ABSTRACT/ PROJECT SUMMARY FOR A GRANT

High school graduation rates of Latino students have risen to 57.8%, but are still lagging behind their
White counterparts.1 Understanding the specific problems and risks that Latinos face, it is imperative for
a school to create a comprehensive plan to alleviate this gap. As part of a comprehensive plan
SCHOOL will promote social advancement, while encouraging positive self-worth and cultural
awareness. The objective is to support the entire school community by providing services and
educational opportunities that will enhance student awareness and preparation for higher education. In
order to achieve this goal, SCHOOL will foster experiential learning and leadership development in
classrooms, incentivize high achievement with Honors Celebrations, require uniforms and develop
partnerships with stakeholders who have specific areas of expertise (e.g. Beacon Program; Girls Inc;
YWLN; etc). Investing in educating the whole girl, will lead students to develop the skills and
knowledge needed to prosper and succeed in higher education.
INTRODUCTION
The Education Gap
As stated by Horace Mann, Education then,
beyond all other devices of human origin, is the great
equalizer of the conditions of [wo]men. Education is
the primary route in obtaining economic and job
security. It is particularly significant for the future of
children who are ethnic minorities, born into
disadvantaged economic circumstances, children of
persons who do not understand the educational
system, and/or dealing with language barriers.
Although Latinos have made progress in their
educational achievements, there is still a group of
Latinos that continue to lag behind. In the 2008
cohort, Hispanic students have a 57.8% graduation
rate, while White students have a graduation rate of
87.5%. 2 Although the impact of outside factors is
great, schools can offset some of these impacts by
providing students with the resource and supports
they need to succeed. Students not only need academic support, but they need exposure to education
that is going to be real-world applicable. They also need need support in their own positive
developments.

Grant Goals
The goal of the Vision program is to create a venue that is comfortable and non-threatening,
that will foster positive concepts of self-worth, responsibility and provide the tools that subsequently will
prepare students for higher educational aspirations and prepare students to participate in the global
community while instilling a strong sense of commitment to volunteerism and cultural pride to average
Latino students.
In creating a new school that focuses on mathematics, science, technology with a strong
emphasis on character education, the goal of the new Vision program at SCHOOL of the Bronx is

1
2

http://www.p12.nysed.gov/irs/pressRelease/20130617/GradRateSlides.ppt
http://schools.nyc.gov/NR/rdonlyres/30D1B49C-D908-4FAA-BC3D-1F7CA246549E/0/GRADRATE2010_HIGHLIGHTS_WEB.pdf

similar to that of the traditional Vision program. In having autonomy of the school, we will have the
flexibility to align the guiding principles of ORG with those of both schools while allocating resources
accordingly. The ultimate goal of the SCHOOL is to empower students by providing them with the
academic skills, tools and self-confidence to succeed while learning to overcome the daily obstacles
that may impede them on their journey towards success.
Grant Objectives
The objectives of the Vision and SCHOOL programs can be categorized into three areas which often
overlap:

Educational/Career related objectives:

To provide students with a variety of study skills and time management skills that is
essential for achieving academic success
To provide academic support services for students through tutorial sessions,
homework assistance and engaging content-related activities
To improve both mathematics and reading scores
To expose students to the connection between education and professional/financial
success
To provide opportunities to visit high schools, colleges and businesses
To guide students through the educational process with a strong emphasis on high
school and college admissions process, financial strategies and suggestions on how to
best prepare for educational advancement
To inform students of various high school programs/schools and colleges
(degrees/majors)
To assist students in writing effective high school and college entrance essays
To provide effective test taking strategies for the SAT, ACT and other high stakes
admission exams
To guide students as they determine their strengths and weaknesses while
examining future career options and strategies for achieving them
To develop skills necessary for the work place, including resume writing, interviewing,
articulation, dress codes and appropriate work ethics

Character Development/Personal Growth:

To create a community built upon positive peer and adult relationships
To foster and promote the development of a positive Emotional Quotient that will
provide students with the skills needed for future successes
To be able to identify positive qualities, skills and value within themselves and
transfer these qualities to life beyond the school setting
To increase positive self-esteem thus fostering strong character development
To make students knowledgeable about investing, money management, and
consumer issues
To develop peer leaders that will utilize these skills and become future leaders
To develop effective communication and listening skills
To develop problem-solving techniques when dealing with conflicts
To understand the value of community service while providing opportunities for
community service

Cultural Objectives
To provide students with an overview of Latinos and other cultures in the United
States, their origin histories and experiences, and reflect upon their cultural/historical
impact in the United States
To use trips, literature, statistics and magazines as an avenue to develop an
awareness and understanding of the Latino culture

 To understand how society perpetuates stereotypes, both cultural and gender based,
how individuals contribute to that false concept, and what can be done to improve the
images of Latinos while developing skills for managing and overcoming them
Solution
In order to help our students be successful, we recognize we must take a comprehensive approach.
Our vision is to provide whole school four key ways: experiential learning and leadership development,
celebrating student excellence, mandating uniforms and developing key partnerships with stakeholders.
NEEDS ASSESSMENT
Of the five boroughs of New York City, The Bronx has the highest concentration of English
Language Learners (ELL) in the student population (17.9%) with most native-born (61%). In other
words, at least one in six students in the Bronx is an ELL. SCHOOL is located in the South Bronx,
where the ELL student population is higher than average.3
Nearly 16.2% of the student populations have disabilities. Despite the increase in labeled
special education children, Special Education Budgets have been cut 11.1% from 2007 to 2012 in
classroom instruction. Students in both English Language Learners and special education programs
tend to have much lower performance level scores in English Language Arts and Math.4 Therefore,
they require extra support afterschool (e.g. homework help, tutoring and remediation programs) to
ensure they are making significant gains.
Student test scores are also clearly related to poverty. The poorest students, those whose
family income entitles them to free school meals, attained proficiency at much lower rates in 2009-2010
(38% in ELA, 51% in Math), than those who are known to be ineligible for subsidized meals (69% in
ELA, 77% in Math). The entire population of our school is eligible for free lunch, illustrating that
students come from low-income households. In the United States, only 8% of low income young adults
achieve a college education. Additionally, a large group of students must eat breakfast at school due to
lack of financial resources at home. The school sites are located in areas that contains several
homeless and womens shelters, gang affiliations, and drugs.5
According to a recent study at the University of Texas, the strongest indicator of student
success in actually parent attainment of graduate degrees. A significantly high percentage of our
students come from families that have mostly graduated from high school and/or not received any
diploma for completion of any type of formal education as they come from countries in which education
is not guaranteed.
Hispanic graduation rates in New York City are the lowest of all the ethnic groups with a 59%.
The Community Service Society (CSS) reports native-born Latinos have the highest percentage of
individuals without a high school or equivalent diploma at 34%, more than blacks young people (29%),
and far exceeding the rates of white (10%) and Asians (7%). On the high end of the education
spectrum, Latinos (10%) and blacks (9%) are far behind whites and Asian native-born youth in the
attainment of a bachelors or higher degree. Latino youth are the lowest-educated group of youth
people in New York City, with just 28 percent having obtained education pass high school
education. Far too few Latinos are graduating high school, and very small numbers of Latino youth
attain post-secondary education.6
Studies have found that Latino youth experience proportionately more anxiety-related and
delinquency problem behavior, depression and drug use than do non-Hispanic white youth. The
emotional concerns usually generate from their economic social class and the family structure, impact a

3
4
5
6

http://www.ibo.nyc.ny.us/iboreports/2011edindicatorsreport.pdf
http://www.mikebloomberg.com/index.cfm?objectid=8F537A57-C29C-7CA2-F9960B491507142E
http://www.ibo.nyc.ny.us/iboreports/2011edindicatorsreport.pdf pg 30-31
http://www.cssny.org/userimages/downloads/LatinoYouthinNYCOct2010.pdf

students areas to encounter resentment and criticism by their peers for their efforts to succeed and do
well in school. Latino youth have many obstacles to circumvent. However, there are specific strategies
in which schools can support the minimization of these statistics. The programs funded through this
program will do exactly this.
Studies have found that Latino youth experience proportionately more anxiety-related and
delinquency problem behavior, depression and drug use than do non-Hispanic white youth. The
emotional concerns usually generate from their economic social class and the family structure, impact a
students areas to encounter resentment and criticism by their peers for their efforts to succeed and do
well in school. Latino youth have many obstacles to circumvent.
Latino children at the middle school level and high school level have historically been ignored
terms of their academic, personal and cultural growth leading to a dismal amount of Latinos actually
graduating from college. Many of our children are lacking role models and guidance leaving them
feeling isolated in their efforts to succeed. They do not have access to persons who are knowledgeable
of the educational process or the knowledge of opportunities available to them. In addition, they need
to be exposed to the world that lies beyond their immediate communities. Early intervention is crucial in
order to instill a desire to achieve academically while pursuing a college education, foster a sense of
pride in their cultural heritage, and teach our children the skills necessary to accomplish these goals.
The Vision programs serve predominantly one school with large Latino populations and
students from low-income households. (Through partnerships, the program welcomes the opportunity
to serve others as well.) Nearly 85% of students at SCHOOL of the Bronx are in financial need with
many living below the poverty line; 79% of students at MHV fall into this category. Nine students at
SCHOOL of the Bronx live in temporary housing. SCHOOL of the Bronx is located in District 9, a
school district in despair with many low performing schools and several being targeted for closure
leaving very little options for Bronx students. Recognizing that a caring school culture with high
expectations and solid programs can offset these abysmal statistics that many of our children face, we
have developed the Vision program. It makes a significant difference.
RATIONALE/ THEORETICAL FRAMEWORK
Experiential Learning Field Trips
As a STEM school it is imperative that our girls be exposed to real-world science and math
experiences. Females have been traditionally underrepresented in science and mathematics careers,
and exposing them to informal learning experiences can help develop their interests. Formal learning
experiences are curriculum driven, associated with grades, and take place within a structured school
setting. Informal learning experiences are voluntary, semi-structured, and interest-driven. Informal
science enrichment programs are often inquiry-based and aim to emphasize the connections between
science and the real world.7 Experiential learning pushes students to make real-world connections that
go beyond just textbooks.

http://files.eric.ed.gov/fulltext/EJ951780.pdf

Specific School Partnerships

SCHOOL Bronx currently has 17 afterschool programs, many of these programs are run by staff
members but they are also made possible by program partnerships, especially by ORG. These
partnerships bring experts in their fields into the classroom to give our girls a very unique experience
and perspective.
Partnership

Focus

Rationale

CFY Computers provides all

6th grade students with
computer to use at school and
at home. In addition teachers
will receive professional
development on a weekly basis
on how to transform their
classroom into a blended
learning environment.

In school the primary focus for

these computers will be
mathematics. But, these
computers can be used at home
to promote digital literacy and
academic growth through
differentiation.

By giving students personal

computers to use at home, it will
greatly expand the opportunities
for real-world applicable
homework assignments.
Teachers can create engaging
and differentiated homework
assignments and be confident
that students have computer
access. Individual student
pathways will enhance the
learning experience while
providing them with the
technology and resources
needed by this generation for
career readiness and/or college
success.

Community Word Press

(CWP) is a program that sends
authors and actors into the
classroom to help students
develop their voice through
various types of poetry.

The primary focus of CWP is to

promote literacy through poetry.

CWP helps students express

themselves in creative ways. It
also teaches them literary
techniques that can be used in
an educational setting.

High School Tutors are hired

from other SCHOOL schools to
support students for one-to-one
tutoring.

High school students focus on

helping students with content
area homework assignments:
math, science, literacy and
social studies. Leadership
schools are also developed.

Although SCHOOL has

afterschool programs such as
homework help, it does not
necessarily provide students
with the one-to-one attention
they sometimes require. High
school tutors frequently provide
help to our highest needs
learners. They also provide
students the opportunity to meet
and connect with like-minded
students that can relate to their
specific challenges.

Globaloria

The focus of this program is to

promote a basic understanding
and exposure to computer
programming and coding.

This comprehensive program

exposes our girls to a field that
is increasing at a significant
rate; this are the careers of the
future. Currently, about 5% of

programmers are Latina.

Studies indicate that this
exposure must be done in the
early grades especially for girls.
Tribeca

The focus is to nurture the

artistic abilities within students
while supporting the Common
Core Learning Standards and
cultivating social awareness and
responsibility.

Tribeca teaches students how

to express themselves in a
different way, nurtures a viable
artistic talent not always
targeted in school, and
promotes the development of
communication skills both in
written form and verbally.

EXECUTIVE SUMMARY
Demographics SCHOOL currently has 181 girls enrolled. Below are the demographics of our school.
Out of the 181 students 14.92% of our students have individualized educational plans and 6.63% are
English language learners. Furthermore, 97% of our students qualify for free lunches.

Program Description
In order to help students overcome the achievement gap, SCHOOL is committed to providing
students with a holistic approach. Students will benefit from academic support through afterschool
programs such as homework help and tutoring. Students will also get support from school partnerships
which expose them to arts, technology and science though real-world experiences. The program is
aimed at creating a positive school environment where students receive support academically and
developmentally, and learn to be proud of their heritages. Program components include:
1. Experiential learning and leadership development opportunities
2. Providing incentives to students to improve academically
3. Developing partnership with various organizations that provide STEM support for students
4. Providing uniforms to students who demonstrate financial hardship.

Program Outcomes
At the end of the school term, when report cards, reading scores and math scores are released
throughout the state, a complete report on the project will be submitted to ORG. The report will
compare gains made by Vision participants on standardized tests in both Mathematics and English.
Furthermore, report card scores will be analyzed and increased/decreased of second quarter averages
versus fourth quarter averages will be determined.
During the year arrangements can be made for staff members from ORG to observe sessions
and progress. The Program Director, or representing agent, will visit each site on a monthly basis.
Report cards will be provided at the end of each term to ORG.
SCHOOL of the Bronx will also submit their Learning Environment Survey, Quality Review and
Progress Report from the NYCDOE to evaluate their success with all community stakeholders.
The School Leadership Team (SLT) developed the Comprehensive Educational Plan (CEP)
goals. This year our goals were:
1. Students demonstrating median growth on NYS math assessment will increase from 76% to
77%
2. Students demonstrating median growth on NYS ELA assessment will increase from 72% to
75%
3. 100% of students will engage in at least 10 community services hours
SCOPE OF SERVICES
Whole School Support
The Vision/ORG philosophy will be incorporated into the school program for the benefit of all students.
This will be accomplished by establishing an Advisory program that meets at least twice a week for
character education, study skills, college awareness, and personal growth lessons. The advisory
program will endorse a culture of high expectations and proclaim the urgency securing a college and/or
post-secondary education. Other additional supports to the each school are:

Experiential Learning and Leadership Development

The grant supports the school in various ways by funding special programs that allow
experiential learning opportunities for all students school-wide. Each grade will receive support
for 1 to 2 educational and/or leadership-based events/trips per grade. Each school will select
and submit a request with rationale for trips/events/programs in September after curriculum
maps have been finalized. All classes will be involved in experiential activities that not only
allow them to broaden their horizons while discovering a world beyond the Bronx, but also
reinforce and connect content-area to real-life experiences. These trips will provide further
incentive to do well. Some trips include, and are not limited to:
Museum of
Natural History

Focused field trips aligned with the NYS/NYC Social Studies/Science

Standards are provided.

Taconic Outdoor
Educational
Center; Camp
Mariah;
Getaway; YMCA

Overnight program will provide students with hands-on experiences in

Geology, Ecology, and Astronomy while providing outdoor problem-solving
activities that stress initiative, challenge, and trust necessary for self
confidence and teamwork.

Tenement
Museum

Workshops that directly connect to NYS Social Studies concepts

(Immigration; Tenements; etc) (8th grade)

Philadelphia
Tour;

Trips will be aligned to NYS American History Standards. Pre-trip and posttrip activities will be Common Core aligned to support reading and writing as

Old Sturbridge
Village

well.

Society of
Educational
Arts/Museo del
Barrio

Aligned to Hispanic Heritage Month and the Art Curriculum. Pre-trip and
post-trip activities will be Common Core aligned to support reading and
writing as well.

Celebrating Academic Excellence

Academic excellence will be promoted by providing an Honors Celebration at least twice a year
to commemorate the academic standing of students. Although students should strive to
succeed based on purely intrinsic motivation, recognizing success is a simple incentive that
encourages and motivates those that have not yet fully internalized these motivational factors.

Uniforms
In understanding the demographics of both schools, funds have been allocated for uniforms for
families demonstrating a sincere financial hardship.

Specific School Partnerships:

o Start-Up Support for New School through CFY Support (SCHOOL)
As a new school in one of the poorest and lowest performing districts in the Bronx,
SCHOOL of the Bronx will receive funds to improve student learning. Technology is one
of the best ways to leverage equity in education when used appropriately. The CFY
program would allow all 6th graders to have computers at home and help develop our
blended learning program through dedicated coaches and intensified professional
development. The program is incredibly costly. A partnership would allow for the
school to cover more than half of the expense and bring this opportunity much needed
opportunity to bring the education of our students to the 21st Century. It will enhance
their technological skills as well. Although the impact will begin in the math classroom,
as internal expertise is developed, the best practices of blended learning will expand.
o

Scholarship In vesture
While attempting to foster a new relationship with other highly rated school, a new
program will be implemented that supports the passage of a well-deserving student into
the CTA program while supporting afterschool academic support. Ideally, two students
that meet the criteria for the ORG Scholarship would serve as tutors. These students
will be encouraged to apply for the CTA program. During the course of their senior year,
they would receive opportunities for additional perks such as a trip to a Broadway show
and a special meeting with the founders of ORG. (Students senior dues would be
compensated as a small token of appreciation as well.) This particular program would
allow for SCHOOL students to receive academic support as well as a chance to interact
with positive role models that is critical, as the school does not have upper classmen yet.

Academic Support (After school programs and Summer Support Program)

Three after school programs will be developed to support academic performance.
These may be direct homework help programs, a decoding program for low readers, or
disguised as other clubs, such as a Book Club or Math Club. A summer program will be
developed for the summer of 2015, to support students that do not qualify for summer
support but definitely need to consistency of academic work to retain their current
standing.

PROJECT PLAN
Responsibilities
Service

Task

Objective

Experiential
Learning Field
Trips/Leadership
Development

Grade teams or
content teachers will
be responsible for
planning trips aligned to
curriculum.

Experiential learning is a
key component in
understanding classroom
content. Students are
able to broaden their
knowledge of the world
and apply what theyve
learned to real situations.

By October 2014, all

content and elective
teachers will submit a
request for a curriculumaligned trip for the 20142015 school year.

Celebrating
Academic
Excellence

Co-directors will
review student
averages and
determine which
students to recognize
for academic
excellence. These
students will be
awarded a celebratory
trip to reward them for
their hard work and
dedication.

Celebrating excellence
by awarding CoDirectors Honor Roll
and Honor Roll is a way
to motivate our students
to do better and
counterbalance the
negative effect sadly
associated with being
smart

By October 2014, the

Community
Associate/Parent
Coordinator will book two
trips for future academic
award recipients.

All teachers and staff

members are
responsible for ensuring
that all SCHOOL
students are wearing
their mandated
uniforms.

Uniforms are a way to

ensure that are students
are dressed
professionally for school.
For students who have
demonstrated financial
hardship, funds have
been set aside to
accommodate them.

September 2014, students

who demonstrate financial
hardship will be given
uniforms to wear for the
school year.

School partnerships
expose students experts
in their fields and provide
them with unique

School partnerships will be

finalized by September
2014.

Uniforms

Co-Directors lend
uniforms to students
who do not wear them.
They also give uniforms
to students who have
shown financial
hardship.

Timeline

By January, 2015 and

June, 2015, Co-Directors
will choose the recipients
of these awards.

Students who are out

of uniform are not
allowed to be in class
and must do their work
in the main office.
School
Partnerships

Crystal Goris, the

school business
manager will be
finalizing the school

partnerships listed
above.

experiences (e.g. dance,

filmmaking, health
education)
The CFY partnership will
allow students to deepen
their technology skills,
have access to
differentiated instruction
to promote conceptual
understanding of
concepts, and equalize
their learning as
compared to more
affluent communities.

Academic
Support

In collaboration with the

Leadership Council, the
Co-Directors will
determine most
strategic interventions/
programs to promote
student learning and
outcomes.

Closing the achievement

gap requires
supplemental supports
and is critical to helping
students succeed.
Students are able to
receive targeted help in a
small group setting. This
will, in turn, promote
academic growth.

By the end of September,

2014, areas of growth will
be determined using base
line assessments.
By October 2014, a
minimum of two after
school programs will begin.
By October, 2014, two high
school student tutors will
be secured.
By February 2015, all after
school/Saturday programs
will be functional.
By mid June 2015,
students will be selected to
attend the Summer
Enrichment program.
July, 2015, the Summer
Enrichment program
begins.

Goal I: By June 2014, we will increase the number of students demonstrating median growth on the
New York State Math assessment from 76% to 77%. (Adjusted goals will be provided based on the
data obtained for this school year no later than mid August, 2014. The revised goal will project growth
based on most updated data derived from the April, 2014 New York State data.)
Goal II: By June 2014 we will increase the number of students demonstrating median growth on the
New York State ELA assessment from 72% to 75%. (Adjusted goals will be provided based on the
data obtained for this school year no later than mid August, 2014. The revised goal will project growth
based on most updated data derived from the April, 2014 New York State data.)

Goal III: By June 2014, all students will have engaged in at least ten hours of community service, either
through voluntarism at our school site, cultural site and/or serving as student leaders.
Management Goal
Goal

Evidence of Impact

Assessments

Responsibility

Students
demonstrating
median growth on
NYS math
assessment will
increase from 76%
to 77%

2014 NYS Math

assessment

SCHOOL math department, through direct

instruction as well as after school
enrichment will be responsible for
achieving this goal.

Students
demonstrating
median growth on
NYS ELA
assessment will
increase from 72%
to 75%

2014 NYS ELA

assessment

Literacy, writing, science and social

studies teachers will be focusing on textdependent questions and higher-level
texts through the year. Teachers will work
collaboratively in CCLS meetings to
develop cross-curricular strategies that will
give students the skills they need to read
higher-level texts and answer textdependent questions. Content teachers
will also provide afterschool enrichment for
students who require more small group
attention.

100% of students
will engage in at
least 10 community
services hours

Students will keep

track of hours on a
timesheet that will
be signed by the
coordinator at each
community service
site.

Advisory teachers will be responsible for

assisting students in finding community
service opportunities. They will also be
responsible for checking in with students
to see progress of 10 hour goal. Advisory
teachers will also be responsible for
providing community service lessons to
help students develop their leadership and
understand the significance of community
service.

EVALUATION PLAN:
Benchmarks
Evaluation framework
Step 1: Articulate program goals and measurable objectives
Step 2: Administer assessments
Step 3: Collect data from assessments
Step 4: Analyze the data for areas of success and growth

Step 5: Report the data

Step 6: Use the evaluation results to make changes to program
Evaluation Components
Goals will be measured/ evaluated by:
Summative and formative data
Measures of Student Learning tests (literacy, mathematics, science and social studies)
BOY and EOY diagnostic assessments (literacy and mathematics)
Midterm and Final assessment data (literacy, mathematics, science and social studies)
State assessments (literacy and mathematics)
Surveys
Advisory survey
Learning environment survey
Evaluations
Quality Review
BUDGET/EXPENDITURES
Project Director Stipend
SCHOOL Program:

Facilities (School to secure permits)

Materials:
Uniform
Supplies
Educational/Leadership based Learning Experiences
Camping Venues
Tenement Museum
Philadelphia Trip
Old Sturbridge Trip
Honors Celebration
Academic Support:
After School Tutorials/Clubs
CFY Partnership (School contributes $13,000)
Summer Enrichment Program
High School Tutor Stipends

Vision at SCHOOL:

TOTAL

Facilitator
Facilities (School to secure permits)
College Retreat
Cultural Show

$500
In-kind Donation
$150
$200
$10,000
$2,000
$3,000
$3,000
$1,500
$6,000
$10,000
$4,000
$2,000
$2,000
In-kind Donation
$2,000
$1,500
$47,850

Expenditure Reports:
During the course of the year, there will be the use of two distinct types of reports. The monthly report
will be to provide stipends to program workers. Similar to the one currently used, it will include:
Personnel Name; Address: Program Serving; Rate; Hrs: Total Month Stipend Amount. This will be
submitted at the beginning of every month once facilitators have submitted their time cards and any
other related paperwork related to their function (ie: sign-in sheets; lesson/agenda; etc)
Three times during the course of the year at the end of January, June and August, a more
comprehensive expenditure report will be submitted. This excel spreadsheet with include all expenses
for the year at each given point, along with a running balance for each category. Briefly stated the
report will include the following labels. This will allow us to monitor our expenses while providing a
global perspective for each component.
Program
Component

Item Breakdown

Actual Amount

Budgeted Amount

Remaining
Balance

Experiential
Learning
(Sample)

Down payment for

Philadelphia Trip

$2,500

$3,000

$500

These will be shared electronically and shared on a Google drive for easy access and transparency.
MANAGEMENT PLAN
The supervisor responsible for the effective implementation of the program will be Devon E.. As we
have managed these activities and events in the past, we do not expect to have any challenges. Team
members selected to support this plan have been strategically placed and have demonstrated their
ability to manage them Supports provided are through school wide professional development with
several planning meetings throughout the year to evaluate progress and address any concerns.
Timeline was provided in earlier section.
Management Matrix
Task

Person Reponsible

Vision Program
(Facilitator)

Tentatively Crystal G.

Strengths/Challenges

Experiential Learning and

Leadership Development
Trips/Activities
Honors Celebration

Grade Leaders report

to Crystal G.
Devon E. approves
activities

Charisse L, acting Parent

Coordinator/Community
Associate

Former Keeping the Vision

member who understands and
fully believes in the mission of
the program
Organized
Relates well with students

Organized
As Instructional leader,
understands the connection to
content area and CCLS

Works well with parents and

other members of the
community
Manages school calendar
Needs training on STARS

School Partnerships

Devon E., Co-Director

Academic Support

Uniforms/Materials

Devon E.,
Co-Director

All requests are

submitted to Crystal G.

As an instructional leader, she

reviews pertinent data on a regular
basis and, in collaboration with
various teams, has global perspective
as to how to support student growth.

Reporting
Expenditures
End of Year Reports

Crystal G.
Devon E.

Has developed working

relationships with partnering
organizations
Has global perspective of
organization

Currently serves as our

Business Manager and has a
positive relationship company
Works well with Charisse L.
and knows which students live
in shelters/homes

Both members have experience in

providing the documentation needed