List of Schools to be Served by 21 - Indiana · Mad Science of Kentucky and Clark County Family...

Form 2 – List of Schools to be Served by 21st CCLC – Attachment B

Applicant Name: Contact

Name:

Organization: Phone:

Fax:

Address: Email:

Name of School to be Served

by 21stCCLC (including

School # and School

Corporation)

Has this

school been

served before

under a

previous 21st

CCLC grant?

% Free

and

Reduced

Lunch

%

Identified

English

Learner

Students

Estimated # of Students

that will attend the

program at least 45 days

or 60 days to be served

Per School Year

Y1 Y2 Y3 Y4

School has

grade of

D/F

(indicate

“D/F” if

yes)

Estimated

number of

Students

with

Disabilities

to be served

YES 45

60

YES 45

60

YES 45

60

YES 45

60

YES 45

60

YES 45

60

Note: If more space is needed, please include this chart on a separate piece of paper

Form 3 – List of 21st CCLC Program Centers/Sites – Attachment C

Applicant Name: Contact Name:


Fax:

Address: Email:

Name of Community Learning

Center/Site

(e.g. Franklin High School, Boys

& Girls Club )

Location

(Street Address)

City

Note: If more space is needed, please include this chart on a separate piece of paper

Form 4 – Population Served Checklist – Attachment D



Fax:

Address: Email:

Populations Served (check all that apply):

❑ Pre-School ❑ Elementary School

❑ Middle School ❑ High School ❑ Adult

Services: (check all that apply):

❑ Reading or Literacy ❑ Mathematics ❑ Science ❑ Arts and Music ❑ Tutoring or Mentoring ❑ English Language

Learning Services

❑ Pre AP and/or AP Course

Development ❑ Service Learning ❑ STEM (Science,

Technology,

Engineering &

Math)

❑ Recreational ❑ Telecommunication &

Technology education ❑ Library Services ❑ Services for Adults ❑ Youth Development ❑ Drug & Violence Prevention

❑ Character Education ❑ Global Literacy ❑ College & Career Readiness

Operating Hours: (check all that apply):

❑ After-school □ Summer

❑ Intercession ❑ Fall Break ❑ Spring Break

❑ Weekend □ Before-School

53

Form 6 – Timeline of Activities for Year 1 of Grant – Attachment F



Fax:

Address: Email:

Date Activity Description

Program Start Date

Summer 2018

Fall 2018

Spring 2019

Program End Date

Note: A minimum of 130 days are required for a

21st CCLC program.

ApplicantName

ApplicantFederalIDNumber

GranteeDUNS#

BudgetCategoriesPersonnel

FringeBenefits

Travel

Transportation

Equiptment

Supplies

Contractual

ProfessionalDevelopment&Training

Other

TotalDirectCosts

IndirectCosts

Contractual(notincludedinICR)

Total

Ifapplicabletoyourgrant-*IndirectCostInformation(ToBeCompletedbyYourBusinessOffice ):Ifyouarerequestingreimbursementforindirectcosts,pleaseanswerthefollowingquestions:(1)DoyouhaveanIndirectCostRateAgreementapprovedbyIDOEOfficeofSchoolFinance?__Yes_X_No(2)Ifyes,pleaseprovidethefollowinginformation:SchoolYearPeriodCoveredbytheIndirectCostRateAgreement:From:6/1/2018To:5/31/2019Approvedrate____%

$190,474.00

$14,571.00

$3,678.00

$0.00

$0.00

$10,440.00

$42,360.00

$3,160.00

$27,200.00

$291,884.00

$7,297.00

$0.00

$299,181.00

21stCenturyCommunityLearningCenters BudgetSummary

ReimbursementwillonlybemadeforchargesspecificiallypermittedunderthescopeoffundingandinaccordancewithIndianaStateLawundertheapprovedgrantagreement.

ProjectYear1

FederalAgency:U.S.DepartmentofEducation--Pass-ThroughEntity:IndianaDepartmentofEducationCFDA: 84.287 -- FederalAwardI.D.#S287C150014-- FiscalYearofAward:2016

ProjectYear:2018-2019--Cohort:9,Year:1

CommunitiesInSchoolsofClarkCounty32-0015379137091752

COMMUNITIESINSCHOOLSOFCLARKCOUNTY21STCenturyCommunityLearningCentersProgram–Cohort9

1Page

I. PROJECT ABSTRACT (5 Points) 2 Pages

Communities In Schools (CIS) of Clark County proposes to continue and expand 21st

Century Community Learning Centers Programs (21st CCLC) at Bridgepoint, Northaven,

Parkview, Riverside, and W.E. Wilson Elementary schools in Greater Clark County Schools; and

at Clarksville Elementary in Clarksville Community Schools district. The main components of

this program are: Literacy intervention & enrichment; after-school tutoring & homework

assistance; service learning; academic/cultural enrichment; family engagement; personal

development; STEM; and services for ELL families. This comprehensive approach is designed

to improve student academic achievement and student behavior; and improve/increase family

involvement for regularly attending 21st CCLC students.

This proposal is in partnership with Greater Clark County Schools (GCCS), Clarksville

Community Schools (CCS) and community agencies. GCCS and CCS will provide space for

programming and logistical support such as access to internet, phones, and office equipment.

Snacks will be provided by the districts’ USDA National School Lunch Program. Dare to Care

Food Bank will provide daily hot meals at Parkwood and Northaven Elementary, funded in part

by USDA CACFP At-Risk Youth Feeding Program. Mad Science of Kentucky and Clark County

Family YMCA will provide enrichment services. Hispanic Connection of Southern Indiana will

provide in-person interpretation services and translation services for printed and on-line

materials. Other community partners will provide quarterly enrichment programming to include

character development, yoga/meditation, performing arts, and health & wellness activities.

The student population at the six schools is an average 71.4% low-income according to

free/reduced lunch data. A significant number of students in two of the supported schools are

English Language Learners (ELL): 17.9% at Northaven and 30.7% at Parkwood.


2Page

Data show that students at the targeted schools suffer from significant achievement gaps.

In 2017 ISTEP+ testing, all schools fell significantly below state averages in at least one subject

(see Table II).

At least 25 students at each of the six schools will be identified by teacher referral as

being high-risk of academic failure according to ISTEP+ / ILEARN scores, local assessments,

grades, behavioral conduct, and teacher observation. CIS of Clark County expects

approximately 90% (22 per site) of students to attend 60 days or more during the academic year

for a total of at least 132 regularly participating students. The program will operate 4 days per

week, for one hour before school, and 2.5 hours afterschool at each site. CIS of Clark County

will employ a Program Director, Afterschool Program Manager, Information Specialist, Chief

Financial Officer, 6 Site Coordinators, and 6 Site Assistants to design and implement this

program.

CIS of Clark County is also the recipient of a Cohort 8 21st CCLC grant, in which it

operates afterschool programming for two middle schools and one high school in Clark County.

As will be further described in Appendix B – Evidence of Previous Success, CIS of Clark

County has been successful in meeting or exceeding goals in Cohorts 5, 6, and 7 (Cohorts 5 & 7

serve elementary) and is experiencing success in the first year of Cohort 8 (Cohorts 6 & 8 serve

middle/high school). CIS of Clark County is an affiliate of the national organization,

Communities In Schools, the nation’s largest dropout prevention organization. The CIS Model is

research-based and has been proven effective across a wide range of communities nationwide.


3Page

II. COMPETITIVE PRIORITY POINTS (Up to 10 Points) 2.5 Pages

This application is submitted in partnership with Greater Clark County Schools and

Clarksville Community Schools. Since 2002, district superintendents, school principals, teachers,

parents, and CIS of Clark County staff have worked together daily to identify the greatest needs

and design solutions for at-risk youth. CIS of Clark County has helped thousands of Clark

County children improve their academic and life outcomes over the last 15 years. CIS of Clark

County has operated seven 21st Century Community Learning Centers (21st CCLC) elementary

school sites since the 2010-2011 school year, and has operated two middle school sites since

2013. CIS of Clark County’s Cohort 8 grant includes the two middle school sites and expanded

services to Jeffersonville High School. All programs have met or exceeded goals each year.

CIS of Clark County proposes to continue and expand 21st CCLC services at 6

elementary schools – Bridgepoint, Clarksville, Northaven, Parkwood, Riverside, and W.E.

Wilson. All six elementary schools named in this proposal meet the eligibility criteria as being

high-poverty schools. As illustrated in Attachment B – List of Schools to be Served, all have

Free and Reduced Lunch rates of above 40%. Two schools have rates above 70% - Northaven at

71.8% and Parkwood at 84.9%.

A. Organization Priority Points: CIS of Clark County has selected #7 – 90% of

direct program staff are CPR certified, for Organization Priority Points. CIS of Clark County

provides CPR and First Aid certification training to 100% of direct program staff as part of each

employee’s Onboarding Plan.

B. Programming Priority Points: CIS of Clark County has selected #3 – Literacy,

for Programming Priority Points. The requirement for receiving these Priority Points is to


4Page

implement programming a minimum of 3 hours per week; include Professional Development in

content area; utilize Indiana Academic Standards and IAN Specialty Standards.

Table I: Literacy Priority Points Activity Frequency

Literacy Coaches (Certified Teachers) – individual and small group tutoring

Daily – 4 hours/week, at least 26 weeks (during program)

Enrichment (Examples: Drama, Sign Language, Foreign Language, Environmental Literacy)

Weekly – 1 hour/week, 8-10 week units. Each site to receive new enrichment units from outside agency each semester (during program)

Book Club / Book Circle Weekly – 1 hour/week, at least 26 weeks (during program) Journal Activities Daily – 15 –minute sessions (total 1 hour/week), at least 26 weeks

(during program) Educational games and activities focused on Reading, Writing, and Spelling (Examples: Boggle, Scrabble, Blocks Rock, Games from Teachers Pay Teachers, Parent/Teacher Stores etc.)

Daily – after homework time – total time/week will vary, at least 26 weeks (during program)

Connection with the School Day – Site Coordinators work from 1-3pm at the school site, meet with teachers, CIS Resource Coordinator, and other school staff to identify program participants, discuss student academic and behavioral needs, develop strategies

Daily – 8 hours/week, at least 26 weeks (during the school day)

Professional Development Greater Clark County school-wide & district-wide literacy coaches to provide literacy training to 21st CCLC program staff – 1x/year at orientation, refresher training throughout the year as needed IUS – Elementary Literacy division Dr. Jackie Singleton – 1x/year at orientation, refresher training (mid-year) to 21st CCLC program staff

Indiana Academic Standards Ongoing – Examples: --Reading Foundations: Individual and Small Group Tutoring by Literacy Coaches to help students build upon and continue applying concepts learned previously --Reading Literature – 3.RL.1 Read and comprehend a variety of literature appropriate for Grades 2-3. By the end of Grade 3, students interact with texts proficiently and independently –Book/Story Club activities --Writing Genres – 5.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences. - Daily Journal activities --Reading Vocabulary – 1.RV.1 Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary – All Literacy program activities for students outlined in this table.

Indiana Afterschool Network Specialty Standards – All Literacy Standards #1 - #8

Ongoing – Creating a Literacy-Rich Environment through daily, engaging literacy activities in a variety of contexts. Collaboration with families and the community through literacy nights, volunteer mentors, enrichment. Regular professional development. Fiction and informational texts – age/grade appropriate – book/story clubs. Staff use effective read aloud strategies – story club, story time circle with


5Page

families. Encourage children to write through journaling, drama activities, educational games. Strategies for children to demonstrate comprehension through book/story club, tutoring, and educational games. Utilize data to plan and measure impact through monitoring of grades, utilization of pre- and post-testing as appropriate.

Family Engagement – Literacy Nights (Example: Story Time Circle with Parents/Guardians, Drama Performance)

At least once per semester at each site

Family Engagement – Spanish Language Interpretation Services through Hispanic Connections of Southern Indiana

Weekly – 1 hour/week, at least 26 weeks (during program) – Providing interpretation services for program staff and Spanish-speaking families during family conferences to discuss student progress, address concerns, help families increase engagement in student’s academic success Translation of all printed program materials (Weekly Communication Forms, Newsletters, Enrollment Forms, etc.)

Family Engagement – Weekly Communication Forms (student progress report – goes to parent and teacher), Monthly Newsletter (including tips for reading, book reviews, etc.)

Communication Forms – weekly Newsletter – monthly

This programming will be further described in Section V. Program Design and Implementation.

III. NEED FOR PROJECT (5 POINTS) 1.5 Pages

A. Need for Project and Supporting Data: All schools to be served by 21st CCLC

demonstrate academic deficiencies, falling below state ISTEP+ pass rates in at least one area:

Table II: 2016-2017 3rd & 5th Grade ISTEP Percent Pass Rates (Spring 2017) School 3rd Grade 5th Grade

English Math English Math

Scho

ol

Rat

e

Diff

eren

ce

from

Sta

te

Scho

ol

Rat

e

Diff

eren

ce

from

Sta

te

Scho

ol

Rat

e

Diff

eren

ce

from

Sta

te

Scho

ol

Rat

e

Diff

eren

ce

from

Sta

te

State of Indiana average (public & private)

69.4 57.8 62.4 65.8

Bridgepoint Elementary 63.2 -6.2 47.4 -10.4 57.1 -5.3 56.1 -9.7 Clarksville Elementary 63.5 -5.9 45.3 -12.5 N/A -- N/A -- Northaven Elementary 62.0 -7.4 44.6 -13.2 45.8 -16.6 45.3 -20.5 Parkwood Elementary 60.8 -8.6 48.5 -9.3 62.4 0.0 50.6 -15.2 Riverside Elementary 76.0 +6.6 51.3 -6.5 59.7 -2.4 57.9 -7.9 W. E. Wilson Elementary 78.2 +8.8 51.1 -6.7 72.8 +10.4 80.2 +14.4

Across the two school districts, over 30 languages are spoken among the student

population. All schools are quite diverse in terms of race and ethnicity. Clarksville, Northaven

and Parkwood schools have Hispanic populations of 14.2%, 25.7%, and 55.7%, respectively.


6Page

Bridgepoint, Northaven, and Wilson have African American populations of 18.8%, 20.6%, and

27.1%, respectively.

Many other risk factors exist, presenting barriers to success for children in Clark County:

Economic: Across the six supported elementary schools, an average of 71.4% of students receive

free/reduced lunch (IDOE). Safety: In 2015, there were 346 substantiated cases of child neglect

in Clark County, and an additional 70 cases of sexual and physical abuse (Kids Count). Cultural /

Language: A significant number of students in two of the supported schools are English

Language Learners: 17.9% at Northaven and 30.7% at Parkwood (IDOE).

B. Available Out-of-School Time Programming / Service Gaps to be Addressed:

See Table III for details. Service Gaps addressed include expansion of 21st CCLC programs to

include 1st and 2nd Grade, an enhanced focus on Literacy, and Spanish / English translation

services to benefit all 21st CCLC sites.

C. Table III: Current Out-of-School Time Programs / Enhancements in this Proposal School / Grade Levels Current Programs Expansion / Enhancement Bridgepoint PK-5 Clarksville PK-4 Northaven PK-5 Parkwood PK-5 Riverside PK-5 W.E. Wilson PK-5

YMCA Childcare – Off-site. Grades K-5 served, 5 days/week, 3-6pm (fee-based) CIS of Clark County Extended Day Learning – Onsite at school, Grades K-6, 5 days/week, Mornings starting at 6:30am, Afterschool from dismissal to 6:00pm. Approx 240 students served (fee-based) CIS of Clark County, 21st CCLC program (Cohort 7) – Onsite at school, Grades 3-5, 4 days/week, Afterschool from dismissal to 6:00pm. 182 Students Enrolled (free)

Expansion of 21st CCLC programs to include Grades 1 & 2 at 6 schools served. At least an additional 30 students enrolled from Grades 1 & 2. Enhancements to include services for ELL students and families, increased focus on Literacy for grades 1-5

D. Identification of Needs & Services: Identification of school needs and

development of proven, effective services has been an ongoing collaboration between CIS of

Clark County, school districts, partner organizations, and the community since 2002. During the

course of developing this proposal, CIS of Clark County held several meetings with district

superintendents and school leadership to discuss specific needs. Partners included were identified

to meet these specific needs and will be further described in Section IV,


7Page

Partnerships/Collaborations. CIS of Clark County regularly surveys district and school-level

staff, parents, and students. Survey results are included in IDOE reports for 21st CCLC programs

and used in program assessment and improvement processes.

IV. PARTNERSHIPS/COLLABORATIONS (5 POINTS) 3 Pages

A. Collaboration Description, Use of Funds, Type of Contribution: Greater

Clark County Schools (GCCS) and Clarksville Community Schools (CCS) will provide in-kind

support including program facilities for the 21st CCLC program at 6 elementary school sites.

This will include: space for instruction and recreation; telephone usage; internet usage; and

computer lab usage. The value of facility use, which includes all items listed, is $350 per day, for

a grand total of $302,400 per year in in-kind support at 6 schools. Certified teachers from the two

school districts will be contracted to serve as Literacy Coaches / Tutors. These individuals will

provide small-group and one-on-one tutoring primarily in Literacy, and will be available to assist

with other academic subjects, based on student need. GCCS and CCS will also provide: student

referral information; access to students; access to demographic, academic and behavioral data for

referred students; aggregate statistics; provision of criminal background checks for volunteers.

GCCS has a representative on the CIS of Clark County Board of Directors, which serves as the

21st CCLC Advisory Group.

GCCS and CCS districts provide daily snacks for students through the USDA National

School Lunch Program. Dare to Care Food Bank provides daily hot meals at Parkwood and

Northaven Elementary, funded in part by the USDA CACFP At-Risk Youth Feeding Program.

Other federal programs included are Work Study and America Reads, which can provide tutors

for 21st CCLC students, paid in part or in full by federal dollars. CIS of Clark County receives

annual funding from Indiana Family and Social Service Administration, School-Age Child Care


8Page

Grant, which helps to fund staffing for the CIS Extended Day Learning (EDL) childcare program

at 3 sites. This funding stream allows CIS of Clark County to provide childcare services on a

sliding-fee scale. EDL students are separate from 21st CCLC students, but take part in many of

the same enrichment activities where both programs operate at the same site.

Indiana University Southeast and Greater Clark County Schools provide professional

development to 21st CCLC staff in areas of Literacy Coaching and Common Core Math. These

services are provided in-kind to CIS of Clark County.

Mad Science, Hispanic Connection of Southern Indiana, and Clark County Family

YMCA are other major programmatic partners for 21st CCLC, Cohort 9 programming.

B. Partner Identification Process: CIS of Clark County’s mission is to surround

students with a community of support, empowering them to stay in school and achieve in life. We

do this by linking community resources that are needed to help young people successfully learn,

stay in school and prepare for life. In working to fulfill our mission, CIS of Clark County has

developed numerous partnerships and collaborations with like-minded organizations and

individuals to achieve shared goals to benefit Clark County youth and families, and meet

program goals. For this proposal, the major program partners are: Greater Clark County Schools,

Clarksville Community Schools, Mad Science of Kentucky, Hispanic Connection of Southern

Indiana, and the Clark County Family YMCA. The partnership with Hispanic Connection of

Southern Indiana is new for the 2018-2019 academic year. All other partners have had at least 2

years up to 15 years of successful partnerships with CIS of Clark County. MOU’s are attached

(Appendix A) which describe the services provided by major partners named in this application.

CIS of Clark County meets with district and school leadership throughout the academic

year to discuss student needs, current and future programs and services to be provided by CIS of


9Page

Clark County. During these meetings, three major areas of concern have emerged which are

addressed in this proposal:

1) Elementary literacy, specifically reading proficiency by 3rd Grade

2) Growing population of Spanish-speaking students and families, limited district

resources to improve communication and parent involvement

3) Behavior management, particularly in Kindergarten and 1st grade, as many of these

students have no prior experience in a structured classroom environment

CIS of Clark County sought out program partners and designed strategies to address these

specific issues, as well as those that are able to provide high-quality enrichment activities in

Literacy and other areas. For example, CIS of Clark County will partner with GCCS and CCS

districts to recruit and contract with certified teachers to serve as Literacy Coaches. Enrichment

will include drama which develops reading, writing and speaking skills. Hispanic Connection of

Southern Indiana will provide in-person interpretation services as well as translation of printed

materials such as monthly newsletters that are distributed to families. Staff will receive positive

behavior management training from Greater Clark County Schools, faculty of Indiana University

Southeast or Spalding University, as well as Centerstone Mental Health. Expansion of 21st

CCLC programming to include 1st and 2nd grade students will ensure that younger students

receive needed academic and behavioral interventions during afterschool programming.

V. PROGRAM DESIGN & IMPLEMENTATION (30 Points) 20 pages

A. Goals, Objectives, Performance Measures, Activities and Assessment: The table

below outlines the goals, objectives, program activities, performance measures, and assessment

strategies to be utilized within broad program goals of Improving Student Achievement,

Improving Student Behavior, and Increasing Family Involvement.


10Page

Program Design – Descriptions of Core Services in 6 Elementary School Sites

Research and Evidence-Based Programs in Bold Italics

Table IV. Program Design Chart Bridgepoint, Clarksville, Northaven, Parkwood, Riverside & W.E. Wilson Elementary Schools

Program Goals

Program Objectives

Program Activities Performance Measures Assessment Strategies

1) Improve Student Achievement

1.1 Increase reading comprehension achievement among RAP 1.2 Increase mathematics achievement among RAP

1.a) Daily Academic Support and Homework Help – 1 hour/day. Target Reading/LA & Math. Students use school-day assignments, ChromeBook programs for school curriculum. 1.b) Individualized and small-group Literacy Interventions: Tutors from America Reads federal Work Study program. Literacy Coaches (certified teachers) provide tutoring to struggling readers. 1.c) Academic enrichment activities focused on literacy – rotating in 8-10 week sessions. Examples: Drama, Foreign Language, American Sign Language, Environmental Literacy 1.d) Daily / weekly literacy activities including: daily Journaling; weekly Book Club / Circle; Educational games focused on Reading, Writing and Spelling. 1.e) Staff Professional Development including Elementary Literacy Training from Greater Clark County Schools and Indiana University Southeast 1.f) Address STEAM / STEM learning through Mad Science of Kentucky programs, Maxwell’s House of Music and other

English / Language Arts 1.1.1) Spring proficiency rates on the English/Language Arts portion of the Star Assessment will increase from fall proficiency rates each year of the program. (required) 1.1.2) 65% of regular program participants (RAP) will maintain at least a C or improve grades in Reading/LA by the final report card. 1.1.3) 40% of RAP will pass the English/Language Arts portion of ILEARN in Year 1. (% will increase 2% points each subsequent year) Math 1.2.1) Spring proficiency rates on the Math portion of the Star Assessment will increase from fall proficiency rates in each

1.1.1 Language Arts section of the Star Assessment 1.1.2 Reading/LA Report Card Grades 1.1.3 ILEARN+ Reading/LA scores for participating students 1.2.1 Math section of the Star Assessment


11Page

1.3 Sites will meet regular attendee attendance targets each year of the grant.

8-10 week enrichment units, along with weekly group STEM games and projects such as LEGO Brick Lab, “Who Has” Math Card Game, Math “Wrap-Ups”, Math Measuring through Cooking Enrichment, Simple Machine Projects curriculum 1.g) Individualized and small-group Mathematics Interventions: Tutors from America Reads federal Work Study program. Literacy Coaches (certified teachers) can provide tutoring in mathematics. 1.h) Staff Professional Development including Common Core Math from Greater Clark County Schools and Indiana University Southeast Elementary Education program. 1.i) 21st CCLC Site Coordinator meets with teachers and other school staff to receive student referrals, discuss student needs and progress, ensure programmatic connections with school-day curriculum

year of the program. (required) 1.2.2) 65% of RAP will maintain at least a C or improve grades in Math by the final report card. 1.2.3) 40% of RAP will pass the Math portion of ILEARN in Year 1. (% will increase 2% points each subsequent year). 1.3.1) At least 22 elementary school students attending each of 6 sites (132 total) will attend the after school program at least 60 days or more during the school year during Year 1 of the program (and annually thereafter). (required)

1.2.2 Math Report Card Grades 1.2.3 ILEARN+ Math scores for participating students 1.3.1 Attendance recorded daily and entered into the Indiana state reporting system

2) Improve Student Behavior

2.1 Decrease inappropriate student behavior that impedes student success 2.2 Increase student self-esteem

2.a) Community Service group projects 1x/semester 2.b) Character-building activities (Built into enrichment: Team-building, Conflict Resolution, Friendship-Making) 2.c) Mind/Body Enrichment in 8-10 week units. Examples: Yoga and Meditation, YMCA SPARK, Music Therapy 2.e) Daily Nutritious Hot

2.1.1) 95% of RAP will have no out of school suspensions during the school year. (annual target) 2.1.2) 80% of RAP will receive satisfactory conduct / PRIDE grades on the final report card. (annual target) 2.2.1) By Spring, 75% of RAP will report a positive self-concept. (annual target)

2.1.1 Out-of-Schools suspension records (Principal OSS Report) 2.1.2 Report card conduct grades 2.2.1 Spring Student Survey (Self-Concept Subscale)


12Page

2.3 Increase positive classroom behaviors to enhance learning. 2.4 Programming will meet or exceed high quality standards

Meal – partnership with Dare to Care Food Bank - through USDA CACFP At-Risk Youth feeding program. At Parkwood and Northaven Elementary Schools 2.f) Year-round Professional Development for 21st CCLC staff including units pertaining to all programmatic aspects of this 21st CCLC proposal 2.g) Annual CPR/First Aid Certification Training for ALL 21st CCLC site-based staff (competitive priority)

2.3.1) At least 50% of RAP needing to improve will improve in the following classroom behaviors: turning in homework, completing homework, participating in class, volunteering in class, being attentive in class, behaving well in class, demonstrating satisfactory or better academic performance, and getting along well with other peers (annually: YR1, YR2, YR3, and YR4). 2.4.1) Annually, 100% of all staff will receive appropriate training (as aligned with the IAN Standards). 2.4.2) 70% of staff, students and parents will report the presence of key quality indicators related to environment and climate, student-staff relationships, participation and engagement, and school day linkages (semi-annually: YR1, YR2, YR3, and YR4). (process measure) 2.4.3) Annually, 80% of core IN-QPSA standards will be observed during on-site observations.

2.3.1 End-of-Year USDOE 21st CCLC Teacher Survey 2.4.1 Project Director Report based on review of CIS of Clark County Employee Files, Training, Evaluation, and Attendance records 2.4.2 Parent, Student, and Staff Quality Improvement Scale (Diehl 2007): Fall and Spring (semi-annually) 2.4.3 Diehl Site Visit Observation protocol (Fall/Spring)

3) Increase Family Involvement

3.1 Increase family participation in school and community-based family activities

3.a) Weekly Communication Forms to parents and teachers with information pertaining to student program attendance, activities, progress, and any challenges 3.b) Family Nights at each site (including at least two Family Literacy Nights per year)

3.1.1) Annually, 25% of RAP parents will attend at least one family activity per year (service learning activities, family nights, and an annual assembly). (spring) 3.1.2) Annually, a minimum of 2 family events will be provided to families per site (process measure)

3.1.1 Attendance records for Service Learning activities, Family Nights and annual assembly 3.1.2) Records of family programs offered


13Page

3.2 Increase family involvement at home with student’s academic career 3.3 Families will demonstrate a high degree of involvement in the program

3.c) Spanish-Language translation services through Hispanic Connections of Southern Indiana – printed materials, newsletters, in-person translation weekly at sites with high numbers of ELL students and families 3.d) CIS Afterschool Advisory Council (includes parent and student representatives) to meet quarterly

3.2.1) Annually, 70% of parents of 21st CCLC attendees will report high frequency of support with homework completion (72%-YR2, 75%-YR3, and 80%-YR4). (spring)

3.2.2) Annually, 60% of parents of 21st CCLC attendees will report high frequency of involvement in student’s education (62%-YR2, 65%-YR3, and 70%-YR4). (spring) 3.3.1) Annually, 60% of parents will report a high degree of involvement with the program (e.g., parents are welcomed in the program, parents are involved in decision-making). (spring) 3.3.2) Annually, 80% of parents will report a high degree of satisfaction with the program. (spring)

3.2.1 Parent Survey (Parent Involvement Subscale) (e.g., helps/supports homework completion) 3.2.2 Parent Survey (Parent Involvement Subscale) (e.g., talks with student about school day) 3.3.1 Parent Survey (Parent Involvement Subscale) 3.3.2 Parent Survey (Parent Satisfaction Item) (e.g., Overall, I am happy with the program)

Scientifically Based Research: Specific research and scientifically-based curricula is identified

in the Program Design Chart of this proposal in bold italics, above (Part V, Section A).

TABLE V: Strategy and Rationale for Research / Evidence / Scientifically Based Programs 21st CCLC Program Strategy Rationale

School Curriculum – Site Coordinator connection with school day, Certified teachers as Literacy Coaches

Based on Indiana Academic Standards. 21st CCLC staff will adhere to school-day curriculum in academic interventions, with other teacher-recommended resources for tutoring as needed.

America Reads – Tutoring Federal Work-Study program for college-level students to serve as math and reading tutors to K-12 students.

Mad Science of Kentucky – STEM Enrichment

30 years of research and development in youth science programming. Hands-on, based on national and state academic standards. An 2005 independent study by Char Associates found that exposure to Mad Science significantly increased: knowledge of science content and concepts; interest in engaging in science-related leisure activities; enjoyment of science and view that science is fun; and students’ view that most people should learn about science.

Yoga and Meditation – Inner Spring Yoga

Research has shown that yoga, meditation and mindfulness practices have a number of positive effects on student health, behavior and performance (Butzer et al., 2016)

Spark – YMCA of Southern Indiana

SPARK strives to improve the health of children, adolescents, and adults by disseminating evidence-based Physical Education, After School, Early Childhood, and Coordinated School Health programs to teachers and


14Page

recreation leaders serving Pre-K through 12th grade students. Music Instruction, Music Therapy – Maxwell’s House of Music, Personal Counseling Service

A 2016 study at the University of Southern California’s Brain and Creativity Institute found that musical experiences in childhood can accelerate brain development, particularly in the areas of language acquisition and reading skills. Music ignites all areas of child development and skills for school readiness: intellectual, social and emotional, motor, language, and overall literacy.

As an affiliate of the national Communities In Schools organization, CIS of Clark County

has access to the latest research regarding school success and dropout prevention. CIS National

is the fifth largest youth-serving organization in the U.S. and the leading dropout prevention

organization, delivering resources to 1.5 million students in 2,300 schools across the country. A

2010 independent 5-year evaluation of CIS National confirmed, “The CIS model of integrated

services, when implemented with fidelity yields substantive improvements in school and student

level outcomes. Compared to non-CIS schools and students, the CIS model and case-managed

services have a mix of significant impacts and substantively important positive effects on credit

completion, academics and attendance, and is unique among other dropout prevention programs

in both reducing dropout and increasing on-time graduation rates for high schools.”

Integrated Student Supports (ISS) such as those provided by CIS are named in the Every

Student Succeeds Act (ESSA) as being essential for student success. Communities In Schools

has been named in several national articles as an effective agency whose model delivers ISS

aligned with ESSA.

Indiana Senator Dennis Kruse introduced a resolution in January, 2016 which urges “the

legislative council to assign to the appropriate study committee the topic of student educational

success with a specific focus on establishing Communities In Schools as a means to increase the

number of students who graduate from high school.” (Senate Resolution No. 0016)

B. Evidence of Previous Success – See Appendix B: Appendix B, “Evidence of

Previous Success”, highlights CIS of Clark County’s history of providing high-quality


15Page

programming for Clark County students both during the school day and outside of school hours.

In particular, the Appendix highlights CIS of Clark County’s success in operating 21st CCLC in

Cohorts 5, 6, 7 and 8 (Cohorts 5 & 7 at the elementary level). Specific data sets are included as

well as qualitative data demonstrating student improvement and school satisfaction.

C. Design Requirements

1. Title I Schools, Non-Title I Schools, Targeted Students and Their Families:

a. List of Title I and Non-Title I eligible schools: see Attachment B – List of Schools to be

Served

b. Criteria and processes for recruiting targeted students and their families: Student recruitment

will occur at the building level. Each Fall, 21st CCLC Site Coordinators will distribute Referral

forms to 1st through 5th grade teachers to recruit students. Teachers will be instructed to generate

a referral list in order of greatest academic and behavioral need, based on local assessments,

ILEARN scores, academic needs, and conduct records. The Site Coordinator will contact

parents directly to get permission for the child to enroll in the program. As students exit the

program due to regular matriculation to middle school or for other reasons, Site Coordinators

will use the Teacher Referral list to select the next students to fill any available slots.

c. Justification for eligibility of schools: N/A – see Attachment B – List of Schools to be Served

d. Community-level data demonstrating need: CIS of Clark County has conducted extensive

review of community needs and available resources as briefly described in Section III Need for

Project. Specific to families and home safety, the chart below illustrates known needs, and the

available resources of 21st CCLC to address needs:


16Page

Table VI: Family Needs & 21st CCLC Resources Need & Data Available Resource(s)

Child Safety: Clark County’s 2015 Child Abuse and Neglect Rate is 16.0 per 1,000 children. (Kids Count)

--Youth Protection Training for 21st CCLC Staff

Family Stability: In 2016, 299 Clark County children were homeless or housing unstable, up from 71 in 2012.

--Students have regular, dependable access to a caring adult through 21st CCLC --21st CCLC Site Coordinators have access to CIS school-day programs, such as Bare Necessities and can coordinate procurement of basic needs items for 21st CCLC students

Adult Education: In 2014, IPRC reported that 34.6% of the Clark County adult population had attained a high school diploma or GED (as highest level of educational attainment). 14.5% of the adult population has less than a high school diploma or GED. (IPRC) The 2003 National Assessment of Adult Literacy (US Dept. of Education) indicated that 7% of adults in Clark County lack basic prose literacy skills, just slightly lower than the state rate of 8%

--Family Literacy Nights focused on giving parents the tools to help their children read proficiently by Grade 3.

Poverty: 15.3% of children ages 5-17 were living in poverty in 2015 (Kids Count). An average of 71.4% of students at the 6 elementary schools to be served receive free/reduced lunch (IDOE). In 2015, 16.6% of children in Clark County were considered food insecure

--Dare to Care hot meals daily at Parkwood and Northaven Elementary, which have the most at-risk youth populations in the county based on income, demographics, and neighborhood crime statistics

Student Academic Achievement: The Clark County 4-Year Cohort Graduation Rate in 2016 was 91.7%, only slightly higher than the statewide rate of 89.8%

--Academic interventions through 21st CCLC help students to improve performance and advance to the next grade level

As a Cohort 8 21st CCLC provider, CIS of Clark County serves many of the same

students/families in the middle school 21st CCLC program as they matriculate from elementary

school, ensuring smooth transitions and continuity for parents and students alike.

2. Dissemination of Information: CIS of Clark County 21st CCLC participants enroll through

teacher referrals only. Information about the program is posted on the CIS of Clark County

website (www.cisofclark.org) and disseminated to school administrators, counselors and

teachers. Teachers are provided with referral forms. The 21st CCLC Program Director and

Elementary Afterschool Program Manager meet with school staff at the beginning of each

academic year to distribute information about 21st CCLC and how to enroll students.


17Page

3. Communication with Schools: a. Serving non-public school students and their families: 21st

CCLC Director, Michelle Allen, and Elementary Afterschool Program Manager, Amanda

McLendon, have met with Principals from the two private schools within the target area – Sacred

Heart School (K-8) in Jeffersonville and Saint Anthony School (K-8) in Clarksville. Both

schools are high-performing in ISTEP+ and have a Free/Reduced Lunch percentage of 25.6%

and 39.9%, respectively. Ms. Allen and Ms. McLendon consulted with principals from the 6

schools to be served by this grant, and explained that CIS of Clark County will offer a limited

number of spaces to these students if not filled by the 6 schools named in this proposal. These

students would be identified by teachers as in need of academic/behavioral intervention. The

families of these students will be responsible for transportation to and from the 21st CCLC school

site at which they would enroll.

b. Accessing necessary student academic records to monitor objectives and providing statewide

evaluation data: CIS of Clark County has a 12-year track record with Greater Clark County

Schools and Clarksville Community Schools in data collection. Both districts have signed an

MOU to allow CIS of Clark County to access and evaluate data, while ensuring confidentiality.

A permission slip has been developed which goes home to parents to allow CIS of Clark County

to collect data directly from the district student database on the participating child throughout the

year. CIS Information Specialist, Amy Campbell, enters data into EZ Reports, which can then

be accessed by 21st CCLC Site Coordinators. 21st CCLC Site Coordinators sign a

Confidentiality Agreement pertaining to this data in EZ Reports.

c. Sharing Information on Student Progress with School-day Staff, Families, Community

Stakeholders: A Weekly Communication Form has been developed which allows for regular

communication and information sharing between 21st CCLC Site Coordinators, Students,


18Page

Teachers, and Parents/Guardians. The Communication Form reports the student’s 21st CCLC

attendance, what assignments have been worked on, and what successes and struggles were

experienced. This form is published in both English and Spanish.

In addition to the Weekly Communication Form, a 21st CCLC Newsletter for Parents will

go home monthly with each participating student, in both English and Spanish (Hispanic

Connection partnership). Site Coordinators are expected to develop relationships with

parents/guardians of enrolled students and communicate directly with them regarding any

concerns, student progress, etc. Translators will be available once per week at sites with high

numbers of ELL students and families to ensure consistent communication with 21st CCLC Site

Coordinators (Hispanic Connection partnership).

CIS of Clark County is able to communicate program information and results to

community stakeholders in a variety of ways. These include: annual presentations to city/county

government; production and dissemination of the agency’s Annual Report to over 1,000

individuals; presentations and dissemination of printed materials at three annual fundraisers and

two community outreach events; regular e-newsletter communication to 1,000+ donors and more

than 600 families; through the CIS of Clark County website and social media outlets; annual

presentations to school principals, teachers, and district leadership.

d. Alignment of In school and Out-of-school Time Efforts to Support Student Success: The 21st

CCLC Site Coordinator will begin his/her workday at 1:00pm, to ensure adequate time for

consultation with teachers and other school staff regarding individual student needs/concerns.

This includes academic progress, behavioral issues, school attendance problems, and/or any

known home-life or special issues. This time is also an opportunity for the Site Coordinator to

gather information on school-day curriculum, in order to ensure a connection with the school day


19Page

during Enrichment and other 21st CCLC program activities. The Site Coordinator is also able to

utilize this time for administrative program duties such as creating the Monthly Newsletter and

completing students’ Weekly Communication Forms.

At all of the 6 schools named in this proposal, CIS of Clark County operates school-day

services. These integrated student supports include a Master’s-level Therapist (contracted

through Centerstone Mental Health) and a part-time CIS Resource Coordinator. The role of the

Resource Coordinator is to liaise with teachers and other school staff (counselors, Assistant

Principals, Principal) to identify students in need of additional academic, behavioral, or

emotional support and connect that student to appropriate services. CIS Resource Coordinators

provide individual and small-group academic support during the school day. They also

coordinate the 3,2,1 Read program (reading intervention / mentoring by community volunteers),

and the Bare Necessities program (providing basic needs items to homeless and low-income

youth and families). Having CIS programming available during the school day ensures a smooth

continuation of services for at-risk students into the after-school hours, and ensures the students’

needs are well-documented and communicated to both in- and out-of-school CIS and/or school

staff. Additionally, 21st CCLC Site Coordinators begin their workday at 1:00pm, allowing them

to communicate with CIS Resource Coordinators regarding specific student needs, and

recommendations for student referrals to 21st CCLC programming. At some sites, the Resource

and Site Coordinator positions are filled by one person, which brings a high-level of program

quality, connection with school staff, and gives CIS of Clark County an opportunity to offer a

full-time position which attracts higher-quality staff.

4. Programs that promote Parental Involvement, Family Literacy, and Related Family

Educational Attainment: Strategies toward Parental Involvement are fully described in Section


20Page

II. Competitive Priority Points, and Section V. Program Design and Implementation. CIS of

Clark County has selected Literacy as a Priority area for Cohort 9 programming and has included

Family Literacy activities within this proposal. These include: Family Literacy Nights (Story

Time Circle, Drama Performances), and Spanish Language Interpretation. Additionally, 21st

CCLC Staff utilize Weekly Communication Forms and Monthly Newsletters to inform families

on student progress, any concerns, and of program activities and highlights. Families will be

invited to participate in selected enrichment activities, such as community service projects.

Parents / family members will also be represented on the CIS Afterschool Advisory Council.

To address the needs of working families, services and activities for families will be

available for adults during the evening hours. Family community service activities and

educational opportunities for parents will be scheduled during the evening or on weekends.

The total hours and days of family services does not exceed the hours and days of student

activities. Hours for adult-only services will vary, but should not exceed 10 hours per month, per

site (including events). Regularly scheduled 21st CCLC programming for youth will operate 14

hours/week, 56 hours/month. Family and special events will increase the per week/month total

hours of programming for youth.

5. USDA Approved Snacks for 21st CCLC Children: GCCS and CCS districts provide daily

snacks for students through the USDA National School Lunch Program. School districts prepare

snacks and provide CIS 21st CCLC staff with training on snack distribution and record-keeping.

Through a partnership with Dare to Care Food Bank, CIS of Clark County will provide a

complete, daily hot meal for all 21st CCLC students at Parkwood and Northaven Elementary

schools. Dare to Care delivers the meals to the site daily, and 21st CCLC staff serve the students.


21Page

Dare to Care provides training to 21st CCLC staff on serving procedures and record-keeping.

This program is supported in-part by the USDA CACFP for At-Risk Youth program.

6. Weekly Schedule

Table VII: Weekly Schedule – Elementary 21st CCLC Programs at 6 sites Service Providers for Enrichment will rotate between schools in 8-10 week units.

Monday Tuesday Wednesday Thursday 7:30 – 8:30 AM Homework Check

Reading/Quiet Games

Homework Check Reading/Quiet

Games


Games


Games 3:20 – 4:00 PM Snack & Bring It

Together Activity Snack & Bring It Together Activity

Snack & Bring It Together Activity

Snack & Bring It Together Activity

4:00 – 5:00 PM Academic Support: • Homework Help • Literacy Coaching

/ Small-Group / Individual Tutoring

• Computer Lab or Educational Games (for those finished)

Academic Support: • Homework Help • Literacy Coaching

/ Small-Group / Individual Tutoring Computer Lab or

Educational Games (for those finished)







4:45 – 5:15 PM Dare to Care Meal Parkwood/Northaven

Dare to Care Meal Parkwood/Northaven



5:00 – 6:00 PM Enrichment: Varies based on Planned Enrichment Unit • Book / Story Club • STEAM / STEM • Outside

Enrichment • Service Learning • Themed Activity • Calendar Activity • Creative Arts

Enrichment: Varies based on Planned Enrichment Unit • Book / Story Club • STEAM / STEM • Outside

Enrichment • Service Learning • Themed Activity • Calendar Activity

Creative Arts



Creative Arts



Creative Arts

ALL SITES Table VIII: Hours and Weeks of 21st CCLC Program Operation for Students and Families

School Year – Hours per day Week day

Before School Week day

After School Weekend

Days Evening

Hours with Students 1 2.50 0 2 (one Family Night per semester per site)

Hours with Family Members 0 1 0 2 (one Family Night per semester per site)

Number of days per week 4 4 0 1 (one Family Night per semester)

Number of weeks 34 34 0 2 (one Family Night per semester)

Total Program Hours 136 340 0 4


22Page

7. 21st CCLC Learning Center: Since its first grant award in Cohort 5, CIS of Clark County

has only referred to its programs as 21st Century Community Learning Centers. The IDOE 21st

CCLC logo is prominently featured on all program newsletters, the Weekly Communication

Form, the agency Annual Report, social media outlets, in all press releases, and the CIS of Clark

County website. CIS of Clark County also uses this terminology in any and all communication

with school and district personnel, CIS of Clark County staff, and the community at-large.

VI. PROFESSIONAL DEVELOPMENT (5 points) - 2 pages

CIS of Clark County program staff will attend all IDOE-required professional development,

including IDOE 21st CCLC Orientation, Spring Training, National/Regional Trainings; and will

send representation to the Indiana Youth Institute Kids Count Conference. CIS of Clark County

conducts in-house orientation & in-service days for program staff. This training is conducted by

Indiana University Southeast professors, public school teachers/personnel, other community

partners, and CIS of Clark County senior staff.

Table IX: Professional Development Activities – Year 1 Professional

Development Activity Provider of Activity Relevant Program

Objective Expected Staff Outcomes

21st CCLC Orientation 21st CCLC Office All Program Management will be familiar with 21st CCLC goals, objectives, program requirements, and reporting requirements

CIS Orientation / Site Coordinator Training

CIS of Clark County All Select Site Coordinators are equipped with Handbook, relevant information to get their 21st CCLC site to operation by August 2018

Monthly 21st CCLC Staff Meetings

CIS Program Director, Elementary Afterschool Program Manager, Community Partners

All Monthly meetings include Professional Development from 21st CCLC Management and community partners on topics related to academics, enrichment, and behavior management

21st CCLC Required Trainings – Spring and

IDOE, 21st CCLC Office All Site Coordinators and Senior Staff gain


23Page

Fall knowledge to improve their 21st CCLC programs and improve outcomes for participating students and families

National Training Conference

TBD All Senior Staff will gain strategies, tools, and learn of exemplary programs that can improve outcomes for participating 21st CCLC students and families

CIS of Clark County In-House Training

IUS Professors, Certified Teachers, School Personnel, Community Partners, CIS of Clark County Senior Staff

All, especially Objective 2.4 in Program Design Chart – Programming will meet or exceed high quality standards

100% of Site Coordinators will participate in a minimum of 12 hours of in-service training including. Topics include: Behavior Management, High Energy After School Programs, Extending the School Day, CATCH Activities, Youth Protection Training, Linking with the School Day, STEM Activities, Involving Parents

CPR / First Aid Certification, Drug Screening, Background Checks, Fingerprinting, TB Screening

Local providers including: Clark County Health Department, Safety NET, Mr. Rick Hurst (CPR Instructor), Norton Healthcare, Intellicorp

All, especially Objective 2.4 in Program Design Chart – Programming will meet or exceed high quality standards

100% of Program Staff will complete annual certification / re-certifications. 100% of Program Staff will pass a drug screen, background check, and TB test prior to hiring.

Indiana Youth Institute Annual workshops

Indiana Youth Institute One-day workshops/trainings in a variety of topics related to youth development

50% of Site Coordinators will attend one IYI workshop per year

Indiana Youth Institute Kids Count Conference

Indiana Youth Institute 2-day conference giving training, best practices, programs, trends, etc. on a variety of topics related to youth development

50% of Site Coordinators will attend the IYI Conference each year. 100% of Program Management (Program Director, Program Manager) attends.

21st CCLC Staff are surveyed twice per year and asked for feedback on programming, as

well as professional development opportunities. Staff may request specific professional

development, and/or suggest professional development providers for monthly meetings. 21st

CCLC Site Staff are evaluated by the Program Director and Program Manager annually, to


24Page

assess specific staff member needs in areas of training. CIS of Clark County maintains a

“Floater” position for afterschool programs. This position is able to fill in when staff are absent.

He/she is also able to visit each site on a regular basis, sharing best practices from site to site.

Each site meets with their team weekly to discuss successes, challenges, and to plan program

activities for students and families.

VII. EVALUATION (15 Points) 7 pages

A. Evaluation Plan: Using summative and formative data, the evaluation plan measures

progress toward the Goals, Objectives, and Performances Measures (described in Section V) and

allows for regular reporting and ongoing program improvements. Diehl Consulting Group

(DCG) has been selected to serve as the local evaluator for this project (see attached MOU).

Evaluator qualifications. During the last 17 years, DCG has provided evaluation services

to over 50 federal-, state-, and locally-funded afterschool sites.

Table X. Select Experience DCG consists of four full-time consultants (PhD or master’s), two associate consultants (master’s or bachelor level), and an executive assistant. DCG staff have experience in youth development (including afterschool), social work, human resources, community heath, industrial organizational psychology, applied experimental psychology, public administration, communication, advanced statistics and analytics, quantitative and qualitative research design, and grants management. DCG staff include a former 21st CCLC Project Director responsible for the management of four state and federal 21st CCLC grants and a former 21st CCLC assistant program director/site coordinator responsible for the administration of programming at two state-funded 21st CCLC programs. DCG staff have over 10 years of experience using the state data collection system (EZReports). Team members have been invited to present on evaluation and program development by both the Indiana Department of Education and the United States Department of Education. Subcontractor with American Institutes for Research as part of the national 21st CCLC evaluation. Invited to participate in planning for the IN-QPSA and 21st CCLC Program Evaluation Guidelines. Membership on the Indiana Afterschool Network (IAN), American Evaluation Association, and Indiana Evaluation Association. Type of data to be collected. Data sources have been identified for each of the performance

measures listed in Section V – Program Design & Implementation. Data collection will include

site observations, stakeholder surveys, demographics, program attendance, school achievement

data, and school behavior data. Data are described in detail in Table IV – Program Design

Chart.


25Page

When data will be collected. Timelines for data collection are included in Table IV –

Program Design Chart. Data will be collected and entered into EZReports based on availability

from the district. The district will provide academic data, and program staff will enter/import

these data into EZReports. DCG staff will support this process by overseeing data imports into

EZReports, ensuring quality and minimizing manual entry. Staff will collect and enter daily

attendance into EZReports. Program staff will administer surveys, and evaluators will

enter/analyze the data. DCG staff will provide ongoing technical assistance to assure quality of

data collection/entry.

Instruments used to collect data. Instruments have been developed/identified to address

all aspects of the evaluation plan (see Table IV).

Table XI. Data Sources, Instruments, and Data Collection Timeline Data Type/ Collection Timeline

Instrument Description/ and Associated Performance Measures (PM)

Demographic: Ongoing

EZReports: Grade level, race, ethnicity, lunch status, sex, education program. Demographics will serve as independent variables in analyses of participant attendance and performance, as appropriate. PM: All

Achievement: Fall and spring

(Annually)

Star Assessment (K-5): Benchmark values will based on instructional recommendations on Class assessments. PM: 1.1.1, 1.2.1

Achievement: Spring

(Annually)

State Assessment (3-5): Student performance will be measured using proficiency level. Proficiency will be compared by attendance gradation and student demographics. PM: 1.1.3, 1.2.3 Student Report Card Grades (1-5): The evaluation will examine participant report semester card grades (reading, math). PM: 1.1.2, 1.2.2

Attendance: Entered weekly and submitted

monthly

EZReports: (a) Number of attendees; (b) number and percentage of regular attendees; (c) number and percentage of students by attendance gradation level (1-29 days, 30-59 days, and 60+ days); (d) number of sessions provided; (e) number of program days provided; (f) number of students enrolled; and (g) average daily attendance. PM: 1.3.1

Teacher Perceptions of

Program Quality: Spring

(Annually)

DOE Teacher Survey: This survey consists of 10 items related to specific improvement in (a) turning in homework, (b) completing homework, (c) class participation, (d) volunteering, (e) class attendance, (f) being attentive in class, (g) behaving well in class, (h) satisfactory or better academic performance, (i) coming to school ready/prepared to learn, and (j) getting along well with other students. PM: 2.3.1

Stakeholder Perceptions of

Program Quality:

November and April (Annually)

Quality Improvement Scale: The quality improvement scale is a customizable, multi-item instrument created to measure five domains of afterschool quality: Environment and Climate, Relationships, Youth Participation and Engagement, School Day and Afterschool Linkages, and Parent/Family/Community Partnerships. Additionally, this scale includes items to measure school adjustment behaviors, parental engagement, and overall program satisfaction. PM: 2.2.1, 2.3.1, 2.4.2, 3.2.1, 3.2.2, 3.3.1, 3.3.2


26Page

Site Observations: Fall and spring

(Annually)

IAN Standards-Based Observation: An observation tool developed by DCG staff that assesses the presence of State afterschool standards. DCG will conduct site observations twice per year at each site. PM: 2.4.3

Behavior: Spring

(Annually)

Suspensions: Number of in-school and out-of-school suspensions. PM: 2.1.1

Use of evaluation data to drive program improvement: The Program Director,

Elementary Afterschool Program Manager and staff, in partnership with DCG, will utilize

program evaluation data to make necessary program improvements. DCG has developed a

Program Improvement Worksheet that will accompany each report provided to the program. The

worksheet includes areas for improvement, program staff comments, proposed improvement

strategies, resources needed, and a timeline. This worksheet will be completed in collaboration

between staff and evaluators to guide the development of improvement strategies, and the

worksheets will support program improvement meetings. Program improvement will be

incorporated into regular staff meetings and reports/improvement worksheets reviewed. Staff

will be encouraged to contribute to planning. Through the advisory council and IN-QPSA team,

multiple stakeholders (including school staff, parents, and students) will guide the program

improvement process. These groups will review evaluation data and vet program improvement

plans. DCG staff will be available to support these processes throughout the grant. As noted

above, DCG instruments and reporting are aligned with the IDOE guidelines and the IN-QPSA

process. Afterschool Standards are incorporated into the evaluator recommendations where

applicable.

B. Annual Reporting: The evaluation plan has been developed to ensure timely delivery

of comprehensive reports that address the required and program-specific goals, objectives, and

performance measures. A year-end report template has been created by DCG that aligns with the

Indiana 21st CCLC Evaluation Guidelines. The graphics-heavy report is designed to present data


27Page

from all four years of the grant so that staff can track progress across the life of the project.

Yearly attendance trends, academic performance (including Required Performance Measure

progress), student behavior, survey responses, site visit summaries, IN-QPSA summaries, and

progress toward all performance measures (with supporting evidence). To promote program

improvement, formative reports are also provided throughout the year. The evaluator will

provide 1) an aggregated final report at the end of the grant; 2) year-end reports following each

year of implementation; 3) process evaluation reports biannually that include data from

stakeholder surveys; 4) site visit reports biannually that provide data related to program quality;

and 5) IN-QPSA summaries information incorporated into the year end-report.

Evidence of program quality (IAN Program Quality Standards and Indiana State

Standards): DCG staff conducted an extensive mapping process that linked IAN Standards to

specific data points measured by site observations and stakeholder surveys described above, and

as a result, data will be readily available to inform the IN-QPSA. An IN-QPSA Assessment Team

of key staff and stakeholders (including evaluator) will be assembled to collect data, assess

program quality, and complete the online tool. Action plans will be developed, and IN-QPSA

plans will be integrated into the yearly local evaluation report. Indiana State Standards inform

the development of programming and the evaluation. Formative assessments are aligned with

standards and report the extent to which standards are mastered. State Standards will be

incorporated into evaluator recommendations for improvement (as appropriate) and program

improvement planning.

Student attendance trends: Following each program year, the evaluator will export

attendance data for all attendees. Attendance trends (including demographic comparisons) and

progress toward attendance targets will be reported following the fall semester and in the year-


28Page

end report. Student ID numbers will allow multi-year attendance to be examined, and attendance

will be linked to other student outcomes.

Progress toward goals, objectives, and performance measures: As demonstrated above,

evaluation strategies have been established to collect, analyze, and report the data necessary to

assess the goals, objectives, and performance measures listed in Section V – Program Design

and Implementation. Annually, progress toward goals and objectives will be reported through a

series of reports that focus on specific outcomes, and a summary of progress toward each

performance measure listed in the application will be provided in the yearly evaluation report.

Timeline of reports: A timeline (see table below) has been established to ensure the

timely reporting of program data. Databases will be maintained during each year of the grant to

house all afterschool data, and the use of unique identifiers (e.g., EZReports IDs) will allow data

from multiple years to be merged. Following year four, an aggregated report will be developed

that examines progress across the entire grant.

Table XII. 21st CCLC Report Timeline Report Type/ Description Report

Date Required

Components Aggregated Final Report (Summative) Provides summative evaluation results for all four years of the grant, reports progress for all performance measures.

summer ‘22 Program Quality,

Attendance Trends,

Performance Measures

Year End Report (Summative) Provides summative evaluation results for the program year, reports progress for all performance measures. Prior year data are included to report trends.

summer ’19, ’20, ’21, ‘22

Attendance Report (Formative): Using EZReports attendance, this report shows progress toward attendance targets following the fall semester.

end of fall semester annually

Stakeholder Survey Reports (Formative) Reports fall and spring survey data derived from the Quality Improvement Scale completed by students, parents, and staff.

Jan./June annually

Program Quality

Site Visit Report (Formative) Data from annual site visits. Data are collected using the IAN Standards Checklist.

fall, spring annually

IN-QPSA Report and Action Plan (Formative) Data generated from online IN-QPSA site and Action Plan Developed by IN-QPSA Assessment Team.

Annually based on

IDOE guidelines

Program Improvement Worksheet The Program Improvement Worksheet is provided as an attachment to the reports listed above. It includes spaces to record areas for improvement, staff comments, improvement strategies, resources needed, and timeline.

Ongoing


29Page

C. Required Data from Schools: A partnership has been developed between program

staff and Greater Clark County Schools (GCCS) and Clarksville Community Schools (CCS)

which gives CIS of Clark County direct access to PowerSchool (GCCS) and Infinite Campus

(CCS), the district databases containing student grades, attendance records, and demographics.

CIS of Clark County also has access to Pivot Dashboard which contains Star, ILEARN and other

standardized assessment scores. Participant information is gathered by the CIS Information

Specialist and entered directly into EZReports. PRIDE grades (student conduct at GCCS) are

provided to CIS of Clark County by Karen Spencer, GCCS Supervisor of Assessment, who

manages achievement data for the district. Conduct grades and other student-level data at CCS

are provided by Angela Henderson. The CIS Information Specialist will request data quarterly

(every 9-weeks) from Ms. Spencer and Ms. Henderson. Grades, attendance and behavioral data

are collected quarterly. Test scores are collected at the end of each semester, or as they become

available (ILEARN not available until several months past the close of the academic year). A

timeline has been developed with the district to ensure that all required data are collected in

adherence with IDOE guidelines. The data-gathering provisions are included in the attached

MOU’s with GCCS and CCS.

To maximize teacher participation in surveys, CIS of Clark County will utilize school-

level administrators, the CIS school-day staff, and reminders via the GCCS and CCS email

system. Teacher Surveys will be collected by the 21st CCLC Site Coordinator, and are

administered annually in the Spring. Parent, student, and CIS Staff surveys are administered bi-

annually by Diehl Associates. Principal surveys are administered bi-annually by the CIS

Program Director.

D. Early Learning Programs: N/A


30Page

E. Required Performance Measures: Performance measures have been developed for

each site and are included in Section V – Program Design and Implementation. The selected

measures have been written as specified by the RFP, and targets were selected based on a review

of prior year proficiency levels and school improvement plans. Math and ELA measures utilized

the Star assessment, which are aligned with ILEARN/State Standards and inform the district’s

instructional strategies. Data will be collected from the districts (see Section VII. C, above), and

scores/proficiency levels will be imported into EZReports and merged with afterschool

attendance. Proficiency rates will be calculated and compared across administrations (fall and

spring). Afterschool attendance STPMs will be assessed using EZReports.

VIII. SUPPORT FOR STRATEGIC PRIORITIES (5 Points) – 2 Pages

CIS of Clark County will recruit individuals with a background in education to work as Site

Coordinators for the 21st CCLC programs in 6 elementary schools. Site Coordinators will work

with the 21st CCLC Program Director and Elementary Afterschool Program Manager to develop

curriculum, and to ensure connection to school day learning. Site Coordinators begin their

workday at 1:00pm, allowing them planning and administrative time, and to communicate with

teachers and CIS Resource Coordinators regarding school-day curriculum, individual student

progress/needs, and to take referrals for students needing to enroll in 21st CCLC. In addition to

school homework help, Literacy Coaching, and tutoring, Programs & Curriculum that have been

chosen for elementary school programs also address Indiana Common Core Standards. The table

below offers several examples.

Table XIII: Indiana Academic Standards & 21st CCLC Programming Indiana Academic Standard Corresponding 21st CCLC Program

3.W.1: Writing Standard 3rd Grade: Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and

Service Learning: Students research a problem in their community to solve, find evidence of problem. Use journals, etc. to document experience and share with others. Journaling: As a weekly “Bring It Together” activity,


31Page

nonfiction texts.

students journal about their experiences.

1.RF.1: Reading Standard 1st Grade: Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills.

Family Literacy Nights: Adult Family members participate in a “Story Circle” activity and learn strategies for reading aloud to their children to build reading skills

4.PS.4 Physical Science Standard 4th Grade: Describe and investigate the different ways in which energy can be generated and/or converted from one form of energy to another form of energy.

Mad Science: 9-week unit exploring many areas of science, including Chemistry with hands-on experiments.

2.M.4 Mathematics Measurement Standard 2nd Grade: Estimate and measure volume (capacity) using cups and pints.

Cooking with Chef Nancy: Cooking enrichment includes lessons on units of measurement and measurement conversion.

IX. SUSTAINABILITY PLAN (5 points) – 1.5 pages

Eight years ago, CIS of Clark County began providing before- and after-school childcare

programming in Greater Clark County Schools (Extended Day Learning), which provides an

earned income stream to fund school-day programming. This income stream continues to grow

and provides enough funding to sustain 21st CCLC programs in Clark County, should 21st CCLC

funding be reduced or become unavailable. Additionally, the Extended Day Learning proceeds

help to pay for food and incentives, which are ineligible expenses under 21st CCLC.

CIS of Clark County’s Finance Committee has evaluated financial risk scenarios for the

organization, including what amount of funding would be needed to sustain afterschool programs

currently funded by 21st CCLC. Strategies to address this funding gap are included in the

organization’s formal Development Plan and 3-Year Strategic Plan. Strategies include a

renewed focus on unrestricted individual and business giving (currently represents only 1% of

total revenue) through crowdfunding, additional fundraising events, peer-to-peer meetings, and

site tours. CIS of Clark County has a strong history of meeting and exceeding funding goals

through grants, sponsorships, and earned income streams. Funders to CIS of Clark County


32Page

include: Community Foundation of Southern Indiana, Community Foundation of Louisville,

Metro United Way (agency status), Duke Energy Foundation, Vectren Energy Foundation,

Indiana Arts Commission, CIS National, and Region 18 Child Abuse Prevention. Partner school

districts have pledged in-kind support for 21st CCLC programs, and have been providing

financial support CIS of Clark County since 2011.

Future funding sources include local businesses and corporations through the efforts

described above. In addition, CIS of Clark County is eligible for future funding opportunities

through its affiliation with Communities In Schools National, including funding from the Bill

Gates Foundation and America’s Promise.

X. SAFETY AND TRANSPORTATION (5 points) – 2 pages

a) Maintaining student safety on-site and during off-site activities: CIS of Clark County will

implement policies and practices to ensure student safety, in collaboration with school

regulations. CIS of Clark County does not provide transportation to students to or from the 21st

CCLC site with the exception of planned field trips. Parents are required to fill out permission

slips for students who are allowed to walk home, and must provide the names of anyone who is

or is not permitted to pick the youth up, as well as emergency contact numbers. Anyone picking

up a student must sign out and show ID to the Site Coordinator if not the regular pick up person.

For off-site activities (none currently planned in this proposal), students must have parental

permission to attend. Group leaders (staff, parent volunteers) will be placed in charge of a small

group of students to ensure all students are accounted for at all times when off-site.

b) How personnel hired will meet minimum requirements and have all required

licenses/certifications: All CIS of Clark County must pass a Criminal History Background Check

and Drug Screening. All staff are given training in CPR and First Aid, and participate in a


33Page

minimum of 14 hours of afterschool program training prior to the start of the academic year.

Staff meet monthly for additional professional development.

c) How a safe facility will be maintained: Operating 21st CCLC at the school site helps to ensure

a safe facility is maintained at all times, as 21st CCLC spaces are used for other purposes

throughout the school day. CIS of Clark County adheres to all Indiana Afterschool Network

guidelines regarding facility safety; including ensuring no observable safety hazards are in the

program space, and that equipment for active play is safe through regular inspection.

XI. BUDGET (5 points) See attached Budget Workbook for complete spreadsheets.

Budget Narrative: The total budget for each year is $299,181, which does not include $302,400

in in-kind match from Greater Clark County Schools and Clarksville Community Schools. The

cost/participant (132 students and 60 parents/year) charged to the 21st CCLC grant is $1,558

(approximately $11/day). Any reductions in funding that may occur in Years 3 & 4, particularly

in personnel and supplies line items, will be absorbed by the CIS of Clark County General

Operating Budget as an in-kind match.

Table XIX: Year 1 Budget Explanation Item Explanation

Personnel - $190,474 --28% (11 hours/week) of CIS of Clark County’s full-time Program Director paid $73,710 per year. --75% (30 hours/week) of CIS of Clark County’s full-time Elementary Afterschool Program Manager, paid $40,560 per year. --60% (24 hours/week) of CIS of Clark County’s full-time Information Specialist paid $12/hour. --20% (8 hours/week) of CIS of Clark County’s full-time CFO paid $45,000 per year --Elementary Site Coordinators paid $15/hour, and Site Assistants paid $10/hour. Number of weeks / hours per week vary between Coordinators and Assistants and are detailed in the attached budget. Total site-based staff: $115,620

Fringe - $14,571 7.65% of the total Personnel cost – FICA (payroll taxes) only Travel - $3,678 Mileage, hotel, airfare for Program Director , Program Manager and staff to attend

local, regional, and national conferences as required. Mileage for Director and Manager to perform Site Visits at 6 elementary sites.

Transportation - $0 Equipment - $0 Supplies - $10,440 --$30 per enrolled student for academic, enrichment, and publication supplies (school

supplies, newsletter, activity supplies) --$100 per site for office supplies --$15 per RAP for Mad Science supplies


34Page

--$6/book x 140 students x 4 books/year for Literacy Activities (Book/Story Club) Contractual - $42,360 --Outside Evaluation services 6% total grant amount ($18,000)

--Literacy Coaches (6 x 29 weeks x 4 hrs/week) $24,360/year Professional Development & Training - $3,160

--Conference registration fees for Indiana Youth Institute, IDEO Spring 21st CCLC Training, and one National or Regional 21st CCLC training per year --Stipends for trainers presenting at monthly staff meetings and annual staff orientation --CPR & First Aid Training for 21st CCLC site staff

Other - $27,200 --IDOE Data Collection --Enrichment Activities including YMCA, Mad Science of Kentucky, Literacy, others --Hispanic Connection of Southern Indiana translation and interpretation services

Indirect Costs - $7,297 Calculated at 2.5%. To contribute to costs associated with CIS of Clark County Main Office overhead, which houses all FT staff working on 21st CCLC in addition to 3 other full-time and 1 part-time staff positions. Indirect costs will include a small percentage of building rent, phone/internet, utilities, payroll services, and agency marketing/advertising.

XII. GRANT PROPOSAL ADMINISTRATION (5 points)

This response to the 2017 (Cohort 9) RFP for 21st Century Community Learning Centers funding

has been submitted on time, with all required materials, in the order instructed. The Narrative

includes a 2-Page Abstract, 28.5-Page Narrative, 3.5-Page Program Design Chart (Section V),

and Budget Workbook. All sections of the Narrative fall within page # restrictions which are

noted in each section of this proposal.

Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total

$-

ProgramDirector 35.50$ 57252wk,11hr/wk 20,306$

ProgramManager 19.50$ 1560 52wk,30hr/wk 30,420$

SiteCoordinators 15.00$ 5412 6x41wk,22hr/wk 81,180$

InformationSpecialist 12.00$ 1248 52wk,24hr/wk 14,976$

ProgramAssistants 10.00$ 3444 6x41wk,14hr/wk 34,440$

ChiefFinancialOfficer 22.00$ 416 52wk,8hr/wk 9,152$

-$ -$

-$ -$

-$ -$

-$ -$

$190,474

EXAMPLE:FICA(full-time)

Sumofthe'totals'lineofallfulltimestafflistedinthe

abovesection7.65% seedetails MultipliedsumofcellDandcellEinthisline

FICA$190,474.00

7.65% seedetails 14,571.26$$-

-$$-

-$$-

-$$-

-$$-

-$$-

-$$-

-$$-

-$

$- -$

$14,571

-$

HotelforFallTraining $104.00 6 3rooms,2nights 624$

HotelforIYIKidsCount $104.00 6 3rooms,2nights 624$

HotelforSpringTraining $104.00 6 3rooms,2nights 624$

MileageforConferenceTravel $0.36 2034 226miles,3cars,3conferences 732$

MileageforSiteVisits $0.36 450 15miles,6sites,5visits 162$

HotelforRegional/NationalConference $104.00 3 1room,3nights 312$

Mileage/AirfareforRegional/NationalConference 600.00$ 1 estimate 600$

-$ -$

-$ -$

-$ -$

$3,678 Rounded

-$

$- -$

$- -$

$- -$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

$-

-$

$- -$

$- -$

$- -$

$- -$

$- -$

$- -$

Personnel

21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:XXXXXX

FringeBenefits

Travel

Travel

Equiptment

Directions:Pleaseentereachitemtotobefundedintotheappropriatefundingcategory.Allcomponents(Description,CostEach,andQuantity)mustbecompletedforthebudgettobeapproved.Pleaseuse"QuantityDescriptionifneeded"asnecessarytoexplainthecostitems.TheSubtotalsandTotalBudgetwillcalculateautomatically.Inputallnumbersroundedtothenearestdollaramount.Pleaseprovidebudgetdetailonthetabsprovidedforthebudgetcategories.

SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

$- -$

$- -$

$- -$

$- -$

$-

-$

AcademicandEnrichmentSupplies(pencils,paper,craftsupplies,etc)

30.00$150 25students/6sites

4,500$

OfficeSupplies(paper,printerink,postage,etc.)

100.00$6 paper,printerink,communicationforms,postageetcfor6sites

600$

MadScienceSupplies 15.00$132 22students/6sites

1,980$

BooksforLiteracyActivities 6.00$560 140students/4timesayear

3,360$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

$10,440

-$

-$

LocalEvaluationServices $300,000.00 6% %ofaward 18,000$

LiteracyCoaches $35.00 696 6x29wk,4hr/wk 24,360$

$- -$

$- -$

$- -$

$- -$

$- -$

$- -$

$- -$

$- -$

$42,360

-$

FallConferenceRegistration $125.00 3 3staffmembers 375$

IYIKidsCountRegistration $250.00 3 3staffmembers 750$

SpringConferenceRegistration $125.00 3 3staffmembers 375$

StipendsforPDtrainers $100.00 7 7speakers 700$National/RegionalConference

Registration $300.00 1 ProgramDirectorRegistration 300$

CPR/FirstAidTraining $55.00 12 12staffmembers 660$

$- -$

$- -$

-$ -$

-$ -$

$3,160

-$

DataCollection $1,000.00 6 EZReports-6Sites 6,000$

YMCAEnrichment $80.00 40 4sitesx10weeksession 3,200$

MadScienceSTEMEnrichment $3,000.00 2 2sites 6,000$

LiteracyEnrichment $75.00 30 3sitesx10weeksession 2,250$

VariousEnrichmentActivites $75.00 30 3sitesx10weeksession 2,250$

TranslationServices $750.00 10 10months 7,500$

$- -$

$- -$

$- -$

$- -$

$27,200

-$

$291,884

IndirectCosts $291,884 3% approvedrate 7,297$

-$ Rounded

$7,297

Rounded

$299,181

RoundedTOTALYEAR1

Supplies

Contractual

SUBTOTAL

SUBTOTAL

Equiptment

TotalDirect

IndirectCosts

SUBTOTAL

SUBTOTAL

ProfessionalDevelopment&Training

Other

SUBTOTAL

SUBTOTAL

SUBTOTAL

Line Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total

TheProgramDirector,ProgramManager,SiteCoordinators,

-$ 190,474$SiteAssistants,InformationSpecialist,andCFOarepaid

-$ -$

CISofClakrCounty'swagescale. -$ -$

-$ -$

-$ -$

$190,474

FTProgramDirector 20,306.00$ 0.0765 1,553$

FTProgramManager 30,420.00$ 0.0765 2,327$

FTInformationSpecialist 14,976.00$ 0.0765 1,146$FTChiefFinancialOfficer 9,152.00$ 0.0765 700$

PTSiteCoordinators&Assistants 115,620.00$ 0.0765 8,845$

$14,571

Travelcostsareassociatedwith -$3,678$

thecurentstatetravelpolicy -$-$

-$-$

-$-$

-$-$

$3,678

-$-$

-$-$

-$-$

-$-$

-$-$

$-

-$-$

-$-$

-$-$

-$-$

-$-$

$-

Theproposalincludessuppliesfor6sites.EnrichmentsuppliesmayincludeSTEM

30.00$ 1504,500$

programmingmaterials,books,artsupplies,educationalgames,journals.

-$-$

OfficeSuppliesincludepaper,pens,calculators,copies,pencils,hand

100.00$ 6600$

sanitizer,papertowels,firstaidkits.$100/site

MadSciencesupplieschargedperstudent 15.00$ 1321,980$

BooksforLiteracyActivities,tobesharedamongsites

6.00$ 5603,360$

$10,440

CISofClarkcountywillcontractwithDiehl 300,000.00$ 0.0618,000$

ConsultingGroupattheIDOE-approved -$-$

rateof6%oftheannualgrantaward -$-$

LiteracyCoaches(certifiedteachers)1hr/day 35.00$ 69624,360$

at$35/hour -$-$

$42,360

-$-$

-$-$

Lines86-87 Contractual

SUBTOTAL

Contractual

Equiptment

SUBTOTAL

Lines72-75 Supplies

SUBTOTAL

Lines33-39 Travel

SUBTOTAL

Transportation

SUBTOTAL

Lines7-12 Personnel

SUBTOTAL

Line20 FringeBenefits

SUBTOTAL

-$-$

-$-$

-$-$

$-

ExpensesforIDOE-requiredtrainings& -$1,800$

conferences. -$-$

StipendsforlocalpresentersprovidingPDatannualOrientation

100.00$ 7700$

CPR/FirstAidTrainingfor12Sitestaff 55.00$ 12660$

-$-$

$3,160

IDOEDataCollection 6.00$ 10006,000$

YMCAEnrichmentchargedpersession 80.00$ 403,200$

MadSciencechargedperunit 3,000.00$ 26,000$

LiteracyEnrichment(drama,foreignlanguage,etc.)

75.00$ 302,250$

Variousotherenrichment(music,characterbuilding,etc.)

75.00$ 302,250$

Translation/Interpretationservices 750.00$ 10 $750/monthx10months/year7,500$

$27,200

2.5%ofDirectCosts 291,884.00$ 0.0257,297$

-$-$

-$-$

$7,297

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

$-

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

-$-$

$-

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

SUBTOTAL

Line127 IndirectCosts

SUBTOTAL

SUBTOTAL

Lines99-104ProfessionalDevelopment

&Training

SUBTOTAL

Lines112-117 Other

SUBTOTAL

Contractual

SUBTOTAL

CommunitiesInSchoolsofClarkCounty,Inc.

21stCenturyCommunity

LearningCenters–Cohort9

AppendixAMemorandumsofUnderstanding

1. GreaterClarkCountySchools

2. ClarksvilleCommunitySchoolCorporation3. DiehlConsultingGroup

4. HispanicConnectionofSouthernIndiana5. YMCAofSouthernIndiana–ClarkCounty

6. MadScienceofKentucky

Appendix B - Evidence of Previous Success

1) Student Recruitment and Retention: In our 7th year as a 21st CCLC grantee, CIS of

Clark County continues to provide 21st CCLC programming at 7 elementary public school sites.

A list of current delivery sites and the number of students served at each site is listed below in

Table 1.

Table 1: Numbers of Participants Served 21st CCLC Sites Total # of students

proposed for Cohort 7 Total # students served,

Cohort 7, Year 3 Total # students

attended 60 days or more, Cohort 7, Year 3

Bridgepoint Elementary 18 34 27 Clarksville Elementary 18 19 18 Northaven Elementary 18 23 19 Parkwood Elementary 18 24 18 Riverside Elementary 18 28 22 Spring Hill Elementary 18 32 17 Wilson Elementary 18 22 19 Total: 126 182 140

• Participant Attendance: 140 students across seven elementary school sites attended 21st

CCLC programming on a regular basis (60 days or more), exceeding the goal of 126 outlined in

the Cohort 7 proposal. The sites served 182 students 1 or more times, This included 76% who

attended 60 or more days, 12% who attended 30-59 days, and 12% who attended less than 30

days.

• Participant School-Day Attendance: The Cohort 7 performance measure target was 60%

of all students who attended 60 or more days in the program would also attend more than 95% of

required school days. In Year Three, 78% of RAP also attended more than 95% of required

school days, compared to 86% in Year Two, and 90% in Year One.

• 2) Academic Outcomes: Data for the academic performance measures outlined in CIS of

Clark County’s Cohort 7 grant application are shown in Table 2. These percentages

reflect the total of all current 21st CCLC elementary sites.

Table 2 – Academic Performance Measures Success Criteria Goal Actual 1.1 English/LA % Students scoring in at least the 40th

percentile range on STAR reading test by Spring

45% 50%

1.2 English/LA % Students maintaining a grade of “C” or better or improving E/LA grade from Fall to Spring

70% 80%

1.4 Math % Students scoring in at least the 40th percentile range on STAR math test by Spring

45% 69%

1.5 Math % Students maintaining a grade of “C” or better or improving Math grade from Fall to Spring

70% 83%

CIS of Clark County Experience with providing school day and before/afterschool services

since 2002: CIS of Clark County has been operating in- and out-of-school programs and services

in Clark County’s neediest elementary schools since 2002. By bringing caring adults into the

schools to address the children’s unmet needs, CIS provides the link between educators and the

community. The result: teachers are free to teach, and students – many in jeopardy of dropping

out – have the opportunity to focus on learning. Our mission is to surround students with a

community of support, empowering them to stay in school and achieve in life. Communities In

Schools believes that every student needs and deserves these “5 basics”:

• A personal, one-on-one relationship with a caring adult

• A safe place to learn and grow

• A healthy start and a healthy future

• A marketable skill to use upon graduation

• A chance to give back to peers and the community

Vision: CIS of Clark County will strive to be the county’s premier organization for enlisting,

coordinating and facilitating effective linkages between existing public health and human

services to the students and families within Clark County.

CIS of Clark County documented the following outcomes for the 2016-2017 School Year:

• 89% of students who received tutoring from a CIS of Clark County Resource

Coordinator (in-school) maintained or improved their report card grades over the course

of the school year.

• 315 students received counseling from a licensed Centerstone therapist provided by CIS

of Clark County (in-school).

• Over 1,400 first grade students from all three Clark County School Systems received a

free vision screening from volunteer optometrists.

• 105 students met individually each week with community volunteers to work on reading

skills. The volunteers donated 1,944 hours of service to the 3,2,1 Read program and gave

away nearly 2,000 brand new books to those students

• 638 students participated in CIS of Clark County’s 21st Century Community

Learning Center and Extended Day Learning before- and after-school programs.

CIS of Clark County provides equal services in all three Clark County school districts, providing

and facilitating services of various organizations and businesses to fulfill school needs. CIS of

Clark County partners include: Metro United Way, Greater Clark County Schools, Clarksville

Community Schools, West Clark Community Schools, Community Foundation of Southern

Indiana, New Hope Services, One Southern Indiana, Centerstone Mental Health, Community

Action of Southern Indiana, Indiana University Southeast, Mad Science of Kentucky,

Commonwealth Theatre Center, Clark County Youth Coalition, Prevent Child Abuse Council,

Safe Kids Coalition, Spalding University, University of Louisville, Purdue University, and

Community Foundation of Louisville.

COMMUNITIES IN SCHOOLS OF CLARK COUNTY 21st Century Community Learning Centers Program – Cohort 9

Appendix C - Equitable Access and Participation

Communities In Schools of Clark County, Inc., and each of its project partners subscribe and adhere to all provisions of applicable civil rights statutes. Any discriminatory practices because of race, gender, national origin, color, disability or age is expressly prohibited by CIS of Clark County and its project partners. The applicant, as lead agency and fiscal agent, is sensitive to the barriers that may be posed by individuals or unintended circumstances and will endeavor to seek out and further reduce these barriers to program participation. A number of steps will be undertaken in the interest of equity of access and participation:

1. Outreach materials will clearly state the availability of programming to special needs children

2. The project will seek diversity in development/composition of Afterschool Advisory Council.

3. CIS of Clark County will adhere to its commitment to diversity in hiring practices.

4. Additional training will be made available to project staff in serving special needs populations.

5. Evaluation will address diversity and access as part of the continuous improvement plan.

6. All programming will take place in disabled accessible facilities.

7. Application of provisions of Individualized Education Plans will occur as may be necessary.

CommunitiesInSchoolsofClarkCounty,Inc.

21stCenturyCommunity

LearningCenters–Cohort9

AppendixDBoardMeetingMinutes:AuthorizedRepresentative

List of Schools to be Served by 21 - Indiana · Mad Science of Kentucky and Clark County Family...

Documents

Transcript of List of Schools to be Served by 21 - Indiana · Mad Science of Kentucky and Clark County Family...