1. Project Abstract or Summary
Avocado Elementary School has a commitment to providing a free after-school
program outside of school hours, which will complement the academic curriculum and
foster new skills and knowledge. Avocado Community Enrichment (ACE) will provide
at-risk students a safe environment for students during non-school hours. ACE will
serve all students at Avocado, targeting low performing students and offering the
students remediation in reading, math, and science. Students will receive small group
and individualized instruction to improve proficiency in the core subjects. ACE will be a
structured and safe after-school program where the students will participate in
recreational activities. This project will also promote family literacy and provide
parents/guardians methods of helping their children.
Avocado Elementary School is a Title I Kindergarten through third grade school
located in Homestead, Florida and is a part of the Miami-Dade County Public Schools
(M-DCPS) system. The school has a diverse student population of 777 students
consisting of Hispanic (68%), White non-Hispanic (16%), Black (9%), Haitian-Creole
(5%), and students of other ethnics groups (2%). Eighty-two percent (82%) of students
receive free or reduced lunches. The families need a free after-school program to
address the unique needs of their children. Without the availability of these effective
services, the children are at risk of drop out of school, becoming involved in crime or
drugs, and falling behind in school.
2. Project Need (Section A-D)
A. General Need of Community
Avocado Elementary is located in the City of Homestead which is located thirty
five miles south of Miami. It has a unique population of about 44,494 persons. Through
the 90's Homestead's population has grown by about 19%. It is estimated that in the
first 5 years of this decade the population of Homestead grew by about 39%. About
29.1% of families and 31.8% of the population were below the poverty line; including
43.9% of those under age 18 and 20.0% of those are age 65 or over.
Homestead's property crime levels tend to be much higher than Florida's average
level. The same data shows violent crime levels in Homestead tend to be much higher
than Florida's average level. The violent crime rate is 3.02 times the national average.
The property crime rate is 2.03 times the national average. It is imperative to note, that
between the hour of 3p.m. and 6p.m. are the peak hours for juvenile crime and
experimentation with drugs, alcohol, cigarettes and sex (Fight Crime: Invest in Kids,
2002). ACE will meet the needs of the children in the community from 2:00PM until
Additionally, Avocado Elementary population includes many Hispanic and Haitian
families from Homestead who are new arrivals to this country and many are
undocumented workers, who are seeking three main goals; to learn English, to locate
work, and to ensure that their children receive a good education. Obtaining this
education is seen as a means to offset illiteracy and poverty. In a report from the
Afterschool Alliance, 2003, the top three reason that Hispanic parents cite for deciding
which program to enroll their children in are: affordability (73%); convenient location
(71 %); and whether children enjoy the program (70 %). ASPIRE will address these
three areas by providing a free and enriching after school care program at Avocado
B. Target Population Identification
Avocado Elementary School is a Title I Kindergarten through third grade school
located in Homestead, Florida and is a part of the Miami-Dade County Public Schools
(M-DCPS) system. The school has a diverse student population of 777 students
consisting of Hispanic (68%), White non-Hispanic (16%), Black (9%), Haitian-Creole
(5%), and two percent (2%) other ethnic groups. Eight-two percent (82%) of students
receive free or reduced lunches. There is a twenty-nine percent (29%) mobility rate
among our families. Thirty-five percent (35%) of our students are in English Language
Learners (ELL) classes and of those students; ninety-four percent (94%) receive free or
reduced lunch. Eleven percent (11%) of the students in our school are enrolled in the
Special Education Program (SPED and eighty percent (80%) of those students receive
free or reduced lunch (M-DCPS District and School Profiles, 2007-2008).
ACE will provide services and address the needs of students at risk of
educational failure and provide assistance to their family members. ACE’s selection
criteria will afford all students at Avocado the opportunity to participate in the program,
with priority provided to those students that are performing below grade level in reading
and/or math, those with special needs (ELL, SWD, those who have been previously
retained- starting with a 3rd grade, moving to 2nd grade), and those who are not
currently participating in an after school care program. Applications describing the
program will be sent home. Parents will sign consent for their child to attend. A waitlist
will be maintained by the program director to continually fill vacancies as needed.
Recent studies indicate that more than 28 million children (latch key kids) today have
parents who work outside the home (U.S. Department of Labor). As many as 15 million
kids have no place to go once the school day ends (U.S. Census Bureau, Urban
Institute estimate, 2000). Only 11 percent of the nation’s K-12 youth are in after school
programs (Afterschool Alliance, May, 2004). Studies also show that students involved in
after school programs get better grades, attend school more and have improved
behavior (Education Week, October 2000). Furthermore, two-thirds of Americans say it
is difficult to find programs in their communities and that not enough programs are
available (Afterschool Alliance, May, 2004). Therefore, our school needs to supplement
programs we can offer through grant funding which will help us continue to offset
illiteracy, poverty, improve academic achievement and attendance. Thus, through an
after-school program, these at risk students will receive academic enrichment, tutorials,
and their families will receive opportunities for literacy and related educational
C. Specific Needs of Target Population
In accordance with the No Child Left Behind Act (NCLB), as shown on 2007-2008
Adequate Yearly Progress (AYP) Report, all subgroups tested did not achieve AYP.
Forty-four percent (45%) of the ELL students are below grade level in reading and math.
Sixty-two percent (62%) of SPED students are below grade level in reading.
Additionally, fifty-seven percent (57%) of SPED students are below grade level in math.
The need for additional services is clearly evident.
Due to time constraints within the academic schedule and the unique learning
needs of the students, it is difficult for teachers to target low performing students within
the regular school day hours. Low performing and at-risk students will benefit from the
low teacher-student ratios within the intensive reading remediation service offered by
ACE. Additionally, these students will learn new skills in the art, drama, dance, music,
D. Evidence of Experience
Avocado Elementary has a track record of serving hard-to-serve populations
including adults with low income and low literacy levels. This commitment to
disadvantaged populations can be measured in relation to specific target groups. As a
Title I school, Avocado Elementary has been providing after-school tutorial services for
students and educational workshops for parents.
Avocado Elementary received a grant from the Florida Department of
Education (FDOE) for a family literacy program. Technology Applications for Parents
and Students (Project TAPAS), was funded by DOE for six years. Currently, Project
TAPAS receives no funding but continues to provide adult ELL classes. Through
support and collaboration with Miami Sunset Adult Education, over 22 parents attend
ELL and technology classes for 12 hours per week.
Project TAPAS made it convenient for adults who are parents to obtain the
necessary skills to become full partners in the educational development of their children
by developing family literacy. More than 120 parents have participated in activities
where the purpose has been to bring the child and the parent together while learning
more about school expectations. During the time parents have spent at school, they
have participated in activities structured to increase their awareness of the curriculum
established for their children by the State of Florida and the Miami-Dade County Public
Schools and have attended ESOL classes. Parents have been involved in classes
designed to meet the needs of parents to learn technology literacy skills and to learn
how to better help their children through modeling of skills by certified teachers and
administrators from Avocado Elementary School. The All family literacy programs serve
parents who are educationally and economically disadvantaged and whose children are
considered “at risk” for educational achievement Avocado Elementary School has a
commitment to promoting literacy, and increasing the parents’ capacity to take a primary
role in the education of their child.
3. Operational Design Requirements (A-F)
A. Students with Special Needs:
Any parent or child with special needs or disability will be provided appropriate
accommodations and modifications as defined in the Individuals with Disabilities
Education Act (IDEA 2004). Targeted students will include ELL and SWD at Avocado.
The program director/reading coach will use the school’s data to identify students with
special needs upon enrollment. The program director will work closely with the student’s
ESE teacher to review and ensure the Individualized Education Plan (IEP) is
implemented. The teacher/tutor will be trained to understand the IEP, inclusion
strategies, and the accommodations necessary for the student. This will also be done
for those students who are ELL. Students will receive tutorial services in a small
inclusive group. One reading tutor will be available to provide one-on-one services.
B. Student Safety:
Safety of the students participating in ACE is of the highest priority. ACE will
follow the M-DCPS safety procedures and guidelines for after-school programs. Family
members will be required to sign-out their child and present proper identification to the
program director or after-school clerk. For students attending Avocado Elementary
School there will be no travel to the site, since it will be housed at Avocado Elementary
School. Parents or guardian will be required to pick-up their children at Avocado
Elementary. ACE will submit a detailed safety plan upon request to the FDOE. No off-
campus trips will be taken. All personnel hired will meet the M-DCPS and State of
Florida requirements such as background check, fingerprinting, drug testing, and the
Jessica Lundsford Act.
C. Collaboration with Schools:
All students attending Avocado Elementary School will have opportunity to
participate in the program. Any program participant requiring specialized support will
receive curriculum adaptation and staff development will be provided to the program
instructor as needed. ACE will utilize M-DCPS district-wide database appropriate to the
needs of its student population, which provides access to students’ academic records,
school-based and statewide assessment information.
Assessment data collected of program participants’ progress will be shared with
classroom teachers during grade level meetings. Teachers will receive data in form of a
spreadsheet with all assessment given during enrollment in ACE. Student progress will
be shared with parents during student pick-up at the end of the program, during parent
involvement activities, and scheduled meetings, as needed. All program staff will
document their communication with parents in a contact log.
D. Recruitment and Retention:
Recruitment and retention of targeted students is integral for the implementation
and success of ACE. ACE’s selection criteria will afford all students at Avocado the
opportunity to participate in the program, with priority provided to those students that are
performing below grade level in reading and/or math, those with special needs (ELL,
SWD, those who have been previously retained- starting with a 3rd grade, moving to 2nd
grade), and those who are not currently participating in an after school care program.
ACE will address the educational needs of its participants by having engaging,
remedial, researched based practices in the program as address in goals and
Students will receive applications and program guides regarding ACE. Parents
will be called via Connect-ED and informed of the program. Meetings will be conducted
before the program begins to explain ACE and recruit students. All communication will
be in the parent’s home language.
The school’s web will contain ACE information such as: registration,
guidelines, coming events, parenting classes, ect.
Parents and stakeholders will be invited to attend a monthly awards assembly.
Students will receive awards in: Perfect Attendance, Citizenship, Most Improved in
Reading, Most Improved in Math, and AR Student of the Month.
E. Professional Development:
Professional development is an intricate part of the success of ACE. The
program Director and two additional staff members will attend the required conferences
and training as required: Florida’s 21st CCLS State Conference, and National 21st CCLC
Summer Institute. Information and skills gained at the conference will be disseminated
among ACE staff in the form of professional development trainings.
The Imagination Station will provide seven hours of professional development to
the staff as stated in the budget. The professional development session includes:
Getting Started, Using Student Data to Effect Instruction, and Managing Your The
Imagination Station Classroom. Subsequent sessions include: Data Consultation and
Classroom Connections. In these sessions, participants learn how to use data to make
informed decisions about classroom instruction.
F. Supplemental Meals:
ACE will provide USDA approved snacks for program participants through an in-
kind donation from Avocado Elementary PTA. Daily nutritious snacks will be provided by
the school’s cafeteria personnel. The cost of snacks will be at a reduced daily rate of .10
cents per student through M-DCPS Food and Nutrition After-School Program. The PTA
will be contributing $1,900 as an in kind donation to pay for these costs. No students will
be charged for snacks or supplemental meals.
4. Project Design and Implementation: Academic Enrichment
A. Remedial Education and Academic Enrichment - Reading:
ACE will provide out-of-school opportunities for academic enrichment to low-
performing students in grades K-3, and help them meet state performance standards in
reading and language arts. ACE will implement a remedial and enrichment reading
grade-specific program for grades K-3 for an hour daily. The curriculum will be targeted
by The Inspiration Station, a research-based program that will reinforce topics taught
during the regular day school.
ACE will support the Florida Department of Education’s reading initiative, “Just
Read, Florida!” According Executive Order Number 01-260, “reading is the most
powerful common denominator in education and paramount to an individual’s success.
Florida’s ultimate goal is that every student read at or above grade level and parents,
families, neighbors and mentors plays a crucial role in helping children learn to read…”
The Imagination Station is an internet-based supplemental and intervention,
reading program. The program is intended to be used to help prevent emerging readers
from lagging behind and to supplement the Core reading program for Kindergarten
through third students including Special Education, General Education, English
Language Learners and struggling readers. The Inspiration Station strengths are as
follows; engaging animation and game-like format, multiple opportunities for modeling
and student practice with each activity, systematic and sequential presentation of skills
based on student performance data, internet-based design allows for immediate
software updates and no CD-ROMs or school-based servers are used, and teacher
reports assist in grouping and provide ready to use materials for intervention.
The Imagination Station includes a detailed scope and sequence that is divided
into tiers of instruction called cycles. Each cycle addresses the five components of
reading identified by the National Reading Panel (2000) as essential to effective
instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Cycles also provide instruction in book and print awareness from concepts of print and
basic punctuation rules to multiple uses of commas and quotation marks.
Each student will be placed in small groups and taught by certified teachers
based on The Imagination Station assessment, current levels of performance, FCAT,
and SAT-10 scores. Students will receive daily one hour small group instruction and be
grouped for instruction according to reading readiness or reading level. The student to
teacher ratio will be 10 to 1. Based on the student’s individual needs, the student to
teacher ratio will be 1 o 1 if further remediation is needed. Instruction will be at the
student’s instructional level. Instruction will be skill specific in small fluid groups by
certified teachers. The Inspiration Station lesson plans are systematic and explicit for
teachers to use. The lesson plans provide support and detailed descriptions of
information that will be presented to acquire mastery of difficult skills. All assessments
will be available for review from the program director. Assessments will be maintained in
individual student folders.
B. Remedial Education and Academic Enrichment - Math and Science:
Provide out-of-school opportunities for academic enrichment to low-performing
students in grades K-3, and help them meet state performance standards in
mathematics and science. For mathematics instruction, students in second and third
grades will be grouped according to the previous year SAT-10 /FCAT(for retained 3rd
graders) results that indicate their areas of needed improvement. Students in grades
kindergarten and first grade will be grouped according to the Scott Foresman
Mathematics Pre-test. Renaissance Learning Math Facts computer based program will
be used during math tutoring block with lessons. Lessons will be aligned to the
Sunshine State Standards for Math.
ACE school will introduce a Math and Science Club to address the large gap in
proficiency in math and science and enforce the lessons that are being taught in the
classroom by certified teachers. Our program will be offered to students in kindergarten
and first grade for an hour daily. Students in second and third grade will receive two
hours a week of math and science remedial and enrichment education. Activities will be
centered on the students’ academic levels; based on state standards and the individual
group needs. Recreational Labs and fun and interactive projects will be conducted that
complement the lessons taught in the classroom. Projects will revolve around the
environment, conservation, and living green. These activities will make abstract math
and science concepts more understandable because they will have an opportunity to
apply these concepts to real world and hands on activities.
All our activities will be hands on, this will give the students real world
experiences that are directly related to what they are doing in the classroom.
Students will participate in team challenges and compete against other teams in
the club. The students will demonstrate a mastery of the concepts by increasing
their grade score in their subject area tests. We will also incorporate a strong
technology component for students in grade K – 3. Students will have additional
time during ACE to complete Accelerated Reader Test and take advantage of the
additional hours the media center will be open.
Since Math and Science are so interrelated students will have the
opportunity to see how math is used to figure out problems. Every activity will
revolve around four themes: Life Science, Earth Science, Physical Science, and
Earth and Technology. These themes cover the spectrum of what they are
learning in their class. All the activities will also be aligned to State Standards
and coincide with The M-DCPS District Pacing Guide for Math and Science.
C. Tutoring Services and Mentoring Program:
ACE will provides certified teachers for tutoring in reading and math. The student
to teacher ratio will be 10 to 1. Based on the student’s individual needs, the student to
teacher ratio will be 1 o 1 if further remediation is needed. Instruction will be at the
student’s instructional level. ACE will also expand the opportunity for mentoring and
tutoring to students from Miami Dade College (MDC) Service Learning Center.
MDC students will complete service learning projects at Avocado Elementary.
They will serve as mentors and volunteers in ACE while gaining work readiness skills
and meeting the needs of the community. ACE students will also serve as mentors
during the recreational activities. The ACE older students will teach the younger
students newly acquired skill in music, art, dance, and drama.
5. Project Design and Implementation: Personal Enrichment
A. Physical Education and Recreational Activities:
ACE is committed to offer students a broad array of additional out-of-school time
programs and activities, focusing on youth-developmental new skills in physical
education, dance and recreational programs such as drama, art, and music. The
physical education and recreational programs will enhance students’ attendance and
behavior. The student to staff ratio during physical and recreational activities will be 20
to 1. Students will elect to enroll in dance or physical education for two hours per week
per semester. The first semester will run from August 24, 2009 to January 15, 2010 and
the second semester will run from January 19, 2010 to June 9, 2010.There will be two
annual performances showcasing and integrating the students’ newly acquired skills in
art, music, dance, and drama.
In physical education students will learn to work in teams. Team sports such as
soccer, softball, and basketball will offered. Team sport will incorporate Personal
Fitness in meeting Florida’s Next Generation Sunshine State Standards. Alternate
activities such as relaxation techniques and nutritional food choices will be offered for
inclement weather. In such case, activities will be conducted in the classroom.
B. Dropout Prevention and Character Education:
According to the National Dropout Prevention Center, some the most effective
strategies for dropout prevention are early literacy development, family engagement,
mentoring/tutoring, after-school opportunities, individualized instruction, and service-
learning. ACE will incorporated these strategies into its program goals, objectives and
activities. Early identification is vital to effective prevention since social and task-related
behavioral problems that develop into school adjustment problems can be identified at
the beginning of the elementary grades. ACE will monitor school attendance, grades,
suspension and expulsion of program participants and provide services through
counseling as detailed in the procedures of M-DCPS Attendance and Students Services
Additionally, ACE will infuse the M-DCPS nine core character education values;
Respect, Responsibility, Cooperation, Citizenship, Fairness, Honesty, Integrity,
Kindness and Pursuit of Excellence. Character education will be the shared
responsibility of parents, teachers and members of the community, who will come
together to support positive character development.
Students in kindergarten through third grade will participate in the character
education and drop prevention lesson titled; “And So She did.” After listening and
reading the story of “The Little Red Hen”, students will understand the rights and
responsibilities of people as they conduct their daily lives in interaction with others. The
core value, Responsibility, emphasizes our positive obligations to care for each other,
think before you act, and being accountable for your actions.
C. Service Learning:
Service-learning is a teaching and learning strategy that integrates meaningful
community service with instruction and reflection to enrich the learning experience,
teach civic responsibility, and strengthen communities. Service learning combines
academic and effective learning to engage students hands-on in the real world.
ASPIRE will use effective best practices in service learning to include the
following elements: preparation/planning/design, action, reflection, demonstration,
recognition/celebration, youth empowerment, and reciprocity.
Students in first through third grade will participate in “bee-lieving” in yourself
service project. They will build a positive relationship with a group of younger readers
through a reading buddy session and a discussion about “bee-lieving” in yourself
fostering peer relationships and mentoring. The activity will follow best practices and
align to the following Sunshine State Standards: Preparation: Students discuss
appropriate “bee-havior,” how to be a buddy reader, and practice conversational skills.
They practice reading to each other in preparation of reading to a buddy. Action:
Students read Buzzy the Bumblebee (Brennan-Nelson, Denise, 2003. Sleeping Bear
Press) to a younger buddy. Reflection: Write about what it was like to be a buddy
reader and to give the message “bee-lieve” in yourself. How could this project be
improved? What are some next steps? What were the greatest challenges in doing this
project? What impact(s) did the project have on those serving and served?
Demonstration: Students draw a picture of themselves with their buddy and display in
the halls of the school. Academic Outcomes: Increase reading skills by being a buddy
reader. Understand what it means to believe in yourself and how it helps achievement.
Improve speaking skills by being a buddy reader. Assessment(s): Writing reflection,
participation in the project, and FCAT scores.
Kindergarten ACE students will incorporate math, science, and visual arts
Sunshine State Standards in a project. Students study the nesting needs and habitats of
birds, provide the community with an informative display about the nesting needs of
birds, construct and maintain nesting stations for birds on the school campus.
Preparation: Students will describe a bird nest. Read “A Nest Full of Eggs”, by Priscilla
Belz Jenkins. Discuss importance of nests for birds. The teacher will show the students
boxes of supplies containing manmade materials that can also be used as nesting
items: hair, string, yarn, etc. Action: Groups of students build nests on cardboard
squares. Each group shares their nests with the other groups. Discuss ideas for
providing needed materials. Students construct nesting stations containing supplies for
birds to use in building nests. Reflection: Create a chart: Making a nest is easy, making
a nest is hard. Students place stickers on the side of the chart that agrees with their
opinions. Ask students how we can help birds build nests. Students observe and share
results of birds’ use of stations. How could this project be improved? What are some
next steps? What were the greatest challenges in doing this project? What impact(s) did
the project have on those serving and served? Demonstration: Display student nests
in media center, local library, city hall, local environmental center, etc., and give
presentations to peers about the importance of nests. Include chart of student ideas
outlining the importance of nests for birds. Students will also create and present poems,
artwork, lessons, displays, or murals to teach other students or the school community
about the project, the need(s) it addresses, and the impact of their efforts.
D. Additional Personal Enrichment Activities:
Students will have the opportunity to receive art, music, and drama instruction by
certified personnel. Each semester students will choose to attend either music, drama
or art classes for three hours per week. The first semester will run from August 24, 2009
to January 15, 2010 and the second semester will run from January 19, 2010 to June 9,
2010. Additionally, students will elect to enroll in dance or drama for two hours per week
per semester. There will be two annual performances showcasing the students’ newly
acquired skills in art, music, dance, and drama. One after-school activity leader will
assist the music and art teacher during the delivery of service. The school’s library will
be staffed by an after school clerk to so students will be able to check out books.
6. Project Design and Implementation: Adult Family Members
ACE will promote parental involvement and family literacy and provide families of
students served by the 21st Century Community learning center opportunities for
learning to help their children with their academic education, and offer opportunities for
involvement in family literacy. ACE will provide monthly adult education workshops for
families of program participants which will focus on improving their parental assistance
in academic areas. Workshops will be conducted in English and Spanish in order to
accommodate the needs of families. Haitian Creole staff member will be available if
needed. ACE’s goal is to achieve minimum of 80% average attendance of monthly
meetings per quarter.
A needs assessment will be conducted to identify the topics and areas to be
addressed to families of program participants. The program will offer a series of
workshops on various topics such as school information, curriculum/testing, be an
advocate for their child, increase knowledge of children’s development, awareness of
school expectations, FCAT, Third Grade Retention, Special Education Programs, and
working with their children at home. In addition, families of program participants will
learn to effectively communicate with school personnel and use the internet to find help
for their child’s homework.
The outcome of these activities will be that families of program participants will
increase their involvement in the education of his/her dependent children as measured
by logs, sign-in sheets, questionnaires. Increased parental involvement means; helping
children more frequently with schoolwork, increasing contact with teachers, participating
more in their child’s school including attending school activities and volunteering to work
on school projects, including Parent Teacher Association (PTA) membership.
Miami Sunset Adult Center will provide an ELL teacher to teach parents English.
Adult ELL classes will be offered four days a week for three hours daily. Adults will
enroll in the adult education classes in order to learn English, attain employment, learn
computer skills, and become active members of the community.
7. Goals, Measurable Objectives, Activities and Timeframe
Goals Measurable Objectives Activities Timeframe
1) Improve 1.1) 80% of targeted students ( attending the program a) The Inspiration a) daily throughout the
Academic 30 days or more) will meet or exceed state standards Station remedial school year
Achievement in reading as demonstrated by such measures as reading
standardized test scores, pre and post assessments, b) daily throughout the
and report cards. b)Homework school year
1.2) 80% of targeted students ( attending the program
30 days or more) will meet or exceed state standards
c) Book Club
in math as demonstrated by such measures as
standardized test scores, pre and post assessments, c) weekly throughout project
d) Small group year
and report cards.
1.3) 80% of targeted students ( attending the program d) Four times per week
30 days or more) will meet or exceed state standards e) Individualized throughout the school year
in science as demonstrated by such measures as pre Skill Specific
and post assessments, monthly test and report cards. Instruction e) As needed
2) Increase 2.1) 80% of targeted students will improve classroom a) Music, Art, and a) Three hours per week
Positive and/or school behavior as evidenced by a reduction of Drama classes
Student disciplinary actions and report cards. b)Two annual performances
Behavior and 2.2) 80% of targeted student will have no more than b)Service Learning
Improve six unexcused absences during the school year as Projects c) Ongoing throughout the
School demonstrated by such measures as school project year
Attendance attendance records. c) Mentoring
3) Improve 3.1) 80% of targeted students will improve their a) Physical a) Two hours per week
Student physical fitness as demonstrated by a pre and post Education and
Health and physical fitness assessment Dance classes b)Two annual performances
Well Being 3.2) 80% of targeted students will increase their
awareness of healthy lifestyles as demonstrated by b)Service Learning
pre and post surveys
4) Improve 4.1) 60% of targeted students’ parents enrolled in a)Adult ESOL a) Conducted four days a
Family Adult Education classes will show gains as measure classes week, three hours per day
Involvement on CASAS b)Parent
and Literacy 4.2) 80% of targeted students’ parents will attend Education classes b) Monthly throughout
monthly Parent Education class as measured by school year
parent sign in sheets
B. Need-Based Goals:
Avocado Elementary has established four goals for its 21 st Century Community
Learning Center, After-School Programs Inspiring Readiness in Education (ASPIRE).
Regularly participating student will be identified as attending the program 30 days or
Goal # 1: Improve Academic Achievement. Provide out-of-school opportunities for
academic enrichment to low-performing students in grades K-3 as the target population
is performing below grade level in the core academic subjects: reading, mathematics
Goal # 2: Increase Positive Student Behavior and Improve School Attendance. The
target population is in need of structured activities and services that focus on character
development to reduce poor or inappropriate behaviors resulting in referrals and/or
suspensions, and absences from school. Student will attend art or music classes for
three hours weekly. Student will be involved in service learning projects and mentor
peers during the program.
Goal # 3: Improve Student Health and Well Being. Associated with the income levels of
the target population, families are unable to provide healthy food options and students
are in need of physical activity to lead healthy lifestyles. Students will attend dance and
drama for two hours per week. Newly acquired skills will be showcased during two
annual performances incorporating all the recreation activities.
Goal # 4: Improve Family Involvement and Literacy. In order for these goals to be
reached, the parents and other family members in our community need to have their
own literacy skills increased before they can become a prominent factor in their child’s
education. Project ASPIRE will address these needs by providing a variety of activities
that teach reading to adults and teach them intervention strategies to be able to help
their children. Other activities will increase adult reading proficiency and distribute
supplemental books to students and parents. Sessions will encourage family literacy by
integrating Avocado Elementary School’s reading program and adult literacy to increase
parental and family involvement by promoting, modeling, and teaching reading. These
activities will support the findings of the National Reading Panel and the National
Institute of Child Health and Human Development.
C. Weekly Schedule:
ACE will service students in kindergarten through first grade during the hours of
2:00 p.m. to 6:00 p.m., Monday through Friday. Students in second through third grade
will receive services from 3:00 p.m. to 6:00 p.m., Monday through Friday, excluding
Wednesdays, where service will be from 2:00 p.m. to 6:00 p.m. for all students in
grades K-3. Students will receive an hour of reading remediation and enrichment. The
project timeline will encompass all the absolute design requirements within the five-year
funding cycle beginning August 1, 2009 through July 31, 2010. ACE will annually
comply with 21st CCLC progress fiscal monitoring and reporting deadlines. Weekly
detailed schedule is included in Appendix E.
8. Adequacy of Resources, Collaboration, and Sustainability Plan
A. Identify Coordinated Programs
ACE will coordinate with Title I services currently being provided at Avocado
Elementary. Services include intervention in reading and math during the regular school
day. Students receive one hour of daily reading intervention using Voyager Passport.
Avocado Elementary has not made AYP for consecutive two years. According to
NCLB, students are eligible to receive Supplemental Educational Service (SES) through
Title I funding. For the 2008-09 school year, SES provided 18 to 22 hours of after-
school tutoring for 108 eligible and approved students. Avocado plans to continue to
provide SES tutoring for the 2009-2010 school year. All students enrolled in ACE who
become eligible to receive SES tutoring will be allowed to do so during the program
B. Partnership Summary
Miami Dade College (MDC) will have students participating in service learning
projects. As part of their project, they will volunteer to tutor and mentor students enrolled
in ACE. MDC’s support and participation will help improve student behavior and
attendance. Additionally, employment opportunities will be offered to MDC students to
work as after school activity leaders.
ACE will partner with M-DCPS Miami Sunset Adult and Community Education
Center to provide adult education ELL classes for families of program participants.
Miami Sunset Adult and Community Education will provide Adult ESOL classes at
Avocado. These classes will be available to the community and families of ACE
participants. Based on the needs assessment to be disseminated at the beginning of
the year, Miami Sunset Adult and Community Education will provide computer literacy
or GED classes if the need is evident. This will be an in-kind donation to ACE.
Avocado Elementary PTA will provide a daily nutritious snack for the 120
students participating in ACE. The PTA will be contributing $1,900 as an in kind
donation to pay for these costs. An additional partnership includes Stephen Renwick,
PA, who will provide in-kind staffing during family involvement activities. In-kind
services or contributions will be documented through volunteer logs, attendance logs,
copies of receipts and thank you letters outlining the value of services or contributions.
On-going communication will occur throughout the project year to inform partners of
program and student needs and achievements.
C. Summary of Partners Table Appendix B
D. Commitment Letters Appendix B
E. Letter of Support from Sites and Schools Appendix B
F. Sustainability Plan
ACE will seek to identify and develop new public and private partnerships. The
ACE Advisory Board will be established to provide advice, input, assistance, and
strategic planning with the 21st CCLC grant. The board will consist of the following
members; Principal, Program Director, PTA President, Reading Coach, three Parent
representatives, and two Support members. Also included as a part of the Advisory
Board are two students and two parents. The advisory board will meet four times per
year and will be an integral part of the sustainability plan. The ACE Advisory Board will
be committed to seeking funds for in-kind and support funds by reaching out to the
community and forging new partnerships.
In years three through five the total of the budget will be reduced by 20%. ACE
will continue to maintain in both size and scope the intensity of services of the project.
This is planned to be accomplished by purchasing necessary items and/or equipment
during the first two years of the project, and seeking to access available funding
opportunities as they arise.
G. 5-year budget spreadsheet is included in Appendix B.
The program director will evaluate Project ASPIRE’s progress through the
analysis of monthly and quarterly data collected from the assessment procedures stated
in Goals 1-4. Focus on trends will be observed and targeted for continued progress of
The evaluation will be based on the factors included in the Principles of
Effectiveness and Program Effectiveness. Results of the evaluation will be used to
make any changes to strengthen the program and comply with state requirements.
ACE will participate in a comprehensive evaluation of effectiveness of programs
and activity with University of Florida 21st CCLC. Reports will be submitted to include
academic impacts, behavioral impacts, teacher surveys, and student and parent
satisfaction measures. Results of evaluations conducted will be used to refine, improve
and strengthen the program and/or to refine the performance measures, and will be
made available to the public upon request.
Operational data will be submitted twice a year to FDOE, January 30, 2010 and
July 31, 2010. The summative evaluation will be submitted on July 31, 2010. Monthly
reports will submitted as required in the Request for Proposal.
10. Support for Strategic Imperatives
ACE will incorporate Florida’s Next Generation PreK-20 Strategic Plan. ACE’s
goal #1, Improve Academic Achievement, supports focus area 1, Strengthen
Foundations Skills of the Strategic Plan to increase the percentage of students at or
above grade level on the FCAT Reading and Math. ACE will also support the Strategic
Plan by reducing the percentage of K-3 students in special education due to reading
deficits. ACE’s target populations are students in K-3 who have demonstrated the need
for remediation by results on SAT-10, FCAT or FAIR assessments.
11. Dissemination Plan
At the end of each year school year, the project director will summarize the gains
made during the year and describe the methodology and the activities that worked best.
The Best Practices information will be compiled in a Power Point presentation, stored
on disk and numerous copies of the disk made for the purpose of dissemination. The
results will be shared with the M-DCPS School Board, Miami Sunset Adult and
Community Education Center and will be disseminated to others interested in 21 st
Century Community Learning Centers at state and national conferences. Additionally,
ACE will post news and activities on the school website
http://avocado.dadeschools.net/. Information will be made available in English and
Spanish. Information brochures will be available for the community to recruit
participants. These brochures will be in Spanish and English.
ACE will follow guidelines from M-DCPS Office of Financial Operations to provide
for effective, efficient and timely management of financial transactions of the school
including planning, estimating, and controlling revenues and expenditures, receiving
and investing revenues, distributing payroll and vendor payments, and accounting for all
of these transactions in an appropriate manner meeting standards of the Florida
Department of Education and the of the Government Accounting Standards Board. All
personnel will comply with district, state, and federal employment directives and laws.
The program director and two staff member will attend Florida’s 21st CCLC State
Conference in October 2009. The program director will be responsible for overseeing
the implementation of curriculum, professional development, budget expenditures and
communicating with the LEA Partnerships. She will be responsible for maintaining the
quality of services, training volunteers and teachers, and analyze student data to
monitor progress. The program director is the Title I Reading Coach at Avocado
Elementary with certification in Early Childhood and Elementary, ESOL K-12, and
The certified teachers will be responsible for the academic curriculum. They will
be working in small groups of students at their instructional levels in order to address
ACE goals. The activity leaders will be responsible for ensuring the arrival of students,
provide snacks, supervising indoor/outdoor activities and dismissal of students. They
assist students with homework, computer lab skills and mentoring
After school clerk specialist/clerks responsible for managing and maintaining
student and staff attendance, registration information, process payroll, class list, the
daily signing in and out of students, and other work related tasks. Clerks will also check
out books from the library during program hours. All 21st CCLC funds used will
supplement, not supplant any existing funding source and no more than 5% of the total
budget will be used for administrative or evaluation costs.