2014-2015
EXPANDED LEARNING PROGRAM-PROGRAM PLAN
Program Site Name: / Fern Bacon Middle / No. of Staff: / 6Start Time: / 2:20pm / End: Time: / 6:00pm
Required Average Daily Attendance: / 113
Agency/Organization: / Sacramento Chinese Community Service Center
Program Manager: / Michelle Tran
Phone: / 916-588-5650 / Email: /
Associate Director: / Mario Garcia
Phone: / 916-549-5372 / Email: /
Agency Director: / Shannon Roth
Phone: / 916-612-8954 / Email: /
Name(s) of Site Employees
Name / CredentialsTasha Fernandez / B.A. Liberal Studies
Chue Lo / B.A. Youth Ministries
Jessica Nieves
Ann Lee
Dana Papenhausen / B.A. Sociology
Michelle Tran / B.A. Humanities
Target Population
Target populations include students who are considered at risk and students who do not meet proficiency in mathematics, English language arts, or science. 52% percent of students scored below proficient in English language arts, 48% of students scored below proficient in mathematics and 47% percent of students scored below proficient in science.
100% of students enrolled are socioeconomically disadvantaged. Students who have been subject to school disciplinary actions or have academic concerns are encouraged to attend program. Currently, the Fern Bacon ASES program consist of 59% Hispanic, 22% African American and 5% Asian.
Recruitment and Selection
Students are recruited for the Fern Bacon 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. 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 Fern Bacon 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 114 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:
1. Adequate Yearly Progress Reports
2. Academic Performance Index
3. CA English Learners Development Test
4. Site Development Improvement Plan
5. School Accountability Report Card
6. Pupil school day attendance (baseline) days enrolled vs. days absent
7. Site Safety Plan
8. 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
The Fern Bacon ASES program goals support the 2014-2015 site goals for Fern Bacon Middle School 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. Fern Bacon 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
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 SEL 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 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 Fern Bacon are recruited and retained by offering high quality, youth led, programming.
The Fern Bacon 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 and City Year members work 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 trimester 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 Fern Bacon 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
In addition to homework help, all students who participate in the After School Program are receiving targeted, small-group instruction at their level for 30 minutes per day. This is a valuable opportunity for students to increase their reading fluency and comprehension with the assistance of a trained staff member. During the first 30 minutes of “Bulldog Bust Hour” half of the students will be working on homework with assistance from the Instructional Aide, and the other half will work in small groups using curriculum. After thirty minutes, the groups will rotate, so that all students receive thirty minutes of homework help, and thirty minutes of targeted instruction in reading. Students also participate in silent sustained reading for 15 minutes a day once homework has been completed. Students also have access to the school library after-school. All of the students have access to the appropriate books and computers.
Expanded Enrichment
The educational 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. 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.
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.
Activity Integration
Academic Enrichment Learning ProgramsScience / STEM Club
Mathematics History / Teacher & City Year instruction and support
History / Teacher & City Year instruction and support
Technology and Careers
Computer Training / Weekly computer time
Technology / Computer Club, Digital Media Club
Cultural Engagement
Music / Drum line provided by City Year
Social Studies/Cultural Activities / Cultural Club
Youth Development
Leadership / ASB and ASES Student committee
Service learning / Gardening Club, ASES Clean Up
Health Education
Health/Nutrition / Gardening Club, Cooking Club
Recreation / [All athletics are co-ed] Soccer, Basketball, Flag Football, Team building activities that promote good sportsmanship, effective communication, and leadership, Sports & Games Club, Basketball Tournament Club
Club Integration
Enrichment Programs(Not listed in any specific order) / Overview
Computer Club / Provides students with training in computer-based technology and career preparation.
STEM Club / Hands-on science experiments and projects in the classroom. Students acquire essential skills for 21st century jobs. Skills include: independent research, documenting, collecting and analyzing data, analytical thinking and creative problem solving.
Gardening Club / Part of the SCUSD’s Green Initiative, students plant and harvest crops, learn effective composting and recycling techniques, practice grade-appropriate knowledge and skills in environmental protection, and participate in environmentally responsible behavior.
Drum Line / Students learn basic drumming techniques and gain confidence through performances.
Art & Primary Art Club/ Craft Club / Provides students of all ages with the chance to learn about different art techniques and apply what they have learned on fun art projects. Students are exposed to various art worlds, and even have the opportunity to go on a field trip to an art museum.
Cooking Club / Cooking club teaches students about kitchen safety, and kitchen appliances. Students also learn about basic measurements and even have the chance to sample various foods.
Sports Club/ Basketball Tournament Club / Sports club gives students the chance to play a wide range of sports with peers from different grades. The goal is to promote physical fitness and sportsmanship. Basketball tournament club is for younger students to learn the basics of the game and have fun.
After School Leadership Club / After school students learn about service learning, and implement a service learning project on campus.
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. By owning the projects, students buy into the program. The student advisory committee meets weekly to discuss upcoming events, clubs, activities, field trips, and possible surveys. Students are also encouraged to lead physical and enrichment activities. For instance, if a student wants lead an art activity, they must put in a request with the Program Manager for supplies and available space.
Family Literacy
The ASES Program Manager collaborates with the ASES Parent 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. The Program Manager regularly addresses and updates parents. 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. In fact, 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 Fern Bacon ASES program vision aligns with Fern Bacon 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 Fern Bacon 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 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.