2003
Mayor’s Educational Partnership Grants

Project Summaries 

The project’s goal was to motivate middle and high school students through interactive sessions. Bi-weekly program activities included Career Clusters, a hands-on simulated workplace, and World of Work Tours. Students had opportunities to participate in incentive, volunteer, and cultural awareness activities, received academic help, and attended leadership retreats and teen conferences. High School Juniors and Seniors were encouraged to participate in the Junior/Senior Seminar sessions, which focused on post-secondary education preparation. Students that attended and participated in 80% of these sessions had the opportunity to go on local and out-of-state college tours.

The goal of “Project Engage” was to improve self esteem and reduce the possibility of delinquent behavior in at-risk youth that reside in predominantly high crime areas, while giving them the unique opportunity to learn more about cultural diversity through the performing arts. Students learned ballet as well as African dance and drum. The literary component, geared toward self-expression, encouraged children to read and write poetry and short stories and develop dance movements in order to bring their works to life. During the program students received assistance with their homework and a light snack. Students used computers, with the assistance of volunteers, for research or homework. Participants were residents of the area, and selected by the Ivey Lane Residents Association.

The project’s goal was to empower older students as leaders by giving them opportunities to serve as mentors/teachers and service project volunteers, while identifying positive choices and teaching life skills. Participants promoted reading and literacy through participation in Book Pals, a program that dramatizes reading and story telling. Through the development of a Butterfly Garden, participants learned about cultural diversity as well as social and cultural transformation. Students learned how to create and maintain an environment that will attract and nurture a diverse population of butterflies. Students learned how time and unexpected change affects the population. The project cultivated awareness, honesty, trust, self-confidence, and responsibility.
 

The project’s goal was to provide students assistance and direction in taking the next critical steps to completing their final years of High School and moving to college or technical school. College Preparedness and Career Exploration Workshops were facilitated every second and fourth Wednesday from 6 to 8 p.m. at the Englewood Neighborhood Center. Volunteer professionals from Valencia Community College, Colonial High School, the business community and parents of students invested their time to facilitate most program activities. Parents were required to participate in at least one of the youth activities during the program year as a requirement for student participation.
 

The project’s goal was to reinforce the “Six Pillars” of Character Education to children in grades K through 5 by engaging children in an after-school, philanthropy curriculum. Instead of simply talking about universal values such as giving, caring, respect, truthfulness, fairness, trustworthiness, and citizenship the children had the chance to practice such traits. They formed Philanthropy Councils and determined what facets of the community they would like to impact. The program delivered a learning experience that has real life applications and not just theory. It did so, by applying the ancient Chinese Proverb: “I hear and forget. I see and remember. I do and I understand.” The program taught each student skills which support the three traditional “R’s” in education, while simultaneously developing the essential 4th and 5th “R’s”, “Respect” and “Responsibility.”
 

The goal for this project was to offer access to a structured program that provides enrichment activities and care to children ages 12 to 18. IMPACT was a healthy program with mathematics, science, communication, and academic activities that were geared to the child’s developmental level. The Peer Support module provided teaching on positive, non-judgmental methods of offering support, including mediation and conflict resolution skills. Students demonstrated leadership and effective communication skills, and became Certified Peer Educators. The Parent Participation module was designed to mentor parents and community leaders in becoming responsible role models for children. Participants received training to increase their parenting and communication skills, and were provided information about educational and job placement opportunities. The Mentoring module matched positive role models, especially males, with children. Mentors were thoroughly screened and received training and supervision through the program coordinator. The Educational module focused on completion of homework and assessment of student academic needs through participation in the Science, Engineering, Mathematics and Enrichment (SECME) program.

The project’s goal was to provide mentoring to 50 students to increase their reading and math skills. All participants increased a minimum of one grade level. Volunteer mentors spent a minimum of three and a half hours per day, two days per week mentoring at-risk students. Students academic progress was measured by evaluating standardized test scores, report cards, and the FCAT test scores. Students not progressing according to expectation were provided one-on-one tutoring. There was also a Business Plan conference conducted at the Center for Entrepreneurship on the UCF downtown campus which sudents attended.

The project’s goal was to bring books to life on stage for students. Children participated in a musical theater/drama program, where they received professional instruction in dance, theater, voice, costume design, scenery and stage management. The program provided learning opportunities in the areas of literacy and math as well. Students performed productions that they have created at nursing homes, community centers, elementary schools, and recreation centers. The culminating performance was at Memorial Middle School, where the community was invited to the finale event.
 

The project’s goal was to facilitate the interaction of very young children at a selected neighborhood childcare center with the senior residents of the Lorna Doone neighborhood in “story-swap” sessions. The children shared a favorite story, or one that they have created, and the seniors told them stories of their lives in the “old days”. Adult participants included seniors from other countries, which added a multi-cultural and multi-national dimension to the stories shared with the children. Childcare center staff and the parents of the children provided training on sharing literature with young children, and volunteers from the community read to the children at the childcare center. The childcare center received gifts of books, and the children received books to take home to create home libraries.

The project’s goal was to provide four unique educational opportunities for students: aquatic safety training; computer skills; reading readiness; and homework tutoring. The aquatic safety program used the YMCA’s swimming facility and presented a curriculum to students with the goal of each participant mastering the ability to swim 25 yards without stopping, and an awareness and preparation for the dangers of an aquatic environment. The reading readiness program used a phonics-based curriculum for pre-k and kindergarten students, and accelerated reader software for the older students. The goal was for students to increase by 1.5 grade levels in reading skills. Children used computers in the computer literacy program, with the assistance of program staff, to create a Power Point presentation and a web page. The goal of the homework assistance program was for students to improve academic performance as measured by their report cards.
 

The project’s goal was to help students develop their reading comprehension, critical thinking skills, and appreciation for good literature. The project used music as well as creative and performing arts to help participants become more fluent readers, storytellers, critics of literature, story writers, publishers, and producers. Through the medium of plays, students learned parts and music, designed props, drew blueprints for speaking parts, auditioned, and worked together on perfecting performances. The use of critical issues and current events honed students’ critical thinking skills, and helped them become familiar with other cultures and beliefs. Students gained the ability to expound, critique and evaluate various plays and thought-provoking literature and excerpts from many different genres.
 

The project’s goal was to improve students’ reading, writing and math skills through tutoring in small groups and one-on-one. Volunteers from the neighborhood association and parents of the students received training in tutoring for these skills and in working with students in small group settings. A family assessment was used to assess the individual needs of the family and students. Mentors were recruited to work with students after school Monday, Tuesday and Thursday from 2:30 to 5:30 p.m. and on Saturday from 9 a.m. to 12 noon on a one-hour rotating schedule. Mentors modeled examples of good essays to the students, and encouraged them to compose their own over several sessions. In math, students were taught strategies to understand and solve problems that are set in contexts of interest to them.

The project’s goal was to increase students’ interest and progress in reading while providing an opportunity for parents and community members to interact, work together, and participate in reading activities with the children. Volunteers were provided training in various aspects of teaching, reading and establishing rapport with a reading group of children and provided tutoring for students after school. Each volunteer was paired with a Teacher Buddy on staff at the school, who assisted them in planning and organizing their tutoring groups, and in assessing student progress.
 

The project’s goal was to develop lifelong readers and learners using Accelerated Reader, which increased student standardized test scores on FCAT and SAT tests. The Accelerated Reader (AR) software was used to continually match appropriate books to students’ reading level to assure that each student was challenged and had a fun reading experience. All students participating in the after-school program received school supplies, disks, literature books, and resources that were used in the classroom and home. Parents and partners were encouraged to volunteer in the classroom and attend as many SAIL sessions as possible throughout the school year. Students and parents had access to the computer/media lab to work on projects, activities and homework during the SAIL sessions and after-school tutoring program.

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