greencastle community school corporation application · 2020-01-29 · greencastle community school...

49

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

Applicant Name: Greencastle Community School Corporation

Contact Name:

Donovan Garletts

Organization: Greencastle Community School Corporation

Phone: Fax:

765-653-9771 765-653-1282

Address: 1002 Mill Pond Lane PO Box 480 Greencastle, IN 46135

Email: [email protected]

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

Tzouanakis Intermediate School #7102 Greencastle School Corporation #6755

NO

51.4%

1% 45

N/A

5

60

45

45

45

45

Greencastle Middle School #7093 Greencastle School Corporation #6755

NO

44%

1%

45 50

50

50

50

N/A

8

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

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

50

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

Applicant Name: Greencastle Community School Corp.

Contact Name: Donovan Garletts

Organization: Greencastle Community School Corp.

Phone: Fax:

765-653-9771 765-653-1282



Name of Community Learning Center/Site

(e.g. Franklin High School, Boys & Girls Club )

Location

(Street Address)

City

Greencastle Middle School

400 Percy Julian Drive

Greencastle

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

51

Form 4 – Population Served Checklist – Attachment D

Applicant Name: Greencastle Community School Corporation Contact Name:

Donovan Garletts


Phone: Fax:

765-653-9771 765-653-1282



Populations Served (check all that apply):

_____Pre-School

x Elementary School x Middle School _____High School

_____Adult

Services: (check all that apply): x Reading or Literacy x Mathematics

____Science _____Arts and Music

x Tutoring or Mentoring ___English Language ___Learning Services

___Pre AP and/or AP Course Development ___Service Learning

x STEM (Science, Technology, Engineering & Math)

___Recreational ___Telecommunication & Technology education ___Library Services ___Services for Adults x Youth Development ___ Drug & Violence Prevention x Character Education x Global Literacy ___College & Career Readiness

Operating Hours: (check all that apply): xAfter-school ___ Summer

___Intercession

___Fall Break ___Spring Break

___Weekend ___ Before-School

53

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

Applicant Name: Greencastle Community School Corporation

Contact Name:

Donovan Garletts


Phone: Fax:

765-653-9771 765-653-1282



Date Activity Description Summer 2018 Start Date N/A Fall 2018 Start Date

September 4, 2018

July 30, 2018 Advisory Council Meeting Discuss Program Timeline assign action July 2-5, 2018 Order materials and supplies Materials available, purchase orders on

file July 16 – August 17, 2018 Recruit and hire staff Employment agreements on file July 16 – August 17, 2018 Recruit and hire volunteers Roster of volunteers July 16 – August 17, 2018 Recruit and enroll students Participant database, enrollment forms on

file August 14 – 16, 2018 Preservice training for staff and

volunteers (CPR/First Aid) Training attendance sign-in sheet

August 20– August 21, 2018 Other initial training / preparation Training attendance sign-in, review handbook

August 22, 2018 – May 23, 2019 Deliver literacy/STEM component Program observations, self assessment checklists

August 22, 2018 – May 23, 2019 Deliver community connections and homework support components

Program observations, student homework logs

TBA IDOE fall training Attend state training Sept 10, 2018 – May 23, 2019 Conduct data collection for

evaluation Database for local evaluation, data submitted for external evaluation

October 1– 30, 2018 Observations and coaching Program observation checklists August 22, 2018 – May 23, 2019 Provide follow up staff support and

monthly staff meetings Training assessment Professional development logs Meeting minutes

August 22, 2018 – May 23, 2019 Deliver adult education classes Class attendance sign-in sheets Nov 6 –8, 2018 Advisory Council Meeting Progress and implementation issues

report focus, meeting minutes Sept 1– 5, 2018 Family Learning Celebration flyer Distribute flyer August 22, 2018 – May 23, 2019 MONTHLY

Family Learning Celebration Monthly family nights with literacy & STEM, attendance roster

August 22, 2018 – May 23, 2019 MONTHLY

Staff meetings Review observations & evaluations

Spring 2019 March 5–7, 2019 Advisory Council Meeting Progress and sustainability report focus,

meeting minutes March 1–22, 2019 Observations and coaching Program observation checklists TBA IDOE spring training Attend state training

Program End Date May 31, 2019

ApplicantName

ApplicantFederalIDNumber

GranteeDUNS#

BudgetCategoriesPersonnel

FringeBenefits

Travel

Transportation

Equipment

Supplies

Contractual

ProfessionalDevelopment&Training

Other

TotalDirectCosts

IndirectCosts

Contractual(notincludedinICR)

Total

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

$187,600

$0

$1,775

$45,000

$0

$46,740

$12,000

$6,085

$800

$300,000

$0

$0

$300,000

21stCenturyCommunityLearningCentersBudgetSummary

ReimbursementwillonlybemadeforchargesspecificiallypermittedunderthescopeoffundingandinaccordancewithIndianaStateLawundertheapprovedgrantagreement.

ProjectYear1

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

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

GreencastleSchoolCorporation35-109793372057672

Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total

LIFEProjectDirector 25.00$ 1600 1@40hoursperweekx40Weeks $40,000

LIFESiteCoordinator 22.00$ 800 1@20hoursperweekx40Weeks 17,600$

LIFETeachers 20.50$ 4000 5@20hoursperweekx40Weeks 82,000$

LIFEAssistants 10.50$ 4000 5@20hoursperweekx40Weeks 42,000$

AfterSchoolSnackNutrionist 15.00$ 400 1@10hoursperweekx40Weeks 6,000$

$187,600

$- -$

$0

In-StateConferences $325.00 3 3staffhotelandtravel@325for3trips 975$

NationalTraining $400.00 2 2staffhotelandtravel@400for1trip 800$

$- -$

$1,775

TransportationAfterSchool $50.00 900 5buses@180daysx1way 45,000$

$- -$

$45,000

$- -$

$-

LEARNLiteracyCurriculumGrades3-8 $375.00 48

Teacherimplementationguides,customawardwinningbookcollections,

curriculumnotebooks,andstudentresponseguides. 18,000$

LITEInformationTextCurriculumGrades3-8 $275.00 48



WERDWritingCurriculumGrades3-8 $40.00 95

Teacherimplementationguidesandstudentresponseguides. 3,800$

STEM/MathKitsGrades3-8 $521.20 6

STEM/MathkitsincludeUnifixcubes,tangrams,dice,cards,counters,basetenblocks,andmathactivitiesforgrades3-8 3,127$

AdditonalcopiesofbooksforafterschoolclassroomlibrariesGrades3-8 $10.00 480

4copiesof20titlespersixgradelevels(3-8)forguidedfluencypractice. 4,800$

SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:GreencastleSchoolCorporation

FringeBenefits

Travel

Transportation

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

SUBTOTAL

Personnel

Supplies

AfterSchoolSupplies $435.50 6

Pencils,paper,markers,journals,dryeraseboards,artsupplies,andindex

cardsfor6classrooms. 2,613$

FamilyLearningNightSupplies $150.00 8

Materialsforactivitiessuchaseducationagamesformonthlyfamily

learningnights. 1,200$

$46,740

LocalEvaluationServices 300,000.00$ 4%

FeetoThrivefornegotiated%ofawardtoconductallaspectsofthelocal

evaluation 12,000$$- -$

$12,000

ProfessionalDevelopmentandTraining $23.00 192

Houryrateperpersonforworkshoptrainingsessionsprovidedbyarangeof

expertsinLitART,STEM,IndianaAcademicStandards,IndianaAfterSchool

Standards. 4,415$

TutorTrainingforNationalHonorSocietyVolunteers $54.25 20

BiMonthyTrainingfor5ormorestudentsoneffectivetutoringstrategies,classroomandsmallgroupmanagement,workingwithatriskandothertopics. 1,085$

OnlineAccesstoLiteracyTraining $45.00 13Annualsubscriptiontoonlinetraining

andwebinars 585$

$6,085

DataCollection $800.00 IDOESuggestedFeeforDataCollection 800$

$800

-$

$300,000

IndirectCosts $300,000 0% 0-$

$-

$300,000

SUBTOTAL

SUBTOTAL

TotalDirect

IndirectCosts

SUBTOTAL

SUBTOTAL


Other

TOTALYEAR1

Supplies

Contractual

SUBTOTAL

SUBTOTAL



LIFESiteCoordinator 22.00$ 800 1@20hoursperweekx40Weeks 17,600$




$187,600

$- -$

$0



$- -$

$1,775


$- -$

$45,000

$- -$

$-













Supplies

Transportation

SUBTOTAL

SUBTOTAL

FringeBenefits

SUBTOTAL

Travel

SUBTOTAL



Personnel

SUBTOTAL







$46,740




$12,000




Standards. 4,415$




andwebinars 585$

$6,085


$800

-$

$300,000


$-

$300,000TOTALYEAR1

TotalDirectSUBTOTAL

IndirectCostsSUBTOTAL


SUBTOTAL

OtherSUBTOTAL

Supplies

SUBTOTAL

Contractual

SUBTOTAL



LIFESiteCoordinator 22.00$ 1201@20hoursperweekx6Weeks.

(InKind1@20hoursperweekx34Weeks) 2,640$




$172,640

$- -$

$0



$- -$

$1,775


$- -$

$45,000

$- -$

$-













Supplies

Transportation

SUBTOTAL

SUBTOTAL

FringeBenefits

SUBTOTAL

Travel

SUBTOTAL



Personnel

SUBTOTAL







$46,700




$12,000




Standards. 4,415$




andwebinars 585$

$6,085


$800

-$

$285,000


$-

$285,000TOTALYEAR1

TotalDirectSUBTOTAL



SUBTOTAL

OtherSUBTOTAL

Supplies

SUBTOTAL

Contractual

SUBTOTAL



LIFESiteCoordinator 22.00$ 2001@20hoursperweekx10Weeks.


LIFETeachers 20.50$ 32004@20hoursperweekx40Weeks.




$158,000

$- -$

$0



$- -$

$1,775


$- -$

$45,000

$- -$

$-













Supplies

Transportation

SUBTOTAL

SUBTOTAL

FringeBenefits

SUBTOTAL

Travel

SUBTOTAL



Personnel

SUBTOTAL






learningnights. 800$

$46,340




$12,000




Standards. 4,415$




andwebinars 585$

$6,085


$800

-$

$270,000


$-

$270,000TOTALYEAR1

TotalDirectSUBTOTAL



SUBTOTAL

OtherSUBTOTAL

Supplies

SUBTOTAL

Contractual

SUBTOTAL

Greencastle School Corporation Page 1 of 31

I. Abstract

Tzouanakis Intermediate School (TIS) and Greencastle Middle School (GMS) serve a rural, high

poverty community in need of educational support, after school enrichment, and family services.

Over 40% of students are failing in English/Language Arts and STEM and there are no academic

support or enrichment opportunities available. The Literacy is for Everyone (LIFE) 21st CCLC

Program, a collaboration between Greencastle School Corporation (GSC), Depauw University,

and the Putnam County Library, delivers over 540 hours of engaging after school support to 95

students attending TIS and GMS. LIFE features intensive homework, literacy, and STEM

support, creative enrichment activities, family learning services, and social-emotional

development opportunities as part of a comprehensive research-based learning program that

addresses the needs of low-income students and low-income families and in Greencastle County.

LIFE will improve academic achievement, improve student behavior, increase family

involvement. LIFE features a structured daily after school program that includes one hour of

literacy academic enrichment (reading and writing), one hour of STEM academic enrichment

(Science, Technology, Engineering, and Math), and one hour of homework support, social

emotional learning, recreation, and other activities. LIFE includes the acquisition of over 600

award winning books and informational texts; and tutoring for the students with the greatest

needs. Family members are invited to participate in family literacy and parenting programs,

monthly family learning celebrations, and daily home learning activities. The LIFE Program

includes a nutritious snack served every day, provides transportation, and is free of charge to

students and families. Key personnel for The LIFE Program include joint applicants Donovan

Garletts Superintendent of GSC and Krista Millinix of Putnam County Library along with Jamie

Stockton of Depauw University, Paul Ahrens from LitART, and Kate Shufeldt of Thrive


Nonprofit Solutions.


II. Competitive Priority Points

A. Organization Priority Points. GSC has never received 21st CCLC funds and, therefore,

qualifies for five organizational priority points.

B. Programming Priority Points. GSC will provide four hours per week of literacy enrichment

throughout the four-year grant period. In addition, LIFE staff will receive 12 or more hours of

professional development in the content area of literacy, the Indiana Academic Standards, the

Indiana After School Network Specialty Standards, as well as other training and support topics.

GSC will provide intensive hands-on literacy programming using LitART, an evidence-based

literacy curriculum. As a result, GSC qualifies for five programming priority points.

The partnership between GSC, TIS/GMS, Depauw University, Putnam County Public

Library, LitART, and the National Honors Society was initiated by Donovan Garletts, the

superintendent of GSC. In recognition of the need for additional learning support and after

school activities, he contacted local, state, and national organizations committed to the well-

being and academic success of Greencastle students and families. Through a series of

community meetings, one on one meetings, and phone calls, the partners established the goals,

scope, and structure of the LIFE Program.


III. Need for the Program

A. Need for the Program.

Demographic Data. Tzouanakis Intermediate School (TIS) and Greencastle idle School

(GMS) are located in Greencastle, a rural community 40 miles west of Indianapolis with a

population of just over 10,000. Several factors including lack of after school programming, high

poverty, rurality, low levels of student achievement, and family educational point to the need for

a 21st CCLC grant for TIS/GMS. TIS/GMS are high poverty schools with 51% and 47% of

students qualifying for free or reduced price meals. Together, the schools serve 848 students in

grades 3-8. It is estimated 11 percent of students attending TIS/GMS have special needs and less

than one percent are English Language Learners. School attendance at both schools is 96% -

slightly under the state average. Based on teacher survey data, a small group of students account

for a disproportionate number of absences and are the students who have the greatest needs.

Student Achievement Data. Student achievement data from TIS/GMS demonstrate the

pressing need for additional support. According to ISTEP+ data, at TES a staggering 40% of

students are failing in English/Language Arts and 48% are failing in math. At GMS, 37% of

students are failing in English/Language Arts and 46% are failing in math At TES, there is the

steady downward trend in math and ELA achievement. For example, in Spring 2015 62% passed

math and 63% passed ELA. By Spring 2017, there was a 10% drop in math performance and a

3% drop in performance based on passing rates.

Student Behavior. In 2015-16, TIS/GSM staff issued 647 behavioral referrals while in 2016-17

staff issued 1,221 referrals. Behavioral referrals increased by nearly 100%. Not only did the

overall number of referrals increase, the percent of students receiving a referral increased from

26% to 30%.


B. Current Out-of-school Time Programming

There are no out-of-school time programming options available to students attending

TIS/GMS. Due to lack of funding, TIS/GMS has been unable to establish an after school

program. The total absence of after school activities was a major factor in the community-wide

decision to pursue the 21st CCLC grant.

C. Chart of Current Programs.

Table 1: Chart of Current Programs

Program Area Current LIFE 21st CCLC Before School None No Added Service After School None Add 3 hours per day Summer 4 Weeks from 8am-Noon No Added Service

D. Identification of Needs and Services. The needs of students and families were identified

through a collaborative process that included meeting with parents and students, reviewing

demographic data, interviewing school staff, examining school assessment data, conducting

focus groups with the community, and meeting with program partners including the Putnam

County Library, Depauw University, LitART, and the principals from TIS and GMS.

IV. Partnerships/Collaborations

A. Collaboration. The success of the LIFE hinges on the initiation and maintenance of multiple

partnerships where each partner plays a specific and essential role. LIFE leverages Title I and

other in-kind supports to magnify the impact of the Program. The table below identifies each

partner, the service they will provide, and the related Program goals

Table 2: Chart of Current Programs Partner Roles/Services Program Goals Tzouanakis Intermediate School & Greencastle Middle School

Provide facilities. Recruit students. Participate in professional development. Coordinate services. Communicate with parents. Assistant with program planning and needs assessment.

All program goals and objectives

Greencastle School Corporation

Provide transportation. Contribute facilities, utilities, equipment, supplies and staff time in-kind contribution for administration and meetings.

All program goals and objectives

Thrive Nonprofit Evaluation services, program monitoring, and report writing All program goals


Solutions and objectives LitART/Global Learning

Literacy curriculum. Professional development. 1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2

National Honors Society

Provide mentoring for students, parenting classes, family education and homework support.

2.1, 2.2, 3.1, 3.2

Depauw College Assist with recruiting students to work in LIFE Program 3.2 Putnam County Library

Provide onsite literacy support and library cards. 1.1, 1.2, 4.1, 4.2

B. Identifying Partners. Due to our rurality, there are very few local agencies available to partner

with on the LIFE Program. Even so, we were able to establish partnerships with a combination

of local, state, and national organizations. The Putnam County Library has provided books and

media services to families of over 40 years and will provide additional support to 21st CCLC

Program. The library will conduct onsite visits to the program twice a year, facilitate a “behind

the scenes” guided tour of the library, and conduct a LIFE library card drive. We identified our

local evaluator, Thrive Nonprofit Solutions, through the IDOE list of evaluation organizations.

We selected Thrive as a partner because they had direct experience evaluating 21st CCLCs and

co-authored the statewide 21st CCL evaluation report. Together, we designed an evaluation

model that reflected the unique features and goals of our Program. We believe Thrive’s direct

experience with 21st CCLC evaluations will be an asset for engaging in a meaningful cycle of

continuous improvement. Similarly, we learned of LitART through the IDOE evidence-based

curriculum document. We quickly established a positive working relationship and

collaboratively designed an effective literacy enrichment model tailored to the needs of our

students and customized for after school learning. Depauw University will help recruit staff to

teach in the LIFE Program from students working toward education degrees.

The services provided by each potential partner were discussed to determine how the

agencies could collaborate to meet the 21st CCLC requirements and expand resources available

to students and families through the LIFE. Each partner provided input on the goals and


outcomes of the Program and reviewed the curriculum to provide suggestions about the design of

the LIFE. A Memorandum of Agreement has been established between Greencastle School

Corporation and each partner. (See Appendix).


V. Program Design and Implementation

LIFE activities are aligned with the Indiana Afterschool Standards and 21st CCLC guidelines:

Table 3: Key Features of the LIFE Program Core Educational Services

4 or more hours per week of literacy instruction through the LitART LEARN (literature), LITE (informational texts) and WERD Writing delivered by credentialed/certified teachers. 2.5 hours per week of homework assistance and tutoring provided by credentialed/certified teachers and trained staff. 4 hours per week using Mobile Learning Lab for digital learning in STEM (science, technology engineering, and math) guided by credentialed/certified teachers and trained staff.

Enrichment and Support Activities

1 hour per week of enrichments including health and wellness, outdoor recreation, art Programs, and other activities. 1 hour per week of social emotional learning integrated with cooperative games, literacy experiences, and indoor recreation.

Community Involvement LIFE has established partnerships with a range of community organizations including Putnam County Library and Depauw University to increase community involvement.

Services to Parents and Family Members.

Services to parents and families includes monthly Family Learning Celebrations, LIFT at home learning activities, and family literacy activities through the library.

Extended Hours LIFE offers over 540 hours of after school learning opportunities.

LIFE employs after school principles of effectiveness and research based strategies to ensure

program success. Low Ratio. LIFE will maintain a student-staff ratio of no more than 13:1 to

maximize student teacher interaction and social development opportunities. High Dosage. LIFE

provides students with more than 540 hours of additional learning time each year -- a “high

dosage” approach that has the potential to yield significant learning gains (Vandell, 2010). Arts-

Infused. LIFE integrates arts enrichment into the recreation and literacy components through

dramatic performances of literature and during the STEM components by using animation apps

to create cartoons and comics (Vandell, 2012). Social Emotional Learning. LIFE builds

emotional awareness and communication skills through informal learning routines such as

Attention Getters, Celebrations, and Sharing Strategies and fosters social skill development

through Community Connection and Closing Ceremony where students reflect on events and

express their feelings and ideas (Kohn, 2013). Data-driven decision-making. The LIFE model is

based on needs assessment data and will use data to guide continuous improvement.


Community Connection and Recreation. The LIFE after school program begins with the

Community Connection. Community Connection uses Program-based community building

activities that focus on social emotional skills, health, and well-being. Students and staff eat a

nutritious snack together. While students eat snack, staff engage students in discussions about

the topic of the week. Example topics include food choices, families, using words wisely,

managing emotions, time management, fun ways to stay fit, organizational skills, the importance

of attending school, and problem-solving skills. Each topic of the week features an associated

Program. For example, during the food choices week, students and staff create a food mural

demonstrating what they learned about various foods.

Literacy. Students receive 1 hour per day of literacy instruction and enrichment delivered

by certified teachers using LitART, a comprehensive Program-based literacy enrichment

program aligned to the Indiana Academic Standards and reviewed by Harvard University

(SEDL, 2009). It features award winning picture books, chapter books, and informational texts.

LitART Literacy sessions feature six daily components: 1. Opening Magic is an active, thinking,

observation, and social skills game used to start the literacy session (Heibert, 2010). 2. The

Daily Tone includes an overview of the day and an inferential language activity such as a saying,

joke, riddle, or quote that students read, interpret, and discuss (Marzano, 2010). For example,

the facilitator presents the saying, “the pen is mightier than the sword” and the students briefly

pair up to discuss what it means. 3. MAP Reading features supported reading of grade level text.

Students preview text, use innovative reading strategies, and choose among text response

activities including art, drama, and writing extensions to increase reading fluency and

comprehension (Adams, 2005). 4. Q10 includes text-specific questions across three levels

(literal, inferential, and evaluative) and uses active questioning strategies such as One True


Thing (Slavin, 2012). 5. Word Collections are interactive language games such as Word Trading

proven to build vocabulary (Allington, 2009). 6. WERD Writing combines guided and free

writing experiences to teach key writing skills and explore the writing process (Graham, 2010).

STEM. Students receive 1 hour per day of STEM instruction and enrichment delivered

by certified teachers. STEM emphasizes science and engineering practices (e.g., using models,

conducting investigations, etc.) in the context of weekly Programs that are tied to the Indiana

Science Standards for each grade level (e.g., 2.ESS.1 Record detailed weather observations).

For example, students make daily cloud observations and record results. Digital learning

opportunities are a key feature of the LIFE Program. Every student at TIS/GMS has a district-

provided laptop that they will use after school to explore grade appropriate online applications

such as Aero, Science 360, NASA, Tinkerbox, Kahn Academy, Animate It, Comic Life, Monster

Physics, and Motions Math. The Site Coordinator will oversee the laptop lab and assist staff and

students as necessary. In addition, during a wide range of math projects, staff will apply research

proven math strategies including using manipulatives and visual models (Butler, 2003), systemic

and explicit instruction (Gersten, 2006), interdisciplinary connections (Protheroe, 2007), and

think alouds (Baker, 2002). For example, after reading the book Dinner for 10, students use

models to figure out and describe how many different seating arrangements are possible at a

table for 10.

A. Goals, Objectives, Performance Measures Table


Table 4: LIFE Goals, Objectives, Performance Measures, and Assessment Strategies

Program Goals

Program Objectives

Program Activities Performance Measures Assessment

Strategies

1. Improve Academic Achievement

1.1 Increase reading language arts achievement.

1.2 Increase

math achievement.

1.1.1 Deliver LEARN Literacy enrichment and academic support curriculum 4 hours per week

1.1.2 Provide up to 30 minutes of daily homework support

1.1.3 WERD Writing Program 2 hours per week

1.1.4 Provide 12 hours of professional development literacy training for staff

1.1.5 Conduct demonstrations and observations of literacy sessions to enhance fidelity

1.2.1 Deliver 2 hours per week of STEM learning.

1.2.2 Deliver 2 hours per week of Mobile Learning Lab.

1.2.3 Provide up to 30 minutes of daily homework support.

1.1.1. 65% of RAP students will pass the ELA section of the ISTEP+ Assessment

1.1.2. 65% of RAP students will receive a grade of A or B in reading.

1.1.3. 65% of RAP students will demonstrate reading growth on NWEA MAP Assessment.

1.2.1 65% of RAP

students will pass the Math section of the ISTEP+ Assessment

1.2.2 65% of RAP students will receive a grade of A or B in math.

1.2.3 65% of RAP demonstrate math growth on NWEA MAP Assessment.

1.1.1. ISTEP+ Assessment

1.1.2. Quarterly report card grades

1.1.3. NWEA Assessment

1.2.1 ISTEP+ Assessment

1.2.2 Quarterly report card grades

1.2.3 NWEA Assessment


Table 4: LIFE Goals, Objectives, Performance Measures, and Assessment Strategies

Program Goals

Program Objectives

Program Activities Performance Measures Assessment

Strategies

2. Improve Student Behavior

2.1 Increase school attendance.

2.2 Increase

positive behavior and social emotional development

2.1.1 Community Connections

2.1.2 Mentoring

2.2.1 Community

Connections 2.2.2 Cooperative

recreation games 2.2.3 Closing Ceremony

2.1. 90% of RAP will maintain or reduce the number of days absent from the prior year to the current year. 2.2 90% of RAP will maintain or reduce the number of behavior incidents from the prior year to the current year.

2.1 Attendance records. 2.1 Discipline records.

3. Improve Family Involvement

3.1 Increase participation in school and home learning activities.

3.2 Increase adult education and training.

3.1.1 Family Learning Celebrations. 3.1.2 LIFT home learning activities. 3.2.1 Career and technical

training classes.

3.2.2 Parenting classes and mentoring.

3.1 75% of RAP family members will participate in one or more family learning activities. during the year. 3.2 10% of RAP family members will take one or more classes.

3.1 Event attendance rosters and returned Learning is Fun Together (LIFT) activities. 3.2 Class enrollment and attendance data.

B. Evidence of Previous Success

Recruiting Students. TIS/GMS parents have expressed a strong desire for a high quality after

school program operating at the school. According to Lauver (2005), three critical areas of

program quality are key to recruitment and retention in after school programs: a sense of safety

and community; committed program staff; and challenging, age-appropriate, fun activities.

Other research-proven recruitment strategies include matching the program to participants'

needs, offering activities not readily available elsewhere, and emphasizing the benefits of

participation to students and their families. LIFE employs each of these techniques. First, LIFE

offers a safe place after school with committed and familiar program staff who are part of the


community. Second, LIFE offers a wide a variety of engaging age-appropriate activities that are

not available elsewhere in the community. Third, LIFE’s informational flyers clearly identify

the program location, how to enroll, the benefits of participation, the array of activities, that

students receive a healthy snack, transportation is provided, and the program is free.

Academic Support. LIFE ensure students receive academic support needed to demonstrate

improved achievement through the use of multiple research based curriculum programs, such as

LitART LEARN, specifically designed to increase achievement through after school learning. In

addition, LIFE will leverage technology to provide extensions of digital learning opportunities as

a way to strengthen coordination with the regular school day. Finally, LIFE offers students

direct assistance with homework and a variety of other support such as mentoring and

enrichment activities that address other factors that may interfere with achievement.

A. Design Requirements

1. Targeted Students and Their Families.

a. Targeted Schools. LIFE will serve students and families attending TIS/GMS.

b. Recruiting Targeted Students and Families. Students will be identified through

communication between the teaching and administrative staff at TIS/GMS and the LIFE CCLC

staff. The LIFE Program Director will provide a notice of open enrollment and enrollment

materials to school staff and parents of students at TIS/GMS. Recruitment materials will also be

included in school registration packets, placed on parent boards, and in TIS/GMS newsletters.

The Program Director will make phone calls to parents to inform them about the program to

ensure that families are reached and that the program is fully enrolled. In addition, regular day

teachers will identify students that are most likely to benefit from LIFE. Teachers will refer

children to the program who demonstrate low test scores (students at-risk of not meeting


proficiency/not meeting proficiency on ISTEP), other need for additional academic enrichment,

attendance and behavioral issues, and/or a low family income level (as determined by eligibility

for FRP Lunch).

c. Justifying Non Title 1 Schools. Not applicable.

d. Community Needs. Parental educational level is an important predictor of children’s

educational and behavioral outcomes (Davis-Kean 2005). In Greencastle County, over 12% of

adults did not graduate from high school and less that 20% have earned a Bachelor’s degree or

higher. Greencastle is beginning to experience problems more typically associated with urban

areas. For example, the county estimates as many as 6% of families may have drug and alcohol

related issues. Furthermore, high poverty contributes to community instability as families are

forced to move because they cannot pay rent or lack transportation needed to maintain job.

Taken together, these family and community factors pose additional obstacles to student learning

and success. There is a well-established link between poverty, absenteeism, low levels of family

education, and school dropout (Doll, 2013). Working parents report that after school care is hard

to find, unaffordable, or inaccessible due to lack of transportation. Research shows that without

adult supervision after school, children are more likely to get poor grades, use drugs and alcohol,

be absent from school, take risks, and engage in unhealthy behaviors such as watching television

and eating junk food (Afterschool Alliance, 2015).

2. Dissemination of Information. Information about the TIS/GMS 21st CCLC will be broadly

disseminated throughout the school community boundaries using technology, social media, and

other strategies to ensure families are aware of the program. Frequent communication through a

variety of strategies will help LIFE maintain enrollment, coordinate with other partners, and

assist community members, parents, and volunteers in staying up to date with LIFE.


Dissemination methods include providing internet links to the LIFE on the GSC website,

including articles about the LIFE in school newsletters, providing information about program

outcomes through program reports and social media posts, discussing the LIFE at Parent Teacher

Organization and advisory council meetings, sending home flyers with students, and including

information about the LIFE at Open House and other school events.

3. Communication with Schools. Effective communication is essential to the success of the

CCLC. Many of the LIFE CCLC staff will be teachers from TIS/GMS and will support the

coordination of the regular school day curriculum by keeping all LIFE staff up to date on

classroom learning and ensuring the homework centers focus on the homework assigned during

the regular school day. CCLC learning activities are aligned with Indiana Academic Standards,

the Indiana After School Network Specialty Standards, and reflect regular school day goals.

CCLC staff will communicate with other school staff through a LIFE Program mailbox, a

message board in the staff room, email, and face to face meetings as needed for students not

meeting the Program goals. The CCLC Program Director will work closely with school staff by

providing Program updates at staff meetings and supplying information to be used during parent-

teacher conferences and other school functions. Finally, the Program Director will meet with the

TIS/GMS Principal each month to review the LIFE CCLC.

a. Equitable Services to Private Schools. There are no private schools within five miles of the

LIFE 21st CCLC.

b. Access to Records. Since the LEA is operating the program, the LIFE 21st CCLC will have

access to student records as needed to monitor the objectives and provide statewide evaluation

data. GSC will use the established methods for ensuring confidentiality. For example, GSC will


secure parental permission, gather the achievement data, make sure no individually identifying

information is included, and deliver the data to the evaluator.

c. Sharing Information About Student Progress. A number of reports will be provided to

stakeholders (teachers, CCLC staff, other school staff as appropriate) such as quarterly snapshot

reports, a year-end report, attendance reports, stakeholder survey reports, and other data

summaries that capture program progress towards goals, the perceptions of participants and

teachers, and program quality improvement efforts. Data will be extracted from the EZEval

program which is a repository for attendance, demographic, student achievement, programming

and objectives data. Families will be able to access information about their child’s participation

and progress in the program at any time by request. Parents will be provided an update on their

child’s progress through the child’s report card and through data about the program published in

newsletters, on the bulletin boards, on the school website, and through the annual evaluation

outcomes report. Parents will also serve on the LIFE advisory council.

d. Aligning In School and Out-of-School Time. Program data will feed into continuous program

improvement plans to align in-school and out-of-school time efforts. TIS/GMS has an

established school improvement plan. Information will be discussed at staff and advisory

council meetings and through the annual formative and summative evaluation process. Staff will

review quarterly data, analyze student trends, and meet with teachers to design strategies to

modify the program to increase its effectiveness and alignment with the school-day program.

Monthly, the Program Director will develop a calendar of activities that is reviewed with school

staff to ensure that the LIFE is extending learning activities that occur during the school day into

the after school program. Annually, during a joint professional development training, the staff of

the LIFE and regular-day school staff will examine how the CCLC was able to support TIS/GMS


in achieving their academic and school improvement goals. The evaluator has created a

reporting system and data collection tools will be used to ensure that all information is collected

and monitored at scheduled intervals.

4. Parental Involvement, Family Literacy, and Related Family Educational Attainment

Parent involvement, family literacy, and family educational attainment each play an

important role in supporting student learning and achievement. Rural communities face unique

challenges when it comes to encouraging family involvement and education. The biggest

obstacles are lack of resources, few supporting agencies, transportation, and the distance to travel

to participate in activities. To overcome these formidable barriers, LIFE has designed a unique

model for ensuring parent engagement and supporting family literacy and education.

LIFE’s approach 1) addresses the needs of working parents by proving free before and

after school care 2) engages parents and families directly in the LIFE CCLC though a variety of

parent involvement options 3) builds children’s literacy through family literacy activities using

LITART LIFT activities, 4) provides parenting education though Tuesdays With Teachers 5)

deliver parent-child literacy events and activities through the library. Only adult family members

of actively participating LIFE students will be eligible for services under the 21st Century CCLC

grant.

Parent Involvement. Parent and family connections are considered the responsibility of

all LIFE 21st CCLC staff. To make sure staff are prepared, all CCLC staff will receive training

on how to positively interact with parents and family members. LIFE will coordinate with Title I

staff to assist families with a range of literacy, educational, parental, and family needs. The

CCLC will host monthly Family Learning Celebrations to showcase children’s learning and

feature student performances such as reader’s theatre, story retellings, art displays, and science


Programs. At each Celebration, LIFE staff will conduct mini-workshops to help parents support

children’s learning at home such as how to set up a study space (Mapp, 2002). LIFE staff will

provide parents with LitART Learning is Fun Together (LIFT) activities to bridge home and

school learning experiences. LIFT offers families short, fun, literacy, math, science, and writing

activities to do at home and that connect to each day’s after school events (Deschenes, 2010).

LIFE will use social media and technology to connect with families that are not able to attend

live events.

Family Literacy. The Putnam Community Library offers a wide variety of family literacy

and learning opportunities including family learning nights, parent classes, and computer classes.

Tuesdays With Teachers will offer parenting classes on a range on parent identified topics

including, setting up a study space, how to read with your child, positive discipline, nutrition and

wellness, and limiting screen time.

5. USDA Approved Snacks for 21st CCLC Children

Snacks and meals will be provided by the GSC and will meet USDA and IDOE guidelines. Food

will be prepared by the nutritional aide. A typical snack might include a sandwich with fresh

vegetables on whole wheat bread, fresh fruit, and milk or bottled water. LIFE will provide snack

during the after school program daily.

6. Weekly Schedule

The LIFE before and after school component will operate 15 hours per week, 3 hours per day,

Monday through Friday from 3:00pm to 6:00pm for 36 weeks starting September 4, 2018

through May 31, 2019.


Table 5. After School Weekly Schedule for Students

Time Monday Tuesday Wednesday Thursday Friday

3:00 to

3:45

Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games





3:45 to

4:45

Literacy • Literature • Comprehension • Vocabulary • Writing

Literacy • Informational • Comprehension • Vocabulary • Writing

Literacy • Literature • Comprehension • Vocabulary • Writing

Literacy • Informational • Comprehension • Vocabulary • Writing

Fabulous Fridays • Celebrations • Special Events • Guest Speakers • Special

Programs • Family Events • Student

Performances

4:45 to

5:45

STEM • Digital Learning • Math Programs




5:45 to

6:00

Closing Ceremony • Reflection • LIFT





The total LIFE 21st CCLC service hours are presented in Table 6.

Table 6. LIFE 21st CCLC Program Hours and Weeks of Operation School Year – Hours Per Day

Before school After school Weekend Evening Hours with Students 0 3 0 0 Hours with Family members 0 0 0 1 Number of days per week 0 5 0 1 Number of weeks 0 36 0 36 Total Program Hours 0 540 0 36

7. 21st CCLC Learning Center. The LIFE 21st CCLC will refer to itself as a 21st Century

Community Learning Center and use the 21st CCLC logo on all program materials. Since we do

not have an existing program, the terminology and logos will be included in any newly


developed materials including informational brochures, record keeping instruments, reports, and

other collateral. The Project Director will create and distribute these materials.

VI. Professional Development

The LIFE features a comprehensive professional development model that includes over

12 hours of training and support per year starting with preservice training in August. Our model

of support incorporates a range of strategies proven successful with adult learners, are directly

aligned with Indiana Academic Standards, and customized by topic, training goal, and staff role.

Our targeted professional development delivery methods include monthly onsite trainings,

coaching, classroom demonstrations, online support via webinars and online training modules,

workshops, conferences, staff meetings and other supplemental support. For example, each

monthly meeting will feature a mini-workshop delivered by a CCLC staff member or special

guest on a high interest topic identified during the prior month of operations. The delivery

methods will be tiered to match the staff role and customized by topic and participant needs.

Assessing Professional Development Needs. The Program Director and Site Coordinator

will be responsible for monitoring professional development assessments, needs, and staff

participation including a training needs assessment used to pinpoint specific needs by staff

member. Initial training needs will be identified within the first 30 days through a combination

of staff survey and an observation of each staff member by the Program Director. Based on the

results, we will develop a support plan that includes measureable goals and support activities for

each staff member. We recognize professional development needs will differ by staff role and

by new or veteran staff. For example, staff turnover will be addressed by having new staff

“shadow” staff for at least one week prior to leading a group of students on their own. Likewise,

staff working directly with students will receive additional training in curriculum delivery. The


Program Director and Site Coordinator will receive training on effective management

techniques, record keeping, and data management.

Enhancing Program Quality. Professional development will enhance program quality and help

the LIFE Program reach its goals and objectives by ensuring all staff perform at their highest

level of potential. The primary way to improve performance is to communicate clear

expectations and present criteria for high quality performance. CCLC will conduct staff, family,

and student surveys twice annually to identify ongoing training interests and needs. Also, LIFE

staff will analyze quarterly evaluation reports. Based on the student achievement trends, the

program staff will receive training in key content areas. For example, if student trends indicate

low ELA assessment scores, then increased training resources will be devoted to literacy and

ELA. The following table details professional development activities for program year 1.

Table 7. Professional Development Activities – Year 1 Professional Development Activity and Provider

Targeted Staff Program Objective Staff Outcomes

Program Director: LIFE Kick Off Sessions focused on afterschool quality, best practices, standards, and LIFE goals

• All Staff

All goals and objectives

Understand program goals and implementation strategies for curriculum and program standard

Site Coordinator: Observations, surveys, and evaluations of staff member performance, knowledge, and skills

• LIFE Teachers Objective 1.5 Continuous program quality improvement.

Improved ability to meet student needs to accelerate student progress through relationships and learning experiences

LitART: START training for all staff, FOCUS Follow Up Onsite Training, and LitART RISE webinar

• START: all Staff

• FOCUS: PD and SC

Objectives: 1.1-1.4 Increase use of literacy best practices. Apply positive behavior management techniques. Implement literacy program at 80% or higher fidelity

Program Director/LitART: Tutor Training.

• National Honors Society Volunteers

Goal 1 Objective 1.3

Provide effective homework assistance and tutoring to students.

Local Evaluator: Data review and mid-year progress assessment.

• All Staff

All program objectives

Review of program goals, areas of effectiveness and areas needing improvement or modification

LIFE Program Staff: Peer training in STEM/Digital Learning

• LIFE Staff Goal 1 Objectives 2.1-2.3

Improved use of laptops and STEM best practices after school.

Program Director: • LIFE Teachers All program Improve program quality and


Table 7. Professional Development Activities – Year 1 Professional Development Activity and Provider

Targeted Staff Program Objective Staff Outcomes

Site-Visit Quality Enhancement Training

objectives develop staff leadership and communication skills

Other: Conferences, meetings, and other required training.

• PD/SC, LIFE Staff

All program objectives

Improved program effectiveness, improve staff skills, knowledge, and abilities

VII. Evaluation Plan

A. Evaluation Plan. The 21st CCLC will partner with Thrive Nonprofit Solutions (Thrive) to

complete the annual evaluation in accordance with the grant requirements. Thrive is an

Indianapolis-based consulting company specializing in nonprofit and educational program

planning and evaluation. Kate Bathon Shufeldt, CEO and Principal Consultant, holds masters’

degrees in social work and public administration from Saint Louis University and Indiana

University South Bend respectively. Bathon Shufeldt began Thrive in 2016 after spending ten

years in nonprofits, government agencies, and as a research consultant. She began working with

21st CCLC grantees in 2011 while working with Praxis Strategies and Solutions, where she led

evaluations for several clients. Bathon Shufeldt was a member of the statewide 21st CCLC

evaluation team in 2016-2017. Thrive currently works with six 21st CCLCs throughout the state

providing year-round technical assistance and evaluation services.

Thrive’s evaluation strategy includes both quantitative and qualitative data collection and

analysis to assess progress towards the Center’s performance measures and the implementation

of quality programming. Thrive will take a holistic approach to the evaluation in order to gauge

the program’s success; examining not only academic data, but also looking at program quality

standards and family/community integration into the program. Thrive will assist the Center in

collecting academic data from the school and entering it into EZ Reports. Since the Center is

school-based, the transfer of data from school administration to Center staff will flow easily.


There are several pieces of data required of the school, most of which will be collected once the

final fall and final spring grades are reported. From the schools, the Center will be collecting a

variety of data including grades, assessment scores, attendance, and behavioral records. During

the spring, Thrive will assist in the collection of teacher surveys for the individual students.

There will be at least two site visits performed during the school year to assess program quality

at each site. In order to gather feedback for both the evaluation and the IN-QPSA, Thrive will

conduct surveys of program staff, stakeholders and partners, parents, and youth. All tools are

aligned with the Indiana Afterschool Network Quality Program Standards. The IN-QPSA and

site observations will be utilized to assess the quality of programming. The Center will also

collect program attendance for both youth and their parents for their various activities. A data

collection plan with data sources and timeline can be found below.

B. Data Collection Plan

Table 8. Data Collection Plan

Data Source Collection Timeframe

Responsible Party

Math and English/LA grades School records January, May/June Center, Thrive

Local Assessment proficiency School records January, May/June Center, Thrive

ISTEP scores School records Summer (upon release)

Center, Thrive

Kindergarten readiness (ISTAR-KR and curriculum-based assessment)

School records, Program records

Fall, Spring Center, Thrive

School Attendance School records January, May/June Center, Thrive

Classroom Behaviors School records, Teacher Survey

January, April, May

Center, Thrive

Student perceptions and satisfaction Student Survey April Thrive

Parent perceptions and satisfaction Parent Survey April Thrive

Program attendance- student and parent Program records Continuous Center

Program quality Site visits, IN-QPSA

October, January, March

Thrive


Stakeholder perceptions and satisfaction Staff/Stakeholder Survey

May Thrive

C. Annual Reporting. Thrive will provide on-going technical assistance and feedback to the

21st CCLC. After fall data has been collected and entered, Thrive will provide the Center with a

snapshot of the current data so they may make adjustments to programming if needed. The

annual report will be submitted in accordance with the grant requirements and will include the

required Executive Summary, analysis of performance measures, and information from the IN-

QPSA regarding program quality. After the first year, longitudinal information will be included

for any returning students. The fourth and final evaluation for Cohort 9 will include information

covering the entire grant period.

D. Use of Results for Program Improvement. The Center will utilize the annual evaluation

and the IN-QPSA to make necessary adjustments or improvements to their programming in order

to better serve their students and families. The IN-QPSA process will include feedback gathered

from the various stakeholders connected to the Center. The IN-QPSA team will include

representatives of these stakeholders including the school, 21st CCLC partners, parents, and

youth. Upon completion of the annual evaluation, Thrive will meet with the LIFE Staff and its

advisory board to discuss recommendations or improvements for the next year.

E. Required Data from Schools. Thrive will work with LIFE and the school administrators

to ensure there is understanding of the required data and timelines for collection. The Center is

school-based and administered by the school district, so the collection of academic data and

teacher surveys can be coordinated easily. The school will provide the following data for

individual students: English/ELA grades, math grades, local assessment scores, ISTAR-KR,

ISTEP+ scores, behavioral data, school day attendance, and teacher surveys.


E. Early Learning Programs. Not applicable.

F. Required Performance Measures. The Center proposes the following required performance

measures for its Cohort 9 21st CCLC. Performance measures for elementary students will be

tracked for those attending 60 or more program days. Performance measures for middle school

students will be tracked for those attending 45 or more program days.

Table 9. Required Performance Measures

English/Language Arts & Math Performance

Spring proficiency rates on the English/Language Arts portion of the local assessment will increase from fall proficiency rates by 3% in each year of the program.

Spring proficiency rates on the Math portion of the local assessment will increase from fall proficiency rates by 3% in each year of the program.

VIII. Support for Strategic Priorities

The LIFE CCLC directly addresses the Indiana Academic Standards in English/Language

Arts and Math and the Indiana After School standards. The Academic Standards will be

addressed using multiple programmatic strategies (academic enrichment, tutoring, homework

support) and scientifically validated curriculum LitART LEARN. The curriculum has an

alignment document produced by the publisher that indicates how the curriculum components

and strategies correspond to Indiana Academic Standards in ELA. Monthly, a calendar of

activities that extends the school-day activities will be developed by the Program Director. The

calendar will be reviewed each month during staff meetings between the school-day teaching

staff and LIFE CCLC staff. Curriculum activities will be reviewed and their correspondence to

the Indiana Academic Learning Standards and School Improvement Goals will be noted on the

plan.


LIFE is aligned to the School Improvement Plan for TIS/GMS through links between the

CCLC program goals and objectives and the goals and objectives in the School Improvement

Plan. For example, LIFE Goal 1 is to improve academic achievement. CCLC program objectives

address reading and language arts and math achievement, which are also goals listed in the

TIS/GMS School Improvement Plan. The benchmarks and targets in the LIFE are similar to goal

targets in the TIS/GMS School Improvement Plan. In addition, several of the strategies proposed

in the TIS/GMS School Improvement Plan will also be implemented with LIFE staff. For

example, the program will implement learning by blending subjects, there will be collaboration

time and professional learning communities, and the same assessments are used to measure

student progress in both programs.


IX. Sustainability Plan

School reform research and after school evaluations show that intervention and support

programs need to be sustained and intensive to make a measurable difference in the lives of

students and families. Our sustainability objective is to establish a self-sustaining high quality

after-school learning program by the end of the grant funding period. The Program Director is

responsible for securing commitments and monitoring available financial support. Our

sustainability approach starts with two key partners who contribute substantial value to the

CCLC Program. GSC and the three libraries provide in kind facilities, staffing, professional

development, and management support to the LIFE CCLC Program. CCLC participants will not

be charged fees under any circumstances, instead will use a combination of strategies to meet our

sustainability goal. Applying for Grant Funds. CCLC will prepare one or more grant

applications per year to local, state, and federal organizations such as the Mott Foundation.

Becoming Essential. GSC may choose to use Title I funds to support or expand the CCLC

Program if it proves to be an effective strategy for increasing student learning and meeting

school improvement goals. Identifying New Partners and Supporters. We will publicize our

results and invite partners, community agencies, and businesses to make monetary contributions

or to increase in-kind support. Reducing Expenses. The proposed budget intentionally keeps

staffing costs low and we will explore strategies for reducing expenses to offset grant reductions

in years 3 and 4.

GSC has developed a strong sustainability plan that will enable the program to sustain the

number of children served throughout the final years of the grant when funds are reduced.

Sustainability is built into the plan through inkind contributions of space, equipment, and some

supplies that will be provided to the LIFE by GSC. The sustainability plan is described below:


Table 10. LIFE 21st CCLC Sustainability Plan Year 1 Implement program as indicated by application and budget, conduct public awareness events, develop

new partnerships, evaluate and modify program, research additional state, local, and federal funding opportunities.

Year 2 Implement program and modify in response to evaluation data to improve program outcomes. Establish one or more new community partnerships, seek additional grants, conduct public awareness events, explore additional programming that can be added through the support of from corporations.

Year 3 Reuse materials when possible to reduce program costs continue to implement program and continuous improvement activities, build and sustain new collaborations, seek additional funds for program year 4.

Year 4 Utilize funds received from grants and other collaborating sources to sustain the Program service levels, increase the level of community engagement and support for the program, align services to new funding requirements while meeting 21st Century CCLC regulations, continue to implement program and continuous improvement activities.

X. Safety and Transportation

A. The LIFE Program will be located on the GMS campus. GMS students are dismissed

directly to the program at the end of the school day. TIS will be transported by bus at district

expense to GMS at the start of each LIFE after school day. GSC will provide bus transportation

home for students. LIFE will operate five buses each with a unique route to reduce the amount

of travel time. The buses will depart from the school at 6:00pm and the longest route will take

no more than 45 minutes to complete. The specific routes will be determined after enrollment to

keep travel times to a minimum. At the end of each program day, LIFE staff will sign-out each

student to a bus driver using a student roster specific to that bus. Students who do not ride the

bus will be released to an adult identified on their enrollment form using a student sign-out

procedure that requires a signature at pick-up.

To ensure the safety and security of students, parents will be required to sign-out their

child each day. Staff will be trained to check identification. Other safety measures include

adherence to a ratio of 1 adult for every 10 students including during field trips and off-site

experiences. All staff and volunteers will be required to pass a criminal background check


before they are allowed to volunteer within the program or act as a field trip chaperone.

Volunteers will never be left alone with children. Students will never be allowed to leave the

program except with a parent or authorized representative.

LIFE staff will be hired through an interview and verification process that includes a

review of qualifications via transcripts, certification/diploma, driver’s license, criminal

background check, drug testing, sexual offender registry, child welfare checks, health/TB

examination, CPR/First Aid training, and other pre-employment requirements. Employee

records will be kept in a locked employee personnel file. The staffing plan is as follows:

Table 11. Staffing and Management Plan Program Director

Qualifications: Bachelor’s Degree and 2 yrs. of experience in similar role. Duties: Ensure implementation of program in alignment with regulations, develop policies and procedures, compile and summarize reports, supervise site coordinators and volunteers, conduct training and orientations, ensure staff and child files are maintained, facilitate communication between schools and partners and the program staff, provide professional development training and data entry.

Site Coordinator

Qualifications: Bachelor’s Degree and 2 yrs. of experience in similar role. Duties: Responsible for daily operations of the program, coordination and delivery of services, assure staff meet ratio requirements, assure safety and security of children, oversee drop-off and pick-up of children, ensure field trips are completed and emergency procedures are in place, participate in staff training, communicate with school-day teachers.

LIFE Teachers Qualifications: Certified Teacher Duties: Assist in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, attend professional development training.

LIFE Assistants Qualifications: Enrolled in college level education program or current paraprofessional. Duties: Assist teachers in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, attend professional development training.

Tutors Qualifications: National Honors Society Member Duties: Deliver high quality tutoring sessions for students in need of additional assistance, participate in professional development, supervise small groups of students, maintain records of tutoring services provided

Advisory Council The advisory council will be comprised of administrators at targeted schools, community service partners, business representatives, youth representatives, parents, and other partners. The Advisory Council will meet quarterly, engage community partners, align the program with other efforts in the community, and assist in program evaluation and quality improvement.

B. A safe facility will be maintained by TIS/GMS and by GSC. The Site Coordinator will

complete a monthly health and safety checklist that reflects the Indiana Afterschool Network

Top Ten Standards on Safety Health and Nutrition.


XI. Budget Narrative

Personnel: The LIFE Program Director oversees the 21st CCLC 40 hours per week for 40 weeks

at $25.00 per hour at a total cost $40,000. The Program Director (PD) will hold a master’s

degree in education. The Site Coordinator will assist the PD and manage the day to day

operation of the LIFE Program at $22 per hour, 20 hours per week for 40 weeks. Five certified

teachers will work after school for 3 hours per week for 36 weeks Monday - Friday at $20.50 per

hour. Five LIFE Assistants will work after school for 3 hours per week for 36 weeks Monday -

Friday at $10.50 per hour. A Nutrition Aide will prepare and serve snacks at 15.00 per hour for

10 hours per week for 40 weeks. The total for personnel salaries is $187,600.

Fringe Benefits: None. Travel: Travel costs for three staff to attend two state conference and one

national training at a total cost of 1,775. Transportation: Transportation home will be provided

from the LIFE program by five buses at a rate of $50 per trip, per bus, for the 180 days of school

for a total cost of $45,000. Equipment: None. Total for equipment is $6,000.00 Supplies:

Supplies for family literacy nights; literacy curriculum including teacher notebooks, book

collections, and student response guides for grades 3-8, STEM Kits, after school writing

curriculum, and after school program supplies. Total supplies are $46,740. Contractual: Thrive

Nonprofit Solutions will conduct the LIFE 21st CCLC Program evaluation at a total contract cost

of $12,000. Professional Development and Training: Professional development for the Program

Director and Site Coordinator, Teachers, assistants, and tutors in literacy, the Indiana Academic

and After School Standards, LitART, STEM, working with parents, LIFA program goals. and

other topics. Professional Development costs are $6,085. Other: Data collection fee of $800.

Total Budget request of $300,000 for the first year of operation.


APPENDIX

1. Memorandum of Understanding

2. Evidence of Previous Success

3. Equitable Access and Participation

GreencastleSchoolCorporationStatementofEquitableAccess

TheGreencastleSchoolCorporationhasastrictlyenforcedpolicytoensureequalaccessfor,andprohibitdiscriminationagainst,studentsorstaffmembersbasedongender,race,nationalorigin,color,disabilityorage.Weserveanacademically,culturally,andsocio-economicallydiversepopulationofchildrenandfamilies.GreencastleSchoolCorporationandtheBoardofEducationarestronglycommittedtoequalaccessandtreatmentforallstudents,families,employees,andthegeneralpublic.TheGreencastleSchoolCorporationandprogrampartner(s)willmakeallreasonableeffortstoensureaccesstomaterialsandpresentationswithintheprogrambystaff,parents,andstudents.TheGreencastleSchoolCorporationboardpolicyofnondiscriminationguidesandgovernsdecisionmakingatalllevels.Suchpoliciesincorporatethefollowingprinciples:thecorporationandboardshallnotdiscriminateagainstchildren,parentsorguardiansofchildren,employees,applicants,contractors,orindividualsparticipatinginboardand/oragencysponsoredactivities.Thecorporationandboardiscommittedtotheprovisionofequalaccessinallchild/family/employmentandbusinessprograms,activities,services,andoperationsthataredeployedorprovideddirectlybytheboard,aswellasthoseoperatedorprovidedbyanotherentityonbehalfoftheboardundercontractualorotherarrangements.Thispolicyisestablishedtoprovideanenvironmentfreefromdiscriminationandharassmentbaseduponage,race,color,disability,gender,maritalstatus,nationalorigin,religion,orsexualorientation.Thefollowingstepswillbecarriedoutwiththeintenttoreduceandeliminateaccessbarriersbasedongender,race,nationalorigin,color,disability,andagetomaximizeparticipationinthegrantprogram: o Hire,recruit,andinvolveindividualsfromsocialandethnicminoritygroups,multi-lingualindividuals,

consumers,andindividualswithdisabilitiestoplan,implement,andevaluateprogramservices,tothegreatestextentpossible.

o Allgrantprogram-relatedsessions/activitiesshouldbeheldinAmericanswithDisabilitiesAct(ADA)accessibleandcompliantfacilities.

o Ensuregenderequalitybyusingstrategiestoencouragefullparticipationofallstudentsinsubjectareasthathaveahistoryofunderrepresentationbygender.

o Developoracquireanddisseminateculturallyrelevantandsensitivecurriculumandinformationmaterialsthatcanbeunderstoodandaccessibletoallpotentialparticipants,regardlessoftheiruniquechallengesorbackgrounds.

o Offermulti-lingualservicesforconsumersandothersasneededandappropriate.o Offeronsitechildcareforindividualswhomustbringtheirchildrentoprogramtrainingeventsand

activities(asavailable).o Arrangeforassistivetechnologydevicestotranslatematerialsforparticipantsinneedofsuchservices

(asavailable).o Offertransportationvouchersforadvisorymembersoftheprogramandparticipantswhomustuse

personalorpublictransportationtoattendgrantmeetings,activities,andworkshops,asneededandifavailable.

o Postinformationmaterials,schedulesofevents,andprogramassessmentsontheinternet–whichwillenableassistivecomputerdevicestointerpretthematerialsforusers.Ensureallpotentialusershavedirectaccesstotheseresourcesthroughtheprovisionofusableworkstationsand/orcomputerlabs,tothegreatestextentpossible.

Thesestrategiesandprovisionswillhelptoensurethefollowingprinciplesarereflectedinourworkwithchildrenandthecommunity:valuingdiversityandsimilaritiesamongallpeoples;understandingandeffectivelyrespondingtoculturaldifferences;willingnesstocontinuallyengageinculturalself-assessmentattheindividualandorganizationallevel;makingadaptationstothedeliveryofservices;andinstitutionalizingculturalknowledgeandavenuesforimprovementinprogrammingandservicedelivery.

greencastle community school corporation application · 2020-01-29 · greencastle community school...

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