in council educ students of stcolor mission ready 21 cclc … · 2020. 1. 29. · project abstract...

IN Council Educ Students of Color MISSION READY 21st CCLC Tindley Renaissance School Kindezi Innovative School

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(See MOU’s Attached at Beginning of File)


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MISSION READ

TABLE OF CONTENTS

Page

I.Project Abstract 1 in Abstract

II.Competitive Priority Points 1

III.Need for Project 3

IV.Partnerships/Collaboration 5

V.Program Design and Implementation 7

VI.Professional Development Plan 21

VII. Evaluation Plan 25

VIII.Support for Strategic Priorities 29

IX.Sustainability Plan 30

X.Safety and Transportation 30

XI.Budget 31

XII.Proposal Organization 31


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PROJECT ABSTRACT –“Mission Ready” 21st Century Literacy Center: The Indiana

Council on Educating Students of Color (ICESC, a 501© 3), a Community-Based Organization

serving as the fiscal agent, is submitting this expanded proposal, in partnership with 2 LEAs, the

Kindezi Academy (a public charter Innovation School—a reconstituted chronically

underperforming school) housed in the Indianapolis Public School Joyce Kilmer Sch # 69 and

Tindley (Public Charter) Network of Schools’ Renaissance Academy, for a 4-day/wk school year

and 4-wk summer program.

Key Personnel include Diana Daniels, Executive Director of ICESC; and partners: Augusta

Mann-developer of Touching the Spirit/Intensified Teaching Strategies for children of color;

Chef Hollis Thomas-Culinary Arts; ICESC-Family Strengthening-Parent University; Claude

McNeal-Act Out Productions; Michael McGraw-Microsoft VIVE Virtual Reality; Jywanza

Productions-mentors; and Drs. Wanda Riesz and Mary Jo Dare-External Evaluators. Student

Needs are demonstrated by: both schools receive Title I funding under Part A; both received a

State DOE grade of “D” in year 2016-17; both have over 96% minority and are low income;

Renaissance has a Free & Reduced Lunch rate in excess of 78% and Kindezi-82%. (See Chart,

Grant pgs. 1 & 4) (Kindizi/Sch #69 was in an application from the Edna Martin Center (EMC)

for Cohort 8, and, although EMC received the grant, they were never able to open the 21st CCLC

program within the school, demonstrating even more the need for this opportunity for a failing

school.) Both schools have failing I-STEP+ scores: Renaissance, a 71% failure rate in Reading

and School # 69/Kindezi, a 93% rate. In math, Renaissance had a 65% fail rate and #69, a 89%

fail rate. Both have close to a 13% mobility rate, with frequent in-school suspensions. Both are


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located in extremely high crime areas of Indianapolis with Renaissance in an IMPD-labeled

“killing zone.” Homicides have now exceeded the all-time reporting rate for Indianapolis with

the majority of victims and perpetrators, young Black males. Participants Served will be 110

students, 2nd

-5th

grade, (55/school), as identified by teachers, principals, counselors, and parents.

Outcomes to be achieved are (1) to improve participating students’ academic achievement in

Literacy and Mathematics; (2) to improve participants’ behavior; and, (3) To increase family

engagement. The mission of the 21st CCLC Literacy Centers’ after-school program, “Mission

Ready” is to support economically-disadvantaged students performing below grade level in

reading and math by providing a research-based, academic, and intervention program in a safe

environment, after school. This will be achieved through the following Activities: This proposal

focuses strongly on literacy success for the future of these targeted youth--with the belief that a

child’s reading and writing skills are portals to, and catalysts for, whole worlds of learning. The

academic literacy program (coordinated with school day literacy) will use Dr. Robert Marzano’s

researched-based 16 Steps to Rigor in Learning and Curriculum Word Lists for Reading,

Mathematics, Science & Social Studies. Teaching/Learning strategies will incorporate Touching

the Spirit/Culturally Relevant Responsive Teaching and inner-active learning. Other activities,

included in a rotational schedule, are computer-based lexile reading, Lexia Reader, Microsoft

Virtual Reality Vive STEM Lessons, Culinary Arts, positive behavior modeling, and ATOD

/Violence Prevention through Act Out, Jywanza, and Creative Arts-Enrichment. Tutoring and

mentoring will be provided by retired teachers and members of the AME Church. A Parent

University will be provided to strengthen families of enrolled-students—for parents who often


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lack accessibility to resources or the ability to provide and promote educational opportunities,

These children from marginalized families are in schools that demonstrate an extremely high

need for an extended-day to improve student academic/behavioral performance, preparing them

to stay in school through high school graduation ready for post-secondary studies or careers.

II. COMPETITIVE PRIORITY POINTS: A. Organization Priority Points-Low Income

The Indiana Council on Educating Students of Color (ICESC), a state 501C(3), in partnership

with Tindley Renaissance and Kindezi Innovative Academies—both charter LEAs—meet the

requirements for this competitive priority (see chart). ICESC will serve as the applicant and

fiscal agent and has extensive experience in providing afterschool services for this partnership.

ICESC received a Cohort 8 grant for 4 years at $776,431, resulting in improved achievement, as

evidenced by test scores and the upward mobility of school grades--from failing to passing--and

will expand it to include these 2 additional sites this year. It also has 4-6 years of experience in

the development, implementation, and management of 2 previous Indiana 21st CCLC Grants,

awarded to the national office, the National Council on Educating Black Children, (totaling $1.2

million), satisfying every 21stCCLC reporting and managerial requirement. (See Evidence of

Previous Success, Appendix A.) (Also, ICESC will have one representative youth and one parent

from each school serving on the Community Advisory Council, CAC.)

Student Achievement, Behavioral, and Poverty Data,

Participating

Schools

Total

Student

Enrollmt

F/R Lunch

Rate

2015/2016

Attend.

Rate

Failed

ISTEP+

Student

Mobility

Rate

2015/2016

Out-of-

School

Suspen-

sions

Highly

Effecti

ve

Tchrs

Tindley Elem

Rennaisance 520 78% 94% 71% 6.8% 19

3%


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Sch #69-

Kindezi Elem 387 82% 97% 93% 25.5% 14

15%

Student Ethnicity

Tindley

Rennais. Elem. Black

93% Hispanic

3% Asian

0%

American

Indian 0% Multiracial

3% White

1%

Sch # 69-

Kindezi Elem 84% 10% 0% 0% 3% 3%

B. Programming Priority Points–Literacy: The primary focus of the 21st CCLC “Mission

Ready” After-School Program is to improve literacy skill acquisition. The program is designed

for use and support of the school-day curriculum and adopted textbooks. The “Mission Ready”

Literacy program is a combination of various activities to meet the challenging needs of low

performing students’ mastery of Indiana Academic Standards. Weekly literacy instruction will be

the primary focus for all 4 years of the grant cycle (34 weeks per year; 4 days per week, and 4

weeks in the summer); encompassing 6 hrs/wk of literacy and 12 hrs/wk program/per site. (See

Goals & Objectives and Performance Measures Sections.) 21stCCLC staff members will

receive pro-fessional development all 4 years with an ICESC literacy consultant and attend 3

State-required conferences and the 4th

, the International Reading Association. The ICESC will

adhere to and support the Indiana Afterschool Standards for the 4 yr cycle. The in-school model

of Dr. Robert Marzano’s research-based “16 Steps to Developing Rigor in Learning” will be the

expectation throughout the extended day instructional program, striving for mastery and excel-

lence from the administration, teachers and students. Activities include cooperative learning

projects, acting out skits, and culturally relevant/responsive teaching strategies such as “dancing

definitions” and “synonyms triplets.” Augusta Mann’s unique 9 culture-centered learning stra-

tegies incorporate movement, verbalization, choral responses, phonics /vocabulary development

and word meaning, developed specifically for children of color or low income with accelerated


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phonics and vocabulary expectations. Also very exceptional for an afterschool program is the

partnership with Microsoft’s virtual reality Vive lessons, an integral part of motivating students,

including social media and STEM areas. Weekly Pre/Post tests on

vocabulary development will be given with parent reports

2x/month. Comprehension is increased by daily use of Lexia

Readers; most students read 4 books/wk, and each student enrolled

receives 6 books/yr to start personal libraries. The very lowest

performing students daily will receive small group tutoring. The

Parent University will present parent /family engagement 5x/yr on

home literacy activities, advo-cacy, and other academic enrichment

activities. A Community (parent, youth, CBO) Advisory Council

will meet quarterly.

III. NEED FOR THE PROJECT: A. Project’s Need and

Supporting Data: All one has to do is pick up a newspaper to see

the threats youth face today, ranging from food insecurity to crime, particularly here in

Indianapolis where there is a homicide on the average of every 3 days, and gun homicides rank

the highest among African American males, age 15-24. The chart (right) shows the dangers

facing local children. Extensive research shows the correlation between these societal dangers

and a lack of success in schools. The State of Indiana actually used to use failing 3rd

-4th

grade

reading scores to predict 10-yr in the future prison bed need. The Suppor-ting Data for Need-

is shown (below) for these schools to have 21st CCLC afterschool Literacy Centers. It is

*78% increase in 5 years in

homeless families (3,000

children/year) (F)

;

*100 youth/week go to

Outreach, Inc (G)

*Indianapolis juveniles 4% of

State juvenile population but

40% of DOC incarcerated (H)

*Minority males are majority of

homicides (J)

*Eastside neighborhood named

17th Most Dangerous in U.S. (J)

*Indianapolis per-capita violent

crime rate at 12.0 (3x national

average); worse than NYC

(K)

*Indiana suspension/expulsion

rate- highest in US; leads

w/special needs and youth of

color expulsions at a 3x greater

rate.(L)


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undeniable additional academic and wrap-around support for student learning and family support

is needed if these children are to succeed. The Goals for 50 students/sch, grades 2-5, are

(1)improve participating students’ Literacy & Math achievement; (2) improve behavior; and (3)

increase family engagement

Student Achievement, Behavioral, and Poverty Data,

Participating

Schools

Total

Student

Enrollmt

F/R Lunch

Rate

2015/2016

Attend.

Rate

Failed

ISTEP

+

Minority

Rate

Student

Mobility

Rate

2015/2016

Out-of-

School

Suspen-

sions

Tindley Elem

Rennaisance 520 78% 94% 71%

99% 6.8% 19

Sch #69-

Kindezi Elem 387 82% 97% 93%

97% 25.5% 14

B. Current Out of School Programming and C. New or Expanded Program

School Name /

Grade Levels

Current Programs

(Services, time, days )

Expansion / enhancement Programs (New services,

time, days, all 50 participating students at @ sch)

Renaissance

Elem -Grades 2-5

Kindezi Elem

-Grades 2-5

Tutoring – Afterschool –

Available only when tutors are

available, not enough tutors for

all students

Enhancement:

NEW-ICESC Tutoring-AME/Community Churches

Rotational, M-TH, 50 students per school Grades 2-5

NEW-ICESC Literacy Center for daily training &

assistance on how to read staffed by teacher; Rotate, M-Th

Renaissance –

Kindezi -

No access to library – no

development of personal library\ Expanded

NEW-ICESC MyON Reader furnishes 6 books per

student per year for personal take-home library Renaissance

Kindezi

Technology skills available only

during school day Expanded

NEW-ICESC provides computerized individualized &

individually paced literacy & math programs- Rotational,

NEW--ICESC Lexia Reader computerized literacy

program - Rotational, M-TH, NEW--ICESC Virtual

Reality Lessons in Space Exploration. STEM,

Environment, History

Mastery Performance over Vocabulary Development -

Rotational, M-TH, Renaissance

Kindezi

No afterschool care at Renais-

sance or Kindezi in current year Enhanced

NEW-ICESC Free, daily afterschool program

4 Days per week, 34 weeks per year, M-TH,


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Renaissance

Kindezi

Lack of opportunity for hands-on,

classroom related follow up

learning activities after school

Enrichment & fun activities: art,

science, theatre, academic enrich.

Expanded

NEW-ICESC Daily clubs, sponsored by teachers,

mentors, church volunteers – Rotational, M-TH,

Renaissance -

Kindezi

-

Lack of Character development &

Drug/Violence Prevention

activities by outside trained

presenters

Lack of recommended

counseling/group

None on consistent basis either

during or after school

Expanded

NEW-ICESC Claude McNeal interactive theatre,

Reclaiming the Village character development &

prevention activities, Culinary Chef- Rotational, M-TH,

NEW-ICESC --Jywanza Productions Mentoring;

--Boys-to-Men group Character Dev. Program -.

Rotational, M-TH,

Renaissance

-

Kindezi

No snack after school; no

afterschool program except

Scouts 1x/mo or for

athletes currently in sports

Enhanced NEW--ICESC snack; & fitness/obesity lessons Provide

daily physical activities (indiv & team, formal & informal,

yoga, Karate,, etc.)-Daily – M-TH,

Renaissance EL -

Grades 2-5

Kindezi EL

-Grades 2-5

IMPD-identified dangerous

neighborhoods– Neither school

available after sch on consistent

basis unless athletic program

Expanded

NEW-ICESC/IPS AND TINDLEY-facilities,

transportation, Daily M-TH

Identified Gaps include no formalized afterschool program at all at Renaissance with the school

day extending from 4:30 to 6:00, depending upon weekly test scores of individual students.

There also is no afterschool snack or transportation provided at Renaissance. At Kindezi there is

only a Title 1 afterschool program, implemented by ICESC for a small number of primary

children only for this year. How Needs/Services Identified and Partner Involvement: Needs

and gaps in services were identified for this proposal through an analysis of current data, input

from teachers, students, principals and central office administrators, and research (Fall, 2009) on

local schools focusing on comparisons between diverse learners conducted by ICEBC and IUPUI

School of Education. Using the National School-Age Care Alliance standards as a guide in the

develop-ment of this program, ICEBC, CBOs, and parents and youth from prior 21st CCLC

Literacy Centers worked to develop this proposal, including surveys and focus group input.


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IV. PARTNERSHIPS/COLLABORATIONS: A. Needs and Services Identified & Partner

Involvement: Community collaboration and the development of partnerships that promote

vested stakeholders’ interest is critical to effecting the necessary changes to provide successful

academic opportunities to the youth of Indianapolis. Believing it takes a whole village to raise a

child, ICESC began a dialogue and developed collaboration with the African Methodist

Episcopal Church, First Books, Reading is Fundamental, “Boys to Men”, and a host of other

organizations. (See chart, below.) In 2008, ICESC national office began to install literacy

centers across the U.S in addition to the 12 in Indiana. ICESC will continue to form

collaborations with both local and federal agencies, churches, and youth-serving partners to

assist in meeting the needs of marginalized students and their families. Partners were identified

based on the needs of the proposed program goals and on national and local research (Schott

Foundation, Standards for Success, National Urban Alliance, etc.) demonstrating needs and

effective programs for assisting in the successful education of low income youth. A critical

component will be the coordination in the afterschool academic program with the Title I reading

program at each school as well as future funding stream coordination with Title I and or TANF.

After-school snacks will be obtained through the Federal Lunch/Child Nutrition program, and

recruitment will include Spanish-language and African-American media and meet all GEPA

requirements. The collaborating programs must be attractive and alluring as well as academic,

building a feeling of camaraderie, team affiliation, and a sense of belonging. School district

administration (superintendent, principals, guidance personnel, teachers, transportation staff),

parents and ICESC Board of Directors met to determine student achievement needs, gaps, and


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barriers to educational success. Members of the Board of Directors of ICESC, all of whom are

nationally-recognized educators, provide expertise such as strategies to improve academic deve-

lopment in urban communities, leadership development, data collection & analysis, advocacy &

policy and cultural diversity, most important to the targeted elementary children. (See MOUs)

Partners Program Needs Contribution Kindezi & Renaissance Facilities: classrooms,

computer labs, gymnasium,

transportation, custodial

services, security services,

access to data, program

support

Facilities: classrooms, computer labs, gymnasium,

transportation, custodial services, security services,

access to data, program support

34 weeks/year; 4 days/week (M-TH) 2:30-5:30

AME & other Churches Tutoring support, mentoring 8-12 hrs min. work with student-church volunteers M-TH

(modeled from NCEBC’s Blueprint for Action)

“Touching the Spirit”-

Augusta Mann Intensified

Teaching Strategies

Staff Development Staff Development 4 times/year on 8 culture centered

strategies, vocabulary development and word meaning

Chef Hollis Thomas Strategies to address hunger

– healthy food choices –

cooking skills/knowledge;

ability to be self-sustaining

Instruction and session monitoring - healthy food

choices, conduct food preparation demos showing them

how to read a recipe, cook the food; addressing food

insecurity

12 week sessions – 1 per semester

Parent University-The

Strengthening Families

Program (SFP)

Parenting issues

Family Night Topics

Instruction to improve parenting skills and family

relationships, reduce problem behaviors, delinquency and

alcohol and drug abuse, and to improve social

competencies and school performance. On site sessions

with parents and their children for 6 sessions, two hrs

each, which include video presentations, hands-on skill

building and youth and parent engagement (On-site home

visits will occur upon request) The programs will

culminate with a family celebration, review of learning

materials and demonstrations of how they have become

stronger families-ready to face challenges and rise above

negative circumstances to allow youth to grow and

flourish in the educational environment. This program

can be sustained through Title 1 dollars at the end of the

4 year grant period.

Claude McNeal

Productions/Act Out

Social Skills Enrichment

Activities/ ATOD &

Violence Prevention Program

Inter-active theatre on such current topics as conflict

resolution, bullying, respect etc. 6 week sessions – 1 per

semester

Jywanza Productions Mentoring Male mentoring & Female empowerment program – 6

week sessions – 1 per semester

Pyramid Karate Social Skills Enrichment-

Violence Prevention

Teaching respect , self-discipline – 6 week sessions 1 per

semester


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Microsoft Virtual Reality

Vive, lessons

Hands on Enrichment

Activities – STEM &

Technology Skills

The virtual experience lessons will cover content topics

on space exploration, environment, and history. –

Rotational – Daily – M-TH

V. PROGRAM DESIGN AND IMPLEMENTATION: A. Goals, Objectives, Performance

Measures, Activities and Assessment. This proposal was developed based on national research

(see below) and best practices, as identified in the Beyond the Bell: A Toolkit and the

“Afterschool Advocate” bi-weekly newsletter. The ACI Standards are based on the National

School-Age Care Alliance National Standards for Quality Schools Age Programs; the

Sustainability Plan draws from The Finance Project, “Finding Funding: A Guide to Federal

Sources for Out of School Time and Community School Initiatives.” According to a Public

Agenda study, a nonpartisan opinion research group, “poor and minority parents are much more

likely (than middle class families with opportunities for their children) to want an academic

focus in their children’s afterschool activities (Wall Street Journal, 11/16/04). In “Improving the

Quality of After-School Programs” (Education Week, 2/18/04) Granger and Kane state programs

need to reach vulnerable kids who would otherwise be on their own after school. Mission Ready

addresses the Secretary’s 3 required goals: (1) Improve Academic Achievement; (2) Improve

Student Behavior; and (3) Increase Family Involvement to insure success. The structure and

activities for meeting each of these 3 goals are more fully explained below.

To Improve Academic Achievement: ICESC has 2 very unique and proven-successful

programs to improve minority and low-income children’s academic success: (1) Microsoft’s

VIVE virtual reality STEM and Literacy program (including special equipment). In VIVE

virtual reality Reading and STEM skills are taught through 4 Modules during the school year:

The Univers, The Ocean, Human & Civil Rights; and Early Civilizations. The 5 basic reading


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skills (vocabulary, word meaning, phonics, comprehension, and fluency), and the ISTEP+

reading, social studies, science vocabulary and math basics and word meanings are taught in the

context of each module. As an on-going contractor (under Cohort 8), Microsoft’s Virtual Reality

experiential Learning helps the children to experience everything from a trip to Mars on the

space shuttle to a walk on the ocean floor; from the world development contributions from the

Egyptian and Maya civilizations to a 1939 road trip in the segregated south. (2) Augusta

Mann’s culturally-centered teaching strategies, designed to intensify teaching to accelerate

learning, specifically for minority children. In Mann’s research-based Touching the Spirit ®

Frame-work Touching the Spirit Framework of Principles helps teachers utilize culture in the

achievement of educational excellence for underachieving African American and other students.

Teaching strategies used in this program respond to the need for educational practices that are

based on incorporating students’ culture and experiences to accelerate their rate of

learning. Each one of these unique teaching practices is designed for teachers, parents, and

community groups who teach underperforming African-American and other students who need

to achieve multiple years of growth in a short period of time, while also incorporating self-

esteem development. It is based on two areas of research: (1) culture, history, and language of

African-American people, and, (2) successful teachers of African-American students and

students of other ethnicities whom the schools are failing to educate to high standards. It includes

Five Teaching/Learning Patterns used within the context of Nine Supportive Practices. Mann’s

direct intensified teaching strategies will be used by educators to intensify teaching to accelerate

the learning of a research-based core group of terms and phrases and a collection of summaries


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of essential background knowledge. Teachers in “Mission Ready” Literacy Centers will be

supported by a professional development led by Microsoft, Ms. Mann, and other master teachers.

ICESC will focus on building vocabulary and background knowledge. The relationship between

vocabulary knowledge and academic achievement is well proven with additional research

supporting building academic background knowledge through direct vocabulary instruction.

(Marzano, R. Teaching for Rigor: A Call for a Critical Instructional Shift. Marzano Center

Monograph March, 2014; Jenkins, Stein, and Wysocki (1984) demonstrated that to learn a word

requires anywhere from 6 to 10 exposures to the word in context. (Jenkins, J.R., Stein, M.L.,&

Wysocki, K. (1984). Learning Vocabulary through Reading. American Educational Research

Journal, 21 (4), 767-87). To meet the vocabulary and background knowledge achievement goals,

the “Mission Ready” Literacy Centers will use a set of principles developed by master

teacher/educator, Augusta Mann, and Parents and Community Roles in Student Motivation,

Assessment, and Celebration of Success. It is proposed that there will be two major

community Student Academic Mastery Performances-one in January and one in May. These

will be sponsored by local merchants with prizes of school supplies, school clothes, art and

physical education materials and recreational items to assist in student/family motivation and

assessment and a celebration of success. They will also supply the printed programs with

students’ names along with lists of the vocabulary terms and the Essential Summaries by grade

level cluster. Local radio and TV stations will announce the Academic Mastery Performances as

will newspapers, neighborhood churches, and community centers. The publicity for these

performances (that will also providing entertainment, acting out, and songs as well as


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recognition) will create a positive incentive for students, parents, siblings, other family members,

baby sitters, and mentors to all work to achieve mastery of the required vocabulary and

summaries. Also, Dreams and Goals, led by Cathi Woodard from the United Methodist Church,

will present to the parents on assisting their children and setting goals, high!

To Improve Student Behavior the Mission Ready 21st CCLC Centers will utilize several

community partners including Claude McNeal’s Act Out (developed in conjunction with the

Peace Learning Center through the IPS’s Alternative Education Programs). Act Out ). Act Out

is a social issue theatre that engages, educates, and entertains, making difficult issues interesting

and comprehensible. It uses interactive theatre to create conversations that illuminate root

problems and intensify solutions, presenting and, then, incorporating students on such topics as

bullying, violence, or drug usage, depending upon recommendations from the Site Leader. This

Center teacher/leader is also in charge of determining what other specialists or counselors need

to come in and present or work with the students, such as Campbell Youth & Family Counseling,

which specializes in youth/family counseling and in leading small group counseling sessions at

other 21st CCLC Literacy Centers. Under long-term ICESC standing partnerships, this expan-

sion grant will have character development promoted throughout all of the program, specifically

led by Reclaiming the Village, and the Boys ll Men group using local men as role models in

staying ATOD/violence free and promoting responsibility and family roles as boys grow older

with a similar program for the young girls. Jwanze Productions utilizes mentors as role models,

and Pyramid Karate presents lessons on conflict resolution with self-control, and respect.


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Increasing Family Involvement will not be a one-time program but will be presented by the Parent

University with at least 5 events during the year, a Family Night, at the end of each 9-week period

for parents and family of participating youth. Family Night will include at least 30 minutes of

the ICESC Parent Workshop each session, offering free meals as well as childcare and language

(sign and Spanish) interpreters. As additional incentives for attendance and participation, children’s

books and other learning tools will be offered at the University. ICESC Parent University is a

series of workshops and professional development activities to increase the knowledge and skills

of parents as stakeholders, needed to "build the public will" to advocate on behalf of African-

American children and will also include presentations on day-to-day practices that can promote

learning in and out of school. In addition to promoting parental literacy through technology and

through training sessions, available community resources (such as library member-ship for books

and computers), free cultural activities that promote educational activities, and even opportunities for

GED studies or resume building will be presented. The Community Advisory Council will assist in

developing a comprehensive curriculum for the family engagement program and will only be open to

family members of enrolled students; the total hours for the parents’ programs will not exceed

student hours. (See Appendix.)

A. The Goals, Objectives, Activities & Time Frame, Performance Measurements and

Assessment Strategies for both schools, follow.


Program Goals Program Objectives Program Activities &

Time Frame

Performance Measures Assessment Strategies

1. To improve

participating students’

academic achievement

(Participants defined as

students attending the

program regularly

(RAPS) during the

school yr for 60 days or

more.

1.1. Regularly attending

participants (RAPS) will

demonstrate increased

achievement in reading.

Tutors for students

identified as in need of

extra help

30 min tutoring/homework

help daily & 2 hrs/wk

average tutor/mentor from

neighboring churches

20-30 min daily on WERP

or MyON Reader (a

computerized curriculum,

that allows for individually

paced and individualized

learning and assessment to

challenge students at what-

ever level they may be

currently)

1.1.

75% of regular

program participants

will pass the reading

portion of the NWEA

by the spring

75% of regular


will pass the reading

portion of the ISTEP+

by the spring

75% of primary

participants will pass

the DIBELS

assessment by the

spring

75% of regular


will increase their

reading/ Lang.

arts/English grade (or

maintain a grade of

“B” or better) during

the school year.

75% of regular


will improve their

reading fluency score

on the Woodcock-

Johnson assessment

by at least 10% during

the school year.

1.1

NWEA reading assessment

conducted by program staff

at the end of each school

year

ISTEP+ or other required

state level assessment

DIBELS reading fluency

assessment conducted by

program staff at the end of

each school year

Student reading/Lang

arts/English grades

collected by program staff

at the end of each grading

period

Teachers and teacher assistants

will conduct weekly

assessments and involve

students in peer coaching and

assessments. Check lists, video

tapes and other media to show

demonstrations of mastery will

be used as ongoing evaluations

of students’ work. It is

proposed that the community

will play a key role in

assessment and celebration of

success.



Time Frame


1.2. Regularly attending


demonstrate increased

achievement in

mathematics.

20-30- minutes on

Microsoft Virtual Reality

STEM programs (a highly

engaging, reality-based

program on different

STEM topics, putting

children under the ocean,

on the moon, etc.

1.2.

75% of regular


will pass the math

portion on the NWEA

by the spring

75% of regular


will pass the math

portion on the ISTEP+

by the spring

75% of regular


will increase their

math grade (or

maintain a grade of

“B” or better) during

the school year

1.2

NWEA math assessment

conducted by program staff

at the end of each school

year

ISTEP+ or other required

state level assessment

Student math grades

collected by program staff

at the end of each grading

period

2. To improve

participants’ behavior

2.1

Regularly attending


improve classroom

behaviors related to

academic performance

1. Programs on character

development:

a. Act Out-conflict

resolution

b. Boys to Men – boys

program

c. Church (Life

Community Chapel)

tutor/mentorss

d. Act Out –a

unique and engaging

2.1

75% of regular

program participants’

school-day teachers

will report that there

was an improvement

in students completing

his/her homework to

the teacher’s

2.1.

Teacher Survey



Time Frame


2.2

Regularly attending


improve behaviors related

to interpersonal conflicts,

self-respect and respect of

others

inter-active theatrical

programs on conflict

resolution,

drug prevent, respect,

&anti-bullying

2. Campbell Youth &

Family Counseling

individual or group

counseling as needed (led

by a visually-impaired

counselor who

immediately attracts the

students’ interest as

“someone who is

different”—leading to

challenging discussions on

bullying and ostracizing

those different than us

satisfaction.

75% of regular


school-day teachers

will report that there

was an improvement

in the student’s level

of classroom

participation

75% of regular


will maintain 0

suspensions

throughout the course

of the year

2.2

75% of regular


parents will report

their child has

developed positive

social skills (getting

along w/ others, being

a leader,

compromising).

75% of regular


will report more

knowledge about anti-

bullying at yr end

Teacher Survey

Participant Survey

Parent in-put

Suspension Records

Expulsion Records

2.2

Parent Survey

Focus group in-put

Student Survey



Time Frame


2.3

Regularly attending


have daily

fitness/recreation activities

Pyramide Karate will

present self-control,

respect, and non-violent

martial arts responses

Volunteer leaders will lead

yoga and other physical

activities daily

100% of regularly

attending participants

(RAPS) will report

participating in 4 or

more different types of

physical activities in

after school program

throughout school yr

year

100% of regularly


(RAPS) will be able

to list at least 3

reasons why physical

fitness is important for

their health.

Student Survey

Participation records

Student Survey

Student Survey

3. To increase family

involvement

3.1

The Literacy Centers’

program will offer a range

of high quality

educational/literacy

services that will increase

the family involvement of

regularly attending

participants (RAPS)

1. Literacy program for

parents of regularly

attending participants’

(RAPS) (ICESC

Parent Workshops)

2. Advocacy &

understanding schools

(ICESC Board

Members)

3. Participants &

families will enhance

their knowledge and

use of technology

(Computer company)

4. Families will

participate in

workshops in non-

3.1

50% of regularly


(RAPS) family

member will

participate in at least 1

technology program

offered by the after

school program.

75% of regularly


(RAPS) family

members will


3.1

Education technology

records

Focus group in-put

Family Night Attendance

Records



Time Frame


3.2

The 21st CCLC Literacy

Centers program will offer

a range of high quality

academic, developmental.

and recreational services

that will increase the

family involvement of

regularly attending

participants (RAPS).

working hrs

5. Exposure to various

arts enrichment

/culturally relevant

events, including art ,

music, dance, field

trips, cultural clubs

(PLC, Act Out,

ICESC)

Family events/sem

3.2

At least one family-

focused activity will

be offered every nine

weeks for regularly


(RAPS)

25% (Yr. 1) 50% (yr.

2+ ) regularly


(RAPS) family

member will


enrichment activity

(field trip, art lesson)

3.2

Family focused event

records

Parental surveys

Enrichment activity

records

Participant surveys

B. Evidence of Previous Success: (See Appendix. A) The NCEBC and the local affiliate, ICESC, have received 21st CCLC grants

for 2010-2014 and 2017-2021, serving as the applicant and fiscal agent for the MSD Lawrence Township and, subsequently, IPS

School #44. The MSDLT Grant Program (recruitment and retention) Attendance Goals were met at the 100% level, and at all 4

MSDLT schools the Short Term Performance Measurements were met in both E/LA and Math. The Summer Implementation of the

Cohort 8 grant showed a 34.4% , grade 2 gain; a 47.4%, 3rd

grade gain; and a 51.8%, grade 4-5 gain with the program on-going.

NWEA or other measurements (See Need Section for relevant community data.) Recruitment will be conducted by a Site

Coordinator, housed at each school for 1.5 hrs/day prior to the close of the school day, so they can promote the program with students,

MISSION READYIN COUNCIL ON EDUC STUDENTS OF COLOR

18

Counselors, teachers, and parents. Also, program information will be promoted thru the media,

on posters, flyers, brochures, and registration forms throughout the neighborhood (groceries,

laundromats, etc.) and by the CAC.

C. Design Requirements: 1. Targeted Students & Families: Both schools are labeled low-

income with a Free & Reduced Lunch rate in far excess of 40%--78% for Renaissance and 82%

for Kindezi-82%; both are Title I schools. All requirements under Section 1114 of Title I will be

addressed with community and parental involvement. (See Appendix for private schools in area

that do not wish to participate. Park Tudor and St. Richards have their own programs.)

2. Dissemination of Information: In addition to using brochures, etc to recruit, annual program

progress reports will be circulated to families and stakeholders--in an easy-to understand

format—describing services, locations, how to enroll and to demonstrate success (and to aid in

sustainability). Communications will be bi-lingual, as needed, and translators, including signing,

will be available for use; this will be a total inclusion program. (See GEPA, Appendix)

Communications will be addressed through: (1) Presentations to school faculty for identification

of program candidates; (2) Brochures distributed at Open House and Parent Conferences; (3)

Annual Program Progress Report circulated to schools, families and stakeholders; (4)

Advertisement in school newsletters, flyers for distribution in neighborhoods, businesses, and;

(5) Communication at Parent Days and site team meetings. Each partner will be responsible for

part of the Communications Plan, such as the schools’ bi-lingual staff are responsible for

contacting 107.9, El Coyote, and Hispanic bodegas, cafes, and grocery stores for poster

placement. All programs, written notices, enrollment forms, etc. will be bi-lingual. A small

amount of funding is set aside in the budget for public relations brochures/posters for the Town-

ship Trustee’s office, in laundromats, and community agencies. As partners are developed, this


19

will also assist in sustainability. (See Section IX Sustainability.) Attention will be given to

cultural differences per economic strata (such as middle class parents read newsletters—often

lower income parents do not). Students with Disabilities All programs will be accessible to

students with special needs, including sports/recreation. There are built-in lessons that teach

about diversity and respect for all. Addressing the needs of students with disabilities will also be

included in the professional development from ICESC and Campbell counseling, as needed.

3. Communications with the Schools: The Mission Ready Centers’ programs are open

equitably to families and students from low-income neighborhood non-public schools, and their

teachers will also be invited to attend professional development programs. All requirements

under Section 1114 of Title I will be addressed with community and parental involvement. The

ICESC Grant Manager will be responsible for developing a communications plan with the CAC

including representatives from area non-public/private schools, as identified. Currently, the two

identified private schools (St. Richard’s and Park Tudor) within a 5-mile radius, do not wish to

participate as they have their own programs (See Attachment B). Every child will be encouraged

to participate, with weighted enrollment for students with failing academic records and

teachers/administrator recommendations. The Literacy Director and the Site Coordinator are

responsible for coordinating and aligning after-school lessons with the day time classroom

lessons to support student success. Collaboration and coordination of services around the needs

of the children is a must between the ICESC staff and the day teachers, working with school

administration for gathering all academic records for monitoring objectives and facilitating

statewide evaluation while maintaining confidentiality of students records (FERPA) and securing

parental permissions. (See MOUs in Attachment E.) ICESC staff communications duties are:


20

Project Director

Share information with school staff, parents; secure permissions

Gathering of all student academic data

Collaborate with teachers to identify skill deficiency; GPA below “C” or

receiving tutorial services

Oversee all aspects of program Site Coordinator Recruit identified students

Promote program to the community

Build student profiles on other needs for services

Make any recommendations for special evaluations, counseling, social work

follow-up, to principal and school appropriate personnel

Coordination of Parent Night Literacy Director, ICESC

Office Record attendance

Maintenance of all program records

Liaison to the IDOE

Staff Developer Training of all teachers, staff

4. Parental Involvement, Family Literacy & Related Family Educational Attainment: Site

Coordinators will actually be housed at the schools for 3.5 hrs/day prior to the close of school so

they can promote the program with students, talk to teachers to identify potential candidates,

meet with parents, etc. Only the parents/families of those students who are participating on a

regular basis (60 days or more) will be included in the family programs. The family programs

include the ICESC Parent Workshops (see # 7, below). There will be Family Nights held at the

end of each 9-week period (mid-term) at each school, which may include some recreation, child

performances, and light meals (provided, in-kind, from school partners) as incentives for

participation with time considerations for working and single parents. Each session will include

parent workshops and parent literacy, with sessions such as financial literacy, early childhood

preparation at home (ICESC and Child Family), GED opportunities, resume building, and

technology for parents as adults to determine their own priorities for inclusion.

5. USDA Approved Snacks: USDA snacks or dinner will be served daily after school at each

Literacy Center. Through the State F & R Food Program, dinner will be distributed (by the IPS

food services) at #69, and Tindley Food Services will provide snacks or supper at Renaissance.

6. Weekly Schedule: 45 minutes daily on computerized instruction in addition to another 45

minutes VIVE daily; 6 hrs weekly on literacy instruction with a licensed teacher and


21

instructional assistant. ”Mission Ready” Literacy Centers’ After School Programs, at 12

hrs./wk, will create readers, result in stronger academic success, support schools, and prepare

youth for a competitive global society. School #69 daily instruction is illustrated below with

weekly instruction in the tables following. Tindley instruction is delayed to a start time of 3:30-

4:00, dismissing at 6:30 due to a later dismissal.

IPS #69 Joyce Kilmer/Kindezi

ICESC Literacy Center Weekly Schedule – Mon-Thurs

2:30-2:55 pm Report in

Snacks, Homework Help

Concurrent Sessions - Rotational

3:00-3:45 pm 1. Literacy,

2. Virtual Reality, Lexia

3. Reading Creative Arts /

Mentoring

1. ICESC Literacy Program

2. Microsoft Vive– Lexia/MyON Reader

3. Theater, Culinary, Karate, Peace, Mentoring




Mentoring







Mentoring




5:30 Dismiss

Renaissance Elementary School

ICESC Literacy Center Weekly Schedule – Mon-Thurs

3:00-3:45

Literacy/

Vocabulary

Instruction

4:35-5:20

Reading

/Creative Arts

Mentoring

3:50-4:35

Virtual Reality

Microft Vive/

Virtual Reality

Lexia Reader

2:30-2:55

Report

in/Snacks/

Homework Help

5:30

Dismiss


22

4:00-4:15 pm Report in

Snacks, Homework Help

Concurrent Sessions - Rotational




Mentoring







Mentoring







Mentoring




6:30 Dismiss

Hrs and Weeks of 21stCCLC Program Operation for Students and Families

Tindley Renaissance

Elementary School - School Year—Hrs/day

. Wk day

before sch

Week day after

school

Weekend

days Evenings

Students 0 12 hrs/wk 0

Hrs with Family

Members 0

Aver 2 hrs/ wk

each semester 0

Family Night: 3-4 hrs / 1 mo; min.:

25 parents/family members of

participating students; Celebration

performance 1 per 9 weeks – 2 hr @

Number of days/week 0 4 0 1 evening/month

Number of weeks 0 34 0 9-10 sessions

Total Program Hrs 0 408 0 35


Sch #69-Kilmer/Kindezi Elementary School - School Year—Hrs/day

. Wk day

before sch

Week day after

school

Weekend

days Evenings


Hrs with Family

Members 0

Aver 2 hrs/ wk

each semester 0




performance 1 per 9 weeks – 2 hrs

each





Tindley Renaissance Elementary School - School Year—Hrs/day


23

. Wk day

before sch

Week day after

school

Weekend

days Evenings


Hrs with Family

Members 0

Aver 2 hrs/ wk

each semester 0




performance 1 per 9 weeks–2 hrs @




8. Scientifically-Based Research: The following describes the structure of Mann’s Inten-

sified Teaching Strategies and the vocabulary mastery work and outlines for the professional

development activities for teachers as they learn to effectively use these teaching strategies.

Word Lists for Direct Vocabulary Instruction The Touching the Spirit model is based on two

areas of research: the culture, history, and the use of language of African-American people, and

the research on successful teachers of students whom schools are failing to educate to high levels

of excellence. The theoretical underpinnings of this programs stem from the research of those

shown in the chart below, including published findings of successful urban teachers. Touching

the Spirit, the set of principles that Augusta Mann has introduced nationally over the past 20

years, serves as the basic practical implementation guide related to culture-center practices. Her

use of rhythm, repetition, recitation, learning rituals, and the focus on relationships, are

enveloped in the Nine Supporting Practices: (1) Insistence on working toward mastery; (2)

Continual search for patterns; (3) Intensive direct instruction; (4) Practice; (5) Teacher

modeling of patterns and of excellence; (6) Focus on discourse; (7) Inquiry; (8) Creativity; and,

(9) Symbolic thinking. (Supportive Research listed below)

Gay, Geneva, Culturally Responsive Teaching: Theory, Research, and Practice Teachers College Press, NY, 2010

Mann, Augusta , Touching the Spirit: Applying Cultural Knowledge in the Achievement of Educational Excellence

for African American and Other Students, 1995

Boykin A. W, Talent development, cultural deep structure, and school reform: Implications for African immersion

initiatives. In S.J. Denbo and L.M. Beaulieu (Eds.), 2002

Improving schools for African American students: a reader for educational leaders )pp 81-94). Springfield, IL:

Charles C. Thomas. 2002.

Lee C., Is Charlie Brown Chinese? A cultural modeling activity for underachieving students. American Educational


24

Research Journal, 38 (1), 97-142, 1993

Ladson-Billings, G, The dreamkeepers: Successful teachers of African American children ( 2nd

ed), 2009

Sonia Nieto, A History of the Education of Puerto Rican Students in the U.S. Mainland Schools: “Losers,”

“Outsiders,” or “Leaders”? 1990

Escalante, J and Dirman, J, The Jamie Escalante math program. Journal of Negro Education, 59 (30), 407-423,1990

Organization of Lessons by Specific Touching the Spirit Teaching Strategy

Teaching Strategy Units of Study Words per year

Dancing Definitions A Culture-Centered

Teaching Strategy Designed to Intensify

Teaching and Accelerate the Mastery of

Essential Academic Vocab & Language

4 Essential Social Studies Units

4 Essential Science Units

4 Essential Math Units

District Readers

30

30

30

134

Total expository units for the year 224

Synonym Triplets

This strategy accelerates the

understanding and then mastery of trios of

synonyms for important often-used words

In reading and writing.

8 Charts X 16 new words per chart (at least

one of the synonym triplets is usually a

known word)

128

Grand Total of Words for Vocabulary Mastery Using Both Strategies: 352

9. 21stCCLC Logo: Mission Ready, ICESC 21stCCLC, will be used on all instruments

regarding this program with an established logo for reproduction, and used in all materials.

VI. PROFESSIONAL DEVELOPMENT: Regular Professional Development staff meetings

will take place a minimum of 1x/month for 2-3 hrs with opportunities also embedded within

Literacy Centers’ staff meetings. Each Site Coordinator will attend 3 state conferences and the

Project Director will attend the national after school conference. Beginning each year, a survey

prepared by the Project Director, will be given to all staff to determine their various needs and to

prioritize professional development for the coming year. End-of-year surveys will also be given

to measure the success of professional development in helping the centers attain their overall

goals. The Project Director will meet with school principals to align the after school Professional

Development Plan in meeting the schools’ PD Plan in accordance with PL 221.

Training/Prof. Dev. Provider Relevant Program Objective Expected Staff Outcomes &

Assessment Tool

Culturally aligned

lessons; Successfully

Teaching Minority &

low income students

ICESC Board

members

Increase cultural sensitivity in

actions & lessons; address

diversity; make lessons more

relevant to minority learners

85% of daytime classroom

teachers will participate in

cultural sensitivity prof dev

& demonstrate how to make


25

VII. EVALUATION: A. Evaluation Plan: Design and Evaluator Qualifications: In

keeping with the highest standards for grant awards, formative and summative External Evalua-

tions will be conducted by R & D Educational Consulting and IUPUI (or the IDOE chosen

evaluator) measuring accomplishment for the Goals, Objectives, and Performance

Measurements (shown below). R & D Consulting is led by Dr. Wanda Riesz and Dr. Mary Jo

Dare with a combined 50+ years in educational research, grants, and evaluation. Dr. Dare’s

Doctorate was completed in Education Policy & Leadership; Dr. Riesz’s statistical study was in

Cultural Studies in Miami. Both leads are extremely familiar with urban settings and urban

learners with Dr. Riesz contracting with the National Council on Educating Black Youth for 5

years and Dr. Dare, taught in the clinical teaching faculty in the IUPUI Center for Urban

Multicultural Education (CUME) for 10 years, also working with Dr. Robin Hughes in

evaluation. Dare, as a former Indianapolis Public Schools Academic Affairs Assistant

Superintendent, has demonstrated ability to write clearly with strong analytical and statistical

skills. Riesz has worked in development of 21st CCLC programs for more than 10 years in the

Indianapolis area and is very experienced in research design, constructing surveys, collecting

(especially by non-

minority tchrs.)

lessons more relevant/hands on,

as shown on tchr surveys

Conflict resolution ActOut

Jywanza Group

Conflict prevention for the

classroom so teaching/learning

can take place

75% of teachers will

demonstrate improved ability to

prevent conflict in classroom,

as shown by Admin suspension

records

Recognizing Need for

Counseling Services

outside of the school

Campbell Youth &

Family Counseling

Increase teachers’ ability to

recognize need for outside

counseling

75% of teachers will improve

ability to recognize need for

outside counseling for students,

as shown by parental surveys &

focus groups

Developing parents as

stakeholders &

advocates in their own

(child’s) education

ICESC Board Develop & increase parents &

students’ knowledge & ability

to speak up for themselves;

understand State & nat’l laws

(i.e. NCLB or Race to the Top)

& how those affect them &

what they can do about them

75% of participants’ parents

will improve understanding of

state/nat’l laws/policies as it

affect their children’s education

on surveys

50% will indicate knowledge of

where to go for, or how to find

out, advocacy procedures as

shown in sample writings


26

data, and statistical analyses. Up-front, R & D has outlined limitations and barriers to a

successful evidence-based design and worked with the Proposal Development Team (PDT). It

structured this proposal in preparation for a rigorous evidence-based design that follows the

Extended-Term Mixed-Method Evaluation (ETMM) Design (Chatterji, 2004). The approach

simultaneously holds grant awardees to account for the stated outcomes, while providing

continuous formative assessment of short-term program objectives for improvement. The

process is necessary to identify unforeseen challenges and to improve the likelihood of providing

data to the State on successful programs for replication while also aiding program sustainability.

The ETMM design includes 5 inter-related principles: a long-term time-line; an evaluation

guided by the program’s purposes; a deliberate incorporation of formative, summative, and

follow-up data collection; analysis; and, rigorous quantitative and qualitative evidence.

Type of Data to Be Collected; When Collected; Instruments Used for Data Collection:

Systematic data collection, shown below, will begin immediately upon a grant award and will be

on-going to comply with IDOE reporting requirements. R & D will observe onsite examples of

after-school activities, coordination, partner services, and stakeholder involvement and will

develop and administer field survey instruments as well as use the Indiana After School

Standards and Indiana Academic Standards. The Formative Evaluation will be done at the end

of Yrs. 1, 2 and 3 with a Summative Evaluation at the end of Year 4. The State, the CAC, and

stakeholders will receive a written copy of the Evaluation. See chart on next pg for data types,

instruments used and a timeline. Registration Forms provide demographic data and will be

entered into the IDOE EZ Reports Data Collection Mgmt. System by Mission Ready staff. Each

site will be visited at least 4 times, and data will be used for data-driven decision making on

changes and refinements to improve the Programs.

Type of Data to be collected Instruments Used – Collected by Collection Date


27

Student Demographic Data

Demographic Data; Gender, Grade

Level, LEP Status, Education

Program, Lang., Race F/R Lunch

Status

Program Registration Form

School Data Management -

School specific Site Coord.

Beg. Fall Semester

Beg. Spring Semester

Student Achievement Data

Acuity, DIBELS, ISTEP+ Specific Assessment Report-School

Testing Coordinator

Fall and Spring of each program

year

Report Card Grades School Data Management

-School Specific Site Coordinator

Spring Each year

Quarterly Each year

Attendance Data

Afterschool Attendance EZ Reports Specific Roster

-School Specific Site Coordinator

Entered weekly, submitted monthly

School Day Attendance School Data Management Quarterly each year

Behavior Data

School Behavior Data Office Discipline Referrals

-School specific Site Coordinator

Quarterly each year

Program Data

Program Context Information EZ Reports - Program Staff Beg.of Fall/Spring Semesters

DOE Teacher Survey EZ Reports – Teacher Survey -

School specific Site Coordinator

Nov. 1 – Fall Semester

April 1 – Spring Semester

IN-QPSA Data: Stakeholder

Perception of Program Quality

IN-QPSA - School specific Site

Coordinator

End of Fall/Spring Semesters

Evaluator Observations Youth Program Quality Assessment

– Lead Evaluator

End Fall Semester Site Visit

End Spring Semester Site Visit

Family Participation and

Engagement Data

Program Celebration Impact – Lead

Evaluator

2x per year, January and May

Utilizing Evaluation Data to Drive Improvement: Student and staff pre/post data will be

tracked using a database such as Client Track. Qualitative data derived from focus groups,

interviews, and observation notes will be transcribed and analyzed as well as quantitative data on

improved academics, behaviors, (with special attention to ENL and students with disabilities),

and parental involvement for program improvement. Translators and bilingual materials will be

available. Multiple observations, extensive reviews of programs after school, community-based

assessments, interviews with day and extended day staff, pre/post surveys, and focus groups will

measure the extent in which Mission Ready is being implemented at each school; evaluators will

also examine the fidelity of implementation at the school. A comprehensive approach ensures

validity and reliability of Performance Measures and Outcomes, reflecting on management,

implementation, and efficiency.


28

B. Annual Reporting: Evidence of Program Quality Based on IN’s After School Standards

& IN Academic Standards: Formative Evaluations will examine the development, partici-

pation levels, delivery, satisfaction, use, quality of professional development training, link

between school and extended-day activities, assistance to non-public schools, and perceptions of

overall effectiveness. Semester feedback and end-of-year reports will be provided to all partners

and the CAC, identifying areas of concern or suggestions for improvement based on data-driven

decision-making. Progress will be monitored for accountability evidence at each school. In

addition to program quality and student attendance trends, progress toward each stated

performance measure (increased English/Language Arts and Math proficiency rates, fall to

spring; I-STEP+ and/or I-READ/I-LEARN scores) as shown by comparative student grades for

all participants attending regularly for 60 days will be used (with usage of aggregated data from

the 4 years for the Summative Evaluation). A timeline has been developed to meet IDOE data

collection and reporting requirements (see chart below) using the IDOE data collection system.

Also the IN-QPSA will be completed annually for constant and on-going program improvement.

Report Type Description Report Date

Aggregated Final Report Provides summative evaluation

results for 4 years of grant

Summer following 4th year

Year End Report Provides summative evaluation

results for program year

Summer of each grant year

Evaluation presentation Snapshot of program

accomplishments for stakeholders

Summer of each grant year

YPQA Site Visit Report Data from annual site visit Spring of each program year

IN-QPSA Report and Action Plan Data generated from online IN-

QPSA site

TBD – IDOE 21stCCLC Guidelines

IN-QPSA Progress Report Progress toward goals set by In-

QPSA Assessment Team based on

IN-QPSA Action Plan

TBD – IDOE 21stCCLC Guidelines

Use of Results for Program Improvement & E. Required Performance Measures: The

evaluation of the proposed program will include both Formative and Summative data collection

strategies. The Formative features of the evaluation will be based on the needs of various

program stakeholders, including program directors, staff, IDOE and the CAC. (E.)Required


29

Performance Measures: Data collected through annual interviews; parental, youth, and staff

surveys; observations; and site visits will provide much of the process-oriented data. Formative

data also will include comparative Fall to Spring local test scores, such as Math report cards or I-

READ, to ensure progress towards the Goals, Objectives, and Performance Measurements and to

recommend changes to improve the program. The CAC will use the Evaluation report to make

recommended adjustments and continue community and stakeholders input. The Summative

data collection (at the end of the 4th

year) will focus on addressing the extent the program has

met its performance measures related to its overall goals and objectives, showing the relevance

of these measures and strategies to program success and for replication and sustainability.

C. Required Data from Schools. Partnerships between 21stCCLC program staff and school

specific coordinators is in place as well as agreements established with participating LEAs. (See

attached MOUs) for the facilitation of data collection. The 4/wk (4/hrs/day for 4 days/wk)

Summer Program will follow the same format as the school year programs, counting scores from

25 student/sch who attend at least 80% of the time. An emphasis will be put on engaging VIVE

virtual reality, karate, ActOut and project based learning to improve LA/Math academic scores

and behavior with one Parent University program for family engagement and support. (See

Summer Chart in Attachments) D. There is no Early Learning Program yet.

VIII. SUPPORT FOR STRATEGIC PRIORITIES: 1. English/LA and Math Achievement

/ School Improvement Plan and Professional Development Plan as Required by PL 221

Effective Strategies for Replication: The major focus of the Literacy Centers is academic

achievement. Each activity and program is research based and was selected for use based on its

success with low-income and diverse student populations, based on IN Academic Standards.

ICESC staff is responsible to ensure collaborative planning with classroom teachers with


30

professional development provided by ICESC on culturally appropriate lessons and teaching and

learning strategies to improve academic achievement with children of color and/or from low-

income backgrounds. These (Augusta Mann’s)multiple culturally-sensitive strategies and hands-

on experiential techniques are unique to “Mission Ready.” ActOut also will provide professional

development on conflict resolution. The evaluation was designed to align with PL 221 and

contribute to each school’s Improvement Plan, focusing on literacy improvement in numerous

ways, including evaluation of program activities and formative level feedback to ensure the

program includes effective, research-based strategies supporting ongoing developmental.

IX. SUSTAINABILITY PLAN: The PDT will morph into the CAC with new CBO partners

and representatives added. This will assist in building sustainability, and the CAC will be

responsible for developing a Sustainability Plan, working with both LEAs and building on the

initial plans incorporated in this proposal to identify appropriate grants and examine other

available funding streams. By Year 3, expenses decrease to assist with sustainability, as some

costs are one-time start-up costs such as the purchase of Virtual Reality materials with very

minimal future updating and support costs affiliated. As the evaluation data demonstrates the

success of the Literacy Centers, publicity generated by ICESC should assist in increasing

community/business and stakeholders’ support. Additionally, since the PDT used backward

mapping as it developed the expansion plan to ensure these 2 schools could remain as Literacy

Centers beyond the grant period, stakeholders and neighborhood CBOs continued involvement

will be translated into a strong commitment to see them continued. In addition to tapping

funding streams from other sources (21st CCLC, Scholarship America, Dollars for Scholars,

Title, etc.), partner resources will be examined to integrate with the 21st CCLC programs to braid

funding streams to maximize services for students and yet not supplant funding sources.


31

Demonstrated Partner Commitment: More than half of the partners actively participated as a

part of the initial PDT, and each partner has been carefully selected for relevance to the area’s

needs and capacity to assist in project implementation and/or sustainability, (either in-kind or

cash) with special attention to special populations traditionally underserved. Each community

partner has signed a MOU highlighting their service commitments. (See Attachments.) Partners

will “spread the word” about the success of the after school programs, helping to promote

financial support. Not wanting to see a successful program end, the partners will assist in sustain-

ability far beyond the grant period. By “opening the doors,” more community partners with buy-

in will be motivated to be involved for community long-term benefits long after the grant’s end.

X. SAFETY AND TRANSPORTATION: On-Site Safety: ICESC will adhere to both

schools’ policies and procedures regarding safety, security, and emergencies. A specific sign-

in/out procedure with ID check will be established in accordance with the schools’ policies with

special attention to custody issues. All hired or volunteer personnel will have local/state criminal

background checks prior to beginning with any program and kept on file. Transportation: All

Centers’ programs will take place during after school hours with transportation home, (meeting

the needs of working families), provided on current late activity buses at #69 and/or approved

contracted buses at Tindley. IAN Safety Standards will be used at all times (including field trips

and by approved contractors) with each bus driver meeting all CDL licensing, background, and

insurance requirements. No student will participate without specific field trip permission slips.

XII. GRANT ADMINISTRATION: The Mission Ready Grant is organized and follows RFP

directions with all materials requested and in order. Mission Ready Centers are very impressive

public/private partnerships to dramatically assist urban school children academically and

behaviorally,starting with this group of 110 low-income/high-need students, towards life success


32

XI. BUDGET NARRATIVE: Costs are projected as follows

(1) PERSONNEL (TOTAL: $30,200) One Project Director, at $21,000, will spend 100% of

his/her time, coordinating and supervising the after school Literacy Centers at Kindezi

and Renaissance schools. (All other personnel will be contracted.) Office part-time

financial secretary at @$920 for 10 months totally $9,200

(2) BENEFITS (TOTAL: $0) No benefits paid for part-time or contracted personnel

(3) TRAVEL (TOTAL: $3,350 The Project Director and 2 Site Coordinators will attend the 3

State Conferences, locally, at $200 @ (3 x $200 = $600). The ICESC and the Site Coordinators

will attend the 1 national after school conference for a total of $2,200 including hotel, travel, and

food. $50/mo x 11 months for a total of $550 is allotted for the Project Director’s mileage

(4) STUDENT TRANSPORTATION (TOTAL: $5,000) $1,000 @ school for student field

trips and outings; $3,000 for Renaissance after-school to home transportation contracted when

late bus not available

(5) EQUIPMENT (TOTAL: $7,000) includes 7 sets of Microsoft Virtual Reality VIVE

Equipment and Lessons for Renaissance only, at $6,000. (Kindezi already has the program and

equipment); $1,000 for repairs/replacements at Kindezi. Free professional development/training

to staff.

(6) SUPPLIES (TOTAL $12,650) with $5,000 in Year 1 only for ICEBC office supplies,

brochures, family night programs with take home packets and educational games, CAC programs

for 2 schools, publicity, etc. $4,650 (at $2,325/school) is allotted for Ethnic Reading Books to

add to the take-home Library (elementary) series. Each of the 110 students will also receive 4-6

RIF/and First Books, free, (but at a cost to ICESC of $3,000) to add to their take-home libraries,

Parents will receive materials and books on nutrition,


33

(7) CONTRACTORS (TOTAL: $2166,346 )

$30,192-Site Coordinators at 2 schools at $37.00 /hr.x 4 hrs/day x 4 days/wk x 34 wks,

@ x 2 coordinators

$27,744-Licensed Reading teachers (1 per school) at a rate of $34/hr x 3 hrs a day, 4

days/wk x 34 wks x 2 tchrs will provide Literacy Center academic instruction

$10,000-Pyramid Karate and ActOut, will deliver 5 programs/yr for a total of $5,000

each x 2 sites on char development, anti-ATOD & anti violence

$7,500-The Educational Enrichment Family Strengthening-Parent University will meet

for Family Nights 5 times at a cost of $250/site x 2 sites, totaling $2,500, for programs

and materials; additionally, $500 site is budgeted for incentives/meetings x 2 sites for

$5,000

$3,000 for a Curriculum Writer for new Virtual Reality 6-week module on

Aerospace, inserting cultural strategies.

$12,000-Augusta Mann’s Intensified Teaching Strategies, staff development-4x/year for

12 days x $250/day

$3,850-Mentoring/tutoring will also be provided by several agencies, but with Jywanza

Productions paid $350 month x 11 months (10 sch yr, 1 summer) to ensure sufficient

mentors are trained and available, totaling $3,300; this also includes the Rites of Passage

program for boys by Jywanza

$3,000-GLAM (Shannon Poole) will provide guidance, life skills, mentoring, and rites of

passage for the girls at each school over the 11 month period for a total of $3,000

$4,000- External Evaluation, $10,000-R & D Educational Consulting-External

Evaluation (approximately 4%), including working with the CAC


34

$1,600-$800/site is budgeted for IDOE Data Collection into the EZ system

$12,000-Chef Hollis Thomas, $500/lesson x 2 lessons/month for 6 months at both sites

including food, $12,000

$48,960- Instructional Assistants, 4/site x $15/hr x 3 hrs/day x 4 days/wk x 34 wks x 2

sites

$2,500-Accountant Services, -$250 a month x 10 months,

The total request for Year 1 is $ 224,546 (without Indirect)to serve 110 students, averaging

$2,041/ student--to provide a very strong academic program in a school district that has found its

demographics becoming more dismal each year and is fighting to overcome barriers to success

(especially for low-income and children of color) and turn-around graduation rates and college

going.)


35

PROJECT ABSTRACT –“Mission Ready” 21st Century Literacy Center: The Indiana

Council on Educating Students of Color (ICESC, a 501© 3), a Community-Based Organization

serving as the fiscal agent, is submitting this expanded proposal, in partnership with 2 LEAs, the

Kindezi Academy (a public charter Innovation School—a reconstituted chronically

underperforming school) housed in the Indianapolis Public School Joyce Kilmer Sch # 69 and

Tindley (Public Charter) Network of Schools’ Renaissance Academy, for a 4-day/wk school year

and 4-wk summer program.

Key Personnel include Diana Daniels, Executive Director of ICESC; and partners: Augusta

Mann-developer of Touching the Spirit/Intensified Teaching Strategies for children of color;

Chef Hollis Thomas-Culinary Arts; ICESC-Family Strengthening-Parent University; Claude

McNeal-Act Out Productions; Michael McGraw-Microsoft VIVE Virtual Reality; Jywanza

Productions-mentors; and Drs. Wanda Riesz and Mary Jo Dare-External Evaluators. Student

Needs are demonstrated by: both schools receive Title I funding under Part A; both received a


36

State DOE grade of “D” in year 2016-17; both have over 96% minority and are low income;

Renaissance has a Free & Reduced Lunch rate in excess of 78% and Kindezi-82%. (See Chart,

Grant pgs. 1 & 4) (Kindizi/Sch #69 was in an application from the Edna Martin Center (EMC)

for Cohort 8, and, although EMC received the grant, they were never able to open the 21st CCLC

program within the school, demonstrating even more the need for this opportunity for a failing

school.) Both schools have failing I-STEP+ scores: Renaissance, a 71% failure rate in Reading

and School # 69/Kindezi, a 93% rate. In math, Renaissance had a 65% fail rate and #69, a 89%

fail rate. Both have close to a 13% mobility rate, with frequent in-school suspensions. Both are

located in extremely high crime areas of Indianapolis with Renaissance in an IMPD-labeled

“killing zone.” Homicides have now exceeded the all-time reporting rate for Indianapolis with

the majority of victims and perpetrators, young Black males. Participants Served will be 110

students, 2nd

-5th

grade, (55/school), as identified by teachers, principals, counselors, and parents.

Outcomes to be achieved are (1) to improve participating students’ academic achievement in

Literacy and Mathematics; (2) to improve participants’ behavior; and, (3) To increase family

engagement. The mission of the 21st CCLC Literacy Centers’ after-school program, “Mission

Ready” is to support economically-disadvantaged students performing below grade level in

reading and math by providing a research-based, academic, and intervention program in a safe

environment, after school. This will be achieved through the following Activities: This proposal

focuses strongly on literacy success for the future of these targeted youth--with the belief that a

child’s reading and writing skills are portals to, and catalysts for, whole worlds of learning. The

academic literacy program (coordinated with school day literacy) will use Dr. Robert Marzano’s

researched-based 16 Steps to Rigor in Learning and Curriculum Word Lists for Reading,

Mathematics, Science & Social Studies. Teaching/Learning strategies will incorporate Touching


37

the Spirit/Culturally Relevant Responsive Teaching and inner-active learning. Other activities,

included in a rotational schedule, are computer-based lexile reading, Lexia Reader, Microsoft

Virtual Reality Vive STEM Lessons, Culinary Arts, positive behavior modeling, and ATOD

/Violence Prevention through Act Out, Jywanza, and Creative Arts-Enrichment. Tutoring and

mentoring will be provided by retired teachers and members of the AME Church. A Parent

University will be provided to strengthen families of enrolled-students—for parents who often

lack accessibility to resources or the ability to provide and promote educational opportunities,

These children from marginalized families are in schools that demonstrate an extremely high

need for an extended-day to improve student academic/behavioral performance, preparing them

to stay in school through high school graduation ready for post-secondary studies or careers.

BUDGET WORKSHEET

Yr. 1

I. PERSONNEL

1 part time Proj. Direc $21,000

1part time secy

$9,200

SUB-TOTAL $30,200


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2. BENEFITS

No Benefits/all part time 0

SUB-TOTAL 0

3. TRAVEL

3 Persons, $200@, St. Conven 600

Staff &

Proj Dir x Natl Conv 2,200

Proj Dir Mileage $50/mnth 550

SUB-TOTAL 3350

4. STUDENT TRANSP

Field trips, mentor

2000

$1000/site

$3000 as needed, Tindley 3000

SUB-TOTAL 5,000

5. EQUIPMENT

Microsoft VR at Renaissance 6,000

Repair/replacement VR-Kindezi 1,000

SUB-TOTAL 7,000

6. SUPPLIES

Copying,

Office, brochures,etc 5,000

Ethic bks

4,650

Take home bks 3,000

SUB-TOTAL 12,650

7. CONTRACTUAL

2 Site Coordinators

30,192

$37/hr x 12 hrs/wk x 34 wks x 2

2 licsd. reading tchrs x $34/hr x 12/hrs/wk 27,744

34 wks x 2 sites

Pyramid Karate-phys activity & char dev 5,000

Act Out anti ATOD/bullying 5,000

Parent Univ. Family

7,500

Curric Writer-Aerospace VR module 3,000

Augusta Mann

12,000

GLAM-girls mentoring 3000

Jywanza-boys mentoring 3850

R & D Evaluation (less than 2%)

4000

IDOE Data Collection

1600

Chef Hollis & materials 12,000

Instruc Assistants

48,960

4 IA x $15/hr x 12 hrs/wk x 34 wks


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x 2 sites

Accountant Services

2,500

SUB-TOTAL 166346

TOTAL-ALL CATEGORIES 224546

INDIRECT-per EDGAR-8% 17,963

GRAND TOTAL W/ INDIRECT 242509

Yr 2

Yr 3

Yr 4

I. PERSONNEL

1 part time Proj. Direc $21,000

$21,000

$21,000

1part time secy

$9,200

$9,200

$9,200

SUB-TOTAL $30,200 $30,200

2. BENEFITS

No Benefits/all part time 0

0

0

SUB-TOTAL 0 0

3. TRAVEL

3 Persons, $200@, St. Conven 600

600

600

Staff & Proj Dir x Natl Conv 2,200

2,200

2,200

Proj Dir Mileage $50/mnth 550

550

550

SUB-TOTAL 3350 3350

4. STUDENT TRANSP

Field trips, mentor

2000

2000

2000

$1000/site

$3000 as needed, Tindley 3000

3000

3000

SUB-TOTAL 5,000 5,000

5. EQUIPMENT

Microsoft VR at Renaissance 1,000

1,000

1,000

Repair/replacement VR-Kindezi 1,000

1,000

1,000

SUB-TOTAL 2,000 2,000

6. SUPPLIES

Copying, Office, brochures,etc 3,000

3,000

3,000

Ethic bks

4,650

4,650

4,650

Take home bks 3,000

3,000

3,000

SUB-TOTAL 10,650 10,650


40

7. CONTRACTUAL

2 Site Coordinators

30,192

30,192

30,192

$37/hrx 12 hrs/wkx 34 wks x 2

2 licsd. reading tchrs x $34/hr x 27,744

27,744

27,744

12 hrs/wk

Pyramid Karate-

5,000

5,000

5,000

Act Out anti ATOD/bullying 5,000

5,000

5,000

Parent Univ. Family

7,500

7,500

7,500

No curric writer-yrs 2-4 0

0

0

Augusta Mann

12,000

12,000

12,000

GLAM-girls mentoring 3000

3000

3000

Jywanza-boys mentoring 3850

3850

3850

R & D Evaluation (less than 2%) 4000

4000

4000

IDOE Data Collection

1600

1600

1600

Chef Hollis & materials 12,000

11,750

11,750

Instruc Assistants

48,960

48,960

48,960

4 IA x $15/hr x 12 hrs/wk

x 34 wks x 2 sites

Accountant Services

2,500

2,500

2,500

SUB-TOTAL 163,346 163,096 163,096

TOTAL-ALL CATEGORIES 214546 214,296

214,296

INDIRECT-per EDGAR-8% 17,163 17,143 17,143

GRAND TOTAL W/ INDIRECT 231709 231439 231169 231439

4 YR TOTAL: $924,486


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PERFORMANCE MEASURES

3 LONG TERM PERFORMANCE MEASURES

Reach Education/Cognitive Youth Development

Serve 110 participants for

120 number of days.

75% of RAPs will maintain

or improve their grade-level

performance in Math from

spring to fall.



performance in

English/Language Arts from

spring to fall.

75% of RAPs will have no

programmatic disciplinary

actions during sch yr

90% of RAPs will

participate in character

development programming

during sch yr

75% of RAPs will

participate in one (1) or

more service project during

sch yr

Health Parent Engagement

80% of RAPs will be able to

plan a healthy meal for 1

day.

By the close of sch yr, 90%

of RAPs will perceive risks

in ATOD use.

60% of parents of RAPs will


program activity during sch

yr


have had at least 1 age-

appropriate conversation

about use of ATODs with

their children by the close of

sch yr

STEM

60% of RAPs will

demonstrate an increased

interest in STEM-related

careers.

3 SHORT TERM SUMMER PERFORMANCE MEASURES

Reach Education/Cognitive Youth Development


42

Serve 50 participants for 20

number of days.

10% of RAPs will be new

participants.

50 of RAPs will maintain or

improve their grade-level

performance in Math from

spring to fall.



performance in

English/Language Arts from

spring to fall.

50% of RAPs who were

below Math grade-level in

spring will be at grade-level

or above by fall.

50% of RAPs who were

below Math grade-level in

spring will be at grade-level

or above by fall.

X50% of RAPs will have no

programmatic disciplinary

actions in the summer.

90% of RAPs will

participate in character

development programming

in the summer

90% of RAPs will

participate in one (1) or

more service project in the

summer

Health Parent Engagement

80% of RAPs will be able to

plan a healthy meal for 1

day.

By the close of summer,

90% of RAPs will perceive

risks in ATOD use.



program activity with their

children in summer.


have had at least 1 age-

appropriate conversation

about careers with their

children by the close of

summer.

STEM

60% of RAPs will

demonstrate an increased

interest in STEM-related

careers.


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48


49


50


51


52


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56


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(SEE FORM AT BEGINNING OF PROPOSAL

in council educ students of stcolor mission ready 21 cclc … · 2020. 1. 29. · project abstract...

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