Program Plan

AFTER SCHOOL PROGRAM PLAN

 

Name of Grantee / Local Educational Agency (LEA)

Imogene Garner Hook Junior High School


LEA Program Administrator (district person with program responsibility)

Name and Title   Dr. Ron Williams, Superintendent
Phone: 760-955-3201 x 10202    E-mail: rwilliams@vvuhsd.org                      

LEA Fiscal Agent / Administrator:

Name and Title: Antoine Hawkins, Assistant Superintendent, Business Services
Phone:  760-955-3201 x 10213    E-mail: ahawkins@vvuhsd.org


Name(s) of After School Program Site

 

Site Name

Projected Daily Attendance

Imogene Garner Hook Junior High

45

 

 

 

 

What target population(s) is (are) served by this program?

The target population is all 7th and 8th grade students with a strategic focus on students performing below identified CAASPP performance level standards.  All subgroups (English Learners, Foster Youth, Homeless, Socioeconomically Disadvantaged, and Students with Disabilities) are served in our program and have priority enrollment.  Teachers may also refer students who they think need the support of an academic after school program.  After that, it is on a space-available basis.


What steps are taken to recruit and select students from the target population(s)?

Continuing students have priority for enrollment. Summer recruitment also occurred via information in our Summer Newsletter packets as well as phone calls and follow-ups from our ASES Advisors and Coordinator. In addition, flyers are given out in all first-day-of school packets to qualified students.  


After School Education and Safety

Program Plan for Grantees

Purpose 

The purpose of the program plan is to create an operational design of an after school program within the framework of the requirements defined in the California Education Code (EC). The program plan is considered a “living” document that is periodically reviewed and adjusted to reflect the needs of the community and to provide continuous improvement in the development of an effective after school program.  

The after school grantee is responsible for creating, reviewing, and updating the program plan. The grantee must work collaboratively with after school partners and staff to develop and review the program plan. If the grantee subcontracts with an outside provider to operate the after school program, the grantee is ultimately responsible for the plan. The grantee should include the subcontractor in the development and review of the plan and provide a copy of the document to the subcontractor.

The program plan must be reviewed every three years and maintained for a minimum of five years (EC Section 8482.4[g][1]). It is recommended that the plan be reviewed annually.


I.          Program Goals and Requirements

 

       Describe how you assessed the needs of the community, students, parents, and school.                           

 

A comprehensive assessment of the community, students, parents, and school’s needs was conducted using multiple sources representing both quantitative and qualitative data. Most notably, the 2018 California Dashboard, school performance overview for Imogene Garner Hook Junior High (HJH) was a key resource for quantitative data revealing of the 842 students enrolled in HJH, 95.1% are socioeconomically disadvantaged, 19.1% are English learners, 18.8% are students with disabilities, 3.6% are foster youth, and 3.2% are homeless. Additionally the dashboard revealed 23.3% of students are chronically absent, 16.1% of students have been suspended at least once, and all student groups are in the red for Math and English 85.1. Stakeholder surveys provided qualitative data demonstrating the need for a safe and supportive environment, skill building, and continuous quality improvement. 


       Who was included in the assessment?

 

All students (grades 7-8) were included in the initial assessment to determine the first level of the student groups. Student subgroups will continue to be evaluated to determine to what extent their physical, academic, social emotional, and mental needs are supported.

 

 

 

       Identify and describe the program goals developed from the results of the needs assessment.

 

The goals are:

1.    Support student skill building by providing links between program activities and curricula to help students achieve mastery.

2.    Promote healthy choices and behaviors through opportunities to learn about and practice balanced nutrition, physical activity and other healthy choices.

3.    Promote collaboration and expand student horizons through active and engaged learning.

 

 

 

       How will you recruit and retain students to achieve and maintain attendance requirements of the program?

 

Target students based on academic scores, struggles in school and those in need of intervention assistance.

 

       How will data be collected on student subgroups to address closing the achievement gap?

 

CAASPP scores, school day attendance, and baseline data are exported from the Aeries administrative software to complete the requested in the End-of-Year State Report.  ASES staff collects program attendance, articulates with school day program to align reinforcement to the curriculum, and collaborates to monitor homework completion rates.

 

 

II.    Program Content/Quality

 

       Describe the educational and literacy element and educational enrichment element of the after school program.

 

Students have daily homework time. Our school has Chromebook laptop carts and the use of the Computer Lab that will be used for supplemental online curriculum including, but not limited to ApexLearning, Khan Academy, Read Theory.org, Codecombat.com, Vocabulary.org, etc. These programs will have the additional benefit of increasing computer literacy for our ASES students, who are predominantly low income and English Language Learners.  Enrichment activities in the last two years have included: Building with Legos, AVID Strategies, Cooking, Cartooning, Movie Making, Cadet Corp, Drama, Fencing, and various sports.  We continue to seek out other organizations with which to collaborate.

       Describe how the after school program is aligned with the regular school day.

 

The ASES program must be aligned with, and not be a repeat of, the content of regular school day and other extended learning opportunities. A safe physical and emotional environment, as well as opportunities for relationship building, must be provided. After school programs must consist of the two elements below and ASES program leaders work closely with school site principals and staff to integrate both elements with the school's curriculum, instruction, and learning support activities.

1.    An educational and literacy element must provide tutoring and/or homework assistance designed to help students meet state standards in one or more of the following core academic subjects: reading/language arts, mathematics, history and social studies, or science. A broad range of activities may be implemented based on local student needs and interests.

2.    The educational enrichment element must offer an array of additional services, programs, and activities that reinforce and complement the school’s academic program. Educational enrichment may include but is not limited to, positive youth development strategies, recreation and prevention activities. Such activities might involve the visual and performing arts, music, physical activity, health/nutrition promotion, and general recreation; career awareness and work preparation activities; community service-learning; and other youth development activities based on student needs and interests.  Enrichment activities may be designed to enhance the core curriculum.

3.    The ASES coordinator is familiar with the pacing guide of each Common CORE subject.

 

       Describe how the program identifies and selects nutritious snacks.

 

We get our snacks (supper) from the District’s Food and Nutrition Services, which meets all nutritional guidelines required for the snacks.

 

III.    Collaboration and Partnerships

 

       Describe the collaborative process used to plan, implement and update the after school program.

 

The principal and site coordinator are responsible for maintaining clear, regular communication with the district office regarding the ASES program at Hook Junior High School. Typically, this can be weekly/monthly meetings, informal quick encounters, emails, phone calls, and other scheduled meetings on an as needed basis.

 

The principal has contacted/been contacted by community organizations wanting to participate with Hook Junior High School. Some of these groups have worked with programs within schools in the past. For other groups, this has been a new experience.

 

The ASES program has a minimum of one parent meetings per school year. During these meetings, the program schedule and design is shared with parents, dialogue is encouraged, and parent input is gathered. Information regarding the ASES program is also shared with parents, staff, and community members throughout the school year.

 

Information is collected from students, parents, community, and staff to prepare and organize the ASES program at Hook Junior High School. These collaboration efforts lead to a positive environment where the needs of students will be met.

 

IV.            Staffing

 

       What are the school districts’ minimum requirements for an instructional aide?

 

Applicants must pass a basic skills test, have a clear TB test and be approved through the district HR(clearance protocols).

 

 

       How will staff be recruited and retained?

 

Staff is recruited first from current site staff members, then through the ASES Interest List at the district office.

 

       How will the administrators ensure that all staff who directly supervise pupils meet the minimum requirements of an instructional aide?

 

Since we are a school district, staff can only be hired if they meet the minimum requirements of an instructional aide and are cleared by the school board.

 

 

 

 

       What professional development activities will be provided to staff and how will those activities be determined?

 

We will continue to look at staff development opportunities which are engaging, send them to regional training as available, work with them on scheduling issues, and support them in challenging situations. Since our ASES staff is completely district staff, they continue to apply PD knowledge from their regular jobs to their ASES duties.

 

V.   Program Administration

 

       Describe the system in place to address the fiscal accounting and reporting requirements of the grant.

 

The ASES administrator works with the District Business office to complete and submit the Expenditure Reports. The Administrator, Coordinator, and District Data Specialist complete the End of Year Report in October. The Administrator and Coordinator maintain the ASES attendance records and complete and submit the Semi-Annual Attendance Reports in January and June.

 

       Describe the process and time frames for periodic review of the program plan.

 

Our time frames for periodic review follow semesters, as report card time is a natural time for a review of the effectiveness of our academic support. The Administrator and Coordinator also meet during the summer to review Quality Program Improvement (QPI).

 

VI.   Outcome Measures and Evaluation

 

       How will you evaluate the program’s effectiveness?

 

CAASPP performance levels, attendance in both school and ASES, homework completion (from classroom records) and student and parent satisfaction as measured by end-of-year surveys. Academic Warnings and Report card reviews.

 

Each year, a survey will be given out to all participants, for all students, staff, and parents/guardians to help determine what positive changes can be made that will help the program grow.

 

Yearly data and analysis reports will be submitted to the District Office, while documentation will be kept for a minimum of five years.

 

 

       What required outcome measure(s) pursuant to EC 8484(a)(2) have been selected to demonstrate program success?

 

We are using the CAASPP scores and homework completion as our required outcome measures.

 

       Describe the results of the selected outcome measures.

 

Our goal is that homework completion rates will improve as reported by teachers, and that CAASPP scores will improve as reported by the state to our district.

 

       What methods will you use to correct or improve the program based on the results of the outcome measures?

 

We will have a continuous cycle of inquiry, with mid-course corrections a key component. Communication with staff and principal will guide our design.

 

For example, should homework not be completed, we will consider extending the homework time, building in tutorials, and increasing specific tasks to be done at home with parents.

 

We will also review and revise the current plan every three years, based on the current needs of the students and the community.

 

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