Florida Fishing Academy Inc

Our programs have evolved strategically and organically to develop self-awareness, self-management, responsible decision-making, relationship skills and social awareness. These Casel competency skills are taught along with mindfulness skills. When the two are taught together, mindfulness can deepen self-awareness while increasing emotional regulation skills, empathy, compassion, cognitive flexibility and creativity (https://greatergood.berkeley.edu/article/item/how_social_emotional_learning_and_mindfulness_can_work_together). As described by Wallace J. Nichols, just being on or near the water can be a mindfulness activity. We have found the same feelings are observed during our classes, especially when the students are holding marine animals.

According to Clemson University: “STEAM education is in its early stages, however initial findings (Kang, Park, Kim, & Kim, 2012) indicate that STEAM teaching increases motivation, engagement, and effective disciplinary learning in STEM areas. Importantly, students not only strengthen their learning within the disciplines, but between disciplines, through opportunities to explore and make connections between art, music, mathematics, science, and more. Moreover, studies suggest STEAM-based curricula produce a higher percentage of students interested in pursuing careers to support the fields of math and science (Masata, 2014). One reason is that students, who might not otherwise show interest in science and math, are drawn to the disciplines through a transdisciplinary approach, which encourages the integration of various modes of inquiry (i.e., creative process, technological problem solving) that students may find more interesting and accessible (Vanasupa et al., 2007). ). The main difference between STEM and STEAM resides in the design of programs and modes of assessment. STEAM curriculum is centrally rooted in real problems and incorporates all of the disciplines in the process of solving the problem(s). STEAM programs are designed to build upon multiple ways of thinking and demonstrating knowledge, thereby attracting students who might not see themselves as interested in one of the STEM disciplines...Creating a curriculum that is problem-based and that requires multiple ways of knowing and understanding has a greater potential to cultivate a more diverse STEM workforce.” https://ed.sc.gov/state-board/state-board-of-education/education-professions-ep/nov-2017/ep-01-steamendorsemen-11-17-attach-pdf/

Outcomes:
• STEAM teaching increases motivation, engagement and effective disciplinary learning.
• STEAM-based curricula produce a higher percentage of students interested in pursuing careers to support the fields of math and science.
• SEL-based teaching leads to higher grades, improved standardized test scores, on-time grade promotion, reduced dropout rates, and increased school day attendance.

Since 2006, we have been exposing our youth to water-related activities. They have been swimming in the ocean and getting splashed on a boat while exiting the inlets of Palm Beach County. Our students have been 25 miles offshore fishing. They have snorkeled and kayaked in the ocean and Intracoastal waterways from Palm Beach to the Keys. In 2015, we increased accessibility on boats when we leased the 49-passenger handicapped-accessible catamaran, the Thea Marie. We have an approval from the Palm Beach County School’s Safe School program. In addition, we have the only custom-made vessel that can accommodate multiple wheelchairs and up to 49 passengers, with improved access with via ramps, a bathroom and curved boat sides for clearance. These assets have earned the FFA recognition as an approved field trip provider listed on Palm Beach County’s Water-Related Field Trip and Activity Risk Planning Guide.
In addition, our leadership is innovative and adapts to the evolving needs of the community. When the academy was first started, science, technology, engineering and math (STEM) programs were the recommended guide for after-school programs. As the industry changed and added art (STEAM), so did the academy. Now the industry has shifted to social and emotional learning (SEL) with STEAM activities. Our Leadership has stayed current with the changes by being active and involved in the community. This was truly demonstrated in 2017 with the creation of our Mobile Marine Lab. To learn more about Mobile Marine Lab and our other programs, read the section below.

We are confident our program will result in the stated outcomes because we have a history of delivering these results and receiving high marks in Prime Time evaluations. The FFA is an expanded learning opportunity provider for Prime Time. Our Angling for a Healthy Future curriculum is a Prime Time-approved and Palm Beach County Safe School-approved program. Mobile Marine Lab was developed and is taught using these same principles. We participate in the Quality Improvement System (QIS) and have been categorized as a promising practice program. We use Prime Time’s youth survey and Guidelines and Expectations surveys to monitor our classes. The surveys evaluate a broad range of measurements, from whether students learned new skills and found ways to solve problems, to how much planning they did for activities, to whether they were given opportunities to help others and how they were treated by instructors. Prime Time has found these tools effective in measuring program deliverables and success, as we have. The surveys and evaluation process, which also includes input from teachers and other support staff at our partner sites, are a routine part of our programming, performed at the end of each class. Also, we will use a checklist provided by Prime Time to evaluate our success in providing a safe environment, supportive staff culture, healthy interaction and effective engagement with students. We use learnings from these tools to make improvements to our services as needed and address any weaknesses that may have been identified. In response to student requests, Mobile Marine Lab is increasing from 8 to 12 sessions. We have learned are students want to learn more, especially after the lab.

In meeting key SEL objectives, our curricula will include learnings and leadership designed to:
1) Create a safe environment: All our students, staff, volunteers and teachers wear lifejackets while in the water. These lessons are designed to cultivate:
a) Cultural competence
b) Healthy physical environment
c) Effective emergency/safety procedures
d) Adequate program space & materials
e) Available food and drink
2) Provide a supportive staff environment:
a) Staff provides a welcoming atmosphere.
b) Session flow as planned, presented and paced for youth.
c) Staff effectively maintains clear limits.
d) Activities support active engagement.
e) Staff supports youth in building new skills.
f) Staff supports youth with encouragement.
g) Staff encourages youth to manage feelings and resolve conflicts appropriately.
3) Foster healthy interaction:
a) Youth have opportunities to develop a sense of belonging.
b) Youth have opportunities to participate in cooperative groups.
c) Youth have opportunities to act as group facilitators and mentors.
d) Youth have opportunities to partner with adults.
e) Youth have opportunities to develop peer relationships.
4) Facilitate effective engagement:
a) Youth have opportunities to make plans.
b) Youth have opportuniti

We have seen firsthand how water-based activities can affect these children. The FFA has spent 16 years delivering a highly celebrated, custom-designed fishing education and life skills program to over 23,000 Palm Beach County elementary, middle and high school students. That leaves around 95,492 students whom we have not yet served in Palm Beach County alone. The time is ripe to continue and expand our opportunity to serve them. Using marine-related activities, we teach children a healthy lifestyle and constructive hobby; guide them away from drugs and violence; engage them in efforts to preserve Florida’s fragile natural resources; and introduce them to the marine industries as a potential career path. As part of our mission, we aspire to instill positive values in the young people we educate and mentor. These values include a respect for the law; a responsibility to preserve and protect the environment; a commitment to personal health and hygiene; a desire to be stewards of safe local neighborhoods; a belief in the value of education; and an urge to be positive role models.