2015-16 Seed Fund Final Application
Due by 5:00 pm on December 10, 2015
Cover Page
School Name:
ABC Middle School
Learning Community:
NEWCS Learning Community
Phone #:
Principal:
Principal Best
(404) 783-8012
bestp@fultonschools.org
Email Address:
Phone #:
School Governance
Council Chair:
(404) 783-8012
Walter James-Conway
Email Address:
ConwayJ9@fultonschools.org
Project Name:
Converting Attitudes for Excellence (CAFÉ)
Type of Project (select all that apply):
[ ] New School Project
[ X ] Expansion of Existing School Project
[ ] New Seed Fund Project
[ ] Expansion of Existing Seed Fund Project
Please indicate how this project aligns to the strategic initiative(s) and long-term outcomes in your strategic plan.
This program is part of our effort to build a comprehensive Positive Behavioral Interventions and Supports (PBIS) program.
Funding Amount
Requested:
$152,917
If your school is a recipient of previous Seed Fund awards, please give a progress update on the project for which the award was
granted.
Not Applicable
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2015-16 Seed Fund Final Application
Due by 5:00 pm on December 10, 2015
Project Summary
In 250 words or less describe your project. You must state the problem that will be addressed by this project and state
how this project will address this problem.
School attendance is one of the leading predictors for high school graduation. Data indicates that ABC Middle School
disproportionately suspends students as a temporary solution to address severe discipline challenges. Despite a heavy reliance on
out-of-school suspension, academic performance and school climate have not improved. Without developmentally-appropriate
student support structures and explicit remediation of character skills, ABC students are becoming disconnected from the adults on
campus. High out-of-school suspension rates and poor attendance also contribute to the likelihood of our students becoming
involved in the justice system and detracts from our school and district goals of college and career readiness.
To address the adverse effects of out-school-suspension, ABC Middle School has designed a school-based alternative suspension
program, Converting Attitudes for Excellence (CAFÉ). Unlike traditional in-school suspension and alternative placement programs,
CAFÉ has been designed to provide students with the following:


Personalized instructional support enhanced by technology; and
A 21st century skills curriculum designed to help students improve their work readiness through critical thinking, problem
solving, communication, and collaboration.
CAFÉ will allow students to continue on their academic trajectory by keeping them on campus and personalizing learning so that
behavioral challenges do not cause them to fall behind. It will also provide the wrap around services required to address the needs of
the students so they have the skills needed to be successful in a general classroom setting. In addition, students will be supported by
a designated teacher who will provide targeted guidance counseling to support student psychological and vocational development.
NARRATIVE
SECTION A: NEEDS STATEMENT
1. What school needs/challenges will be addressed by this project? Provide specific student data, along with any other school
related data (e.g. TKES, perception surveys, etc.) to substantiate the school needs/challenges.
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2015-16 Seed Fund Final Application
Due by 5:00 pm on December 10, 2015
Located in Atlanta, ABC Middle School (AMS) is a special education center school that serves approximately 700 students. In addition
to having one of the highest mobility/stability rates in the school district, AMS’s population is 97% economically disadvantaged, and
20% of the students receive special education services. Despite some of these challenges, AMS has maintained slight achievement
gains in most academic areas; however, our students demonstrate minimal to no achievement gains in math and science.
As part of a comprehensive needs assessment carried out between August 2012 and January 2013, the AMS School Governance
Council completed a root cause analysis to pinpoint the reason for our school’s inability to raise achievement in these subject areas.
Through our analysis, we learned that students with a history of chronic behavioral issues, which we defined as spending eight or
more days in out-of-school suspension due to disciplinary infractions, were performing well below their peers in both science and
math. Further analysis revealed that a significant percentage of our students (approximately 15 %) had chronic behavioral issues last
school year, meaning this issue has affected a considerable number of our students. What’s more, we learned that out-of-school
suspensions have had a disproportionate impact on African American males. Shockingly, nearly 70% of all AMS students who were
assigned out-of-school suspension were African American males during the 2012-13 school year.
Supporting Data
 83% of students rate anger management and conflict resolution as the most desired topic on counseling surveys
 45% of students have reported incidents of bullying. 76% of students identified bullying as a high priority in improving our
school culture and climate.
 AMS suspended students 454 times in 2013-2014 and 615 times in 2014-2015.
 1364 days of instruction were lost in 2013-2014, and 2181 days were lost in 2014-2015,
Out-of-school suspension not only affects students’ academic performance in math and science, but it also correlates to increased
high school dropout rates, low academic achievement, and poor school climate (Fenning & Rose, 2007). As we work to build the
capacity of our teachers to create positive learning environments for all students, we also must find ways to ensure our students do
not miss valuable instructional time because of chronic misbehavior.
SECTION B: PROJECT INFORMATION
2. Identify your target population. (Please indicate the number of individuals to be served, grade levels, special populations, etc.)
Our target population is the 15 % of students who have a history of chronic behavioral issues (approximately 100 students). Most of
these students are African American males.
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2015-16 Seed Fund Final Application
Due by 5:00 pm on December 10, 2015
3. Use the table below to state the project activities, strategic plan alignment, the anticipated project outcomes (specifically a
change or improvement in skill, knowledge, behaviors, etc. for students and/or adults), and the anticipated long-term impact for
your students.
Implementation:
(Project Activities)
Strategic Plan
Alignment:
Program Effectiveness:
(Project Outcomes)
Program Impact:
(Long-term Outcomes)
Launch CAFÉ
The following strategic
initiatives are included:
Reduce student out-of
school suspension and
alternative placement
rates (from objectives
on SP)
Improve student
readiness for high
school
Budget:
1. Recruit CAFÉ staff
1. $133,917.92
2. Purchase program
Build comprehensive
2. $2,500.00
equipment and furniture PBIS program
Increase student
3. Purchase instructional
performance in math
3. $1,500.00
materials
Increase student course and science
4. Contract counseling
pass rate
4. $15,000.00
services
5. Refine curriculum and
organize instructional
materials and software
Total: $152,917.92
6. Launch program
7. Quarterly program
performance report
4. How will you measure your project results? By when do you expect to achieve the project outcomes? For each of the project
outcomes and long-term outcomes listed above, indicate how you will measure your results. Note: If awarded a grant, you will be
expected to provide status updates at mid-year and end-of-year reporting points.
The list below outlines how we will measure our project results.
1.
Reduce Out of School Suspensions and Alternative Placement rates: We will get OSS data and information from discipline
dashboard (district data utilization dept.) and compare to the baseline data. Baseline data will be from 2013-14 school year.
2.
Increase Student Course Pass Rate: We will get course pass rate data from the district data utilization dept. and compare
with baseline data. Baseline data will be from the 2013-14 school year.
We expect to achieve project outcomes (a reduction of school suspensions/alternative placement rates and increase in student
course pass rates) in the 2015-16 school year, with long-term outcome results in the 2017-18 school year.
5. Include any research or evidence that the concept will positively affect your school’s student population. If no research exists,
please articulate the rationale for the likelihood of success of the concept, and describe your plans for risk mitigation.
CAFÉ is based upon Project Re-Direct, a program offered at Sharon B. Wilson Middle School in North Carolina. The school, which
serves a student population that is demographically similar to our student population, has experienced a marked reduction in the
number of out-of-school suspensions (52 % since 2010) since rolling out Project Re-Direct. Additionally, the school has seen steady
math gains as evidenced by the North Carolina End-of-Grade tests in sixth, seventh, and eighth grades. When developing our
program, our principal visited Sharon B. Wilson Middle School to observe the program and speak with the staff members who
oversee the program. During our first year of implementation, we closely monitored the academic and behavioral outcomes of the
participants. We also administered parent and student surveys. We used this data to adjust the program last year and intend to
continue to do so this year.
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2015-16 Seed Fund Final Application
Due by 5:00 pm on December 10, 2015
SECTION C: BUDGET
6. Provide a copy of your budget worksheet (attach). Make sure that your proposed budget supports the activities outlined in
question 3.
Attached
9. What is the sustainability plan for this project beyond the one-year grant? Use the table below to indicate the proposed status
of the project beyond the Seed Fund (activities, owners, funding, etc.).
Growth/Maintenance/Sunset Plan
Items/Activities
Funding: Source and Cost
(example provided below)
2016-17: Maintenance
Continue to offer CAFÉ program.
1.
2.
3.
Retain teacher
Reduce paraprofessional
Reduce independent
contractors
Other grants; general fund budget
1. $70,128.72
2. $31,394.00
3. $70,000
Total - $113,522.72
2017-18: Maintenance
Continue to offer CAFÉ as long-term
solution for PBIS.
1.
2.
3.
Retain teacher
Remove paraprofessional
Reduce independent
contractors
General fund budget
1. $70,128.72
2. $0.00
3. $10,000
Total - $80,128.72
The Seed Fund application will not be considered unless all required signatures are
provided.
I certify to the best of my knowledge that all information included in this proposal is
correct AND I am aware of the timeline and implications for the implementation of this
proposal if my school is awarded funding.
Signature, Principal
Date
I certify to the best of my knowledge that all information included in this proposal is
correct.
Signature, School Governance Council Chair
Date
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2015-16 Seed Fund Final Application
Due by 5:00 pm on December 10, 2015
Email to SeedFund@fultonschools.org by 5:00 pm on December 10, 2015. Be sure to CC your Chair, Area Superintendent, and
Facilitator.
Once received, all Final Applications will be reviewed by the Area Superintendent. Those submissions that are approved by the Area
Superintendent will be forwarded to the Fulton Education Foundation for participation in the grant process.
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