Program Plan Guide for Grantees - After School Education & Safety Program (CDE Interent)

2014-2015 EXPANDED LEARNING PROGRAM-PROGRAM PLAN

Program Site Name: California Middle School No. of Staff: 6 Start Time: 2:30pm End: Time: 6:00pm Required Average Daily Attendance: 113

Agency/Organization: Sacramento Chinese Community Service Center Program Manager: Pauline Posada Phone: 916-889-2244 Email: [email protected]

Associate Director: Mario Garcia Phone: 916-549-5372 Email: [email protected]

Agency Director: Shannon Roth Phone: 916-612-8954 Email: [email protected]

Name(s) of Site Employees Name Credentials Pauline Posadas B.S., Human Development Somia Aslam CSU, Sacramento, Communications/Criminal Justice Felipe DaSilva CSU, Sacramento, Physical Education/Kinesiology Saray Sigueiros-Frayre CSU, Sacramento, Child Development Rahul Patria B.A., History Michelle Le B.A. Communication minor in Public Relations Joshua Hang CSU, Sacramento, Asian Studies

Target Population Every student attending California Middle is eligible to participate in the After School Education and Safety (ASES) program. The ASES program targets student populations who are not meeting proficiency in Mathematics, Science or English Language Arts, and/or students with Special Educational needs these students are identified as at-risk. Currently, the student demographic in the California ASES program is comprised of (43%) Hispanic, (22%) Asian, (19%) Caucasian, and (11%) African Americans.

Recruitment and Selection Students are recruited for the California ASES program through family orientations, which are announced through Messenger, school newsletters, and the site marquee during the week prior of school beginning and outline program requirements, objectives and volunteer opportunities. Youth Engagement Services

Family orientations are hosted to welcome returning families and introduce new families to ASES goals, requirements and volunteer opportunities. At the conclusion of the orientation, enrollment applications are distributed, completed and collected in the order they are received. Target populations are intentionally recruited utilizing first language interactions, orientations, and home visits.

Students are selected for the California ASES program based on a priority process. First priority is given to foster youth and returning ASES students from the previous year and any incoming siblings from returning ASES family groups. The Program Manager reviews class enrollment balances and selects students for each grade level until the minimum grant required average daily attendance is met (Average Daily Attendance is 113 students). All remaining students are waitlisted. The final openings are filled based on teacher and principal referral using a collaborative assessment of individual student test scores and needs. Registration packets are on file with the front office to ensure all families have access to the program.

I. Program Goals and Requirements To assess the needs of the school, staff meets with key teams and committees to review data, prioritize outcomes and plan targeted programming.

Data sources and methods include: o Adequate Yearly Progress Reports o Academic Performance Index o CA English Learners Development Test o Site Development Improvement Plan o School Accountability Report Card o Pupil school day attendance (baseline) days enrolled vs. days absent o Site Safety Plan o Pre and post program surveys

Collaborative partners are included in the program design and assessment and include site administration, certificated, classified, funded partners, families and students. They contribute to a clearly defined vision, goals and supporting action plans. These surveys and meetings occur during school site council, parent council, parent teacher association, ASP parent group, safe school committee and include the principal, teachers, parents and students. (See section VI for further explanation)

Goals California ASES program goals support the 2014-2015 site goals for California Middle through a sustained focus on improving literacy and math skills for students, expanding parent and community involvement, and contributing to a safe and healthy school environment. California ASES works to support these goals by aligning four initiative areas with existing school goals. The four focus areas and goals are:

1. Health and Wellness a. Ensure students are provided with nutritious supper daily

2 Youth Engagement Services

b. Provide students with a minimum of 30 minutes of moderate to vigorous physical activity daily to improve fitness levels by 25% as measured by the Cooper Institute FitnessGram® test c. Engage students in sequential nutrition education lessons once per week that enhance student understanding of MyPlate, nutritional value of foods, the farm to fork process, and making healthy choices 2. Social Emotional Learning a. Ensure students attend a program that is emotionally, physically, mentally, and environmentally safe b. Provide students with developmentally-appropriate lessons to improve their self- efficacy and social skills through daily reinforcement and three lessons per week utilizing 180 Degrees curriculum c. Train staff and students to utilize non-violent communication to clearly communicate their feelings, needs, and requests in a constructive way 3. Science, Technology, Engineering, and Math (STEM) a. Provide opportunities for students to engage in STEM lessons via enrichment time and/or clubs b. Encourage students to engage in the engineering design process to solve STEM related problems c. Engage students in tutoring activities to strengthen their math skills utilizing Common Core standards 4. Literacy a. Provide students with 15 minutes of silent or guided reading time per day b. Engage parents in Family Academy classes that focus on tutoring, health and wellness, college and career readiness, and social emotional skill development to help parents support their children in multiple aspects of life c. Engage students in lessons that integrate all five areas of literacy: listening/speaking, comprehension, fluency, vocabulary, and writing

Retention and Addressing the Achievement Gap Every student attending a public school operating an ASES program is eligible to participate in the program, subject to program capacity. Students at California Middle are recruited and retained by offering high quality, youth led, programming.

The California ASES program is working to address the achievement gap by providing culturally relevant educational experiences to all students. The Program Manager expands and strengthens collaborative partnerships among community-based organizations, other schools, and surrounding communities to increase access to books and technology. The ASES staff works diligently with teachers to complement the regular day instruction by aligning with state standards and providing afterschool enrichment opportunities that are not available during the regular day.

Data collection for at-risk student subgroups is conducted using semester grades, CA English Learners Development Test, student school day attendance (baseline) days enrolled vs. days absent and pre and post personal development surveys. Teachers include after-school interventions during Parent-Teacher conferences as solutions for at-risk student achievement

II. Program Content/Quality The California ASES program is specifically tailored to meet the growing needs of the students and school by providing multi-layered support and resources for academics, enrichment and recreation activities which are aligned to the regular school day.

Educational and Literacy Elements Academic support consists of homework assistance, academic tutoring, test preparation, increased foundational skills review and project assistance. Students use a Homework Accountability Log to manage their own workload and encourage communication between the classroom teacher and Team Leader. Through small group instruction and intervention students are supported in meeting grade level standards. The ASES program uses state adopted textbooks to align student homework and projects. Thirty minutes of silent sustained reading and read "alouds" are integrated into literacy activities through Drop Everything And Read (DEAR). Students chart understanding and improve analysis using a matrix. Once students have finished a book they complete an After School Reading Activity worksheet to ensure higher level of understanding. Daily journaling occurs at the completion of homework and reading, which facilitates reflection on their feelings, challenges and celebrations. These workshops explore qualifications, requirements and engage students in conversations to assist them with the concept of long-term goal planning.

Expanded Enrichment The expanded enrichment component is student-centered within a safe environment, enabling students to engage in leadership roles through clubs and gain access to new project experiences that are relevant and important to them. Enrichment opportunities consist of fine arts, service learning, music, leadership, mentoring, health and nutrition.

Students develop leadership, teamwork, and character by participating in recreation activities, which include competitive sports tournaments, structured play, and health and wellness education. Students select participation in physical activities (Soccer, Basketball, Flag Football, Volleyball, Dance, etc.) for 45 minutes each day to achieve all-around fitness, hand-eye coordination, and spatial awareness. Students lead these activities and strategize team selections, create new rules and discipline themselves during the activity.

All ASES students will participate in a social emotional learning program focused on character education, developing core values, 21st century skills, life skills and community outreach. Trained facilitators support youth to improve their lives by accepting personal accountability and continuously striving to reach their full potential. The social emotional learning curriculum is designed to be an intense instructional, participatory and interactive character and life skills education program based upon the values of integrity, trustworthiness, citizenship, respect, fairness, caring, personal accountability and responsibility, commitment, and purposeful action. Students will plan, develop and execute a field trips and service learning projects in the fall and spring.

Health and wellness education is introduced through nutrition curriculum to teach healthy food choices and physical fitness activity choices and increase their healthy fitness zones.

Parents will receive tips to increase physical activity at home, attend family fitness nights, and receive education through family classes to increase their knowledge of healthy behaviors.

Special events and activities are held to acknowledge student achievements and to engage students in other forms of academic enrichment activities. Events and activities include: awards assemblies, cultural celebrations, nutrition workshops, math competitions, art walks, engineering challenges, science fairs, and a variety of performing arts showcases.

Enrichment Programs and Clubs Overview

Art Club Using a variety of mediums students create original collages, paintings, masks, bracelets. Students learn about art eras, artist names, and styles. Health and Wellness Stresses the importance of healthy eating and lifestyles by Cooking Club incorporating math, science and ELA to read, measure and complete recipes for smoothies and healthy snacks. Students practice kitchen safety and are encouraged to try new fruits and vegetables. Theater Club Students and a staff member from STC meet four times a week to prepare for upcoming performances. This year students are focus on Historical one act plays. Role Play Video Game Club Students learn to navigate software and simulate producing their own video game through Math, Computer Science, and Language Arts, culminating in a field trip tour of EA Games in Redwood City in the Spring. Pen Pals A partnership with an elementary school to encourage cross age mentoring and develop writing skills Science Club Students meet weekly to complete hands-on experiments such as solar ovens, fizz paint, lava lamps and much more. A culminating science fair is held during the spring semester. Engineering and Math are incorporated in the culminating. Yoga Yoga is a physical activity club lead by our Yoga enthusiast Team Leader to promote healthy living. Prevention Week With a partnership between Club Live and the National Guard last fall we hosted Olympic Gold Medalist Deedee Trotter whom spoke against drug use and prevention. MESA Mathematics, Engineering, Science and Achievement Club led by a regular day teacher as well as Team Leaders during after school. Sports Students work and train as a team, and complete in SCCSC tournaments. Crazy Contraptions We create and build Rube Goldberg type machines that do simple tasks in a complex way. Broadcasting Students work as a team to provide ample coverage of current events happening at Cal Middle. Once a week a broadcast is shown during first period.

S.T.E.M. Through hands-on activities, students learn once a week about everyday items that can be used to explain the world around them through science. Mentoring Program Students meet weekly with high school students to discuss current issues in the community. ASB Associated Student Body is a student ran government. The board support students and staff members, and plan events for Cal middle school.

Youth Involvement and Leadership Students have a constant and relevant voice in ASES and are encouraged to join clubs and have the freedom to design a new club if they conduct a needs assessment. Students also decide what physical activities they would like to participate in during the week and how to lead them. Special events and activities are held to acknowledge student achievements and to engage students in other forms of academic enrichment activities. Events and activities include: awards assemblies, cultural celebrations, nutrition workshops, math competitions, and a variety of performing arts showcases. Students work with the Sacramento Theater Company and have produced the following plays in the past: A Midsummer Night’s Dream and The Two Gentlemen of Verona. These plays usually take place in January. These dramatic performances enhanced students’ experiences by engaging them in all aspects of the play including casting, costumes, set design, marketing, lighting and fund raising. Leadership programs host elections for club officers and provide students the opportunity to understand the responsibilities and characteristics of management.

Family Literacy The ASES Program Manager collaborates with the ASES parents in creating family literacy nights and offering different resources to parents. For instance, the ASES program offers computer access to parents daily. These parents can seek assistance in resume building, job seeking, college awareness, or computer literacy. Additional information is provided through newsletters, emailing parents, phone calls, bulletin boards, and special events for the parents. Parents are always welcome to visit the after-school program or volunteer for one of the various clubs. We would like all parents to come in regularly so that we can keep a constant line of communication

Alignment to the Regular Day and Classroom Management The California ASES program vision aligns with California Middle schools vision of an unwavering focus on powerful and engaging learning experiences that prepare students for college, career, and life success while supporting the district mission and vision of, “Inspiring each student to extraordinary achievement every day”.

Classroom management is integrated into the California ASES program through multi-level strategies that introduce prevention techniques aligned to behavior expectations with the preferred regular school day rules and routines. Specifically, the program implements the following strategies and techniques: understand the motivation behind a problem behavior, prevent the problem from occurring in the first place, teach cooperation and appropriate communication, encourage respect and good behavior and use effective strategies when

6 Youth Engagement Services responding to problem behaviors. Extensive staff development is done in the areas of Non- violent Communication, Response Classroom, Interplay, Language Frames for Student Collaboration, Positive Behavior Intervention and Support (PBIS), Interpersonal Cognitive Problem Solving (ICPS), and Social Decision Making (SDM). Behavior problems that cannot be managed in the classroom are referred to the Program Manager and if appropriate parents are informed.

Full time Program Managers are present during the regular day instruction to understand benchmarks, standards, teaching methodologies and pace calendars to ensure alignment and continuity during the after-school program. Program Managers attend curriculum professional development and participate in department/ grade level meetings. Program Managers are also members of the School Site Council, Safety Team and act in an advisory capacity for the parent organization.

III. Collaboration and Partnerships The Program Manager attends the School Site Council meetings, Common Planning time and the PTSA (Parent Teacher Student Association) meetings to better understand the climate of the school and to identify areas where the after-school program is most needed and can be most effective. California Middle ASES’ program partner and collaborates with the following organizations Club Live, MESA, S.T.E.M., Broadcasting, Mentoring Program with C.K. McClatchy students, ASB, Shriners Hospital, Act-UP and Sacramento Theatre Company. Shiners' hospital partnered with California Middles ASES to create cards and stuffed animals for patients as part of a service-learning project. Collaborative Partners Specific Duties Contribution Sacramento County Office of Professional Development Service provider Education United Way CA Capital FitnessGram® standards MOU Region, Fit Kids Physical activity resources Curriculum resources 180 Degrees Social Emotional Learning MOU Supplemental Nutrition Curriculum resources MOU Assistance Program Education (SNAP-Ed) Team CA for Healthy After- Curriculum resources, training Technical Assistance school (TCHAS) Sacramento Theatre Company Performing Art SCUSD Club Live Drug Prevention SCUSD MESA Math, Engineering, Science CSUS and Achievement Club C.K. McClatchy Broadcasting Facility and Knowledge

IV. Staffing Caring adults who are culturally competent, speak the community languages, have similar belief systems and are able to create trusting relationships in safe environments are intentionally recruited from local college and university job boards to fulfill part-time Team Leader, Reading Coach and Facilitator positions. Prospective candidates who meet the minimum qualifications

7 Youth Engagement Services are contacted for a panel interview with Program Managers. Successful panel candidates are forwarded to individual interviews and required to complete and pass an eighth grade assessment in math and English at the minimum proficient level. Candidates who successfully complete step one of the interview process are contacted via phone and receive an application packet that must be completed within three business days. Candidates who file completed application packets and clear background investigations with Department of Justice are offered seasonal, part-time positions.

Staff are retained by offering a competitive salary, opportunities for professional development and internal promotions. Program Managers are internally promoted and retained through a professional employment package including competitive salary, medical/dental benefits, paid time off and opportunities for professional development.

Team Leaders attend quarterly learning community opportunities to become certified as mandated reporters, understand campus safety, classroom leadership, literacy intervention strategies, STEM engagement, health and wellness, and large group play activities. The Program Manager participates in monthly professional development offered by SCUSD, which includes topics such as school wide safety, social justice, health and wellness and grant compliance. The Center offers a professional development series focused on leadership development and aligns technical training with the Quality Self-Assessment Tool focusing on continuous program improvement for quality after-school programs.

V. Program Administration Attendance is reviewed with the office manager daily to verify students who are absent from regular day classes. Phone calls are made to families when students are present during regular day yet are absent during ASES.

Attendance is recorded daily at each site using the SCUSD spreadsheet. Parents indicate on registration forms how their child will be dismissed from the after-school program. Students are authorized to sign themselves out of program 30 minutes prior to dusk if their parents signed the registration form agreeing to:

o My child walks home/rides his/her bike from school grade students, My child will take the RT bus or other transit mode from school.

Otherwise students are required to have a parent/guardian/designee sign out daily with the assigned Team Leader or Program Manager.

Early Release Policy The ASES program will open at the end of the regular school day and will remain open until 6:00 p.m. middle school students are expected to participate in the full day of the program to accomplish program goals.

Youth may leave the program prior to the end of the program time at 6:00pm based on the following conditions:

Parent Choice (PC) Family Emergency (E) Attending a parallel program (P) Medical appointments (M) Weather conditions or at dusk (W) Child accident or illness occurring during after-school hours (A) Other conditions especially on safety as prescribed by school (O)

Late Arrival Policy

The ASES program begins at the conclusion of the regular school day. Middle school students are required to participate daily to accomplish program goals. Students are allowed to arrive to the ASES program late, only if they are detained by a regular day teacher, meeting with site administration or serving detention.

Scheduled Frequency

Activity Frequency Hours Academic Support Monday – Friday 2 hours per day Supper Monday – Friday 2.5 hours per week Outside activities Monday - Friday 6 hours per week Clubs/Cohort Monday – Friday 5 hours per week Sacramento Theatre Company Monday – Thursday 8 hours per week Club Live Thursday 1 hours per week Broadcasting Monday, Thursday, Friday 5 hour per week MESA Monday 1 hour per week Crazy Contractions Tuesday 1 hour per week Math tutoring Monday 1hour per week STEM Club Wednesday 1 hour per week

Weekly Overview Monday Tuesday Wednesday Thursday Friday 2:10PM Start of Program Start of Program Start of Program Start of Program Start of Program 2:15-3:15 HWA/literacy HWA/literacy HWA/literacy HWA/literacy HWA/literacy Broadcasting STC STC Broadcasting Broadcasting STC STC Yoga 3:15-3:30 Supper Snack Supper Snack Supper Snack Supper Snack Supper Snack STC STC STC STC 3:30-4:00 Organized Play Organized Play Organized Play Organized Play Organized Play STC STC STC STC 4:00-5:00 Enrichment Enrichment Enrichment: Enrichment: Clubs: Sports STC (4:15) Art Club Math Health and English Garden Club STC (4:15) STC (4:15) Wellness Cooking

STC (4:15) Homework 43 Science Club Homework 43 RPG/Video Game Homework 43 Homework 43 Development Sports 5:00-5:30 Snack Snack Snack Snack Snack 5:30-6:00 Organized Organized Activity Organized Activity Organized Activity Organized Activity Activity & & Parent Pick 43 & Parent Pick 43 & Parent Pick 43 & Parent Pick 43 Parent Pick 43

Program Plan Report Review Program plan reports are reviewed regularly to ensure goals and objectives are being met. Each identified goal has an action plan with identified milestones and resources to support success.

Periodic Program Review Schedule Daily Weekly Monthly Quarterly Trimesters Yearly Agency Director X X X SCUSD Area X X Specialist Site Administration X X Site Teachers X Facilities Manager X Cafeteria Manager X Office Manager X Parent Organization X Student Advisory X Council Team Leaders X X Supplemental X Providers

VI. Outcome Measures and Evaluation

Description of Evaluation Plan The California ASES program uses a multi-year method of cyclical on-going self-assessment monitoring that adapts to the changing needs of the program and involves feedback from all stakeholders (key teams, committees, school administration, families and faculty). Qualitative and quantitative assessments are conducted to determine if program goals are being met and if student-centered academics, youth development and recreation are being offered. This participatory process insures continuous program improvement and quality assurance. This tool is comprised of six components: defining common goals, establishing procedures, implementing programming and procedures, analyzing and reporting on procedures, responding to results, and reviewing and updating procedures to continue the process.

Data Sources Used to Measure Program Goals

Data Sources Items Measured Success Indicator

Attendance data- Average daily attendance (ADA) Meets or exceeds 85% base of target ADA per site. Cooper Institute's Healthy Fitness ZoneTM Age level fitness FitnessGram® performance standard. Citrix Receiver data- Academic performance (G. P. A.), Increase in G.P. A., base attendance, disciplinary incidents, personal personal development development surveys surveys and attendance, and decrease in disciplinary incidents. School Age Program Safe and supportive environment, interaction, Level 1-5 rating system Quality Assessment engagement, youth centered policy and to assess degree of (SAPQA) practices, access, high expectations. quality indicator is evident within ASES Quality Self- Program design and assessment, Level 1-4 rating system Assessment Tool administration and finance, partnerships and to assess the degree of collaboration, alignment and linkages with the quality indicator is school day, environment and safety, youth evident within ASES. development, staff recruitment and professional development, family involvement, nutrition and physical activity, promoting diversity, access, equity and inclusion, EL support. Learning in LIAS learning principles; learning that is Implementation and Afterschool & active, collaborative, meaningful, supports alignment between Summer (LIAS) mastery and expands horizons. ASES and LIAS Learning Principles learning principles. in Program Design Implementation and & Practice evidence of LIAS effectiveness. Action Plans Site specific program goals Activity implementation and milestone completion, collaborative resources, evidence collection. Comprehensive Program document and data review, site Strengths & Assessment of observation, program performance opportunities report; Summer Programs improvement plans; (CASP) recommended action steps; establishment of mentor groups. The Sacramento Site review of staffing, attendance, program Program components County Office of components in academic core content areas, compliance. Education (SCOE) school day aligned academic support services, after school educational enrichment activities, family programs technical literacy services, strategies for English assistance site visit. Language Learners and students with special

needs.

The California Onsite observation, data collection and ASES and 21 CCLC Department of document review. funding compliance. Education (CDE) Federal Progress Monitoring (FPM)

Utilization of Evaluation Information The California ASES program evaluates quantitative and qualitative data to measure individual and program success. Program evaluation results and information is shared with stakeholders during annual collaborative meetings and distributed to families through language-appropriate newsletters. Feedback data identifies program strengths and challenges and inform on priority outcomes and project direction.

Data Sources Method of Assessment Inform Project Direction

Attendance data-base Average Daily Attendance Student recruitment and retention (ADA) monthly report Cooper Institute's Physical fitness and activity Health and wellness program FitnessGram® Test based student assessment policy, HFZ physical activity and structured play. Citrix Receiver data-base Academic performance Academic enrichment, field trips, (GPA), attendance, service learning projects, SEL disciplinary incidents, facilitation, integrated support personal development services. surveys School Age Program Quality Level 1-4 rating system to Safe and supportive environment, Assessment (SAPQA) assess the degree of quality interaction, engagement, youth indicator is evident within centered policy and practices, ASES. access, high expectations. Quality Self-Assessment Tool ASES self-assessment Program improvement, rating scale identification of immediate, mid- range, & long term goals and prioritize program needs. Learning in Afterschool & On-site observation Program development, Summer (LIAS) Learning identification of gaps in services. Principles in Program Design & Practice Action Plans Continuous progress Program development, activity monitoring through self- implementation, deliverables and assessment partnerships. Comprehensive Assessment Onsite observation and Program development, 12 Youth Engagement Services of Summer Programs (CASP) interviews identification of gaps in services. The Sacramento County Program review, onsite Program development, Office of Education (SCOE) observation, interviews and identification of gaps in services. after school programs evidence collection technical assistance site visit.