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WVDE 21' Century Community Learning Centers Grant Application

School Years 2017-2022

Local Project Title: REACH (Remedial, Enrichment, Accelerated, Challenging and High Expectation) Program

Lead Agency: Clay County Schools Community-Based Organization: Yes No X Contact Person: Joan Haynie Phone #: (304) 587-4266 Fax #: (304) 587-4181 Email: [email protected] Address: P.O. Box 120, Clay, WV 25043

Fiscal Agency: Clay County Schools Contact Person: Jennifer Paxton Phone #: (304) 587-4266 Fax #: (304) 587-4181 Email: [email protected] Address: P.O. Box 120, Clay, WV 25043

Co-Applicant Partner Agency*: Save the Children Federation, Inc. Contact Person: Anna Hardway, West Virginia State Director Phone #: (304) 380-3389 Fax #: N/A Email: [email protected] Address: 211 Spring Street, Spencer, WV 25276

*Optional-This is a competitive priority as defined in application section, "What are the Competitive Priorities?"

Other Collaborating Partnerships West Virginia University Extension Office, Clay County Department of Exceptional Children, Clay County Bank, Clay County Public Library, Risen Lord Catholic Church, Clay County Commission, Clay County Sherriff s Department

Number of collaborating partners actively involved in the project

3 Schools 1 Community-Based Organizations 1 Faith-Based Organizations

Community/business 6 Other (list) University (1), Government (3), Bank (1),

Library (1)

Last Updated: May 3, 2017

Agency,Hea A

's/Superintendent's Signature*

School District(s) Clay County School District Schools Served Clay Elementary School, H.E. White Elementary School, Clay Middle School

Number of sites 3

Funds Requested $220,000

Estimated number of students to be served: 2-00 Proposed cost per student: $1,100

FEIN Number 55-6000311 (Federal Employees Identification Number)

West Virginia Vendor Number 211841

Proposed Program Dates July, 2017 6-30-22 start date end date

Matching (local) funds: $

In-kind $ Cash $ Other (list)

Have you previously received 21' Century Community Learning Center funding from the West Virginia Department of Education? Yes X No

Date: May 1, 2017

*Signature indicates that applicant agrees to all conditions in the proposal.

Last Updated: May 3, 2017

APPLICATION CHECKLIST FORM

One original copy of the application along, with an electronic copy on a USB flash drive must be received by 12:00 p.m., Friday, May 19, 2017, at the office of Brittney Bostic, Office of Federal Programs, West Virginia Department of Education, Building 6, Room 318, 1900 Kanawha Boulevard East, Charleston, WV 25305.

Five points will be deducted from the score of the application if the sections below are not addressed in the order listed. (Check each of the following items as they are completed.)

X 1.) Cover Pages, fully completed and signed by an authorized official.

X 2.) Application Checklist, completed

X 3.) Program Summary and Abstract

X 4.) Table of Contents

L 5.) Program Narrative

L 6.) Logic Model and Internal Monitoring Plan

L 7.) Budget and Budget Narrative

X 8.) The required Assurances Form

XL 9.) The Appendices

X 10.) Bibliography (APA Fonnat)

X 11.) Electronic copy on a USB flash drive has been submitted along with the original copy of the application

X Reading or Literacy X Mathematics X Science X Art, Music, Dance, Theater

X Physical Education O Technology, Video or Media O Service Learning O Cultural Activities, Social

Studies

X Health, Nutrition X Youth Development X Services for Adults X Homework Help X Tutoring X Other Psychosocial

WV 21ST CCLC PROJECT SUMMARY AND ABSTRACT FORM

Student Populations to be Served (indicate number of schools in blank)

2 Elementary Schools _L Middle Schools High Schools 3 Title I schools

Priority Schools 1 Focus Schools

Co-applicant Partner(s) and Collaborating Organizations (indicate number in blank) L National Organizations (e.g., Boys & Girl Clubs, 3 County or Municipal Agencies (e.g.,

YMCA/YWCA, Big Brothers/Big Sisters) police, Parks & Recreation, Social Community-Based Organizations (local non- Services) profits or foundations) . L Colleges or Universities

1 Libraries or Museums 1 Faith-Based Organizations Businesses Hospitals/Clinics/Health Providers

1 Other Bank X161.71101.

Services to be Provided (check all that apply)

Times of Operation Clay Elementary

Before school 3:15-6:15 PM After school 7:45 AM-2:00 PM Summer Weekend

H.E. White Elementary Before school 3:30-5:30 PM After school Summer* Weekend

* HE. White Elementary students will participate in the summer program housed at Clay Elementary.

Clay Middle Before school 3:15-6:15 PM After school 7:45 AM-2:00 PM Summer Weekend

- Program Summary and Abstract

Name & location of each site

Days operation

and times of program throughout week

Estimated number of

students to be served

annually

Estimated average

daily attendance

Estimated total number or attendees 30 days or

more

Student Free/

Reduced Lunch %

Estimated adults/ family

members served

H.E. White Elementary 501 Bomont Road Bomont, WV 25030

Mon Tues Wed Thur Fri Sat 60 40 30 98.5% (percent needy)*

60 3:30- 5:30 PM

3:30- 5:30 PM

3:30- 5:30 PM

3:30- 5:30 PM

Clay Elementary 219 Church Street Clay, WV 25043

Mon Tues Wed Thur Fri Sat 80 60 40 100% * 90 3:15- 6:15 PM

3:15- 6:15 PM

3:15- 6:15 PM

3:15- 6:15 PM

Clay Middle 419 Church Street Clay, WV 25043

Mon Tues Wed Thur Fri Sat 60 40 30 100% * 60 3:15- 6:15 PM

3:15- 6:15 PM

3:15- 6:15 PM

3:15- 6:15 PM

Mon Tues Wed Thur Fri Sat

Mon Tue Wed Thur Fri Sat

Totals for the entire program

Total estimate of students to

be served 200

Total estimate of

attendees 30 days or more 100

Average % of Free

Reduced Lunch

students 99.5%*

Total estimate of

adults/ family

members served

210

*Clay County participates in the Community Eligibility Provision program to provide meals to all students at no cost. Estimated number to be served does not refer to the total school population but to the estimated students likely to participate. Explain how that number of student and adult and/or family participants was determined:

The estimated numbers of students to be served was based on each school's student population (Clay Elementary has almost 500 students enrolled, so the target is higher than at H.E. White) and participation rates in current afterschool activities, taking into account the 16:1 child-to-staff ratio requirement. The number of adults/family members to be served was calculated by multiplying the average daily attendance by 1.5. These numbers were discussed with Save the Children, school and district staff, and other stakeholders, and represent a reasonable and achievable estimate for our community.

Abstract. In the space below, briefly describe your program's goals, services, activities, and planned participants. Clay County School District and Save the Children propose to establish a multi-site 21st Century Community Learning Center program to improve students' academic achievement in the county. The program will serve 200 students on an annual basis from kindergarten through 8th grade at Clay Elementary School, H.E. White Elementary School, and Clay Middle School. These schools were selected because of their low levels of reading and math proficiency: during the 2015-16 school year, only 17.7% of students are proficient in math and 35.3% are proficient in reading at H.E. White Elementary School, 44.4% of students are proficient in math and 54.7% of students are proficient in reading at Clay Elementary School, and 28.5% of students are proficient in math and 46.2% are proficient in reading at Clay Middle School. Clay Elementary is also a Focus School, and H.E. White Elementary received an F on the most recent school report card. By providing a range of engaging, hands-on academic and enrichment activities that supplement classroom learning, our 21st CCLC program will focus on achieving the following goals: (1) Increase academic achievement in reading among regular participants on an annual basis; (2) Increase academic achievement in math among regular participants on an annual basis; (3) Increase school engagement among regular participants; and (4) Empower families of participating students to increase their engagement in their children's education and development.

Program Summary and Abstract for Summer (if applicable)

Name & location of each site Days and times of program operation throughout week

Estimated number of

students to be served

annually

Estimated average

daily attendance

Estimated adults/ family

members served

Clay Elementary* 219 Church Street Clay, WV 25043

Mon Tues Wed Thur Fri Sat 110 60 30 7:45 AM- 2PM

7:45 AM- 2PM

7:45 AM- 2PM

7:45 AM- 2PM

Clay Middle 419 Church Street Clay, WV 25043

Mon Tues Wed Thur Fri Sat 100 20 30 7:45 AM- 2PM

7:45 AM- 2PM

7:45 AM- 2PM

7:45 AM- 2PM



Mon Tue Wed Thur Fri Sat

Totals for the entire program Total estimate of students to

be served 210

Total estimate of

adults/ family

members served

60 * HE. White Elementary School students will participate in the summer program housed at Clay Elementary School.

TABLE OF CONTENTS

PROGRAM NARRATIVE 1

LOGIC MODEL AND INTERNAL MONITORING PLAN 26

BUDGET AND BUDGET NARRATIVE 43

REQUIRED ASSURANCES, CERTIFICATIONS AND DISCLOSURE FORMS .51

APPENDICES

APPENDIX A: List of Collaborating Partners and Partner Letters.... .55

APPENDIX B: Documentation of Previous Grant Success (Not Applicable) .72

APPENDIX C: Summary of Evaluation Studies, Reports, or Research that Documents Effectiveness of the Co-Applicant Partner and Proposed Activities and Services 76

APPENDIX D: Verification of Consultation with Private School Personnel .86

APPENDIX E: Verification of Community Notice .87

APPENDIX F: Evidence of Planning Application with Co- Applicant .90

BIBLIOGRAPHY 95

PROGRAM NARRATIVE

A. Need for Program

Clay County School District (Clay CSD), in partnership with Save the Children, proposes to

deliver a continuum of quality, targeted afterschool and summer programming to prepare

students in the county for academic and future success. With a $220,000 grant from the West

Virginia Department of Education (WVDE), Clay CSD and Save the Children proposes to

establish three 21st Century Community Learning Center (21st CCLC) sites in the county — at

Clay Elementary School (Clay ES), H.E. White Elementary School (H.E. White ES), and Clay

Middle School (Clay MS) — to serve a total of 200 kindergarten through 8" grade students each

year. Informed by a community-wide needs assessment and an in-depth analysis of student,

school and community data, Clay CSD and Save the Children have created a fun, stimulating 21st

CCLC program that is designed to increase participants' educational achievements.

A.1 Needs of the Community: In late June 2016, torrential rainstorms and at least two

tornados battered West Virginia. Flash floods killed 23 people, left thousands of children and

families displaced, and damaged or destroyed thousands of homes. In Clay County, the

communities of Procious, Camp Creek and many others were left in ruins, with numerous roads

shut down or swept away and multiple bridges destroyed (Lawrence, 2016). Two of Clay CSD's

six schools and two other properties suffered damage during the flooding. During this difficult

time, residents turned to their schools for help and resources, and our schools became gathering

places and distribution centers for food, clothing, and much needed supplies.

The floods brought into sharp focus the challenges our rural, under-resourced county faces in

supporting our children in achieving their full potential. Clay County is one of 13 West Virginia

counties to be classified as a "persistent poverty" county by the USDA Economic Research

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Service (2015): for the past four decades, the county has experienced a poverty rate above 20%.

Currently, 27.7% of Clay County's population lives below the poverty line, and the poverty rate

for children under 18 is even higher at 37.4% (U.S. Census Bureau, 2015). All of the Title-I

eligible schools under this grant application have a high percentage of children who are

considered "needy" (all schools participate in Community Eligibility Provision to provide all

students meals at no cost): Clay ES (100%), H.E White ES (98.5%) and Clay MS (100%).

As a result of poverty's pervasiveness in the county, students at these schools face an

overwhelming number of risk factors, including low educational attainment and childhood

obesity, for poor educational and developmental outcomes. In fact, in the most recent West

Virginia KIDS COUNT (2015) study, Clay County was ranked 42" out of the 55 West Virginia

counties in child well-being, which is measured using a county's poverty, health, and educational

indicators. Informed by a district-wide community needs assessment conducted with students,

parents and teachers at each school, as well as conversations with school principals and other

stakeholders, Clay CSD and Save the Children will offer a comprehensive and stimulating year-

round program designed to meet the needs of students and their families as described below.

A.2 Needs of our Students: Education is one of the most direct and viable pathways out of

poverty, yet students at Clay ES, H.E. White ES and Clay MS are struggling to meet state

education standards. While there were a few exceptions, the reading and math proficiency levels

at each grade level across all schools generally tended to be lower than the state average during

the 2015-2016 school year, based on the West Virginia General Summative Assessment

(WVGSA) found on ZOOMWV:

Reading Proficiency Math Proficiency HE

White Clay MS

State Grade Clay ES

H.E White

Clay MS

State Clay ES

3rd 47.7% 26.7% 48.1% 48.8% 26.7% 49.2%

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4th 67.5% 50.0% 48.3% 43.4% No Data 40.3% 5th 47.7% 36.4% 51.2% 40.0% 18.2% 32.7%

t 50.7% 46.0% 27.1% 29.2% 71h 42.8% 48.1% 30.3% 29.6%

45.4% 46.7% 27.7% 27.1%

Despite a high fourth-grade reading proficiency rate at both elementary schools, Clay ES has

been designated as a Focus School and H.E. White ES received an 'F' on the 2015-2016 school

report card due to persistently low performance.

The need for academic interventions was also identified on the surveys administered as part

of the community needs assessment. Both teachers and parents/caregivers thought that the

primary function of the 21st CCLC should be to provide a safe, structured learning environment

that reinforces school-day learning and promotes skill development, while exposing students to

different ideas and experiences. The majority of the 73 respondents to the teacher survey

reported that students struggled most with reading (80.8%) and math (68.5%), especially after

the summer break, and over 70% of respondents reported that their students have trouble with

homework completion. Students echoed this sentiment: math and writing, in addition to

gym/physical education, were identified as the most challenging subjects in school. Similarly,

the top three activities that parents wanted to see included in the 21st CCLC program were

homework help/tutoring (79.3% of responses), math activities (65.5%), and, tied for third,

literacy/reading activities and STEM activities (62.1%). Both groups also emphasized the

importance of the 21st CCLC program to promote social development and provide meals.

A.3 Needs of Parents and Families: The parents and families of our student populations,

including those who will be the target population for the 21st CCLC program, face the same

challenges as the general county population, such as poverty and low educational attainment.

While the percent of births to mothers with less than a 12th grade education had decreased in

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Clay County from 23.7% in 2005 to 20.2% in 2014, the county rate still exceeded the state rate

of 15.7%, placing us 51st out of 55 West Virginia counties. More than a quarter (26.3%) of the

population age 25 years or older did not have a high school diploma or equivalent, and only

9.8% had earned a Bachelor's degree or higher (U.S. Census Bureau, 2015). Moreover, 19% of

Clay County adults lacked basic prose literacy skills, demonstrating difficulty in reading beyond

a fourth grader level (U.S. Depaitment of Education, 2003). The majority of teachers (73.2%)

reported that the parents of their students did not have the skills to help with homework.

The community needs assessment showed that parents were interested in gaining knowledge

and skills to address these challenges and be more involved in their children's education. Over

half of the respondents to the parent/caregiver survey (53.6%) reported that learning how to help

their children complete their homework would be the most helpful way to empower them to

become engaged in their children's learning, followed by family math nights (42.9%), family

literacy nights (35.7%), and expanded library and computer lab hours (35.7%).

A.4 Gaps in Services: Clay County students have limited access to rich and meaningful out-

of-school-time learning opportunities that can help to prevent learning loss, promote healthy

development and cultivate an investment in education. 4-H is one of the few youth development

programs available in the county: there are no YMCAs, Boys and Girls Club, Sylvan Learning

Centers or other recreation or tutoring providers, and participation in Boy or Girl Scouts is

limited by geography. Additionally, the target Clay CSD schools draw students from a widely-

dispersed area on winding, rural roads; once students board the bus for home — at minimum a 30-

to 45-minute bus ride, but can be up to two hours for some riders — they are less likely to access

resources, participate in community activities or even interact with peers and adults. Building

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educational and enrichment services around the school day will capitalize on possibly the only

opportunity to provide an array of essential support to broaden students' minds and experiences.

A.5 Consultation with Private Schools: The Assistant Superintendent reached out to the

principal of Clay Christian Academy, the only private school in our attendance area, to inforiii

him of our intent to apply for 21st CCLC funding and to invite him to participate in the

development of the proposal. While the principal was not interested in being involved in the

development of the proposed project and proposal, program services will still be open to students

at his school. The Assistant Superintendent will communicate with the principal on a regular

basis to inform him of upcoming program events, such as parent and family engagement events.

B. Goals and Objectives

Our goals and objectives have been selected to closely align with the core needs identified:

Goal Objectives 1. To increase academic 1.1 At least 65% of all participants in grades K-6 will increase

achievement in their reading scores by 2.0 Normal Curve Equivalencies reading among (NCEs) or more from pre-test (fall) to post-test (spring) on the regular participants STARTm Reading assessment each school year (STAR on an annual basis. Reading is a computer-adaptive assessment designed to

provide accurate, reliable, and valid data on reading proficiency. A gain of two NCEs or more represents significant growth beyond solely attending school).

1.2 Regular participants in grades K-6 will read, on average, at least 65 Accelerated Reader (AR) books each school year.

1.3 At least 50% of students who participate in the program for at least 30 days will maintain or increase their reading grades from fall to spring.

1.4 At least 45% of regular participants increase their reading proficiency by the end of each school year from the previous year, as measured by the WVGSA.

2. To increase academic 2.1 At least 50% of regular participants will increase their math achievement in math scores from pre-test (fall) to post-test (spring) each school among regular year, as measured by the Hands-On Standards and Do the participants on an Math assessments. annual basis. 2.2 At least 50% of regularly participating students will maintain

or increase their math grades from fall to spring.

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Activity Description Literacy Block is Save the Children's results-driven, grade- and skill-specific block of literacy activities that allows students to practice and reinforce literacy skills learned during the school day, as described below:

The Emergent Reader Literacy Block will support beginning reading skills for K-1 students who are having difficulty learning to read. Activities are based on research-based early reader curricula and closely align with state education standards. Block activities include:

Activity Literacy Block

Clay ES 30 minutes/day, 4 weeks/month

2.3 At least 30% of regular participants will increase their proficiency in math by the end of the school year from the previous school year, as measured by the WVGSA.

3. To increase school 3.1 At least 75% of regular participants will demonstrate engagement among improvement in school engagement through homework regular participants. completion, class participation and attendance, as indicated by

teacher surveys. 4. To empower families 4.1 At least 50% of surveyed parents/families will self-report

of participating working on homework with their children at least on a monthly students to increase basis each school year. their engagement in 4.2 At least 50% of surveyed parents/families will self-report their children's feeling confident in their ability to support their child's education and education at home each school year. development. 4.3 At least 50% of participants in each skill-building family

engagement workshop will increase their knowledge in the topic presented from pre- to post-test.

C. Student Program Activities & Implementation

C.1 Program Components and Activities: Our proposed 21st CCLC program will provide a

wide array of age-and developmentally-appropriate services grounded in research-based best

practices for core skill advancement in priority academic areas, particularly reading and math. At

all sites, the program will provide a 30-minute daily nutritious supper, during which the program

will offer homework help and tutoring to fill gaps in subject-matter understanding. Students who

do not need assistance will have the opportunity to work independently. A tutor will be assigned

to work with the same group of students so that individual learning styles can be identified and

used to support their academic achievement.

The remaining academic and enrichment activities will be offered by grade and skill level:

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H.E. White ES • Extended Read-Alouds: Literacy tutors will read aloud to children and 30 minutes/day, engage them in hands-on book-related activities to enhance their 4 weeks/month understanding of emergent reading skills (such as rhyming, letter

recognition, sound-symbol correspondence, and beginning word Clay MS recognition). Extended Read-Alouds are designed to familiarize 45 minutes/day, children with different types of books, increase vocabulary, model 3 weeks/month fluent reading behavior, and foster a love for reading.

• Reading Together Activities: Reading together is based on the concept of lap reading at home translated to the afterschool setting. Tutors will read aloud from text visible to all children, then guide students to chorally read the text together. Tutors will help students recognize letters, phonemic patters, punctuation, and beginning sight words.

• Emergent Reader Modules: In small groups, students will participate in word games, songs, and other fun activities to help them master each of the basic reading skills — phonemic awareness, letter recognition, sound-symbol correspondence and beginning word recognition — that serve as a foundation for beginning reading success.

The Developing Reader Literacy Block (DRLB) is specifically designed to accelerate reading growth for struggling readers. This block will be comprised of three main components, all of which emphasize vocabulary growth, and targeted tutorials: • Read-alouds: Tutors will select engaging books to read aloud to

students and will use a planning template to help them identify unfamiliar vocabulary and target specific comprehension strategies.

• Fluency-building activities: Tutors will use engaging strategies, games and activities to model fluent reading and give students opportunities to perform mastered texts. Activities may include rhythm walks (students walk along a path or around a room to read, in order, a short story that has been broken up in phrases) or Reader 's Theater (students read aloud a script, using their voice to create images to fit the text). Tutors will help students build vocabulary, increase comprehension, and identify high-frequency words to become more fluent readers.

• Guided independent reading practice (GIRP): Using AR, students will select books to read independently and take a corresponding AR quiz to assess comprehension and vocabulary. Tutors will help students decode difficult words, discuss confusing text, and address questions. We will use the AR software to track students' progress on their reading levels.

• Tutorials (in lieu of GIRP or read-aloud/fluency): Tutorials will be offered to groups of children who are struggling with specific reading skills. Students will be identified for specific tutorials based on AR data, teacher referral or observed skill deficiencies. Tutors will work with children to build skills such as phonics, sight word knowledge, vocabulary and comprehension. Each tutorial will be comprised of short lessons and hands-on, fun activities targeted at specific skills.

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All DRLB activities will be offered to students in grades 2-6. Students in grade 7 and 8 will participate in GIRP and tutorials should they need additional support in specific skills. Using Hands-On Standards Math (grade K), Do the Math (grades 1-6), and Do the Math Now (grades 7-8) curricula to complement classroom learning, the Math Block will allow students to focus on skill practice and develop the character traits, perseverance and cooperation to make math fun. This block is specifically designed to avoid traditional workbook or paper-based drilling, placing a strong emphasis on problem solving, teamwork and collaboration at all grade levels. To motivate participants and promote a positive attitude towards math, students will work in pairs to think through different ways to solve a math problem and collaborate to present their solution to the group. Whole-group discussions will be held to move away from memorization and instead help students to build their own understanding of mathematical solutions.

Kindergarten students will engage in activities and manipulatives to develop an understanding of number concepts that will lay the foundation for operations and algebraic thinking. All lessons will begin with a hands-on exploration activity, followed a guided discussion on the math topic that encourages students to extend their thinking by solving it or applying it to other situations. Students in grades 1-8 will participate in grade-specific informal activities, such as solving puzzles and math jumbles, that will help them to develop the skills they need to compute with accuracy and efficiency, the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems. Because of the positive connection between children's learning and health, a comprehensive health and nutrition program is an integral component of our 21' CCLC program. Using the research-based Coordinated Approach to Child Health (CATCH) curricula developed by the University of Texas School of Public Health, our Healthy Choices program will encompass physical activity and nutrition education. Students will engage in moderate-to-vigorous physical activity that will include a warm-up activity, a cool-down activity and at least two different non-competitive, non-elimination games and activities.

We will also provide nutrition education to equip students to make good food choices and lead healthier lifestyles. Each month, the Healthy Choices Coordinator will focus on a nutrition theme to help students understand the major concepts of nutrition in a manner that is accessible to them. These concepts include learning about the MyPlate food groups; understanding the benefits of each food group; learning about portions and preparation; and making positive food and lifestyle choices. A STEAM block will replace the designated math block one to two weeks out of the month, depending on the school's afterschool program schedule. We will use FETCH! Activities (part of PBS Kids Go! Programming),

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Math Block


H.E. White ES 30 minutes/day, 3 weeks/month

Clay MS 45 minutes/day, 3 weeks/month

Healthy Choices


H.E. White ES 30 minutes/day, 3 weeks/month

Clay MS 45 minutes/day, 3 weeks/month

Science, Technology, Engineering,

Arts and Math (STEAM) Block


H.E. White ES 30 minutes/day, I week/month

Clay MS 45 minutes/day I week/month

LEGO DUPLO Early Simple Machines Set III, and LEGO Education WeD0 Robotics and 8+ Projects curriculum packs, and hands-on science experiments so students can investigate and understand science and engineering in a fun engaging way. Students will have the opportunity to build LEGO models featuring working motors and sensors; program their models; and explore a series of cross-curricular, theme-based activities while developing their STEAM skills.

We will also coordinate age- and developmentally-appropriate STEAM activities for all grades on rotating schedule based on the interests expressed by students on the community needs assessment surveys and the needs identified by school personnel. Our partnership with Clay County Extension Office will enable us to coordinate additional STEM activities, with a focus on agricultural and nature activities.

Enrichment Block

Clay ES 30 minutes/day, 2 -weeks/month

H.E. White ES 30 minutes/day, I week/month

Clay MS 45 minutes/day I week/month

Journey of Hope

All Schools 30-minute sessions once a week, replacing one block each week for 8 weeks

The enrichment block will replace the Healthy Choices block one to two weeks a month. Enrichment activities will be selected based on the interests expressed by students on the community needs assessment surveys, such as arts and crafts, music instruction and drama, and will be facilitated by program staff. We will also offer enrichment activities in coordination with our community partners to ensure a rich variety of activities:

• Clay County Public Library will provide extended library services and access to books through Dolly Parton's Imagination Library, which will supplement our literacy services;

• Clay County Sheriff's Department will recruit guest speakers to provide educational presentations on law enforcement (many of our students expressed an interest in law enforcement careers); and

• Clay County Bank will recruit speakers to talk to students about entrepreneurial careers and financial literacy.

To respond to the social-emotional needs of our students post-flood, we will offer 8-week cycles of Save the Children's Journey of Hope program to small groups of students (no more than 10 at a time). Journey of Hope helps students identify and normalize feelings, develop resilience, strengthen their natural coping mechanisms, and gain a sense of empowerment. The program will also help to identify children who may need additional assistance and supports students to communicate their own need for help. Using age-specific curricula, the weekly sessions will address safety, fear, anxiety, sadness, anger and aggression, bullying, and self-esteem through games and activities, literacy or joumaling, and arts, dance and movement.

C.2 Targeting Student Needs and School-day Alignment: All students at the target schools

will take either the STAR Early Literacy (grades K-1) or Reading (grades 2-8) assessment at the

beginning of the school year, which will be used to detettnine their reading proficiency. Students

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whose scores indicate they are reading below grade level will be referred to the program.

Program staff will use the STAR assessment, as well as the Hands-On Standards Math and Do

the Math assessments, to develop a plan with specific goals tailored to the needs and strengths of

each child. Students' needs will be reviewed and cross-referenced with classroom teachers and

WVGSA scores. By utilizing relevant evaluation data described in the Internal Monitoring Plan,

our program staff will be able to gauge individual student progress in specific activities, vary

their approaches to help meet individual needs, and collaborate with school-day teachers to

discuss areas where the child is struggling, achieving, or has special needs, and the modifications

and resources to help the child succeed. For example, tutors will use the STAR Reading

assessment to match students with appropriate books and group them at similar reading levels.

To ensure program-level alignment with school-day instruction, Site Coordinators will

communicate with school-day teachers and school principals on a weekly to bi-weekly basis, as

well as during staff meetings to ensure all activities supplement and connect to classroom

learning. The Site Coordinator, who will serve as the primary liaison between program staff and

school-day teachers, will be based out of each site and will receive daily supervision from the

school principal. School principals will also serve on the Advisory Council, ensuring that they

will be familiar with and have an in-depth knowledge of program activities and will be able to

share program updates with all school staff during regular meetings.

C.3 Scientific Research Base: Our program offerings, including the curricula selected, are

grounded in scientifically-based research to ensure they will support students in meeting state

standards. We have highlighted some of the research underpinning program activities below:

Activity Best Practices and Research Academic Activities

• Reading aloud is linked to young children's emergent literacy ability and language skills, particularly for vocabulary development (Duursma, Augustyn, and Zuckerman, 2008).

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• A number of studies, including several by researchers S.J. Samuels and Y. Wu, have found that students who used AR demonstrated more significant gains in reading comprehension as those who did not.

• Do The Math is focused on eight research-based instructional practices for struggling readers: scaffolded content, explicit instruction, multiple strategies, gradual release routines, student interaction, meaningful practice, assessment and differentiation, vocabulary and language.

• Robotics introduce or address science standards of structure and properties of matter; engineering design; forces and interactions; energy; interdependent relationships; and structure, function and information processing, as well as math standards in operations and algebraic thinking.

Enrichment • CATCH has been implemented in various settings to successfully reduce Activities obesity among students (Hoelscher et al., 2010) and produce lasting

changes in their dietary and physical activity (Luepker et al., 1996). Aerobic physical activity has been shown to improve academic performance (Fedewa and Ahn, 2011).

• Longitudinal studies on Journey of Hope have indicated that children who participate in the program have enhanced resilience through improved healthy coping styles, prosocial behaviors and tension management, and decreased overall difficulties (Blanchet-Cohen and Nelems, 2009).

C.4 Summer Program: Our program will offer a 4-week summer program to prevent summer

learning loss and provide opportunities for students to enrich students' experiences. We will

operate one program for elementary school students at Clay ES and one program for middle

school students at Clay MS. Offered six hours a day on Monday through Thursday, the program

will provide breakfast and lunch each day and will allow students to participate in literacy, math,

science, social studies, enrichment (e.g., art, music and drama), and physical education activities

each day. Middle-schoolers who need credits to transition to high school will be able to

participate in credit recovery services: facilitators will conduct project-based lessons and provide

subject-area tutoring to promote students' skill development.

We will also offer a one-week middle school transition support program to help incoming

sixth graders overcome their anxieties about going to a new school through highly-engaging,

student-focused and informative activities. Students will participate in small group sessions to

learn how to cope with different situations, such as peer pressure and bullying, and how to access

11

resources and develop strategies that promote school success. Students will also have the

opportunity to meet teachers and school staff, get their schedules, and find their lockers to

familiarize themselves with their new environment. We will also offer parents and caregivers a

corresponding orientation to equip them to help their children transition to middle school.

C.5 Student Recruitment and Retention: While the program will be open to all students at the

target schools, enrollment priority will be given to students with the greatest academic risks, for

whom initial literacy and math levels are below grade level or who are from disadvantaged

households, as identified by school data, test scores and teacher referrals. We will conduct

outreach to students, parents and the community-at-large to share information about the proposed

21st CCLC program and recruit participants in a number of ways, including: 1) Maintaining a 21st

CCLC section on the school district's website; 2) Sending enrollment information and program

updates home with students; 3) Sharing information during parent-teacher conferences, parent

event and informal and one-on-one communications with parents; and 4) Sharing information at

community and district-wide meetings.

The program will use targeted strategies to ensure retention at all grades, particularly at the

middle school level. Youth involvement in program development — such as soliciting input and

implementing activities of interest — is a major component of our retention strategy. Reflecting

the diverse interests of our students, we will offer a variety of activities on a rotating basis as a

way to promote academic achievement while offering a break from traditional classroom

instruction. Program variety will also reduce boredom and encourage regular attendance.

Staffing is also important in retaining students, and our program staff will work to develop

trusting, caring relationships with students and their parents and caregivers.

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C.6 Program Schedule: With a target start date of October 15, 2017, the proposed 21st CCLC

program will be offered four days per week, Monday through Thursday, during the school year.

As a result of school schedules and bus routes, the Clay ES and Clay MS program sites will

operate from 3:15 p.m. to 6:15 p.m. and the H.E. White ES program site will operate from 3:30

p.m. to 5:30 p.m. While the number of rotations will differ based on these schedules, all students

will rotate through blocks in grade- and skill-appropriate groups to keep student interest, energy

and participation high. Below is a sample schedule for each school:

Clay ES 3:15-3:45 p.m. Meal and Homework Help

Literacy Math Healthy Choices

STEAM / Enrichment (alternating each week)

3:50-4:20 p.m. Group 1 Group 2 Group 3 Group 4 4:25-4:55 p.m. Group 2 Group 3 Group 4 Group 1 5:00-5:30 p.m. Group 3 Group 4 Group 1 Group 2 5:35-6:05 p.m. Group 4 Group 1 Group 2 Group 3 6:10-6:15 p.m. Dismissal

H.E. White ES 3:30-3:50 p.m. Meal and Homework Help

Literacy Math (3 weeks/month) / STEAM (last week a month)

Healthy Choices (3 weeks/month) / Enrichment

(last week a month) 3:55-4:25 p.m. Group 1 Group 2 Group 3 4:25-4:55 p.m. Group 2 Group 3 Group 1 4:55-5:25 p.m. Group 3 Group 1 Group 2 5:25-5:30 p.m. Dismissal

Clay MS ., 3:15-3:45 p.m. Meal and Homework Help

Literacy Math (3 weeks/month) / STEAM (last week a month)

Healthy Choices (3 weeks/month) / Enrichment

(last week a month) 3:50-4:35 p.m. Group 1 Group 2 Grou. 3 4:40-5:25 p.m. Group 2 Group 3 Group 1 5:30-6:15 p.m. Group 3 Group 1 Group 2 6:15 p.m. Dismissal

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C.7 Equitable Access: We will ensure equitable access to all program activities, training and

events for all interested students and families at each 21st CCLC site by implementing the

following policies and procedures to address physical, recruitment and enrollment, and

programmatic access. To ensure the program is physically accessible, all three schools are in

compliance with ADA and all state and federal safety and accessibility requirements. One of the

major barriers to participation in rural counties like Clay is transportation; as such, we have

budgeted for district buses and drivers to transport students safely home from the afterschool

program and both ways during the summer program. Buses providing transportation comply with

regulations covering school bus safety and accessibility.

To ensure the program is reaching out to the target population, the Program Director and Site

Coordinators will work with school principals and teachers to identify students' individual needs

and to modify services when needed so that the program is accessible for children with special

needs. In fact, our individualized approach will enable students with special needs and low

literacy levels to work with materials matched to their abilities. The Healthy Choices curriculum,

for example, is specifically designed to accommodate and embrace children of all abilities to be

sure they all receive the same level of needed physical activity. The program can also take

additional steps to adapt programming, if needed. For example, during literacy blocks, these

steps can include buddy reading, shared guided reading and other strategies. If needed, an

instructional aide will be available for any student who needs individual attention. We will

ensure all staff are trained to work with students with disabilities.

C.8 Hands-on, Project-based Learning: Hands-on, project-based learning activities are

incorporated throughout all program activities. Most of our program activities are hands-on,

interactive or project-based in order to bring abstract concepts — whether sound-symbol

14

correspondence in reading or addition in math — to life and make them tangible. The math

curricula, for example, emphasize these types of activities — especially group work and

discussions — to foster collaboration, stimulate critical thinking, and encourage self-guided

learning as a way to reinforce lessons and promote understanding of math concepts.

C.9 Supper: Our program is committed to children's nutrition and overall well-being. We

will follow the recommendations outlined in West Virginia's Child Care Nutrition Standards

Guide, USDA National School Lunch Program, and Save the Children's Healthy Snack

Standards to provide a healthy supper to all program participants at the beginning of each

program day. Meals and snacks will be reimbursed through each school's participation in the

USDA National School Lunch Program and Summer Food Service Program. Program staff will

work closely with each school's food service staff to order and serve snacks and meals.

D. Collaboration

D.1 Collaborative Process: Clay CSD worked closely with Save the Children to develop the

specific components of the program, discuss each partners' role and responsibilities, and

determine the overall program management process. Clay CSD convened an initial planning and

discussion meeting with district, Save the Children and school staff (including principals) in

March 2017 to discuss community and school needs. Following the meeting, Clay CSD

conducted a needs assessment at each school, distributing surveys to students, teachers and

parents/caregivers and the community using Survey Monkey. We received over 1,000 surveys in

the county. The survey results, which were analyzed by Save the Children staff and discussed at

a second in-person meeting in April 2016, were used to guide the overall program direction. Clay

CSD and Save the Children also worked collaboratively to formulate the program budget,

identify community partners, and develop and finalize the proposal.

15

Clay CSD and each school site will have administrative and managerial oversight of the staff

as well as responsibility for the facility and implementation of the program. Save the Children

will provide training, technical assistance, and professional development opportunities for both

program and school staff This shared leadership model will allow for a combination of national

expertise and local ownership. An Advisory Council will provide overall program oversight,

such as reviewing evaluation data and making programmatic changes.

D.2 Data Sharing Plan: Data sharing is a critical component in ensuring the success of

participating students. In accordance with our partnership agreements, each school will provide

program staff (including Save the Children) with access to student records, state assessment data,

AR data, and other information (e.g., attendance) needed to tailor services to participants. Save

the Children will monitor the program in real time to provide progress reports on individual and

aggregate achievement data for use in program planning, implementation and evaluation. Each

student entering the program will have a completed intake packet on file as filled out by the legal

guardian(s) including parent consent for records, access to student data and image use.

D.3 Partnership Details: Clay CSD will act as the fiscal agent and sub-grant funds

(approximately 5% of the grant) to Save the Children. Each school will house the program to

leverage existing resources, such as kitchen and classroom space and janitorial services, to

maximize grant funds. School staff including the principal and food service will provide

additional time needed for the facility to operate the afterschool and summer programs. Save the

Children will be responsible for training onsite program staff, and will continuously develop and

modify a strong scientifically-based afterschool program model that meets the needs of students

and parents. Save the Children's Monitoring and Evaluation (M&E) team will be provided in-

kind to track participants' academic progress. Our community partners will support

16

implementation by supplementing core program activities with a variety of enrichment activities,

serving on the Advisory Council and using their networks to promote the program. Please see

Appendix A for a list of partners, Memoranda of Understanding, and partnership letters.

D.4 Prior Experience and Capacity: Clay CSD maintains a staff of qualified teaching and

service professionals experienced to coordinate educational, developmental, family, health and

other comprehensive services. We currently manage $3.1 million in federal funding through Title

I Part A, Title II Part A, Title III, IDEA Part B, National School Lunch Program, among others,

to provide these services. Grant funds are managed by the school district's business manager and

treasurer, who is supported by a team of trained financial staff

Save the Children is the leading nonprofit dedicated to creating real and lasting change for

children. Save the Children brings to this application more than 80 years of experience delivering

high-quality services to children in areas of persistent rural poverty, as well as a successful

record of implementing 28 21st CCLC programs in eight states. Moreover, during the 2015-16

school year, Save the Children partnered with local schools and community organizations to run

literacy-focused programming in 104 schools to serve 10,859 children in 10 states. An

independent evaluation showed that our program model reduced the percentage of students

reading below grade level by 20 points, on average, across West Virginia during the 2015-16

school year. On average, West Virginia students in our program achieved reading growth

equivalent to attending an additional 3.7 months of school.

D.5 MOU: Please see Appendix A for a list of partners and support documentation.

D.6 Joint Application: Clay CSD and Save the Children have jointly developed this proposal

and will collaborate to implement the program. Please see Appendix F for documentation.

E. Facility Plan

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E.1 Environment: Our program will operate onsite at Clay ES, H.E. White ES and Clay MS

in designated spaces at each school, such as the cafeteria, classrooms, library, computer lab,

playground and gym. Classrooms will be revamped specifically for the afterschool space to have

a welcoming and fun atmosphere that is different from the standard school-day space. For

instance, at the elementary schools, students will be able to spread out on beanbag chairs instead

of sitting at desk. All spaces will be child-friendly, as well as safe, clean and accessible.

E.2 Required Inspections: Our 21st CCLC program sites are located in schools.

E.3 Transportation Plan: Students' safety and program accessibility are of the utmost

importance to us, and we have taken both into consideration in developing our transportation

plan. Nearly all of our students (99%) are bus riders. To deliver students safely home from the

afterschool program, and both ways during the summer program, we have budgeted for two

district buses and drivers (two buses will be provided in-kind) for all three schools. At each site,

the Site Coordinator will supervise boarding, and a program (like the Site Coordinator) or

county-level staff will man a "bus radio" to be accessible to bus drivers and make sure all

children are delivered home safely. All buses are in compliance with laws and regulations

covering safety and will be overseen by the school district's transportation director. Signs will be

posted to direct traffic during the arrival and departure of students. Parent pick-up will be in front

of the building. The Site Coordinator or a dedicated program staff member at each site will

monitor the entrance and check-out students for parent pick-up. All sites will follow the district

check out guidelines, which includes a daily signature by the pick-up person. This same

procedure will be in place for the summer program.

E.4 Emergency Exit and Readiness Plans: Emergency exit and readiness plans will be

communicated to staff, students and parents per protocols and channels established by each

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school. We will also provide the plans in the staff handbook, student handbook, parent

handbook, school website and the 21st CCLC agreement signed by each participant and

parent/guardian. Fire drills will be conducted on a regular basis at each site in accordance with

Fire Marshall and state law requirements during afterschool hours. Students in the program will

also participate in a Prep RallyTM, Save the Children's expert-created disaster preparedness

curriculum designed to teach children the basics of getting ready for disasters.

F. Program Personnel

F.1 Program Management: Each school will house and oversee the daily operations of the

program, including hiring and supervising site-level program staff. The Save the Children

Program Specialist will serve as the main liaison to Clay CSD and the schools and will provide

training and technical assistance to ensure effective coordination, implementation, and

monitoring of programs. If awarded a grant, we will hire a Program Director who will oversee all

program activities. This position will be assisted by three Site Coordinators to assure strong

program implementation at each site. To ensure sites do not exceed a 16:1 student-to-staff ratio,

the afterschool program staffmg plan for Clay ES (which we expect will have an average daily

attendance, or ADA, of 60 students) includes two literacy tutors, a math/STEAM tutor, and a

Healthy Choices Coordinator/enrichment tutor. For H.E. White ES (estimated ADA of 40

students) the staffing plan includes 1 literacy tutor, a Healthy Choices Coordinator/enrichment

tutor and a math/STEAM tutor. For Clay MS (estimated ADA of 40 students) the staffing plan

includes one literacy tutor, a Healthy Choices Coordinator/enrichment tutor, and a math/STEAM

tutor. During the summer, the staffing plan also includes one Site Coordinator and four tutors.

F.2 Staffing Structure: We have outlined the role of each key team member below:

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Team Member Responsibility Qualifications • Oversight of the program,

planning, monitoring and evaluation and supervising program staff.

• Send regular written reports to school staff with assessment information for each child.

• Contact teachers or other appropriate staff when specific incidents suggest that children may need psychosocial interventions.

• Convene the Advisory Council and implement their guidance.

Program Director

Role: Program Management

• Certified teacher. • Strong communication and

leadership skills. • Works well with children,

and is able to instill and maintain student discipline.

• Experienced educator preferably with direct experience with Clay County students and families.

• Oversight of day-to-day functions of the program, including managing any emergencies that arise and serving as a liaison to parents.

• Maintain safety of participants and positive security of the facility.

• Perform data entry functions. • Coordinate family engagement

events.

Site Coordinators

Role: Program Management

• Strong communication and leadership skills.

. Strong computer skills. • Works well with parents

and children. • Experienced educator,

preferably with direct experience working with Clay County students and families.

• Serve as the main liaison between Save the Children, Clay CSD and the schools.

• Provide technical and management assistance to ensure effective coordination, implementation, and monitoring of programs.

• Ensure grant reporting and other requirements are completed.

• Provide training and technical assistance to the school, program staff, and volunteers (as applicable).

• Train staff on Journey of Hope. • Serve on and support the

Advisory Council.

• Master's in education or related discipline and a minimum of three years of relevant work experience.

• Experience working with school districts and other education organizations.

• Strong interpersonal skills with demonstrated capacity as a team player and relationship builder.

• Demonstrated management and organizational skills related to program implementation.

• Experience developing and implementing training.

Save the Children Program Specialist

Role: Training and Technical Assistance

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School Principals

Role: Executive Oversight

•

•

Senior management support and oversight. Support curricula and other integration between the school day and after-school programs, including fostering cross-staff

• •

•

Master's in education. Certified teacher with classroom management experience. Experience in school administration.

•

communications and collaboration, Serve on the Advisory Council.

• Strong skills in program implementation, staff supervision, resource coordination, and program evaluation.

Tutors • Guide and pace the teaching sessions in order to facilitate

• All tutors will have met all minimum requirements for

Role: Supplemental learning for the individual district instructional aide Education and student. positions. Enrichment • Provide reinforcement and

constructive feedback. • Help the student gain increased

independence and confidence in his/her ability to learn.

Healthy Choices • Coordinate physical activities • Healthy Choices Coordinator and nutrition education. Coordinators will have

• Assist Program with program met all minimum Role: Physical management duties. requirements for district Activity &Nutrition • Coordinate physical activities instructional aide Coordination and nutrition education. positions.

F.3 Child-to-Staff Ratios: Our staffing plan will enable us to maintain the required ratio.

F.4 Staff Training and Development: All program staff will receive a minimum of 20 hours

of professional development and technical assistance from the Save the Children Program

Specialist. Training will occur throughout the year in several phases and will be accessible to

regular school-day staff when practical and all program volunteers. All program staff will begin

with two trainings: Afterschool Program Introduction and Behavior Management. Staff will also

receive position-specific training. For example, literacy tutors will receive training in read-aloud,

vocabulary and fluency-building activities, such as All About Read-Alouds with an Emphasis on

Fiction and Part III: Fluency. Additional trainings will be implemented later in the year.

21

We have budgeted for the Program Director, three Site Coordinators, and other applicable

staff to receive additional training through 21st Century professional development opportunities

including, but not limited to, the Multi-State Fall Conference annually, one WVDE-sponsored

21st CCLC conference annually, and four partial-day, drive-in meetings throughout the year.

F.5 Volunteers: The program will leverage the efforts of committed, qualified volunteers to

maximize program effectiveness. Clay County schools are the hubs in our community and can

recruit volunteers — whether parents, community and business leaders, or church members —

from our close network to support program operations. We will also use our AmeriCorps

members to recruit high school students and community members to volunteer. Volunteers will

serve as guest speakers, assist program tutors to maintain child-to-staff ratios, or lead activities.

F.6 Program Director: The Program Director will allocate at least 10 hours per week during

the school year and summer for planning, staff meetings, outreach activities, and fulfilling grant

responsibilities. Additional evening hours will be required for family engagement activities.

F.7 First Aid and CPR: School nurses will train at least one staff person per site and all bus

drivers in CPR and First Aid.

F.8 Background Checks: Clay CSD will conduct background checks on all employees and

volunteers who work with children either directly or indirectly. These expenses are included in

the proposed grant budget.

F.9 Advisory Council: The Advisory Council will play an integral role in the implementation

and ongoing improvement of the program. Each school's existing LSIC will serve as the

Advisory Council. The LSIC is currently comprised of the school principal and school

representatives, such as teachers, and will expand to include 21st CCLC program staff (e.g., Site

Coordinators), participants (e.g., parents and students), and partners (including Save the Children

22

and other community partners). Upon notification of an award, the Advisory Council will meet

quarterly at each school to provide advice on programmatic improvements, proposed budget

modifications, sustainability efforts, and hands-on involvement in enrichment activities.

G. Sustainability

G.1 Reasonable Program Cost: Our estimated cost per pupil to provide 200 total participants

with year-round educational services is estimated at $1,100. By contrast, according to a report on

the cost of quality out-of-school-time programs commissioned by the Wallace Foundation, the

full cost per child during the school year was $4,320 annually (Grossman et al., 2009).

G.2 Other Sources of Funding: The proposed budget includes roughly $83,600 of expenses

(28% of the total budget) that will be covered by Clay CSD and Save the Children. In addition to

the budgeted in-kind costs, Clay CSD will cover facility and administrative costs through Title I

and all meals and snacks through USDA funds. Save the Children will fund additional staff

training, technical assistance and monitoring and evaluation support. Other community partners

will also provide services for students and parents in-kind.

G.3 Supplanting: While each school currently operates an afterschool program that is funded

through Title I and local funds, these programs provide a hot meal, homework help and

recreational activities only. A 21st CCLC grant from WVDE will not supplant funds, as the

proposed program will expand services to reach a greater number of students and enhance the

program by grounding activities in scientifically-based research and curricula.

G.4 Fee Structure: The proposed program will be provided free of charge.

G.5 Sustainability: Clay CSD's sustainability plan includes using a combination of existing

federal programs and community partnerships to provide comprehensive student services. Clay

CSD is supported by Save the Children's finance and resource development departments, which

23

are committed to developing a long-term funding plan to diversify funding sources and ensure

the program's sustainability. This includes building local support, conducting forecasts and

reforecasting when one funding stream ends, developing annual fundraising goals and pursuing a

combination of individual donors, state appropriations and new grants and partnerships. Beyond

sustainable funding, Save the Children staff builds the capacity of local communities to

implement and sustain programming. Save the Children provides local site-level staff with tools

and resources such as curricula, program materials, and training and professional development

that can sustain the program beyond grant funding.

H. Parent, Family and Community Involvement

H.1 Program Components and Activities: Our belief that family engagement is a key strategy

for increasing child outcomes is reflected in our parent and family engagement framework that

aims to increase their knowledge, skills and behaviors regarding their children's development

and education. To achieve Goal 3, we will organize and host three parent and family events per

site each school year that focus on both building school-to-home connections and parental skills

and knowledge. In addition to a beginning-of-year program orientation and end-of-year

celebration, activities may include:

Get Ready, Coordinated in partnership with the Sherriff's Office, this workshop will Get Safe help parents and caregivers learn the unique needs of children and how to

protect them in emergencies. Participants will create a family emergency plan using the program's materials and resources, including a family checklist and a disaster supplies checklist.

FunTastic Families and children will participate in a "Make It-Take It" activity where a Math and variety of math or literacy games, depending on the event, will be Literacy constructed to take home for reinforcement. Families will have an Nights opportunity to play the games before taking them home. Supporting Parents and families will learn how to create a homework-friendly space at Your Kids home. Parents will receive a homework caddy with simple resources for with children to use when completing homework and tips on how to help their Homework children to complete assignments.

24

Eating Parents and families will have an opportunity to sample several simple meals Healthy at in a potluck dinner format that can be prepared inexpensively at home. Home Parents will receive a book of healthy recipes to take home.

H.2 Equitable Access: The Program Director and Site Coordinators will work closely with

school-day teachers to coordinate outreach so parents are aware of the family activities that will

be offered as part of the program. Invitations for our family engagement workshops will be sent

home at least two weeks in advance and will be posted in the front office of each school and the

school district's website. Program staff will make monthly calls to ensure parents who struggle

with literacy are aware of the upcoming activities and will answer any questions.

H.3 Program Involvement: We have adopted a collaborative approach to ensure parents and

family members are engaged in the ongoing improvement and overall direction of the program.

As part of our planning process, we invited all parents to provide input on programming by

completing a community needs assessment survey and had 30 respondents. If awarded, we will

conduct an annual participant satisfaction surveys to obtain feedback on program operations and

will recruit parents and students to serve on the Advisory Council.

H.4 Information Dissemination: The Program Director will distribute informational

materials, including a schedule, contact information, and a fact sheet for the newly established

program. We will disseminate participant success through regular updates on activities and mid-

and end-of-year assessment results. Program infottnation will be shared through the 21st CCLC

section in the school district's weekly newsletter; through monthly schoolwide communications

sent to parents; and on the school district's and each school's website.

25

PROGRAM MONITORING AND EVALUATION

A. Logic Model

Please see attached Logic Model (starting on page 30 the Internal Monitoring Plan).

B. Internal Monitoring Plan

(A) Capacity to access, collect and analyze the data necessary to effectively document program

objectives and outcomes:

Our 21st CCLC program will benefit from the oversight of the district-level Program

Director, onsite evaluation support from the three Site Coordinators, and the experience and

professional expertise of the Save the Children's Monitoring and Evaluation (M&E) team to best

evaluate our program against the measurable goals, objectives and outcomes described in our

proposal. While the Program Director will be responsible for tracking and reporting on all 21st

CCLC grant requirements including completion of the Annual Performance Report (APR), Site

Coordinators will have the main responsibility of collecting and entering data into the state data

system and Save the Children's Online Reporting and Evaluation System (SCORE). The Site

Coordinators will serve as the liaison to school-day teachers, program tutors and parents, which

will provide strategic opportunities for completing evaluation activities such as administering

student assessments (e.g., STAR Reading) and annual program feedback surveys. At the

elementary schools, the Site Coordinators will be supported by the Healthy Choices Coordinators

to track and collect child health data.

Clay CSD, the schools, and Save the Children will share the responsibility of assessing

program activities and measuring prior year outcomes and program impact against the set goals

and objectives outlined in the Logic Model. Clay CSD, the Program Director, school principals,

and other school staff will have the primary responsibility of evaluating program impact on

26

school performance and will collect and analyze data sources like student report cards, classroom

participation, homework completion, attendance, and WVGSA proficiency scores. Using

SCORE, Save the Children national and local staff will be responsible for analyzing and

monitoring program performance related to reading, math, Healthy Choices, and family

engagement activities. SCORE provides quick and accurate data (current or longitudinal) on

individual children, any subset of children, and the program as a whole. The system also allows

longitudinal comparisons of each school to historical benchmarks and to other programs across

West Virginia and the U.S. In addition to program enhancement, the data will be used to enhance

Save the Children's technical assistance to the school and oversight of the program model.

All program data will be shared with school-day teachers and with the Advisory Council at

the quarterly meetings. Reports will be made available to key stakeholders, such as parents, upon

request. An annual partner planning process with Clay CSD, the schools and Save the Children

will enable us to gauge program success and identify program modification and improvements.

(B) Specific action steps that will be taken to monitor the activities included in the logic model,

including a timeline for completion of these activities:

Our 21st CCLC will use the following data sources to measure ongoing progress towards

the program goals and objectives:

Evaluation Method Responsibility Timeline Academic Components

Reading: We will administer two Site Coordinators will June - July: Summer STAR Reading or Early Literacy tests be responsible for program: Conduct at least 90 days apart to measure administering STAR assessments for pre- and whether children are reading at or above grade level and how much progress they make. Scores are

Reading, STAR Early Literacy, and Hands- Om Standards or Do

post-test information.

September - October: measured in Normal Curve the Math assessments. Conduct STAR Reading, Equivalents (NCEs). An increase of Save the Children will STAR Early Literacy, and 2.0 NCE scores on STAR assessments be responsible for the Hands-On Standards or Do represents an increase in reading annual evaluation. The the Math pre-tests.

27

proficiency in addition to the increase that would be expected from maturation and attending the nonnal academic school year. At the end of each program year, Save the Children will also conduct an annual independent external evaluation of its literacy program through Policy Studies Associates, Inc.

Math: We will determine progress made towards math objectives using the math assessments from our math curricula, Hands-On Standards (grade K) and Do the Math (grades 1-8). We administer pre-and post- tests at least 90 days apart to measure whether children are learning at or above grade level.

Principal will work with school-day teachers to compile grade information from report cards and state assessments for reading and math.

December - January: Conduct mid-year assessments.

May: Conduct STAR Reading, STAR Early Literacy, and Hands-On Standards or Do the Math post-tests.

June: Compile state test scores.

Non-Academic Components The Healthy Choices Coordinator will track and record the average number of the Healthy Choices activities every day.

Parent, student and teacher surveys will be used to assess changes in homework completion, class participation, behavior incidents, Healthy Choices and family engagement.

Data collection for family engagement activities will include: Parent, teacher and student surveys annually; parent activity attendance sheets; pre- and post-workshop tests.

Site Coordinators will be responsible for all surveys and attendance sheets, as well as enrichment and Healthy Choices participation/lesson plan tracking,

Workshop instructors will be responsible for administering and scoring pre and post tests for each topic presented. The Program Director will analyze the data for reporting and program improvement purposes.

September - October: Administer student, parent and teacher pre-surveys.

May: Administer student, parent and teacher post-surveys. Compile tracking data for Healthy Choices and on attendance and behavior incidents.

Monthly: Compile monthly data summary of healthy snacks served and minutes of physical activity. Compile monthly data summary of parent education workshops presented and pre and post tests for each workshop.

Administrative Assurances Collection of APR data through WVDE data system

Completion of USDOE 21 APR System Grantee Profile

Program Director will complete.


Will be completed in May in accordance with WV 21st CCLC guidance.

28

Completion of the annual teacher survey by the regular classroom teachers.

Submission of the annual Program Director's Survey.

Site Coordinator will facilitate.


(C) Assurances that monitoring results will be documented quarterly: Per grant requirements,

monitoring results will be documented quarterly.

(D) How monitoring results will be continuously reviewed and used to inform program

decision-making:

Our 21st CCLC program will be data-driven. The Advisory Council will review program

data on an at least a quarterly basis to make adjustments to programming as needed. Clay CSD

and Save the Children will monitor on an ongoing basis data sources, as well as the qualitative

observations of program staff, school-day teachers and parents for ongoing program assessment.

If at any point a school, district, Advisory Council, Save the Children, or WVDE feels that

adequate student progress is not being made, we will examine program management, program fit

and program design. With advice from the Advisory Council and leadership from the Save the

Children team (particularly the National Director of Education and M&E team), we will identify

problems and work cooperatively toward solutions. If a specific student is not succeeding, the

Site Coordinator will communicate with the child's school-day teacher, parents and other staff to

tailor individualized interventions.

29

LOGIC MODEL

Goal 1: To increase academic achievement in reading among regular participants on an annual basis.

Objectives Activities Inputs/Resources Outputs Outcomes Indicator/Data Source

(Specific, what we do to achieve (human, tangible and direct short-, medium-, and (indicators we look Measurable,

Achievable, Realistic, and Time-bound

objectives/goals) financial, technology, etc.

resources needed for activities)

products of activities that lead

to desired outcomes)

long- term desired results of activities)

for to measure implementation,

progress and success

1.1 At least 65% of 1.1.1 Identify and recruit Human: Project 1.1.1 Number and 1.1.1 Daily student Program attendance all participants in students in need of Director, Site type of literacy and progress made in reading records grades K-6 will increase their reading

reading intervention through the STAR

Coordinators, Save the Children

reading activities provided on a daily

and language arts (individual level) STAR Reading and

scores by 2.0 Normal Reading and Early Program basis at each site Early Literacy Curve Equivalents (NCEs) or more from

Literacy assessment, state assessment or other

Specialist, literacy tutors, homework 1.1.2 Number of

1.1.2 Annual student progress made on STAR

assessments

pre- (fall) to post-test school data; report cards; tutors, community participants at each Reading and Early Literacy (spring) on the STAR Reading assessment

or teacher referrals. partners and volunteers, school

site assessments (individual level)

each school year. 1.1.2 Provide literacy principals, school- 1.1.3 Number of activities (such as read- alouds, reading together, modules on emergent

day teachers

Technology:

participants taking pre- and post- assessments at each

1.1.3 Annual student NCE growth (individual level)

reader skills, fluency- building activities, guided independent

Computers, Renaissance Learning (for

site

1.1.4 Number of

1.1.4 Percent of students with pre- and post-tests who gained 2.0 NCEs or

reading practice, etc.) STAR students attending more (site and program that strengthen students' reading skills during the school year and summer.

1.1.3 Provide homework

assessments)

Materials: Books,

30 days or more at each site

1.1.5 Number of students attending

level)

1.1.5 Percent of students (attending 55 days or more) who began the

tutoring materials, Save the Children

assistance and tutoring to literacy curricula 55 days or more school year reading below struggling readers. and lesson plans

(during the school (Save the Children benchmark) at each

grade level who gained 2.0 NCEs or more (site and

1.1.4 Provide enrichment year), literacy site program level)

LOGIC MODEL

activities that promote literacy, such as extended library services, during the school year.

program supplies 1.1.6 Average pre-and post-test scores on STAR Reading assessments

1.1.5 Administer STAR Reading and Early Literacy assessments at the beginning and end of the school year to determine each student's growth over the year; administer a mid-year assessment to monitor progress and adjust interventions as necessary.

1.2 Regularly 1.2.1 Identify and recruit Human: Project 1.2.1 Number and 1.2.1 Daily student Program attendance participating students students in need of Director, Site type of literacy and progress made in reading records in grades K-6 will read, on average, at




and language arts (individual level) STAR Reading and

least 65 Accelerated Reading and Early Program basis at each site Early Literacy Reader (AR) books each school year.

Literacy assessment, state assessment or other school data; report cards; or teacher referrals.

Specialist, literacy tutor, volunteers, school principals, school-day teachers

1.2.2 Number of participants at each site

1.2.2 Annual student progress made on STAR Reading and Early Literacy assessments (individual level)

assessments

AR quiz scores

1.2.2 Provide literacy 1.2.3 Number of activities (particularly Technology: students attending 1.2.3 Average student guided independent reading practice and tutorials) that give


30 days or more at each site

scores on AR quizzes (site and program level)

students opportunities of STAR 1.2.4 Average 1.2.4 Percent of students uninterrupted reading assessments), AR number of books who passed 90% or more time during the school year.

360 (for quizzes, etc.)

read at each site of AR quizzes attempted (site and program level)

LOGIC MODEL

1.2.3 Support students in selecting and reading AR books and provide book talks to gauge students' content and vocabulary comprehension.

1.2.4 Require students to take book-specific AR quizzes for each book to test comprehension to help them progress through designated AR reading levels.

Materials: AR 1.2.5 Number of students reading 25 books or more at each site

1.2.6 Number of quizzes taken at each site

books, Save the Children curricula and lesson plans for guided independent reading practice and tutorial activities

1.3 At least 50% of 1.3.1 Identify and recruit Human: Project 1.3.1 Number and 1.3.1 Daily student Program attendance students who students in need of Director, Site type of literacy and progress made in reading records participate in the program for at least




and language arts (individual level) Student report cards

30 days will maintain Reading and Early Program basis at each site or increase their reading grades from


Specialist, literacy tutor, homework 1.3.2 Number of

1.3.2 Annual progress made in student reading

fall to spring each school data; report cards; tutors, community participants at each grades (individual level) school year. or teacher referrals. partners and

volunteers, school site

1.3.3 Percent of students 1.3.2 Provide literacy principals, school- 1.3.3 Number of maintaining or increasing activities (such as read- alouds, reading together, modules on emergent reader skills, fluency- building activities, guided independent reading practice, tutorials, etc.) that strengthen students' reading skills during the

day teachers

Technology:

students attending 30 days or more at each site

1.3.4 Number of books read at each site

reading grades from fall to spring (site and program level)

Computers, Renaissance Learning (for STAR assessments)

Materials: Books,

LOGIC MODEL

school year and summer.

1.3.3 Provide homework assistance and tutoring to struggling readers. 1.3.4 Provide credit recovery options for middle school students during the summer.

tutoring materials, Save the Children literacy curricula and lesson plans (during the school year), literacy supplies, report cards

1.4 At least 45% of 1.4.1 Identify and recruit Human: Project 1.4.1 Number and 1.4.1 Daily student Program attendance regular participants students in need of Director, Site type of literacy and progress made in reading records will increase their reading proficiency




and language arts (individual level) State assessment

by the end of each Reading and Early Program basis at each site (West Virginia school year from the previous year, as


Specialist, literacy tutors, homework 1.4.2 Number of

1.4.2 Annual student progress on the state

General Summative Assessment)

measured by the state school data; report cards; tutors, community participants at each assessment (individual assessment. or teacher referrals. partners and

volunteers, school site level)

1.4.2 Provide literacy principals, school- 1.4.3 Number of 1.4.3 Percent of students activities (such as read- alouds, reading together, modules on emergent reader skills, fluency- building activities, guided independent

day teachers

Technology:

students attending 30 days or more at each site

1.4.4 Number of students with state

showing improvements in reading on the state assessment from one school year to the next (site and program level)


reading practice, tutorials, etc.) that

STAR assessments), AR

assessment scores from two

1.4.4 Annual school progress on the state

strengthen students' reading skills during the school year and summer.

360 (for quizzes, etc.)

consecutive years at each site

assessment (school level)

1.4.3 Provide homework assistance and tutoring to struggling readers.

Materials: Books, tutoring materials, Save the Children literacy curricula and lesson plans

1

LOGIC MODEL

1.4.4 Provide enrichment activities that promote literacy during the school year.

1.4.5 Administer state assessments; results will be longitudinally compared to previous year's results per student.

(during the school year), literacy supplies, state assessments

Goal 2 To increase academic achievement in math among regular participants on an annual basis.

Objectives

(Specific, Measurable, Achievable,

Realistic, and Time- bound)

Activities

what we do to achieve objectives/goals

Inputs/Resources Outputs

and direct products of

activities that lead to desired outcomes)

Outcomes

short-, medium-, and long- term desired results

of activities)

Indicator/Data Source

(indicators we look for to measure

implementation, progress and

success

(human,(tangible financial,

technology, etc... resources needed

for activities)

2.1 At least 50% of regular participants will increase their math scores from pre-test (fall) to post-test (spring) each school year, as measured by the Hands-On Standards and Do the Math assessments.

2.1.1 Identify and recruit students in need of math intervention through state assessment or other school data; report cards; or teacher referrals.

2.2.2 Offer math activities that promote skills, understanding, and proficiency in math through hands-on math activities (such as puzzles, math jumbles and math manipulatives) during the school year and summer.

Human: Project 2.1.1 Number of math activities provided on a daily basis at each site


2.1.3 Number of participants taking pre- and post- assessments at each site

2.1.4 Number of

2.1.1 Daily student progress made in math (individual level)

2.1.2 Annual student progress on assessments (individual level)

2.2.2. Percent of students increasing scores on assessments (site and program level)

Program attendance records

Hands-On Standards and Do the Math assessments

Director, Site Coordinators, Save the Children Program Specialist, math and STEAM tutors, homework tutors, community partners and volunteers, school principals, school- day teachers

Technology: Computers

LOGIC MODEL

students attending 2.1.3 Offer STEAM activities that promote skills, understanding, and proficiency in math concepts through engaging STEAM activities (such as LEGO Robotics, which address math standards in operations and algebraic thinking, measurement, and number and operations in base ten) during the school year.

Materials: Hands- 30 days or more at each site

2.1.5 Average pre-and post-test scores on assessments at each site

On Standards and Do the Math curriculum, materials, and assessments; LEGO Robotics; math kits that include games and manipulatives; materials for STEAM activities

2.1.4 Provide homework assistance, remedial catch-up and tutoring to students who are struggling with math.

necessary.

2.1.5 Administer assessments at the beginning and end of the school year to determine each student's growth over the year; administer a mid-year assessment to monitor progress and adjust interventions as

2.2 At least 50% of 2.2.1 Identify and recruit Human: Project 2.2.1 Number of 2.2.1 1.3.1 Daily student Program attendance

LOGIC MODEL

regularly participating students will maintain or increase their math grades from fall to spring.

students in need of math intervention through state assessment or other school data; report cards; or teacher referrals.

2.2.2 Offer math activities that promote skills, understanding, and proficiency in math through hands-on math activities (such as puzzles, math jumbles and math manipulatives) during the

Director, Site Coordinators, Save the Children Program Specialist, math and STEAM tutors, homework tutors, community partners and volunteers, school principals, school- day teachers

Technology:

math activities provided on a daily basis at each site


2.2.3 Number of students attending 30 days or more at each site

progress made in math (individual level)

1.3.2 Annual progress made in student math grades (individual level)

1.3.3 Percent of students maintaining or increasing math grades from fall to spring (site and program level)

records

Student report cards

school year and summer. Computers

2.2.3 Offer STEAM Materials: Hands- activities that promote On Standards and skills, understanding, and Do the Math proficiency in math concepts through

curriculum, materials, and

engaging STEAM assessments; activities (such as LEGO LEGO Robotics; Robotics, which address math kits that math standards in include games and operations and algebraic manipulatives; thinking, measurement, and number and

materials for STEAM activities;

operations in base ten) during the school year.

report cards


LOGIC MODEL

during the summer.

2.2.5 Offer credit recovery options for middle school students

2.3 At least 30% of 2.3.1 Identify and recruit Human: Project 2.3.1 Number of 2.3.1 Daily student Program attendance

regular participants students in need of math Director, Site math activities progress made in math records will increase their proficiency in math

intervention through state assessment or other


provided on a daily basis at each site

(individual level) State assessment

by the end of the school data; report cards; Program 2.3.2 Annual student (West Virginia

school year from the or teacher referrals. Specialist, math 2.3.2 Number of progress on the state General Summative

previous school and STEAM participants at each assessment (individual Assessment) year, as measured by the state assessment.

2.3.2 Offer math activities that promote skills, understanding, and

tutors, homework tutors, community

site

2.3.3 Number of

level)

2.3.3 Percent of students partners and proficiency in math volunteers, school students attending showing improvements in through hands-on math principals, school- 30 days or more at math on the state activities (such as puzzles, math jumbles and math

day teachers each site assessment from one school year to the next (site

manipulatives) during the school year and summer.

Technology: 2.3.4 Number of students with state assessment scores

and program level)

2.3.4 Annual school Computers

2.3.3 Offer STEAM Materials: Hands- from two progress on the state activities that promote skills, understanding, and proficiency in math concepts through engaging STEAM activities (such as LEGO Robotics, which address math standards in operations and algebraic thinking, measurement, and number and operations in base ten) during the school year.

On Standards and Do the Math curriculum, materials, and assessments; LEGO Robotics; math kits that include games and manipulatives; materials for STEAM activities, state assessments

consecutive years at each site

assessment (site level)

LOGIC MODEL


2.3.5 Administer state assessments; results will be longitudinally computed to previous year's results per student.

Goal 3 To increase school engagement among regular participants.

Objectives



3.1 At least 75% of regular participants will demonstrate improvement in school engagement through homework completion, class participation and attendance, as indicated by teacher surveys.

Activities


3.1.1 Identify and recruit students requiring additional academic support through teacher referrals, assessment data and other school data.

3.1.2 Offer 20 to 30 minutes for homework completion and assistance each day during the school year; tutors will be assigned to work with the same group of students to

Inputs/Resources

(human, financial,

technology, etc. resources needed

for activities)

Human: Project Director, Site Coordinators, Save the Children Program Specialist, Healthy Choices Coordinator, afterschool and summer tutors, volunteers, trained Journey of Hope facilitator (e.g., guidance

Outputs

tangible and direct products of



3.1.2 Number of Journey of Hope participants at each site

3.1.3 Number of minutes of homework assistance provided at each site

Outcomes


of activities)

3.1.1 Increase in homework completion rates (individual level)

3.1.2 Increase in class participation (individual level)

3.1.3 Increase in non-cognitive skills (e.g., motivation) that lead to greater school engagement (individual level)

Indicator/Data Source

(indicators we look for to measure

implementation, progress and

success Program and school attendance records

Annual teacher surveys

Annual student surveys

Journey of Hope assessment

LOGIC MODEL

build rapport and ensure consistency of support.

3.1.3 Provide opportunities for students to engage in project- and team-based academic and enrichment activities (such as LEGO Robotics) and in active non-elimination, non-competitive games (through Healthy Choices) that build social skills, self-esteem and self-confidence and promote engagement and participation in school. 3.1.4 Using the Journey of Hope curricula, provide opportunities to allow students to explore social-emotional topics (such as bullying and self-esteem) that may prevent school engagement.

counselor), school principals

Materials: Program curricula (including Healthy Choices and Journey of Hope age-specific curricula), lesson plans; supplies for academic and enrichment activities, including Healthy Choices and team-building activities; Journey of Hope activity kits and assessment tool

3.1.4 Number of project- or team-based academic and enrichment activities provided at each site

3.1.5 Number of minutes of moderate to vigorous physical activity provided through Healthy Choices at each site

Goal 4. To empower families of participating students to increase their engagement in their children's education and development.

Objectives Activities Inputs/Resources Outputs Outcomes Indicator/Data Source




(human, financial,

technology, etc... resources needed

or activities)

tangible and direct products of



of activities (indicators we look

for to measure implementation,

progress and success)

LOGIC MODEL

4.1 At least 50% of 4.1.1 Use results from the Human: Project 4.1.1 Number of 4.1.1 Increase in Attendance logs surveyed parent and community Director, Site workshops held at knowledge in a specific parents/families will self-report working

surveys distributed during the community needs


each site topic (relevant to empowering parents and

Parent satisfaction surveys

on homework with assessment process to Program 4.1.2 Number of increasing their their children at plan family engagement Specialist, school participants at each engagement in children's Pre/post tests least on a monthly basis each school

workshops in Year 1; seek input from parents and

principals, workshop

workshop at each site

education, such as parenting skills) Annual teacher

year. community members on an ongoing basis to determine interests to guide topics future workshops. Possible workshops include

facilitators (may be guest speakers or program staff), community partners, volunteers

(individual level)

4.1.2 Increase in students' homework completion rates (individual and site level)

surveys

Supporting Your Kids with Homework and Materials: subject-area workshops to help parents and family members understand what their children are learning in school.

4.1.2 Publicize workshops to recruit target populations.

Supplies for each workshop (may be books, curriculum or games, depending on the topic of the workshop)

4.1.3 Develop and administer surveys to solicit feedback and pre/post tests for each workshop presented.

4.2 At least 50% of 4.2.1 Based on the Human: Project 4.2.1 Number of 4.2.1 Increase in Attendance logs surveyed parents interests of parents and Director, Site workshops held at knowledge in a specific will self-report feeling confident in

family members, plan parent education




their ability to workshops. Possible Program 4.2.2 Number of increasing their

LOGIC MODEL

support their child's workshops include Specialist, school participants at each engagement in children's Pre/post tests education at home each school year.

FunTastic Math Night and FunTastic Literacy Night.

4.2.2 Publicize workshops to recruit target populations.

4.2.3 Develop and administer surveys to solicit feedback and

principals, workshop facilitators (may be guest speakers or program staff), community partners, volunteers

Materials:

workshop at each site

education, such as parenting skills) (individual level)

Annual teacher surveys

pre/post tests for each workshop presented.

4.2.4 Train program staff to effectively engage parents and families, including learning how to engage in regular, two-way, meaningful communication with parents and families about children's learning and to collaborate with families to support children's learning and development at home and school.

Supplies for each workshop (may be books, curriculum or games, depending on the topic of the workshop)

4.3 At least 50% of 4.3.1 Coordinate a Human: Project 4.3.1 Number of 4.3.1 Increase in Attendance logs participants in each beginning-of-year Director, Site workshops held at knowledge in a specific skill-building family engagement

program orientation to introduce parents and




workshop will family members to the Program 4.3.2 Number of increasing their increase their knowledge in the

program, participate in activities, and tour the

Specialist, workshop

participants at each workshop at each

engagement in children's education, such as

Pre/post tests

topic presented from school and an end-of-year facilitators (may site parenting skills) Annual teacher pre- to post-test. celebration. be guest speakers (individual level) surveys

LOGIC MODEL

or program staff), 4.3.2 Use results from the community 4.3.2 Increase in parent and community partners, child engagement in school as surveys to plan family care volunteers demonstrated by more engagement workshops at parents attending parent- the school each year that Materials: teacher conferences, school are of interest and relevant Supplies for each events, etc. (program and to parents and family workshop (may be school level) members.

4.3.3 Train program staff

books, curriculum or games, depending on the

to effectively engage topic of the parents and families, workshop) including learning how to make families feel welcomed, valued, and connected to other families, program/school staff, and the community.

County: Clay Financial Contact Person:

Complete Street Addres:

Phone #: 304-587-4266

WVDE - 21st CLC GRANT BUDGET FORM

Agency/School: Clay County Board of Education Jennifer Paxton

285 Church Street, Clay WV 25043 Fax: 304-587-4181 Email: [email protected]

Year 1

Federal Funding (Line Items) Funds Requested Administrative Salary Salary - Program Director $ 31,557

Salary - Secretary $ -

Salary - Financial Officer $ -

Salary - Assistant $ Fringe Benefits - rate: 25% $ 7,889

Subtotal $ 39,446

Programmatic Salary Salary - Site Coordinator

Salary - Site Staff

Salary - Support Personnel

Salary- Other

Fringe Benefits-rate: 8.03%

$

$

$

23,436

71,568

$

$ 7,629

Subtotal $ 102,633 Other Expenses Supplies/Consumables

Equipment

Student Transportation

Administrative and Staff Travel

Training

Facility Rental

Background checks

Other(describe) Contractual

$

$

13,511 _

42,797

1,950

1,150

-

$

$

250.00

11,524

Subtotal $ 71,182

Total Direct Cost $ 213,261

Indirect cost-approved rate: 3.16% $ 6,739

TOTAL FEDERAL FUNDING REQUESTED $ 220,000

Local Funding & Contributions (Line Items)

Administrative Salary Salary - Program Director 15,000 Salary - Secretary

Salary - Financial Officer

Salary - Assistant

Fringe Benefits - rate:

Subtotal $ 15,000


Salary - Site Staff

Salary - Support Personnel 6,732 Salary-Other 8,100

Fringe Benefits-rate: 8.03% 541

Other Expenses Supplies/Consumables

Equipment

'dent Transportation


Subtotal $ 15,373

3,500

39,797

Training

Program Evaluation

Facility Rental

Background checks 600

Other(describe) S 9,348

Subtotal $ 53,245

Total Direct Cost 83,618

Indirect cost-approved rate:

LOCAL FUNDING CONTRIBUTIONS TOTAL $ 83,618

TOTAL PROGRAM BUDGET (FEDERAL + LOCAL) $ 303,618

Date

Sunerintendent's or Agency Director's Signature *******-*************************************************************

STATE USE ONLY Federal Funds Approved $ Program Code

Accoutn # 8712-13000 Revenue Code 04511 FIMS ID

Date

Revised 2-27-14

State Agency's Signature

BUDGET NARRATIVE ITEMS

Budget Item Funding Source Funding Purpose & Calculations

Total Cost

Salary Federal 1 Program Director 137 days x 3 hours per day x $23 $ 31,557 Local District staff support (including principals, IT, etc.) $ 15,000

Federal Fringe calculated at 25% (includes Social Security, Workers Comp, and insurance)

$ 7,889

Federal 3 Site Coordinator 112 days x 3 hours per day x 22 $ 22,176 Federal 9 Afterschool Tutor 112 days x 3 hours per day x $22 $ 66,528 Federal 1 summer Site Coordinator 20 days x 3 hours per day x 22 $ 1,260 Federal 4 Summer Tutor 20 days x 6 hours per day x $21 $ 5,040

Local Afterschool Food Service Support 112 days x 2 x $17 x 3 $ 5,712 Local Summer Food Service Support 20 days x 6 hours per day x $17 $ 1,020

Federal Fringe calculated at 8.03% (includes Social Security, Workers Comp, etc.)

$ 7,629

Local Fringe calculated at 8.03% (includes Social Security, Workers Comp, etc.) $ 541

Local Community organizations that will teach workshops $ 8,100 Supplies Federal Math program material "Do the Math" $ 1,000

Local Office Supplies to provide everyday paper, pens, ink cartridges, etc. (2x$500 = $1000/ year).

$ 2,000

Local Computers for Coordinators use $ 1,500 Federal STEAM Supplies $ 2,000 Federal CATCH Kits and storage $ 2,689

Federal Additional Enrichment Supplies for cooking, art, crafts and community service etc. (estimated based at $1,000/year).

$ 3,950

Federal Additional Enrichment Supplies for cooking, art, crafts and community service etc.

(estimated based at $1,000/year). $ 1,000

Federal Literacy Program Supplies $ 372 Federal Renaissance Learning Software $ 2,500

Transportation Federal Transportation Mileage Afterschool 2 bus drivers for 110 days x 37.5 per day

$ 23,200

Local Transportation Mileage Afterschool 2 bus drivers for 110 days x 37.5 per day

$ 23,200

Federal Transportation Drivers Afterschool 2 bus drivers for 110 days x 30.96 per day includes fringe

$ 14,114

Local Transportation Drivers Afterschool 2 bus drivers for 110 days x 30.96 per day includes fringe

$ 14,114

Federal Transportation Mileage Summer 2 bus drivers for 30 days x 30.96 per day

$ 1,283

Local Transportation Mileage Summer 2 bus drivers for 30 days x 30.96 per day

$ 1,283

Federal Transportation Drivers Summer 2 bus drivers for 30 days x 30.96 per day includes fringe

$ 1,200

Local Transportation Drivers Summer 2 bus drivers for 30 days x 30.96 per day includes fringe

$ 1,200

Federal Transportation for field trips (3 per year) 2 buses and fees at $62.5 x 8 hours per day $ 3,000

g

Travel Federal

National Conference for Program Director to attend 1 national professional

development conference ($400). Other professional development for Literacy

Coordinator to attend literacy training ($250). WV Sponsored Training ($500= 2

staff x $250/ person).

$ 3,100

Federal Background checks required to work with student population. ($850= $50 each x

17 applicants). $ 250

Lo al c Background checks required to work with student population. ($850= $50 each x

17 applicants). $ 600

Federal

Contractual for Save the Children support: Program Specialist from Save the

Children, based off-site will work with the school as the main liaison to the

partners. This person will provide planning, technical, and management

assistance, as well as trainings, to ensure effective coordination, implementation,

and monitoring of programs. (12 months at 14% time x $4166.67 per month =

$7,000. Fringe for Program Specialist covers the cost of fringe benefits for the

Save the Children program specialist only. This rate is based on the USAID

approved agency fringe rate of 28.12%. = $1,968 Travel to/from site Travel

expenses for the Program Specialist to make regular site visits including meals,

mileage, and other travel related costs as well as attend MDE meetings and

trainings. ($720 = $60/trip x 12 trips/year). Travel and general cost for trainings

for staff to travel to school to implement literacy and math curriculum support

and training ($3,600). Literacy Books covers the cost of Accelerated Reader books

for the literacy block and value-themed read-aloud portion ($2,500). Renaissance

Place and Math curriculum ($2,500) Literacy Program Evaluation completed by

Policy Studies Associates, Inc. (PSA). They work on a fixed price agreement based

on a deliverable that covers all of the literacy programs in Save the Children's US

Programs. PSA produces an annual analysis and report (the deliverable of the

contract) of the literacy data for all of the literacy programs ($750).

Communication covers cost of Program Specialist cell phone ($164 = 15% of time

x12 months x $90/month). Management support costs calculated at 10% of STC

costs on the direct cost in the budget. Reflected costs that we show covered by

STC are direct costs and they fall under non-contractual category because we are

not sub-granting to anyone with those funds. ($1,670= 10% of 16,703).

$ 11,524

Local Save the Children cost share total cost of support is $20,872 - $12,413 requested

= $9,348 $ 9,348

Federal Approved Indirect Cost rate at 3.16% $ 6,739

Total $ 303,618

County: Clay

Financial Contact Person:

Complete Street Addres:

Phone #: 304-587-4266

WVDE - 21st CLC GRANT BUDGET FORM

Agency/School: Clay County Board of Education

Jennifer Paxton

285 Church Street, Clay WV 25043

Fax: 304-587-4181 Email: [email protected]

Year 2

Federal Funding (Line Items) Funds Requested Administrative Salary Salary - Program Director $ 31,557

Salary - Secretary $ _

Salary - Financial Officer $ -

Salary - Assistant $ _

Fringe Benefits - rate: 25% $ 7,889

Subtotal $ 39,446


Salary - Site Staff

Salary - Support Personnel

Salary- Other

Fringe Benefits-rate: 8.03%

$

$

$

23,436

71,568

$ _

$ 7,629

Subtotal $ 102,633

Other Expenses Supplies/Consumables

Equipment

Student Transportation


Training

Facility Rental

Background checks


$

$

13,511

42,797

1,950

1,150

-

$

$

250.00

11,524

Subtotal $ 71,182

Total Direct Cost $ 213,261

Indirect cost-approved rate: 3.16% $ 6,739


Local Funding & Contributions (Line Items) Administrative Salary Salary - Program Director 15,000 Salary - Secretary


Salary - Assistant


Subtotal $ 15,000


Salary - Site Staff

Salary - Support Personnel 6,732 Salary- Other 8,100


Subtotal $ 15,373 Other Expenses Supplies/Consumables 3,500

Equipment

Jdent Transportation 39,797


Training

Program Evaluation

Facility Rental


Other(describe) 5, 9,348

Subtotal $ 53,245





Date

Superintendent's or Agency Director's Signature ****** ************************************************************



Date

Revised 2-27-14


County: Clay Financial Contact Person: Complete Street Addres: Phone #: 304-587-4266

WVDE - 21st CLC GRANT BUDGET FORM Agency/School: Clay County Board of Education

Jennifer Paxton

285 Church Street, Clay WV 25043 Fax: 304-587-4181 Email: [email protected]

Year 3 Federal Funding (Line Items)

Administrative Salary Salary - Program Director Salary - Secretary Salary - Financial Officer Salary - Assistant Fringe Benefits - rate: 25%

Funds Requested

31,557

7,889

Subtotal $

Programmatic Salary Salary - Site Coordinator Salary - Site Staff Salary - Support Personnel Salary- Other Fringe Benefits-rate: 8.03%

39,446

23,436 71,568

7,629

Subtotal $ Other Expenses Supplies/Consumables Equipment Student Transportation Administrative and Staff Travel Training Facility Rental Background checks


102,633

13,511

42,797 1,950 1,150

250.00

11,524

Subtotal $ 71,182


Indirect cost-approved rate: 3.16% 6,739


Superintendent's or Agency DirectoSignature ********************************************************************

Date

Local Funding & Contributions (Line Items)

Administrative Salary Salary - Program Director 15,000 Salary - Secretary


Salary - Assistant


Subtotal $ 15,000 Programmatic Salary Salary - Site Coordinator

Salary - Site Staff

Salary - Support Personnel 6,732 Salary- Other 8,100


Subtotal $ 15,373 Other Expenses Supplies/Consumables 3,500 Equipment

adent Transportation 39,797


Training

Program Evaluation

Facility Rental


Other(describe) S, 9,348

Subtotal $ 53,245







Date

Revised 2-27-14


ASSURANCE FORMS

Requirements for Applicant and Co-Applicant

1. The applicant assures it has described steps to ensure it will make equitable access to and equitable participation in the programs/activities to be conducted with such assistance as addressing the special needs of students, staff, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers to gender, race, color, national origin, disability, and age. (Per the General Education Provision Act (GEPA) page 6 in Section 427 http://www.ed.gov/policy/elsec/leg/esea02/index.html)

2. The applicant or grant recipient certifies it will meet the requirement for supplying a Data Universal Numbering System (DUNS) number. As a condition of a subrecipient of a federal grant award, you must supply a DUNS number to MDE. No entity may receive a federal subaward without a DUNS number. MDE will not make a subaward to an entity unless that entity has provided its DUNS number.

3. Administer the 215t Century Community Learning Centers (CCLC) project in accordance with all applicable statutes, regulations, program plans and applications.

4. Adopt and use proper methods of administering 215t CCLC, including: the enforcement of any obligations imposed by law; the correction of deficiencies in program operations that are identified through program audits, monitoring, or evaluation; and the adoption of written procedures for the receipt and resolution of complaints alleging violations of law or other state and federal requirements in the administration of such programs.

5. Cooperate in carrying out any evaluation of 21st CCLC conducted by or for the West Virginia Dept. Of Education (WVDE), the US Secretary of Education or other Federal officials.

6. The applicant assures that it prohibits text messaging and emailing while driving during official grant business. Federal grant recipients, sub recipients and their grant personnel are prohibited from text messaging while driving a government owned vehicle, or while driving their own privately owned vehicle during official grant business, or from using government supplied electronic equipment to text message or email while driving. Recipients must comply with these conditions under Executive Order 13513, "Federal Leadership on Reducing Text Messaging While Driving," October 1, 2009.

7. Permit & mandate appropriate program staff to attend the required trainings specified in the Request for Application and has budgeted funds for such participation each budget year of the grant.

8. Use such fiscal control and fund accounting procedures so as to ensure proper disbursement of funds and reporting procedures consistent with WVDE accounting practices.

9. Make reports to the WVDE and the US Secretary of Education as may be necessary, to enable such agency and the US Secretary of Education to perform their duties and maintain such records, provide such information and afford access to the records as the WVDE and the Secretary may find necessary to carry out their responsibilities.

10. Comply with the following to receive funding in the fourth and fifth years of the grant cycle:

• Ability to demonstrate substantial progress has been made toward meeting the stated goals and objectives, in measurable terms, as stated in the original grant application within the first three years,

• Maintain the scope of the original level of programs and services to the same number of students at reduced grant allocation in the fourth year;

• Maintain the scope of the original level of programs and service to the same number of students at reduced grant allocation in the fifth year or beyond. (The minimum grant award during any one year will be $50,000); and

• Provide documentation of completed federal and state report as required.

11. Comply with provisions of Title IX of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001, the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR), 34 CFR Parts 76, 77, 82 and 85, and the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR Part 200.

12. Comply with the following acts of Congress:

a. Single Audit Act of 1984 b. Civil Rights Act of 1964 C. Gun-Free Schools Act of 1994 d. Americans with Disabilities Act 1990 e. Pro-Children's Act of 1994

13. Comply with the Debarment, Suspension, and Other Responsibility Matters Regulation (34 CFR85.110)

14. Not utilize any federal funds to lobby Congress or any federal agency.

15. Abide by and remain current on collection of and reporting of data.

16. Abide by and remain current on rules and regulations governing allowable and unallowable uses of funds.

17. The school district, as fiscal agent or co-applicant, agrees to provide the individual designated as responsible for data collection and reporting timely access to necessary demographic and academic data in accordance with grant reporting requirements, including but not limited to mandatory information for completion of Annual Performance Report (APR) data collection. (Examples of current requirements include, but are not limited to: grades, attendance, demographic information, disciplinary infractions, and state assessmentscores).

18. If a non-governmental agency (CB0 or FBO) serves as the fiscal agent, the school district/school must provide the individual designated as responsible for data collection and reporting timely access to necessary demographic and academic data in accordance with grant reporting requirements, including but not limited to mandatory information for completion of Annual Performance Report (APR) data collection.

19. Meet the minimum number of hours and days as required under program operations.

20. Provide dedicated program space in the school(s) served during approved program hours of operation during both the academic school year and summer months. Programming space shall be sufficient in size for the number of students to be served and appropriate for the approved activities.

21. Utilize the federal USDA snack program or the Child and Adult Care Food Program. Alternative

funding sources must be used to pay for program snacks and/or meals. 21st CCLC funds may not pay for snacks or meals. Other funding sources or donations must be secured to provide for the program.

22. Immediately notify WVDE of a change of director

23. Uphold the parameters of the agreement with the Co-Applicant as outlined in the original application for the duration of the grant cycle.

24. Provide comparable opportunities for the participation of both public and private school students served by the award.

25.ASSURANCE REGARDING COMPLIANCE WITH GRANT PROGRAM REQUIREMENTS - The grantee agrees to comply with all applicable requirements of all state statutes, federal laws, executive orders, regulations, policies and award conditions governing this program. The grantee understands and agrees that if it materially fails to comply with the terms and conditions of the grant award, the West Virginia Department of Education may withhold funds otherwise due to the grantee from this grant program until the grantee comes into compliance or the matter has been adjudicated and the amount disallowed has been recaptured (forfeited). The Department may withhold up to 100% of any payment based on any noncompliance, misappropriation of funds, monitoring finding, audit finding or pending final report. Grantees failing to meet one or more of the grant requirements will be subject to an "Out of Compliance" and "High Risk" status. Grantees who significantly fail to comply with any term of the grant will be considered "High Risk." Once a grantee enters the "High Risk" status, it may become necessary to hold funds until any critical issues become resolved. A "High Risk" grantee will have four months to become compliant. Failure to become compliant past the timeline of four months will initiate the termination process.

26. The West Virginia Department of Education, by written notice, may terminate the grant award for non- performance by the sub-grantee at any time during the term of the award. Examples of "High Risk" non-performance/non-compliance include, but are not limited to, the failureto:

A. Provide a high quality program with evidence of academicprogress;

B. Implement the program as described in the application;

C. Serve number of regular attendee students as stated in the application;

D. Adhere to assigned assurances;

E. Submit required reports and documentation in a timely manner;

F. Use funds in a responsible and appropriate manner;

G. Resolve a non-compliance audit/monitoring finding;

H. Submit required data within the given timeframe;

I. Implement a required Corrective Action Plan

27. Uphold these assurances regardless of change of individual's serving in the role or capacityof representative signing the application.

Assurances Signature Page

As an official representative of the Fiscal Agent, I certify that I have read this application

and all assurances. By signing below, I approve of this application, will adhere to all

assurances and pledge my support:

Fiscal Agent Signature and Title Date

As an official representative of the Co-Applicant, I certify that I have read this application and

all assurances. By signing below I approve of this application, will adhere to all assurances and

pledge my support:

Co-Applicant Signature and Title Date

As an official representative of the School, I certify that I have read this application and all

assurances. By signing below, I approve of this application, on behalf of the school, will ensure

the school adheres to all assurances and pledge my support:

School Principal (school being served) Date

/

School Principal (if more than one school being served) Date

School Principal (if more than one school being served) Date

Last Updated: April 10, 2017

LIST OF COLLABORATING PARTNERS

Organization Contact Name and Title Contact Information Clay County School District/ Title I (Fiscal Agent)

Joan Haynie Assistant Superintendent

285 Church Street, Clay, WV 25043 Phone: (304) 587-4266 Fax: (304) 587-4181 Email: 'ha me c k12.wv.us

Save the Children (Co-Applicant Partner Agency)

Anna Hardway West Virginia State Director

211 Spring Street, Spencer, WV 25276 Phone: (304) 380-3389 Fax: N/A Email: [email protected]

Clay Elementary School (School Site)

Michelle Paxton Principal

219 Church Street, Clay, WV 25043 Phone: (304) 587-4276 Fax: (304) 587-4279 Email: map axton@k 12.wv.us

H.E. White Elementary School (School Site)

April Kearns -Principal

501 Bomont Road, Bomont, WV 25030 Phone: (304) 548-7101 Fax: (304) 548-7101 Email: akeams@k 12 .wv.us

Clay Middle School (School Site) Leslis Goe Principal

419 Church Street, Clay, WV 25043 Phone: (304) 587-2343 Fax: (304) 587-2759 Email: jipierson@k1 2 .wv .us

West Virginia University Extension Service — Clay County

Michael Shamblin Extension Agent

246 Main Street, Clay WV 25043 Phone: (304) 587-4267 Fax: (304) 587-7054 Email: MD [email protected]. edu

Clay County Department of Exceptional Children

Bev Nicholas Director of Special Education

285 Church Street, Clay, WV 25043 Phone: (304) 587-4266 Fax: (304) 587-4181 Email: [email protected]

55

LIST OF COLLABORATING PARTNERS

Clay County Bank J. Gregory Gency President

150 Main Street, Clay, WV 25043 Phone: (304) 587-4221 Fax: (304) 587-4231 Email: g,[email protected]

Clay County Public Library Sheila Thorne Library Director

614 Main Street, Clay, West Virginia 25043 Phone: (304) 587-4254 Fax: (304) 587-7668 Email: [email protected]

Risen Lord Catholic Church

Liaison

Kathy Linkinogger Greater Clay Long-Term Recovery

67 Wallback Road, Maysel WV 25133 Phone: (304) 587-4740 Email: [email protected]

Clay County Commission Greg Fitzwater Commissioner

P.O. Box 90, Clay, WV 25043 Phone: (304) 587-4259 Fax: (304) 587-7329 Email: [email protected]

Clay County Sherriff s Department

Donald J. Triplett Sherriff

246 Main Street, Clay, WV 25043 Phone: (304) 587-4260 Fax: (304) 587-8366 Email: ClayWVSheniff jgmail.com

56

(it Save the Children. TEAMING AGREEMENT

This Agreement (the "Agreement") is made and entered into as of this day of April, 2017 between Save the Children Federation, Inc., ("SCUS" or the "Sub-Recipient"), a Connecticut non-profit corporation with an address at 501 Kings Highway East, Fairfield, CT 06825, and Clay County Schools (the "School District" or "Prime Recipient") with an address at P.O. Box 120, Clay WV 25043.

WHEREAS the School District intends to submit a proposal (the "Proposal") to West Virginia Department of Education, in response to the 2017 21st CCLC Program RFP (the "RFP");

WHEREAS, this Teaming Agreement seeks to define the rights and obligations during the development and submission of the Proposal.

THEREFORE, the School District and SCUS agree as follows:

Section 1- Parties. The Proposal will be based on the School District Clay County Schools being the Prime Recipient from West Virginia Depat Latent of Education, 2017 21 St CCLC Program RFP on any grant awarded based on the Proposal, and SCUS being the Sub-Recipient.

Section 2- Proposal Submission. The School District and SCUS will jointly prepare and submit the Proposal to West Virginia Department of Education in response to the RFP; it is understood that each party will respectively bear all of their own costs for the development of this proposal. SCUS shall be responsible for preparing those sections of the proposal pertaining to SCUS's capabilities, personnel and business model; SCUS will also assist in drafting other sections of the Proposal as reasonably requested by the School District. Unless otherwise agreed to by the parties, Save the Children shall bear responsibility for final preparation, reproduction and delivery of the Proposal.

Section 3- Proposal Process. The School District will identify SCUS in the proposal and use its best efforts to secure the approval of SCUS for the project. The School District will keep SCUS fully advised of any changes in the technical scope of work and budget and provide SCUS with the opportunity to review any submissions which affect SCUS's area(s) of responsibility.

Section 4 -Award. In the event the School District is awarded the grant based on the Proposal, the School District and SCUS agree to negotiate in good faith and proceed in a timely manner to reach a mutually acceptable sub-grant agreement based on the Proposal.

Section 5- Level of Effort. The School District agrees that it will not revise SCUS's level of effort(including areas of responsibility, scope of work, staffing, or budget) either during the RFP process or, if School District is awarded the grant, then as defined in the resulting sub-grant unless formally required to do so by West Virginia Department of Education The School District agrees to advise SCUS of such need as early as possible and in a good faith seek to minimize any adverse effects of such changes.

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51

45 Save the Children®

Section 6- Disclosure/Confidentiality. Each party agrees that all information and records exchanged in connection with this Teaming Agreement shall be treated as confidential (the "Confidential Information"), and shall not be used or disclosed for any purpose other than the performance of: (a) this Teaming Agreement; (b) the development, submission and support of the Proposal; or (c) any sub-award from School District to SCUS in connection with the Project. Neither party shall disclose Confidential Information relating to the other party, except to those individuals with a need to know to carry out the terms of this Teaming Agreement and who are directly participating in the Proposal and sub-grant efforts identified in this Teaming Agreement Upon the expiration or termination of this Teaming Agreement or the RFP, each party shall surrender all Confidential Information in its possession the owner of the Confidential Information. This section shall survive any termination or expiration of this Agreement or RFP.

Nothing contained in this Teaming Agreement shall convey to either party any right, title, interest or license in the inventions, patents, technical data, computer software, or software documentation of the other party.

Each party will give full recognition and consideration to the role and contributions of the other in all releases concerning the project which directly pertain to the other party's area of responsibility.

Section 7 - Term. This Agreement shall be effective as of the date first set forth above and shall terminate upon one of the following events:

A. notice of either cancellation of the RFP, or denial of proposal. In the event the proposal is successfully funded, both parties will agree to negotiate a 'resulting sub-grant.

B. The receipt of official notice that SCUS will not be approved as a sub-grantee under an award to the School District on this project or that the areas of SCUS's proposed responsibility have been elimited from the scope of work.

C. Thirty (30) days written notice to the other party in the event of breach of a term of this Teaming Agreement and the breach is not cured within the thirty (30) days.

D. By mutual written consent of the parties.

Section 8- No joint Venture. This Agreement shall relate only to the Proposal. Nothing in this Teaming Agreement shall be deemed to create a joint venture, agency or partnership between the parties. Neither party has the power to obligate or bind the other in any manner, except as specficially provided herein. The parties are independent contractors with respect to each other.

Section 9- Governing Law. This Agreement shall be construed and enforced in accordance with, and governed by the laws of the State of Connecticut, unless superseded by any applicable Federal Law, regulation or rule.

2 Page

Save the Children. Section 10 - Notices. All notices required or permitted under this Agreement will be in writing and shall be considered as having been given upon receipt of notice by courier sent to the addresses set forth at the beginning of the Agreement.

Section 11- Dispute Resolution. Any dispute, controversy, or claim arising out of or relating to this Agreement, or the breach, termination or validity thereof, shall be settled by arbitration. There shall be three arbitrators of whom one shall be selected by the School District and one selected by SCUS, the two selected arbitrators shall jointly select the third.

To the extent permitted bylaw, the decision of the arbitrators shall be final and shall be the sole and exclusive remedy between the parties regarding any claims, counterclaims, issues, or accountings presented to the tribunal. Unless otherwise ordered by the arbitrators, each party shall bear its own costs and fees, including attorney's fees and expenses. The parties expressly agree that the arbitrators shall have no power to consider or award punitive or exemplary damages, or any other multiple or enhanced damages, whether statutory or common law. This Agreement to arbitrate shall be binding upon the heirs, successors, and assigns and any trustee, receiver, or executor of each Party.

The parties will continue to perform their responsibilities under this Agreement, as directed by the School District, during the dispute resolution process.

Section 12 - Limitation of Liability. Neither party shall be liable for any special, incidental, indirect, consequential, or punitive damages or for the loss of profit, revenue, or data even if advised of such potential loss or damage.

SECTION 13 - Use of Name and Marks. Each party shall use the name or marks of the other only as authorized by such party in writing. Neither party shall make any public statement or release any publicity concerning this Teaming Agreement, or any resulting agreement, without the prior written consent of the other party. This section shall survive any termination or expiration of this Agreement or the RFP.

Section 14 - Severability. In the event that a provision of this Agreement shall be held invalid, illegal or unenforceable, the validity, legality and enforceability of the remaining provisions hereof will not in any respect be affected or impaired thereby.

Section 15 - Authority; Binding Effect. By his or her signature below, each signatory hereto represents and warrants that he or she is duly authorized to enter this Agreement on behalf of the party he or she purports to represent such that, upon execution and delivery, this Agreement shall be a binding obligation of such party. This Agreement shall be binding upon and inure to the benefit of each party's legal representatives, successors and permitted assigns.

Section 16- Entire Agreement. This Agreement contains the entire understanding of the parties with respect to the subject matter contained herein. This Agreement supersedes all prior

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51

itSave the Children. agreements and understanding between the parties with respect to such subject matter and may only be modified by a written document executed by both parties. No terms hereof may be waived or modified except by written amendment.

Section 17- Counterparts; Headings. This Agreement may be executed in two or more counterparts, all of which taken together shall constitute one instrument. Section headings are included for convenience of reference only and shall not affect the construction or interpretation of this Agreement

IN WITNESS WHEREOF, the parties have duly executed this Agreement as of the date and year first above written.

SAVE THE CHILDREN FEDERATION, INC. CLAY COUNTY SCHOOLS

Name: Bill Corwin NatheJbe Paxton Title: Vice President, U.S. Programs Title: Superintendent of Schools Duly Authorized. Duly Authorized.

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Memorandum of Understanding

The Clay County Schools Mission is Caring, Commitment, and Success. We share with our partners a vision of community organizations all working together to establish and meet goals that will enhance the lives of Clay County children, families, and citizens. We will continue striving to improve lives, health, economic development, and every part of Clay County by providing education, opportunities, resources, and services to foster growth, development, and progress.

Partnership Activities Clay County Schools & Clay County Schools 21st CCLC After/Summer School Programs

Partner: . Clay Elementary School

285 Church St., P.O. Box 120, Clay, WV 25043 Phone: 304-587-4266; Fax: 304-587-4181 http://www.claycountyschools.org

219 Church Street, P.O. Box 200, Clay, WV 25043 Phone: 304-587-4276; Fax: 304-587-4279 www.clayelementaryschool.org

1. Provide facilities for meetings, workshops, events, programs, etc.

Attends meetings, participates in mail list and/or helps plan special programs. Clay Elementary can provide meeting rooms for workshops and can also provide personnel to conduct workshops.

2. Provide utilities and custodian services for meetings, workshops, events, programs, etc.

Support and partnership with federal, state, and local programs and grants. Clay Elementary can provide in-kind custodial services for events that end before 10:00 p.m.

3. Dissemination of information for families. Clay Elementary provides forms to students to take home. We can also include forms in our beginning-of-the-year packets, as well as periodic mailings.

4. Provide technology for meetings, workshops, events, programs, etc.

Clay Elementary can provide computers, LCD projectors, ELMOS, and smart screens for evening and weekend sessions.

5. Teach classes to partners or host classes taught by our partners.

Clay Elementary can provide staff for trainings in areas of expertise.

6. Collect and provide data. Clay Elementary monitors and tracks participation and provides the 21st Century Learning Centers Office with said information.

7. Provides afterschool and summer school opportunities for partnerships.

Clay Elementary offers after school programs for children and welcomes adults to participate and/or volunteer.

8. Clay Elementary plans and implements after school programs.

Estimated Value of Partnerships Contributions:

Signature a eMail Date [email protected] i

[email protected] i



Partnership Activities Clay County Schools & Clay County Schools 21st CCLC After/Summer School Programs

Partner: H.E. White Elementary School

285 Church St., P.O. Box 120, Clay, WV 25043 Phone: 304-587-4266; Fax: 304-587-4181 http://wwvv.claycountyschools.org

501 Bomont Rd., Bomont, WV 25030 Phone: 304-548-7101; Fax: 304-548-7548 vvww.hewhiteelementaryschooLorg


Attends meetings, participates in mail list and/or helps plan special programs. H.E. White Elementary can provide meeting rooms for workshops and can also provide personnel to conduct workshops.


Support and pattnership with federal, state, and local programs and grants. H.E. White Elementary can provide in-kind custodial services for events that end before 6:00 p.m.

3. Dissemination of information for families. H.E. White Elementary provides forms to students to take home. We can also include forms in our beginning-of-the-year packets, as well as periodic mailings.


H.E. White Elementary can provide computers, LCD projectors, ELMOS, and smart screens for evening and weekend sessions.

5. Teach classes to partners or host classes taught by our pat tners.

H.E. White Elementary can provide staff for trainings in areas of expertise.

6. Collect and provide data. H.E. White Elementary monitors and tracks participation and provides the 21st Century Learning Centers Office with said information.


H.E. White Elementary offers after school programs for children and welcomes adults to participate and/or volunteer.

8. H.E. White Elementary plans and implements after school programs.


Signature eMail Date o ax on kl2 N V.US /

...i [email protected] S— 1



Partnership Activities Clay County Schools & Clay County Schools 21' CCLC After/Summer School Programs

Partner: Clay County Middle School


419 Church Street, P.O Box 489, Clay, WV 25043 Phone: 304-587-2343; Fax: 304-587-2759 wwvv.claycountymiddleschool.org


Attends meetings, participates in mail list and/or helps plan special programs. Clay County Middle School can provide meeting rooms for workshops and can also provide personnel to conduct workshops.


Support and pal tnership with federal, state, and local programs and grants. Clay County Middle School can provide in-kind custodial services for events that end before 10:00 p.m.

3. Dissemination of information for families. Clay County Middle School provides fauns to students to take home. We can also include Ruins in our beginning-of-the-year packets, as well as periodic mailings.


Clay County Middle School can provide computers, LCD projectors, ELMOS, and smart screens for evening and weekend sessions.


Clay County Middle School can provide staff for trainings in areas of expertise.

6. Collect and provide data. Clay County Middle School monitors and tracks participation and provides the 21st Century Learning Centers Office with said information.

7. Provides afterschool and slimmer school opportunities for partnerships.

Clay County Middle School offers after school programs for children and welcomes adults to participate and/or volunteer.

8. Clay County Middle School plans and implements after school programs.

Estimated Value of Pat tnerships Contributions:

Signature I eMail Date _ opaxtonAk 2. .us - 1 i' (1

A

/

- - .., 1 46- [email protected]

Gi



Partnership Activities

Clay County Schools & Clay County Schools 21st CCLC After/Summer School Programs

Partner: Clay County Title I

285 Church St., P.O. Box 120, Clay, WV 25043 Phone: 304-587-4266; Fax: 304-587-4181 http://vvwvv.claycountyschools.org



Participate in meetings, mail list, advisory board, activities, events when possible.

2. Provide utilities and custodial services for meetings, workshops, events, programs, etc.

Support and partner with federal, state, and local programs and grants.

3. Dissemination of information for families. Help to plan, advise, and implement projects/programs when possible.


Work with the other community groups to provide resources for homeless students and their families.


Work with the 21st CCLC, Special Ed., Title II, and local programs to collaborate on programs.

6. Collect and provide data. Provide research-based programs in reading and math to Clay County students in regular and extended day and year programs.

7. Provide afterschool and summer school opportunities for partnerships.

Guide and provide parent involvements programs. .

8. Provide organization, collects information, and leadership in providing resources to homeless students and their families

Planning and implementation of quality research-based programs and highly qualified staff

Estimated Value of Partnership Contributions:

Si tii ature eMail Date .,..

gpaxton@k1 2 .wv.us - , i

A 41. jhaynie@k12 . wv. u s





Partner: Clay County Extension Office

285 Church St., P.O. Box 120, Clay, WV 25043 Phone: 304-587-4266; Fax: 304-587-4181 http://wwvv.claycountyschools.org

246 Main St., P.O. Box 119, Clay, WV 25043 Phone: 304-587-4267; Fax: 304-587-7054 www.vvvu.edut-exten/


Provide positive youth development activities for after school participants.


Provide trained volunteer staff to execute 4-H meetings/activities.

3. Dissemination of information for families via the students.

Supply participants with material for specific project areas. 4-H projects are supplied free of charge to 4-H members. Other learning materials are available from the WV 4-H office.


Cooperate with the Clay County Board of Education to collect and record data.

5. Teach classes or host classes taught by your organization.

Make participants aware of the broader 4-H program, including state activities such as 4-H camping, judging events, and leadership activities.

6. Collect and provide data. Provide week-long camping experience with educational programs.

7. Provide afterschool and summer school activities.

Estimated Value of Partnerships Contributions: $5,000

Signature eMail Date L7dE o axton )( 2 is

S lamb nVmail.wvu.edu .J 'if

(05-




Clay County Schools & Clay County Schools 21' CCLC After/Summer School Programs

Partner: Clay County Department of Exceptional Children



. Provide facilities for meetings, workshops, events, programs, etc.

Participate in meetings, mail list, advisory board, activities, events when possible.



3. Dissemination of infoil ation for families. Helps to plan, advise, and implement projects/programs when possible.


Works with the other community groups to provide resources for homeless students and their families.


Works with the 21st CCLC, Title I, Title II, and other federal, state, and local programs to collaborate on programs.

6. Collect and provide data. Provide research-based programs to Clay County students in regular and extended day and year programs.


Collaborate with staff to ensure inclusion of exceptional students. Guide and provide parent involvement programs.

8. Provide organization, collects information, and leadership in providing resources to homeless students and their families,

Coordinate extended year programs with 21st CCLC summer school to provide inclusive opportunities to students receiving extended year services.

9. Provide afterschool accelerated programs in math, reading, and college prep at the secondary level.

10. Collaborate on buses and aides for extended day/year programs.

Estimated Value of Partnership Contributions:

Signature eMail Date gpaxtongk 1 v.us [email protected] SI ‘- 0.27 /. 7





Partner: Clay County Bank


150 Main St., P.O. Box 275, Clay, WV 25043 Phone: 304-587-4221; Fax: 304-587-4231 http://vvww.claycountybank.com


Sponsor Alumni activities.


Partner with and provide speakers/training for entrepreneurship program after school.


Provide volunteers to teach classes on personal finance.


Business partners with schools.


Support afterschool events for all children to attend.

6. Collect and provide data. 7.

Partners to provide opportunities for homeless students.


Signatitit e eMail Date

i, [email protected] I ...... . - . [email protected] _1 /- 7




Clay County Schools & Clay County Schools 21' CCLC After/Summer School Programs

Partner: Clay County Public Library


614 Main St., P.O. Box 60, Clay, WV 25043 Phone: 304-587-4254; Fax: 304-587-7668 wwvv.clay.lib.wv.us


Provide literacy programs.


Partners for Dolly Parton's Imagination Library.

3. Dissemination of infounation for families via the students.

Provides library services.


Provides a summer reading program.


Want to provide extended library services.

6. Collect and provide data. Want to provide Saturday workshops.


8. Provide supplies.

9. Provide match to support the Library

Estimated Value of Partnership Contributions: $5,000

Signature eMail Date opaxton ,k 2.wv.us I i 11

N...-; "4" . -1.'in• A she la.thorneVIDark.lib. . s -

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The Clay County Schools Mission is Caring, Commitment, and Success. We share with our pat Mers a vision of community organizations all working together to establish and meet goals that will enhance the lives of Clay County children, families, and citizens. We will continue striving to improve lives, health, economic development, and every part of Clay County by providing education, opportunities, resources, and services to foster growth, development, and progress.



Partner: Risen Lord Catholic Church


67 Wallback Rd., Maysel, WV 25133 Phone: 304-587-4740 http://wvvw.risenlordcatholicchurch.org


Attends meetings, participates in mail list, and/or helps plan special programs.



3. Dissemination of information for families. Christmas give-aways of food, clothes, and toys for needy families, coordinated through schools.


Food pantry.


Provide meeting rooms for school system off campus.

6. Collect and provide data. HOPE-Summer Project-Housing Rehabilitation.


Youth visit nursing home.

8. Help community with utility bills.

9. Help sponsor community churches' Thanksgiving dinners.

10. Help provide for the needy and the homeless under normal conditions and under emergency conditions.


Signature eMail Date opaxton k 2.wv s

____ , ka1ink4ghotmai1.com





Partner: Clay County Commission

285 Church St., P.O. Box 120, Clay, WV 25043 Phone: 304-587-4266; Fax: 304-587-4181 http://wvvw.claycountyschools.org

P.O. Box 90, Clay, WV 25043 Phone: 304-587-4259; Fax: 304-587-7329 www.claycountycommission.corn


Participates in meetings, mail lists, advisory board, activities, events when possible.


Supports and partners with federal, state, and local programs and grants.

3. Dissemination of information for families. Helps to plan, advise, and implement projects/programs when possible.


Works with other community groups to provide resources for homeless students and their families.


Partners in "We Care Together" to provide for the needy.

6. Collect and provide data.


8. Provides organi7ation, collects information, and leadership in providing resources to homeless students and their families.


Signature e eMail Date o pa on \ 7 v.us

,-. , ' ,.. ,ko -1-priet hfil-i ., . —00,41

1





Partner: Clay County Sheriff's Department

285 Church St. P.O. Box 120 Clay, WV 25043 Phone: 304-587-4266; Fax: 304-587-4181 http://www.claycountyschools.org

246 Main Street P.O. Box 429 Clay, WV 25043 Phone: 304-587-4260 Fax: 304-587-8366

. Provide facilities for meetings, workshops, events, programs, etc.

Provide Special Police at events.

2. Provide utilities and custodial services for , meetings, workshops, events, programs, etc.

Provide law enforcement when needed.


Provide educational presentations to groups of children at school, during afterschool, or in summer school.


5. Teach classes or host classes taught by our partners.

6. Collect and provide data.

Estimated Value of Partnership Contributions: $2,000

Sign#Nre eMail Date o ax o @k12.wv.us Citil

, , ,. 'layWVSheriffrd,grnai om

Appendix B

I. Evidence of having met goals and objectives.

N/A

72

Appendix B

II. Having improved student achievement.

N/A

73

Appendix B

III. Evidence of utilizing collaborating partners to enhance academic perfoimance, achievement and positive youth development.

N/A

74

Appendix B

IV. Evidence of collaboration with the school(s) that students attend.

N/A

75

Research Studies that Support the Literacy ProRram Save the Children.

OVERVIEW Save the Children partners with elementary schools to provide supplemental afterschool, in-school and summer support. Services, direct and indirect, are intended to support each school's efforts to 1) accelerate the literacy achievement of children currently reading below grade level expectations and 2) strengthen the literacy skills of beginning, emergent readers. This document provides a short description and related research studies that support the inclusion of each of the activities that are provided in our programs.

GUIDED INDEPENDENT READING PRACTICE (GIRP) Working with school staff members, children in grades 2-6 are carefully selected to participate in a daily guided independent reading practice program for 30 minutes of uninterrupted time, four to five days a week, using Accelerated ReaderTM (AR). Children might receive help to select an appropriate book, to decode difficult words, and/or they might take part in discussions about the important parts of the book before taking an independent quiz. The same children participate each day; children do not rotate through the program. The following studies support the need for guided independent reading practice:

• "An average of one minute per day of additional silent reading time increases posttest performance by one point [on a standardized reading test]. An increase of five minutes per day would be equivalent to about one month (on a grade equivalent scale) of additional reading achievement." (p. 355) Leinhardt, Zigmond & Cooley, 1981.

• "Research has shown that reading ability is positively correlated with the extent to which students read recreationally," according to the "Reading and Writing Habits of Students" section of The Condition ofEducation 1997, published by the National Center for Education Statistics.

• Independent reading promotes fluency, vocabulary and comprehension (Neuman, 2001; Neuman & Celan, 2001; Snow, Burns & Griffin, 1998; NAEP 1998 Reading Report Card; NAEP 1994 Cross-State Data Compendium [National Center for Education Statistics, 1995]; Krashen, 1993; Anderson, Wilson & Fielding, 1988).

• Increasing the amount of time that children can successfully read appropriately challenging, high-quality texts leads to both word reading and reading comprehension (Kuhn et al., 2006).

• Children who spend more time reading independently make greater gains than children who spend little time reading independently (Samuels & Wu, 2003).

• Wide reading is a powerful vehicle for vocabulary acquisition for older readers (Stanovich, 1988).

• In a study of classes using Accelerated Reader vs. non-Accelerated Reader classes, the children--using Accelerated Reader with an emphasis on selecting books of interest within

1 76

their reading range and being encouraged to maintain an average of 85% correct on AR quizzes--made more significant gains than the non-Accelerated Reader classes (Samuels & Wu, 2003).

READ-ALOUD/VOCABULARY/FLUENCY (RAvFL) Children participate in read-alouds, vocabulary and fluency-building activities for 30 minutes, four to five days a week, during the afterschool and summer programs. Below is research to support each activity during this segment of the literacy block.

FLUENCY BUILDING Reading fluency is the ability to read aloud accurately, effortlessly and expressively. Reading fluency practice, in the form of repeated readings, helps children in grades 2-6 who struggle with reading pronounce words correctly and use correct intonation and phrasing. The following studies support the need for fluency development for struggling readers:

• There is a strong relationship between a child's ability to read aloud fluently and his performance on a standardized test of silent-reading comprehension (Fuchs, Fuchs, and Maxwell, 1988).

• Repeated reading procedures such as echo reading, choral reading, partner reading, Reader's Theater and performance have a "consistent and positive impact on word recognition, fluency and comprehension, as measured by a variety of instruments and at a range of grade levels" (Homan, Klesius & Hite, 1993; Moyer, 1982; Rasinski, Padak, Linek & Sturtevan, 1994; Rasinski, 2000; NICHD, 2000).

• Word learning is enhanced through repeated readings of text, which provide opportunities to revise and refine word meanings (Carey, 1978; Justice et al., 2005).

• "There are repeated findings that encouraging vocabulary acquisition in the primary grades using repeated reading combined with word meaning explanations works" (Biemiller & Boote, 2006).

• Theater, drama, and other performance arts foster participants' emotional intelligence, timing, reflection, and respect for diversity; build memorization and processing skills (Jensen, 2008).

READING ALOUD Reading aloud is recommended by professional organizations as a vehicle for building oral language and literacy skills (the Reading Teacher, Vol 63, N3, November 2008). The following studies support this:

• The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children (Becoming a Nation of Readers, 1985).

• Reading aloud is widely accepted as a means for developing vocabulary (Newton, Padak & Rasinski, 2008).

• Reading aloud to children provides a powerful context for word learning (Biemiller & Boote, 2006: Bravo, Hiebert & Pearson, 2007).

VOCABULARY GROWTH Some children struggle when reading, not because they can't decode the text, but because they don't know the meaning of important words. Save the Children addresses vocabulary-building in fluency

9

77

and read-aloud activities, enabling children to have frequent interactions with words in authentic texts. The following studies support the need for vocabulary development for struggling readers:

• There is evidence of a high correlation between vocabulary knowledge, reading comprehension and academic success (Baumann & Kameenui, 2004).

• "A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up" (Beck, McKeown & Kucan, 2002).

SMALL GROUP READING TUTORIALS Save the Children's trained staff also oversee small group (up to six children) reading tutorials for struggling readers in grades 2-6. These tutorials, which occur for about 30 minutes, four to five days a week, for at least eight weeks, increase children's reading efficiency by addressing skill areas such as phonics, increased sight word knowledge, vocabulary growth and comprehension. The same children participate each day; children do not rotate through the program. Each tutorial contains a pre- and post-assessment to determine strengths, weaknesses and growth. Hands-on, fun activities are included to practice the specific skills. Research has been cited under each tutorial that is offered.

Phonics The phonics tutorial focuses on providing opportunities to practice the sounds needed to decode grade level text. The following studies support the need for phonics development for struggling readers:

• "Knowledge of phonics is necessary for successful independent reading" (Routrnan & Butler, 1995).

• "Phonics knowledge positively influences the ability to decode," (Stanovich & West, 1989); "improves spelling ability," (Strickland, 1998); and leads to increased fluency and comprehension (Stahl, 1992).

Sight Words Some children struggle when decoding text because they stumble over high-frequency words, often trying to sound them out to no avail. This tutorial is based on learning 100 words commonly found in books and other text at each particular grade level. The following studies support the need for sight word development for struggling readers:

• Reading high-frequency words quickly and accurately has a positive effect on comprehension. Children who are skilled in reading comprehension can read single words faster than children with poor reading comprehension (Perfetti & Hogaboam, 1975, 1978).

• Conversely, the more one struggles with recognizing high-frequency words quickly, the less fluent of a reader one becomes (Pikulski & Chard, 2005).

• Struggling readers need a vocabulary that consists of a high percentage of both high-frequency words and words with consistent and decodable patterns (Hiebert & Fisher, 2002; Hiebert, 2003).

Comprehension Comprehension is an active process in which readers make meaning by interacting with the text. This tutorial gives children opportunities to practice four important skills that aid comprehension --predicting, questioning, clarifying and summarizing. Children are given daily opportunities to read

3 78

short pieces of text and practice these skills in order to become active, rather than passive, readers. The following studies support the need for comprehension development for struggling readers:

• Research has clearly shown that comprehension is an active process in which individuals make meaning by interacting with the text (Pearson et al., 1990).

• Expert readers have strategies or plans to help them solve problems and make meaning before, during and after reading (Paris et al., 1991).

• Comprehending information is easier if students are instructed in strategies to focus their attention on the relevant information, synthesize the information, and integrate it with what they already know (Anderson, 1985).

EMERGENT READER SUPPORT The Emergent Reader Literacy Block, for small groups of up to ten children in kindergarten and first grade, incorporates three core activities on a daily basis in the afterschool and summer programs: extended read-alouds, reading together activities and a choice of emergent reader modules. These activities can also be completed during the school day to supplement classroom learning.

Reading Together Activities Using enlarged text from Fast Start for Early Readers by Nancy Padak and Timothy Rasinski, the adult models reading and the children participate in choral reading and rereading the text aloud. The adult then uses the text to help the children learn emergent reading skills and increase vocabulary by playing fun games with the letters and words. These sessions occur four to five times a week for 15 minutes daily. The same children participate each day; children do not rotate through the program. The following studies support the use of Fast Start for Early Readers:

• Fast Start includes fundamental principles of effective fluency instruction (Rasinski & Hoffman, 2003).

• Repeated readings can help improve children's fluency, word recognition, and comprehension (Dowhower, 1987, 1994; Herman, 1985, Kuhn & Stahl, 2000).

• "Several years of research have shown that reading growth among children who participate in Fast Start is significantly higher than growth among their peers who do not participate in Fast Start" (Mamcu Adal. Ed.D.).

Extended Read-Aloud Extended read-alouds combine reading aloud to children with opportunities for them to extend their understanding of what was read by participating in vocabulary enrichment and completing a hands-on activity related to the book. The following studies support its use:

• "The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children" (Becoming a Nation of Readers, 1985).

• Reading aloud is widely accepted as a means of developing vocabulary in young children (Biemiller & Boote, 2006).

• Reading storybooks aloud to young children builds oral language and early literacy skills (National Association for the Education of Young children, 1998).

Emergent Reading Modules The goal of these activities is to provide increased opportunities for struggling beginning readers in kindergarten and first grade to acquire phonemic awareness, letter recognition, sound-symbol correspondence and beginning sight word knowledge. These sessions occur four to five times a

4 79

week for 15 to 30 minutes, depending on the number of modules being addressed. The same children participate each day; children do not rotate through the program. The following studies support the need for emergent reader activities, in general:

• Young children who have been identified as at-risk for reading difficulties should have access to quality environments that promote language and literacy growth and address reading factors in a rich, meaningful, and integrated way. Well-trained and supervised volunteers can help schools provide activities and experiences for a greater number of students at risk for reading difficulties (Snow et al. 1998).

• The importance of mastering the skills in phonemic awareness, letter recognition and sound-symbol correspondence has a great effect on learning to read and continued reading achievement (Adams, 1990; NICHD, 2000).

• New learning must get reinforced with repetition. The number of repetitions necessary varies from one to 20 depending on the individual (Jensen, 2008).

Phonemic Awareness • Phonemic awareness is a powerful predictor of reading success (Adams, 1990; Juel, 1994,

1998; Snow et al., 1998). • Children who lack phonemic awareness can be successfully trained (Ball & Blachrnan, 1991;

Hohn & Ehti, 1983; Yopp & Troyer, 1992).

Letter Recognition • Alphabet knowledge is one of the strongest longitudinal predictors of future reading success

in young children (Adams, 1990; Ball & Blachman, 1991; Bradley & Bryant, 1983; Byrne & Fielding-Barnsley, 1989; Stuart & Coltheart, 1988).

Sound-Symbol Correspondence • That decoding is learned early by good readers is established in studies of reading

development (Chall, 1983; Cunningham & Stanovich, 1997; Ehri, 1994). • The ability to sound out new words accounts for about 80 percent of the variance in first-

grade reading comprehension, and continues to be a major factor in text comprehension as students progress through the grades (Foorman, Francis, Shaywitz, et al., 1997).

Beginning Sight Word Recognition • "Fluent reading depends on automatic recognition of high-frequency words" and can

improve comprehension (Sha3rwitz et al., 2003).

5 80

hmhco.com

Houghto Mifflin Harcourt

Miami-Dade County Public Schools Miami, FL

Students Reveal Significant Improvements in Performance on the FCAT After Participation in Do The Math°

PROFILE

District: Miami-Dade County Public Schools

Evaluation Period: Spring 2012

Grades: 3-5

Model: 30-minute pull-out program, after-school intervention

Assessments: Observations, Staff Interviews, and Surveys

Math Inventory (MI)

Florida's Comprehensive AssessmentTest

(FCAT)

DISTRICT CHARACTERISTICS Miami-Dade County is the fourth largest school district in

the nation, serving approximately 345,000 students in

410 schools. According to the Florida Department of

Education, the majority of students in the district are

Hispanic (62%), about one-quarter of students are

African American (26%), and 9% of students are

Caucasian. Forty-six percent of students are eligible for

free or reduced-price lunch, 15% of students are

classified with disabilities, and 11% of students are

English language learners.

Table 1. Modules by Grade

OVERVIEW Implementation Model Do The Math is an intervention program for students who are

struggling with fundamental mathematics skills. The program

consists of 13 scaffolded modules that focus on rebuilding

fluency with whole numbers and fractions. Each module

includes a series of 30 thirty-minute lessons. Every lesson

provides step-by-step instruction and comprehensive teacher

support. For this midyear implementation, Scholastic staff

and district advisors chose three modules for each grade,

covering seven different modules, as seen in Table 1.

Six hundred ninety-five students in Grades 3-5 from 11

elementary schools in the Miami-Dade County Public School

District were enrolled in Do The Math during the spring

semester of 2012. Nine schools taught Do The Math as

a pull-out supplemental math program during the school

day, and two schools taught Do The Math in after-school

programs. Do The Math supplemented the district's core math

program. Math Solutions® staff provided one-day professional

development sessions for teachers, math coaches, and

principals, with 43 school staff being trained. Math Solutions

coaches visited Do The Math classrooms three times,

providing ongoing professional development, in-classroom

coaching, and support throughout implementation.

Addition & Subtraction

Module A Module B

Multiplication

Module A

Module A Module B

Division

Module A

Fractions

Module A Module B Module C

African American 367 54

301 44 Hispanic

Special Education Status

Characteristic

All Participants (n = 695)a

Percent

Primary Ethnicity

Caucasian 5 1

Asian 2 <1

Multiethnicity/Other

Free or Reduced-Price Lunches

None

Reduced Price

3 <1

16 2

23

Free

English Leaner Status

English only

English learner, ESOL enrolled*

English learner, not ESOL enrolled*

Former English learner

639 94

405 60

184

4

85 13

Specific learning disability

Speech or language impairment

586 86

67 10

16

Other classification 9

With Pre/Post

SMI Scores

Participants

Six hundred ninety-five students in Grades 3-5 who

were identified as being in need of math intervention

participated in this study. Grade 3 students were identified

by receiving a low score on the previous year's Stanford

AchievementTest. Grade 4 and 5 students were identified

if they performed in the lowest two levels on the previous

year's FCAT® exam.

The demographic characteristics of the students enrolled in Do The Math varied slightly from the demographics of

the district. Over half of the students (54%) were African

American, 44% were Hispanic and 1% were Caucasian. Fourteen percent of Do The Math students were classified

with disabilities and 28% were English language learners. Nearly all of the Do The Math students (97%) were eligible for free or reduced-price lunch (see Table 2).

Table 2. Student Characteristics

a Demographic data missing for 17 students *ESOL=English Speakers of Other Languages

Measures Observations, Staff Interviews, and Surveys HMH contracted with an independent research firm to

observe Do The Math classes and conduct interviews with

teachers, math coaches, and principals. Researchers visited Do The Math classrooms twice during the spring semester,

using an observation protocol rubric to capture the essential features of Do The Math and monitor effective teaching skills.

Interviews with teachers, math coaches, and principals were

conducted at the end of the school year. Teachers completed surveys in winter 2012 and spring 2012 to assess their

beliefs about effective math instruction.The spring 2012

survey asked teachers to rate Do The Math in terms of perceived effectiveness in improving students' math skills.

Math Inventory" (MI) Math Inventory (MI) is a computer-adaptive assessment that

measures students' readiness for math instruction for Grade

2 through Algebra 1. It can be used as a universal screener

to monitor progress and inform instruction. Students receive

a score on the Quantile Framework® that shows their current

level of math achievement and readiness. These scores

also correspond to performance levels for each grade. The

performance levels are Below Basic, Basic, Proficient, and Advanced.

Florida's Comprehensive Assessment Test (FCAT) Florida's Comprehensive Assessment Test (FCAT) is a state

test for students in Grades 3-10. Students complete the

FCAT Mathematics assessment over two days in April. For

Grade 3 students, the FCAT Mathematics assessment is

a multiple-choice test. For students in Grades 4 and 5,

FCAT Mathematics consists of multiple-choice and gridded-

response questions. Scores are placed in five achievement

levels. Level 3 indicates satisfactory performance. Conversion

charts allow for results from the 2011 FCAT to be compared

to the 2012 FCAT 2.0 format. Table 3 displays the student

sample by grade and by test completion.

Table 3. Do The Math Students by Grade

With Pre/Post

FCAT Scores

Percent Percent

236 207 88 28 12

206 191 92 197 96

253 236 93 247 98

j 695 634 91 472 68

Grade

4

ITotal

tS1

IN Winter 2012 Pretest • Spring 2012 Posttest

83% 83% 83% 83% 400

350

, 300

43 250

.6 200

150

100

50

Below Basi Basic Proficient Advanced

Ml Performance Level

uantile Percentile Percentile uantile

Winter 2012 Spring 2012

Grade

E Winter 2012 In Spring 2012

83% 83%

Grade 3 Grade 4 Grade 5

Mea

n Q

uanti

le M

easu

re

600

500

400

300

200

100

516

Grade

RESULTS Observations, Staff Interviews, and Surveys Teachers completed a log to track the number of lessons completed.The number of lessons completed varied by class; teachers reported completing between 22 and 60 lessons. According to classroom observations, lessons were taught with an average of 76% fidelity based on inclusion program components. Division C was the module observed to be taught with the highest fidelity, 95%.

During interviews, teachers reported that Do The Math

positively impacted students' confidence and math understanding as well as improved students' grasp of foundational math concepts. About half of the teachers interviewed felt that the games in Do The Math played a

large part in student success because students had fun while learning. Half of the math coaches interviewed said that students gained confidence in their ability to succeed in math and other subjects after using Do The Math.

According to a survey, teachers viewed the program components very positively. Teachers most strongly felt that the lessons had clear objectives and were sequenced to help students build on previous skills. Additionally, teachers felt that the lessons were helpful in building computational fluency and focused on building conceptual understanding, while the instructions for teachers were clear and complete and explicit vocabulary instruction improved student understanding of math concepts.

Graph 1. Change in MI Performance from Pretest to Posttest n=634

Math Inventory (MI) Six hundred thirty-four Do The Math students completed MI administrations in both winter 2012 and spring 2012. Change in MI performance level can be seen in Graph 1.Three hundred fifty-four students performed at the Below Basic level in the winter, but after interacting

with Do The Math, only 240 students performed at Below Basic in the spring. The percent of students performing at Proficient or Advanced levels nearly tripled, from 11% (n=70) in the winter to 31% (n=194) in the spring.

The mean Quantile® measure at each grade level shows statistically significant growth from winter 2012 to spring 2012. As seen in Table 4 and Graph 2, students Quantile measure and grade percentile increased significantly after

using Do The Math.

Table 4. Mean Quantile Measure and Percentile by Grade

Graph 2. MI Performance by Grade

Note. Quantile measure scale: EM to 1500Q.Total N = 634; Grade 3 n = 207; Grade 4 n = 191; Grade 5 n = 236.

83

al Grade 3 IM Grade 4 Grade 5

83% 83% 83%

Perc

ent

of S

ampl

e

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

All Students Level 1 Level 2

Florida's Comprehensive Assessment Test (FCAT) One measure for assessing student growth on FCAT Mathematics examines students' demonstrated learning gains. Students demonstrate learning gains on FCAT by achieving a minimum scale score increase from spring 2011 to spring 2012. As seen in Graph 3, a majority of all

the Do The Math students did show growth on the 2012 FCAT. Interestingly, when these results were disaggregated by FCAT Performance Levels 1 and 2, the data reveal that a disproportionately higher percentage of FCAT Level 2 students met FCAT growth expectations. Since students begin taking FCAT Mathematics in Grade 3, the only third graders represented here have repeated the grade.

Graph 3. Percent of Do The Math Students Showing Growth on FCAT Math

As displayed in Graph 4, 38% of Do The Math fourth graders who performed at FCAT Level 1 met FCAT growth expectations. By comparison, only 18% of their non-Do The Math

counterparts met FCAT growth expectations.

As displayed in Graph 5, 74% of Do The Math fourth graders

and 84% of Do The Math fifth graders who performed at FCAT Level 2 met FCAT growth expectations. By comparison,

only 35% of non-Do The Math fourth graders and 35% of

non-Do The Math fifth graders (performing at FCAT Level 2) met growth expectations. Overall, more than 80% of Do The Math students previously at the Level 2 performance level demonstrated growth on the FCAT math test.

Additionally, 28% of all Do The Math students' 2012 FCAT math results were one or more performance levels higher than their 2011 FCAT results.

Graph 4. Percent of Level 1 Students Demonstrating Growth on the 2012 Math FCAT

40%

35%

42 30% -cs

25% ci)

20% a)

15% a_

10%

5%

0%

Do The Math 1111 Non-Do The Math

83% 83% 83%


Grade

Grade 3 DTM n=12; Grade 3 non-DTM n=31; Grade 4 DTM n=117; Grade 4 non-DTM n=97; Grade 5 DTM n=137; Grade 5 non-DIM n=94

Graph 5. Percent of Level 2 Students Demonstrating Growth on the 2012 Math FCAT

100%

80% 13,

-.S. 60%

8 40% a-

20%

0%

Do The Math NI Non-Do The Math

83% 83% 83%


Grade

Grade 3 DTM n=9; Grade 3 non-DTM n=35; Grade 4 DTM n=57; Grade 4 non-DTM n=158; Grade 5 DTM n=89; Grade 5 non-DTM n=192

84 4

CONCLUSION Do The Math students showed significant improvements on MI testing, with increased percentile rankings and a greater

proportion of students performing in the Proficient and Advanced ranges of the test. While Do The Math modules focus on

core foundational skills, these improvements on MI suggest that students were making connections to grade-level content.

In addition, Do The Math students were more likely than their counterparts at the same schools to demonstrate growth on

the 2012 math FCAT. While all of the students were enrolled in the same regular core mathematics program, the Do The Math

students showed greater gains with the addition of the intervention math program midway through the school year. These results

were even more pronounced for students who previously performed in the Level 2 range, with more than 80% of students

meeting FCAT Mathematics growth expectations.

Overwhelmingly, teachers, principals, and math coaches reported that Do The Math had a positive impact on their students'

confidence and understanding of mathematics. However, teachers did report that the implementation of Do The Math midway

through the school year made for a less perfect implementation. While the significant growth observed with the midyear

implementation of Do The Math was impressive, it is likely that the results would have been even greater with a full year of

implementation.

85

Appendix D

VERIFICATION OF PRIVATE SCHOOL CONSULTATION

According to the non-regulatory guidance for 21st CCLC, a public school or other public or private organization that is awarded a grant must provide equitable services to private school students, and their families. In designing a program that meets this requirement, grantees must provide comparable opportunities for the participation of both public- and private-school students in the attendance area served by the grant. Grantees must consult with private school officials during the design and development of the 21st CCLC program on issues such as how the children's needs will be identified and what services will be offered. Services and benefits provided to private school students must be secular, neutral, and non-ideological. This communication must be verified by completing the form below. Double-click on the cell to enter information.

Private School Name

Private School

Administrator Name and

Email Address

Date and

Method of

Contact

Participation

in Program

Yes or No

Reason for Not

Participating

Clay Christian

Academy Dr. Gary Drake

5/3/2017

Meeting Yes NA

* Private schools whose students will participate in the program should be listed on the Summary and Abstract form as a participating school.

There are no private schools in the attendance area(s) of the school(s) to be served by this grant.

Applicant Signature:

County Superintendent (s) of Schools:

Date: 5-3-17

Date: 5/3/17

Date: 5/3/17

Date:

Appendix E

Verification of Sharing Intent/Application with Community

To comply with ESEA Title IV Part B Section 4204 (b)(2)(L), each applicant must sign an assurance that the community was given notice of its intent to submit an application and that the application and any waiver request be available for public review after submission of the application. To verify that this has been done, please complete the form below:

Please explain how the community was informed:

Clay County School District informed the community of our intent to apply through the school district website. We conducted a community wide needs assessment to survey students, teachers and parents for their input on the proposed 21st Century Community Learning Center programs — these surveys were posted on the school district website in early April 2017, and accessible to anyone in the county who wanted to participate. The surveys garnered over 1,200 responses.

We also published a public notice in a local newspaper, the Clay County Free Press, on April 26, 2017. The public notice informed the community of our intent to apply for a 21' Century Community Learning Center grant and provided contact information for community members who were interested in providing input during the proposal development process or in reviewing the proposal after submission. The text of the public notice and proof of publication is attached.

Applicant Signature: Date:

CLAY COUNTY FREE PRESS 136 Main Street, Clay, West Virginia 25043

304-587-4250

CERTIFICATE OF PUBLICATION

STATE OF WEST VIRGINIA COUNTY OF CLAY, SS:

I, Mark Cunningham, one of the Editors or Agents of the Clay County Free

Press, a weekly newspaper of general circulation published at Clay, WV in the County

of Clay, State of West Virginia, do certify that publication of the advertisement or

advertisements Grants/Save The Children attached hereto was made in / issue(s) of

the newspaper, dated April 26, 2017.

Given under my hand this 4th day of May, 2017

\PLA k,-. r•

Editor or Publisher

$23.32 Publication fee

Subscribed and Sworn to before me

This day of LI: I , 20 a

My commission expires:

Signature Public

OFFICIAL SEAL NOTARY PUBLIC

STATE OF WEST VIRGINIA KATHY LS HUNTER 4321 SHOESTRING TRAIL CLINTONVILLE, WV 24931

My commission expires Aug. 20,2023

(Ze

CLAY COUNTY FREE PRESS, Wednesday, April 26, 2017

LEGALS

Legal Notice

NOTICE TO CUSTOMERS Appalachian Power plans to maintain a portion of its power line rights of way in West Virginia through aerial application of registered herbicides. Weather permitting, the program will begin on or about June 1,2017. Questions about the program or information about sensitive areas near the power lines listed below, such as springs, wells, streams, lakes, ponds, orchards, crop areas, gardens, pastures, meadows, year-round dwellings, public recreation areas, and Christmas tree farms, may be directed to the company by calling toll-free 1-800-642-3622. Right-of-way maintenance agreements between the company and landowners are available to those preferring to accept responsibility for clearing the right of way crossing their property in lieu of aerial herbicide applications. Such agreements provide for compensation equivalent to the cost of aerial herbicide maintenance, provided the work meets the company's specifications. Landowners desiring to enter into right-of-way maintenance agreements with Appalachian Pow-er should call the toll-free number above, or contact the nearest office as listed below. Maps showing the location of rights of way to be maintained In their areas also are available for In-spection at these offices. Herbicides to be used have been extensively tested and are registered by the U.S. Environmen-tal Protection Agency and the West Virginia Department of Agriculture. They are glyphosate, imazapyr, metsulfuron methyl, fosamine, triclopyr, aminocyclopyrachlor and aminopyralid. All applications are performed by certified applicators. Rights of way Involved In the program are:

CLAY COUNTY

Belva-clendenIn 46 kV- A transmission line on wood poles beginning in Belva and running west to Clendenin, passing through Twenty Mile Creek, Vaughn, Rock Camp Fork, Bob Reedy Fork, Sycamore Creek, Bidonore, Hartland, Eikhurst, Dorf. and Bomont, and ending in Clan-denin. Franks Branch Tap 138 kV-A transmission line beginning near Belva and running southeast, ending at Vandalla Strip Mine Road.

Complaints about possible damage resulting from herbicides may be made by contacting the company at the above toil-free number or the local office listed below. Complaints also may be directed to the state Department of Agriculture, Pesticide Regulatory Programs Unit, which may be contacted in Charleston at 1-304-558-2209.

Bluefield District- Forestry Charleston District- Forestry 2507 Washington St P.O. Box 1986

/

Bluefield, WV 24701 i Charleston, INV 25327 APPALACHIAN POWER'

.4.400.nyne

WEST VIRGINIA DEPARTMENT OF TRANSPORTATION Division of Highways

NOTICE TO CONTRACTORS Bids will be received electronically by the West Virginia Department of Transportation, Divi-sion of Highways through the Bid Express Bidding Service (www.bidx.com) and by sealed proposals (only when prequalification is waived) being received at its office in Building 5, Room 843, 1900 Kanawha Boulevard East, Charleston, West Virginia, until May 16, 2017 at 10:00 AM (Eastern Standard Time). The bids will be downloaded and/or opened and read publicly thereafter for the constructions of the following project(s): Call Contract State Project Federal Project Description 012 1632126 E308-11-T06.23 00 ER-0616(025) REPAIR DAMAGE

TRIPLETT RIDGE ROAD FOC MIDPOINT COUNTY: CLAY

Proposals will be received from prequaiffied and West Virginia licensed contractors only except that on Federal-Aid Projects a contractors' license is not required at time of bid, but will be required before work can begin. Registration is required with the Department of Ad-ministration, Division of Purchasing, In accordance with Chapter 5A, Article 3, Section 12 of the West Virginia Code. All contractors submitting bids on project(s) most Include one of the following forms properly executed with each proposal: Proposal Guaranty Bond, Cashier's Check, or Certified Check for 6500.00 or 5% of the total bid, whichever Is greater.

`These are projects on which any contractor with a Category lat Prequalification Rating may be eligible to bid.

The West Virginia Department of Transportation, Division of Highways reserves the right to defer, delay or postpone the date for receiving and publicly opening proposals for any project designated In this advertisement, without the necessity of renewing such advertisement. All bidders holding valid bidding proposals will be notified of such deferment, delay or postpone-ment and the date that proposals will be received and publicly opened.

The West Virginia Department of Transportation, Division of Highways hereby notifies all bidders that it will affirmatively ensure that in any contract entered into pursuant to this ad-vertisement, minority business enterprises will be afforded full opportunity to submit bids in response to this invitation and will not be discriminated against on the grounds of race, color, religion, sex or national origin in consideration for an award.

WEST VIRGINIA DEPARTMENT OF TRANSPORTATION Division of Highways Robert Pennington, Deputy State Highway Engineer- Planning and Programming

Legal Notice Advertisement

Notice is hereby given that JASF ENERGY LLC, 6 MAIN ST, OCEANPORT, NJ 07757; has a permit on file with the Department of Environmental Protection (DEP) for the surface min-ing of approximately 5 acres and has submitted an application to the DEP, 47 School Street, Suite 301, Philippi, WV 26416-1600, for renewal ofArtide 3 Permit Number U201209 to Coal Underground in the Coalburg and 5 Block seam of coal.

The operation is discharging into an unnamed tributary (Woods Hollow) of Porter Creek of Elk River of the Kanawha River and is located 0.5 (miles), West of Bomont, in Union District of Clay County, Longitude 81° 14' 38.0000 and Latitude 38'26' 59.0000" (Coordinates from USGS Topographic Map).

Surface of the area associated herewith is owned by: NAME ADDRESS

Allen Woods 20 Reamer Hill Road Clendenin, West Virginia 25045

'and the mineral associated herewith is owned by: NAME ADDRESS

QS Coal, Inc. P.O. Box 425, West Union West Virginia 26456

'and the mineral within 100 feet of the permit area is owned by: NAME ADDRESS

QS Coal, Inc. P.O. Box 425, West Union West Virginia 26456

Melvin °grin 10791 Avenida Santa Ana, Boca Raton, FL 33498-6717

Imogene Samples 3030 Camp Crk Road, Bomont, West Virginia 25030-9600

Romie Samples 147 Knollwood Dr., Charleston, West Virginia 25302-4216

100 feet of the permit area is owned by: ADDRESS

20 Reamer Hill Road Clendenin, West Virginia 25045 502 Valley View Drive, Clendenin, West Virginia 25045 P.O. Box 1103, Clendenin, West Virginia 25045-9535 85 Atlanta Lane, Bomont, West Virginia 25030 3745 Camp Crk Road, Bomont, West Virginia 25030,9773

Written comments and/or requests for an Informal conference of the permit renewal application shall identify the applicant and application number and will be received by the Permit Supervisor at the DEP address above until May 26, 2017, or thirty (30) days from the date of final publication. A copy of the application will be available for review until May 26, 2017, or thirty (30) days from the date of final publication In the DEP Regional Office located at the address above AND in the Clay County Clerk's Office during normal business hours.

DEP Telephone No. 304-457-3219 Permit No. U201209

"These items are lobe completed only for operations involving mineral removal. Include location map in accordance with 38-2-3.2(b)(2)

Surface of the area within NAME

Allen Woods

Susan D. Jackson

Clinton Mullins

James &Angela Edwards

Roy Combs -

Legal Notice PUBLIC SERVICE COMMISSION

OF WEST VIRGINIA CHARLESTON

CASE NO. 17-0466-W-CN WEST VIRGINIA-AMERICAN WATER COMPANY Lewis County, West Virginia

Application flora certificate of convenience and necessity to construct certain additions and improvements to its Weston and Webster Springs systems in Lewis and Webster Counties, West Virginia,

NOTICE OF FILING On April 14,2017, West Virginia-American Water Company (WVAWC) filed a duly verified ap-

plication flora certificate of convenience and necessity to construct certain additions and improve-ments tots Weston and Webster Springs systems In Lewis and Webster counties.

WVAWC plans to construct certain facilities that will allow It to (1) decommission its antiquated Webster Springs Plant by connecting the customers that It currently serves to the Weston Plant and (2) make necessary upgrades to expand its Weston Plant VVVAWC seeks certificates for both components of the project in its application. WVAWC asserts that the project is a better approach than constructing a new treatment plant in Webster Springs, in part because the Weston plant upgrades would still need to be made under that scenario

The application Is on file with and available for public inspection at the Public Service Commis-sion, 201 Brooks Street, In Charleston, West Virginia.

The estimated cost of the Project Is $20.8 million over a four-year period: $6.1 million for the Weston plant upgrades and $14.7 million (net the new customer offsets) for the facilities to inter-connect the two systems. WVAWC intends to seek initial recovery of these costs in future Distribu-tion System improvement Charge proceedings.

WVAWC does not seek a rate increase in connection In this tiling and will continue to charge the current tariff rates.

Anyone desiring to protest or intervene in the Certificate proceeding should files written protest or request to intervene within 30 days following the date of this publication unless otherwise modi-fied by the Commission order. Failure to timely protest or intervene can affect your right to protest aspects of this certificate case, including any associated rate increases, orbo participate in future proceedings. All protests or requests to intervene should briefly state the reason for the protest or intervention. Requests to Intervene must comply with the Commission's mice on interventlons and should be addressed to Ingrid Ferrell, Director, Executive Secretary Division, P.O. Box 812, Charleston, West Virginia 25323.

In the absence of substantial protest received within thirty (30) days of this publication, the Com-mission may waive formal hearing and grant the application based on Commission review of the evidence submitted with the application.

SCALE MILE

JASF ENERGY, LLC SMA U-2012-09

HIGHWAY LOCATION MAP CLENDENIN & ELKHURST 7,5 QUADS NEAREST POST OFFICE BOMONT, VV

UNION DISTRICT CLAY COUNTY, 14A/

RECEIVING STREAMS+ AN UNNAMED TRIBUTARY (dOODS HOLLOW) OF

PORTER CREEK OF ELK RIVER OF THE KANAWHA RIVER

Legal Notice Clay County School District, In partnership with Save the Chil-dren, intends to apply for two 21st Century Community Learn-ing Center grants from the West Virginia Department of Educa-tion for clay County Elementary, H.E. White Elementary, Big Otter Elementary, Lizemore Elementary, Clay County Middle and Clay County High Schools. Any interested person of the community who would like to set up a meeting to discuss this application, please contact Rafayna Naquib with Save the Chil-dren at maaulbQsavechIldren.org. The deadline for application submission Is May 19, 2017. The application will be available for public review after submission.

PLACE YOUR

LEGALS IN THE

CLAY COUNTY FREE PRESS

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Appendix F

Evidence of Joint Planning with Co-Applicants

In determining whether an application has been "submitted jointly," States should look for evidence in the application that the LEA and at least one other organization collaborated in the planning and design of the program, each have substantial roles to play in the delivery of services, share grant resources to carry out those roles, and have significant ongoing involvement in the management and oversight of the program. States may want to consider what organization(s) wrote the application, what organization will be the fiscal agent, whether there is a history of these organizations working together, and whether there is evidence in the application of integration of the after-school program activities with the regular school day program. Letters of endorsement are not by themselves sufficient evidence that organizations or school districts have substantially been involved in the design of a program. (This clarification comes from the USDOE Nonregulatory Guidance for 21st CCLC programs.)

Evidence such as meeting agendas, sign-in sheets and planning documents should be included in the pages after the Appendix F signature sheet.

Applicant Signature: Lt. Date: 1-1- -I a - 17 Clay County Schools and Save the Children have worked jointly to plan and design the proposed programs, as well as to develop and prepare the submitted proposal. Building on our existing partnership, both Clay County Schools and Save the Children will assume key responsibilities to implement, monitor and evaluate the 21st CCLC program.

The responsibilities for Clay County Schools, the lead applicant, include: • Planning and Design: Conducted community needs assessment at each school site; identified

community partners, as well as family engagement, STEAM and enrichment activities; developed program schedule, staffing plan and budget; reviewed and edited proposal.

• Program Implementation: Oversee program administration, including supervising program staff, aligning programming to the school day, ensuring safe and accessible program space and transporting students from the program to their homes; conduct outreach to identify and recruit students and families at each site (through school principals and regular school day teachers); collect data for monitoring and evaluation; submit required reports to WVDE; and serve as fiscal agent and sub-grant funds to Save the Children.

The responsibilities for Save the Children, the co-applicant partner, include: • Planning and Design: Analyzed community needs assessment survey results; identified

literacy and math curricula; developed program schedule, staffing plan and budget; and drafted, finalized and submitted proposal.

• Program Implementation: Provide training and technical assistance; monitor and evaluate literacy and program components for continuous program improvement; submit invoices and other required financial documents to Clay County Schools; and serve on the Advisory Committee.

The partnership is demonstrated in the attached Teaming Agreement, meeting agendas, sign-in sheets and email correspondence.

Last Updated: April 10, 2017

Naquib, Rafayna

From: Richards, Tony

Sent: Friday, March 31, 2017 10:41 AM

To: Joan Haynie; [email protected]; [email protected]; [email protected];

[email protected]; [email protected]; [email protected]; [email protected];

[email protected]; Naquib, Rafayna; Hardway, Anna

Cc: Miller, Cathryn

Subject: 21st CCLC meeting

Good morning everyone! Thank you very much for participating in yesterday's meeting, I feel we made really good

head way

I've included everyone's email so we can use this list to communicate. If I left any one off that should be on here please feel free to invite them (or forward and add their email )

Below are my notes, please feel free to respond all if I misrepresented anything or just didn't capture something.

We will write two 21st CCLC proposals and we decided the best mix would be Clay Middle, Clay Elementary and

HE White - Rafayna will lead this one; the second will be Clay High, Lizemore and Big Otter - Tony will lead this

one.

Primarily we need to distribute and then collect the surveys. Rafayna has provided both electronic and paper

copies to offer the most flexibility.

Buses are a critical piece; we did find out after the meeting that three buses will cost $240 per day just in salary.

So for 110 days of afterschool and 16 days of summer the total cost would be $30,240. Do we need more than

three?

Custodians and Cooks will be an in-kind provision by the board.

Private schools - Rafayna will provide the contact letter to document that we reached out to them and invited to

participate in the process.

Summer will tentatively start 2nd week in July and end in the first week of August. We will opt for a 4 day a week

for four-week program. (this is not the Save the Children model so will have limited support from them)

We will explore AmeriCorp positions for the "Site Coordinator" positions since these positions will be mainly

administrative in nature and could potentially save a lot in salaries.

We will include Journey of Hope and HEART language in the proposal to address psychosocial needs for students

and parents. Link to HEART http://www.savethechildren.orasiteic.8rKLIXMG1p14E/b.6292389/k.335/Healing and Education through Art

HEART.htm

It would be helpful if we could estimate the potential attendance at each of the after schools, our normal goal is 40 children per site, using the ideal staff ratio of 1:10 that means we need to budget for four tutors and one site

coordinator at each site. Please let me know your thoughts on this.

I hope this is helpful

1

6

Clay County Schools Continuing Education Workshop

, Sign-In Sheet Workshop Title: ((IL( P6on11J9 I 1 I fe- Presenter: My) GI ra:5 Workshop Location: rilre:OF, Presenter:

Workshop Date: if - l A - 14p Begin Time: ;3() End Time: 3 Funding Source: No. of Continuing Ethic. Hours: rc;

Employee Number Employee Name .

Employee School Stipend

916000U ce, z,.2) 0-04k— 'a a ce ee i5o E. . 916000 55

‘.

916000 IIJ

(c..),A , tc, N

916000 MA y 14 A N al 916000 05-q eltutura474,-, ,j7A-,,i- faizelb Cla /741-eicUz.

916000 ' a/ (-1 ) .Y'' . A...) . (1(1

916000 11 a, 916000 #1 — --

QAQ- !'

916000 -72.S (Yecs 916000

916000

916000

916000 ,

916000 ..

916000

916000

916000

916000

916000 •

916000

Total of Stipends

Naquib, Rafayna

From: Naquib, Rafayna

Sent: Monday, April 24, 2017 4:04 PM

To: 'Joan Haynie' Cc: [email protected]; [email protected]; [email protected]; Richards, Tony

Subject: FW: Clay County #1 Proposal Narrative - DUE 5/1/17 Attachments: Clay Co #1 21CCLC Narrative Draft_4.24.17.docx

Importance: High

Hi Joan,

I'm re-attaching the narrative draft for the Clay County proposal for Clay Elementary, H.E. White and Clay Middle,

because I made a slight change. Please review this version of the narrative! I'm also looping in the schools, too, so you

don't have to.

Please let me know if you all have any feedback by COB Monday, May 1st!

Best,

Rafayna

Rafayna Naquib, MSW I Save the Children I Manager, Grant and Proposal Writing

899 North Capitol Street NE, Suite 900, Washington, DC 20002 vvwvv.savethechildren.orq

Telephone number: (202) 794-1703

Email: [email protected]

From: Naquib, Rafayna

Sent: Monday, April 24, 2017 1:17 PM

To: 'Joan Haynie' <[email protected]>

Cc: Richards, Tony <[email protected]>

Subject: Clay County #1 Proposal Narrative - DUE 5/1/17

Importance: High

Hi Joan,

Please find attached the narrative draft for the Clay County proposal for Clay Elementary, H.E. White and Clay Middle

Schools. Can you please review the narrative and give me your feedback by COB Monday, May ist? I've highlighted in

blue all the sections where I need your input, but please do review the entire narrative to make sure I'm on track.

Feel free to forward the narrative to the schools if you'd like — I didn't have anyone's emails — but I'll also need their

feedback by Monday.

I sent you a few emails last week while you all were on spring break, so can we touch base briefly tomorrow to go over

everything?

Thanks,

Rafayna

1

Naquib, Rafayna

From: Richards, Tony

Sent: Wednesday, May 10, 2017 9:23 PM

To: Joan Haynie; Tina Burnette Cc: Naquib, Rafayna; Hardway, Anna; Miller, Cathryn

Subject: Last few forms Attachments: Clay County Teaming Agreement 4-24-2017.docx; Clay 1- 21st CCLC Budget

5-10-2017.pdf

Importance: High

Hi Joan, almost there ©

The budget for Clay us attached. (Clay 2 is next)

Please look it over, I had to rearrange some amounts as I converted over to the DOE form but I think it's right.

If you concur please have Superintendent Paxton sign off on the budget (also the teaming agreement) I will come buy Friday before lunch to pick them up so I can overnight them to Rafayna.

Thank you.

Tony Richards Program Specialist, West Virginia Save the Children USA

Mobile: 304-514-3141 Fax: 866-232-1281 [email protected]

http://www.savethechildren.org

Save the Children invests in childhood — every day, in times of crisis and for our future in the United States and around the world, we give children a healthy start, the opportunity to learn and protection from harm.

1

Bibliography

Blanchet-Cohe, N., & Nelems, R. (2009). Evaluation of Save the Children's Journey of Hope program. International Institute for Child Rights and Development (IICRD), Centre for Global Studies: Victoria, BC, Canada.

Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: The evidence. Archives of Disease in Childhood, 93(7), 554-557.

Fedewa A.L., & Ahn S. (2011). The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535.

Grossman, J.B., Lind. C., Hayes, C., McMaken, J., & Gersick, A. (2009). The Cost of Quality Out-of-School-Time Programs. Philadelphia, PA: Author.

Hoelscher D.M., Springer A.E., Ranjit N., Perry, C.L., Evans, A.E., Stigler, M., & Kelder, S.H. (2010). Reductions in child obesity among disadvantaged school children with community involvement: the Travis County CATCH Trial. Obesity, 18(1), S36-44.

Lawrence, C. (2016). Photo gallery: Clay county flooding. West Virginia MetroNews. Retrieved May 17, 2017, from http://wymetronews.com12016/06/27/photo-gallery-clay-county-flooding.

Luepker R.V., Perry C.L., McKinlay S.M., Nader, P.R., Parcel, G.S., Stone, E.J. ... Johnson, C.C. (1996). Outcomes of a field trial to improve children's dietary patterns and physical activity: The Child and Adolescent Trial for Cardiovascular Health (CATCH). Journal of the American Medical Association, 275, 768-776.

Samuels, S.J., & Wu, Y.C. (2003). The effects of immediate feedback on reading achievement. Minneapolis: University of Minnesota, Department of Educational Psychology.

U.S. Census Bureau. (2011-2015 American Community Survey 5-Year Estimates). OuickFacts. Retrieved May 17, 2017, from https://www.census.gov/quickfacts/table/AGE765210/54015.

U.S. Department of Agriculture. (2015). County typology codes [Data file]. Retrieved May 17, 2017, from https://www.ers.usda.gov/data-products/county-typology-codes.

U.S. Department of Education. (2003). National assessment of adult literacy. Retrieved May 17, 2017, from https://nces.ed.gov/naal/estimates/StateEstimates.aspx.

West Virginia KIDS COUNT. (2015). 2015 West Virginia KIDS COUNT data book: Profiles of child well-being. Charleston, WV: Author.

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