1 Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016 Boys & Girls Clubs – Glade View, Belle Glade, Pioneer Park Elementary Program Children Achieving & Reaching Educational Success (CARES Program) 5.1 Project Abstract BGCPBC’s free 21 st CCLC Children Achieving and Reaching Educational Success (CARES) program will operate for three hours each day after school (M-F, 3:10p-6:10p for 36 weeks-180 days) and for 6 hours daily during the summer break (M–F, 9a–3p for 7 weeks-37 days). This program is located in the severely underserved, low income City of Belle Glade and will operate out of three Title I elementary schools including Glade View, Belle Glade and Pioneer Park, serving 274 children in grades K-5 during the school year and 105 children in summer. Children will receive a variety of reading/language arts, math, science, and enrichment programs that complement the regular school day. Students will be provided 60 minutes of Project Based Learning (PBL) programming in a 1:15 ratio. Family services will target community needs. 5.2 Continuing Improvement The BGCPBC’s 21 st CCLC program at the Glade View, Belle Glade and Pioneer Park elementary schools will enter its third year of funding
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
Boys & Girls Clubs – Glade View, Belle Glade, Pioneer Park Elementary Program
Children Achieving & Reaching Educational Success (CARES Program)
5.1 Project Abstract
BGCPBC’s free 21st CCLC Children Achieving and Reaching Educational Success (CARES)
program will operate for three hours each day after school (M-F, 3:10p-6:10p for 36 weeks-180
days) and for 6 hours daily during the summer break (M–F, 9a–3p for 7 weeks-37 days). This
program is located in the severely underserved, low income City of Belle Glade and will operate
out of three Title I elementary schools including Glade View, Belle Glade and Pioneer Park,
serving 274 children in grades K-5 during the school year and 105 children in summer.
Children will receive a variety of reading/language arts, math, science, and enrichment
programs that complement the regular school day. Students will be provided 60 minutes of
Project Based Learning (PBL) programming in a 1:15 ratio. Family services will target
community needs.
5.2 Continuing Improvement
The BGCPBC’s 21st CCLC program at the Glade View, Belle Glade and Pioneer Park
elementary schools will enter its third year of funding for grant #5PCC7 in 2015-16, and, as
such, has undergone a summative evaluation in 2013-14 and both a formative evaluation and
site visit in 2015. The February 2015 site visit conducted by the BGCPBC’s independent
evaluator from the Center for Assessment, Strategic Planning, Evaluation and Research
(CASPER) highlighted core programmatic strengths, including that student attendance
exceeding projections and that students were highly engaged in hands-on, interactive PBL
learning, which teachers brought topics to life by asking critical thinking/probing questions. The
reviewer also noted that the school principals were very supportive of the program, as
evidenced by permitting BGCPBC generous use of the facility and, at one site, displaying 21st
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
CCLC projects in the school’s cafeteria. Because the existence of baseline data can serve to
identify the lowest performing students and inform programmatic interventions, both the 2015
formative evaluation and site visit recommended that staff collect baseline data, including
academic grades, standardized test results and 21st CCLC curriculum based assessments, as
early in the program period as possible. These results will facilitate staffs’ efforts to obtain
progress monitoring data from school administrators and teachers as the school year
progresses and the use of these data to inform 21st CCLC programmatic adjustments.
The site visit report encourages BGCPBC staff to utilize resources provided by the Florida
Department of Education that were created specifically for the 21st CCLC programs, as well as
those available through CASPER. The report also recommends providing 21st CCLC staff with
professional development opportunities to increase knowledge of afterschool programming,
curriculum, and instructions.
5.3 Evaluation
5.3. a Evaluation Plan
Independent Evaluator and Qualifications: The BGCPBC has enlisted the services of an
external evaluator for each of its 21st CCLC grant projects. Since the 2012-2013 program year,
the external evaluation for BGCPBC 21st CCLC grant projects has been conducted by CASPER,
a highly experienced firm specializing in evaluation of out-of-school programs using a
continuous improvement and developmental evaluation model to assess progress towards the
stated objectives. CASPER will continue to oversee all aspects of program evaluation, including
formative, summative, and data reporting to both the Florida Department of Education and the
US Department of Education. The evaluator fully understands the 21st CCLC program and will
personally conduct all evaluation tasks. The lead evaluator for the BGCPBC grant projects is the
vice president of CASPER, who is a former director of evaluation for the Statewide Florida 21st
CCLC Administrative Team. Led by a professional evaluator and licensed psychologist,
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
CASPER has overseen the evaluation of over 400 educational programs. An active member of
the American Evaluation Association and American Psychological Association, the lead
evaluator will conduct all evaluations according to the ethical codes and established procedures
of these professional organizations.
Evaluation Activities: The evaluator will provide any necessary data analysis, interim reports,
professional services, and assistance in training staff on collecting appropriate data which is
reasonable and necessary. Formal reports will include a review of accomplishments and
challenges, while also providing recommendations for program refinement based on both
quantitative and qualitative data. Individual and/or group interviews with providers, staff,
students, and parents will be conducted to collect additional qualitative data to help inform
evaluations. Objective performance data will be collected an estimated minimum of four times
per year (summer, baseline, mid-year, end-of-year). Specifically, the following activities will be
included in the evaluation of the program:
Continuous Improvement: The evaluator will provide assistance and oversight of the
ongoing evaluation using the Continuous Improvement Model (CIM). This will include
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 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. The overall
evaluation process is designed to provide a structure to (1) generate information for
ongoing program/activity refinement, (2) assess progress in meeting outcomes, (3)
document/analyze how the model works in practice, and (4) document/analyze changes
in targeted students’ actions, attitudes, knowledge, and performance.
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
Evaluation Support: The evaluator will provide evaluation training and assistance
regarding baseline and follow-up data collection, selection of data elements, data
storage, evaluation planning, development of recommendations under CIM, and use of
evaluation findings for planning and revising program activities.
On-Site Visits: As part of the developmental evaluation model, the evaluator will provide
at least two multiday, agency-wide visits during which each site of each BGCPBC 21st
CCLC grant project will be visited at least once and many will be visited twice,
depending upon the need of each individual site. Feedback will be provided to program-
level and site-level staff as appropriate, and a formative site visit report will be completed
for each grant project within 30 days of its initial on-site visit based on observations and
data gathered during the project’s visit.
Formative Evaluation: The evaluator will provide either a formative evaluation report
and/or the mid-year evaluation objective assessment tool (currently utilized by the
FLDOE for 21st CCLC programs), depending on what is specifically required by the
FLDOE. Regardless of whether the program is required to submit a formative report or
assessment tool, the evaluator will assist and ensure all mid-year data reporting
requirements are met as part of the evaluation process (e.g., initial objective tool
development, summary of formative findings, formative recommendations, and
responses to recommendations).
Summative Evaluation: The evaluator will provide an end-of-year summative
evaluation report and/or annual evaluation summary (depending on specific
requirements from the FLDOE). The summative evaluation report will be focused on
program operations and program outcomes at the end of the operational year based on
the current US Department of Education and FLDOE operational year (prior summer and
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
current academic year). The purpose of the summative evaluation is aimed at recording
and developing a model that can be applied in other settings.
Annual Data Reporting: The evaluator will provide assistance and oversight of the
federal online submission of 21st CCLC data. The evaluator will also provide assistance
in submitting any necessary data to the Florida Department of Education, if required.
Using and Sharing Evaluation Results: The process for sharing evaluation findings is
integral to a strong evaluation method and overall evaluation plan, as it is the primary method
for using results to refine, improve, and strengthen program outcomes. Sharing and distributing
information will occur at three levels: (1) administrators, (2) staff members, and (3) stakeholders.
Feedback will include written evaluation reports (as above), as well as teleconferences, when
requested, with the evaluator, program director, and any staff wishing to participate. During
these meetings, current data trends and operations will be reviewed with a focus on program
improvement and immediate refinement. The evaluator will assist in refining and addressing any
identified concerns. The evaluator will also assist, if requested, with revisions of objectives
based on future needs assessments and proposed activities aligned to objectives and student
needs.
Data will be utilized by the program director and teachers to help tailor program offerings to the
needs and progress of individual students. For formative and summative evaluations, the
evaluator will provide written reports to the program director and will help guide BGCPBC in
refining and addressing any identified recommendations. In addition, on-site feedback will be
provided to 21st CCLC staff 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.
Finally, evaluations will be shared electronically with all stakeholders (e.g., administrators,
parents, and partners) to share information about the program and encourage feedback.
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
Reporting Outcomes: As detailed above, the evaluation process includes all elements of the
required Reporting Outcomes detailed in the Request for Application. The Evaluator will submit
and validate all data to the US Department of Education. The program and the external
evaluator are aware there can be changes to the online method of collecting data through the
US Department of Education, as well as changes with data collection by the FLDOE. The
program and evaluator are committed to submitting all required data as instructed and through
whatever system required.
Assessment of Progress/Performance Measures/Data Sources and Timeline: Each
objective is fully explored within a continuous improvement model. For each program objective,
a series of specific evaluation questions will be answered to enable project leaders to assess
progress toward goals, objectives, and benchmarks. The evaluation questions have been
tailored to each objective, but limited space necessitates more general questions herein.
Questions will include: (1) Was the objective met? (2) Were the baseline and quarterly data
sufficient to show change? (3) Did the program follow the planned interventions and activities?
(4) Which activities provided the highest impact? (5) Which strategies did not have impact
(should they be removed, revised, or strengthened)? (6) How can the program improve general
operations to meet this objective?
Measures and data sources include a combination of quantitative data (e.g., test scores),
stakeholder perceptual data (e.g., parent surveys), and qualitative data (e.g., student
interviews). Objective performance data will be collected an estimated five times per year:
baseline from the prior year and/or immediately upon enrollment in the program, and then once
each quarter of the academic year. In addition to quarterly assessments, the program will
implement a series of pre-post knowledge assessments for project-based units and lessons. All
data will be analyzed with research-based statistical procedures, such as t-tests, MANCOVAs,
and multiple regression.
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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016
5.3. b Measurable Objectives and Assessments (online table)
5.4 Partnerships, Collaboration & Sustainability
5.4. a Community Notice
The 21st CCLC CARES grant #5PCC7 program at Glade View, Belle Glade and Pioneer Park
elementary schools will be entering its third year of funding. Consequently, the Glades
community is aware of the 21st CCLC program and supportive of the BGCPBC’s intention to
vie for year-three funding to sustain the program. To ensure that constituents are informed
about its intention to submit this proposal, BGCPBC posts a notice on its website and that
which has been created specifically to present BGCPBC’s 21st CCLC program highlights,
(https://bgcpbc21stcclc.wordpress.com/ ) , both of which will provide a link to a pdf of the
submitted proposal until notice of an award is received. Within 30 days of receiving notice of
funding, both websites will include a link to the approved grant narratives, basic program
logistics (existing hours, location of services, and activities), and contact information for the
site coordinator. Formative and summative evaluations will be uploaded to the site as they
become available. The BGCPBC’s 21st CCLC website will be updated at least once a month
to highlight student progress and showcase special projects. Parents will be encouraged to
check the website as well as the Club’s Facebook and the Clubs’ bulletin boards for
information and continuous updates on 21st CCLC program activity.
5.4. b 21st CCLC Advisory Board
The 21st CCLC advisory board is comprised of at least two parents, one school-day teacher
from each feeder school, and members of nonprofit, private sector or governmental agencies
that either partner with the BGCPBC in the fulfillment of the grant or have an interest in
supporting the ongoing development of the program. Upon notice of funding award, the
BGCPBC 21st Century project administration, project director, and family service coordinator will
work together to recruit new advisory board members and solicit a commitment for continued