Activites & Services

The CCLC is prepared both in instructional strategies and in physical environment to take into account individuals with disabilities, including students who exhibit attention difficulties, dyslexia, dysgraphia, physical problems and/or other special needs. Accommodations are made for students with disabilities, as defined in Section 3 of the American Disabilities Act of 1990, Section 504 or the 1973 Rehabilitation Act, and IDEA, including, but not limited to the following: In addition, the CCLC promotes learning that is related to the learner’s needs. The use of a learning style inventory, pre and post testing with A+LS, student surveys and interviews, and student satisfaction surveys will enhance learner-centered learning. The program uses research-based instructional practices that take into consideration individual differences in learning styles and educational levels of the students. The following effective models are utilized when appropriate: individualized instruction, direct instruction (Bickel and Bickel, 1986); small group instruction; peer-tutoring (Jenkins and Jenkins, 1981); computer-assisted instruction, cooperative learning (Johnson and Johnson, 1986). Accelerated learning and student advancement will be enhanced by computer-based, competency learning that provides immediate, specific positive feedback. Progress is tracked and documented for student goal-setting and completion of individual plans.

The Program Design of FDDOC offers a strong academic component based on individual skill needs in core subjects. Complete academic assessment and management of student data is an on-going part of the academic program. Participant iLEAP and/or LEAP scores from the previous year are used to establish a baseline for comparisons. After current levels of ability and achievement are derived, appropriate learning objectives are selected for each child based on needs/assessment and on the Louisiana Content Standards and Benchmarks. Copies of the curriculum guide for English, Language Art, Math and the extra-curricular programs are kept at the center for all grade levels. The goal is to move the child (through remediation) from current grade level to the next grade level of the Content Standards and Benchmarks. Progress on individualized educational plans and pre- and post-testing (standardized or curriculum-based) will determine progress/mastery. The progress is documented and reported to parents/administrators and teachers at mid-year and then on the completion of the program. Since objectives are directly related to the state’s achievement testing program, progress is generalized to achievement at school.
The emphasis on reading is a direct, instructional phonics based approach. Furthermore FDDOC’s academic component features diagnostic prescriptive remediation utilizing A+LS. A+LS has scientific-research based evidence in other CCLC grants. Support letters are in appendix M. Support for this approach is documented by research (Deshler, Alley, Warner & Schumaker, 1988; Hendrickson, Roberts and Shores, 1978; Pany and Jenkins, 1978; Pany, Jenkins and Schreck, 1982; Pflaum and Bryan,1982; Roberts and Deutch-Smith, 1980; Schworm, 1979; Stein and Goldman, 1980; Blackman, Burger, Tan and Weiner, 1982). Basic sight words are emphasized since “research has indicated that 200 to 300 sight words may account for up to 85% of the typical reading material in the first eight years of school” (Bender, W. N., 1992, p. 202). Although decoding skills are critical for reading success, to become competent readers, reading comprehension skills must be developed. Researched, effective materials are utilized to develop work comprehension/vocabulary and comprehension of written material; however, careful attention will be directed to the student’s learning style and relevant researched reading comprehension strategies applicable to that child is applied while using these materials (Malone & Mastopieri, 1992; Borkowski, Weyhing & Carr, 1988; Wong & Wong, 1986; Mastropieri & Peters, 1987; Scruggs,
The emphasis on math is related to the Louisiana Scope and Sequence Curriculum guide. A child’s math grade level and strengths/weaknesses will be obtained through assessment, and then a logical sequence of objectives needed for that individual child is prescribed. Curriculum materials that emphasize auditory, visual and tactile instructional approaches in calculations and word problems is used (Cawley, Fitzmaurice, Shaw, Kahn, & Bates, 1979; Englert, Culatta, & Horn, 1987; Jones, Thornton & Toohey, 1985).
Written expression is also addressed for students who display this need after achievement assessment. This area will be important for students to be able to answer essay questions, complete written homework, write sentences or paragraphs, to utilize note-taking or to express an opinion or argument in writing. The problems of reading comprehension/spoken language/vocabulary interact to produce problems in written language and in math problem solving. As in the other academic areas, the Louisiana curriculum guide will be used after a child’s achievement level is assessed. The objectives for that child will be aligned with grade-level curriculum benchmarks and placed on an individual educational plan. The emphasis is on writing strategies (Marik, 1982; Moran, 1993; Weygant, 1981; Giordono, 1984).

The curriculum design is based on assessment and aligned with Louisiana Benchmarks/state-wide testing criteria in the areas of reading, math and writing.

The After-School program has music as a core enrichment. The Choir and Band Program are innovative enrichment curricula that teach children performance skills, playing by ear, improvisation, composition, ensemble playing, note reading, musical concepts, music problem solving. Based on contemporary research of the importance of interdisciplinary education, the program provides an environment in which musical concepts are generalized and reinforced through parallel concepts in other subjects. The acquisition of musical skills begins with learning the language of music and exploring that language in creative ways.

Materials for the teacher to use on a daily basis with lesson plans, goals, and assessment are provided. A “living textbook” for the program is provided to students. The materials guide teachers and students through fascinating exercises designed to make them really think while they are having fun.

Recreation is an important component of After School programs because according to the Louisiana Governor’s Health Care Reform Panel 2004 report, Louisiana ranked as the least healthy state in the nation with one of the highest childhood obesity rate. As a result of this alarming trend, the program offers physical education as enrichment for the students. The report stated that at least 60% of adults are overweight in Louisiana, and that the state ranked first in the nation for diabetes death rate. According to a Louisiana Health and Hospitals news release, 85 percent of adults get less than the recommended amount of weekly exercise (2004). According to Edward J. Sondik, Ph.D., Director of CDC’s National Center for Health Statistics, “Overweight is not only a problem for our children but a problem for our Nation, as overweight children too often become overweight adults, with accompanying increase in health problems (Forum on Child and Family Statistics, Child Stats.gov, “America’s Children”, p. 2). According to this report, African-American females are at-risk with 23% being overweight nationally as compared with 16% of children being overweight nationally. According to a national survey, 25% of children report getting no physical activity ((U. S. Department of Health and Human Services, 1996), and the direct cost to our nation for lack of physical activity may be as high as $24 billion (Colditz, G., 1999).

A list of the PE activities that are available to students are:

  • Relays
  • Summer Olympics
  • Fitness Testing
  • Outdoor Track & Field
  • Indoor Soccer
  • Badminton
  • Math Relays
  • Games
  • Climbing Wall
  • Outdoor Adventure
  • Ropes & Tire Games
  • Volleyball
  • Basketball
  • Hockey
  • Vocabulary Games
  • Scooter Games
  • Floor Hockey
  • Jump Rope
  • Softball/T-Ball
  • Field Day Practice

To enhance and enrich the program Leadership/Mentoring is integrated in the CCLC to develop characteristics of leadership within the students’ attitudes. Within this Leadership program, FDDOC offers personal hygiene, financial management, family relationship building skills, behavior skills and mentoring.