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, Florida32399-0400
(850) 245-0852
A) Program Name:
2011-2012 21st Century Community
Learning Centers (CCLC) Request For
AppllCatlOn
APPLICANT PROJECT NAME: Miami Learning Zone at
Holmes ES
- DOE USE ONLY
Date Received -n N
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rn — X,
o c 71
r C)Telephone:
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B) Name and Address of Eligible Applicant:
School Board of Miami -Dade County
Project Number;(DOEAssigned)
/36 �`-(LQ=:_l'
C) Total Funds Requested:
$ 217,495
D)
Applicant Contact Information
Contact Name:
Iraida R. Mendez-Cartaya
Mailing Address:
Miami -Dade County Public Schools
1450 NE 21'd Ave., Miami FL 33132
DOE USE ONLY
Total Approved Project:
$ Q'j 7 Q,Z'yy
I
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
of 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
the responsibility of the agency head to obtain from its
I Igajti
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. [ 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
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
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 1232(e).
Planned Use of Data: The requirements established in United States Code Annotated,
Title 20, Education, Chapter 31, Subchapter III, 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:
I, 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
(Holmes Elementary School)
Typed Agency Name
c
aunty
Agency Number
Alberto M. Carvalho
Snperinteadent 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 ...Iicale to the project(s) for which this agency is responsible..
Signature (must be original)
(305) 995 1497
Area Code / Telephone Number
Return original to:
Florida Department of Education
Comptroller's Office
Room 914
Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
July 2005 D-5
General Assurances
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 215t 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 215t 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 clear 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:
http://frac.orq/afterschool/snacks.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.org/bsa/titlel/titlex.asp
• Council for Exceptional Children: http://www.cec.sped.org
• 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
1n 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.crov/policy/elsec/leg/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 n°..eds 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 21 st 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.
Fundinq 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 1 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 jbliZ
Print Name Signature of Authorized Certifying Official Title
School Board of Miami -Dade County, FL
Applicant Organization
M;ami Learning Zone at Holmes Elementary School
7/ ///
Date
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
Print Name Signature of Authorized Certifying 0
School Board of Miami -Dade County, FL
Applicant Organization
Miami Learning Zone at Holmes Elementary School
7/POI
Date
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 2151 CCLC Program, programs must, at a
minimum,consult with officials from those private schoollocated 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, 2lst 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 21" 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, 2151 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.
0 Teachers and other educational personnel of private school students attending the 215' 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):
/i
Signature of Agency Head
Reference: M=DCPS / Miami Learning Zone at Holmes Elementary School
i`'-' '�,. s ,'ti.Q.1',,.
x:• >L r_:a.n:La- tS S:'kr.+V*.n:+ti•
Superintendent of Schools
Alberto M. Carvalho
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
es�z:�•�r..^,r,-s' .4,„,,t!r.litls-:muar.:4f;•ra>:.4
etiangtturstui len
Miami -Dade County School Board
Dr. Salomon C. Stinson, Chair
Dr. Marta Perez, Vice Chair
Agustin J. Barrer&
Ranier Diaz de la Portile
Dr. Lawrence S. Feldman
Perla Tabares Hantman
Dr. Wilbert lee" Holloway
Dr. Martin Karp
Ana Rivas Logan
Dear Ms. Asbury:
This letter is to confirm that Ms. lraida 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 imendez(dadeschools.net.
Sincerely,
Alberto M. Carvalho
Superintendent of Schools
AMC:ms
L439
cc: Dr. Richard H. Hinds
Ms. Iraida R. Mendez-Cartaya
Ms. Meyme Falcone
Ms. Alyce Neji
LAGARCS Staff
School Board Administration Building • 1450 N.E. 2ndAvenue • Miami, Florida 33132
305-995-1000 • wwwdadeschools.net
A) Miami -Dade County SD -Holmes Elementary (C8 — Miami Learning Zone)
Name of Eligible Recipient/Fiscal Agent
B) 130-2442A-2CCC3
DOE Assigned Project Number
FLORIDA DEPARTMENT OF EDUCATION
BUDGET NARRATIVE FORM
C) TAPS Number
12B028
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
i9)
FUNCTION
OBJECT
ACCOUNT TITLE AND NARRATIVE
FTE
POSITION
AMOUNT
�C �
ALLOCATED
to this
PROJECT
ALLOWABLE
DOE USE
ONLY
REASONABLE
DOE USE
ONLY
.NECESSARY
` DOE USE
ONLY
5100
150
Salaries: Certified Teacher (Lead)
One teacher will supervise the
implementation of the Weekly Tutorial
Program and Summer Academy for actively
participating 21 st CCLC students that will
align itself with the school's instructional
calendar and support the 215' CCLC teachers
working within the Miami Learning Zone
Program. The teacher will also assist the
Program Director in the collection of data and
training of staff for 215t CCLC program
participants.
$27/hr x 1 teacher x 1.5 -hrs//day x 106 days
= $4,293
$27/hr x 1 teacher x 5 hrs/day x 21 Summer
Camp days = $2,835
0.10
7,128
100%
v
.
'`
.
5100
150
3
Salaries: Certified Teachers
To provide tutorial services in Math, Reading,
0.61
37,206
100%
_
✓
✓
✓
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
and Science during the 21st CCLC Weekly
Tutorial Program, to provide academic
enrichment instruction to actively
participating 21 S` CCLC program participants
during the 4 weeks of Summer Academy.
Three Certified Teachers will provide
Enriched Programming for on a Weekly
Basis.
$27/hr x14 teachers x 1/hr x 77 days =
$29,106
$27/hr x 3 teachers x 5 hrs x 20 Summer
Academy days = $8,100
7900
150
Salaries: Hourly Support Staff
7,150
100%
(0
Will provide clerical support including
1�
/
; t�
organizing paper work for field trips,
contracts and invoices for the grant, and
0.21
collecting school data for the 215` CCLC
program. Also provides direct services to
actively participating 215` CCLC students and
their families through contacting parents and
establishing a consistent line of
communication to inform parents about
upcoming events and student activities.
•
,
$13/hr x 1 office staffx 2.5 hrs/day x 180
days = $5,850
$13/hr x 1 office staff x 5 hours x 20 Summer
Academy Days = $1,300
Administrative Costs: The Hourly Support
Staff estimates that approximately 30% of
her time is dedicatedto administrative
responsibilities, the dollar value of which is
calculated as follows.
(Hourly Support Staff Salary + Fringe
Benefits)* 30% = ($7,150 + 1088.23) * 30%
= $2,471,.
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
13o3
5100
210
Retirement: 4.92% for the 21' CCLC portion
of salaries/wages for the Lead Teacher,
Certified Teachers, and Hourly Support Staff.
2,182
/
!i
✓
5100
220
FICA: 7.65% for the 215 CCLC portion of
salaries/wages for the Lead Teacher,
Certified Teachers, and Hourly Support Staff.
3,392
/
I/
1.7
f
5100
240
Workers Compensation: 2.65%for the2ls`
CCLC portion of salaries/wages for the Lead
Teacher, Certified Teachers, and Hourly
Support Staff.
1.174
V
V
7900
131
Salaries: Security Guard
Will remain on -site during the 2151 CCLC
After -school Program to ensure safety of all
actively participating 21 St CCLC program
participants.
$13/hr x 1 security guard x 2.5 hrs/day x 180
days = $5, 850
5,850
/
/
7900
131
Salaries: Security Guard
Will remain on -site during the 215' CCLC
After -school Program to ensure safety of all
actively participating 215' CCLC program
participants.
$13/hr x 1 security guard x 5 hrs/Summer
Academyx 20 days = $1,300
0.21
1,300
100%
✓
/
✓
/
‘/
7900
131
Salaries: Custodial Staff Overtime
Will remain on -site during the 215' CCLC
Saturday Academy to ensure a clean and
safe environment for all actively participating
15' CCLC program participants. Will only
provide services in support of the 2131 CCLC
program and program participants and only
0.21
2,000
100%
/
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
343
on days of 215t CCLC program operation.
$20/hr x 1 custodian x 5hrs/Summer
Academy x 20 days = $2,000
7900
210
Retirement: 4.92% for the 2151 CCLC portion
of salaries/wages for the Security Guard and
Custodial Staff.
804
✓
l/
7900
220
FICA: 7.65% for the 21 st CCLC portion of
salaries/wages for the Security Guard and
Custodial Staff.
1,248
/
V
/
V
%
c/
7900
240
Workers Compensation: 2.65% for the 215t
CCLC portion of salaries/wages for the
Security Guard and Custodial Staff.
431
/
✓
- /
5100
310-
Contracted Services: City of Miami
Program Director•
The City of Miami through its Program
Director will be responsible for the successful
implementation and collaborations of all 21 st
CCLC program components and will:
coordinate and ensure program staff receives
training prior to commencing services;ensure
participant enrollment is maintained as per
21 st CCLC program requirements; monitor,
collect and evaluate all aspects of the 21 st
CCLC program (i.e., curriculum, student
discipline, and parent conferences); test,
review, and assess participants' data results
(i.e., 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 all program information.; conduct
54,414 —
100%
✓
V
Revised Budget approved by FRU on 2011-08717 @ 11:48am
quarterly meetings with school
administration, City, and community -based
organizations; conduct a monthly 21 st CCLC
staff meeting,. distribute and submit parent,
teacher, and student program surveys;
oversee the YMCA Site Director and Lead
Teacher; attend all 21 st CCLC, City of Miami
and/or MDCPS workshops and meetings;
attend 21 st CCLC conferences; interact with
all collaboratorsi and maintain a Quality
Program within compliance.
Project Director Salary - $42, 580.00/year
FicalMica (7.65%) — $3,257.39/year
Health Insurance ($238.52/biweekly) —
$6,209.32
Dental Benefits ($14.10/biweekly) $366.60
Travel to 21st CCLC required conference
(registration, hotel, transportation, meals x 1
trip $2,000)
Administrative Costs: The Project Director
estimates that approximately 5% of her time
is dedicated to administrative responsibilities,
the dollar value of which is calculated as
follows.
(Project Director Salary + Fringe Benefits) * 5% =
($42,580 + 9,833.31 * 5% = $2,621
5100
310
Contracted Services: YMCA
All actively participating 21s` CCLC students
will be assigned a YMCA counselor at an 18
to 1 ratio. Counselors will supervise their
group of all activities, and will be responsible _
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
72,374 —
100%
for 21st CCLC class registration,
management, attendance, and the safety of
actively participating 21st CCLC students.
Additionally, these counselors will organize
snacks and implement the physical fitness,
nutritional, recreational, and conflict
resolution curriculum for the 215' CCLC
program. Counselors work exclusively with
and for the 215t CCLC program during paid
hours. One counselor will serve as the lead
and is also responsible for assisting with data
collection and reporting, and late student
pick-up. The program will operate for 39
weeks for 21st CCLC program participants.
Direct service hours are calculated at 180
days x 3.5 hours per day of 21st CCLC
programming after -school (630 hours).
After -school
7 Counselors x $8/hr (avg.) x 3.5 hrs/day x
141 days = $27,636
7 Counselors x $8/hr (avg.) x 4.5 hrs/day x
39 Wednesdays = $9,828
1 Asst. Lead Counselor x 10/hr x 3.5 hrs/day
x 141 days = $4,935
1 Asst. Lead Counselor x 10/hr x 4.5 hrs/day
x 39 Wednesdays = $1, 755
1 Lead Counselor x $15/hr x 4.5 hrs/day x
180 days = $12,150
Teacher Planninq Days
5 Counselors x $8/hr (avg.) x 7hrs/day x 5
Teacher Planning Days = $1,400
1 Lead Counselor x $15/hr x 7hrs/day x 5
Teacher Planning Days = $525
Benefits: Retirement $58,229 x 4.92% =
$2,865
Benefits: FICA $58,229 x 7.65% = $4,455
Benefits: Workers Compensation $58,229 x
2.65% = $1,543
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
i3
Liability Insurance: $7/student x 120 students
= $840
Materials and Supplies: Contract also
includes costs for materials and supplies for
use exclusively by actively participating 215t
CCLC students and exclusively during the
21st CCLC program operational hours and
activities. Costs include Nutrition Curriculum,
SPARK Fitness activities, and learning
centers for approved 21st CCLC activities.
Costs estimated at $4,442.
7800
332
Bus Transportation: Field Trips
Funds for educational field trips for actively
participating 215t CCLC students. Field trips
will clearly support the approved goals and
objectives of the 215t CCLC program, and all
trips will be based upon an established
educational curriculum. All field trip
expenditures will follow applicable federal,
state, and local rules and regulations
governing field trips. Tickets are anticipated
to be purchased from educational centers cif
the field trip locations and will include the
available educational components and
lesson plans. Anticipated locations consist of
The Museum of Science, Miami Seaquarium,
and Jungle Island.
3 field trips x 2 buses per trip x $175 per bus = $1,050
2 field trips x 1 bus x $175 = $350
1,400
100%
V
H.
7800
332
In -House Field Trips
Funds for hands-on educational activities for
participating 21st CCLC students. These
hands-on activities will clearly support the
approved goals and objectives of the 21 st
CCLC program and will be based upon an
established educational curriculum.
4,000
100%
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
Anticipated In -House Field Trips consist of
Ceramics on Wheels and Celebration Cake
Design.
6400
331
Out -of -County Travel
Professional Development Travel Expenses
to the 21 st CCLC State Conference for two
people. The conferences has been budgeted
as follows:
$962.50 x 2 people x 1 trip = $1,925
1,925
100%
/
j//
7710
310
External 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. The External Evaluator
will receive 5% of the total grant.
5% x $217, 495 = $10,875
10,875
100%
�.
; %
�/
7200
792
a i
Indirect Costs
Indirect cost calculated at the state -approved
rate of 3.0 0 of allowable direct costs
(excluding 600-series and 310 object codes).
2,642 r
100%
✓
.
Z 4, "" : *xT,
.. -;. __ ,.,1% ; �. ' m ; t
0TOTAL}
$
-te
217,495'-
,>>u
`�
:- .._
�
=
'am
a
;,.
DOE 101 S
Rev. 08/10
44\1 \.
Administrative (3.556%) = $7,734 = (Value of Project Director's Time spent on administrative responsibilities + Value of Hourly Support Staff Spent on
Administrative Responsibilities + Indirect Cost) = ($2,471 + $2,621 + $2,642)
Evaluation (5%) - $10,875
Revised Budget approved by FRU on 2011-08-17 @ 11:48am
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:
Signature:
Title:
Date:
Lani Lingo
Director
s/z-//./
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: Director
Date:
DOE 101 S- Print version
August 2010
O l�_l_11
21st Century Community Learning Centers
2011-2012 Request for Application — Continuation Programs
Miami 'Dade County School
. District iHolmesElementary
.._
Miami .Learning. Zone'(Cohortr8:#1,30-2441A 1 C:OC,3)'
1. P.roject Abstractor'Summary • .
Miami Learning Zone: Miami -Dade County Public School (M-DCPS) submits this application
to the 21st Century Community Learning. Center grant for its Miami Learning Zone (MLZ)
Project at Holmes Elementary School, an Education Transformation and Title I School.
Holmes Elementary School is located at 1175 NW 67th Street Miami, Florida 33150. The
school is in the impoverished and high crime Miami neighborhood Liberty City. This program
will provide Educational, Recreational, and Developmental services to 120, 2"d - 5th grade at -
risk children who are 99% minority, free -lunch entitled students. This dynamic after -school
program operating from 3:05 to 6:05 PM on Mondays, Tuesdays, Thursdays, and Fridays for
39 weeks; are operating from 1:50PM to 6:05PM on Wednesdays for 39 weeks. Additionally,
the program will operate on five Teacher Planning days, serving 50 children, from 8:30AM to
3:OOPM. The students within the lowest academically performing 30% of the school and
Exceptional Student Education (ESE) children will have priority of Admittance into the Miami
Learning Zone Program. The program offers Reading/Literacy, Mathematics, Hands -On
Science Experimentation, Mentoring, Arts Instruction, Recreation, Character Education, and
Health and Nutrition Instruction, in order to target a variety of significant components. Need
is most essential in this neighborhood, where 95% of these children live in the public housing
developments surrounding the school and 56% of whose households are impoverished,
whose school has rated as an "F" school for 4 times within a 7 year period, whose school is
now an Education Transformation School within Miami -Dade County Public School System.
Holmes Elementary School is often the first encounter with structured learning these children
have encountered astheir parents may not have conducted Pre-K reading activities or
exposed them to essential early learning concepts. Consequently, these children are already
behind the learning curve. Miami Learning Zone's goal is to provide the academic instruction,
homework assistance,, physical activity,. parental involvement workshops and family events,
healthy social skill development, and cultural activities suppo,ted by nutritious snacks and
1
supportive services that result in improvements in each child's academic performance, social
development, and physical fitness/health. Seeming as though the majority of Holmes
Elementary School students are still struggling, the continued effects of poverty must be
remedied if these children are to overcome the current academic profile of Holmes
Elementary student body: Students reading at/above grade level 45%; Students at/above
grade level in math 69%; students making progress in reading 56%; students making
progress in math 56%. MLZ coordinates a variety of healthy activities with its partners to
provide high quality instruction and content for the well-being of its student population and to
bring about increased parental involvement in order to have an overall positive effect on the
entire family.
[Zs? ri n s of Effect yeness "4
Use of Periodic (Formative) Evaluations
A) Mr. Viti, the Assistant Superintendent of Education Transformation Schools has mandated
all ETO schools to not include Saturday School as part of the program for the 2011-2012
School Year. It's imperative that our students receive extended learning activities. However,
Mr. Viti does not want the students to be overwhelmed with Saturday School. He wants them
to remain enthusiastic about learning and expects the School Administration to take
advantage of the regular school hours and programmatic hours to provide these extended
learning activities during the normal school week. Not offering Saturday School will be a
major impact in the Level of Services, however, to mitigate this impact we have planned to
streamline our After -school Tutorial Program with a focus on the following components:
Project -Based Learning, Group Activities, Hands -On Activities, and Successmaker
Technological Program (Grades 2 — 5) and FCAT Explorer Technological Program (Grades
3-5).
B) During the upcoming program year, a 4-week Summer Academy will be provided for 45 of
the lowest performing 3rd Grade students. This Summer Academy will provide enrichment
activities and Educational Tools, as indicated by their 2012 Spring FCAT Reading Results
and the lowest 25% of the uprising 3rd Grade Students, indicted by their 2010 Spring
2
Standard Achievement Test Results, to prepare them for the next school grade. This
Summer Academy will further impact our Level of Services by providing additional learning
opportunities for our traditionally struggling students.
:3. Charging'Fees 4u
Miami Dade County's Holmes Elementary School will not charge any fees associated with
participation in the 21st CCLC Miami Learning Zone Program for the 2011 — 2012 project
year.
. ,Student :Safety _^
xtT
A. On -Site Safety: All children transitioning from their daytime schooling to the MLZ
program will be signed in by the MLZ staff and reviewed for accuracy. Adults are not allowed
to enter the building without being checked in by security, and all adults coming for pickup
must be pre -approved by the child's guardian (if they are not the guardian) and show
identification. The person picking up the child will sign the student out on the respective sign -
out form. Students who walk home sign themselves out, prior to being walked across the
street by MLZ staff. M-DCPS security guards are available during program hours. All
providers/partners will sign -in with security and the main office. Security and office staff will
be made aware of all providers/partners prior to the program start date. B. Off -Site
Security: MLZ will take the students on field trips to provide enrichment and exposure to
arts, sciences, and sporting events to these children, who are so often isolated by poverty.
All adults must pass a background check, while the travel operator must be a certified vendor
on M-DCPS approved vendor list. A ratio of 12:1 students to chaperones is the maximum
group size. C. Personnel Hiring: M-DCPS requirements are Level 2 Background checks,
minimum 3 years experience in teaching elementary age children and BA in Education or
equivalent field, and state certification. D. Licenses/Certifications: Files will be maintained
for all personnel including partners and providers. These files will include required licenses
and certifications based on the individuals' role in the program. There will be at least to staff
members present who will be CPR/First Aid Certified at all times. E. Distance: MLZ's daily
programming occurs at Holmes Elementary School. F.:Safe Tranportation: Transportation
3
will only be required for field trips, subject to the safety requirements for M-DCPS. The bus
company will be a vendor from the M-DCPS approved vendor list. G. Daily Travel: There is
no off -school site travel required. H. Buddy Systems: The Buddy System is utilized when
students need to use the restroom or go to drink during an academic component or a
structured whole -group activity. Students are sent to the restroom and to the water fountain
in a group of two or three at a time. They are to go directly to their designation together and
return back to the appropriate location altogether. 1. Fenced In: The entire facility is fenced
in and the Program Security Officer sits right inside the fenced area. All parents and
guardians must check in with the security Officer before reporting to the Cafeteria to sign their
child/children out of the program. J. Emergency Drills: The School Principal and the
Program Director coordinate a variety of. Emergency Drills throughout the Program Year, to
ensure that the Counselors, Teachers, Students, and other Staff members are
knowledgeable about the Emergency Procedures and aware of the exact location they are to
move to in case of an Emergency Situation. K. Incident/Behavioral Issue Procedures:
When incidents or behavior issues occur, the Program Director is notified and the incident or
behavioral matter is written up on an incident Form/Behavioral Form. The Program Director
listens to both parties involved in the incident, and then the Program Director contacts the
parents and informs the parent of the specific issue and if disciplinary action is required, the
parent is notified. When the parent arrives, the parent signs the Incident/Behavioral Report
and receives a copy for his/her' records. Then the Program Director files the
Incident/Behavioral Report into the Student's File. In addition, the incident is entered into the
Database System, in order to keep track of the number of occurrences for each student and
the types of issues that are occurring within the Programmatic Year. L. Safety Procedures:
Staff receives training on safety procedures. Staff meetings are conducted to ensure that
staff is knowledgeable of the specific safety procedures. M. Safety Plan: Fire Evacuation
Drills take place randomly to practice the safety evacuation routes for all administrators,
teachers, counselors, and students in the 21st CCLC Facility. When there is an emergency
situation in the neighborhood, the entire Facility goes on "Code Red", in which all persons
stay inside their designated location, until it's safe to move around the facility.
4
A. Identifying Ratios: There is a 12:1 Student: Counselor Ratio for Field Trips, there is a-
15:1. Student: Teacher/Counselor Ratio for Supervision of Program Components On -
Campus. B. T-shirts: Counselors and Teachers wear T-shirts with the YMCA or Holmes
Elementary School Logo on them, to identify the staff members. C. Parent Permission
Forms: Parent permission forms are given to the parents in advance, parents sign the field
trip forms, and the student's name is highlighted on the master roster. D. Field Trip
Attendance Procedures: On the day of the field trip, the highlighted names on the roster
are called and the students proceed to the bus, as the students enter the bus, the name of
each student is checked off. This process of calling off each student's name and a consistent
head count is conducted throughout the course of the field trip, to ensure that every student
that attends also returns safety back to the initial 21st CCLC site.
A. Background Screenings/Fingerprinting: The teachers, clerical staff, security guard,
and custodian are background screened and fingerprinted via Miami -Dade County Public
Schools. The Program Director is background screened and fingerprinted via the City of
Miami. All vendors receive Background screening and fingerprinting through their respective
hiring agency. B. Jessica Lundsford Act: All employees read, agree, and sign off on the
Jessica Lundsford Act C. Job Experience: The Program Director will have a degree in
Education or a closely related field, with experience in teaching. The Program Director
manages the day to day program operations at the 21st CCLC site; responsible for the
successful implementation of all program components; holds quarterly Advisory Board
Meetings with Holmes elementary School Administration and each Community -Based
Organization (CBO). The MLZ staff is comprised of Certified Teachers who tech at Holmes
'`Elementary School during normal school hours. 'a he=other..programmatic operations are
5
performed by the on -site YMCA Certified Counselors and the staff provided by the
subcontractors.
'5 � AAcadem�c;En i hment :Reading and Lan,guages/�
Goa!: To Improve Literacy of Regularly Attending Students.
-
Objective 1.1: 75% of regularly participating students will show continuous improvement in
reading comprehension skills as measured by FCAT scores and report card grades, as well
as formative measurements such as Florida Assessment for instruction in Reading (F.A.I.R.)
scores, district assessments, standardized test scores, and pre-, mid-, and post -assessments
(e.g., teacher created assessments, computer -based assessments, curriculum -based
assessment/tools).
Objective 1.2: 75% of regularly participating students will increase their reading fluency sills
as demonstrated by such measures as pre-, mid-, and post: Oral Reading Fluency (ORF) test
scores, Florida Assessment for instruction in Reading (F.A.I.R.) scores, standardized test
scores, and teacher created assessments, curriculum -based assessment/tools.
Activity 1: Reading Instruction. This activity supports objective 1.1 and 1.2.
The Miami Leaming Zone will provide Reading Enrichment, which is essential for students to
learn how to read, comprehend, and improve their level of reading within a variety of grade
level literary context. Reading Instruction will be provided by FDOE Certified Teachers. The
students will learn a great deal of reading strategies from Certified Teachers, who instruct
them from Grade Level FCAT Reading Coach Books and Successmaker Technological
Program. The Teacher will ensure alignment of the daily tutoring component to focus on
phonemic awareness, phonics, reading fluency, vocabulary development, and reading
comprehension. These components have Core Standards that will reinforce educational
strategies to acquire additional knowledge, develop an extensive vocabulary, and learn to
read accurately. The Lead Teacher will have organized the reading components into an
annual calendar aligned with the teachers' school -day curricula and objectives. The
student/staff ratio will be 12:1. Each student MI receive Reading three times per week, for 1
6
hour, every other week. The students will receive pre-, mid-, and post-test scores from the
Oral Reading Fluency Test in support of the formative and summative data to be collected
and analyzed. All Miami Learning Zone Participants will receive the full Reading Instruction
component.
Activity 2: Reading Enrichment. This activity supports objective 1.1 and 1.2.
The YMCA Counselors will provide Reading Activities for all program participants, two times
per week for 30 minutes, via the KidzKit Program. This research based curriculum provides
students with Critical Thinking Activities, using a -variety of reasoning, verbal skills, logic, and
reading strategies. This curriculum is linked to the Core Standards by focusing on proficiency
in reading and reinforcing comprehension strategies. The YMCA Counselors have a high
school diploma, have been trained in facilitating a variety of activities to school -age children.
The student/staff ratio will be 18:1. The students will receive pre-, mid-, and post-test scores
from the Oral Reading Fluency Test in support of the formative and summative data to be
collected and analyzed. All Miami Learning Zone Participants will receive the full Reading
Enrichment component.
fi. Academic Enrichment: Science and :Mathematics,
Goal: To Improve Mathematics and Scientific Applications of Regularly Participating
Students.
Objective 1.3: 75% of regularly participating students will show continuous improvement in
math skills as measured 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 (e.g., teacher created assessments, computer -based assessments,
curriculum -based assessment/tools).
Objective 1.4: 75% of regularly participating students will increase science skills as
demonstrated by such measures as FCAT scores, report card grades, district assessments,
7
standardized test scores, and pre-, mid-, and post -assessments (e.g., teacher created
assessments, computer -based assessments, curriculum -based assessment/tools).
Activity 1: Mathematics Instruction. This activity supports objective 1.3.
The Miami Learning Zone will provide Mathematics Enrichment, which is essential for
students to learn how to properly add, subtract, multiply, divide, problem solve, and compute
a variety of equations within the appropriate grade level of mathematics. Mathematics
Instruction will be provided by FDOE Certified Teachers. The students will learn a great deal
of mathematical strategies from Certified Teachers, who instruct them from Grade Level
FCAT Reading Coach Books and Successmaker Technological Program. The Teacher will
ensure alignment of the daily tutoring component to focus on numbers and operation,
measurement, geometry, algebraic concepts, statistics and probability, and mathematical
vocabulary. These components have Core Standards that will reinforce educational
strategies to acquire additional knowledge, develop an extensive vocabulary, and learn to
problem solve accurately. The Lead Teacher will have organized the mathematics
components into an annual calendar aligned with the teachers' school -day curricula and
objectives. The student/staff ratio will be 12:1. Each student will receive Mathematics three
times per week, for 1 hour, every other week. The students will receive pre-, mid-, and post-
test scores from the School's Interim Assessments in support of the formative and summative
data to be collected and analyzed. All Miami Learning Zone Participants will receive the full
Mathematics Instruction component.
Activity 2: On -Target Math. This activity supports objective 1.3.
On -Target Math Program is facilitated by a certified teacher that makes math skills relevant to
the lives of student participants. On -Target Math provides an exciting curriculum and hands-
on math activities, in order for our students to use their critical thinking skills and basic math
facts to solve a variety of mathematical equations. On -Target provides foundational learning
appropriate to each grade level. On -Target Math is linked to the State Standards, providing
lessons in Number Sense, Measurement, Geometry, Algebraic thinking, Data Analysis, and
Foundational Concepts. The student/staff ratio will be `18 1 Each,student will receive On-
8
Target Math for 30 minutes, 1 time per week. The students will receive pre-, mid-, and post-
test scores from On -Target Assessments, in order to provide Data Analysis for the Formative
and Summative Reports. All Miami Learning Zone Participants will receive the full On -Target
Math component.
Activity 3: Mad Science Workshops. This activity supports objective 1.4.
Community Science Workshop is facilitated by trained Instructors who have a Degree in
Science or high-level Students majoring in Science and a Certified Teacher. Mad Science of
South Florida provides an exciting curriculum that integrates literacy and mathematics within
the study of hands-on scientific experimentation. Mad Science Workshops provide our
students with interesting, interactive, and educational activities that instill a clearer
understanding of science and how it affects the world around us. Mad Science Workshops
are linked to the State Science Curriculum Standards, providing lessons in the foundations of
Biology, Chemistry, and Physics. The hands-on and inquiry -based activities are grade -
appropriate. These workshops allow our students time to explore and discover science and
technology. The student/staff ratio will be 18:1. Each student will receive Science Instruction
for 1 hour, 1 day per week. The students will receive pre-, mid-, and post-test scores from
the School's Interim Assessments in support of the formative and summative data to be
collected and analyzed. All Miami Learning Zone Participants will receive the full Mad
Science component.
t7. .P.ersonaleEnrichment'' piammvxr
Goal: To Provide Enriched Programming.
Objective 2.1: 75% of regularly participating students will maintain acceptable attendance,
defined by 10 or less absences during the school year, as demonstrated by quarterly school
attendance records.
9
Objective 2.2: 75% of regularly participating students will maintain acceptable disciplinary
referrals, defined by 5 or Tess behavior referrals during the school year, as demonstrated by
quarterly report card grades and behavior records.
Objective 2.3: 80% of regularly participating students will improve physical health/activity
Assessment: YMCA will conduct PACERS physical fitness test three times per year (Sept.,
Dec/Jan, and May).
Objective 2.4: 75% of regularly participating students will improve physical health through
increased nutrition knowledge, as demonstrated by such measures as pre (Sept), mid
(Dec/Jan), and post (May) nutritional test assessments conducted by the YMCA.
Objective 2.5: 75% of students will improve their pro -social skills through character building
and values programming. Assessment: the comparison of the Self -Perception pre -survey
(Sept.), mid -survey (Jan), and post -survey (May) observations done by the YMCA staff.
Activity 1: Dropout Prevention. This activity supports objective 2.1, and 2.2.
The Miami Leaming Zone will provide a comprehensive violence prevention plan, including
conflict resolution. A safe learning environment provides daily experiences, at all grade
levels, which embrace positive attitudes, a willingness to attend school and learn, and
effective interpersonal skills in all students. Mentoring will be provided for specific students,
who are identified according to teacher recommendations, academic and conduct grades,
YMCA counselor recommendations, and students desire to participate. Strong Women,
Strong Girls is and 5000 Role Models of Excellence will be the Mentor Groups for specific
Miami Learning Zone Students. 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 encourages them to become
strong women themselves. Strong Women, Strong Girls will empower our selected girls to
communicate their ideas, recognize and utilize their own unique talents and abilities, and
work to accomplish realistic goals. The student/staff ratio will be 5:1; there will be 20
students who will receive this Mentorship Program. The selected students will receive Strong
10
Women, Strong Girls Mentorship for 90 minutes, 1 day per week. The 5000 Role Models of
Excellence is a Prevention Intervention Program for a selected group of "at risk" boys, who
are in need of additional guidance and direction. This program will serve young boys who are
in need of positive male role models. The goal is to provide students with positive direction in
order to result in not having any further negative contact with violations of student conduct
codes and/or the law. There are 2 Certified Male Teachers, who will Mentor the selected
students. The 2 male Instructors are Miami -Dade County Public School Teachers, well-
educated, and true role models. The student/staff ratio will be 10:1; there will be 20 students
who will receive this Mentorship/Intervention Program. The selected students will receive
5000 Role Models for Excellence for 90 minutes, 1 day per week. Lastly, the regular
participants of the Miami Learning Zone will participate in two service -learning projects within
the program year; one during the fall semester and the other project will occur during the
spring semester. These Service Learning Projects will promote personal and social
awareness, civic responsibility, and can be a power for effective school reform at all grades.
Each YMCA Counselor and the Program Director will work collectively to coordinate the
Service Learning Projects. The student/staff ratio will be 18:1. In conclusion, it is imperative
that students attend school each and every day. Attending school on a consistent basis is
the first step to acquiring knowledge and learning the essential grade level components. The
Program Director will access report cards on a quarterly basis, to analyze attendance, to
ensure that the students are coming to school consistently, in order to provide Data Analysis
for the Formative and Summative Reports. All Miami Learning Zone Participants will receive
the full Service Learning component.
Activity 2: SPARK Fitness. This activity supports objective 2.3.
Structured physical fitness and recreational activities are implemented to all Miami Learning
Zone participants. SPARK will be administered by the YMCA Counselors, who are trained in
the curriculum. SPARK is a research -based, public health program, dedicated to creating
and implementing programs that promote lifelong wellness. SPARK works to improve the
health of children and adolescents by disseminating evidence -based After -School programs
to recreational leaders. Each SPARK program fosters environmental and behavioral change
by providing a coordinated package of highly active curriculum and content -matched
11
equipment. The SPARK Fitness program will target all of our students by actively engaging
our youth and instilling the interest of lifelong movement and positive physical activity.
Students participate in shuttle runs, plyometrics, and organized sports. The student/staffratio
will be 18:1. Each student will receive SPARK Fitness for 30 minutes, every day of the week.
The students will receive pre-, mid-, and post-test scores from the PACER Assessments, in
order to provide Data Analysis for the Formative and Summative Reports. All Miami
Learning Zone Participants will receive the full SPARK Fitness component.
Activity 3: Nutrition. This activity supports objective 2.4.
The nutrition component is two -fold. The students learn about Nutrition through a structured
curriculum and they also eat nutritional snacks on a daily basis. This Health and Wellness
component is vital for their continual health and physical development. This activity will aim
to empower our students to become more knowledgeable about nutrition and enable children
to make healthy choices every day. Students will learn from the 4U Nutrition Program the
importance of Healthy Eating, Food Safety, and Overall Good Nutritional Practices. The 4U
Curriculum will provide exciting and educational learning activities and serve to encourage
children to be active and eat a variety of healthy foods. The 4U Nutrition Program will be
administered by the YMCA Counselors, who are trained in the curriculum. The student/staff
ratio will be 18:1. Each student will receive Nutrition for 30 minutes, one day per week. The
students will receive pre-, mid-, and post-test scores from the 4U Nutrition Assessments, in
order to provide Data Analysis for the Formative and Summative Reports. In addition, the
students will receive healthy snacks every day, which are provided from Feeding South
Florida. A weekly menu is provided that list the healthy snacks for each week. All Miami
Learning Zone Participants will receive the full Nutrition component.
Activity 4: Peaceworks. This activity supports objective 2.5.
The Peace Education Foundation created the Peaceworks curriculum, which is being
implemented to educate children in the dynamics of conflict resolution and promote skills of
peacemaking in their homes, schools, and communities. The Peaceworks Program
expresses the importance of -peace.. education, within.a,framework of traditional values_such,,
as justice, honesty and responsibility; and encourages the emotional, intellectual, ethical, and °:
12
social growth of children. The YMCA Counselors and a Teacher will be trained to present the
curriculum realizing that conflict is a natural, unavoidable phenomenon that can be a
constructive opportunity for positive change and empowerment. It is imperative to teach our
children the skills they need to find creative and constructive ways to settle their conflicts
before they escalate. The students will learn the Peaceworks Program by utilizing age -
appropriate books that Model Peacemaking Skills, Teach Skills, and Encourage Students in a
Positive Manner. The student/staff ratio will be 18:1. Each student will receive Peaceworks
Lessons for 30 minutes, 1 time per week. The students will receive pre-, mid-, and post-test
scores from Peaceworks Assessments, in order to provide Data Analysis for the Formative
and Summative Reports. All Miami Learning Zone Participants will receive the full
Peaceworks Workshop component.
8 " Ad'ultiFamily Meri b re s
•wE
Goal: To Increase Parental Involvement in In -school Activities and Miami Learning
Zone Activities
Objective 3.1: 60% of parents of regularly participating students will increase their in -school
participation in their child's education, as demonstrated by the parent survey included in the
registration packet and collected by the Program Director.
Objective 3.2: 75% of parents of regularly participating students will participate in MLZ
program parent workshops and activities, as demonstrated by parent sign -in sheets.
Activity 1: Parent/Family Events. This activity supports objective 3.1.
Parent/Family Events will provide opportunities for Miami Learning Zone students to
showcase their Arts for Learning Instruction and natural talent in a Winter Show and a Spring
Talent Showcase. These family events allow families to come together and view specific
artistic creations that their children have learned and choreographed for the presentations.
These Eamily:Nights:will. beexciting and healthy .for the,entire.#amity.. The.Arts.for learning—_
Teachers Era specifically educated and trained in their Artistic '-Craft-and YMCA Counselors
13
have a variety of training and creativity they utilize in coordinating the Family Nights, which
occur 2 times be year, for about 90 minutes. The student/staff ratio will be 18:1 this activity
for each talent showcase within this component. The parents will complete an End -of -the -
Year Parent Survey, which will provide them with the opportunity to express their thoughts
concerning the various programmatic events and parent involvement activities. The results of
these parent surveys will be input into the 21st Century End Program Submission Information
to provide Data Analysis for the Formative and Summative Reposts. In addition, the parents
will also sign -in on a log for 21st Century Parents and these sign -in logs will be kept track of
by being input into an Excel Spreadsheet in order to provide Data Analysis for the Formative
and Summative Reports.
Activity 2: Parent Workshops. This activity supports objective 3.2.
Parent workshops promote families learning together for parents whose children are
attending the program regularly (30 program days per year), and addresses the needs of our
student's families. Activities include the WLRN Ready to Learn parent series, family literacy
workshops, family read nights, and other in school family activities. The staff that provide the
various Parent Workshops consist of the WLRN Representative, Community Involvement
Specialist, and the Program Director. These individuals are all trained in the specific topics
that are being presented during the Parent Workshops. The workshops will be based on
research that emphasizes the importance of parental involvement in children's learning.
Some workshops will focus on literacy connections by sharing strategies with parents they
can use to help their children become fluent readers, as well s encourage an appreciation for
literature, poetry, and creative writing. Additional workshops will focus on homework
strategies, preparing for parent -teacher conferences, building a strong relationship with your
child's teachers, continuing their education and career path, and self-improvement. The
student/staff ratio will be 25:1 this activity. Parent Workshops will take place for 1 hour, at
least 1 time per month. The parents will sign -in on a log for 21st Century Parents and these
sign -in logs will be kept track of by being input into an Excel Spreadsheet in order to provide
Data Analysis for the Formative and Summative Reports.
:9.Evaluation,.,� id�r9
14
A. Evaluation Plan
Evaluation Table
Program
Objectives
(1)
Specific Measures
and Data Sources
(2)
Timeline
(3)
Method for
Assessing
Progress
(4)
Objective 1.1:
75% of regularly
participating
students will show
continuous
improvement in
reading
comprehension
skills as measured
by FCAT scores
and report card
grades, as well as
formative
measurements
such as Florida
Assessment for
instruction in
Reading (F.A.I.R.)
scores, district
assessments,
standardized test
scores, and pre-,
mid-, and post -
assessments
(e.g., teacher
created
assessments,
computer -based
assessments,
curriculum -based
assessment/tools).
FAIR Assessments
Standardized test
scores
September
December/January
May
Project Director
analysis
Lead Teacher
•
External Evaluator
analysis
Objective 1.2:
75% of regularly
participating
students will
increase their
reading fluency
sills as
demonstrated by
ORF Assessments
September
December/January
May
-
Project Director
analysis
Lead Teacher
External Evaluator
analysis ,
15
such measures as
pre-, mid-, and
post: Oral
Reading Fluency
(ORF) test scores,
Florida
Assessment for
instruction in
Reading (F.A.I.R.)
scores,
standardized test
scores, and
teacher created
assessments,
curriculum -based
assessment/tools.
Objective 1.3:
Standardized test
August/September
Project Director
75% of regularly
participating
scores
December/January
analysis
students will show
continuous
improvement in
Interim Assessments
April/May
Lead Teacher
External Evaluator
math skills as
measured by
End of Year
analysis
FCAT scores and
report card •
grades, as well as
formative
measurements
such as district
assessments,
standardized test
scores, and pre-,
mid-, and post -
assessments
(e.g., teacher
created
assessments,
computer -based
assessments,
curriculum -based
assessment/tools).
Objective 1.4:
75% of regularly
participating
students will
increase science
Interim Assessments
August/September
December/January
April/May
Project Director
analysis
Lead Teacher
skills as
:.... _
External Evaluator
16
demonstrated by
such measures as
FCAT scores,
report card
grades, district
assessments,
standardized test
scores, and pre-,
mid-, and post -
assessments
(e.g., teacher
created
assessments,
computer -based
assessments,
curriculum -based
assessment/tools).
End of Year
analysis
Objective 2.1:
Attendance records
Quarterly
Project Director
75% of regularly
participating
students will
maintain
acceptable
attendance,
defined by 10 or
(report cards)
End of Year
analysis
Lead Teacher
External Evaluator
analysis
Tess absences
during the school
year, as
demonstrated by
quarterly school
attendance
records.
Objective 2.2:
Records of
Quarterly
Project Director
75% of regularly
participating
disciplinary actions
End of Year
analysis
students will
Report card grades
Lead Teacher
maintain
acceptable
disciplinary
referrals, defined
by 5 or less
behavior referrals
during the school
year, as
demonstrated by
quarterly report
card grades and
behavior records.
and behavior
records
School Administrators
External Evaluator
analysis
17
Objective 2.3:
80% of regularly
participating
students will
improve physical
health/activity
Assessment:
YMCA will conduct
PACERS physical
fitness test three
times per year
(Sept., Dec/Jan,
and May).
Objective 2.4:
75% of regularly
participating
students will
improve physical
health through
increased nutrition
knowledge, as
demonstrated by
such measures as
pre (Sept.), mid
(Dec/Jan), and
post (May)
nutritional test
assessments
conducted by the
YMCA.
PACER Physical
Fitness Test
Nutrition
assessment
instrument provided
by textbook
publisher
Agusut/
September
December/January
May
End of Year
AUGUST
September
December/January
May
End of Year
Project Director
analysis
Program Staff
External Evaluator
analysis
Project Director
analysis
Program Staff
External Evaluator
analysis
Objective 2.5:
75% of students
will improve their
pro -social skills
through character
building and
values
programming.
Assessment: the
comparison of the
Self -Perception
pre -survey (Sept.),
mid -survey (Jan),
and post -survey
("ay)
observations done
by the YMCA staff.
Objective 3.1:
YMCA's Self -
Perception Survey
Sign in sheets
Quarterly
End of year
Monthly'
Project Director
analysis
Program Staff
Extemal Evaluator
analysis
Project Director
18
60% of parents of
End -of -the Year
analysis
regularly
participating
Parent Survey
End of year
Communty
students will
increase their in -
school
participation in
their child's
education, as
demonstrated by
sign in sheets and
an end -of -the year
parent survey
•
INvolvement Specislist
Program Staff
External Evaluator
analysis
Objective 3.2:
75% of parents of
regularly
participating
students will
participate in MLZ
program parent
workshops and
activities, as
demonstrated by
parent sign -in
sheets.
Sign in sheets "
Monthly
End of year
Project Director
analysis
Community Involve
ment Specislist
External 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 through a rigorous after -school curriculum supported by the
21st Century Community Learning Centers Program to improve Holmes Elementary students' literacy
(i.e. reading comprehension and fluency skills), math and science skills, disciplinary behavior and.
attendance, physical health/activity, nutrition knowledge, pro -social skills, and to increase parental
involvement in the school activities of their children. Proponents of the after -school program approach
to academic remediation argue that these programs provide extended time in which 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 provide extended hours for
students to learn and review basic concepts they may have missed during class, to delve into a more
challenging curriculum, and enjoy hands-on activities.
19
The evaluation proposed for the 2151 CCLC grant at Holmes Elementary is part of a larger evaluation
effort that will be conducted of other 21st CCLC grants awarded to the M-CDPS to address the general
question of "what works in after -school programs in the M-CDPS?" The evaluation of the Miami
Learning Zone Project at Holmes Elementary 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; Reisner, White,
Russell, & Birmingham, 2004). The M-DCPS is interested in gaining an overview of the impact of the
different 21st CCLC grants being implemented. The evaluation design and methods being proposed
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,
highlighting those facets of each afterschool program that are most promising and effective.
The formative and summative evaluation of the 21'1 CCLC grant at Holmes Elementary will address
the following specific key research questions:
1. What was the structure, features and characteristics of the after -school programming at Holmes
Elementary including the curriculum, staffing, and activities which were expected to impact
students?
2. Did the after -school program Holmes Elementary improve the student outcomes pertaining to
students' literacy (i.e. reading comprehension and reading fluency skills), math and science
skills, disciplinary behavior and attendance, physical health/activity and nutrition knowledge,
pro -social skills, and to increase parental involvement in the school activities of their children
identified in this grant proposal?
3. Which students at Holmes Elementary benefitted the most from their participation in after -
school programming? Did particular subgroups of students benefit more than others from their
involvement in the after -school curriculum? For example, did boys or girls benefit more? Did
students whose parents participated in grant -funded activities benefit more than students whose
parents did not participate?
The 21st CCLC grant at Holmes 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 interventions. 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 students' literacy (i.e. reading comprehension and reading
fluency skills), math and science skills, disciplinary behavior and attendance, physical health/activity
and nutrition knowledge, pro -social skills, and parental involvement in school activities will improve
as a result of the after -school programming, the unit of analysis will be the lowest academically
performing 30% of the school and ESE children who participated in the after -school program
20
In consultation with the staff from the 215 CCLC grant at Holmes Elementary, a logic model will be
developed by the External Evaluator that visually presents and summarizes the anticipated 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 215 CCLC
grant at Holmes Elementary. The evaluation will capture quantitative and qualitative data on what
specifically is being done during the grant year to accomplish the objectives of improving students'
literacy (i.e. reading comprehension and reading fluency skills),; math and science skills,; disciplinary
behavior and attendance, physical health/activity and nutrition knowledge, pro -social skills, and of
improving parental involvement in the school activities of their children. The intervention that will be
provided includes reading enrichment and instruction activities, math instruction and On -Target Math
activities, Mad Science Workshops, as well as dropout prevention activities and Arts for Learning
activities. The intervention also includes SPARK activities and other activities that support health and
wellness, use of the Peaceworks curriculum, parent and family events, and parent workshops.
After consultation with staff from the 215 CCLC grant at Holmes Elementary, a variety of quantitative
and qualitative data that monitor and record activities, and participants in these activities will be
systematically collected by the staff and provided in a timely manner to the External Evaluator for
analysis. It is expected that these data will include records of all the activities including parent/families
participation in afterschool events including workshops, and student participation in the range of after -
school activities described in this proposal (e.g., reading and math comprehension, physical
health/activity, nutrition education, development of pro -social skills, arts integrated education, and
Peaceworks). 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 in cooperation with the staff of the grant.
Research Question #2. This research question asks whether there are changes in students' literacy,
math and science skills, disciplinary record, attendance, physical health/activity, nutrition knowledge,
pro -social skills, and increased parental involvement in the school activities of their children following
participation in the 215 CCLC grant activities at Holmes Elementary. Procedures for the collection of
the data measuring such changes, and the sharing of these data with the External Evaluator will be
developed in cooperation with the staff of the grant at Holmes Elementary School. These data will
include:
• students' pre, mid, and posttest performance on FAIR assessments, ORF test scores,
standardized test scores, and interim assessments
• students' school attendance and disciplinary records
• students' performance on the YMCA's Self -Perception Survey which measures pro -social
skills
• students' pre, mid, and posttest performance on the PACER Physical Fitness Test and a
nutrition knowledge test provided by the publisher of the textbook used during the program
• parent/family attendance at workshops and other parent -focused programs as measured by sign -
in sheets
These data will be systematically collected by the Program Director and delivered to,.,the. External
Evaluator ina timely manner. ''
21
Research Question #3. This research question examines whether the effects of the after -school
program, are experienced differently by various 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
lunch students, differences among the target group include gender, race/ethnicity, and grade level. Data
collected to assess outcomes will be examined for variation by these background variables. Sub -group
analysis will also include sub -groups of students including students who had high or low reading levels
at baseline, and students with a low or high level of disciplinary behavior problems at baseline.
Formative and Summative Evaluation
Heritage, Kim, Vendlinski and Herman (2009) define formative assessments as a "systematic process
to continuously gather evidence and provide feedback about learning while instruction is under way"
(p. 24). In regard to the 21" CCLC grant at Holmes Elementary it is anticipated that data from the
assessment conducted midway during the school year by the External Evaluator will be shared 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 to 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 2151 CCLC grant at Holmes 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
summative 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 Holmes
Elementary with that of the District's other 21" CCLC programs. The findings will also be compared
to the findings of national studies of 21" CCLC such as that by Mathematica Policy Research,
Decision Information Resources and the Institute of Education Sciences (2005).
The midyear formative and end -of -year summative report will be prepared in accord with the
instructions provided by the Florida Department of Education, utilizing, where instructed forms such
as the U.S. Department of Education Project Status Chart (ED 524B).
Data Analysis
Univariate statistical analyses 'Will be utilized to develop a profile of the nature and =extent of the
activities offered. A de -identified profile of the students involved in the program will be developed,
22
noting their grade level, gender, race/ethnicity, the extent of their parent/family's involvement in the
program, as well as their academic performance, program and school attendance, disciplinary record,
and performance on pre/post assessments of their nutritional knowledge, pro -social skills, and physical
health/activity.
Multivariate analysis will be conducted to examine the extent and significance of changes in student's
academic performance. Thus, for example, changes in student performance on standardized tests,
FAIR assessments, and ORF assessments will be examined. Changes in program and school
attendance, disciplinary record, nutritional knowledge, pro -social skills, and physical health/activity
will also be examined. Multivariate analysis will examine whether there are significant relationships
between these factors. For example, are there significant relationships between program attendance and
parent/family involvement and changes in academic performance, nutritional knowledge, pro -social
skills, and physical health/activity? 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, physical health/activity, nutrition knowledge, pro -social skills,
school attendance, disciplinary record, and parent/family participation.
Qualification of External Evaluators
Dr. Adela Beckerman will serve as the Primary External Evaluator. Dr. Beckerman received her Ph.D.
from the State University of New York at Albany. She has been on the faculties of Florida
International University, Nova Southeastern University, and the University of Vermont. Currently, she
is a Professor in the Department of Social Sciences at Florida Memorial University, a historically black
university in Miami Gardens, Florida.
Dr. Beckerman has extensive experience working with the Miami -Dade County Public Schools as an
external evaluator, working with projects similar to the 21st CCLC grants. She was the primary
external evaluator for the 2007-2011 U.S. Department of Education grant titled CHOICES? received by
the Miami -Dade Public Schools. This federal grant aimed to reduce minority isolation and improve
academic achievement as measured by the FCAT through innovative magnet school programming in
underperforming schools. I also served as the external evaluator for a special research project -focusing
on one of the CHOICES2schools in this grant, Bryan Elementary School. This "invitational priority"
grant from the U.S. DOE was designed to assess the impact of object -based learning at this elementary
school.
Previously Dr. Beckerman served as an external evaluator for another magnet school grant titled
ECHOES received by Miami -Dade County Public Schools, which was also awarded in tandem with an
"invitational priority" grant by the U.S. DOE (2004-2007). I presented the empirical results of the
evaluation study of ECHOES with Ray Azcuy at the annual national conference of magnet school
programs in Charlotte, North Carolina in April 2009.
Earlier (2006-2007) Dr. Beckerman conducted an evaluation of a Miami -Dade School Board -funded
tutoring program for students in foster care group homes. This study involved interviews with
administrators involved in the oversight of the tutoring program, group home staff and the youth
receiving services. The data collected addressed the structure of the tutoring services, the qualifications
of the tutoring staff, and the level of satisfaction of the youth receiving services, as well as the
frequency of the tutoring services that were offered.
23
Dr. Beckerman has been involved in evaluations of several federally -funded grants received by the
Broward County Public Schools. One recent grant (2008-2009) focused on improving counseling
services to students in four schools. This project provided staff professional development and character
education lessons for students and their parents. The project also focused on the dissemination of best
practices and improving linkages between parents and schools. Other grants for which she served as an
external evaluator for Broward County Public Schools were magnet school grants, a family -focused
technology program grant, and the Marine Sciences Magnet Program in Fort Lauderdale.
Dr. Leonard Fontana will collaborate with Dr. Beckerman, serving as an External Evaluator. Dr.
Fontana and Dr. Beckerman have collaborated on numerous evaluation projects. Dr. Fontana received
his Ph.D. from the State University of New York at Stony Brook. He has been on the faculties of San
Diego State University, Adelphi University, and the State University of New York at Plattsburgh
where he was the Chair of the Sociology Department. Until recently, he was on the faculty of Broward
College (1990-2010).
Currently, Dr. Fontana is the primary external evaluator for the Miami Dade County Public Schools
AEMDD grant, awarded in 2010, which is being conducted at one elementary school. The evaluation
design includes examining students' FCAT scores in Reading and Mathematics, as well as students' art
skills and faculty's teaching and learning practices. As an external evaluator, Dr. Fontana provides
assistance in the evaluation of professional development workshops and the development of rubrics
assessing students' self -reflection about their art work (using Bloom's taxonomy) and templates for
arts -integrated lesson plans. Dr. Fontana will also be conducting interviews and focus groups with
students, teachers, and administrators at the project site. The AEMDD evaluation involves the use of a
quasi -experimental design. Statistical analysis will include a comparison of changes in the FCAT
scores and other empirical data such as attendance records of students in the "treatment" school and a
comparison school.
Dr. Beckerman and Dr. Fontana have extensive experience conducting varied qualitative, quantitative
and mixed method research designs. They have experience developing and analyzing surveys,
collecting and assessing primary and secondary data, conducing univariate and multivariate data
analysis, and developing protocols for, and conducting interviews and focus groups. They have
presented the research findings from numerous projects at professional conferences and published
research articles in professional journals. An article currently being submitted to professional journals
for publication titled, Necessary but Not Sufficient: The Contribution of Teacher Professional
Development to Improving Proficiency in Mathematics among Historically Underperforming Fourth
and Fifth Grade Students, is co-authored with the Executive Director and members of the staff of the
Office of School of Choice and Parental Options of the Miami -Dade County Public School District. An
article titled, "Childhood Violence Prevention Education Using Video Games," published in the journal,
Information Technology in Childhood Education. This article presented and analyzed the findings of a
quasi -experimental study about the impact of an elementary school violence prevention curriculum that
integrated the use of video games into the school day at several public schools in Miami -Dade on a
pilot basis.
References
Heritage, M. Kim, J., Vendlinski, T., & & Herman, J. (2009,). From evidence to action: A
seamlers process in formative assessment? Educational Measurement: Issues and Practice,
28(3), 24-31.
24
Hollister, R. (2003). The growth of after -school programs and their impact. Washington,
DC: Brookings Institution.
Mathematica Policy Research, Decision Information Resources, & Institute of Education
Services. (2005, April). When schools stay open late: The national evaluation of the 21'
Century Community Learning Centers Program final report. Washington DC: U.S. Department
of Education/Institute of Education Sciences National Center for Education Evaluation and
Regional Assistance
Reisner, E. White, R., Russell, C. & Birmingham, J. (2004). Building quality, scale and
effectiveness in after -school programs: Major findings of the TASC evaluation. Washington
DC: Policy Studies Associates.
•10,. .DisseminationVPlan35
Activities: Increasing family literacy and parental involvement components for Miami
Learning Zone and beyond is a major focus of the Program. Family outreach promotes
families learning together for parents who children are attending the program regularly (30
program days or more per year), and addresses the needs of our students' families.
Activities include the publishing of a parent newsletter, family read nights, WLRN Ready to
Learn Parent Workshops, Family Literacy Workshops, and additional in school family
activities. The WLRN Parent Workshops provide important information for the following
topics: academic strategies that can be used to help their children; nutrition and healthy
living; personal improvement topics including work skills, and various legal and social topics
that address the needs of the community of Holmes Elementary School. Field trips are a core
component of the family outreach efforts led by the Program Director and the YMCA
Counselors, often introducing parents to the basics of designing quality family time for the
first time. Transportation is provided for all parents, mentors, and students. Outreach and
Dissemination: Advertisement of these activities/events/workshops will entail sending home
flyers with the MLZ' students, sphone calls ° through the school's automated phone system,
25
displaying flyers on the Parent Counter in the Main Office, and providing flyers to our vendors
to distribute to other community groups and organizations. In order to ensure that parents
are given the opportunity to attend these activities, a survey will be given out at a parent
meeting to determine the various activities that will be held throughout the program year.
Steps will be taken to ensure parents, including those that are working, will have the
opportunity to participate. Only active MLZ student's parents will participate. Sharing of
Program Information: The Best Practices Information will be placed in the Summative and
Formative Reports. Additional, any success stories will be shared directly with the 2152 CCLC
Administrative Office.
a11.:,ABudget-" v:
Please see the DOE 101 S — Budget Narrative Form
7.40-7
26
Project 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 Narrative/Scope 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
• student evaluations/assessments are administered appropriately
units of service meet established minimums.
The 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
Deliverables
Due Date
Specific activities that are required to be performed to complete the Project Narrative/Scope of Work.
Products and/or 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.)
- .rv, f.. ..A: 1 _. r_.�� _ �l r?' i- '}. �'41.' �'- a'. --..Y` ': n. *Ti 1 C f� "`:.,
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r,>.;���-. �.., r�'°. y�r �� , � ��.f.,' :__,«:{3�>�,r:�.;�te.Pro�iacE„F.erfo�mance-,and
?LT•l --..} /*-'!a s*4A'i«. c.
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any �. } d
ri2Y_.-rF is i S:. .. .y`{f S r' �� ..
.: T1 I�YiT" ,� ", �L. L+Y.ii,
Il{��'
.1.sfi 4
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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 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 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
f services received will
oDissemination
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
❑ 21st CCLC Orientation/Professional
Development (New and/or Existing
Staff)
❑ Student Enrollment Packet
❑ Documentation Supporting the
of Information about the
21st CCLC program
❑ 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)*
,:;
Augusrl, 2011-
July 31, 2012
• Confirmation of Student Sign -Out
Sheets Submission (each site)'`
❑ Detailed Fall Weekly Schedule (each
site)
❑ Information Disseminated to Students
and their Adult Family Members
related to 21st CCLC Student
Attendance
❑ Documentation of Meeting
Supplemental Snack/Meal
Academic Enrichment: Science and
Mathematics
A strong math and science component
must be included and delivered by
certified teachers holding a valid FDOE
Provide proof of
activities in academic
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, and designed to foster a love of the
science, technology, engineering, and
mathematics (STEM) disciplines. Science
and mathematics activities provided during
the 21s` 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 215t 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
increase student 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 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
application. The proof of
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
21st CCLC State Conference
❑ Description of Services to Students
with Special Needs
❑ Confirmation of Implementation Report
for Average Daily Attendance
Submission (if applicable)
❑ D• ocumentation of Communication Plan
and Implementation
❑ E• vidence of Professional Development
(to date)
❑ Documentation of Florida Certified
Teachers
❑ Documentation of Support from
Partners (21st CCLC Partner.'s Table) .
❑ D• etailed Spring Weekly Schedule
(each site)
❑ Confirmation of Monitoring Work
Papers Submission
❑ D• ocumentation Supporting 21st 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
and/or 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 215` CCLC
initiative is to offer families of actively
participating 215` CCLC students the
opportunity for literacy and related
educational development. In particular,
21s' 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
215` CCLC focus, etc.) and/or to develop
literacy or 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)
❑ Evidence of Program Modification
Based on lst 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)
❑ Evidence of Professional Development
(December to present)
❑ Student Summer Enrollment Packet (if
applicable)
❑ Lesson Plans for Academic
Enrichment Activities
❑ Documentation of Communication Plan
and Implementation
❑ Listing of Physical Tangible Personal
Inventory
❑ Summary of Site Visits/ Quality
Improvement Activities (to date)
❑ 2012 Summer Program Schedule
(each site) (if applicable)
❑ Documentation Supporting the
Dissemination of Information about the
21 st CCLC Summer program (if
applicable)
August 1, 2011-
July 31, 2012
August 1, 2011-
July 31, 2012
Dissemination Plan
All 215t CCLC programs and sub -grantee
agencies are required to disseminate
understandable and accessible information
about 215` 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
J
August 1, 2011-
July 31, 2012
Formal Third -Party Evaluation
If a FORMAL THIRD -PARTY EVALUATION is required or
the fiscal agsed eor nt eis ithe �undeject hcontract with the project e following information recipient ror sunder the
A
formal evaluation conducted by a party not employed by 9
auspices of the DOE).
(1) In column (1), specify the scope of the evaluation using one or more ll coverthe donlylse�ected a ementsrs provided oof thew.
rproject�spec fy theditional oe ements
rmatipn
regarding the nature of the evaluation. For example, if the evaluation
`
to be evaluated.
• All Aspects of Project
• Compliance Review
a Formative Evaluation
(1) Scope of Evaluation and Brief Description
• Selected Elements of Project
■ Summative Evaluation
• Outcome Assessment
• Process Review
(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) Ty.e of Entity Conducting Evaluation
• Board/Commission/Task Force
• Consultant Firm
• DOE 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
programs make continuous progress towards achieving
reports
proposed goals and objectives for participating students
❑ 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 21st CCLC Principles of
Submission
Effectiveness.
Agency Name:
2010-11 Project No.:
Cohort:
iNliami-DadeCSD {Learning.Zone)
'130-2441A-1CCC3
;C8 Agency entering Year 3-of;f ndin
f r•" 'dm 'i'
ll,Cd� ,
Worksheet key:
Light bluelndicates cells where data must be entered ..
Light. Tan: indicates cells that contain a formula "t 6 kF,_E.mi° ,
White cells indicate standard information for all sub -grantees
!Pink cellsiindica'tedareas wherepreformance has not met minimum standards :,,,_ ,., ,
Calculating the Ratio
Original Award i $ _,__—271,869.00 t From Original DOE200
Original FRG j '$ , ; , ,305,964.00 t Sum of all sites & components (from "Site Information" tab)
Award to FRG Ratio j" ;i",a88"86%
Overall ADA Performace by Component
Proposed
Reported
Achieved
Subject to
Reduction?
Total Before School
0 , .
0
N/A
No
Total After School
120 F;?
°,,, .„
,.109.05
.90.9%
_ No
Total Non -School Days
;. 50
vp, ;
752141a;.t„,,,._,,,_
114.8%
„,,„,,;', ;No
Total Summer
0
,
.. 0 7' li,
'r1 N AT' '=1, ;
,o
1.
SubgranteeJstnnt suti ecttto reductuon of funds
Site Summary (individual site information is attached),
Site Name
2011-12 Funding
Miami Learning Zone
$,,,..:,;;217, 495:20'
m
fl::u �'..,.r.._. ;'n€:�
Ile .
$ -
0, + _' ""`P: am
0
4 ^d.xdlz ,�tl�; kkF
0
$F,.ae r , _r
0
$ " -
0Mn e
aq. a4.6a WMi'va.
$
0 r„g c 5- A %],. iP,'ii roick,...!jj.a
.$ - —_
2011-12 Maximum Funding
•$ 217,49500
Amount is rounded -down to ensure it is within the maximum allowed based on performance.
Agency Name: ;Miami Dade CSD(Learning?One)
2010-11 Project No.: ;130-2441A 1CCC3 ,
Worksheet key:
Light blue Indicates cells where daia must be entered
Light Tan Indicates cells thaf contain a formula' 4.1,
White cells Indicate standard information for all sub -grantees
Pink-celis indicate areas where pi•eforrriance has not mel;minimumstandards
Site name:
;Miami Learning Zone
2010-2011
2011-2012
Proposed
(from FRG In approved application)
Reported
(from monthly reports up to Apr'll)
New FRG
(May reflect reduction)
Proportional
Cohort 8 Yr 3
#Students
Hrs/Day
p Days
Rate
Total
ADA
% Perform
a Students
Hrs/Day
R Days
Rate
Total
(based on approved
FRG/award)
20% Reduction
Before School
$2.00
$
: 1
5- N/A '.:
0 j.
0'
0 "
$2.00
r
After School
120
_ 3.26 •
180
$4.00
$ 281 664i00
,: 109,05.
90.88%
120 -
: 3.26
'180
$4.00
$ -281,664 00
$,L . 2$0,276.86
$ 200 221;49,
Wkend/Holidays
50
'• 4
27 ,:'
$4.50
$ 7424,300,00
.. 57.412
114.82% r
,
50}F°
4 -
•
127"
$4.50
_$24,300.00
$ 21,593.14
$,. 17j27371
Summer
$4 .50
$ 3 - "
N/A 2'
0
= 0
0
$4.50
4:
$ : •305,964.00�
W$ 305,964:00,
$ 271,869.00_
$ 7, 217,495,20-
Miami -Dade County School District (Cohort 8 - Miami Learning Zone) (130-2441A-1CCC3)
Title 1 Eligible Schools Targeted for Service (2011-12)
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Holmes Elementary School
Holmes Elementary School
2501
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120
Florida 2.1 st CCLC Leadership Team Program Administration
Page 1 of 2
01112:RF,P,;;; I;a-;REP:REVIEWERStd.",, aI.10,.11.SURVEYS;
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' Program RFA Docs
RFA
Miami -Dade County School District (Cohort 8 - Miami Learning Zone)
Holmes Elementary School
.1
PROGRAM:ADMIN;/
Agency i LAtter School & Summer Weeks
Contacts ! Holiday Credits: 09/05/11, 11/24/11, 71/25/11, 01/02/12, 01/16/12, 02/20/12, 05/28/12, 07/04/12
Targeted Schools
Centers
43
Cohort _ T 8
Or erationsLEundtng
TERM START DATE
Objectives
Budget!
DAYS
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END DATE START
TIMES
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TIMES
AVG * t T A' S PER
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http://florida21 steel c.comlprogram/aos_table.php 8/2/2011
Florida 21st CCLC Leadership Team Program Administration
Page 2 of 2
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