St. Lucie County: Project Explore
5.1 Summary
St. Lucie Public Schools (SLPS) will continue to implement a 21st Century Community Learning
Center project that provides students with unique project based learning opportunities. The
after-school programs will operate at three public school sites, Northport K-8, Southport Middle
School and Samuel Gains Academy, identified as having a large student need as identified
through academic achievement levels.
Priority preference for this target group are students in grades K-8 that have been identified in
need of additional support, through recommendations from school’s problem solving teams,
academic deficiencies, grade retention, or parent recommendations. Other students will be
enrolled in the after-school program after students identified for priority preference have been
invited to enroll. The sites for this project will serve 255 students/ total at the three sites during
the regular school year 2.5 hours per day (4:05-6:35 pm), 5 days per week, 157 days, 36
weeks. Students participating in programs ending after 6:00 pm will receive a meal. The
summer program will operate 5 hours per day (8:00 am -1:00 pm), 5 days per week, 20 days.
Pupil teacher ratio for PBL activities is 15:1.
5.2 Continuing Improvement
After reviewing the data from formative and summative evaluations no substantive change will
be made to the program. The data collected for year 2014-2015 was base line data due to when
the program begins. Data for 2015- 2016 will be monitor to refine, improve and strengthen the
program.
5.3. a Evaluation Plan
The evaluation is intended to provide data that will enable the PD and 21st CCLC Advisory
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board to analyze progress towards achieving the proposed goals and objectives of this project.
Evaluation questions for this proposal are designed to gather the required data needed for
several purposes: (1) to support the Annual Performance Report (APR), (2) to gather
implementation data for program improvement, and (3) to investigate the impact of PBL on
students attending the afterschool program. A brief sample of evaluation questions are as
follows: (1) What percent of participants have improved their English, math, science, and social
studies grades from fall to spring?, (2). What percent of participants meet or exceed the
proficiency level of performance on state assessments?, (3) Have 80% of regularly attending
students produced an artifact that demonstrates their understanding of the reading and writing
process that meets the appropriate criteria established in the teacher created rubric? These
questions are aligned with the program description. Data results will allow the PD and Advisory
board to evaluate progress toward meeting program goals or objectives. These questions
intend to support the character education programs by potentially flagging participating students
whose behavior or achievement is not meeting standards by quarter. As such, managers can
quickly remediate suspected problems and bring students back onto a positive track for
achievement toward pupil progression.
Evaluation Strategy: Quantitative and qualitative data will be collected to answer the
evaluation questions quarterly that supports a three period reporting system. Objective
quantitative data for academic achievement, attendance, OSS, ISS, tardies, course grades, will
collected quarterly to continuously assess progress towards meeting each of the proposed
goals and objectives. Qualitative data will be included in the form of survey results, teacher
feedback on instrument development, observations, and content analysis in each of the
reporting periods.
The evaluation will be an integral element in the project’s planning, design, and implementation.
Current data will be presented to the project managers at monthly meetings for up to date
information that can impact changes in program strategies and activities based on evaluation
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findings. The relationship between decision making and change is linked to deciding whether to
continue, to terminate, to modify, or to refocus an activity. A formative evaluation will be
presented to managers in a mid-year report that informs and drives decision-making regarding
program implementation (baseline and mid-year assessments) to adequately demonstrate midyear progress. The annual summative report will examine the impact of the program on various
stakeholders (teachers, students, and parents). The impact will be measured through objective
quantitative data as well as qualitative data in the form of perceptions using at least three time
points (baseline, mid-year, and end-of-year). Data Collection Process: Quarter 1 and Quarter
2 represent the baseline and mid-year reporting periods. Quarters 3 and 4 define the End-ofYear reporting period. Data determined to be available will be gathered each quarter for
presentation in the formative report. Those data determined to be In Progress, are surveys or
data collection tools that are available, but must be reviewed to meet the goals of the grant.
Other tools require input from school personnel and that will occur at the beginning of the school
year, early enough to begin data gathering. Finally, some tools will be developed specifically for
this grant and will be in development the first year.
Quantitative behavioral data (i.e., Attendance, ISS, OSS, Tardy) intend to support the goals for
character education program goals. Behavioral data will flag students early and then
subsequently throughout the school year allowing the PD to remediate appropriate programs or
tutoring to help students get back on a positive track. Content analysis using the lesson plans
and descriptions in the PBL Plan will drive the focus lessons that must align with curricular
standards which impacts student achievement. Observations of PBL lessons will document the
incorporation of 21st CCLC Skills components as well as the Small Group Inquiry Model.
Feedback from the teacher participation rubric/checklist will address the communication link
between the day school teachers and afterschool teachers. The information from the checklists
will flag students who have become disengaged from school activities.
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Monthly, the PD will collect all surveys complete tests results, and rubrics or checklists from site
coordinators who collect data from the program teachers. The evaluator also uses SPSS to
match program students to electronic files that house achievement data. As such the integrity
and accuracy of the data is ensured. Analytic Methods: This evaluation is based on the
mixed model methodology. According to Creswell (2003), a Mixed Method approach allows the
researcher to integrate data at several stages of inquiry and employ the practices of both
qualitative and quantitative research. Data are collected during three periods of the year.
Types of data include qualitative and quantitative data because ‘the examination of a given
social phenomenon is often best accomplished through the use of several different methods
(Babbie, 1997, p.27). Essentially, the scope of the project is designed to monitor students’
behavior and academic achievement monitoring students’ progression toward meeting
benchmarks in the district’s pupil progression which tracks aligned to meeting criteria for high
school graduation. As such, achievement and behavioral data will be collected and presented in
tables to provide descriptive information that will show the number of students progressing at
grade level. These data are aligned with the APR requirements and project goals and
objectives.
Qualitative data, such as surveys, checklists and observations, will enable the project managers
to focus on the implementation of the project. Patton (1987) suggests that qualitative methods
are particularly appropriate to use with Case Studies, and Implementation Evaluations. The
checklists, rubrics, surveys, and observation tool will all be under construction during the first
year. However, data from these tools will be reported, as all other data by month and more
formally through the formative report. The responsibility of the evaluator is to ensure
‘throughout program development, that the program’s description is kept up-to-date, reflecting
how the program is actually being conducted (King, Morris, & Fitz-Gibbon, 1987, p. 18).
While the implementation of the program is the main function of the outside evaluator, a
proposal will be made to teachers to investigate their participation in PBL. Dana and Yendol 4
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Silva (2003) define teacher inquiry as a focus on the concerns of teachers and engages
teachers in the design, data collection, and interpretation of data around their question. While
all teachers reflect on their practice, teacher inquiry invites intentional, planned reflection,
heightening the focus on the centered problem. It is a goal of this evaluation to invite teachers
to conduct the teacher inquiry model, also known as Action Research, in the PBL. Training and
monitoring will be provided by the evaluator
B. Project evaluation will be conducted by the district’s previous Title I evaluator Debi Carlstrom,
Ph.D., an experienced and published evaluator who has conducted numerous evaluations for
federal or state-level grants. . Dr. Carlstrom has worked as a research assistant at the
Education Policy Institute in Washington, DC and as the Research, Evaluation, and Test
Development Specialist for St. Lucie County Public Schools. She currently works as a
consultant, conducting program evaluations for public schools in South Florida. A resume is
included for more detailed information. 1.) Add use to refine improve and strengthen
2.) Evaluation findings will be disseminated to school participants, parents, and community
members by posting the summative report on the school and district 21st CCLC website.
Findings will be shared with the 21st CCLC Advisory board and school based principal. Finally,
proposals for presenting research will be submitted to Florida Educational Research Association
at the end of the first year.
5.3.b Measurable Objectives
The objectives will be uploaded in the web system.
5.4. a Community Notice
As part of the Advisory board, the PD will share Information with community members and
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takeholders on a monthly basis.
The PD will post notification of award on the district’s website within one month of award
notification. The website will be utilized to inform the community and stakeholders of the
program’s activities and events. The site will serve to promote the positive outcomes and
highlight experiences of students in the after school program. A hyperlink will connect to
programs at each school site allowing stakeholders to be informed of all program events and
activities. Site coordinators are responsible for maintaining their webpage making monthly
updates to inform stakeholders of upcoming events and progress toward program objectives.
Additional communication will include distributing information to the targeted population through
the use of but not limited to the public address announcements at each site; articles in parent
newsletters; posters; and flyers.
5.4. b 21st CCLC Advisory Board
The district’s 21st CCLC PD met regularly with each schools’ SAC to inform the committee of
the program and solicit input. The PD then met with grant project teams at each school to
develop program project plans and activities included in this application. Members consist of
parents, students, and community partners. These members have continued their roles on
SACs as the 21st CCLC Advisory board.
5.4. c Collaboration with Private Schools
SLPS has an established annual consultation process for non-public schools and
community members to participate in Federal Programs. Invitations were sent by certified mail
to non-public schools, a public notice was placed in the newspaper and notification of our intent
to submit was published on the district website. The annual meeting was held on March 13,
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2015. During the meeting representatives from private schools are given information about how
their students and teachers can participate in the 21st CCLC program.
5.4. d Partnerships
SLPS has established a list of community partners that are excited to support this project as it is
mutually beneficial to students and the community at large. Girl Scouts of America has
supported our previous projects and has committed to back our character education and dropout prevention strategies through the delivery of parent workshops in the areas of leadership,
math & science and bullying prevention. Kids at Hope will tailor parent workshops on
relationship building. Indian River State College will support teachers through in-kind support for
the development of curriculum and professional development to support school’s project based
learning activities. Children’s Services Council of St. Lucie County will provide in-kind support
for parent workshops to include topics such as Redirecting Behavior and tailor additional
workshops based on the needs of parents and students. The University of Florida/ IFAS will
provide in-kind support for the butterfly garden at Northport which will include workshops on the
environmental impact and proper garden maintenance. St. Lucie School Board Employee
Wellness Program will provide in-kind support for students through nutrition based programs to
include Fuel Up to Play 60 and the 5-2-1-0 program. 2.) The district will record the value of the
in-kind services through documentation provided by its partners. Following federal tax
guidelines, partners will describe the services provided, including dates of service. Value of the
service will be assessed using real market value. The Project Director (PD) will have the
responsibility of maintaining and documenting services provided. 3.) As a school district, several
prominent leaders in our organization are directly involved with and support other community
agencies by serving on community boards, and community planning teams. It is through these
relationships, that our organization will work to identify common needs, and resources to further
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expand upon and not duplicate services to similar target groups. The Grant Development Team
is charged with actively seeking grant funding with community partners and non-profit agencies
to identify collaborative projects and grant opportunities of mutual benefit. Through this process,
we will collaborate with existing partners to maintain and find alternate means to continue their
support for activities included in this project.
5.4. e Collaboration with Regular School Day
School Site coordinators will use a 21st CCLC progress monitoring checklist to facilitate
communication between regular day teachers and teachers in the after-school program. The
checklist will include data elements aligned to grant objectives, including behavior and
participation. Program teachers will disseminate progress checklists to regular day teachers
and parents bi-weekly. 2.) The PD serves on the school’s SAC which meets monthly. The PD’s
role is to support collaboration with teachers in the after-school program, day school teachers,
parents and community. Site coordinators teach during the regular day and can verify and
ensure program activities support students in and out of school. All PBL activities are tied to a
curricular component connected to the district’s scope and sequence and focus calendars which
are aligned to Florida Standards and Next Generation Standards. Such activities will be rich in
technology, imagination, innovation and creativity that are designed to make learning easier and
more engaging. Content vocabulary, extended reading and comprehension activities will be
implemented within the theme of each project. Site coordinators have access to school records
and will assist the PD in obtaining data for program evaluation. 3.) All three schools receive
Title I funding and will utilize those funds when activities are supplemental to the 21st CCLC
program. Most notably, efforts to reach parents through community parent nights will be
conducted in conjunction with 21st CCLC family nights to maximize parents’ time and off-set
associated costs. If the SAC determined a need to expand after-school services to additional
students beyond those included in the grant, it is possible that Title I could coordinate funds to
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support additional teachers to work in the after-school. 3.) Each school site’s volunteer program
and will recruit volunteers for activities when appropriate.
5.4. f Sustainability
SLPS will explore engaging in a partnership with community organizations and local foundations
to sustain the after-school program such as the YMCA, and Boys and Girls Club to sustain the
after-school program for future years at the end of the project. Each school site is eligible for
Title I funding. As funds decrease in year three of project, the program proposes to off-set cost
of personnel by supplementing with Title I funding, if funds are available. In addition, SLPS will
collaborate with the St. Lucie Education Foundation identify additional fund sources and launch
a financial campaign to support the after-school initiative. In addition, the St. Lucie Education
foundation will submit grant proposals to the following foundations to support continuation of
after-school programs: The Kresge Foundation, Hearst Foundation and Helios Foundation.
5.5. a Recruitment and Retention
The 21st CCLC program utilizes several tools to recruit students to participate in the after-school
program. The PD and site coordinators will develop a multi-media plan to reach students and
parents. The PD will broadcast a 21st CCLC segment featured on the St. Lucie County
Education channel, WLX-TV in August prior to the start of the school year and again in April
before the summer program begins. Site coordinators will share 21st CCLC program information
at back-to-school nights held in August and at school required monthly parent involvement
meetings. Further communication includes utilizing the Ed-connect phone system to inform
parents about the 21st CCLC program. Additionally, each site coordinator is responsible for
maintaining a 21st CCLC website. The website will inform stakeholders of program activities,
progress and used as a multi-media tool for communication. Additional communication will
include distributing information to the targeted population through the use of but not limited to
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the public address announcements at each site; articles in parent newsletters; posters; and
flyers.
The 21st CCLC plan for retention is by creating engaging and interactive learning environment
is of critical importance for this after-school experience. In order to capture student interest,
teachers of the after-school program will collaboratively plan student centered themed activities
that are integrated across the English, Language Arts, Reading, Math, Science and Social
Studies. Students will have integrated academic experiences and enrichment activities that are
developed around a common theme or topic of interest. Teachers at each site will work with the
site coordinator to identify themes and resources for each quarter.
5.5. b Student Program Activities
Project Based Learning Activities: The projects described below were developed by project
teams from each school site: Southport, Northport and Sam Gaines Academy. Teacher’s
developed these projects to meet students’ learning needs and interests. Moreover, these
projects are locally relevant and offer students’ real-world learning opportunities.
The four PBL projects: “Green City Challenge”, “Digital Me”, “Shark Tank” and “Next-gen
Entrepreneurs” were designed to engage students’ interests and provide a high level of
learning. (1) Green City Challenge: Students work collaboratively to build Lego-robotics green
city elements. Through problem-solving, students develop their skills in perseverance, critical
thinking, and collaboration as they use the internet to research the impact of different kinds of
renewable resources. Students will then apply their learning by measuring the amount of
energy produced by the solar panels located on campus. As a culminating activity, students will
design a city involving all the research elements, and robotics.
(2) Digital Me: Students explore the sciences of genetics and psychology in order to identify
elements that make them unique as individuals. Students will then learn to utilize a variety of art
techniques (studio design, photography, etc) and technology (video editing, Photoshop, etc) to
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create a digital autobiography. As a culminating project students use conduct research on sites
such as ancestory.com present and their digital autobiographies as part of an interactive
museum exhibit. They will share what they learned about themselves through their research and
exploration of the sciences. (3) Shark Tank: Students will utilize their skills in problem solving,
critical thinking, and decision making to identify a problem or need in their personal lives or
community. Once identified the problem/need students will work collaboratively to invent and/or
engineer a device/product to remedy the situation. Students will create a start-up business plan
to move their item from concept into a tangible product. At the end, students will demonstrate
their public speaking skills and utilize the art of persuasion to communicate their ideas clearly
and creatively to convince a panel of “investors” to fund their idea.
(4) Next-gen Entrepreneurs: Students will work in teams to develop a concept for a new
restaurant. Students will use creative design to develop their concept, and utilize the decision
making processes when researching and evaluating their target market. Students will select a
cuisine, location, etc. and apply math concepts to develop a project budget for the build out, and
a monthly operating budget. In addition, students will create a detailed menu of dishes which
includes the nutritional value and price point for each item. The final activity will include working
collaboratively to create a marketing strategy and project timeline.
The proposed plan is to run projects for a six week period, ultimately providing students with the
opportunity to participate in each different project throughout the course of the school year. In
addition, enrichment activities which will run for a twelve week period, allowing students to
select another enrichment opportunity of their choice at the end of each period.
During the remaining hours in the program, students at all three schools will participate in
activities that support PBL projects as teachers weave high interest themes in the arts, music,
and recreational activities to expand the depth of students learning outside PBL activities when
possible. Additional activities will include Tutoring and Mentoring, Physical Education, Dropout
Prevention and Character Education, Arts and Music Education.
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a. Tutoring and Mentoring: (1) Teachers will provide small-group instruction targeting students’
individual needs based on pre-tests and district-wide assessments. (2) Students will complete
activities in the Classworks program, a district approved, computer-based program that uses
skill-based instructional units that will help students master skills needed to meet standards and
succeed on district-wide assessments. (3) Students will rotate through centers based on
Florida Core (MAFS and LAFS) Standards to build academic fluency in language arts and
mathematics. (4) Students will participate in the 100 Book Challenge from American Reading
Company to build reading readiness, fluency, comprehension, self-esteem, and confidence. By
the end of the school year, students will have read 100+ hours of material from quality books at
their independent level.
b. Physical Education and Recreation: Through the CATCH Kids Club, students will be
provided with the knowledge and skills needed to make healthy food choices and be physically
active while bridging the gap in their academic knowledge base.
CATCH Kids Club is an
evidenced-based program that is specifically designed for after-school environments.
Students will participate in a variety of activities that center around cooperative learning groups
and educational games. Contracted services to provide recreational activities may be needed
depending upon student interest survey results.
c. Dropout Prevention and Character Education: This Student Assistance Program will be
provided by New Horizons of the Treasure Coast and supported by The Children’s Services
Council of Saint Lucie County. With support from Saint Lucie County’s Executive Roundtable, the
Kids at Hope framework will be implemented and practiced by all children, educators, community
members, and families. The Kids at Hope mindset is the belief that all children can experience
success with “No Exceptions.” Research has shown that schools implementing the Kids at Hope
philosophy find an increase in school attendance, improved academic performance, reduced
discipline referrals. Furthermore, students report feeling empowered and self-confident.
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d. Arts and Music Education: Educational arts and music activities will include students
participating in School Beats curriculum where students learn to run a record label. Additional
programming will include but is not limited to workshops, performances and structured curricular
lessons addressing the genres of dance, drama and music and visual arts.
Students participating in extracurricular activities will receive their academic component through
the 21st CCLC program allowing them to participate in the activity through their personal
enrichment period of the program 30 minutes daily.
5.5. c Adult Family Member Program Services
Involving parents to be a part of the school community assists is important for a successful
after-school program. Parental involvement and family literacy will be provided based on the
needs of the parents, students and school communities. Each school has its own specific
needs; however, common elements from school improvement plans, Title I needs assessments,
school based leadership teams and input from SACs was used to develop the topics described.
21st CCLC and Title I will work collaboratively to promote parent and family involvement
activities to increase regular attendance. Dissemination and collection of parent surveys will
provide an additional resource for identifying family concerns and needs used to adjust
workshop topics. Below is a proposed calendar of monthly topics: Science Fair, SkywardStudent Data System, Assessment Night, Literacy, Strengthening Families, Redirecting
Behavior, Computer Literacy, and Math Mystery Night.
In order to meet these needs 21st CCLC programs will offer monthly workshops at
various times in the evenings or on a weekend, at the child’s school site or at an alternative site
that may be better suited to increase parent attendance. The PD and site coordinator will
coordinate with school district resources such as the Parent Academy and Title I Parent
Resource Center to maximize resources to increase parent engagement.
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5.5. d Staffing Plan and Professional Development
The 21st CCLC program will employ teachers for each site at a teacher to student ratio of 15:1
for academic projects and 20:1 for personal enrichment activities The PD supports the project
by working directly with 21st CCLC site coordinators, program teachers, and school leadership
at each center site. A portion of this position will be supported with grant funds. The PD will be
the principal contact for the evaluator to gain access to student and school data needed for
conducting the formative and summative evaluation. The PD will have budget oversight and will
be responsible for progress monitoring ensuring the program is meeting its obligations and
responsibilities.
Site Coordinators: Each program site will have one site coordinator who is responsible for
daily program operation and function. Site coordinators are responsible for personnel
scheduling, staff development, monitoring fidelity of curriculum and programming.
After-school Teacher: Certified teachers are responsible for preparing, planning, implementing
and evaluating program activities. Teachers also ensure 21st CCLC students are afforded a
safe learning environment. Parent Liaison: This person will be responsible for bridging the
home and school, and after-school program through regular communication with parents. The
Parent Liaisons also provide another layer of safety for students in the 21st CCLC as they
monitor student pick-up processes.
All personnel employed by the 21st CCLC program will comply with the hiring practices of the
SLPS which requires that instructional and non-instructional personnel who are hired or
contracted to fill positions requiring direct contact with students in any district school or program
must, upon employment undergo a background screening. Fingerprints are submitted to the
Department of Law Enforcement for statewide criminal and juvenile records checks and to the
Federal Bureau of Investigation for federal criminal records checks. A person who is found
ineligible for employment or otherwise found through background screening to have been
convicted of any crime involving moral turpitude as defined by rule of the State Board of
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Education, shall not be employed, engaged to provide services, or serve in any position that
requires direct contact with students. All personnel employed to work in the 21st CCLC program
will have the proper state certification for the subjects taught, which is reviewed and approved
by the district’s personnel department. Qualifications of staff providing instruction in the
academic core areas will be certified by the standards/criteria set forth by the state of Florida.
The PD will ensure the program hires certified teachers. The 21st CCLC program hires
employees with the school district during the regular school day and can therefore guarantee
that all teachers are certified to teach in the specified subject area. The program will hire
teachers that are certified and have a passion and interest in the subject matter they are
teaching. To ensure our teachers are successful implementing program strategies, they will
receive professional development in planning for collaborative projects, progress monitoring,
and behavioral strategies. Initial training will occur prior to the program start date with follow up
training at the end of the first quarter. The PD will coordinate professional development with
training department along with the project evaluator to provide teachers training to address the
learning needs of program’s students.
Each sites’ School Advisory Committee, (SAC) will serve as the program’s 21st CCLC Advisory
board. The PD will meet monthly with each site’s Advisory Board which includes representation
from parents, educators, site coordinators, community agencies, community members and
students.
5.5. e Program Site
The after-school programs at the three school sites will operate at the following times during the
regular school year: Northport K-8 (4:05 pm-6:35 pm), Samuel Gaines Academy (4:15 pm- 6:45
pm), and Southport Middle (4:05 pm-6:35 pm) for a total of 12.5 hours per week. The 21st
CCLC program will begin operation on August 31, 2015 at all sites and end May 23, 2016.
Program will operate for 2.5 hrs. Daily after-school for five days per week (Monday through
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Friday). Programs operating after 6:00pm will provide students a meal. The student teacher
ratio for content programming is 15:1.The program will run 36 weeks during the school year.
The summer program will operate 5 hours per day (8:00-1:00 pm) for 25 hours a week, five
days per week beginning June 6 and ending July 1, 2016.
The 21st CCLC summer program is a continuation of, and an extension to, the regular school
year after school program and will provide the same scope and services as the regular school
year program, but the students from each school site identified in the grant, may be housed at
one central school site in the north county, and one central school site in the south county. Data
for each grant site will still be individually collected and reported as if the site were still located at
the regular year school site. The summer site will operate as 3 individual programs. These
summer sites will be determined by the school district in the spring of 2016, based on the needs
and services of the district as a whole."
5.5. f Safety and Student Transportation
Safety measures at each public school site includes students and teachers adhering to the
dismissal processes of the regular school day. Teachers from day school and after-school
program monitor school corridors while students walk from their regular school day classrooms
to the starting location of the 21st CCLC program the cafeteria. Teachers meet their students in
the cafeteria, record attendance and then escort them to their classroom which is confined to
one wing of the school. If a parent/guardian removes the student from the program early, the
parent will provide the appropriate documentation and record removal in the sign-in/out log. All
school buildings are monitored through multiple one-site cameras which is monitored by district
security. School doors are locked from the outside, directing all outside traffic to one entry point,
allowing program staff and other school personnel to be aware of all individuals on campus.
Students enrolled in another public or private school site interested in enrolling in a 21st CCLC
program must make arrangements for travel to the school site. It is the responsibility of the
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child’s parent/guardian to provide transportation as the program cannot afford the cost of
transporting children from site to site. If a child is transported from another school site, the site
program coordinator will arrange for the program’s parent/community liaison to wait for the child
at the designated drop-off location and escort the child to the cafeteria. While transporting
students from the 21st CCLC program to home would be an added convenience for parents, it is
cost prohibitive for the project, and if funded through this grant would deplete any funds to
support the operation of an after-school program. The district has successfully operated
numerous after-school programming opportunities without the support of transportation,
including six 21st CCLC programs without any issues in student enrollment or with parents
ability to participate in the program due to lack of transportation. Off campus travel for program
activities is contracted through SLPS’s transportation department which requires permission of
the student’s parent to attend the offsite activity. All documentation, safety and security
practices, including sign out by parent are aligned with the School District’s policy and are in
place at each school site under the supervision of the Site Coordinator. (d) The program will
operate in the public school building that is used for education of public school students during
the regular school day and therefore guarantees compliance with the Americans with Disabilities
Act (ADA) of 1990 which states we must afford students with disabilities with equal opportunities
"to obtain the same result, to gain the same benefit, or to reach the same level of achievement"
as students without disabilities (Smith, 2001). As such, all the classrooms in use have met all
the safety and ADA compliance requirements.
5.5. g Dissemination Plan
As part of the Advisory board, the PD will share Information with community members and
stakeholders on a monthly basis.
The PD will post notification of award on the district’s website within one month of award
notification. The website will be utilized to inform the community and stakeholders of the
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program’s activities and events. The site will serve to promote the positive outcomes and
highlight experiences of students in the after school program. A hyperlink will connect to
programs at each school site allowing stakeholders to be informed of all program events and
activities. Site coordinators are responsible for maintaining their webpage making monthly
updates to inform stakeholders of upcoming events and progress toward program objectives.
Additional communication will include distributing information to the targeted population through
the use of but not limited to the public address announcements at each site; articles in parent
newsletters; posters; and flyers.
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