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21st Century Community Learning Centers
2016-17 RFP
Boys & Girls Clubs of Palm Beach County–Canal Point
Children Achieving & Reaching Educational Success (CARES Program)
5.1 Project Abstract
The Boys & Girls Clubs of Palm Beach County’s (BGCPBC) Canal Point 21st CCLC CARES
Program will serve 65 children in grades K-5 at K. E. Cunningham/Canal Point Elementary
School located at 37000 Main St., Canal Point 33438, a severely underserved and economically
unstable community. The program will operate from 2:15 p.m. - 5:45 p.m. (3.5hrs/day), Monday-
Friday, for 180 school days during the 2016-17 school year. Canal Point Elementary School is
an F-rated school where 99% of students qualify for free or reduced lunch. The school facilities
are available to BGCPBC as it provides a variety of Project Based Learning (PBL) and
academic enrichment activities that improve student achievement in reading/language arts,
math, and science. Program components are delivered by Florida Department of Education
(FDOE) certified teachers with a 1:15 ratio for the academic component and a 1:20 instructor to
student ratio for enrichment activities. An Adult Family Member Program will offer sequential
learning opportunities according to adult family members’ interests and needs, primarily as a
means to help them support their child’s academic success.
5.2 Needs Assessment
The agricultural “Glades” (as this inland community of small towns is known) is geographically
and socially disconnected from the thriving business and arts communities located 50 miles east
on the Palm Beach County (PBC) coast. Within one mile of Canal Point, the racial composition
of the population, numbering 686 residents, is 54% White; 24% Black or African American; and
22% other. Of the 686 residents, 51% identify as Hispanic of any race. The Canal Point
Elementary student body is 3% white; 87% Black/African American and 4% Hispanic (of any
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race). Many of Canal Point’s students reside in Pahokee where the population of 2,876
residents is 61% Black/African American, 28% with and &% other and 27% of residents identify
as Hispanic (of any race.) As of March 2014, the PBC School District Gold Report found 32% of
the students were English language learners. 37% of the Hispanic students were English
language learners.
Within one mile of Canal Point, 71% of families are below poverty level, as compared to 11% of
PBC families and 12.4% statewide. In this same geography, 40% of households earn less than
$24,999 per year compared to 22.3% of residents countywide and 24.4% of statewide. Median
household income for Blacks/African Americans within one mile of Canal Point Elementary is
$14,999, compared to $38,927 for Blacks countywide and $35,073 statewide.
Within one mile, 22% the population age 25+ have less than a ninth grade education, 14% have
some high school education but no diploma, 31% have a high school diploma or GED, 19%
have some college but no degree, and 7% have a bachelor’s degree or higher. Comparatively,
in Florida, 5% have less than a ninth grade education, 30% have a high school diploma or GED,
20% have some college but no degree, and 30% have a bachelor’s degree or higher. Among
Canal Point-area Hispanic/Latino residents, 72% have no high school diploma, 17% graduated
from high school and 11% percent have some post-secondary education, but no Hispanic
residents have not reached the Bachelor’s degree level. More than 32% of residents in Canal
Point work in blue collar positions, as compared to 16% of PBC residents and 17% statewide.
(Nielsen Company Snap Shot Reports, 2016, 2015-16 School Improvement Plan)
The PBC Sheriff’s Office has stated that gang activity in the Glades is a significant problem, but
difficult to quantify. Signs of gang membership are everywhere, including the schools;
recruitment is intense, beginning with the youngest of children. In PBC there were 4,409 juvenile
arrests--703 were larceny/theft occurring in the Glades (PBSO, 2016). In 2010, the city violent
crime rate in Belle Glade was higher than the violent crime rate in Florida by 283.05% and the
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city property crime rate in Belle Glade was higher than the property crime rate in Florida by
103.26% (PBSO, 2014).
According to the K.E. Cunningham/Canal Point 2015-16 School Improvement Plan (SIP), 99%
of 274 students are economically disadvantaged and 100% report as non-white. The school’s F
grade in 2016 reflects a downward spiral that began in 2011-12 when the school received a C.
The school’s SIP found that 60 students had attendance below 90%, placing them at risk of
dropping out during the delicate middle to high school transition. Another 142 out of 274
students (52%) failed courses in English Language Arts or Math. According to Community
Partners (a PBC nonprofit offering housing, community, and mental health services), 46% of
children raised in PBC high-risk communities are not kindergarten ready. Children not reading
on grade level by 3rd grade are four times more likely to drop out of school (PBC School District
Strategic Plan 2016-2021). Thirty-five percent of children who live in neighborhoods of
concentrated poverty and do not read proficiently do not graduate from high school. The plan
identifies a need to build a comprehensive single school culture in every school, making
behavioral and social/emotional services increasingly accessible. BGCPBC’s presence in
schools has been credited with helping to promote a single school culture and the use of the full
range of services available to support learning.
According to the Harvard Family Research Project, “Research shows that children spend only
20 percent of their waking time annually in formal classroom education, leaving 80 percent of
their time to explore and enhance their learning interests in non-school settings.” (Family
Engagement in Anywhere, Anytime Learning. HFRP 2014) “The Promising Afterschool
Programs Study”, which polled 3,000 low-income, ethnically diverse elementary and middle
school students found that regular participants in afterschool programs report improved social
and behavioral outcomes: elementary students reported reductions in aggressive behavior
towards other students and skipping school, and middle school students reported reduced use
of drugs and alcohol, compared to their routinely unsupervised peers. (Afterschool Programs:
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Making a Difference, Policy Studies Associates, Inc., 2007 from After School Alliance,
http://www.afterschoolalliance.org/after_out.cfm, retrieved 3/07/16)
The last 13 years of implementing the 21st CCLC program at BGCPBC Clubs has
demonstrated it provides a competitive edge as its helped youth succeed academically,
discover talents, live healthier lives and gain hope for promising futures. Seven of the
BGCPBC's 13 sites are in the disenfranchised Glades community, demonstrating the
organization's commitment to address the extreme shortage of afterschool programs there. At
the six elementary school-based Clubs and a free-standing Teen Center, BGCPBC assists
among the most underserved youth in PBC. The BGCPBC implements a robust menu of
educational and growth opportunities for these children, adolescents and teens that mitigates
external threats. Low family incomes, poor parental educational attainment, high rates of
unemployment and crime, limited out-of-school options and low test scores of Canal Point
Elementary students demonstrate the need for such afterschool programming. Currently, four of
these seven Glades sites are 21st CCLC sites; those without this funding are modeled upon the
21st C program, scaled according to the availability of funds while maintaining excellence,
variety and choice.
High-quality afterschool programs help keep children out of harm’s way and engaged in learning
during the vulnerable hours of 2 - 6 p.m. BGCPBC’s 21st CCLC CARES program provides
unimpeded access to fun, stimulating and experiential academic and enrichment activities in a
safe environment, delivered by caring adults. Providing children safety, nurturing and choice
allows them to take ownership of their learning, explore interests, attain new perspectives and
develop healthy behaviors. Effective afterschool programming can have a profoundly positive
impact on children’s academic achievement, social, emotional and behavioral growth, as
demonstrated by decades of academic research.
A school-based 21st CCLC program at the Canal Point Elementary School eliminates the need
to transport children to another site, providing parents with the ease of having only to retrieve
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children after work. Enhancements provided by the Adult Family Member Program, described
below help parents connect to their child’s school, maximizing student outcomes.
5.3 Program Evaluation
Evaluation Plan: This 21st CCLC proposal is firmly rooted in a commitment to continuous
improvement of operations, services, and outcomes. The cornerstone is a logical process of
planning, data collection, analysis, reporting, and refining. As such, evaluation will include three
connected elements to help ensure the 21st CCLC model is effective, efficient, and sustainable:
continuous improvement, formative evaluation, and summative evaluation. Ongoing evaluation
will be conducted using the Continuous Improvement Model (CIM), a quality-based approach
used within educational settings and particularly effective for reducing achievement gaps
between student subgroups. The model focuses upon individualized assessment using both
formal (e.g., surveys) and informal (e.g., meetings) techniques to guide incremental changes
within ongoing services, adopt new ways to improve and measure outcomes, discontinue or
adapt activities that have no value, and increase emphasis on program objectives and
outcomes. The immediate and individualized feedback provided through CIM is particularly
important for implementation of this 21st CCLC model to help guide and ensure the highest
impact for each student.
Evaluation will also be conducted through formative and summative evaluations, both of which
incorporate elements from the CIM process and provide formal reports about processes and
outcomes. The evaluation process will provide a structure for (1) generating information needed
for ongoing program/activity refinement, (2) assessing progress in meeting outcomes, (3)
documenting and analyzing how the model works in practice, and (4) documenting and
analyzing changes in targeted student’s actions, attitudes, knowledge, and performance. The
school district has committed to providing necessary data on active 21st CCLC students,
including attendance, behavior, grades, and other data to support this program.
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A Formative Evaluation will be completed once per year (mid-year), with additional interim
evaluations completed after on-site visits. The formative report will examine progress toward
21st CCLC program objectives, along with recommendations for programmatic and data
collection changes. Summative Evaluations will have additional information on overall program
outcomes and more detailed information about those activities and operations with the greatest
impact and success. The purpose of the summative evaluation is aimed at recording and
developing a model that can be applied in other settings. Summative evaluations will include all
elements of program operation; activities; enrollment and attendance; measures of academic
performance; federal teacher impact surveys; student and parent satisfaction surveys; feeder
schools; staff information; and partnerships. Recommendations for program refinement will be
based on both quantitative and qualitative data collected to assess progress on objectives.
Focus groups with providers, school staff, students and parents may be conducted to collect
additional qualitative and satisfaction data to help inform evaluations.
Feedback and Debriefings: The process for sharing evaluation findings is an integral part of
the evaluation plan, as it represents the primary method for using results to refine, improve, and
strengthen program outcomes. Distribution will occur at three levels: (1) administrators, (2) staff
members, and (3) stakeholders. The evaluator will conduct at least one site visit, providing an
interim written report to help strengthen specific activities. Formative (mid-year) and summative
(end-of-year) evaluations are comprehensive written reports focused on providing specific
recommendations to refine the program. In addition to written reports, on-site debriefings and
trainings may be provided to: (1) engage staff in addressing challenges; (2) promote “buy-in”
into evaluation as a “living” process; and (3) promote discussion, cross-training, and support. In
all instances, the evaluator will be fully engaged in assisting with implementation of changes to
strengthen the program. Finally, evaluations will be provided to all stakeholders (e.g., school
administrators, parents, and partners) to share information about the program and encourage
feedback about ways to improve.
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Reporting Outcomes: As detailed throughout this section, the evaluation process includes all
elements of the required Evaluation Data Collection and Reporting Deliverables section,
including baseline data collection, mid-year/formative and end-of-year/summative reporting,
stakeholder survey data, and data required for submission to the federal reporting system used
by the U.S. DOE. The program and the external evaluator are committed to submitting all
required data as instructed and through whatever system developed by these entities.
External Program Evaluator: The Center for Assessment, Strategic Planning, Evaluation and
Research (CASPER) will serve as the external evaluator for this project. CASPER will oversee
all aspects of program evaluation, including formative, summative, and data reporting. The
evaluator has worked with BGCPBC since 2012 and fully understands the 21st CCLC program.
Led by a professional evaluator and licensed psychologist, CASPER has overseen the
evaluation of over 300 educational programs. As an active member of the American Evaluation
Association and American Psychological Association, all evaluations will be conducted under
the ethical codes and established procedures of these professional organizations.
5.4 Experience and Capacity
BGCPBC has provided academic and youth development programs to PBC children, ages 6-18,
for 45 years. Since the original Club opened in 1971, the organization has grown to seven
stand-alone facilities and six school sites. In 2015, 5,600 youth were served with 2,600 family,
youth and community members receiving outreach services. In 2003, BGCPBC received its first
21st CCLC award which successfully provided before school, afterschool and summer
academic enrichment programs; five additional sites were added subsequently. Today,
BGCPBC provides 1,200 students from 26 Title I schools with effective 21st CCLC PBL
programs at nine sites throughout PBC. Participants consistently experience academic gains
and outperform their non-21st CCLC same-school peers on standardized tests. For example,
the 2014-15 summative report for the 21st CCLC CARES program serving three elementary
schools in the Glades (Glade View, Pioneer Park and Belle Glade) indicates highly positive
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outcomes at yearend. The targeted objective across each core subject area is that 75% of
students maintain or improve comprehension. For reading, 99% of students maintained or
improved reading comprehension; 97% maintained or improved their vocabulary; 96%
maintained or improved math scores; and 94% maintained or improved science scores.
In addition to receiving the 21st CCLC program funding from the FDOE, the BGCPBC receives
funds from the US DOE, US Department of Juvenile Justice (DJJ), and the US Office of Justice
Programs (OJP), passed through the Boys & Girls Clubs of America. In 2015, the BGCPBC
received the first competitive grant award from the PBC Youth Services Department for its
successful Teen Employability Program. Program administration, fiscal management, and
outcome measurement requirements for these public funders are rigorous. BGCPBC has
established systems in each area to ensure compliance; a carefully crafted fiscal management
infrastructure ensures fiscal oversight at both the staff and board level.
As a DOE and DJJ grantee, BGCPBC is subject to random audits by an independent evaluator.
The purpose of a December 2015 audit was to: 1) test that the sub-recipient administered
federal awards in accordance with federal regulations; 2) test that internal controls over federal
programs appear adequate for proper grant administration; and 3) ensure sub-recipient’s
compliance with other requirements as detailed in BGCPBC’s Application for Membership and
Grant Letter of Agreements with Boys & Girls Clubs of America. We are proud that all processes
were satisfactorily demonstrated, as they were in a 2016 audit of organizational and
programmatic operations by PBC Youth Services Department.
As part of our commitment to all funders, we use a variety of tools internally to track student
participation and progress, such as electronic scanning of membership cards, pre and post-
tests, instructor observation and rubrics, and self-evaluation surveys. (Student academic
performance is available through a partnership with the PBC School District.) Parent/guardian
surveys help track student progress, family participation as well as perceptions of
connectedness and involvement. Lastly, we use Boys & Girls Clubs of America’s National Youth
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Outcome Initiative (NYOI) a research-validated online assessment that measures participation
rates, academic success, healthy lifestyles, and character and leadership.
The BGCPBC utilizes a Quality Improvement System (QIS) developed by Prime Time PBC (an
agency providing afterschool accreditation, QIS and professional development trainings). As a
programmatic self‐assessment process, the QIS expedites our assessment of safety, staff
engagement, Club climate, organizational skills, and programs. BGCPBC has been affiliated
with Prime Time and used the QIS since its inception, receiving the highest ratings possible.
The BGCPBC’s Resource Development Department regularly reviews the status of program
budgets, participation levels, outcome measurement results, QIS updates and daily
programmatic operations. Data and trends are analyzed to streamline program delivery and
heighten excellence. The VP of Resource Development keeps the President & CEO and other
senior leaders apprised of programmatic highlights or concerns.
BGCPBC is reviewed by external accrediting agencies, and has received a GOLD star from
GuideStar and the highest level of accreditation in nonprofit management from NonProfits First
since its inception in 2005. Lastly, we participated in a Florida TaxWatch Study commissioned
by the Florida Alliance of Boys & Girls Clubs that sought to determine educational and juvenile
justice-related outcomes of members. Across all findings, Club members performed better:
graduating on time, improved math and reading scores, increased grade retention; decreased
incidents of Juvenile Justice referrals with no referrals to adult courts, as well as $9,000
economic savings impact on communities for every student not retained a grade.
5.5 Partnerships, Collaboration & Sustainability
5.5. a Community Notice
To ensure that the Glades area were informed of BGCPBC’s intention to apply for funding for
the Canal Point 21st CCLC CARES program, BGCPBC posted a notice on its website and that
which is dedicated specifically to the 21st CCLC programs
(https://bgcpbc21stcclc.wordpress.com/) on March 15, 2016. A link to the submitted proposal
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will be available on these websites on the due date, March 23. Within 14 days of receiving
funding determination, a notice of grant funding, basic program logistics, staff contact
information and link to the funded proposal will be posted on both websites. Quarterly updates
on these sites will highlight student progress and special projects. Adult family members will be
encouraged to check websites, BGCPBC’s Facebook page and bulletin boards for program
highlights and activities. Formative and summative evaluations of the Canal Point 21st CCLC
program will be posted to the 21st CCLC website as available. At regular meetings with the Birth
to 22: United for Brighter Futures consortium (described below), BGCPBC’s intention to apply
for Canal Point 21st CCLC funding and its ongoing operations of the program have been
discussed at length.
5.5. b Partnerships
Now in its 45th year, BGCPBC is regarded as a mainstay afterschool provider within PBC’s
human service and youth development community, and enjoys strong relationships with
organizations and funders across the county. BGCPBC’s partners offer students a broad array
of in-kind activities that help to fulfill the academic enrichment objectives for participants. Recent
partners have included the PBC Sheriff’s Office (prevention programs), the Florida Health
Department-PBC (health and wellness classes), Dolly Hand Cultural Arts Center at Palm Beach
State College (arts programs), Prime Time PBC (recreational and learning opportunities for
participants), the Norton Museum of Art (free admission and classes) and Legal Aid Society of
PBC (workshops about medical insurance, fair housing, immigration), and BRIDGES at Belle
Glade (parenting skills and work related workshops).The value of the in-kind services are
captured and reported in year-end financial reports.
5.5 c Collaborations with the Regular School Day
An inter-local agreement between BGCPBC’s 21st CCLC programs and the PBC School District
allows access to student data: report card grades, standardized test scores, and behavior and
attendance records. Over the past 13 years of operating the Boys & Girls Club programs and
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21st CCLC programs in the Glades, BGCPBC has successfully collaborated with school day
principals, administrators and teachers, which will support the seamless reinstitution of the 21st
CCLC program. BGCPBC intends to hire the highest performing Canal Point Elementary
teachers to serve as 21st CCLC educators. These educators bring a wealth of knowledge about
students, their needs, core academic standards and curriculum at each grade, as well as
knowledge of the school goals within the SIP. Canal Point teachers can help identify the
confluence of this knowledge base and BGCPBC’s overarching 21st CCLC program.
Uninhibited access to each 21st CCLC students’ academic records positions 21St CCLC
teachers to be strategic in the delivery of the 21st CCLC academic plan and share it with
school-day teachers, adult family members, and staff. As the year progresses, 21st CCLC
teachers will meet with other Canal Point school-day teachers to review students’ progress and
map strategies to further engage students in academic enrichment. BGCPBC will hire trained
youth development professionals to serve as enrichment instructors. All 21st CCLC staff,
including the project administrator, director, site coordinator, teachers, and instructors will meet
monthly to discuss PBL implementation, identify barriers, and find solutions to behavioral and
academic challenges. If private school students participate in the 21st CCLC program,
BGCPBC’s project director will establish similarly thorough communications with the principal
and teachers.
5.5. d Sustainability
BGCPBC is involved in key dialogues with stakeholders across the county. As a member of the
Birth to 22: United for Brighter Futures consortium (uniting stakeholders from the public sector,
such as Children’s Services Council, PBC Youth Services Department, Juvenile Justice
Commission, the private sector, including private schools, and the nonprofit sector, including the
United Way, CareerSource, and service organizations), BGCPBC helps to coordinate, stream-
line and align youth services to mitigate the most urgent threats to PBC’s disadvantaged youth;
many of these youths are served by BGCPBC. This process ensures an “economies of scale,”
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streamlining youth services, preventing duplication of services, and providing assurances to
funders that grant dollars are being used efficiently.
The BGCPBC fully integrates resources from public and private funders across its Clubs and
leverages grant resources to ensure that the 21st CCLC program approach serves as the
foundation of the Clubs’ overall academic enrichment programs. As stated above, the BGCPBC
received government funding from the US DOE, US DJJ and the OJP in addiction to the FDOE
funding of the 21st CCLC program. BGCPBC also secures grant funding from private and
corporate foundations to maintain its academic enrichment and teen employability programs
(the latter of which keeps members engaged in BGCPBC programs well into their teen years,
maximizing their 21st CCLC participation). The successful leveraging of grant dollars,
commitment to program excellence, staff development, and rigorous outcome measurements,
supports the BGCPBC’s ability to sustain programmatic and general organizational operations.
Lastly, BGCPBC has recently hired a Vice President of Philanthropy who is diversifying revenue
by streamlining special events, invigorating the annual fund, and increasing gifts from
philanthropists, further ensuring our ability to sustain the high-quality programming for PBC’s
most disadvantaged students and adult family members.
5.6 a Target Students
Canal Point Elementary meets both priorities for the 21st CCLC program—it is a low-performing
Title I school and students from low-income families. Because BGCPBC has served the Glades
area since 1995 (during which it has operated a Club at Canal Point), staff understands the
broad range of risk factors challenging nearly all students’ health, wellbeing and academic
success. BGCPBC expects to register 65 students in grades K-5 should this request be
awarded. The BGCPBC fully welcomes students with special needs and offers them the same
opportunities to participate in the 21st CCLC program, regardless of the level or severity of need,
provided that they can be safely accommodated.
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Because BGCPBC receives 21st CCLC funding for the Teen Center (serving students in grades
6-12), elementary students in the Glades have every opportunity to continue their journey
through BGCPBC’s 21st CCLC program as they transition to Lake Shore Middle and Pahokee
Middle Schools and progress through Glades Central High School (all Teen Center feeder
schools). We credit this consistent participation in the BGCPBC’s 21st CCLC program as the
strongest influencer on students’ improved academic performance. The 21st CCLC program is
open to students at nearby private schools.
5.6 b Recruitment and Retention
As a result of providing high quality afterschool programming in the Glades for the past 21st
years, BGCPBC has earned the ultimate trust-to care for the community’s children when they
would otherwise be exposed to an array of threats to their health and wellbeing. We are
confident in our ability to recruit and retain the students most in need of 21st CCLC services—
those unprepared to pass standardized tests, reading far below grade level, in jeopardy of
falling victim to crime, at risk of dropping out of school, facing English language challenges and
living in households with low annual incomes. Recruitment and retention strategies include:
Recruitment Strategies for Students: Glades communities have few afterschool academic
support or enrichment choices. Not surprisingly, many Glades-area youth regularly attend
BGCPBC’s afterschool programming either at school sites or the Teen Center as attendance
data demonstrates across all seven sites. Recruitment strategies include:
Engage Canal Point teachers in recruiting students most in need of 21st CCLC program
Invite current BGCPBC members at Canal Point Elementary to register upon notification of
funding and to encourage and their siblings, classmates and friends to do the same
Establish an advisory committee upon notification of funding and request support with
notifying local leaders, adult friends and family members of the opportunity
Promote positive outcomes achieved at other 21st CCLC sites during a school-based
“welcome event” for students and families at the start of the academic year
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Retention Strategies for Students: Research has also shown that giving children the
opportunity to choose their enrichment activities will empower them to take ownership of their
learning, build a strong sense of self, make positive life choices and gain a sense of control,
purpose and competence. “Innovative afterschool programs with a student-centered approach
have the potential to prepare youth as responsible citizens who are in control of their future.”
(http://www.afterschoolalliance.org/Issue_54_Student_Centered_Learning.cfm, Issue Brief 54,
retrieved 3/9/16) Polling students to determine their interests, offering high quality activities
accordingly and enabling choice ensures student retention. Strategies include:
Solicit students’ input on activities to be offered and feedback on those that have occurred
Establish caring environment and provide personalized attention to ease learning barriers
Communicate with parents regarding absences and solicit help with attendance barriers
Parent Engagement in Student Recruitment:
In the Glades, BGCPBC is able to engage the youngest elementary students in the 21st CCLC
program and provide them with a seamless 21st CCLC journey through high school graduation.
BGCPBC knows that achieving this goal relies heavily upon fostering a solid relationship with
adult family members. Synchronously, the Canal Point Elementary School 2016 SIP identifies
the need to increase parent involvement and retention. Both research and experience have
shown that parent engagement programs significantly increase parents’/guardians’ involvement
in their children’s scholastic and social development and improve their parent-child
communication skills. To garner parents’ support with student recruitment, BGCPBC 21st CCLC
staff will:
Host introductory reception for parents/guardians of Canal Point Elementary students at
beginning of school year
Request to promote the program at Canal Point Elementary parent-teacher conferences
during the school year
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Invite Canal Point parents/guardians to attend unit presentations where they will also
receive updates of students’ progress and success
Invite parents/guardians to volunteer to experience the 21st CCLC program’s success
Ask parents/guardians of all BGCPBC programs in the Glades to help recruit Canal Point
21st CCLC students through their network of family, friends, or work associates
As parents/guardians participate in a robust Adult Family Member Program, they will likely be
inspired to encourage other Canal Point Elementary parents/guardians to register their children
in the program. (Strong adult family programs will also retain students and parents/guardians.)
Recruitment and Retention Strategies for School Principals and Teachers: BGCPBC will
utilize strategies to engage both Rose Elementary School staff and private school staff in
recruiting students to participate in 21st CCLC program. (While there are no private schools
located in close proximity of Canal Point, BGCPBC will ensure that all private school staff
receive ongoing notices about the 21st CCLC at all Glades locations.) To ensure an optimal
introduction to the 21st CCLC program, BGCPBC will keep private school teachers and
administrators apprised of program offerings, presentations and students’ learning gains.
Improved program communication provides teachers with greater satisfaction and improves
retention. Onsite involvement of Canal Point Elementary School staff in recruitment includes:
Identify and refer students, especially those in need of the 21st CCLC supports, during
regular monthly meetings with BGCPBC 2st CCLC project director and staff
Provide a list of school events to which 21st CCLC staff are welcome to attend to recruit
new students (open houses, assemblies, sporting events)
Promote 21st CCLC events and student progress via Canal Point’s internal and external
communication channels
5.6.c Student Program Activities
Students transition from their school day to the fun of BGCPBC’s 21st CCLC Children Achieving
and Reaching Education Success (CARES) program by signing in and enjoying a snack
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provided by the school for the first 15 minutes. They then participate in the daily one hour of
Homework Help throughout the school year. Homework Help is provided by qualified
instructors; 21st CCLC staff meets monthly with school day teachers to ensure alignment of
Homework Help with the regular school day requirements.
Following homework help, students advance to Project Based Learning (PBL) (in one of six
areas, described below) associated with the MindWorks Resources curriculum, followed by
rotations through enrichment activities, such as STEAM, visual arts, dance, music, health and
fitness. The BGCPBC has successfully used MindWorks Resources, an all-inclusive, research-
based program that is designed for optimal use with the dynamic afterschool setting, as its
foundational 21st CCLC program for the last seven years. MindWorks supports children’s
dynamic, brain-based learning styles, is aligned with the 21st CCLC Framework and Florida’s
core educational standards, and has been shown to significantly increase student achievement
in core academic subjects. A FDOE certified teacher will facilitate the MindWorks curriculum.
The 21st CCLC project director and the FDOE teachers will partner with Canal Point
administrators to ensure that the content and pacing of the MindWorks program coincide with
the educational objectives for each grade and that both MindWorks and enrichment programs
address the SIP objectives.
The MindWorks Resources’ school-year program comprises four unique nine-week units with an
overarching theme which for 2016-17 is “Eureka!: Moments of Discovery.” The four units are:
1) Lift Off: students discover and explore a universe of space topics--moons, planets, stars,
comets, galaxies, and the colonization of Mars with the SpaceX program; 2) Think Tank:
students innovate, imagine and experiment across the spectrum of science, engineering, and
the arts to create their own solutions and products; 3) Body Works: students discover the
wonders of the human body, the marvels of modern medicine and the creative work of research,
design, and experimentation; 4) Nature Calls: students learn the impact of nature on all species
lives, and discover its inspiration on scientist, inventors and artists. Each unit comprises
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educational modules in six areas: reading, vocabulary, math, science, social studies, and art.
The MindWorks curriculum includes teacher guides complete with common core objective-
based standards: pre- and post-tests, comprehensive PBL components, and materials for
hands-on, experiential learning. Each unit culminates with a completed project such as art
exhibition, publication, informational or dramatic presentation.
The certified teacher/students ratio is 1:15 for the six units. Students rotate through academic
enrichment programs, (STEAM, visual arts, dance, music, health and fitness) wherein the
teacher/student ratio is 1:20 or lower, participating two or more times weekly in each. The
MindWorks curriculum is supplemented with additional PBL components.
Flocabulary, a web-based program uses educational hip-hop music to increase literacy skills
that assists language development and comprehension, especially the 32% of whom are
English Language Learners, and supplements instruction across the curriculum. Roger Farr,
Ed.D., Jenny Conner, Ph.D. and the Educational Research Institute of America demonstrated a
25% increase in vocabulary proficiency among students with the largest gains experienced by
students of a lower socioeconomic status. In his book, The Fluent Reader, Dr. Timothy Rasinski
argues that the use of “Repeated Guided Oral Reading” improves students reading fluency and
comprehension. The National Reading Panel stated that, “oral reading fluency is one of the five
major components of a researched based reading program.” Findings in Rasinski’s book
illustrate the benefits of oral reading across all levels as well as improved engagement and
interpretation skills.
Cultural Arts: While the arts are one of the six core instructional components of the
MindWorks PBL curriculum, BGCPBC provides additional offerings that advance students’
opportunities to discover an interest in the arts, acquire a variety of social and emotional skills
that come from creative expression, improve academic performance, appreciate for the role of
arts in society and gain an awareness of arts professions as viable careers.
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Visual Arts programming exposes children to the arts through discussion, observation and
hands-on activities provided by the “Meet the Masters” program. Children discover basic art
elements and concepts such as design, color, form, space and texture gaining inspiration for
original work. The program is supplemented with drop-in activities by the the Norton Museum of
Art.
Performing Arts (dance, music and theatre) are explored through project-based learning.
Dance programs include African dancing with drumming accompaniment by the students, and
our Step program (a dance form that dates back more than a century). Theatrical and musical
techniques build awareness of communication through sound, voice and body as well as other
skills improving a sense of self which public performances can provide. Visits from community
arts partners and field trips to local venues such as the Dolly Hand Cultural Arts Center at Palm
Beach State College expose students to the performing arts, broaden world perspectives and
build confidence in self-expression. All activities are age appropriate and rotated throughout the
school year.
STEAM Enrichment: BGCPBC’s STEAM program (Science, Technology, Engineering, Arts
and Math) is a multi-disciplinary program that applies STEM academic concepts to modules
aligned with the 21st CCLC projects. STEAM introduces students to basic scientific precepts
and related careers. STEAM activities include robotics, rocketry, roller-coaster building and the
ImageMakers National Photography program.
The Healthy Lifestyles Program demonstrates how eating smart, keeping fit and forming
positive relationships result in a healthy lifestyle. BGCPBC uses CATCH Kids Club (CKC)
(physical fitness and nutrition learning components aligned with the Healthy Eating and Physical
Activity (HEPA) standards associated with the 21st CCLC program.) Students explore healthy
eating based on the food pyramid, learn to read food labels and adopt portion control habits.
Students participate in fun fitness activities such as Double Dutch Jump Rope, as well as
organized individual and team sports, including flag football and basketball leagues. Students
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improve their cardiovascular health, endurance, flexibility, strength, and sports etiquette.
BGCPBC’s 21st CCLC staff will attend quarterly training sessions to increase their CKC and
HEPA skills.
The Character Education and Dropout Prevention Programs have increased persistence
and progression in school, consistent attendance, reduction in suspensions and disciplinary
actions and increased connectedness. The evidence-based “SMART Suites” modules promote
drug prevention, positive self-image, strong morals and ethics. At the elementary level, the
content prepares youth for a positive transition to middle school. Partnership with the PBC
Sheriff’s Office, Department of Juvenile Justice, and the Office of Justice Programs supplement
BGCPBC prevention and intervention programs.
5.6.d Adult Family Member Program Activities
Adult Family Member programs to be offered on-site under the direction of a family service
coordinator (FSC) will be designed according to the needs implied by the demographics of the
families served by the 21st CCLC program and to the family members’ responses to interest
inventories. According to a Pew Research Center,” Parenting in America, “ Among parents with
school-age children, 85% say they have talked to a teacher about their children’s progress in
school over the 12 months leading up to the survey. Roughly two-thirds (64%) say they have
attended a PTA meeting or other special school meeting. And 60% have helped out with a
special project or class trip at their children’s school. Parents’ level of engagement in these
activities is fairly consistent across income groups.”
http://www.pewsocialtrends.org/2015/12/17/parenting-in-america,2015, retrieved 3/9/16)
Parents in the Glades are united in their concern for their children’s health, safety and
education. The Adult Family Member Program builds bridges between family members and their
children’s academic success and their emotional and social development, as well as nurtures a
solid connection to the School and the School staff. The FSC regularly confers with adult family
members; 21st CCLC FDOE certified teachers, Club staff, and school partners ensure that the
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monthly family programs are aligned with the specific school activities and the Club’s PBL
activities.
Other BGCPBC 21st CCLC Adult Family Member programs have evolved over the years,
allowing for the consistency of programming. Seminars and sequential learning workshops
empower parents through leadership, educational and social activities and individual support.
Economic opportunity programs help family members advance their education and build their
skills so they can secure stable jobs with increased earnings. Topics that may be covered in the
weekly/monthly seminars include:
• English language literacy classes
• Financial Literacy provided by local banking institutions such as Wells Fargo
• Workshops presenting information about medical insurance, fair housing, immigration,
domestic violence prevention and taxes, among other topics presented by the Legal Aid Society
• GED preparation and workforce readiness provided by CareerSource PBC
• Health and nutrition programs presented by the Florida Department of Health-PBC,
Diabetes Education and Research Center, Community Health Center (FAU)
The Adult Family Member Programs are offered during convenient hours when parents are
most likely to attend. The activities offered are fun, interactive and skills-based as a means to
help parents support their child’s academic and social development and to improve their own
lives—including health, fitness, employment and family lives. Parents are surveyed to determine
their satisfaction and learning gains. Survey results, ongoing dialogue with family members,
findings associated the quarterly evaluations conducted by the external evaluator and other
feedback sources are reviewed with action steps taken for continuous improvement and
program development.
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5.6.e Staffing Plan and Professional Development
The BGCPBC’s 21st CCLC program is operated within the Resource Development and
Program Department. The BGCPBC’s Vice President of Resource Development & Programs
holds a BS degree and oversees:
• Program pedagogy ensuring evidence-based practices and implementation
• Develops the internal staff competencies and training
BGCPBC’s internal program design, evaluation, measurement, and research design.
The 21st CCLC project administrator holds a BS degree and is responsible for much of the
program’s success as an innovative model. The project administrator was the recipient of the
Florida After School Alliance Award of Excellence as a Multi-Site Supervisor (2013), and served
as a member of the Florida 21st CCLC Statewide Task Force. Responsibilities include:
• Work closely with program evaluators to ensure successful outcomes
• Serve as a mentor and trainer for staff, oversee professional development, select and hire
project director, family services coordinator, enrichment instructors and data coordinator
• Manage the project and oversight of project administrative, finance and evaluation functions
and curriculum implementation
Together the project director and the project administrator select and develop the PBL academic
and enrichment curricula. The project director oversees daily program implementation, project
invoicing and monthly deliverables. The data coordinator uses automated reporting systems to
enter, manage and analyze project data.
FDOE teachers deliver academic components. Enrichment activities, including STEAM, Arts,
health and fitness and character education/dropout prevention are provided by trained
instructors. The FSC implements the Adult Family Member program. The BGCPBC Human
Resource Department will oversee the recruitment, hiring and onboarding of new or reassigned
21st CCLC staff. The BGCPBC will expand its contractual agreement with the current
independent evaluator to ensure ongoing program analysis.
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Professional Development: All 21st CCLC staff are trained on all elements of the grant
including the delivery of PBL and enrichment activities in age and developmentally appropriate
ways. Staff will understand the program design, need, and effective teaching methodology of
the 21st CCLC program to obtain positive measurable objectives.
Curriculum experts trainers from MindWorks and the Educational Tool Kit (and others as
needed) provide training for teacher on PBL activities program staff on the service delivery
model. Workshops for all 21st CCLC staff are offered on a wide variety of program-based
subjects. Appropriate 21st CCLC staff will attend the FDOE statewide training for 21st CCLC
recipients in August 2016, including the evaluator, project director and one program staff. Staff
routinely attends the 21st CCLC Florida After School Alliance state conference. At least one
program staff also attends the National Afterschool Association conference and reports new
youth development knowledge to the 21st CCLC team. All 21st CCLC staff meet the required
certification requirements and possess all of the necessary licenses and credentials..
5.6 f Program Center
Currently, K.E. Cunningham/Canal Point Elementary School at 37000 Main St, Canal Point, FL
33438 is home to a functioning Boys & Girls Club. The School was built in 1988 and occupies
16 acres with a total of 72087 square feet. A chain link fence surrounds the property. The
School used to house several 6th grade classrooms, however, now the BGCPBC utilizes the
previously designated 6th grade rooms. The BGCPBC has access to additional classrooms
including, the cafeteria, library and the media room thus easily accommodating a reinstated 21st
CCLC program and Adult Family Member programming.
5.6.g Safety and Student Transportation
As set forth by 21st CCLC requirements, all staff/volunteers with repetitive (more than once)
contact with youth are required to pass a FDLE Level II background screening as described in
Section 1012.32 Florida Statues before employment /volunteering. Pre-employment and pre-
volunteering drug testing for prospective employees and volunteers, and random drug tests are
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conducted annually after hire. Staff undergoes the screenings required by the Jessica Lunsford
Act. The BGCPBC adheres to all district safety and hiring regulations.
Parent/guardians are required to provide all the pertinent emergency contact information and
authorized mode of pick-up including names of individuals authorized to pick up their child.
Authorized individuals must enter through a single egress, prove their identity and sign a
release form before a child may be removed from the premises. Participants of the 21st CCLC
program receive identification cards which are swiped upon entrance and exist through an
electronic scanner recording daily attendance.
At the start of the 21st CCLC program children gather in the cafeteria where they are greeted by
21st CCLC staff and escorted to the classrooms. Students are closely supervised as they go
from program to program. 21st CCLC teachers take daily class attendance and provide it to the
data coordinator.
BGCPBC has a detailed operations and procedures manual outlining all safety procedures for
potential safety hazards and appropriate responses for all situations including weather events,
missing child and others. The plan was developed by safety professionals with staff input. All
staff receive First Aid and ongoing in-house trainings with at least one 21st CCLC staff certified
in CPR. The Club meets the district’s facility safety requirements as well as the Americans with
Disabilities Act (ADA) requirements.
Transportation: BGCPBC maintains a fleet of buses and vans used to transport 21st CCLC
youth to offsite activities. If transportation home from the Club is a barrier for participation, the
BGCPBC will provide it. All Club vehicles are inspected regularly and equipped with the required
safety alarm that alerts drivers in the event a child remains in a parked Club vehicle. All Club
bus drivers have Commercial Driver’s Licenses (CDL-B with appropriate endorsements). Bus
drivers maintain a log of all youth transported to and from any offsite activity. All offsite activities
are supervised by qualified Club staff with a 1:15 staff to youth ratio. The Club also uses a field-
trip buddy system.
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5.6.h Dissemination Plan
BGCPBC utilizes several different forums to keep the Glades community and greater PBC
informed about its 21st CCLC program from issuing a notice of intent to inviting the public to
students’ presentations. The BGCPBC’s Director of Marketing and Public Relations is
responsible for managing the communication plan associated with BGCPBC’s portfolio of 21st
CCLC programs. The organization’s website, www.bgcpbc.org and that specifically dedicated to
the 21st CCLC (https://bgcpbc21stcclc.wordpress.com/) posts all notices and reports keeping
community members and stakeholders informed. Updated regularly, the 21st CCLC website
showcases the work of the 21st CCLC students, PBL information unit presentations, special
events, upcoming family nights, flyers and calendar of activities. The Marketing Director also
utilizes press releases, the organization’s Facebook page and emailed newsletters (to an opt-in
database of 3,000 addresses) to further alert the public about 21st CCLC highlights and
programmatic updates.
Since not all families residing in the Glades have access to the internet at home, the 21st CCLC
site coordinator maintains a bulletin board and depot for parent’s easy access to printed
communications when entering or exiting the site. An ESOL language facilitator translates all
documents concerning 21st CCLC programming into the native language of the target
population. Greeting staff share program highlights, student updates, as well as all Adult Family
Member Programs.
The Glades is a close knit community and word-of-mouth is a reliable tool for sharing
information. All BGCPBC staff are informed about the 21st CCLC program through monthly staff
meetings and are encouraged to share these highlights through their participation in community
events and forums as appropriate. Staff ensure that local civic and business leaders are kept
apprised of programmatic highlights and evaluation results throughout the year via phone calls,
emails and announcements at community forums. Recently, the Mayor of Belle Glade visited
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the BGCPBC’s 21st CCLC program at Glade View Elementary School to view a PBL project on
the history, culture, industry and people of the Belle Glade and to congratulate the students.
By uniting the strengths of the BGCPBC programs with the Canal Point 21st CCLC program and
supplementing them with internally created programs and local resources, BGCPBC will
continue to support the achievement outcomes of students. The opportunity to experience new
worlds, whether imagined through the arts, or realized through robotics, science experiments, or
sports, students develop the tools necessary to negotiate a world filled with uncertainty. Without
the capacity to understand self-discipline and self-motivation, or how to make healthy, life-
affirming decisions, life will be difficult at best. BGCPBC’s robust Gove 21st CCLC program will
help students soar socially, emotionally, mentally, intellectually and physically—readying them
to craft and embrace bright futures.
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