21 Century Learning Grant Proposal

NEEDS ASSESSMENT
a. Non-proficient students in Whiteville City Schools (WCS) leaving second grade will be

identified by the feeder school based on student profile and Text Reading Comprehension
(TRC)/MClass assessment. MClass is a universal screener that measures the
development of reading skills of all students in grades K-5 through two main
assessments: Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Text
Reading Comprehension (TRC)
WCS students in grade 3 will be identified based on strategic or intensive levels in TRC,
(Leveled J or K) and/or Beginning of Grade (BOG). Non-proficient students in WCS, grades 4
8 will be identified based on student profile, including the End of Grade Test scores in reading
and/or math. Students who qualify are not served by the LEA in any other formal capacity. Our
schools are community schools serving the inner city students. The number of students
identified will not exceed 100 students.
b.

Whiteville
Primary

Edgewood
Elementary

2013-2014

2014-2015

2015-2016

83.3% Poverty

85.5%
Poverty

100% Poverty

8Poverty

97.7% Poverty

76.8% Poverty

Focus
School

Title I

EOG/CCR

no

yes

N/A

yes

3 - 43/42
4 - 42/45
5 - 45/54

yes

Central
Middle

62.7% Poverty

All Schools

86.9% Lunch
at no cost

67.7%
Poverty

R/M %

6 - 49/40
7 - 42/49
8 - 36/35

80.3% Poverty
yes

yes

Whiteville City Schools is a close knit school district, with one primary school, one elementary
school, one middle school and one high school, and one alternative school. This unique feature
allows the students to transition together for their entire K-12 experience. All five schools are
Title I schools and consist of a general curriculum, Exceptional Children (EC) program,
Academically and Intellectually Gifted (AIG) program, and an English as a Second

Language (ESL). We have a strong Career and Technical Education program at both Central
Middle School and Whiteville High School.
Columbus County is predominantly an agriculture economy. According to the 2010 Census, the
county demographic breakdown is 61.5% white, 30.5% African American 4% Hispanic, and 3%
Native American. The state-wide economic downturn of the past several years has negatively
impacted Columbus County. Recent plant closing and decreased agricultural production led to
a rise in unemployment. The school systems and our local hospital are the two major
employers. 30% of workers in Columbus County seek work outside the county. 24% of families
in Columbus County live below the poverty level(15% state avg) and require assistance form
state, county or locally funded service. Whiteville City Schools has a much higher poverty rate
than the county due to the population of the inner city. Columbus County is also considered
be one of the unhealthiest counties in all of North Carolina.
Our county is higher than the state average in Drunken Driving, Facilities, and Fatal Accidents,
Our most common race living below the poverty level is Black or African American 43.4% (6,188
people)
Higher class average than the state in grades K-1, therefore they need more individual
attention. Our mixed races are below state average for those students who passed reading in
math.
Population in Columbus county has declined 2.4% in the last five years.
Columbus County continues to be the unhealthiest county in North Carolina. Columbus County
also consistently ranks higher than state averages regarding child poverty, children on food
stamps, children qualified for free lunches, children in publicly subsidized child care and children
enrolled in Medicaid as well as infant mortality and low birth weight babies. Due of poverty, all
students enrolled in Whiteville City Schools qualify for free breakfast and lunch.
Only 12.7% have a bachelors or higher. Housing sales have sharply declined.
A predominantly agricultural economy, recent plant closings, the decline of the local tobacco
industry and a lack of opportunities for growth have led to both a widening of the economic gap
and an increase in unemployment. The two major employees in our area are now the school
system and the medical field. Many of our students live below the poverty line and need
assistance from multiple services.
3949 single parent households. 664 are men and 3,285 are women.
2.7% of our residents speak spanish at home.
We are higher with students graduating from high school.
Lower than state average in number of Associates degree,Bachelors degree and Masters
degree.
We have more students in our schools than the state average.
Higher unemployment rate has risen over the last 15 years.

Higher percentage of teen pregnancies than the state average

Higher percentage of infant dates
Higher percentage of death rates for children
High percentage the death due to diabetes
More than double the rate of motor vehicle injury death rates
Unintentional deaths (40%)
Homicide 12.1% NC 6%
Suicide 16% NC is 12%
Lower number of dentist and primary care physicians.
Our median household income is $34,0000 (NC is $46,000)
Our median property value is considerably lower at 83,600 NC 153,600
Overall School Performance Grade: Edgewood C; Central Middle C
Reading: Edgewood C; Central Middle C
Math: Edgewood C; Central D
WCS graduation rate is 87%
WCS Dropout rate: 13%
WCS Juvenile Delinquency Rate: 8.7%
WCS Moderate Behavior Problems: 23%
Half of WCS Students live in non-traditional homes
Needs assessment indicates that 77% of your report having mental health issues or needing
further assessment.
According to a recent AdvancED parent survey, parents agree that our school leadership and
staff are committed to a culture based on strong values and belief about teaching and learning.
They also view our school as providing challenging educational program and learning
experiences for students. They also believe that we provide a safe, orderly and healthy
environment for our students. Parents also believe our system engages in a continual process
to determine improvements in students learning, including readiness and success at the next
level.
References
city-data.com
datausa.io
U.S. Census Bureau
c. Students participating in this program lack the basic needs to become successful. Our
system is designated as low wealth and Title I at both Edgewood Elementary and Central
Middle School for a period of at least 15 years. Student population is considered underserved
as there is only one other afterschool program geographically that is at no cost to students.
Most students are raised by single parents or close relatives and lack adequate support.
Students lack adequate supply of school uniforms; they dont have support from homes. Most
have physical and medical needs that are not being met. There is a demand for weekend food

bags, free lunch, clothes closet, and school nurse (health & hygiene). Students raised by
grandparents are on a very limited income. These caregivers do not have the resources to
take their children on trips that provide experiences and enrichment. Our school is ______%
poverty and _______% homeless.
II.FUNDING
A. BUDGET
B. GRANT DETAILS
1.

ABSOLUTE PRIORITY: Edgewood Elementary and Central Middle School average 89%
poverty according to NCDPI.
2. COMPETITIVE PRIORITY
o VERIFY DOCUMENT SIGNED JOINTLY
o VERIFY PROJECT WILL SERVE FOCUS SCHOOLS
o VERIFY UNDERSERVED AREA (LESS THAN 2 PROGRAMS)
o VERIFY PROGRAM IS NOVICE
3.PROGRAM ABSTRACT
4. ORGANIZATION TYPE
5.PROGRAM STRUCTURE
6. PROGRAM DESIGN - Students will be provided tutoring in the designated area every day
for a period of 60 minutes. This time will also be utilized to complete homework assignments
and/or upcoming projects. Students will be provided enrichment opportunities in various
activities including STEM, cultural events, field trips, character building, college/career
counseling, etiquette, health and safety, drug/alcohol prevention
PROGRAM DESIGN
A-B
Programs
On site math and reading tutors

Counseling Opportunities
Mental Health Services
All staff members

Needs
Remediation for non-proficiency in reading and
math. Appropriate grade level English Language
Standards, Math, Science and Social Studies.
Homework support
Study Skills
NCES Guidance Essential Standards;
Social/Emotional Support (Counseling, one on
one)
Mental Health Provider
Advocate

Field Trips, Guest Speakers, Career

Motivation Speakers
Etiquette classes with culmination
activities (Restaurant, etc.)
Kathryn Faulk...
Daily physical activity

Nurse/Health Education Guest Speaker

All staff members

Extension of Character Counts Program

STEM, Project Based Learning

Monthly College & Career Awareness
Activities
Monthly Parent Meeting
D: Rationale

Mentors/Role Models
Sense of belonging
Low self-esteem/build self-worth
Exposure to enrichment and cultural
opportunities

Etiquette
Nutrition/healthy, well balanced
meals and snacks
Increase level of physical activity to
counteract sedentary lifestyles,
embedding Healthful Living Standards.
Health/Hygiene Education, drug and alcohol
prevention,
Safe, nurturing, and consistent environment to
supplement
overall
needs
Character Development
Dress code appropriate clothing for
school
Interest-based learning activities
Career exploration
Parent/Guardian Involvement
Following NCDPIs curriculum in the state and
essential standards. Underachieving students
require extra support and encouragement in
order to achieve curriculum goals. Therefore,
teachers will tutor and remediate eligible
students in their current area of need.
Supplemental programs to reinforce character
awareness and civic responsibility. Students
eligible for this program do not have a sound
home environment and therefore remaining at
school will not only allow them to be tutored but
will allow them to have role models and a safe,
nurturing environment which encourages healthy
habits. (From studying to physical activity). The
enrichments components bringing outside people
in will allow students to do more hands on
activities It may help grow their curiosity, self

esteem and self worth. These students

exposure to civic, cultural and academic is
limited. Because the crime rate is so high in our
area, we want to offer our students an alternative
to unsafe neighborhoods and encourage healthy
behaviors.

Students will receive small group instruction aligned to the NC Standard Course of
Study. We will use the data of multiple sources, including formative and summative
assessments, to develop an inclusive plan utilizing partnerships with teachers, tutors, parents,
faculty and staff.
C. Other Planned Activities

45-Edgewood
40-Central Middle
4 weeks of instruction
Will we have Science Museum once a week for each school for two hours each lesson. That
would mean that the museum would only have to plan for two days, two hours after school each
day.
Late component
Using some of the bus drivers for snack component
*** On Tuesdays, all teachers (principals choice) can tutor until 3:30 - for free - part of prof.
Duty.
CMS Schedule-September - May
Time

TH

3:00-3:15

SNACK

SNACK

Snack

Snack

3:15-3:30

Health/PE
Activity

Homework
(No Teacher Pay
- in kind)

Health/PE
Activity

Health/PE
Activity

3:30-4:30

Homework/Reme
diation

SCIENCE
MUSEUM

Homework/Rem
ediation

Homework/Reme
diation

4:30-5:30

4H

SCIENCE
MUSEUM

Guest Speaker

Social/Emotional/
Character
Development

5:30-6:00

Supper

Supper

Supper

Supper

3:00-3:30 3 assistants for CMS 3 assistants for EES

3:30-4:30 8 teachers for CMS 9 teachers for EES
4:30-6:00 3 teachers for CMS 4 teachers for EES
EES Schedule September - May
Time

TH

3:00-3:15

SNACK

SNACK

Snack

Snack

3:15-3:30

Health/PE Activity

Health/PE
Activity

Homework (No
Teacher Pay - In
Kind

Health/PE
Activity

3:30-4:30

Homework/Remedi
ation

Homework/
Remediation

SCIENCE
MUSEUM

Homework/Reme
diation

4:30-5:30

4H

Guest Speaker

SCIENCE
MUSEUM

Social/Emotional/
Character
Development

5:30-6:00

Supper

Supper

Supper

Supper

Summer Schedule EES & CMS 10 July - 4 August

Times

Tuesday

Wednesday

9:00

3:00

Activity

Brief
Description

Frequency/Time

Who is
Participating

Snack Time

Daily

All students

4-H

Once per week

All students

Science
Museum/STEM

Once per week

(each school)

All students

Format

Academic
Tutoring,
Technology
Programming

Homework
assistance,
Using data to
determine
student needs

Daily

Field Trips

To Be Arranged 4 Annually

All students

Recreation/Physic
al Activity

Energizers/Brai
n-Based
Activities

Daily
All students

Career
Exploration

Guest
Speakers

Once per week

Social/Emotional/
Character
Development

Faculty/Staff
(Counselors,
Administrators,
Teachers)

All students

All students

Once per week

All students

7. FAMILY ENGAGEMENT
a. Communication Plan Daily communication through school planner
Parent Partnership night (same as Monthly Parent Night) will be held monthly. Parents will
attend sessions related to staying healthy, succeeding in school and beyond, family
reading,family math, civic responsibility, technology, vision boards, etc. Parents will end the
night by joining their students for a hot meal.
SchoolMessenger callouts will be utilized to inform families of upcoming events
Surveys will be sent home quarterly to elicit feedback/suggestions from parents
B. Planned Activities that Engage Families Weekly Burst - Knowledge and tips about what the students are studying, how to help your
student, examples of problems and strategies to be used in the curriculum.
Nightly communication with parents will help with the scheduling of supplemental activities for
parents/families. As a new need arises, the director and teachers will work together to devise a
plan to directly address the need.
Monthly parent night. The last Wednesday of every month we will hold a parent night. This night
will be dedicated to giving parents information to help their students in academic areas.
Strategies will be taught as well as hands on activities for parents. A technology night will be
held in which parents are taught how to use technology that students are utilizing in the
classroom and afterschool program.
Based on demand, WCS is willing to host literacy nights for parents and community members.
The focus would be on acquiring fluent reading skills and acquiring information from reading.
C. Schedule for Planned Family Engagement:

Nightly - Communication from teacher and tutor (homework assignments,

remediation areas, attendance, behavior, etc.)
Weekly - Weekly Burst - On Fridays, WCS will send a publication featuring key
curriculum insights and other helpful hints.
Once a Month - Last Wednesday of the Month parents will attend curriculum
night or Literacy Night. On this night, parents that attend the informational
sessions and will then join their student for a free supper.
Once a Month - Last day of month, student progress reports will be sent home
and necessary conferences scheduled.
Once every quarter - Parent surveys and teacher surveys including student
progress and program effectiveness.
www.ed.gov/parent-and-family-engagment
8. PROJECT ADMINISTRATION
a. Outreach Activities: Callouts, Letters home, flyers stating what we have to offer. A parent
brochure, with calendar of events. A kick off night at the Science Museum (our partner) where
parents are invited to attend. Place a banner outside the schools. Brochure to distribute in local
churches and community facilities. Publish information in the newspaper, broadcast
information (Superintendent) on local radio station. Televised interview with the Superintendent
and Director of 21st Century Learning Grant.

b.

Staffing Plan
Key Roles Supervision of students
Tutoring
Remediation
Family involvement activities
Mentoring/coaching
Teaching a variety of subjects
Field trips
Utilizing data to organize groups
Maintaining an open line of communication with parents and teachers
Maintaining a log of communications
Providing surveys and gathering feedback from students, parents, teachers, community
partners and school administration
Maintaining a professional and caring demeanor at all times.
Qualifications Teachers must hold a valid NC teaching license.
Support staff may consist of retired teachers, teaching assistants, and qualified community
members
Bus driver license for certain support staff
Volunteers must be vetted and certified by the WCS School Board.
Staff Recruitment Activities Provide an informational night discussing roles and responsibilities of 21st Century staff
members.

Provide an application and have interested parties submit the application.

Current school employees will submit a letter of interest.

Strategies to support staff retention Maintain flexible scheduling in order to keep teachers from burn out
Adequate training
Adequate support
Voice in planning schedule and activities (ownership)
Adequate time to accomplish goals
Adequate supplies and materials

Methods for volunteer management - Our district has a well designed plan for
volunteer management. Our Public Relations Officer has a systemwide approach
whereby volunteer applications are solicited on the radio and local TV station. They are
given out at each school, local businesses and churches. Each application is vetted and
approved by our local school board. The application includes each type of service the
volunteer is willing to provide, age levels they are willing to work with, times and
supplemental duties/activities they can provide. We will use our volunteer base to begin
our process and then provide additional forms to community members and
family members that will be involved in the afterschool program.

c. Professional Development Training for Staff--Prior to the first day for students, staff will be
trained for a period of three 2 hour sessions on the following:
Day 1) Introduction:
Purpose: To promote the social, emotional and academic well being of our
students
Mission: Empowering every students to reach their maximum potential for
lifelong learning and productive citizenship.
Program Goals: To provide a safe, nurturing and healthy learning environment
for students. Provide remediation and enrichment learning programs in an effort
to improve academic achievement. To provide experiences for the whole child to
encourage well rounded citizens that make responsible choices for themselves,
our community, and world.
Ethics: Explore guiding principles of ethics, legal and professional norms and
expectations.
Schedule: Weekly schedule for students and activities, schedule for teacher
contact, schedule for parent contact, schedule for parent/community nights,
Science Museum Partnership - students will participate in STEM related
activities at the Science Museum once per week. Procedures, staff expectations,
student expectations, including bus conduct, and museum schedule will be
reviewed.

Day 2) Work Sessions:

Safety Procedures-Teachers will review emergency crisis plan, security,
procedures for student dismissals, parent pick up, sign out procedures, medical,
physical, allergies, mental health issues/strategies, substance abuse protocol,
Classroom Teacher Communication:
Emphasis will be placed on maintaining direct and consistent communication with
classroom teacher regarding homework assignments and academic needs of the
students. Staff will be provided with strategies from multiple sources such as
NCDPI, Reading Foundations training, CC, etc including input from teachers
about individual student needs and learning styles. Students will maintain an
organizer in which all assignments will be written down, the teacher will initial,
and the afterschool teacher will check the planner, review the work with the
student, remediate if necessary, complete homework and sign that they worked
with the student. Any information needing to be exchanged will occur using the
planner.
Data: Student EOG data, benchmark data, classroom data (formative and
summative assessments), TRC/MClass if applicable) will be analyzed by staff to
determine instructional goals to address student academic weaknesses. Each
school has a data room in which student data is tracked and updated weekly.
This data room will be utilized to track academic and, if needed, behavioral
performance/progress.
Tutoring Procedures: Determine the routine for remediation,the length of time
on task and documentation of learning strands covered based on the NC
Standard Course of Study, and subject level goal summaries.
Differentiation: Identifying various differentiation strategies that support the
learning modality, interest and readiness level of each student.
Recreational Activities: Explore various kinesthetic activities that support
healthy learning.

Day 3)
Behavior Management: Identify various behavior management techniques to
maintain safety and a supportive learning environment.
Student Motivation: Identify extrinsic and intrinsic motivational strategies that
promote on task behaviors for learning.
Parent Communication: Explore various avenues to maintain close and
consistent contact with parents.
Community Partnership (4-H, guest speakers) Our Community Partnership
Night will held monthly. Designated community members will present information
regarding their career.

The WHY? - Framework of Poverty by Ruby Payne

d. Student Transportation Transportation for students will not be provided

9. Capacity to Implement, Partner, and Sustain
a. Prior Success - Title I and Low Wealth funds have been utilized in the past to provide
remediation and tutoring for bubble students (Level 2s and Level 3s on EOGs); however, as
funding from the state has been decreased our programs have suffered. Some teachers
voluntarily utilize planning time and/or after school to remediate students in need. Because of
this, Whiteville Primary has built into their schedule an intervention time. Central Middle School
currently has a flex day built into the schedule for remediation. Edgewood Elementary School
is utilizing encore teachers to remediate bubble students within the school day. Our school
board supports the implementation of an intervention and enrichment program in both the
elementary and middle school. The schoolwide program is one hour per week. During this time,
students are engaged in activities based on interest and academic needs.
b. Key Resources - One CMS Curriculum Specialist, one EES Curriculum Specialist, CMS and
EES Faculty and Staff, Partnership with Child Nutrition (free snack and dinner). Facilities - CMS
classrooms and cafeteria, EES classrooms and cafeteria, on site administrator, Community
Partnerships, Technology, Activity Buses
c. Collaborations and/or Partnerships NC Museum of Natural Sciences, Columbus County
Health Department, Columbus County Agricultural Extension Office/4-H, Columbus County
Hospital, Southeastern Community College, BB&T, Military Veterans, SAFECO Insurance
Company, My Tap Handle, Sunshine Cleaners, Quality Ford, Speech Pathologist, Food Lion,
NCDOT, NC Prison System, Chamber of Commerce, Delta Kappa Gamma, Omega Chapter,
Junior Womens League, Womens Civic League, Western Prong Baptist Church, First Baptist
Church, Trinity Baptist Church, Columbus County Youth and Families Organization,
d. Seeking Support for Sustainability - Annual pledges for funding by local business and
community partnerships; Annual Museum Gala, Annual 5K Walk, Annual Golf Tournament,
Annual fundraisers by community partnerships, recurring scholarships, Seeking grants from
institutions such as The Packard Foundation Grant, Barbara Bush Foundation for Family
Literacy, Dollar General Grant, City Grant, Allstate Foundation Grant, UPS Foundation Grant,
Walgreen Company Contribution program Weyerhaeuser Family Foundation Childrens Initiative
and other grant opportunities, Percentage of Title I funds, Percentage of Low Wealth,
Percentage of Title III Funds
10. Evaluation Plan and Use of Data
a. Program effectiveness measures focused on student attendance and academic
achievement
i.
Attendance Measure(s) Daily attendance for each student. Parent/Student Attendance
Compact; Parent meeting required after two absences per 9 weeks, If chronic absenteeism (3
unexcused absences per 9 weeks) continues, student will be dropped and replaced with a
student on the waiting list.

ii.

Achievement Measure(s) Utilize Classroom Formative and Summative Assessments, Daily

Grades, Quarterly Benchmarks, TRC/MClass Data (Grade 3) chart academic growth. In areas
of behavior issues, monitoring discipline referrals and/or Classroom Dojo points.
iii.
Pay for being late/ drop if late over 3 times.
b. Data Collection Plan for Effectiveness
i.
Student data will be collected by students. Daily grades will be recorded by the student and
charted as a visualization of growth. Weekly charts will be provided by 21st Century tutors. All
grades must be documented by student and the classroom teachers must initial when grades
are recorded. The tutor will maintain a data file of grades for each student. The tutor will initiate
a conversation about grades and growth weekly with the student and if necessary,
parent/teacher. Classroom teachers will touch base with tutors weekly.
ii.
How student data will be analyzed- Based on individual student needs. Performance will be
analyzed by percentage increase. The goal will be set by a committee including the student,
parent, teacher, tutor.
iii.
Student data to evaluate program effectiveness - An upward trend in student data will inform
all parties of student progress/growth. Quarterly teacher surveys will also be utilized to inform
school personnel of student growth. The teacher survey will show improvement in academic,
physical, mental, behavioral, preparedness/success.
c. How data will be used to improve the program
i.
Discussions about data with stakeholders - Teachers will utilize the data to inform their
practice.
ii.
Discussions about data with partners - Are we making an impact on students? We shall
discuss survey results, testing results, improved behaviors, with concerned citizens.
11. Budget Narrative and Alignment
Stephanie - here are the facts, we arent sure what the narrative should look like.
3-3:15 Small number uncertified staff to supervise snacks (EES - 3, CMS - 3)
3:15-3:30 Health and Physical Activity
3:30-4:30 Larger number of teachers to do small group tutoring/mentoring (8 teachers
CMS, 9 for EES)
4:45-6 Smaller number of teachers/ non certified/ bus drivers - to supervise during
enrichment and dinner (4 for CMS, 4 for EES)
Cost of transportation to and from science museum (for EES and CMS) once a week
$5.00 UP FRONT AND $1.50 PER MILE (4 MILES PER WEEK $5.00 + 1.50 X 4 = $8.00)
Cost of daily snacks
Cost of daily dinner
Cost of supplies and materials $200 per month
Cost of special activities

Cost of field trips

Cost of advertising
Cost of parent materials/supplies

DREAM Center
Established in 1994 by four women, The DREAM Center is a community development
corporation (CDC), a type of non-profit organization.
Most of the centers programs involve health and education. From bringing healthy
babies into the world, to nurturing children and raising them drug-free, from balancing a
checkbook to buying a home, center employees guide students through learning
processes that empower them to achieve their goals and become successful role
models for others.
The center partners with dozens of organizations, from churches and schools, to private
and public organizations. It works with several Columbus County government
departments, as well as ones on the state level and the U.S. Dept. of Agriculture.
Below is a summary of the types of programs offered to the community.
Health [HIV/AIDS, substance abuse, prostate cancer, diabetes, summer food service,
infant mortality;
Education [after school tutoring and summer enrichment for English and Spanish
speaking youth, mentoring for court referred youth, English as a Second Language
(ESL), GED and basic skills];
Technology [computer literacy and free access to the Internet for youth and adults];
Community development [financial literacy classes for youth and adults, family
resource center, county coordinator for EITC (Earned Income Tax Credits)
Housing [IDA (Individual Development Account), counseling, purchase, financing,
repairs and subsidies; intermediary for job placement] and advocacy.