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of 47 Request for Proposal SY 2010-11

Request for Proposals

School Year 2010- 2011

Campus Independent Instructors

&

Campus Organizations

&

Community-Based Organizations

P r o posa l D u e D a t e

Friday, February 26, 2010 before 5:00 p.m.

Only completed proposals will be accepted


Table of Contents

Introduction.........................................................................................................................................................4

About After School Matters ...............................................................................................................................5

School Year 2010 - 2011 Selection Process .....................................................................................................6

Program Quality..................................................................................................................................................7 Youth Program Quality (YPQ) Model - Defined ....................................................................................................7

Program Quality..................................................................................................................................................8

Program Models .................................................................................................................................................9 DESCRIPTION OF PROGRAMS .........................................................................................................................9 club37...................................................................................................................................................................9 NeighborSports.....................................................................................................................................................9 pre-apprenticeship programs..............................................................................................................................10 apprenticeship programs ....................................................................................................................................10 apprenticeship programs (continued) .................................................................................................................11 advanced apprenticeship programs....................................................................................................................11 MODEL COMPARISON CHART ........................................................................................................................12 PROGRAM CLASSIFICATION CHART .............................................................................................................13

Provider Requirements and Guidelines..........................................................................................................14 ADMINISTRATIVE MANAGEMENT ROLES......................................................................................................14 TECHNOLOGICAL REQUIREMENTS ...............................................................................................................16 PROGRAM ADMINISTRATION..........................................................................................................................16 INSTRUCTOR REQUIREMENTS BY PROGRAM MODEL................................................................................17 TEEN HIRING PROCESS..................................................................................................................................18

Proposal Content..............................................................................................................................................20 GENERAL QUESTIONS ....................................................................................................................................20 REQUEST FOR PROPOSAL –SPECIAL REQUESTS ......................................................................................20 FIELD-TRIPS......................................................................................................................................................21 COMMUNITY SERVICE.....................................................................................................................................21 CULMINATING EVENT......................................................................................................................................22 WEEKLY PROGRAM PLAN...............................................................................................................................22

Contracting Requirements...............................................................................................................................24 Contracting - Community Organizations and Campus Organizations.................................................................24 Contracting - Independent Instructors.................................................................................................................26

Budget Guidelines............................................................................................................................................27 BUDGET FORM .................................................................................................................................................27 BUDGET ASSUMPTIONS..................................................................................................................................27 PERSONNEL: Community-based Organizations and Campus Organizations ...................................................28 PERSONNEL: Independent Instructor Pay.........................................................................................................29 EQUIPMENT AND SUPPLIES (Campus and Community Programs) ................................................................30 GUEST SPEAKER, FIELD-TRIP TRANSPORTATION / ADMISSION ...............................................................30 NON-REIMBURSABLE EXPENSES ..................................................................................................................30

Next Steps for Applicants ................................................................................................................................31 TIMELINE...........................................................................................................................................................31


Table of Contents (continued)

Applicant Support Services.............................................................................................................................32 Request For Proposal (RFP) Workshops ...........................................................................................................32 CITYSPAN HOTLINE .........................................................................................................................................32 ASM REGIONAL STAFF SUPPORT..................................................................................................................32

Attachments......................................................................................................................................................33 GLOSSARY OF TERMS ....................................................................................................................................34 PROPOSAL QUESTIONS..................................................................................................................................36 Regional Boundaries ..........................................................................................................................................40 ASM Regional Map.............................................................................................................................................41 HIGH-NEED COMMUNITIES .............................................................................................................................42 AFTER SCHOOL MATTERS DESIGNATED CPS HIGH SCHOOLS.................................................................44 AFTER SCHOOL MATTERS VENDOR SUPPLY LIST......................................................................................47


Introduction

After School Matters issues this Request for Proposals (RFP) to independent instructors, teaching organizations and community-based organizations (CBOs) interested in providing out-of-school time programs during the 2010-2011 school year. Programs will operate at: CBO sites; the Downtown Gallery 37 Center for the Arts; or at any of After School Matters’ designated high school campus locations. Applicants may submit proposals for one of five program models: club, NeighborSports, pre-apprenticeship, apprenticeship, and advanced apprenticeship. This RFP describes the protocols, procedures and requirements of programming necessary for a successful proposal.

Through our programs, Chicago teens can safely participate in activities that are rooted in youth development and offer positive relationships, soft skills that translate to the workplace and exposure to career opportunities both in their neighborhoods and throughout the city. By anchoring out-of-school opportunities around city high schools, parks, libraries, and CBOs—as well as the Gallery 37 Center for the Arts — After School Matters invigorates neighborhoods across the city and maximizes the use of existing public infrastructure.

ASM collaborates with the Chicago Department of Family Support Services (FSS), Office of Children and Youth Services to expand the reach of its programs by working to support community-based organizations already working within high-need areas. Teens must be a minimum of 14 years old to participate in programs. Out-of-school and high-need youth up to the age of 22 who present special needs—including teen parents, homelessness, physical disabilities, and cognitive delays—may be eligible for these community programs. ASM collaborates with FSS by providing youth with a variety of opportunities and options during the school year. ASM and partners (Chicago Public Schools, Chicago Park District, Chicago Public Library and the Department of Family Support Services) promote elevated standards and professional development for its youth program providers.

Applicants may choose to implement the proposed program at a designated ASM Chicago Public High School or at the Gallery 37 Center for the Arts, both of which would be considered a “Campus” RFP. You may also choose to operate a proposed program or at a local community-based organization, park, library, church, etc. that would be considered a “Community” RFP. By responding to the “Campus” RFP you are agreeing to be considered to operate your proposed program at the downtown Gallery 37 Center for the Arts or at the ASM CPS designated school you select though ASM has the discretion to place the program at the most appropriate school location. By responding to the “Community” RFP, you are agreeing to offer the program at your community organization or a different site where a linkage agreement has been secured to host the proposed program.

Finally, applicants may choose to submit a proposal as an independent instructor, which means your services will be directly contracted with ASM, or as an organization, which means the organization will be contracted for services with ASM.


About After School Matters

ABOUT AFTER SCHOOL MATTERS (ASM) After School Matters is a nonprofit organization that partners with the City of Chicago, the Chicago Public Schools, the Chicago Park District, the Chicago Public Library and community-based organizations to expand out-of-school opportunities for Chicago teens. With these strong partnerships and collaborations, ASM achieves its mission of creating a network of out of school opportunities for teens in Chicago communities, thereby reaching thousands of teens through quality programs and leveraging resources to help young people find their future.

Vision Chicago’s teens need to believe they have a future and adults need to help them get there.

Mission Create a network of out-of-school opportunities for teens in underserved communities by:

• Aligning and maximizing neighborhood physical and programmatic resources

• Solidifying partnerships among citywide agencies and organizations

• Mobilizing creative, coordinated and sustainable investment in teens

Guiding Principles

• Provide a safe environment where teens can engage in hands-on activities in the out-of-school hours

• Expose Chicago’s teens to a wide variety of careers and provide them with experiences and marketable skills that they can demonstrate through performances, products, or commissioned work

• Provide teens with the opportunity to develop relationships with caring adults who are experts in their field

• Give teens the opportunity to demonstrate their skills in ways that contribute to their communities

• Link program participants with subsequent opportunities to apply and refine their skills

Values We are a dedicated team of professionals who:

• Believe in the talent, creativity, and energy of teens and the contributions they make to our communities

• Embrace the power of collaboration with people of all backgrounds

• Encourage innovative, thoughtful decision-making and continuous improvement

• Cultivate leadership, supports career development, and acknowledges achievement

• Foster a caring, creative and dynamic work environment


School Year 2010 - 2011 Selection Process

PROPOSAL SELECTION PROCESS After School Matters (ASM) uses specific criteria to decide which programs it will fund each year. When evaluating proposals, points are generally awarded in two areas:

• Did the applicant answer the question(s)? • How well did the applicant respond to the question(s)?

Major areas that are weighed heavily include: Program Goals

• Is the program goal realistic and attainable? Program Objectives

• Do the objectives clearly achieve the program goal? Final Product/Performance

• Is it realistic for a 20 week program? Content Related Skills

• Are the skills consistent with the model selected? • Are the skills evident in the weekly plan?

Soft Skills or Job Readiness Skills: Team work, Communication, Critical Thinking; Problem Solving, Conflict Resolution

• Does the proposed weekly plan clearly explain how the skills will be taught? • How many skills will teens learn? • Will teens develop a resume or portfolio? Note: Not limited to these skills: can also include goal setting, listening skills, time management, etc.

Reflection Activities

• How are these incorporated into the weekly plan? ASM reserves the right to accept or reject any and all proposals in response to this RFP and to conduct discussions with all qualified applicants. Furthermore, in the case of multiple program proposals, an affirmative funding decision for one proposal does not guarantee funding for all proposals submitted. When submitting multiple proposals, applicants, must demonstrate the capacity to deliver all proposed programs. Proposals will be reviewed and rated by representatives from ASM and (when applicable) its partners and collaborators. Contracts will be awarded based on the funding priorities for this RFP and the degree to which proposals meet the program goals and requirements. The determination of awards by the selection panel is final and not subject to appeal.

Note: 1. Every question in the online application is awarded points 2. Points may be deducted for grammar and/or spelling errors


Program Quality

PROGRAM QUALITY After School Matters (ASM) has adopted for all its programs, the research-based Youth Program Quality (YPQ) model, developed by High Scope Educational Research and managed by the Center for Youth Program Quality. The Youth Program Quality Pyramid (shown below), illustrates the components for offering a successful after school program, along with focusing on the various developmental needs that ensures a young person has a positive after school experience. ASM expects that every program, regardless of content provides a safe environment, supportive environment, peer interaction, and youth engagement. As instructors integrate the YPQ model into the program design, they create an environment that facilitates learning, and exploration.

The Pyramid of Youth Program Quality

Plan

Make choices

Reflect

Partner with adults

Lead and mentor

Be in small groups

Experience belonging

Engagement

Reframing conflictEncouragement

Skill building

Active engagement

Session flow

Welcoming atmosphereSupportive Environment

Interaction

Safe Environment Healthy food and drinks

Program space and furniture Emergency procedures

Psychological and emotional safety

Physically safe environment

Professional Learning Community

Youth Voice and Governance

Youth Program Quality (YPQ) Model - Defined The Youth Program Quality Model defines methods for the categories below. SAFE ENVIRONMENTS Structure & Clear Limits Structure and clear limits provide a strong foundation to a youth program. An appropriate structure with routines, activities and rituals sets the stage. Clear limits establish what is acceptable and unacceptable to ensure a safe program climate.


Program Quality

SUPPORTIVE ENVIRONMENTS Scaffolding for Success Scaffolding for success involves presenting tasks at just the right level of difficulty for young people and supporting them in achieving success. Instructors need to consider what young people already know or can do and provide them with new challenges just beyond where they are currently performing. Active Learning Active learning is a way for young people to engage in a productive and interesting environment to learn concepts, skills and strategies for daily living, academic success and / or personal development. Rather than listening to a lecture or completing a worksheet, in an active learning environment young people use their hands, bodies, and minds. It’s about DOING rather than just reading or listening. Reframing Conflict Reframing conflict promotes an approach in which adults support youth in addressing their conflicts and problems rather than punish youth for “causing trouble”. It is a problem-solving approach that seeks to turn conflicts into learning opportunities. Ask-Listen-Encourage Ask-Listen-Encourage is about developing supportive relationships with young people. Positive relationships can open the gateway to learning. Studies find that relationships with “warmth, connectedness, good communication and support” aid in positive youth development and are connected to academic success. ASK effective questions; LISTEN to young people; and ENCOURAGE young people in their efforts to influence the intrinsic motivation, or internal drive, of youth. INTERACTION Cooperative Learning Cooperative learning is a way for young people to have productive and collaborative experiences with peers. It gets young people of the large group into pairs or smaller groups. In their small groups, young people often feel more comfortable expressing their ideas and taking responsibility as they work together to achieve their goals. Building Community Creating a safe space in which youth feel a sense of belonging is not just important for how youth feel, it’s also good for growth and learning. Building a sense of community and belonging matters in youth programs for it fosters positive peer relationships. Planning & Reflection Engaging young people in planning and reflection can have real benefits. In fact, planning and reflection methods can make the difference between simply entertaining kids with fun activities, and providing solid learning experiences. ENGAGEMENT Voice & Choice Voice and choice is about sharing decision making with young people in programs. Voice means giving youth a say in how they spend their time and how the program operates. The goal is to have youth feel like their voice is heard and matters. Choice means giving youth meaningful options within activities.


Program Models

DESCRIPTION OF PROGRAMS ASM offers three (3) primary program models through a structure called the Ladder of Opportunity. Each model within the Ladder of Opportunity (pre-apprenticeship, apprenticeship and advanced apprenticeship) is intended to encourage young people to explore a variety of career options, gain workplace skills and engage in structured activities. There are two other models that offer participants with additional OST opportunities, although club37 and NeighborSports are not within the Ladder. Thus, each model has specific requirements for program content and structure. Successful applicants understand these differences and ensure that their proposed programs meet the requirements of the selected model.

club37 club37 programs offer out-of-school time activities that give participants an opportunity to explore new interests and talents, develop soft skills, meet new friends, and have fun. These programs are structured as drop-in, recreational activities are consistent participation is encouraged. Activities take place in a safe, structured environment under the supervision of a caring adult. club37 programs also include the following: • Implement for a minimum of six weeks and for a maximum of twelve weeks during the fall or eighteen

during the spring • Operate one to three days a week, one to two hours a day • Consist of 1 instructor and 15 participants (1:15) • Recruit 25 participants in order to maintain a daily average attendance of 15 • Are instructed by a caring adult experienced in working with and motivating participants • Require the instructors to recruit participants for the programs and retain participants throughout the

program • Require the instructors to monitor the safety, supports, engagement and interaction level of participants • Require instructors to attend ASM regional orientation meetings and the instructor professional

development conference.

The additional time available in the spring allows for the possibility of multiple activities. For example, table tennis may be offered for six weeks, chess for the following six weeks, and hip hop dance for the final six weeks, totaling eighteen weeks of programming. Operating two or more club37 activities concurrently is also an option but applicants must reflect this in their proposal.

N E I G H B O R S P O R T S NeighborSports programs provide an opportunity for participants that are interested in sports but are not on high school varsity teams to play in organized, competitive sports leagues. Participants are divided into teams and play against one another according to a weekly schedule, culminating in play-offs and an awards recognition event. The league should have at least six teams competing, to serve a minimum of 50 participants. Instructors also hold clinics throughout the program to improve participants’ techniques, as well as their understanding of the game. NeighborSports programs also include the following: • Operate for a minimum of two weeks and a maximum of twelve weeks during the fall or eighteen during

the spring • Operate one to three days a week, one to two hours a day • Consist of 1 instructor and 50 participants (1:50) • Are instructed by a caring adult experienced in working with and motivating participants


Program Models

N E I G H B O R S P O R T S ( C O N T I N U E D ) • Require the instructors to recruit participants for the programs and retain participants throughout the

program • May hire up to 2 qualified teen interns to support league activities such as: scorekeeping, game clock

management, equipment set-up / breakdown, skills instruction • Require the instructors to monitor the safety, supports, engagement and interaction level of participants • Require instructors to attend ASM regional orientation meetings and the instructor professional

development conference and other meetings/events as planned • Provide recognition / awards (ribbons, trophies, certificates, etc.) to highlight participant achievements.

P R E - A P P R E N T I C E S H I P P R O G R A M S A pre-apprenticeship is an introductory out-of-school-time program that focuses on soft skills skills, career exploration and / or school engagement. Pre-apprenticeships should ensure participants can recognize and articulate the soft skills they develop such as communication, teamwork, critical thinking, and decision-making. Career exploration provides an opportunity to explore a variety of careers within a field and be supplemented with lectures and demonstrations from visiting professionals and trips to local industry leaders. Pre-apprenticeships focusing on increasing school engagement will offer opportunities that engage participants in their learning and equip them with tools for academic success. Pre-apprenticeship programs also include the following: • Implement for ten weeks each semester for a total of 20 weeks • Operate two days a week, three hours a day • Consist of two instructors and 30 participants or 1 instructor for 15 participants • Recruit 40 participants in order to maintain a daily average attendance of 30 or 25 teens to maintain

enrollment of 15 teens • Provide a stipend based on attendance • Are instructed by industry professionals with experience working with and motivating participants • Utilize field trips and visiting professionals to expose teens to a variety of careers within a field • Require program providers or instructors to recruit teens to participate in programs • Require the instructors to monitor the safety and engagement level of participants • Expect instructors to help participants create a resume that clearly states what skills were obtained • Require instructors to attend ASM regional orientation meetings, the instructor professional

development conference and other meetings/events as planned.

A P P R E N T I C E S H I P P R O G R A M S An apprenticeship is a project-based out-of-school-time program led by expert industry professionals in which participants learn marketable skills in a particular field (e.g. Web design, mosaics, stadium management, theater, etc.). Apprentices demonstrate these acquired skills by producing performances or final products. Apprentices develop and can articulate soft skills such as problem solving, communication, critical thinking, and decision-making through activities performed. Apprenticeship programs also include the following: • Implement for ten weeks each semester for a total of 20 weeks • Operate three days a week, three hours a day • Consist of two instructors and 30 participants or 1 instructor for 15 participants


Program Models

A P P R E N T I C E S H I P P R O G R A M S ( C O N T I N U E D ) • Recruit 40 participants in order to maintain a daily average attendance of 30 or 25 teens to maintain

enrollment of 15 teens • Provide a stipend to participants based on attendance • Are instructed by expert industry professionals • Create a final product or performance • Require the instructors to monitor the safety and engagement level of participants • Require program providers to recruit teens to participate in programs • Expect instructors to help participants create or enhance a resume which clearly states what skills were

obtained • Require instructors to attend ASM regional orientation meetings, the instructor professional


A D V A N C E D A P P R E N T I C E S H I P P R O G R A M S An advanced apprenticeship is a project-based out-of-school-time program led by expert industry professionals in which participants apply and refine the skills developed in an apprenticeship program while producing sophisticated performances, products, or commissioned project such as a public art installation funded by a local corporation or website for an actual company or not-for-profit organization. After School Matters (ASM) encourages such programs to be youth-led and centered on independent workmanship. Advanced Apprenticeship programs also include the following: • Implement for ten weeks each semester for a total of 20 weeks • Operate three days a week, three hours a day • Consist of two instructors and 30 participants or 1 instructor for 15 participants • Recruit 40 participants in order to maintain a daily average attendance of 30 or 25 teens to maintain

enrollment of 15 teens • Provide a stipend based on attendance • Are instructed by expert industry professionals • Take a field trip each semester as approved by regional teams • Create a sophisticated final product, performance, or commissioned work • Require program providers or instructors to recruit teens to participate in programs • Require the instructors to monitor the safety and the engagement level of participants • Expect instructors to help participants enhance a resume and/or prepare work samples / portfolios • Require instructors to attend ASM regional orientation meetings, the instructor professional



Program Models

MODEL COMPARISON CHART The following chart provides an at- a-glance comparison of the five program models.

PRE-

APPRENTICESHIP APPRENTICESHIP

ADVANCED APPRENTICESHIP

NEIGHBORSPORTS club37

Capacity per program

30 30 30 50 15

Number of participants to recruit

40 teens (full program),

25 teens (half program)

40 teens (full program),

25 teens (half program)

40 teens (full program), 25 teens (half program)

60

40 participants are recruited to offset attrition

Number of Instructors

2 (1:15 ratio, instructors: participants)

2 (1:15 ratio, instructors: participants)

2 (1:15 ratio, instructors:

participants)

1 (1:50 ratio, Instructors: participants)

1 (1:15 ratio Instructors: participants)

Duration (Hours per day) 3 hours a day, 2

days a week

3 hours a day, 3 days a week

3 hours a day, 3 days a week

Varies

Varies

Up to 5 days a week, three hours a day (average of 4 hours per week)

Duration (Weeks per program) 20 weeks

(10 weeks per semester)

20 weeks (10 weeks per semester)

8 weeks per session for sports; 1 session in fall, 2 sessions in

spring

20 weeks (10 weeks per semester)

2–12 weeks per semester

Varies

12 – 30 weeks (6 – 12

weeks in fall, 6 – 18 in spring)

Participant Stipend

$210 per 10 week cycle

$400 per 10 week cycle

$500 per 10 week program cycle

No No

Final Product

No Yes Yes No No

Culminating Event

No Yes Yes No No

Field Trips Yes: See Note Below No No Community Service

Encouraged: See page 32 No No

Guest Speaker

Encouraged See Note Below No No

Note: ASM funds one field trip (budget-permitting) that will enhance the overall curriculum and reinforce skills learned during program. Instructors are expected to implement lead-up activities preparing youth for the field-trip, and reflection activities post field-trip to help teens critically think about how newly learned information will be incorporated into a final project or performance. One guest speaker is funded (budget-permitting) when the individual demonstrates expertise in the program content-area and / or shares post secondary information. Instructors are expected to prepare teens for guest speaker visits prior to the meeting and conduct reflection activities post-visit to ensure that youth process the information.


Program Models

PROGRAM CLASSIFICATION CHART

The chart below describes the major content areas ASM funds, which includes, but is not limited to the examples in each category of the sub-content areas.

Content Area Sub Content Area Category

Performance Theatre, Dance, Spoken Word, Storytelling, Marching

Visual

Painting, Murals, Silk Screening, Printmaking, Puppetry, Sculpture, Furniture Making, Fashion Design, Photography, Ceramics, Stain Glass, Jewelry Making, Quilting, Mosaic Tiles, Book Binding, Comic Books, Floral Design, General Design, Illustration, Landscaping

Music Band, Jazz, Singing, Drumming, Choir

GALLERY37 (ART)

Culinary Catering, Preparation and Plating, Hospitality

Media Animation, Graphic Design, TV Production, Music Production, Radio Production, Website Design, Cable Cast, Film Production, Multimedia, Sound Engineering

IT Computer Hardware Refurbishing, Computer Engineering, Computer Programming, Database, Networking, Software Development, Web Application Development

TECH37

Industrial Manufacturing, Architecture, Industrial Design, Motor Vehicles

Coaching and Officiating Baseball, Basketball, Football, Soccer, Volleyball

Instructional Certification

Bike Repair and Safety, Early Childhood, Instructor Aide, Junior Fitness Cadets, Lifeguard, Recreation Leader, Water Safety Instructor

Instructional Management Stadium Management

Open Play Boxing, Rowing, Squash

Instruction Tumbling

Leagues Baseball, Basketball, Football, Soccer, Volleyball

SPORTS37

Coaching Cheerleading, Golf

Business Entrepreneurship, Office Management, Sales and Marketing

Journalism Magazine and Newspaper Writing, Photojournalism, Documentary Video

Law Law and Public Safety

WORDS37 (COMMUNICATION)

Literary Creative Writing, Poetry, Playwriting, Sketch Writing

Applied Aeronautics, Accounting, Architecture, Conservation, Construction, Energy, Engineering, Environmental Assessment, Environmental Technology, Food, Health / Awareness, Restoration, Sustainable Development, Robotics

Natural Biology, Chemistry, Environmental, Geology, Physics SCIENCE37

Social Psychology, Economics, Sociology, Anthropology, Education and Training, Community Mapping/Survey, Community Organizing, Media Studies, Political, Urban Studies/Planning


Provider Requirements and Guidelines

ADMINISTRATIVE MANAGEMENT ROLES The coordination and management of After School Matters (ASM) programs requires the commitment of several designated individuals that will work in partnership with ASM staff. Below, lists specific roles for support staff and program providers located in campus schools or community-based organizations: Campus Programs, Independent Instructor-led: Chicago Public Schools (CPS) Liaison CPS liaisons enhance the after school experience for students by facilitating the logistical aspects of campus high school programs, allowing program instructors to focus on the program plan and skill development they have been contracted to deliver. Additionally, they develop an understanding of quality programs in the out-of-school time and work closely with ASM instructors to creatively provide teens with productive ways to connect more comprehensively to their education, community and future possibilities. This includes but is not limited to:

• recruitment and enrollment – responsible for proactively recruiting teens for all programs and enrolling them into program using Cityspan’s Participant Tracking System(PTS) database

• attendance – enter teen attendance into PTS database • equipment management – responsible for receiving, inventorying and securing all equipment and

supplies • program administration – report any operational problems related to program delivery and stipend

administration • campus culminating event – responsible for the general coordination of all special events,

particularly at the end of program. Instructor The instructor(s) is responsible for overseeing program delivery. Duties include, but not limited to:

• recruitment and hiring – hire teens according to ASM procedure • enrollment and attendance – ensure teens adhere to the attendance requirements for the program • program instruction – instruct teens according to the Youth Program Quality methods approach • program reporting – provide teen success stories and highlights, as well as complete final program

reports. ***Club instructors are required to enter teen attendance. Campus Programs, Organization-led: Chicago Public Schools (CPS) Liaison (see above) Instructor (see above) Community Liaison The Community Liaison must have the authority and ability to work in conjunction with the CPS liaison and instructor(s) to ensure program activities run smoothly. ASM requires liaisons to help administer programs and assist instructors to ensure all contractual requirements are met. This includes, but is not limited to: recruiting, enrolling and retaining teens; supporting program in the event the instructor(s) is not able to lead program; and program reporting.



ADMINISTRATIVE MANAGEMENT ROLES (continued) Contract Administrator All organizations must identify an individual whose primary responsibility will be the ASM contract. This includes but is not limited to management of the contract details and administrative duties associated with reporting and maintaining the budget and financial portions of the contract (see the Contracting Requirements section for Community Organizations and Campus Organizations).

Community Programs, Community Organization-led: Primary Contact / Instructor The instructor(s) is responsible for overseeing program delivery. Duties include, but are not limited to:

• recruitment and hiring - hire teens according to ASM procedure • enrollment and attendance– ensure teens adhere to the attendance requirements for the program • program instruction – instruct teens according to the Youth Program Quality methods approach as

well as the specific content area • program reporting- provide teen success stories and highlights, as well as complete final program

reports. Community Liaison The Community Liaison must have the authority and ability to coordinate ASM-related activities within the CBO. ASM requires liaisons to help administer programs and assist instructors to ensure all contractual requirements are met. This includes, but is not limited to:

• recruitment and promotion • enrollment – enroll teens into Cityspan’s Participant Tracking System (PTS) database • attendance – enter teen attendance weekly into Cityspan’s PTS database • distribute stipends • program administration- report any operational problems related to program delivery and stipend

administration • CBO culminating event – responsible for the general coordination of all special events.

Contract Administrator All organizations will identify an individual whose primary responsibility will be the ASM contract. This includes but is not limited to management of the contract details and administrative duties associated with reporting and maintaining the budget and financial portions of the contract (see the Contracting Requirements section for Community Organizations and Campus Organizations).



TECHNOLOGICAL REQUIREMENTS After School Matters (ASM) uses Cityspan’s Participant Tracking System (PTS), a web-based software system for data collection and analysis. Program providers and/or instructors must have:

• Access to a computer that is no more than five years old • Internet access with a valid e-mail account • Internet Explorer version 6 or higher OR Firefox version 3 or higher (free upgrades available

online) • The latest version of Adobe Reader installed, currently version 9 (free upgrades available online) • An instructor who is responsible for data entry (e.g. interview results and program reports) • A contact person assigned to address any issues or problems with data during regular business

hours.

PROGRAM ADMINISTRATION • Program providers must access the Youth Ready Chicago teen applicant pool and follow specific

interview guidelines prior to hiring program participants or direct local teens to the Youth Ready Chicago on-line application

• Enrollment and basic participant information must be entered into Cityspan’s Participant Tracking System database no later than the 2nd week of programming

• Weekly attendance data must be completed, submitted, updated and maintained for all programs • Teen paperwork must be collected and turned in to the ASM regional staff • An expense voucher (campus-based organizations or CBOs only) must be submitted to ASM

according to the ASM contract • All supporting documentation for expenses must be submitted according to the ASM Contract

Administration timeline

• Instructors must be literate in computers and the internet

• Instructors and teens must complete post-program surveys

• Final program reports are due by the last day of the Fall and Spring program session. The program report captures highlights, success stories, as well as strengths and challenges of the program.

• Instructors and organizations are responsible for ensuring all ASM equipment is properly used, stored and returned as negotiated (campus-based programs only).

Note: After School Matters is involved in a variety of ongoing evaluation activities. By submitting a proposal, you are agreeing to cooperate with any evaluation activities that may involve the proposed program.



INSTRUCTOR REQUIREMENTS BY PROGRAM MODEL

The following table shows requirements for instructors by program model:

Program Model

Instructor Requirements

Club

• Instructors must be industry or educational professionals and should have at least a HS diploma or GED.

• At least one instructor should have a Bachelors degree or at least 1-3 years experience in his or her discipline(s).

• At least one instructor should have demonstrated experience working with youth.

Neighbor Sports


• At least one instructor should have a Bachelors degree or at least 1-3 years experience in his or her discipline(s).


Pre-apprenticeship


• At least one instructor should have a Bachelors degree or at least 3 years experience in his or her discipline(s).


Apprenticeship

• Instructors must be expert industry professionals and should have at least a HS diploma or GED.

• At least one instructor should have a Bachelors degree or at least 4 years experience in his or her discipline(s).


Advanced Apprenticeship

• Instructors must be expert industry professionals.

• Instructors should have a Bachelors degree or at least 4 years experience in their discipline(s).

• It is preferred that at least one instructor has delivered a previous ASM program.


• All approved program instructors must attend all required professional development events.

• Instructors must be literate in computers and the internet.



TEEN HIRING PROCESS Application Process Several requirements apply to all applicants while others apply to some applicants depending on the program and location. Requirements that apply to all applicants include: • City of Chicago residents. • Teens that are in high school are eligible to participate regardless of race, color, gender, religion,

national origin, disability, or sexual orientation. • Out-of-school and high-need youth up to the age of 22 who present special needs—including teen

parents, homelessness, physical disabilities, and cognitive delays—may be eligible for After School Matters school year programs. Program providers will be responsible for accommodating the specific need, but can seek support from the ASM designated Program Specialist.

All interested teens must: • Select a specific program that interests them at the Youth Ready Chicago website,

www.youthservices.org in September 2010. • Complete all other application processes required by After School Matters prior to their participation in

the program. Requirements that vary by program include:

Requirements

Club

NeighborSports Pre-

Apprenticeships Apprenticeships

Advanced Apprenticeships

Teens must provide evidence of a Social Security number or Individual Taxpayer Identification Number (ITIN).

� � �

Must be at least 14 years old. � � � � �

Due to their sophisticated nature, these programs normally consist of high school juniors and seniors.

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High school youth and graduates entering their freshman year in college are eligible to participate. In addition, youth with special needs up to the age of 22 (see requirement above) can participate. All candidates must have participated in at least one other ASM program. Priority consideration will be given to students in high school.

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Must be at least 16 years old.

Downtown Culinary

only



Interviewing and Hiring Teens Program providers / instructors are expected to interview and hire teens that applied on-line to the Youth Ready Chicago website. The interview and hiring process is slightly different at campus school, community-based organization and the Gallery37 Downtown campus locations. Below is an outline for hiring teens according to locations: Campus Programs (Independent Instructor-led and Organization-led)

1. Recruitment Expo: instructors and CPS liaison promote program at school and encourage teens to apply

2. On-line Application: teens complete the Youth Ready Chicago on-line application (prior to interviewing)

3. Interviews: instructor(s) interview the pool of applicants from Youth Ready Chicago and enter results the on-line Participant Tracking System for Cityspan

4. Selection: instructor(s) and CPS liaison agree on a final roster of program participants Community Programs (Organization- led)

1. Recruitment Expo: instructor and community liaison promote program at CBO and encourage teens to apply

2. On-line Application: same as above 3. Interviews: same as above 4. Selection: Community liaison and instructor(s) agree on a final roster of program participants

Gallery37 Downtown Programs (Independent Instructor-led and Teaching Organization-led)

1. On-line Application: same as above 2. Application Session: teens audition or present their portfolios and interview for a program

opportunity 3. Selection: ASM designated Program Specialist and instructor(s) agree on a final roster


Proposal Content

GENERAL QUESTIONS The General Program Questions section will request the respondent to provide general program information as referenced in the online application. This provides the context for thoughtful responses to section questions. After School Matters (ASM) strives to ensure that programs provide participants with opportunities to develop content specific, as well as soft skills. As a respondent, you are asked to indicate the impact the proposed program will have on participants. It is important to determine how your mission and history of working with teens is consistent with ASM. In planning the proposed program, both content-specific skills and soft skills should be developed through the activities and tasks. Soft skills, such as communication, teamwork, problem solving and decision making, should be developed through the activities and tasks used to train participants in the content area of the program. These activities should be demonstrated in the weekly-plan section of the proposal, and the skills being developed should be clearly articulated.

REQUEST FOR PROPOSAL –SPECIAL REQUESTS After School Matters seeks proposals that will enhance the depth of program offerings and allow teens to explore innovative careers. These priority programming needs might address a specific social concern like eliminating childhood obesity, or might encourage teens to consider careers that are traditionally under-represented like math and science. This year we seek special requests for S.T.E.M. (Science, Technology, Engineering and Math), Peer Mentoring, and Nutrition and Fitness programs. The following provides a brief description for the 2010 – 2011 Special Requests.

S.T.E.M. (Science, Technology, Engineering, and Mathematics) After School Matters requests proposals for science, technology, engineering, and/or mathematics programs that spark teens’ interest in these exciting fields. We seek programs that allow teens to explore the applied and natural sciences in areas such as environmental science, bioscience, computer science, physics, and chemistry. After School Matters is also interested in technology proposals that examine media, information, and/or industrial technologies and their varied uses in everyday life. Cross-discipline projects that cut across these fields are also encouraged. Program plans should incorporate as many experiments, data collections, and hands-on activities as possible. Final projects should focus on tangible applications of the knowledge and skills learned in the program and demonstrate an increased awareness and enthusiasm by teens for the S.T.E.M. disciplines.

Peer Mentoring After School Matters requests proposals that create opportunities for previous ASM teens to serve as peer mentors to middle school (6th – 8th graders) youth, either through academic tutoring, sports practicum, or leadership development. The goal of this programming is for 8th graders to successfully transition into high school, while at the same time motivating high school youth to remain in school and graduate. Teen mentors should reinforce soft skills learned in previous After School Matters programs while performing mentoring activities.


Proposal Content

REQUEST FOR PROPOSAL –SPECIAL REQUESTS (continued) Fitness and Nutrition After School Matters in partnership with Kraft Foods Inc. has a new initiative to empower young people to make informed decisions about their physical, mental and social well-being. In response to Kraft’s new initiative to support after-school health and wellness programs, ASM is seeking programming aimed to encompass any of the four following components:

• Mind—Developing a knowledge base to acquire healthy habits, such as making smart food choices, understanding appropriate portion sizes, and creating fun and healthy meals.

• Body—Becoming more physically active through daily fitness and fun, including activities to get kids active and moving.

• Soul—Strengthening character and reinforcing positive behavior with social recreation activities designed to improve confidence and develop interpersonal skills.

• Community Service – Identifying ways to develop sustainable food sources in the community

FIELD-TRIPS Field trips and visiting professionals are also ways to help enhance the program experience and should be thoughtfully planned or identified to give participants a well-rounded experience. Finally, like the program title, ASM seeks respondents to provide a brief but descriptive summary to aid program marketing and recruitment. This promotional description will be used on the ASM online system and should be appropriate and enticing.

COMMUNITY SERVICE After School Matters values the talent, creativity, and energy of teenagers and the contributions they make to our communities. To that end, instructors are challenged to help teens think critically about how they can share their program experience with others in a meaningful and intentional way. In the proposal, describe opportunities for how teens can make contributions at their local community center, church, shelter, park, library, or residential care facility. Below are just a few examples of how teens can leave a positive mark on their community:

• Fitness Ambassadors teaching healthy lifestyle skills to Chicago Park District youth

• Advanced Dance apprentices performing at Millennium Park and offering free dance demonstrations to the public

• Teens demonstrating how they constructed a remote-controlled robot to local elementary school youth

• Spoken Word apprentices reciting poems and teaching middle school youth the art of storytelling at the local Chicago Public library

• Culinary teens preparing a meal together with seniors at a residential care facility

• Teens painting a mural on a public building and hosting an unveiling event for the community

• Bicycle Ambassador apprentices teaching community members how to repair their own bikes during Community Day at the Chicago Park District

• Community Garden apprentices hosting cooking demonstrations at a local Farmers Market or teaching the public how to grow their own sustainable garden.


Proposal Content

COMMUNITY SERVICE (continued) ASM is dedicated to fostering future leaders that are socially conscious and connected to their communities. Ultimately, we are confident that exposing teens to the broader community and its needs will develop and shape them in life-changing ways. In the Week-by-Week Plan of the proposal, address how the proposed program will incorporate community service.

CULMINATING EVENT A culminating event is an opportunity for teens to share their accomplishments of the previous 20 weeks with family, as well as with their school and larger community. Teens are able to highlight the skills learned either through a performance or exhibit of a final product. ASM campus and community programs typically schedule a culminating event at the end of the spring term. This is a time to recognize and celebrate teens’ hard work and commitment, and to honor the contributions they make to their schools and communities. It is a time to celebrate! To ensure the implementation of a successful culminating event, it is necessary for one person to assume a primary responsibility over the event planning in order to make the event a meaningful, engaging, and memorable one. Typically, the Chicago Public School or community liaison assumes this leadership role. Culminating Event Goals:

• To bring teens together to enhance sharing of learning in programs • To promote teen ownership through mentoring participants in Showcase planning • To help young people learn the importance of audience etiquette • To garner, strengthen and solidify school and community support

WEEKLY PROGRAM PLAN Pre-apprenticeship, apprenticeship, and advanced apprenticeship programs require applicants to submit a 20-week plan (10 weeks for the fall program cycle and 10 weeks for the spring program cycle). The weekly program plan is an important part of this proposal as it serves as the road map for implementation of the proposed program. Weekly plans are reflective of the creativity and quality of the program. If a proposed program is approved, ASM program quality staff will reference the weekly program plan when conducting site visits to ensure compliance and accountability. If a program is accepted, the 20-week plan should be adapted as necessary to accommodate new or late-starting teens. A detailed weekly plan needs to articulate the following:

• Clear weekly objectives that lead to accomplishing program goals • Progressive content skill development and job readiness skill attainment • Activities that support skill development • Teen leadership opportunities • Strategies to foster inclusiveness and team building • Reflection activities • Job readiness skills

The following describes the components of the weekly program plan:


Proposal Content

WEEKLY PROGRAM PLAN (continued)

Objectives

The necessary first step in developing a high quality program is to define learning objectives that will be accomplished. The process needs to start with the objectives, instead of the methods! The weekly objectives should provide the general aim of the program or the broad outcomes that are expected to be achieved. By clearly articulating objectives, instructors are answering the question: what will participants learn? Objectives should focus on content, skills, and/or attitudes. These goals will help drive the assessment of your program delivery.

Skills to be Developed The next step in developing a high quality program is to describe the skills that will be developed. The content-specific skills should describe what participants will obtain during a particular week, such as learn how the web works and create an html-based web page for a web portfolio. Job readiness skills should be thoughtfully developed in relation to the acquisition of content-specific skills, activities and projects.

Key Activities / Labs to Develop Skills Listed Above The primary approach in delivering a high quality program are the activities used to develop the skills listed through project-based learning. The activities should employ the use of appropriate tools, equipment, supplies and language applicable to careers related to the program’s area of focus.

Opportunities for Teen Leadership / Input / Sense of Ownership High quality programs offer participants structured opportunities to contribute ideas, take responsibility and lead. Such opportunities should be thoughtfully planned and included in weekly plans.

Special Events / Guest Instructor / Field Trips / Community Service Opportunities to connect participants to activities or people beyond the program enhance the skills development. Participants can begin to see the connection between the skills they develop and future opportunities. These should be well planned and deliberate in helping participants make the connection between the field trip, guest instructor, their skill development and next steps.

Chicago Public Library After School Matters (ASM) encourages program providers to connect with the Chicago Public Libraries (CPL). CPL provides all Chicagoans with a free and safe place to gather, learn, connect, read and be transformed. CPL is an active partner of ASM and can offer meeting space to host programs. Additionally, program providers should consider activities that allow participants to actively use the library as a resource. There are 79 branch locations across Chicago. For further information please feel free to contact a regional team representative.

Note: The 20-week plan is pre-populated with required After School Matters program elements such as: program orientation, teen survey completion, etc.


Contracting Requirements

CONTRACTING REQUIREMENTS There are specific contracting requirements for campus organizations, community organizations, and independent instructors. For those proposals that are accepted, this section outlines requirements that must be met to contract with ASM. • All of the Required Contract Documentation listed on the proposal form must be submitted to After

School Matters (ASM) by the specified deadline • Completed background check authorizations and instructor information forms for each instructor must

be submitted to ASM. Instructors must complete an on-line background check and undergo fingerprinting by the specified deadline

• An expense voucher must be submitted to ASM according to the ASM contract (campus organization and CBO contractors only)

• All supporting documentation for expenses must be submitted according to the ASM Contract Administration timeline (campus organization and CBO contractors only).

Contracting - Community Organizations and Campus Organizations Background Checks Upon acceptance of proposals, all instructors will be required to complete background checks prior to the start of programs. Completed background check authorizations and instructor information forms for each instructor must be submitted to ASM. Programs will not begin until After School Matters (ASM) has obtained results, and instructors who are not found eligible based on their criminal history indicated for child abuse / neglect will not be able to implement or deliver a program. Please allow sufficient time for completing the background checks as notification to ASM can take up to 45 days. Expenses Organizations contracted to operate programs must pay instructors and purchase supplies and equipment according to the approved budget, in a timely manner. Contractors will be reimbursed for these expenses through the process outlined below. Teen stipends will be paid directly by After School Matters (ASM), as will any approved field trip or visiting professional expenses. Insurance Contractors must provide ASM a Certificate of Insurance with the insurance coverage listed below. This must be done at the Contractor’s expense and must provide coverage for the duration of the term of the contract.

• Commercial General Liability Insurance (Primary and Umbrella) or equivalent with limits of not less than $500,000 per occurrence for bodily injury, personal injury, and property damage liability. Coverage must include the following: All premises and operations, products/completed operations, separation of insureds, defense, and contractual liability (with no limitation endorsement).

• Worker’s Compensation and Employer’s Liability as prescribed by applicable law covering all

employees who are to perform a service under the contract and Employer’s Liability coverage with limits of not less than $100,000 for each accident or illness.



Contracting - Community Organizations and Campus Organizations (continued)

• Professional Liability of not less than $500,000 when any professional consultants perform work

or any services in connection with the contract. The Professional Liability Insurance must cover errors, omissions, negligent acts and include contractual liability. When policies are renewed or replaced, the policy retroactive date must coincide with, or precede, start of work or services for the contract. A claims-made policy which is not renewed or replaced must have an extended reporting period of 2 years.

• Automobile Liability (Primary and Umbrella) of not less than $300,000 per occurrence for bodily

injury or property damage when any motor vehicles (owned, non-owned and hired) are used in connection with work or services to be performed pursuant to the contract.

After School Matters, Inc., 78 E Randolph Chicago, IL 60602, is to be named as an additional insured on the Certificate of Liability Insurance for any liability arising directly or indirectly from the work or services to be performed pursuant to the contract.

Propr ietary Rights ASM will retain intellectual property rights to all youth-produced work, documents, data, studies and reports produced in accomplishing the program. All work product produced by the youth in connection with the contract shall become and remain property of ASM. Additionally, Contractors are responsible for all loss or damage to personal property (including materials, equipment, tools and supplies) owned, rented or used by the Contractor. Payment Process A complete contract package, containing the following items, must be received before payment is made to the contractor:

• Executed Contract for Services** • Signed Program Budget** • Certificate of Liability Insurance (see contracting requirement for details) • 501 (c) 3 Tax Exemption Letter (Non-profits Only)* • Letter of Good Standing from the State of Illinois* • Instructor information form(s)** • Instructor authorization for background checks** • Fingerprinting of instructor(s) (upon request)** • Successful completion of all required background checks

* To be submitted by applicants with completed proposal ** To be sent to applicants with acceptance letters

ASM will pay contractors for their services as follows:

1. The first installment is an advance payment of the approved budgeted amount of: a. Personnel: 50% of total

b. Non-Personnel: 50% of Supplies and Equipment, and 100% of the Administration Fee



Contracting - Community Organizations and Campus Organizations (continued)

The first advance payment is based on the receipt of the complete contract package, approved background check results, and the signature authorization of the ASM Executive Director.

2. Subsequent payments will be made upon monthly submission of actual expenses incurred

according to the schedule provided within the contract. Payment will be calculated by reviewing the total expenses incurred less prior installments. Total payments will not exceed the total budgeted amount, and any overpayments in one budget category made as part of the advance payment will reduce payment in another (e.g. if the first monthly expense reports shows that only 45% of instructor expenses have been incurred, the remaining 5% that was advanced will be subtracted from what is owed for reimbursement of equipment and supply expenses).

a. Personnel: Actual instructor hours worked multiplied by the budgeted rate will be used to determine the expenses incurred for instructors. Reimbursement will only be made for instructors who were indicated on the approved budget.

b. Non-Personnel: Actual supply and equipment expenses should also be captured on the monthly expense report. Nothing needs to be noted on the expense report for the administration fee.

3. The final Payment: The final payment amount will be calculated by adding the total expenses

incurred (which CANNOT exceed the contract amount unless a Budget Revision Form has been approved by the Regional Director), less prior installments, plus/minus any approved budget adjustments. The final installment will only be paid upon receipt of the Final Expense Report and the Certification of ASM Program Expenses (to be discussed in the ASM Contract Administration Manual). After School Matters requires organizations to keep proper accounting records.

Contracting - Independent Instructors For those independent instructors whose proposals are accepted, this section outlines contracting requirements that must be met to contract with After School Matters (ASM). Complete Contract Packet A complete contract package, containing the following items, must be received before payment is made to the contractor: • Executed Independent Professional Agreement • Signed Budget • Instructor information form • Form W-9 • Chicago Public Schools Form 103B – Non-Bid Professional Service Affidavit (must be notarized) • Conditional Offer of Contract Form • Waiver of Workers’ Compensation and Employee Liability • Copy of IL State ID or IL Drivers License or Passport • Copy of Social Security Card or Passport • Chicago Public Schools’ authorization that instructors are eligible based on background check results • Instructor authorization for background checks form (to be sent with acceptance letters) • Fingerprinting of instructors (upon request)


Budget Guidelines

BUDGET FORM If a program is accepted, After School Matters (ASM) regional teams will notify the Primary Contact to negotiate or confirm instructor pay rates and equipment and supplies costs to arrive at a final budget. The chart below explains how different budget items should be included on the budget form.

Budget Items Independent Instructors Organizations (Campus and Community) General Information: Program Name, Program Model, Region, Instructor Names and Organization (where applicable)

Required for all applicants. Required of all applicants

Instructor Rates Not part of proposed budget: To be negotiated upon acceptance.

To be proposed within the budget template.

Equipment To be requested as part of proposed budget using the tabs of common items purchased by ASM programs.

To be requested as part of proposed budget using the tabs of common items purchased by ASM programs.

Supplies To be requested as part of proposed budget using the tabs of common items purchased by ASM programs, or on the “other tab” for items not listed on the general supplies tab.

To be requested as part of proposed budget using the “other” tab where items the organization would purchase will be detailed

Administrative Fee Not applicable Will be added during contracting period.

BUDGET ASSUMPTIONS Note: Program budgets for accepted programs are based on standardized cost assumptions. Budget assumptions are subject to change in accordance with available funds. Below is the estimated contract amount awarded by program model for both fall and spring program cycles. Teen stipends are paid by ASM directly, therefore, not calculated in below totals. The administrative fees have been calculated for organizations. Please note that totals are based on a full program with 30 teens. If you are proposing a half program, you will only be allotted half of these figures.

Fall and Spring Assumptions

Program Model Community Organization

Campus Organization

Independent Instructor

Club

$4,266 $4,255

$4,090

Neighbor Sports

$16,223 $16,176 $15,500

Pre-apprenticeship

$11,511 $11,468 $11,036

Apprenticeship

$18,602 $18,542 $17,830 Advanced Apprenticeship $21,288 $21,179

$20,400


Budget Guidelines

PERSONNEL: Community-based Organizations and Campus Organizations Pay rates for instructors are determined by education, professional experience, and experience working with teens. Pay rates are established by contractors and After School Matters (ASM) regional staff at the time of preparing final budgets for approved programs.

• The majority of ASM teaching teams (2 instructors) earn a total of $45 or less per hour. Please consider pairing a more experienced lead teacher with a teaching assistant or co-lead.

• Meeting/preparation hours are provided to cover time needed to attend ASM meetings, recruit and interview teens, prepare for program start-up and to finalize program matters at the close of the school year cycle.

Fall 2010

Club Neighbor Sports Pre-Apprenticeship Apprenticeship Advanced Apprenticeship

Explanation of Hours

2 hrs/day x 2 days/week 10 weeks


3 hrs /day x 2 days/ week 10 weeks

3hrs/day x 3 days/week 10 weeks


Instruction 40 90 60 90 90

Prep Hours 24 24 50 85 85

TOTAL 64 114 110 175 175

Spring 2011









Prep Hours 36 36 55 90 90

TOTAL 108 198 115 180 180


Budget Guidelines

PERSONNEL: Independent Instructor Pay Individuals that are contracted by After School Matters (ASM) as independent instructors, will be compensated directly by ASM. Regional staff will assign an hourly pay rate based on education and experience. Instructors will be expected to submit on-line ADP (Automatic Data Processing) timecards. Instructors are paid bi-monthly on the 15th and 31st. Below is a chart that includes the amount of contract hours budgeted to independent instructors based on the program model:

Fall 2010









Prep Hours 24 24 50 85 85

TOTAL 64 114 110 175 175

Spring 2011









Prep Hours 36 36 55 90 90

TOTAL 108 198 115 180 180


Budget Guidelines

EQUIPMENT AND SUPPLIES (Campus and Community Programs) Approved equipment and supplies are purchased by different entities depending on the program model and the program provider. Details are outlined in the chart below.

ASM purchases supplies and equipment for independent instructors. In some cases, ASM can loan other program providers with equipment from our warehouse. The availability and allocation of loaned equipment is determined by ASM regional staff at the time of final budgeting.

Item Community Organization Led

Campus Organization Led

Campus Independent Instructor Led

Who purchases equipment? The Contracted Organization

After School Matters After School Matters

Who keeps equipment at the end of program?

The Contracted Organization

After School Matters After School Matters

Who purchases supplies?

(Note: supplies are consumables that are expected to be used up during the program.)



After School Matters

When preparing the proposal on Cityspan, use the equipment and supply lists provided on the Excel budget form to select the materials needed for your program. To assist you in locating common items associated with the proposed program content area, equipment and supplies have been placed on different tabs on the bottom of the Excel budget form, such as “Tech” or “Performing Arts.”

If supplies or equipment needed for the proposed program are not listed, add items along with their associated cost in the spaces provided on the “Other” tab. If your program is approved for the 2010-11 school year session, ASM regional staff will finalize equipment and supplies during the final budgeting process (see the ASM Vendor List in the Attachments section).

GUEST SPEAKER, FIELD-TRIP TRANSPORTATION / ADMISSION

Do not estimate the cost of guest speakers or field trip expenses in the proposal budget. These expenses will be allocated by Regional Teams when final budgets are prepared for accepted proposals.

NON-REIMBURSABLE EXPENSES After School Matters contracts do not cover the following:

• FICA • Union Dues • Sales Tax • Vehicle Rental • Benefits • Unemployment Benefits • Insurance • Snacks/meals • Utilities • Rent • Pensions/Welfare • Travel Expenses / Parking


Next Steps for Applicants

NEXT STEPS IN PROPOSING AN AFTER SCHOOL MATTERS PROGRAM 1. Submit an application online. Links are available from www.afterschoolmatters.org

2. Attend an After School Matters (ASM) School Year-11 Request for Proposal (RFP) Workshop for additional information and technical support (see the Applicant Support Services section), for a schedule of the RFP Workshop.

3. Remember to complete a separate proposal and budget for each program proposed.

TIMELINE

February 26, 2010 Proposals due by 5:00 PM

June 30, 2010 Decisions finalized

September, 2010 Recruit, interview and select teens for Fall

October 4, 2010 Fall programs begin

December 10, 2010 Programs end

January, 2011 Recruit, interview and select teens for Spring

February 7, 2011 Spring programs begin

April 22, 2011 Spring program ends


Applicant Support Services

APPLICANT SUPPORT SERVICES After School Matters is looking forward to another great school year of programming! As program providers, your part in mobilizing this creative, coordinated and sustainable investment in Chicago’s teens is of great value. It is highly recommended for organizations or instructors that plan to submit proposals to ASM for the School Year 2010-11 program cycle, attend one of these events.

Request For Proposal (RFP) Workshops The goals of the workshops are to provide applicants with:

• Information about ASM Program Models • A clear understanding of the technical aspects of the tool for submission of the RFP • Ingredients of a quality youth program • Budget and contracting guidelines • Tips on structuring strong weekly-program plans

North Location Monday, February 8, 2010 10:00 a.m. – 1:00 p.m. Casa Central 1343 N. California Southwest Location Tuesday, February 9, 2010 4:00 -7:00 p.m. Little Village High School 3120 S. Kostner Avenue Gallery 37 (Downtown) * Wednesday, February 10, 2010 4:00-6:30 p.m. Gallery 37 - Centre for the Arts, 5th floor Centre Space Gallery 66 East Randolph Street * Gallery 37 / Downtown Advanced Apprenticeship Proposals only

CITYSPAN HOTLINE Applicants that require computer technical assistance in navigating the online Cityspan proposal, or downloading documents, can contact the Cityspan Help desk at (866)469-6884 (toll free) Monday – Friday 8:00 a.m. – 5:00 p.m. Pacific Time.

ASM REGIONAL STAFF SUPPORT Applicants that have content-related proposal questions, can contact After School Matters at (312)742-4182 or (312)744-9244 to speak to a regional representative, Monday – Friday, 9:00 a.m. – 5:00 p.m.


Attachments

ATTACHMENTS The following attachments are included in this Request for Proposal:

• Glossary of Terms • Online Proposal questions (for preliminary review)

• Maps: ASM Regional Boundaries, Maps of Regions 1-7, High Need Community Areas • ASM Designated Schools • ASM Vendor List


Attachments

GLOSSARY OF TERMS Program Models – The format in which teens participate in program. There are five program models: club, NeighborSports, pre-apprenticeship, apprenticeship, and advanced apprenticeship. Regions – Programs are delivered according to geographic boundaries that align with our city agencies. Soft Skills – The skills teens need in order to successfully navigate in the world. The following is a list of key soft skills and definitions that instructors should discuss with teens when it is relevant during program activities: Teamwork - Cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interests of a common cause

Leadership - Leadership is the art of motivating a group of people to act towards achieving a common goal. The leader is the inspiration and director of the action. He or she is the person in the group that possesses the combination of personality and skills that makes others want to follow his or her direction.

Effective oral and written communication skills – Effective communication is a reciprocal sharing of information and ideas of written, oral and non-verbal information according to a common set of rules (e.g. language, non-verbal communication, symbols). It includes the use of active listening skills and displaying openness to other people's ideas and thoughts.

Time management - Time management is a set of principles, practices, skills, tools, and systems that work together to help you get more value out of your time with the aim of improving the quality of your life. Some of the skills associated with time management include planning, prioritizing, goal setting, scheduling, and managing your workload.

Prioritization of tasks – As a principle, it means doing “first things first”, as a process, it means evaluating a group of items and ranking them in order of importance or urgency. Following directions and instructions – Listening and/or reading accurately and appropriately carrying out tasks based on information given Conflict Resolution - Conflict resolution is the process of attempting to resolve a dispute or a conflict. Successful conflict resolution occurs by listening to and providing opportunities to meet each side's needs, and adequately address their interests so that they are each satisfied with the outcome Negotiation - Negotiation is an interaction of influences. Such interactions, for example, include the process of resolving disputes, agreeing upon courses of action, bargaining for individual or collective advantage, or crafting outcomes to satisfy various interests. General interpersonal skills - How people relate to one another. Problem-solving – Problem solving begins with a clear understanding of the problem by all involved. An analysis of the problem consists of identifying all the contributing factors. Brainstorming all potential solutions is important. Select the best acceptable solution. Evaluate the solution in a timely manner.


Attachments

Glossary of Terms (continued) Decision-making – when needing to make a decision it is important to consider all possible options. Identify the potential benefits and obstacles for every option. Choose the best option with the most benefits and least obstacles. Follow Through - Follow through is the ability to carry out tasks to their final completion Adherence to standard workplace rules – Examples include: being on time, appropriate dress, etiquette regarding cell phone use, personal emails, visits from friends and family while at work, gum chewing, professional behavior and language. Resilience – Resilience is the ability to bounce back from failure and keep forging ahead with a positive “can do” attitude. Multi-tasking – Multi-tasking is the ability to do concurrent tasks in a limited time period. Consensus – Consensus is the majority opinion or to reach a general agreement or position by the majority in a group.


Attachments

PROPOSAL QUESTIONS

Club Programs PLACEHOLDER

1. Briefly explain your mission and history of working with teens (specify the number of years working with teens).

2. For the purpose of ASM marketing, promotional, and recruitment materials, provide a brief synopsis of the full description of the program (use present tense). EXAMPLE: The Raw Work is a creative writing and performance program for teens interested in self-expression and exploring issues of identity through poetry, story, and art. The group publishes a magazine on topics of their choosing using original works and visual images. The teens also produce a live performance of their work.

3. What is the goal of the program? 4. Provide a description of program proposed. 5. Provide a description of skills teens will be exposed to in the program.

1. Detail the methods and exercises that will be used to develop and maintain a safe and supportive environment within the program.

2. Address how positive teen interaction will be supported through group work and hands on activities.

1. Describe the recruitment plan and indicate if targeting a specific audience. 2. What type of space and amenities are needed to facilitate the program (e.g. do you need a

sink, a Mac lab, computers with PowerPoint installed, a gym)? Be specific.

NeighborSports

1. Briefly explain your mission and history of working with teens (specify the number of years

working with teens). 2. For the purpose of ASM marketing, promotional, and recruitment materials, provide a brief

synopsis of the full description of the program (use present tense). EXAMPLE: The Raw Work is a creative writing and performance program for teens interested in self-expression and exploring issues of identity through poetry, story, and art. The group publishes a magazine on topics of their choosing using original works and visual images. The teens also produce a live performance of their work.


LOGISITICS

IMPLEMENTATION

PROGRAM OVERVIEW

PROGRAM OVERVIEW


Attachments

NeighborSports (continued)



3. Describe the league and tournament structure, including the number of teams in the league, the tournament format and the schedule.

4. Describe how you will recognize participants for their league achievements.

1. Describe the recruitment plan and indicate if targeting a specific audience. 2. Describe the process for the selection of qualified teen interns who will support the league. 3. How many IHSA-certified officials will you need, and how will you recruit them?

Pre-Apprenticeships






1. Describe the recruitment plan and indicate if targeting a specific audience.

LOGISITICS

IMPLEMENTATION

PROGRAM OVERVIEW

LOGISITICS

IMPLEMENTATION


Attachments

PROPOSAL QUESTIONS

Apprenticeships and Advanced Apprenticeships



1. What is the goal of the program? 2. What impact will it have on teens? 3. What is the final product for the program? (Drop down menu and text box) 4. Provide a full description of the skills teens will develop related to the content of the program. 5. Describe how teens will develop critical soft skills such as teamwork, communication, critical

thinking, problem solving, time management and/or conflict resolution.

1. Detail the methods and exercises that will be used to develop and maintain a safe and

supportive environment within the program. 2. Address how positive teen interaction will be supported through group work and hands on

activities. 3. Describe how teens will have opportunities for youth led learning by allowing them to set goals,

make plans and reflect upon their work. 4. Explain how teen leadership will be incorporated into the program. 5. Describe how field trips and guest speakers will support the program content and skill

development of teens? 6. Explain how teens will be prepared prior to field trips or guest speakers to maximize their

experience. Also detail how teens will have time to reflect after field trips or guest speakers. 7. How will teens be assisted in creating and enhancing their resumes and/or portfolios that can

be used for college applications and/or job interviews? 8. How will career exploration be conducted with teens in proposed program content? 9. Community service is highly encouraged. Therefore, what types of opportunities will the teens

have to make contributions to their community using experiences gained in their program?

IMPLEMENTATION

IMPACT

PROGRAM OVERVIEW


Attachments

PROPOSAL QUESTIONS

Apprenticeships and Advanced Apprenticeships (continued)

1. ASM requires a minimum of 80% attendance and retention rate. Describe the recruitment and

retention plan. 2. What criteria will be used to determine teen final selection for enrollment? 3. If enrollment drops during program, new teens will need to be recruited. How will new teens be

successfully integrated without having the benefit of the previous weeks’ experiences? Objective of the Week

Key activities and corresponding skills to be developed

Opportunities for teen leadership/reflection/small group work

Are there any specific events/guest speakers/field trips/community service this week?

The Weekly Program Plan is an important part of this application. It serves as the road map for implementation of the proposed program. Weekly plans are reflective of the creativity and quality of the program. In addition, ASM program quality staff will reference the plan when conducting site visits to ensure compliance and accountability. A detailed weekly plan needs to articulate the following: Note: Indicate in the weekly plan when teens will develop resumes/portfolios.

• Clear weekly objectives that meet the program goal • Activities that support the objectives • Progressive content skill development • Teen leadership opportunities • Strategies to foster inclusiveness and team building • Reflection activities • Job readiness skills

WEEKLY PROGRAM PLAN

LOGISITICS

WEEK # - one for each week


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Regional Boundaries After School Matters offers programming across the city of Chicago in seven regions. As the chart below indicates and the Regional Map illustrates on page 34, we extends city limits to the north, south, east and west. ASM divides the city into regions, so that boundaries align with our partner agencies, the Chicago Public Schools and the Chicago Department of Family and Support Services. This allows each region to have a dedicated team to focus on relationship-building with organizations and instructors specific to that region. Below are the seven regions along with their geographic boundaries:

Region

Northern Boundary

Southern Boundary

Eastern Boundary

Western Boundary

Region 1 City limits 3200 N Lake Michigan City limits Region 2 3200 N 400 N Lake Michigan City limits Region 3 400 N 2200 S Halsted Street City limits Region 4 2200 S 5500 S Lake Michigan City limits Region 5 5500 S 8300 S Lake Michigan City limits Region 6 8300 S City limits City limits to

Indiana City limits

Region 7 - Gallery 37 (Downtown Campus)

900 N 1400 S Lake Michigan Halsted Street


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ASM Regional Map


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HIGH-NEED COMMUNITIES Only non-profit community organizations [501(c)3] may apply to operate school year community programs in Chicago’s neighborhood. Applicants are responsible for identifying and securing the site(s) for their programs. ASM is committed to affording as many opportunities through the school year request for proposal. Community programs that target teens in high-need communities are given preference in selection. The following communities have been designated as being in high need of more programming for teens (refer to the High Need Chicago Communities map on the next page).

Albany Park Hermosa South Chicago

Auburn Gresham Humboldt Park South Deering

Austin Irving Park South Lawndale

Avondale Logan Square Washington Park

Belmont Cragin Lower West Side West Englewood

Brighton Park Near West Side West Pullman

Chicago Lawn New City West Ridge

Englewood North Lawndale West Town

Gage Park Portage Park Woodlawn

Greater Grand Crossing Roseland


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MAP OF HIGH-NEED COMMUNITIES


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AFTER SCHOOL MATTERS DESIGNATED CPS HIGH SCHOOLS The following is a listing of Chicago Public Schools campuses that After School Matters (ASM) currently partners to provide programs, subject to change.

High School Address Affiliated Park Affiliated Library

Chicago Academy 3400 North Austin Boulevard Portage Park

West Belmont Branch

Foreman High School 3235 N. Leclaire Avenue Kosciuszko Park Portage Cragin Branch

Northside Learning Center 3730 W. Bryn Mawr Avenue Peterson Park Northtown Branch

Roosevelt High School 3436 W. Wilson Avenue Horner Park Mayfair Branch

Schurz High School 3601 N. Milwaukee Avenue Kilbourn Park

Portage Cragin Branch

Senn High School 5900 N. Glenwood Avenue Broadway Armory Edgewater Branch

Sullivan High School 6631 N. Bosworth Avenue Loyola Park

Rogers Park Branch

Taft High School 6545 W. Hurlbut Street Norwood Park Roden Branch

Uplift Community School 900 W. Wilson Clarendon Community Center Uptown Branch

REGION 1

Vaughn Occupational High School

4355 North Linder Avenue Portage Park

Jefferson Park Branch

Clemente Community Academy High School

1147 N. Western Avenue Clemente Park

Humboldt Park Branch

Douglass Academy 543 North Waller Avenue Austin Town Hall Austin Branch

Kelvyn Park High School 4343 W. Wrightwood Avenue Kelvyn Park

North Pulaski Branch

North-Grand High School 4338 West Wabansia Hermosa Park North Pulaski Branch

Orr Campus 730 N. Pulaski Road Orr Park Legler Branch

Prosser Career Academy 2148 N. Long Avenue Blackhawk Park North Austin Branch

Ramirez 2435 North Western Avenue Holstein Park

Damen Avenue Branch

Steinmetz Academic Centre 3030 North Mobile Avenue Riis Park

West Belmont Branch

Wells Community Academy 936 North Ashland Avenue Eckhart Park

Eckhart Park Branch

REGION 2

Westinghouse High School 3223 W. Franklin Avenue Garfield Park Legler Branch


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AFTER SCHOOL MATTERS DESIGNATED CPS HIGH SCHOOLS (continued)

Academy of Communications Technology (ACT) 4319 W. Washington Garfield Park Legler Branch

Al Raby School 3545 West Fulton Avenue Garfield Park Legler Branch

Austin Campus 231 N. Pine Avenue Austin Town Hall Austin Branch

Chicago Hope Academy 2189 W. Bowler Campbell Park Manning Branch Clark Academic Prep High School 5101 W. Harrison Street Clark Park Austin Branch

Collins High School 1313 S. Sacramento Drive Douglas Park Douglass Branch

Crane Tech Prep Common School

2245 W. Jackson Boulevard Touhy-Herbert Park Legler Branch

Juarez Community Academy 2150 S. Laflin Street Harrison Park Lozano Branch Manley Career Academy High School 2935 W. Polk Street Douglas Park Douglass Branch Marine Military Academy 145 S. Campbell Rockwell Park Manning Branch

Marshall Metro High School 3250 W. Adams Garfield Park Legler Branch

Phoenix Military Academy 145 S. Campbell Rockwell Park Manning Branch

REGION 3

PowerHouse 3415 W. Arthington Boler Park Legler Branch

Curie Metro High School 4959 S. Archer Avenue Curie Park Archer Heights Branch

Dunbar Vocational Career Academy 3000 S. King Drive Lake Meadows Park

Chicago Bee Branch

Dyett 555 E. 51st Street Washington Park Blackstone Branch

Farragut Career Academy 2345 S. Christiana Avenue Shedd Park

Marshall Square Branch

Kelly High School 4136 S. California Avenue Kelly Park

Brighton Park Branch

Kenwood Academy 5015 South Blackstone Avenue

Kenwood Community Park Blackstone Branch

Little Village Lawndale High School 3120 S. Kostner Piotrowski Park Toman Branch Phillips Academy High School 244 E. Pershing Road Anderson Park

Chicago Bee Branch

Tilden Career Community Academy 4747 S. Union Avenue Fuller Park Sherman Branch

REGION 4

Youth Connections Charter 3424 South State Street Armour Square Park Chicago Bee Branch



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AFTER SCHOOL MATTERS DESIGNATED CPS HIGH SCHOOLS (continued)


Bogan Computer Technology High School 3939 West 79th Street Bogan Park Scottsdale Branch Englewood Technical Preparatory Academy 6201 S. Stewart Avenue Sherwood Park Kelly Branch Gage Park High School 5630 S. Rockwell Street Gage Park Gage Park Branch Hancock College Preparatory 4034 West 56th Street Pasteur Park

Archer Heights Branch

Harper High School 6520 S. Wood Ogden Park West Englewood Branch

Hirsch Metro High School 7740 S. Ingleside Avenue

Greater Grand Crossing Avalon Branch

Hope College Prep 5515 S. Lowe Avenue Hope Park Kelly Branch

Hyde Park Academy 6220 S Stony Island Ave Jackson Park

Bessie Coleman Branch

Lindblom College Preparatory High School 6130 S. Wolcott Avenue Lindblom Park

Sherman Park Branch

Perspectives Charter at Calumet Campus 8131 S. May Street Foster Park Woodson Regional

Robeson High School 6835 S. Normal Boulevard Hamilton Park Kelly Branch

Simeon Career Academy High School

8147 S. Vincennes Avenue West Chatham Park Woodson Library

REGION 5

South Shore Campus 7529 S. Constance Avenue

Nash Community Center

South Shore Branch

Bowen High School 2710 E. 89th Street Bessemer Park South Chicago Branch

Carver Military Academy 13100 S. Doty West Avenue Carver Park Altgeld Branch

Corliss 821 E. 103rd Street Gately Park Pullman Branch

EPIC Academy 8255 S. Houston Avenue Russell Square Park

Jeffery Manor Branch

Fenger Academy High School 11220 S. Wallace Street Ada Park Pullman Branch

Harlan Community Academy 9652 S. Michigan Avenue Abbott Park Woodson Regional

Julian High School 10330 South Elizabeth Street Graver Park Woodson Regional

REGION 6

Washington High School 3535 East 114th Street Rowan Park Vodak East Side Branch

Gallery 37 Center for the Arts 66 E. Randolph Street N/A N/A

REGION 7

(Downtown)

Jones College Prep 606 S State Street N/A N/A


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AFTER SCHOOL MATTERS VENDOR SUPPLY LIST

Below is a list of vendors that After School Matters uses for the purchase of program supplies and equipment. If supplies or equipment needed for the proposed program are not stocked in the ASM warehouse,

reference this list and add to the ‘Other Items’ tab of the Budget form.

Art Supplies • Dick Blick- www.d ickb l ick.com • Great Lakes Clay- www.greatclay.com • Chicago Silk Screen- www.ch icagosi lkscreen.com

Books • Amazon- www.amazon.com • Baker and Taylor- www.btol .com • Barnes and Nobel- www.barnesandnobel.com

Dance Wear • Motions Unlimited- no website

Hardware • Home depot- www.homedepot.com • Woodcraft- www.woodcraf t .com

Music Equipment • Sweetwater- www.sweetwater.com • Sam Ash- www.samash.com • Andy’s Music- www.andysmusic.com

Office Supplies • Office Depot- www.off icedepot.com • Staples- www.staples.com

Photography • Calumet- www.ca lumetphoto.com

Sports • Palos- www.palossports .com • Sports Authority-

www.sportsauthori ty.com

Textiles • JoAnn Fabrics- www. joann.com • Vogue Fabric- no website

Video & Technology • B&H- www.bhphotovideo.com • Buy.com- www.buy.com

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