and those who have siblings enrolled in the program. Specifically for
students attending Lenora Braynon Smith Elementary, "below grade level" are defined as
those students who score level 1 or 2 on the 2009 FCAT in grades 3-5; students who scored
below the 50th percentile on the SAT-10 in grades 1-2; students who scored below the Reading
and FCAT Probability (below 85%) on the Florida Assessment for Instruction in Reading
(FAIR) in Kindergarten. In addition, every effort will be afforded to adult family members of
regular actively participating 21st CCLC students to educate parents and encourage families to
learn together through our monthly 2nd Cup of Coffee and evening parent -child workshops.
The focus on family outreach includes parental education, quality family events and increased
parental communication. Parents are able to partake in field trips, special activities/events,
and parent/child workshops. In order to allow parents opportunity to attend our resourceful
workshops, our 21stCCLC registration forms will include dates as well as time. Thereby giving
our parents courtesy to plan for our parent/child workshops. Notices of our tutorial programs
are mailed to all non-public schools inviting their students, parents and school administration to
attend informational meetings, make inquiries and submit enrollment applications. Equitable
services that are consistent with public school students will be provided to non-public school
students and their families. Revisions to our Academic enrichment and Personal enrichment
goals were made to specifically address both requirements for Lenora B Smith standards of
expectations as well as the requirements of the 2011-2012 RFA.
Goals and objectives have been revised and modified as follows: Goal 1: Academic
Enrichment has been revised to better meet the requirements related to student performance
and the 2011-2012 RFA. Goal 1: Objective 1.1 — this objective was revised to isolate the
subject of reading into specific educational components, e.g. to increase reading
comprehension skills as outlined by the 2011-2012 RFA requirements. The Florida
Assessment for Instruction in Reading (F.A.I.R.) will be used in place of the The F.A.I.R.
assessment will be completed in three installments AP1, AP2 and AP3 as mandated by both
state and within the Miami -Dade County Public Schools district. Goal 1: Objective 1.2 was
added, stating that regularly participating students will increase their Vocabulary skills as
demonstrated by such measures as pre-, mid-, and post , Florida Assessments of Instruction in
Reading (F.A.I.R) scores, standardized test scores, and teacher created assessments, and
curriculum -based assessment/ tools. Goal 1: Objective 1.3 was revised to reflect increased
math skills- this was objective 1.2. Goal 1: Objectivel . 4 replaces objective 1.3. This objective
was revised to reflect increased grades kindergarten — 5th grade science skills . Goal 2:
Personal Enrichment was revised to more accurately reflect the needs and goals cf the
program. Objective 2.1 was revised to accurately reflect student performance. Goal 2:
Objective 2.2 was also revised due to accurately reflect student performance in physical
fitness and nutrition. This new objective reflects the needs and goals of the program. Goal 3:
objectives 2.3 and 2.4 and 2.5 were revised to reflect the specific needs of the program and
meet the requirements and standards of the 2011-2012 RFA. Goal 4: Adult Family Member
Services were revised to better meet the requirements of the program and adhere to the
standards of the 2011-2012 RFA. Goal 4: Objective 4.1 and 4.2 were revised to enhance the
requirements of the 2011-2012 RFA.
:3._ ` .Charging Fees
Lenora Braynon Smith Elementary will not change any fees associated with participation in the
21st CCLC program for the 2011-2012 project year.
!4 1Studen:t Safety
Mentored Minds Matter- M3= SUCCESS program provides a security monitor, along
with the Program Director, Lead Teachers, and the Community Involvement Specialist who
remains on -site during the daily operation of the program. Students are under the supervision
of program staff (YMCA Counselors) during on and off campus activities at all times. After
primary and intermediate students are dismissed from day school, participating 21s1 CCLC
students are escorted by their classroom teacher to the cafeteria where (YMCA Counselors)
sign -in students by taking attendance, distribute snacks and assist students with homework.
Students who attend the program must be signed out by a parent, guardian, or authorized
person as indicated on the emergency contact card and or the 21st Century application.
Identifica on will be checked as necessary.
Mentored Minds Matter- M3= SUCCESS will follow the district's safety procedures
regarding field trips and approved transportation. Student to staff ratios will be 10:1 on all field
trips. Accordingly, all students attending fieldtrips will wear Lenora B. Smith Elementary school
fieldtrip t-shirts, access the buddy system, security monitors will verify student count before
leaving, teachers along with YMCA counselors verify student count when they return,
continuously take,attendance, actively supervise and monitor students throughout the duration
of the trip and provide adequate amounts of chaperones on all scheduled activities.
As a result of the passage of the Jessica Lunsford Act (HB 1877), all school employees
will be required to meet a screening requirement that includes a fingerprinting process and
signing a sworn affidavit. The District will have to approve everyone being hired.
All employees hired to work in the program have successfully completed all district
employment requirements. All teachers delivering academic services have a current Florida
teaching certificate on file. All YMCA Counselors have completed necessary requirements for
their positions. YMCA counselors have been trained in both CPR/First aid and certificates are
on file. In addition, YMCA Counselors are required to maintain 45 hours of training this is
monitored through YMCA Association and forwarded to Lenora B. Smith as counselors obtain
certificates. YMCA is a licensed corporation. Family members are also screened prior to
assisting students in the program or participating in educational field trips through the volunteer
process.
Participating students live within a two mile radius of the school. Primary students are
picked -up by parents or older siblings that participate in the 21 st Century program. All
intermediate students who walk home must have signed permission on file. Security
personnel/YMCA Counselors escorts students to crosswalk and monitors until all students
-.have cleared the school's premises. Transportation before or after the program is not required.
Since the program is stationed at the school site, there is no need for students to travel
between program centers. Notification of available services will be provided in advance to
families to safely access the program services. To ensure families understand what services
are available and being provided, information will be shared in multiple languages, as needed.
To enable families, including those who are working, to access program services, a schedule
of various times will be included and posted on the Parent. Informational Board next to the 21 st
Century Parent Resource Room.
5. Academic.Ennchrnent Readmg�and:Language Arts
Goal: Improve Academic Achievement
Objective 1.1: 75% of regularly participating students will increase their reading
comprehension skills as demonstrated by FCAT scores and report card grades, as well as
formative measurements such as Florida Assessment for Instruction in Reading (FAIR)scores,
district assessments, standardized test scores, and pre-,mid-,post-assessments(i.e. teacher
created assessments, computer -based assessments, curriculum -based assessment/tools).
Objective 1.2: 75% of regularly participating students will increase their vocabulary skills as
demonstrated by such measures a pre -mid -and post: Florida Assessment for Instruction in
Reading (FAIR) scores, district assessments, standardized test scores, and pre, -mid -posttest
assessments (Le. teacher created assessments, computer -based assessments, curriculum -
based assessment/tools
Activity 1: This activity supports objective 1.1 and 1.2
Mentored Minds Matter- M3= SUCCESS program provides evidenced- based, best
practice models to provide the content and service delivery for all reading literacy activities and
intervention.. Reading programs offered are m9tivating, learning activities that involve
movement, cooperation, building and thinking skills. In accordance with the Just Read Florida!
Reading Initiatives, reading models were chosen because of the focus on core components of
the Big 6 which are; Phonemic Awareness, Phonics, Fluency, Comprehension, Vocabulary
Development and Oral Language.
Mentoring Minds Matter — M3 = SUCCESS addresses Florida's Next Generation PreK-
20 Education Strategic Plan Focus Area # 1: strengthening foundation skills by providing
remedial intervention, using the Sunshine State Standards, to students in reading and writing
by utilizing small group and differentiated instruction, and providing necessary
accommodations and modifications to enable all students to experience success and progress
towards grade level performance. The Mentored Minds Matter 21st Century program at
Lenora B. Smith Elementary will use Florida Ready for Reading as well as Florida STARS
(Strategies to Achieve Reading Success). (Strategies to Achieve Reading Success) STARS is
a Research -based curriculum that matches Florida test blueprint. The rationale for use of the
aforementioned programs is that they align to the New Generation Sunshine State Standards
and provide a comprehensive introduction, review, assessment, and remediation of skills. The
materials provide scaffold instruction (i.e. Introduction, Modeled Instruction, Guided Instruction,
and Independent practice) that will allow tutors to remediate basic reading skills (i.e., phonics,
comprehension) teachers will monitor proficiency of skills through weekly data analysis and
monthly assessments. Regular mandated, state and local assessments will continue to assist
with monitoring students skills as well.
With the implementation of SRA Reading Curriculum this project year, we have been
able to progress with our students reading success. We will continue to enhance our students'
success with Reading Comprehension and vocabulary. In addition to including SRA in
gradesK-3 we will incorporate Florida Ready curriculum in grades 4-5. Our partnership with
the YMCA has given and will continue to gave our students the experience of leaning through
fun and engaging experiences. (i.e....the inclusion of structured classroom debate teams). It
promotes oral language proficiency, build thinking skills, and supports social and emotional
development. All other programs such as: SRA Intervention, Leap Frog, technology programs
etc. presents a variety of print rich literature in the form of read aloud, independent reading of
literature through writing, higher order thinking skills and engaging discussions.
Additionally, students enhance vocabulary development by utilizing a variety of activities
and receiving a continuous presence of guided support. The teacher/YMCA Counselor to
student ratio is 2:20.
The content aligned activities are taught by certified teachers who teach in the same
grade level and subject area that is taught in day school. The fun and hands-on activities
provide opportunities for small group interaction, cooperation, and student leadership.
Students will receive 1.5 hours of tutorial services. Regularly active participating students will
be required to attend tutoring/academic sessions prior to extracurricular activities.
6. Academic Enrichment..Scienceand:.Mathematics "- ""
Goal: Improve Academic Achievement
Objective 1.3: 75% of regularly participating students will increase math skills as
demonstrated by FCAT scores and report card grades as well as formative measurements
such as district assessments, standardized test scores, and pre -mid-, and post assessments
(i.e....teacher created assessments, computer -based assessments, curriculum -based
assessments /tools).
Objective 1.4: 75% of regularly participating students will increase Science skills as
dem" nstrated by FCAT scores and report card grades as we`! as formative measurements
such as district assessments, standardized test scores, and pre=mid-, and post assessments
(i.e....teacher created assessments, computer -based assessments, curriculum -based
assessments /tools).
Activity 1: Math. This activity, supports objective 1.3.
The Mentored Minds Matter 21 st. Century program at Lenora B. Smith Elementary will
use Florida Ready for Mathematics, as well as CAMS (Comprehensive Assessment of Math
Strategies). Florida ready Research -based curriculum matches FL test blueprint in Math. The
rationale for use of the aforementioned programs is that they align to the New Generation
Sunshine State Standards and provide a comprehensive introduction, review, assessment,
and remediation of skills. The materials provide scaffold instruction that will allow tutors to
remediate basic Math Skills. Students will receive targeted instruction based on their
weaknesses identified on practice tests. Mathematics skills (i.e., number sense, geometry,
measurement). In addition, teachers will monitor proficiency of skills through weekly data
analysis and monthly assessments. Regular mandated state and local assessments will
continue to assist with monitoring students skills as well.
Lenora Braynon Smith Elementary — Mentored Minds Matter— M3 = SUCCESS
incorporatesengaging and active mathematics activities by building students' self-confidence
and interest in the subjects. After reviewing and analyzing the target population overall data,
there was a need to employ systematic, empirical methods that draw on observation,
experiments and hand -on inquiry in mathematics and science.
In order to ensure fun and engaging activities, a variety of math programs will be delivered. The math
-achievement will be increased through the 21 st Century Afterschool Program by the implementation of
Mathematics Lab. This lab will target specific benchmarks through technology programs such as
Explore Learning GIZMO, FCAT Explorer, Riverdeep, SuccessMaker, SRA Planet Turtle online and
GoMath Online Interventions. The Promethean Interactive Smart Board will be used to engage studer
in hands-on activities and virtual manipulative to create mathematical problem solvers.
Classroom activities for the 215t Century Afterschool Program will utilize the Strategies to Achieve
Mathematics Success (STAMS) workbooks for grades 3-5 and Skill Sharpeners Math for grades K-2.
Small group instruction during class instruction will allow students to use collaborative strategies to we
together on group projects. Incorporating journals for students to interactively write their steps in solvi
math problems will help the students to become critical thinkers. A Math Fair will be the cumulating
activity to end out the school year in which the students will have the opportunity to show case their
projects.
Activity 2: Science. This activity supports objective 1.4.
Lenora Braynon Smith Elementary — Mentored Minds Matter— M3.= SUCCESS
incorporates engaging and active science activities by building students' self-confidence and
interest in the subjects. After reviewing and analyzing the target population overall data, there
was a need to employ systematic, empirical methods that draw on observation, experiments
and hand -on inquiry in science. In order to ensure fun and engaging activities, Lenora B.
Smith will adopt S.T.E.M (Science, Technology, Engineering, and Math Curriculum) STEM is a
hands-on approach to interacting students with fun learning activities.
STEM has a variety of science programs that will correlated to those skills that will
further enhance the students' knowledge of the content area. Students in grades K-3 will also
utilize STEM hands-on Science activities in order to reinforce and remediate skills and
concepts.
In science, the science facilitator will align the Next Generation Standards and the
Pacing Guides based on our student's needs. The facilitator will provide a hands-on approach
to the scientific method and inquiry -based activities twice a week for 27 weeks to all fourth and
fifth grade students. The Science Facilitator will recommend educational field trips and service
leaming projects to increase the awareness and knowledge in science for our students.
.With a teacher/programaide to student ratio of 2:20, students will explore math and
science content through the use of manipulative, hands-on experiments, projects and learning
activities.
These content standard aligned activities are fun and hands-on while providing
opportunities for smallgroup interaction, cooperation, and student leadership that are provided
by certified teachers who teach in the same grade level and subject area that is taught in day
school.
j7. Personal''Enrichmen
Goal: Improve Physical Health and Fitness
Objective 2:1 75% regularly participating students will increase their fitness levels as
demonstrated by such measures as pre-, mid- and post assessment (i.e.... presidential
physical fitness test, teacher created assessments, SPARKS assessment tools, progressive
aerobic Cardiovascular Endurance Run (PACER), Shuttle Run, Body Mass Index (BMI ,
curriculum -based assessments/tools)
Objective 2.2: 75% of regularly participating students will increase their knowledge of nutrition
as demonstrated by such measures as pre-, mid-, post —assessments (i.e. Teacher created
assessments, curriculum -based assessments/tools
Objective2.3: 75% of regularly participating students will improve or maintain acceptable
levels ("C") behavior and attendance as demonstrated by such measures as quarterly conduct
grades, attendance records and/or discipline reports.
Objective: 2.4: 75% of regularly participating students will increase or maintain acceptable
levels of homework completion- as demonstrated by such measures as quarterly teacher
survey, quarterly parent survey, or homework completion checklist .
Objective 2.5: 75% of regularly participating students will increase their knowledge of
performing and/or visual arts as demonstrated such measures as pre-, mid -post assessments
(i.e. Teacher created assessments, curriculum -based assessments/tools.
Activity 1:. This activity supports objective 2.1 and 2.2.
Mentored Minds Matter- M3= SUCCESS program provides age -appropriate
(Kindergarten-5th grade), fun, recreational and creative expression across the curriculum, to
promote teamwork and leadership skills in the area of Physical Education. In the instances of
inclement weather, recreational activities that can be performed indoors will include,
educational board games, trivia games, hand held computers, computer centers and
structured indoor physical activities. The introduction of SPARK fitness as a curriculum will
reinforce the program's goals as it strives to improve the health of children and adolescents by
disseminating evidence -based physical activity and nutrition programs that provide curriculum,
staff development, follow-up support, and equipment to program aides of Kindergarten
through 5th grade students. The Health Connect social worker will continue to mentor students.
- or identify agencies that can provide counseling services needed. The Health Connect nurse
will provide assistance regarding weight and health concerns by structuring a program that
targets obesity, nutrition and improving body mass index. Mentors are also invited to
participate in all school events.
The curriculum and activities will be designed to improve student academic
performance and success in life. Each student will receive his/her own Nutrition Workbook.
And YMCA counselors will work.with students thirty minutes weekly toinsure that students
receive such knowledge as Pyramid guidelines, nutrition and activity goals Healthy Lunch
ideas etc. The students will exhibit team sportsmanship, show respect for others and exemplify
good citizenship. With a program aide to student ratio of 1:20
Activity: 2. this activity supports objective 2.3.
Mentored Minds Matter- M3= SUCCESS program will partner with Strong Women Strong Girls. Stronc
Women strong Girls will target students approximately 25-30(girls). The curriculum will be centered
around strong women entitled" Sharing Her Story" The girls will be introduced to women that have
paved the way in both present and history. Each week for 11/2 hours the girls will meet and interact.
Student to ratio 2:10. The College students are selected based on G.P.A and a strong desire to help
young girls become successful women in society. Strong Women Strong Girls is a nationally
recognized mentoring program dedicated to raising the aspirations and self-esteem of elementary
school girls. The program connects girls with college women and puts them on the path from the
classroom to the boardroom Strong Women, Strong Girls' innovative program model provides girls an(
women with the opportunity to leam from positive role models, build skills, and develop supportive
relationships. Throughout the program, students will write in their journals reflections and will produc(
end of the program project.,
2. Dropout Prevention and Character Education Activities:
To help foster age -appropriate peer relations, communication, cooperation, and
leadership among children and youth, the philosophy of character education will be infused
into the everyday program to enhance student. social, ethical, and emotional development.
Students will be given opportunities to interact creatively in ways that will promote character
development, foster positive self-esteem, build self-reliance, exhibit team sportsmanship,
show respect for others and exemplify good citizenship to prevent dropout rates.
The concern of dropout prevention is addressed at the elementary level from the 15
effective strategies by providing a safe learning environment to receive consistent support,
tutoring, mentoring, and exposure to new experiences. Interactions with the children, families,
school and community will be promoted to address the importance of academic achievement,
student attendance, and parent participation, particularly for those students who are identified
as being truant, who have been suspended, or may be expelled from school.
Dropout Prevention and Character Education will include violence reduction and
prevention programs to teach students skills to avoid or diffuse conflict and thus promote a
healthier social environment. The City of Miami "DARE Officers" will speak to students
concerning issues of anti -bullying and drug awareness. The Alternative Learning Program for
Higher Education (ALPHA) program will also focus on Drug Awareness and Drug Prevention to
help develop and foster academic success. The YMCA counselors will facilitate character
Education through the Life Skills Training curriculum, a research -validated substance abuse
prevention program focused on reducing the risks of alcohol, tobacco, drug abuse and
violence.
The curriculum and activities will be designed to improve student academic
performance and success in life to exhibit good character, make right decisions, show respect
for others and exemplify good citizenship.
With a YMCA Counselor to student ratio of 1:20
3. Service Learning Activities:
Service Learning can help students feel a stronger sense of connectedness to their
communities. By helping others, Kindergarten through 5th grade students will begin to feel the
benefits of giving back to their communities and can help them develop positive self-esteem.
Examples of service learning projects that students have participated in and initiated include:
putting together food baskets, collecting can goods for food drives, recycling, , collecting
school supplies for hurricane victims, class posters regarding "Stop the violence, Stop Bullying,
Stop Racism, Digital Storytelling Project, conduct on -air interviews maintaining our school's
organic garden, creating gifts for senior citizens residing in assisted living or nursing homes,
volunteering for "Hands on Miami" projects and visiting a homeless shelter to give gifts and
perform for others who maybe less fortunate than us.
Teachers will guide students in open discussions of ways to assist our surrounding community.
For example, a recognized need in our local community is the rapid spread of
homelessness;"therefore, teachers will assist students in developing an action plan to conduct
a thorough study of homelessness and how it affects our community. Teachers may require
students to read books related to homelessness and allow them to reflect their learning
experience through journal writing. Teachers and students can reach out to homeless shelters
located in the City of Miami and collaborate with organizations to schedule ongoing
educational field trips for students to experience families that are homeless. Families may be
willing to share and answer any questions students may have regarding their situations. After
each service learning project, teachers and students assess whether the project was effective
and continue to maintain ongoing relationships with community organizations. With a
teacher/program aide to student ratio of 2:20
4. Arts and Music Education Activities:
Mentored Minds Matter- M3= SUCCESS incorporates literacy, science, problem solving,
and conflict resolution through the creation of group artistic presentations. YMCA Dance
Instructor Jerome Mike will offer a sixty minute arts workshops every Wednesday to students
in grades 3rd- through 5th grade students'. They will provide lessons in etiquette/ social
protocol, West African dancing, Hip -Hop, costuming and performing. Kindergarten and 1st
grade students will be offered the same disciplines through the YMCA Counselors.
(b) YMCA Dance instruction Jerome Mike, will offer 3rd-5th grade students arts -
integrated programming. By moving through -the creative process from brainstorming to
performing, and using personal experience, interviews, and written documentation, students
develop characters and learn how to use the arts as a polemical tool to address social issues.
Lesson Plans, Vocabulary, professional instructors, resources, academic standards that
advances each child academically, socially and builds skills in public speaking, working with
others, and communication.
Arts and Music Education activities will provide the students the experience in projects that
engage them in various activities such as recitals, dramatic performances, educational field
trips, motivational speakers, creative arts, global and social awareness.
With a teacher/program aide to student ratio of 2:20 for. And 1:20 when YMCA
counselors are delivering Music and Dance.
5. Homework Assistance and Mentoring Program Activities:
Mentored Minds Matter-M3= SUCCESS provides homework assistance to Kindergarten
through 5th grade students utilizing volunteers and YMCA counselors. The program offers
local businesses, volunteers and mentors an avenue to expose our students to "real life"
situations. Daily homework assistance is also provided by YMCA counselors and mentors who
connect students' school day lessons, the after school curricula and homework.
Mentoring Services are provided through Strong Women, Strong Girls, Big Brothers, Big
Sisters (BBBS), Alpha and Health Connect. Students, who meet criteria established by Big
Brother, Big Sisters (BBBS), are matched with BBBS mentors. As participants in a school -
based, mentoring program, mentors meet with their mentees once a week for one hour.
During these one hour sessions, mentors and mentees focus on communication, conflict
resolution, building self-esteem and tutoring.
The M3= SUCCESS program will continue to develop a partnership with the U.S.
Customs Agency to assist with our tutoring and mentoring program by donating their time,
supplies and structured activities to our students. The Health Connect social worker will
continue to mentor students or identify agencies that can provide counseling services needed.
The Health Connect nurse will provide assistance regarding weight and health concerns by
structuring a program that targets obesity, nutrition and improving body mass index. Mentors
are also invited to participate in all school events. We will continue to recruit senior citizens,
high school and college students by posting flyers, attending the local American Association of
Retired Persons (AARP)/Homeowners meetings and communicating with community leaders
to receive additional referrals.
Mentoring services and Homework Assistance are utilized in order to increase self-
esteem and enhance student performance. With a teacher/mentor/YMCA counselor to
student ratio of 2:20
K. Adult Family Members
s-
Goal4: Increase Parental involvement and Family Literacy
Objective 4.1: 75% of adult family member of regularly participating students will attend 75%
of events of family events as measured by such measures as sign -in sheets
Objective 4.2: 75% of adult family members of regularly participating students that attend 21st
CCLC adult family member activities will increase their knowledge of , homework assistance,
reading strategies as demonstrated by such measures as pre -,mid-, and post test or surveys.
Activity 1: This activity supports objective 4.1.
In an effort to educate parents and encourage families to learn together, the focus on
family outreach includes an increase of parental involvement, parental education, literacy,
quality family time events and increased parent communication. In the beginning of the school
year parents will be given a needs assessment survey to identify what educational areas the
parents would like us to address. Based on the results the Community Involvement Specialist
(CIS) and Lead Teachers will provide parent -child workshops to address the needs. Parents
are able to partake in educational field trips as long as they have completed the volunteer
requirements, special activities, events, and parent/child workshops.
Activity 2: This activity supports obj6ctive 4.2.
Mentored Minds Matter- M3= SUCCESS frequently recruits the participation of 21st
CCLC adult family members by disseminating and posting flyers, providing reminder
announcements in the morning and afternoon, making phone calls through Connect Ed, the
school's automated telephone system and the school's marquee is updated regularly with
parent information in order to ensure that parents are given advanced notification to attend
scheduled activities. The Community Involvement Specialist (CIS) also meets with parents
before school, makes personal telephone calls and home visits to notify parents of upcoming
events. Parents/Guardians will also sign a contract which requires parents of regularly
participating students to attend seven of the parent -child workshops (of which 4 are
mandatory) and volunteer for a minimum of 4 hours per year in various school activity choices.
Continuous steps are taken to ensure that adult family members of actively participating 21st
CCLC students, including those who are working, have the opportunity to receive information
and participate in Mentored Minds Matter- M3= SUCCESS project.
19. 'Evaluation
A. Evaluation Plan
Program Objectives
(1)
Specific Measures
and Data Sources
(2)
Timeline
(3)
Method for
Assessing
Progress
(4)
Objective 1.1: 75% of
regularly participating
FAIR Assessments
Quarterly
Project Director
analysis
students will increase
Standardized test
End of Year
their reading
comprehension skills as
scores
Program Staff
Meetings
demonstrated by FCAT
scores and report card
grades, as well as
formative
Interim Assessments
Academic grades
School Administration
Meetings
External Evaluator
.measurements such as
"``
analysis ` ``
Florida Assessrnerrt for
Instruction in Reading
(F.A.LR.) scores, district
assessments,
standardized test
scores, and pre-, mid-,
post- assessments
(e.g., teacher created
assessments,
computer -based
assessments,
curriculum -based
assessment/tools).
•
Objective 1.2: 75% of
regularly participating
FAIR Assessments
Quarterly
Project Director
analysis
students will increase
Standardized test
End of Year
their vocabulary skills as
demonstrated by such
scores
Program Staff
Meetings
measures as pre -mid-
and post: Florida
Interim Assessments
School Administration
Meetings
Assessment for
Academic grades
Instruction in Reading
(FAIR) scores, district
assessments,
standardized test
scores, and pre, -mid -
posttest assessments
(i.e., teacher created
assessments,
computer -based
assessments,
curriculum -based
assessment/tools
External Evaluator
analysis
Objective 1.3: 75% of
Standardized test
Quarterly
Project Director
regularly participating
students will increase
math skills as
demonstrated by FCAT
scores
Interim Assessments
End of Year
analysis
Program Staff
Meetings
scores and report card
grades, as well as
formative
measurements such as
district assessments,
standardized test
scores, and pre-, mid-,
post- assessments
(e.g., teacher created
assessments,
computer -based
assessments,
Academic grades
•
School Administration
Meetings
External Evaluator
analysis
•
curriculum -based
assessment/tools).
Objective 1.4: 75% of
regularly participating
students will increase
Science skills as
demonstrated by FCAT
scores and report card
grades as well as
formative
measurements such as
district assessments,
standardized test
scores, and pre -mid-,
and post assessments
Standardized test
scores
Interim Assessments
Academic grades
Quarterly
End of Year
•
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
External Evaluator
analysis
Objective 2:1 75%
regularly participating
students will increase
their fitness levels as
demonstrated by such
measures as pre-, mid-
and post assessment
(i.e., presidential
physical fitness test,
teacher created
assessments, SPARKS
assessment tools,
progressive aerobic
Cardiovascular
Endurance Run
(PACER), Shuttle Run,
Body Mass Index (BMI,
curriculum -based
assessments/tools)
Presidential Physical
Fitness Test
August
January
May
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
External Evaluator
analysis
Objective 2.2: 75% of
regularly participating
students will increase
their knowledge of
nutrition as
demonstrated by such
measures as pre-, mid-,
post —assessments (i.e.
Teacher created
assessments,
curriculum -based
assessments/tools
Pre, mid and post —
tests from My
Nutrition Workbook
September
January
End of Year
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
Extemal Evaluator
analysis
Objective 2.3[75% of
regularly participating
Conduct grades
Quarterly
ProjeGt Diirector
analysis
students will improve or.
maintain acceptable
levels ("C") behavior
and attendance as
demonstrated by such
measures as quarterly
conduct grades and/or
discipline reports.
Discipline reports
•
End of yeaer
Program Staff
Meetings
School Administration
Meetings
Extemal Evaluator
analysis
Objective 3.1: 75% of
regularly participating
students will increase
their knowledge of
social skills, as
demonstrated by such
measures as pre -,mid-,
post assessments (Le..
teacher created
assessments,
curriculum -based
assessment/tools,
rubrics)
Teacher -created
assessment of social
skills
August
January
May
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
Extemal Evaluator
analysis
Objective 3.2: 75% of
regularly participating
students will increase
their knowledge of
performing and/or visual
arts as demonstrated by
such measures as pre-,
mid -post assessments
(i.e. Teacher created
assessments,
curriculum -based
assessments/tools.
Assessment
developed and
conducted by YMCA
dance instructor
Septemeber
December
End of year
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
External Evaluator
analysis
Objective 3.3: 75% of
regularly participating
students will increase or
maintain acceptable
levels of homework
completion- based on
program specific
objective or need as
demonstrated by such
measures as quarterly
teacher survey,
quarterly parent survey,
and/or homework
completion checklist.
Teacher -developed
parent/teacher
surveys
Homework
completion record
checklist
Quarterly
End of year
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
External Evaluator
analysis
Objective 4.1: 75% of
adult family member of
regularly participating
students will attend
4/75% of events of
family events as
measured by such
measures as sign -in
sheets
Sign in sheets
Quarterly
of year
EndProgram
Project Director
analysis
Staff
Meetings
School Administration
Meetings
Extemal Evaluator
-analysis
Objective 4.2: 75% of -
adult family members of
regularly participating
students that attend
21st CCLC adult family
member activities will
increase their
knowledge of,
homework assistance,
reading strategies as
demonstrated by such
measures as pre -,mid-,
and posttest or surveys
Teacher -developed
parent survey
Quarterly -
End of year
•
Project Director
analysis
Program Staff
Meetings
School Administration
Meetings
Extemal Evaluator
analysis
B. Evaluation Narrative
Miami -Dade County Public Schools (M-DCPS) has identified Dr. Adela Beckerman as the External
Evaluator for four current 21st CCLC grantees. The evaluation plan for each grantee proposes to
evaluate the unique features of each grantee's project, while overlaying common elements. This
structure will enable stakeholders at the student, teacher, school -site and district level to share best
practices and insights into what works at the individual school site, at the District level and across
grantees.
M-DCPS propose to continue its efforts to improve students' academic achievement (i.e., reading
comprehensions, vocabulary, math, and science skills); homework completion; physical fitness;
behavior; attendance; knowledge of nutrition, social skills, performing and/or visual arts; and increase
parental involvement and family literacy students attending Lenora Braynon Elementary through a
rigorous after -school curriculum supported by the 21st Century Community Learning Centers Program
through funding provided by the Florida Department of Education. Proponents of the after -school
program approach to academic remediation argue that these programs provide extended time in whicl
high -risk students can overcome the obstacles that in the past prevented them from achieving
proficiency in state standards in core academic subjects. After -school programs are intended to provid
extended hours for students to learn and review basic concepts they may have missed during class, tc
delve into a more challenging curriculum, and enjoy hands-on activities.
The evaluation roposedfor the 21st CCLC grant at Lenora`Braynon Smith Elementary is part of a /arc
evaluation effort that will be conducted of other 21F' C;CLC_grants awarded_.to the M-DCPS to address
the general question of "what works in after -school programs in the M-DCPS?" The evaluation of the
Lenora Braynon Smith Elementary after -school program will be conducted simultaneously, and in
conjunction with the evaluation of other 21st CCLC grants awarded to other schools in the District. The
evaluation plan being proposed is designed to contribute to the literature about afterschool programs
and enhance our understanding of the strengths and challenges of these programs. Research on the
impact of after -school programs in the past decade appears to be inconclusive (Hollister, 2003; ReisnE
White, Russell, & Birmingham, 2004). The M-DCPS is interested in gaining an overview of the impact
the different 21st CCLC grants being implemented. The evaluation design and methods being propose'
make a concerted effort to address common research questions and collect comparable types of
quantitative and qualitative data. This will promote the sharing of ideas about best practices, highlightir
those facets of each afterschool program that are most promising and effective.
The formative and summative evaluation of the 21st CCLC grant at Lenora Braynon Smith Elementary
will address the following specific key research questions:
1. What was the structure, features and characteristics of the after -school programming at Lenora
Braynon Elementary including the curriculum, staffing, and activities which were expected to
impact students?
2. Did the after school program at Lenora Braynon Smith Elementary improve student outcomes
pertaining to academic achievement (Le., reading comprehensions, vocabulary, math, and
science skills); homework completion; physical fitness; behavior; attendance; knowledge of
nutrition, social skills, performing and/or visual arts; and parental involvement and family Iiterac
as identified in this proposal?
3. Which students at Lenora Braynon Smith Elementary benefitted the most from their participatio
in after -school programming? Did particular groups of students benefit more than others from
their involvement in the after -school curriculum? For example, did boys or girls benefit more? D
students whose parents participated in grant -funded activities benefit more than students whos
parents did not?
The 21st CCLC grant at Lenora Braynon Smith Elementary provides a unique research opportunity to
empirically and systematically address these questions. Given scarce resources and student under-
achievement, teachers and administrators have an obligation to inform taxpayers about the effects of
differential educational intervention. This evaluation proposal is designed to meet this obligation.
Evaluation Design
The proposed formative and summative research project will be conducted during the 2011-2012
academic year. Since the hypothesis is that after -school programming will significantly support and
extend student outcomes pertaining to academic achievement (i.e., reading comprehension, vocabulE
math and science skills), behavior and attendance, physical fitness, homework completion, and
knowledge of nutrition, social skills, and performing and/or visual arts, and increase parental
involvement and family literacy, the unit of analysis will be the 2nd through 5th grade at -risk -children
attending Lenora Braynon Smith Elementary and participating in the after -school program.
In consultation with the staff from' he 21st CCLC grant at Lenora Braynon Smith Elementay, a logic
model will be developed by the External Evaluator that visually presents and summarizes the anticipa
outcomes of the programming being offered and the tools that will be used to assess whether these
outcomes are being attained. The means by which each of the research questions noted above will be
addressed will be integrated into the logic model developed.
Research Question #1. This research question concerns the "treatment intervention" for the 21st CCLC
grant at Lenora Braynon Smith Elementary. The evaluation will capture quantitative and qualitative dat
on what specifically is being done during the grant year to accomplish the after -school grant's objectivE
The intervention that will be provided will include integration of the Mentored Minds Matter-M3 Success
Florida Ready for Reading, Florida STARS, and Comprehensive Assessment of Math Strategies,
Strategies to Achieve Mathematics Success, and Strong Women Strong Girls programs. The
intervention will also include the YMCA Life Skills Training curriculum and a range of physical
enrichment, service learning, and arts -integrated. programming
After consultation with staff from the 21st CCLC grant at Lenora Braynon Smith Elementary, a variety o
quantitative and qualitative data that monitor and record activities and participants in these activities wi
be systematically collected by the staff and provided in a timely manner to the External Evaluator for
analysis.
A full and complete inventory or record of the nature and frequency of activities provided through the
grant and their participants will be an integral part of the evaluation research which will be developed
cooperation with the staff of the grant.
Research Question #2. This research question asks whether there are changes in students' outcomes
pertaining to academic achievement (i.e., reading comprehensions, vocabulary, math, and science
skills); homework completion; behavior; attendance; physical fitness; knowledge of nutrition, social skil
and performing and/or visual arts; and parental involvement and family literacy following their
participation in the 21st CCLC grant activities at Lenora Braynon Smith Elementary. Identifying the
procedures for the collection of the data measuring such changes and sharing these data with the
External Evaluator will be developed in cooperation with the staff of the grant at Lenora Braynon Smitf
Elementary. These data will include students' performance on standardized tests; measures of studen
behavior, attendance, and homework completion; and the Presidential Physical Fitness and My Nutritii
Workbook tests. The data will also include the findings of assessments of students' knowledge of socii
skills and the performing and/or visual arts, parent/teachers surveys, family literary, and parent/family
participation in family -focused events.
These data will be systematically collected by the Lenora Braynon Smith Elementary staff and the M-
DCPS and delivered to the External Evaluator in a timely manner.
Research Question #3. This research question examines whether the effects of the after -school progn
are experienced differently by different student subgroups. Which, if any, student characteristics are
related to how well students progress while in the treatment program? There has been a great deal of
debate of the relative effectiveness of intervention programs for at -risk students. Data collection
procedure will reflect this concern.
While the target group has been selected because of the concentration of minority and free -school lun
students, differences among the target group include gender, race/ethnicity, and grade level. Data
collected to assess outcomes will'be examinedfor variation by these background"variables.Sub-groulLL
analysis will also include students with high or low reading levels at baseline, and students with low or
high levels of behavior problems at baseline.
Formative and Summative Evaluation
Heritage, Kim, Vendlinski and Herman (2009) define formative assessments as a "systematic process
continuously gather evidence and provide feedback about learning while instruction is under way" (p.
24). In regard to the 21st CCLC grant at Lenora Braynon Smith Elementary it is anticipated that data
from the assessment conducted midway during the school year by the External Evaluator will be share
with the project staff and knowledge gained will be integrated into the different facets of'the project's
activities. Formative evaluations do not happen accidentally or serendipitously. Therefore, the External
Evaluator will make periodic visits to the after -school program to review with appropriate persons the
results of the data that is being collected. The data that staff are interested in are data that allow them
see the early impact of the grant's activities, and consider whether changes in emphasis need to take
place. This timely information is expected to lead the staff of the 21st CCLC grant at Lenora Braynon
Smith Elementary and the External Evaluator to engage in a continuing dialogue that is anticipated to
lead to treatment intervention improvement.
A formative evaluation differs from a summative evaluation in that they are designed to influence
program design and activities while that are still occurring, and while the conclusions reached from the
evaluation can have an impact on the program's outcomes. A summative evaluation, however, is a one
time and often high -stakes event typically at the conclusion of the treatment interventions. A summativi
evaluation report will be developed by the External Evaluator at the completion of grant activities and
delivered to the M-DCPS.
The summative evaluation will compare the outcomes of the afterschool program at Lenora Braynon
Smith Elementary with that of the District's other 21st CCLC programs. The findings will also be
compared to the findings of national studies of 21st CCLC such as that by Mathematic Policy Research
Decision information Resources and the Institute of Education Sciences (2005).
Data Analysis
Univariate statistical analyses will be utilized to develop a profile of the nature and extent of the activitit
offered. A de -identified profile of the students involved in the program will be created, noting their grads
level, gender, race/ethnicity, the extent of their parent/family's involvement in the program, as well as
other outcome variables. -
Multivariate analysis will be conducted to examine the extent and significance of changes in student's
academic performance. Thus, for example, the 2012 FCAT scores of students in the 4th and 5tt' grades
will be compared to their previous year's FCAT scores. Changes in program and school attendance wi
also be examined. Multivariate analysis will examine whether there are significant relationships betwe€
these factors. For example, are there significant relationships between program attendance and
parent/family involvement and changes in academic performance? Data analysis will subsequently
examine whether there are relationships between the students' characteristics of gender, race/ethnicity
and grade level and changes in academic performance.
The midyearfgrmative and end -of -year summative report will bepreparld in accord`with the instructioi
provided by the`Florida Department of Education„!utilizing, where instructed forms such as the U.S.
Department of Education Project Status Chart (ED 524B).
'10. Dissemination ;Plan.
Mentoring Minds Matter— M3 = SUCCESS is constantly disseminating information about
the program to students, parents and the community. Information is marketed through PTA
meetings, faculty meetings, 2"d Cup of Coffee, All Pro Dads, Connect Ed, local churches,
monthly parent calendars, school's website, posters, marquee, parent -teacher conferences
and parent -child workshops.
All students who attend Lenora Braynon Smith Elementary will be eligible to participate
in the M3= SUCCESS program with priority provided to the following students: Students who
perform below grade level on standardized tests in reading and math; and those who have
siblings enrolled in the program. Specifically, for students attending Lenora Braynon Smith
Elementary, "below grade level" is defined as.those.students who score level 1 or 2 on the
2011 FCAT reading and/or mathematics in grades 3-5; students who scored below the 40th
percentile on the SAT-10 in grades 1-2; and students who scored below the reading probability
(85%)on the FAIR in Kindergarten. In addition, every effort will be afforded to adult family
members of actively participating 21st CCLC students to educate parents and encourage
families to learn together. The focus on family outreach includes parental education, quality
family events and increased parental communication. Parents are able to partake in field trips,
special activities/events, and parent/child workshops. Notices of our tutorial programs are
mailed to all non-public schools inviting their students, parents and school administration to
• attend informational meetings, make inquiries and submit enrollment applications. Equitable
services that are consistent with public school students will be provided to non-public school
students and their families.
Recruitment and retention of our targeted students is done through various means; such
as disseminating applications, parent -teacher conferences, administrative recommendation,
sending flyers home to parents, strategically placing informative flyers and posters in locations
around the school, presentations. during Open House, PTA meetings and Connect Ed to
provide another avenue for promoting the program.
In order to ensure consistent and long term participation, fun -enriched instruction will be
delivered to make learning relevant to real life situations. Engaging mentoring and field trips
will be provided to educate and motivate students. Progress monitoring, student/parent
surveys and feedback from all stakeholders will guide the overall assessment/evaluation of the
program. Furthermore, the addition of new programs such as Florida Ready, SRA Reading
Intervention, Math Facilitator, Science Facilitator Hand -on -Science program, and YMCA Dance
Instructor — Jerome Mike will enhance the programs objectives and introduction of enrichment
activities that reinforce academic themes.
11 Budget
7
Please see the DOE 101 S — Budget. Narrative Form
Pioject Performance Accountability Information, Instructions, and Forms
NOTE: The following pages are included in the RFA (DOE 900D) template and are to be completed by the applicant.
The Florida Department of Education has a standardized process for preparing proposals/applications for discretionary funds. This section of the
RFP, Project Performance Accountability, is to assure proper accountability and compliance with applicable state and federal requirements. The
Department's project managers will:
• track each project's performance based on the information provided and the stated criteria for successful performance
• verify the receipt of required deliverables prior to payment.
For projects funded via Cash Advance, the Department's project managers will verify that the project activities/deliverables are progressing in a
satisfactory manner, consistent with the Project Narrative and Performance Expectations, on a quarterly basis.
The Project NarrativelScope of Work must include the specific tasks that the grantee is required to perform. Deliverables must:
• • be directly related to the specific tasks
• identify the minimum level of service to be performed
• be quantifiable, measureable, and verifiable.
Deliverables include, but are not limited to:
• documents such as manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by
the project.
• training and technical assistance activities whether provided onsite, through distance learning media, conferences, workshops, or other
delivery strategies.
• measures that are specific to student performance (e.g., test scores, attendance, behavior, award of diplomas, certificates, etc. "Students"
may include prekindergarten, K-12, and adult learners, as well as parents.
• specific services to target population (e.g., adult literacy services, child find services, student evaluation services, etc.).
The Department of Education's criteria for the acceptance of the above deliverables includes, but is not limited to, the following:
• documents are compliant with the Americans with Disabilities Act (ADA)
• meet technical specifications, as appropriate
• design, organization, format, and readability levels are appropriate for intended use and audience
• content is accurate and grammatically correct
• copyright and funding information is noted on products
• use of consultants
• review of follow-up data or participant feedback that indicates level of effectiveness and usefulness of service
• review of state/district/school/student data indicates level of effectiveness of service
• participation rate meets established minimums
• quality of service meets generally accepted guidelines
• quantity of evaluations/assessments meet established minimums
• quantity of service meets established minimums
• referrals are appropriate to identified needs
• specified agencies collaborate
• studeni evaluations/assessments are administered appropriately
• units of service meet established minimums.
Thy applicant must complete the information related to the required tasks to be performed and timelines/due dates for the respective
tasks/deliverables consistent with the provided instructions.
Definitions
Tasks
Deliverablei
Due Date
Specific activities that are required to be performed to complete the Project Narrative/Scope of Work.
Products andlor services that directly related to a Task specified in the Scope of Work. Deliverables must be quantifiable, measurable, and verifiable.
Date for completion of tasks. (Use additional pages, as appropriate.)
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Scope of Work
Tasks
Deliverables
--,
Due Date
Academic Enrichment: Reading and
English Language Arts (ELA)
A strong reading/language arts component
must 'be included and delivered by
certified teachers holding a valid FDOE
teaching ,certificate (see SBE Rule 6A-
-4.001). This component must be creative,
engaging, designed to foster a love of
reading, and outlined in lesson plans.
Reading/language arts activities provided
during the-,21st CCLC program should not
mirror the:, regular school day; rather, the
program Zhould creatively reinforce topics
taught. during the regular school day.
Computer -posed software and curriculum
may be used as a supplement to other
instruction';- provided by the certified
teacher, and not as the primary activity of
the academic enrichment component. The
activities must support the Common Core
State Standards in English Language Arts
and the Just Read, Florida! initiative.
Provide proof of
activities in academic
enrichment and
personnel enrichment
that services were
provided as outlined in
agency's grant
application. The proof
of services received will
include: a summary of
service with curriculum
and/or lesson plans,
number of teachers
providing the service,
the number of hours per
week the activities were
provided, monthly
attendance reports
•
Documentation Supporting Private
School Consultation
August 1, 2011-
July 31, 2012
• 21 CCLC Orientation/Professional
Development (New and/or Existing
Staff)
LI Student Enrollment Packet
0 Documentation Supporting the
Dissemination of Information about the
21s1CCLC program
Lil Proof that scope of work as outlined in
agency's grant application was
received
Confirmation of Monthly Attendance
Reports Submission (each site)*
Confirmation of Student Attendance
Lists Submission (each site)*
LI Confirmation of Student Sign -Out
Sheets Submission (each site)*
• Detailed Fall Weekly Schedule (each
site)
0 Information Disseminated to Students
and their Adult Family Members
related to 21st CCLC Student
Attendance
LI Documentation of Meeting
Supplemental Snack/Meal
Academic Enrichment: Science and
Mathematics
A strorg :math and science component
must be : included and delivered by
certified teachers holding a valid FDOE
Providproof of
e n academic
activities i
enrichment and
personnel enrichment
that services were
provided as outlined In
August 1, 2011-
July 31, 2012
teaching . certificate (see SBE Rule 6A-
4.001). The math/science component must
be creative, engaging, outlined in lesson
plans, anddesigned to foster a love of the
science, ;technology, engineering, and
mathematics (STEM) disciplines. Science
and mathematics activities provided during
the 215` CCLC program should not mirror
the regular school day; rather, the program
should creatively reinforce topics taught
during the, regular school day. Computer -
based software and curriculum may be
used as a supplement to other instruction
provided by the certified teacher, and not
as the primary activity of the academic
enrichment component. The activities must
support the Common Core State
Standards:- in Mathematics/Science,
Florida's Next Generation Sunshine State
Standards (if appropriate), and Florida's
STEM initiative.
Personal Enrichment
A specific purpose of the 215` CCLC
initiative is to offer eligible students a broad
array of personal enrichment activities that
reinforce and complement the regular
academic program of participating students
and help these students meet local and
state academic standards in core subjects.
Including a variety of personal enrichment
activities helps retain and attract student
participants, while also providing a well-
rounded breadth of experiences to help
increasestudent commitment to the
education :_`process. Personal enrichment
must include a variety of structured
activities, as well as encourage active
agency's grant
application. The proof of
services received will
include: a summary of
service with curriculum
and/or lesson plans,
number of teachers
providing the service, the
number of hours per
week the activities were
provided, monthly
attendance reports
Provide proof of
activities in academic
enrichment and
personnel enrichment
that services were
provided as outlinedin
agency's grant
application. The proof of
services received will
include: a summary of
service with curriculum
andlor lesson plans,
number of teachers
providing the service, the
number of hours per
application. The proof of
El
0
Requirements
Letters of Program Support from
Target School Principals
Lesson Plans for Academic
Enrichment Activities
Documentation to Support Adult
Family/Literacy or Parental
Involvement Activities (each site) (to
date)
Documentation of Collected Baseline
Data
Evidence of Staff Attending the 2011
21 st CCLC State Conference
Description of Services to Students
with Special Needs
Confirmation of Implementation Report
for Average Daily Attendance
Submission (if applicable)
Documentation of Communication Plan
and Implementation
Evidence of Professional Development
(to date)
Documentation of Florida Certified
Teachers
Documentation of Support from
Partners (21st CCLC Partner's Table)
Detailed Spring Weekly Schedule
(each site)
Confirmation of Monitoring Work
Papers Submission
Documentation Supporting 21 st CCLC
Advisory Board Meeting(s)
Program/Student Handbook
Confirmation of Mid -Year Data
August 1, 2011-
July 31, 2012
participation regardless of individual
student skill levels. For proposed outdoor
activities, alternatives for inclement
weather should be described. All activities
included in this section must directly or
indirectly support the academic
achievement of participating students.
services received will
include: a summary of
service with curriculum
andlor lesson plans,
number of teachers
providing the service, the
number of hours per
week the activities were
provided, monthly
attendance reports
Adult Family Member Services
The third specific purpose of the 21 st CCLC
initiative is to offer families of actively
participating 21st CCLC students the
opportunity for literacy and related
educational development. In particular,
2151 CCLC programs must propose
services designed to increase the
involvement of adult family members in
their child's education (e.g., family reading
nights, student performances and
showcases, participation in school -based
parent. activities that have a documented
2151 CCLC:. focus, etc.) and/or to develop
literacy Jr related educational skills that will
enable adult family members to be
supportive. of the child's learning (e.g.,
GED preparation, money management,
parenting skills, etc.). Programs must
only provide services to adult family
members of actively participating
children.
Provide proof of
activities in academic
enrichment and
personnel enrichment
that services were
provided as outlined In
agency's grant
application. The proof of
services received will
include: a summary of
service with curriculum
and/or lesson plans,
number of teachers
providing the service, the
number of hours per
week the activities were
provided, monthly
attendance reports
Submission
❑ Aggregated Student Attendance
Roster (year to date)
❑ Documentation to Support Adult
Family/Literacy or Parental
Involvement Activities (each site)
(November to present)
❑ E• vidence of Program Modification
Based on 1st Formative Evaluation
Report
❑ Public Notice of Formative Evaluation
Results
❑ Analysis of Year -to -Date Expenditures
❑ Confirmation of Implementation Report
for Average Daily Attendance
Submission (if applicable)
❑ E• vidence of Professional Development
(December to present)
❑ Student Summer Enrollment. Packet (if
applicable)
❑ Lesson Plans for Academic
Enrichment Activities
❑ D• ocumentation of Communication Plan
and Implementation
❑ Listing of Physical Tangible Personal
Inventory
❑ Summary of Site Visits/ Quality
Improvement Activities (to date)
El 2012 Summer Program Schedule
(each site) (if applicable)
❑ D• ocumentation Supporting the
Dissemination of Information about the
21st CCLC Summer program (if
applicable)
August 1, 2011-
July 31, 2012
August 1, 2011-
July 31, 2012
Dissemination Plan
All 21s1 CCLC programs and sub -grantee
agencies are required to disseminate
understandable and accessible information
about 215t CCLC, such as the location of
services and proposed activities. The
purpose of disseminating information is not
solely to recruit students into the program,
but rather to inform the communities and
stakeholders about the importance and
promise of this federal afterschool
program. When possible, this should
include disseminating promising practices
and data -based success of the program.
Provide proof of
activities in academic
enrichment and
personnel enrichment
that services were
provided as outlined in
agency's grant
application. The proof of
services received will
include: a summary of
service with curriculum
and/or lesson plans,
number of teachers
providing the service, the
number of hours per
week the activities were
provided, monthly.
attendance reports
❑ Documentation Supporting Private
School Consultation (for upcoming
project year, if applicable)
❑ Documentation of 21st CCLC Advisory
Board Meeting(s)
❑ Documentation to Support Adult
Family/Literacy or Parental
Involvement Activities (each site)
(February to present)
❑ Evidence of Professional Development
(April to present)
❑ Summer Lesson Plans for Academic
Enrichment Activities
❑ Summer Lesson Plans for Academic
Enrichment Activities
August 1, 2011-
July 31, 2012
Formal Third -Party Evaluation
If a FORMAL THIRD -PARTY EVALUATION is required or proposed for this project the following information must be provided. (Note: A
formal evaluation conducted by a party not employed by the fiscal agent either under contract with the project recipient or under the
auspices of the DOE).
(1) In column (1), specify the scope of the evaluation using one or more of the descriptors provided below. Provide additional information
regarding the nature of the evaluation. For example, if the evaluation will cover only selected elements of the project, specify the elements
to be evaluated.
• All Aspects of Project
• Compliance Review
• Formative Evaluation
(1) Scope of Evaluation and Brief Description
▪ Outcome Assessment • Selected Elements of Project
• Process Review • Summative Evaluation
-(2) In column (2) indicate the type of entity from the following list which will be conducting the third -party evaluation. Provide any additional
information which may be available about the entity to conduct the evaluation such as selection criteria or qualifications.
(2) Type of Entity Conducting Evaluation
■ Board/Commission/Task Force
• Consultant Firm
• 1.:-OE Funded Project
• Governmental Agency
• Independent Entity Selected by Project
• Individual Consultant
• Institution of Higher Education
• Selected Peer Reviewers
• Other
(3) Provide in Column (3), the date(s) when the evaluation will be conducted including the date for completion of reports.
FORMAL THIRD -PARTY EVALUATION FORM (A formal evaluation conducted by a party not employed by the fiscal agent
either under contract with the project recipient or under the auspices of the DOE.)
(1) Scope of Evaluation and Brief Description
(2) Type of Entity Conducting Evaluation
(3) Date(s)
Evaluation to Be
Conducted
January 30, 2012
A strong evaluation plan helps ensure 21st CCLC
The formative and summative evaluation
July 31, 2012
programsnake continuous progress towards achieving
reports
proposed goals and objectives for participating students
0 1st Written Formative Evaluation Report
and parents. Evaluation plans build from well -developed
❑ Summative Evaluation Report
program objectives, carefully select performance
❑ Dissemination of Summative Evaluation
`indicators and outcome measures, and focus on
Results to Stakeholders
maximizing student academic progress and personal
❑ End -of -Year Teacher and Adult Family
development. Both formative and summative evaluation
Members Survey Communication
methods are required for each 21st CCLC program. The
❑ Aggregated Student Attendance Roster
formative and summative evaluation reports will be
(year to date)
posted on, the FDOE web site. Successful applicants
❑ Confirmation of End -of -Year Data
are required to implement evaluation plans and overall
programs' that meet the federal 2151 CCLC Principles of
Submission
Effectiveness.
Agency Name:
2010-11 Project No.: :130-2441A-1CCC2
Cohort: IC6 ., .,: ; . ;Agency entenr g`Year 5 of funding.
;Miami -Dade CSD
Worksheet key:
Lightblue:indicates:cells where data must be entered
Light3-an;indicates cells that containi.formula" •
w'""
White cells indicate standard information for at sub -grantees
.., ..
Pink eellSlindicate-areas where preforrnance.has not met Minimum!'atandards
'-wr-',w"'Brim .
Calculating the Ratio
Original Award ' $ • 369,078.00;From original DOE200
Original FRG ; $ r $20,10.3.:00 Sum of all sites & components (from "Site Information" tab)
Award to FRG Ratio ,70:96%1
Overall ADA Performace by Component
Proposed
Reported
Achieved
Subject to
Reduction?
Total Before School
W Oa liu,
,
0
-
• N/A
,Nay:•
Total After School
185
rr
,470.6
92.2%
No
Total Non -School Days
.s
70, �
err,•
,° 39
I
55.7%
• yes, :
Total Summer
150
"114
_�
_';
76.0%
Yes
Subgrantee is subject to: reduction of, funds
Site Summary (individual site information is attached)
Site Name
2011-12 Funding
a; -17--A_�:,_
$„,,°;-,__340,926
Lenora B. Smith
0 L 3 [I:i ,ia.
0 . wu
0 A,t lk3 w•', ! "
$ m,i i-Xii'
0 o„,.i:;:.Cap.., r_:
$ - w
F !�P!.IT i !,.
y
�F ;4
emu*i9=. is ±i��iaul� "'u
$ ...ME.;
0 ..._-'_ � m ,.., . : . r.i. _
:$ ..m
2011-12 Maximum Funding
$ 340;926.00
Miami Dade County School District (Cohort 6 - Lenora Smith) (130-2441A-1CCC2)
Titic1 Eligible Schools Targeted for Service (2011-12)
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Lenora Braynon Smith Elementary 81
6
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185
Florida 21 st CCLC Leadership Team Program Administration
Log Out
II Admin Horne
Change Login
1 Program RFA Dot's
IRFA
Agency
FR REVlEwER
Miami Dade County School District (Cohort 6 - Lenora Smith)
Lenora Braynon Smith Elementary j
Page 1 of 2
After School & Summer Weeks
HoNdoy Credits: 09/06/11, 11/24/11, 11/25/11, 01/02/12, 01/16/12, 02/20/12, 04/06/12, 05/28/12, 07/04/12
43
1j Contacts
—Targeted Schools
Cohort
Centers
DAYS
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TIMES
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04/06/12 05/28/12 07/04/12
http://florida2lstccic.com/program/aos_table.php
8/2/2011
Florida 21st CCLC Leadership Team Program Administration
Page 2 of 2
AUGUST 2011
SEPTEMBER 2011
OCT08ER 2011
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