the starke county youth club, inc. · ian ost summit $75.00 3 staff members $ 225 iyi kids count...

49

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

Applicant Name:

Contact

Name:

Organization: Phone:

Fax:

Address:

Email:

Name of School to be Served

by 21stCCLC (including

School # and School

Corporation)

Has this

school been

served before

under a

previous 21st

CCLC grant?

% Free

and

Reduced

Lunch

%

Identified

English

Learner

Students

Estimated # of Students

that will attend the

program at least 45 days

or 60 days to be served

Per School Year

Y1 Y2 Y3 Y4

School has

grade of

D/F

(indicate

“D/F” if

yes)

Estimated

number of

Students

with

Disabilities

to be served

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

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

IreneOval

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50

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

Applicant Name: Contact Name:


Fax:

Address: Email:

Name of Community Learning

Center/Site

(e.g. Franklin High School, Boys

& Girls Club )

Location

(Street Address)

City

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

51

Form 4 – Population Served Checklist – Attachment D

Applicant Name:

Contact Name:


Fax:

Address:

Email:

Populations Served (check all that apply):

❑ Pre-School ❑ Elementary School

❑ Middle School ❑ High School ❑ Adult

Services: (check all that apply):

❑ Reading or Literacy

❑ Mathematics ❑ Science

❑ Arts and Music ❑ Tutoring or Mentoring ❑ English Language

Learning Services

❑ Pre AP and/or AP Course

Development ❑ Service Learning

❑ STEM (Science,

Technology,

Engineering &

Math)

❑ Recreational

❑ Telecommunication &

Technology education

❑ Library Services ❑ Services for Adults ❑ Youth Development

❑ Drug & Violence Prevention

❑ Character Education ❑ Global Literacy ❑ College & Career Readiness

Operating Hours: (check all that apply):

❑ After-school □ Summer

❑ Intercession ❑ Fall Break ❑ Spring Break

❑ Weekend □ Before-School

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

Applicant Name:

The Starke County Youth Club, Inc.

Contact Name: Irene Szakonyi

Organization:


Phone: Fax:

574-772-1600 x1851

Address:

P. O. Box 442 Knox, IN 46534

Email: [email protected]

Date Activity Description Program Start Date

June 2018

Ongoing Staff Meetings Twice monthly meetings connected to performance and grant goals

Summer 2018 Publicity and Recruitment

Collaboration with partners for recruitment.

Summer Programs Summer programs M-Th for 4 hours per day, with STEM, wellness, and fine arts content.

Professional Development

Summer and Fall Orientation, management training, CPR/1st Aid, STEM, Lego.

Data Collection Summer program data collection – surveys and attendance. August 2018 School Year Programs

Start Academic and enrichment activities: STEM, language arts, recreation, socialization, and community service hosted M-Fri, for a minimum of 2.5 hours per day.

Fall 2018 Campaign / Fundraiser Direct mail, phone, and fundraisers Evaluation and Site

Visits Limelight observation site visits, workgroup sessions, data collection, EZ Reporting, Advisory Council

Professional Development

IYI Because Kids Count Conference, Collabornation Webinars for Management and afterschool training

Advisory Council Diverse group of stakeholders to review evaluation data, brainstorm, and recommend changes based on results

Spring 2019 Professional Development

IAN OST Summit, IYI Workshops, Collabornation Webinars

Evaluation Data collection and monitoring (grades, attendance, assessments), surveys (teacher, family, and student), EZ Reports data entry

Staff Evaluation Performance Reviews and IN-QPSA Campaign / Fundraiser RadioThon fundraiser Program End Date

May 2019

Note: A minimum of 130 days are required for a 21st CCLC program.

Applicant Name

Applicant Federal ID Number

Grantee DUNS#

Budget CategoriesPersonnel

Fringe Benefits

Travel

Transportation

Equipment

Supplies

Contractual

Professional Development & Training

Other

Total Direct Costs

Indirect Costs

Contractual (not included in ICR)

Total

21st Century Community Learning Centers Budget Summary

Reimbursement will only be made for charges specificially permitted under the scope of funding and in accordance with Indiana State Law under the approved grant agreement.

Project Year 1

Federal Agency: U.S. Department of Education -- Pass-Through Entity: Indiana Department of EducationCFDA: 84.287 -- Federal Award I.D. # S287C150014 -- Fiscal Year of Award: 2016

Project Year: 2018-2019 -- Cohort: 9, Year: 1The Starke County Youth Club, Inc.

35-2108731624000209

If applicable to your grant - *Indirect Cost Information (To Be Completed by Your Business Office ):If you are requesting reimbursement for indirect costs, please answer the following questions:(1) Do you have an Indirect Cost Rate Agreement approved by IDOE Office of School Finance? __Yes __ No(2) If yes, please provide the following information:School Year Period Covered by the Indirect Cost Rate Agreement: From: 6 / 1 /2018 To: 5/ 31 /2019

$102,737.75

$16,212.44

$2,909.40

$13,360.00

$0.00

$3,900.00

$9,900.00

$980.00

$0.00

$0.00

$0.00

$0.00

$150,000

IreneText BoxAttachment G

IreneSticky NoteUnmarked set by Irene

Object Category Activity Description Cost Per Item QuantityQuantity

Description if needed

Total

Program Director 20.00$ 1040 52wk, 20hr/wk $ 20,800

Site Coordinator 16.00$ 2080

52wk,20 hr/wk, 3 persons 33,280$

Site Coordinator 15.00$ 780

52 wk, 15 hr/wk, 1 person 11,700$

Instructors 10.00$ 1803.6

167 dates, 2.7 hrs per day, 4 people 18,036$

Aides 7.50$ 1252.5

167 dates, 2.5 hrs per day, 3 workers 9,394$

Certified Teachers 15.00$ 520

130 dates, 2 hours per day, 2 persons 7,800$

Instructors - Summer 9.00$ 192

16 dates, 4 hours per day, 3 persons 1,728$

-$ -$

$102,738

FICA $ 0.08 $102,738 7,859$ Fringe Benefits - contribution for Site

Coordinators (2) $ 8,353.00 1 8,353$ -$ -$ -$

$ 16,212

IYI Hotel 107 4 2 nights, 2 rooms 428$

IYI Meals 13 62 days; 3 people;

dinner 78$ IYI Parking 13 2 1 vehicle; 2 days 26$ IYI Mileage 0.38 280 106$

OST Summit Hotel 107 4 2 nights, 2 rooms 428$

OST summit Meals 13 62 days; 3 people;

dinner 78$ OST Summit Parking 13 2 1 vehicle; 2 days 26$

OST Mileage 0.38 280 106$

Site Visits and Meetings 0.38 1800150 miles/mo x 12

months 684$

Fringe

Benefis

Subtotal

Travel

21st Century Community Learning Centers - Cohort 9, Year 1Applicant Name: The Starke County Youth Club, Inc.

Directions: Please enter each item to to be funded into the appropriate funding category. All components (Description, Cost Each, and Quantity) must be completed for the budget to be approved. Please use "Quantity Description if needed" as necessary to explain the cost items. The Subtotals and Total Budget will calculate automatically. Input all numbers

Personnel

Subtotal


Startup and Orientation Meetings 0.38280

280 miles round trip x 2 trips 106$

Regional Meetings 0.38160

80 miles round trip x 2 trips 61$

Summer Institute Hotel (out of state) 199 3 3 nights, 1 room 597$

Summer Institute Meals 13 63 days, 2 people,

dinner 78$ Summer Institute Mileage $ 0.38 280 106$

$ 2,909

Student Transportation $ 40.00 334 2 bus/day x 167 13,360$

-$ -$

$ 13,360

-$ -$ -$ -$

$ -

Program Supplies: pencils pens, markers,

sanitizer, organizers, first aid kits, consumables for education and

enrichment activities. 60 65 65 students 3,900$ -$ -$ -$

$ 3,900

EZ Reports Data Collection 800 33 sites, 800 per

site 2,400$

Limelight Evaluation 150000 0.05 5% of grant award 7,500$ -$ -$

$ 9,900

IAN OST Summit $75.00 3 staff members 225$

IYI Kids Count Conference $ 185.00 3 staff members 555$ CPR/First Aid training 50.00$ 4 staff members 200$

-$ -$

$ 980

-$ -$

Professional

Development &

TrainingSubtotal

Other

Supplies

Subtotal

Contractual

Subtotal

Transportation

Subtotal

Equipment

Subtotal

Subtotal


-$ $ -

-$

$150,000

-$ -$

$ -

$150,000

Total Year 1

Total DirectSubtotal

Indirect Costs Subtotal

Other

Subtotal


Object Category Activity Description Cost Per Item Quantity

All staff are paid according to the SCYC wage scale. The Program Director salary is based $20/hour, for 52 weeks. A

partial amount is requested. Site Coordinators are paid according to the SCYC wage scale. The

maximum work week is 40 hours. Instructors work during the school year and summer programs for 3-

4 hours per day. Aide hours and wages vary. The maximum rate is $9.25 per hour and is based on a maximum 15 hours per week during the school

year.

SCYC pays the employer's share of Social Security and Medicare taxes based on 7.65 % of payroll expenses and provides health

insurance benefits to full time site coordinators.

SCYC figures travel costs in alignment with the current state travel policy.

SCYC has an agreement with school corporations to provide

transportation in kind, and at a reduced rate. Our rural nature causes this to be a large expense.

This figure is supplies for three sites. The supplies are based on the target number of students, the rate at which they will be consumed,

and the number of anticipated projects.

Supply costs include basic items like pencils, pens, markers, calculators, and copy paper, plus necessities like hand sanitizer,

paper towels and first aid kits. Activities are interactive and require consumables; a cooking club requires fresh foods, napkins and

utensils to reinforce nutrition, math and science concepts. Fine arts classes require paints, sculpting materials and various art mediums to allow maximum experimentation. STEM projects utilize rulers,

straws, tape, stopwatches, tennis balls, flour, motors, pipes and zip ties to explore concepts, build rockets, and engineer vehicles. The

Site Coordinator is responsible for purchasing supplies and retaining itemized receipts in accordance with SCYC financial policies and

Generally Accepted Accounting Principles (GAAP).

Line 56

Line 26-39

Line 43

Line 6-12

Line18-19


Object Category Activity Description Cost Per Item Quantity

SCYC reports to the Indiana Department of Education using the mandated system, EZ Reports. This cost is figured at $800 per site. Limelight Analytics is our proposed evaluator. The cost is 6% of the

total budget.

The professional development plan includes mandatory trainings and opportunities for all levels of staff. Line 70-72

Subtotal

Subtotal

Line 63-64

Subtotal


Applicant NameApplicant Federal ID Number

Grantee DUNS#

Year 1 150,000$ Year 2 150,000$ Year 3 135,000$ Year 4 127,500$

Total: 562,500$

Project Year 1 Project Year 2 Project Year 3Project Year

4Total

$ 102,738 $ 102,738 98,000$ 92,000$ 395,476$

$ 16,212 $ 16,212 7,760$ 7,260$ 47,445$

$ 2,909 $ 2,909 2,000$ 1,500$ 9,319$

$ 13,360 $ 13,360 13,360$ 13,360$ 53,440$

-$

$ 3,900 $ 3,900 3,000$ 2,500$ 13,300$

$ 9,900 $ 9,900 9,900$ 9,900$ 39,600$

$ 980 $ 980 980$ 980$ 3,920$

-$

$ 150,000 150,000$ 135,000$ 127,500$ 562,500$

-$

-$

$ 150,000 150,000$ 135,000$ 127,500$ 562,500$

Professional Development & TrainingOther

Total Direct Costs

Indirect Costs

Contractual (Not included in ICR)

Total

Fringe Benefits

Travel

Transportation

Equipment

Supplies

Contractual

Budget Categories

Personnel

35-2108731624000209

Amount Requested:

21st Century Community Learning CentersFour Year Budget Request Summary

Federal Agency: U.S. Department of Education -- Pass-Through Entity: Indiana Department of EducationCFDA: 84.287 -- Federal Award I.D. # S287C150014 -- Fiscal Year of Award 2016

Project Year: 2018-2019 -- Cohort: 9The Starke County Youth Club, Inc.


IreneText BoxAttachment H


I. Abstract

For today’s young people the world is rife with challenges and opportunities. Afterschool

hours are the peak time for juvenile crimes and risky behaviors. Adolescents still need guidance,

academic support, and caring relationships after school. Hundreds of families count on The

Starke County Youth Club, Inc. (SCYC) to provide safe, educational, and engaging

programming. Our families want the best for their kids, but the effects of poverty and rural

isolation make it hard to achieve. Those barriers are no match, however, for the energy,

compassion, skill, and commitment of the SCYC team of board, staff, and volunteers.

In 2001, SCYC began youth development services. The quality and scope of programs has

grown continuously. The SCYC mission of supporting children and families informs concrete

strategies for academic and personal growth to create success at school, at work, and in life.

The data collected for three schools in this proposal (Knox Community Middle, North Judson –

San Pierre Jr./Sr., Oregon-Davis Jr./Sr.) illuminates how our students need and deserve

additional support to prevent academic failure. Over 49 percent of students at these schools

qualify for free and reduced price lunch! Students performed poorly on state and local

assessments, showing that a high quality, academically rigorous program is warranted. SCYC

remains accessible and affordable. Research-based curriculum, standards based lesson plans,

diverse and interactive math, language, and STEM projects, plus a strong focus on homework

and tutoring make student achievement possible. Fine arts, life skills, and socialization complete

a format where good choices and good outcomes are possible. Our club language and family

focused events include the community and build relationships that last.

The proposed SCYC 21st Century Community Learning Center has three broad goals:

• Increase Academic Achievement (including Language, Math, STEM, and Summer)


• Improve Student Behavior Outcomes

• Increase Family Involvement

Limelight Analytics will partner with SCYC to provide evaluation services. In addition to

clear and achievable performance measures to monitor student academic progress, qualitative

data will be collected through surveys of parents, teachers, students, and staff. An Advisory

Committee will review results and brainstorm plans for refinement.

The Starke County Youth Club, Inc. requests funding through the 21st Century Community

Learning Centers Program to bridge the gap and serve 60 middle/high school students who will

attend 45 days or more per year at the only afterschool program of its kind in our community.

The program will operate both afterschool and summer sessions at three locations, with STEM

activities to ignite the imagination and family events, focused on participation and education.

This proposal encourages the coordination of local, state, and federal resources to engage our

community, students, families, and schools.

.

The Starke County Youth Club, Inc. 1

II. Competitive Priority

The Starke County Youth Club, Inc. (SCYC) is a nonprofit youth development agency

supporting children and families in rural Indiana. As the only afterschool program of its kind in

Starke County, SCYC hosts activities in three distinct school districts: Knox Community

Schools, North Judson – San Pierre Schools, and Oregon-Davis Schools. The relationships

between SCYC and each corporation, established during the organization’s inception in 2001,

have been mutually beneficial. School superintendents served as founding members of the

agency. School employees have served on the board of directors and as staff for SCYC

throughout our history. The partnerships continually grow and mature. This application is

submitted with the commitment of the Knox Community School Corporation, North Judson –

San Pierre School Corporation, Oregon-Davis School Corporation and the Starke County Youth

Club, Inc..

Each public school corporation is Title I eligible according to the Indiana Department of

Education. The schools served in this proposal are rural and low income and exceed the

eligibility requirement for free and reduced lunch. Each school records a free and reduced lunch

rate above 49 percent, as shown in Table 1, with many of the students living in poverty.

A. Organization Priority Points - Each district served by SCYC qualifies as rural and two

qualify as low income when using the Rural Low-Income School (RLIS) and the Small,

Rural School Achievement (SRSA) eligibility list. Each school’s community hosts a

population of less than 5,000 people. According to the 2016 Census population estimate,

the population of each is as follows: Knox - 3597, North Judson – 1772, Hamlet – 800.

The county spans an area of over 300 square miles. There is a lack of public

transportation, a dearth of cultural activities, no higher education institution within the


county, and limited workforce resources. This community struggles to build a robust

economy and an educated citizenry. Statewide, the percentage of children in poverty is

20.4 percent. That figure is higher in Starke County at 23 percent (Kids Count Data Book,

U.S. Census Bureau, Housing and Household Economic Statistics Division, Small Area

Estimates Branch). According to the Indiana Department of Workforce Development’s

September 2017 figures, Starke County had an unemployment rate of 4.3 percent. That is

significantly higher than the statewide rate of 3.6 percent. Economic factors are further

examined in Section III. Need for Project.

B. Programming Priority Points - This application proposes year-round, hands-on STEM

programming during all years of the grant. Research-based curriculum, engaging robotics

programming (LEGO Mindstorms, NASA, SeaPerch), and necessary professional

development to improve the execution of activities will be utilized. The Indiana

Afterschool Network STEM Specialty Standards will be incorporated to gauge

effectiveness internally and to improve outcomes. Indiana Academic Standards are an

integral part of the activity plans and evaluation practices. The performance measures

required for this program component are shown in Table 5. They incorporate measures for

summer and STEM, including whether regular participants have an increased awareness

and interest in STEM careers. This program component is planned for a minimum of 3

hours each week and is further demonstrated in Section V. Program Design and

Implementation.

III. Need for Project

A. Need – Creating a community of lifelong learners has challenges in every community

across the state. Detailed review of the data for our local students show a clear need for


this project related to both poverty level and academic achievement. Starke County’s

intensely rural nature, history of multigenerational poverty, and educational attainment

rates create abundant barriers that impact our kids and families. The schools served have

free and reduced lunch rates well above the 40 percent eligibility standard, each topping

49 percent. Educational attainment rates in the community are lagging. In our county,

only 41.1 percent of adults over 25 have a high school diploma, and only 10 percent have

earned a bachelor’s degree or higher. (Source: US Census Bureau, 2011-2015 American

Community Survey) There were 13 juvenile delinquency case filings in 2016. (Source:

Indiana Supreme Court, Division of State Court Administration) Additionally, according

to The Indiana State Department of Health, Epidemiology Resource Center, Data Analysis

Team, the birth rate for mothers ages 15-19 per 1000 females in Starke County is well

above the state rate, at 27.9. Demographic information is demonstrated in Table 1. The

school listing is provided in Attachment B. The behavioral indicators for our students

including graduation and attendance rates are shared in Table 2. Table 3 presents the

evidence that there is a dramatic need for improvement in the performance of our students

on state assessments.

The presence of SCYC programs is clearly warranted. The analysis indicates children

and families deserve accessible, affordable, and high quality programs to combat the

negative effects of rural isolation and limited resources. The positive relationships

children experience at SCYC battle this disheartening data. Our young people require

proactive relationships with adults who care and academic support in order to define their

future, make healthier choices, and create personal success. SCYC effectively serves this

purpose as the only afterschool program of its kind Starke County.


B. Current programs – Table 4 includes the currently available and proposed programming

at SCYC. Our Cohort 8 21stCCLC program serves elementary students at three locations.

Our Cohort 7 program expires in May of 2018. At the beginning of this grant term, no

middle/high school sites at SCYC are covered by the 21stCCLC program without this

grant. At least 60 middle / high school students across Starke County will be served for

45 days or more under this proposal. This goal is reasonable and based on SCYC’s past

recruitment and retention illustrated in our evidence of previous success, Appendix B. In

2016, over 65 students attended the program for 30 days or more, with a history of

serving 60 students for 45 days or more. This project promotes additional STEM

programming at each site with clearly defined academic objectives and aligned

professional development. Tutoring will be available at all locations on a one-on-one basis

during the school year. This project increases the access and amount of time students are

School Enrollment % F/ R Lunch Caucasian Hispanic Multiracial, African American, or Other

Knox Middle School 464 53.26% 91.6% 6.3% 2.1% North Judson – San Pierre Jr. / Sr. High School

520 49.91% 91.9% 6% 2.1%

Oregon-Davis Jr. / Sr. High School

264 49.43% 90.2% 7.2% 2.7%

Corporation 2015-2016 Graduation Rate

2015-2016 Out of School Suspensions

2015-2016 Mobility Rates

2016-2017 Middle School (Jr/Sr High) Attendance Rates

Knox 88.9% 61 11.5% 95.6% North Judson –San Pierre 91.5% 37 12.7% 93.5% Oregon-Davis 77.8% 38

13.9% 92.7%

Knox North Judson Oregon-Davis Grade LA Math Science LA Math Science LA Math Science 6th Grade ISTEP 65.1% 51% 54.7% N/A – 6th grade is Elementary at these two districts. 7th Grade ISTEP 61.5% 46.9% N/A 51.4% 36% N/A 42.1% 28.9% N/A 8th Grade ISTEP 50.6% 32.9% N/A 59.5% 48.6% N/A 41.2% 38.2% N/A 2016-2017 % passing both portions of ISTEP

39.5% (Grades 6-8)

37.8% ( Grades 7-8)

26.4% ( Grades 7-8)

Table 2. Student behavioral data (Source: Indiana Department of Education, Annual Performance Report)

Table 1. Demographic and Free and Reduced information for Knox, North Judson- San Pierre and Oregon-Davis School corporations (Source: Indiana Department of Education)

Table 3. Percentage of students passing ISTEP during 2016-2017 (Source: Indiana Department of Education)


exposed to academic strategies detailed by each school. Family services are offered with

dedicated adult education through our GEAR Up activities (Guidance, Education, and

Resources).

C. Expansion or Enhancement

Schools / Grades Current Programs Expansion / Enhancement Knox Community Elementary School (Grades K-5)

Academics and enrichment offered M-F from 2:40 – 5:40 pm, serving 70 students daily.

Not included in this proposal.

Knox Community Middle School (Grades 6-8)

Academics and enrichment M-F from 3:05– 5:40 pm. Cohort 7 expires May 2018.

Serves 25 students with academics (homework, tutoring, math, and language), and enrichment (arts, recreation, character development, STEM) during the school year for at least 160 days. Summer programs M-Th for 4 hours per day, for four weeks. Year-round STEM programming with hands-on activities including robotics. Parent involvement opportunities weekly, with 5 GEAR Up sessions each program year.

North Judson – San Pierre Elementary School (Grades K-6)

Academics and enrichment offered M-F from 2:15 – 5:15 pm, serving 30 students daily.


North Judson – San Pierre Jr./Sr. High School (Grades 7-8) with programs to be hosted at North Judson Elementary School site.

Academics and enrichment M-F from 2:35– 5:15 pm. Cohort 7 expires May 2018.

Serves 10 additional students with academics (homework, tutoring, math, and language), and enrichment (arts, recreation, character development, STEM) during the school year for at least 160 days at the elementary site. Summer programs M-Th for 4 hours per day, for four weeks. Year-round STEM programming with hands-on activities including robotics. Parent involvement opportunities weekly, with 5 GEAR Up sessions each program year.

Oregon – Davis Elementary School (Grades K-6)

Academics and enrichment offered M-F from 2:20 – 5:15 pm, serving approximately 30 students daily


Oregon – Davis Jr./Sr. High School (Grades 7-12)

Academics and enrichment M-F from 2:40 – 5:15 pm. Cohort 7 expires May 2018.

Serves 25 students with academics (homework, tutoring, math, and language), and enrichment (arts, recreation, character development, STEM) during the school year for at least 160 days. Summer programs M-Th for 4 hours per day, for four weeks. Year-round STEM programming with hands-on activities including robotics. Parent involvement opportunities weekly, with 5 GEAR Up sessions each program year.

D. Needs Assessment–This project is a direct answer to student needs identified by data analysis

and the school corporations’ input. School leaders, including superintendents and principals,

were part of ongoing consultation as the proposal developed. Grades, ISTEP, and local

assessment data inform discussion with school personnel to establish targets for improvement

Table 4. Chart of current and expanded /enhanced SCYC programs


and to support the program structure. Ongoing meetings with building level principals keep all

parties informed and aligned to the focus for each building. Moreover, the review of annual

teacher surveys helps define service gaps and needs. In a small community, strong

communication and collaboration help us reach our goals. Our partners, both school and

community based, and our clients provide critical information about our local student and

community needs. They provide input, share their own assessments, and provide an idea of the

scope of necessary service. Family perspective was gained through parent and student surveys

and indicate a continued need for services. Over 80 percent of SCYC families indicate that

SCYC helps their student be more interested in school and achieve better grades. Our students

report that they like the program (81 percent) and it helps them make healthy choices (76

percent). Additionally, over 90 percent of students believe SCYC helps them get their homework

done! Teachers surveyed overwhelmingly indicated that SCYC serves their student’s needs, that

they are satisfied with the program, and that they would recommend it to others (94 percent).

IV. Partnerships / Collaborations

A. Collaboration and Contributions - The central partnerships for this proposal are

between the three school corporations and SCYC. Each school corporation commits

tremendous in-kind support: use of school buildings including, but not limited to the

library, media center, gymnasium, classrooms, and office space. Custodial service,

equipment, utilities and internet are provided at no cost. The School Lunch Program and

USDA Summer Food Service Program are used by schools to provide a healthy snack and

summer meal to all SCYC attendees – valued at $9,000. The corporations provide

transportation service when needed (particularly in the summer) at a contracted cost. The

convenience of a school-based program with snack and transportation service reduces


barriers to participation and creates a strong feeling of community. This is an effective

use of tax dollars that saves SCYC money! Partnerships with Purdue Cooperative

Extension Services, the Starke County Economic Development Foundation, and the

Starke County Public Library System leverage multiple lines of national, state, and county

tax funding to train staff, provide and implement programs and activities, and provide

supplies at a savings of $7,000. These partners each offer distinct in-kind program support

to SCYC as outlined in their Memorandum of Understanding. In specific, Purdue

Cooperative Extension Services provides research-based science curriculum and activities

to SCYC, implemented by the County Extension Director, Julia Miller, Extension

Educator - 4-H Youth Development. Starke County Public Library Head of Children and

Young Adult Services, Janine Tuttle-Gassere, hosts activities for SCYC members at the

Knox Library branch, and travels to our other sites to make sure that programs are

accessible to our students. The Starke County Economic Development Foundation and its

program, the Starke County Initiative for Lifelong Learning, work to connect industry to

SCYC for field trips, speakers, and STEM and robotics programs.

B. Partner Identification and Goal Attainment – The core partnerships in this proposal

have a history of collaboration that spans a decade. The founding members of The Starke

County Youth Club were not just members of the community, but school superintendents.

This nonprofit and the school systems share the goal of promoting student success.

Communication with school administrators and day school teachers, along with each

school’s assessment goals, are used to build the measures for this project. Ongoing

conversation is key to keeping all stakeholders aware of student progress toward

performance measures. We have an established method of collecting data for reporting in


a timely fashion, facilitated by corporation data coordinators and principals with access to

this information. The children’s librarian served on the SCYC board and the Library has

been working cooperatively with SCYC since the program’s inception to provide literacy,

media literacy, and reading programs.

In 2014, a survey was conducted with CEOs of major U.S. corporations. They shared

that approximately 60 percent of job openings require basic STEM literacy, while 42

percent require advanced STEM skills. Unfortunately, 60 percent of U.S. employers

struggle to find qualified employees. (Council on Foreign Relations Independent Task

Force. 2012. U.S. Education Reform and National Security). Our local ISTEP data also

indicate the need for increased STEM activities, to improve the understanding of content,

and to develop a future workforce for science, math, engineering and technology. The

Purdue Cooperative Extension Services shares many of our goals related to science

education and interest in science careers, providing SCYC with programs, staff, and

supplies. The Starke County Economic Development Foundation has a focus for

Automation and Robotics training for older students and adults. The Starke County

Initiative for Lifelong Learning mission is to offer learning opportunities that create and

continuously develop a competent workforce. Their strategic plan includes goals related to

workforce development and education that are a perfect fit with SCYC STEM and

robotics activities, which provide a feeder for those education programs. Each partner

was involved in the design of our proposal through meetings and continued conversations.

Each partner serves on our Advisory Council to maintain long-term success of this

project. Our Applicant and Partner Commitment Forms are included as Attachment E.

The detailed commitments are noted in the Memorandums of Understanding, Appendix A.


Goals Objectives Program Activities Performance Measures Assessment Strategies 1.Improve Academic Achievement

1.1 Increase math achievement for regularly attending participants (RAP)

1.2 Increase English / Language Arts achievement for regularly attending participants (RAP)

1.3 Increase summer learning opportunities

1.4 Increase STEM learning opportunities

1. a) Homework Help 1. b) Tutoring 1. c) Educational and enrichment activities (STEM, literacy, MyOn, fine arts and crafts, cooking, cultural awareness, community service, fitness, health and wellness, ATOD resistance and refusal, social and emotional learning) 1. d) STEM hands-on and web based activities, including LEGO Robotics, NASA, and SeaPerch 1. e) Purdue Cooperative Extension science activities (Science day and monthly programs) 1. f) Summer programs

1.1 60% of participants attending 45 or more days will reach their growth target by Spring 2019 on the ELA portion of the NWEA.

1.2 60% of participants attending 45 or more days will reach their growth target by Spring 2019 on the Math portion of the NWEA.

1.3 25% of regular program participants in high school will begin pursuing PSAT, ACT or accelerated course work (dual-credit, advanced placement, International Baccalaureate, etc.) during the 2018-2019 school year.

1.4 75% of regular program participants in their fourth year of high school will graduate within six months of their “grade-level cohort”.

1.5 50% of RAP students will demonstrate an increased awareness of STEM professions

1.6 50% of RAP Summer students (12 days attendance) will also demonstrate an increased awareness of STEM professions.

1.7 50% of RAP students will demonstrate increased interested in a STEM related career

1.8 50% of RAP Summer students (12 days attendance) will demonstrate increased interested in a STEM related career

1.9 50% of RAP summer students (12 days attendance) will be able to plan a healthy meal for one day.

1.1 NWEA 1.2 NWEA 1.3 School records 1.4 School records 1.5 Student Survey 1.6 Student Survey 1.7 Student survey 1.8 Student survey 1.9 Program activity

records / EZ Reports

2.Improve Student Behavior

2.1 Create a safe, enriching, learning environment

2.2 Increase positive classroom behavior and performance for regularly attending participants

2.a) Homework Help 2.b) Family events 2.c) Educational and enrichment activities 2.d) Professional development for direct service staff

2.1 75% of students will report that SCYC provides a safe environment.

2.2 20% of RAP students who need to improve their classroom behavior will improve as reported by their teacher

2.3 60 students will attend the after school program at least 45 days.

2.1 Student surveys 2.2 Teacher surveys 2.3 Program attendance

records / EZ Reports

3. Increase Family Involvement

3.1 Increase the number of family members participating in SCYC programs

3.2 Offer welcoming family activities

3.3 Offer educational activities for adult family members

3.a) Family education events (GEAR Up) 3.b) Family Friday events, including educational, social, and recreational activities

3.1 50% of RAP students will have an adult family member attend at least 2 Club events annually

3.2 75% of adult family members surveyed will report that SCYC provides a welcoming family environment.

3.3 Parent/Adult family member education will take place at least 5 times per year.

3.1 Family attendance logs maintained by program staff

3.2 Family surveys 3.3 Family/adult

attendance logs maintained by program staff

Table 5. Goals, Objectives, Activities, Performance Measures, and Assessment for the SCYC 21stCCLC Program


V. Program Design and Implementation

A. Goals, Objectives, Activities, Performance Measures, and Assessment - The SCYC

21stCCLC addresses three broad goals: Improve Academic Achievement, Improve Student

Behavior, and Increase Family Involvement. Table 5 displays goals, objectives,

performance measures, activities, and assessment tools planned. These goals address

Indiana 21stCCLC Performance Goals and Indicators as described in Appendix A of the

Request for Proposals, as well as local standards. The specific activities are consistent

with the approved activities for the 21stCCLC program, focus on a community of high

poverty, and include tutoring, homework help, core educational services (math, language,

STEM), and varied, engaging enrichment programming like culture (art, drama, music),

health and nutrition (cooking, ATOD resistance, physical exercise), and recreation (social

time and games). These components are characteristic of high quality programs. They

look and feel different from the school day on purpose. Activities utilize research-based

curriculum, are aligned to Indiana Academic Standards, address established performance

measures, and follow school curriculum maps whenever possible. SCYC is responsive to

innovation and aligned to best practice. The proposed structure and curriculum is based

on research that these activities will help students meet academic achievement standards.

Of the recommended research-based curricula, SCYC has experience with and intends to

continue: SeaPerch (hands-on underwater robotics and marine engineering), MyOn (a

digital library), and NASA. These curricula have the strength of research studies to prove

that they will help students meet state and local academic achievement standards. SCYC

also uses PBS LearningMedia curriculum for English/language arts. The Education

Development Center recently examined the impact of PBS LearningMedia content on


student performance. The study reported gains for students on assessments in science,

English/language arts, math, and social studies, with an added benefit of gains in critical

thinking skills. Over 146 research studies conducted over a span of 15 years by scholars

and researchers provide evidence that this content is effective. After-School Math

PLUS is another evidence-based program used at SCYC that provides fun, real-world

mathematics activities for students in grades 3 through 8. Each unit emphasizes identity

development, careers, role models, strategies for family involvement, and inclusion of

students with disabilities. SCYC utilizes the LEGO Mindstorms system for STEM and

robotics programming. This curriculum is built on the Next Generation Science Standards,

developed to improve science education for all students. These are a set of research-

based, K–12 science standards. The National Research Council, the National Science

Teachers Association, the American Association for the Advancement of Science, and

Achieve have developed the Next Generation Science Standards. The use of STEM

projects create opportunities for young people to develop other essential skills such as

creative thinking, problem solving, teamwork, communication, self-direction, innovation,

and the use of technology – the very skills employers know contribute most to success in

the workplace of the future.

The participants in SCYC programs experience education benefits (improvement on

state and local academic achievement standards in reading and math) and social benefits

(classroom performance, participation, and interest). The achievement gap – the disparity

in the performance of different groups of students – is particularly important in low-

income programs. Students from lower income homes don’t have the tools they need to

perform as well as their more economically stable counterparts. They begin school behind


their friends from more economically advantaged families, and continue to fall further

behind as time goes on, especially without the support of engaging and educational

summer programs. Research from Deborah Lowe Vandell, Dean of the School of

Education at the University of California Irvine, found that when afterschool participation

was consistent, the achievement gap between low-income and high-income students was

eliminated. John Hopkins sociology professor Karl Alexander provides research that

verifies that kids from low-income families feel the effects of summer learning loss the

most. Over time, those impacts compound and contribute to a significant achievement

gap. Summer programs for Starke County kids are imperative. This proposal counters the

achievement gap by offering research-based, effective, high-quality service for 12.5 hours

each week during the school year, and 16 hours per week over the summer.

B. Evidence of Previous Success – With over 10 years of experience providing youth

development programs, the SCYC is poised to help children through this grant program.

Please see Appendix B for evidence of previous success. Qualitative data from family,

student, and parent surveys is also included in Section III, D. Needs Assessment.

C. Design Requirements

1. Targeted Students and Their Families – Attachment B provides the List of Schools

to be served through this proposal. They include Knox Community Middle School,

North Judson Jr./Sr. High School, and Oregon-Davis Jr./Sr. High School. School

corporations assist in identifying and recruiting students. A majority of families are

aware of SCYC services and many want to participate for multiple years. Recruitment

and retention are steady at SCYC and often result in a waiting list for service,

particularly for younger students. Students are identified by a number of factors,


including classroom grades, assessment scores, and behavioral indicators. Registration

for the program is advertised through the school, local news, the SCYC website, and

social media. Recruitment events are held in conjunction with each school and in

multiple venues: sporting events, back to school nights, program displays at partner

locations, and parent/teacher conferences. Recruitment includes advertisement, partner

recommendations, and contact from the Site Coordinator. Family members of

registered students are recruited to participate through frequent in person chats and

telephone calls. Information about activities and family events is published monthly

in newsletter form, on the website, through social media, by mail, and in press

releases. Student invitations to family events are a successful family recruitment tool

crafted by young people for their adult family members.

Afterschool programming in this rural, low-income community is essential for

student and family success. As noted in Section II. Competitive Priority, the poverty

rate in Starke County is higher than the statewide rate, with 23 percent of kids living in

economic uncertainty. Moreover, the current countywide graduation rate is only 87.5

percent (Indiana Department of Education). Upon an in depth review of the academic

and assessment data in Tables 2 and 3, it is overwhelmingly clear that improvement is

needed. Afterschool programs can play a pivotal role in gaining positive outcomes for

young people.

2. Dissemination of Information – Communicating information about the scope and

availability of service in a format and process that is accessible to all stakeholders

necessitates multiple methodologies, displayed in Table 6.


Method Audience Frequency Responsible Party Purpose Newsletters and Dashboards Members/Families/Staff/School Monthly Site Coordinator

Monthly newsletters summarize program activities, goals and accomplishments, and monthly schedules and locations. Newsletters also promote SCYC and build a funding base. Dashboards summarize program activities and accomplishments in easily understood formats.

Community at Large Quarterly Executive Director

Program Stakeholders Annually Program Director

Executive Director Website/Social Media/Email Members/Families/Community Monthly

Program Director Executive Director

The website allows audiences to view newsletters, locations and registration opportunities, program awards, and fundraising opportunities. Regular emails track/communicate both site and student accomplishments and needs.

Program Staff Daily Site Coordinator Day school admin/staff Weekly Site Coordinator Program Stakeholders Monthly Executive Director Press Release Members/Families/Staff/School

Quarterly Program Director Executive Director

Our rural community necessitates regular use of the press to both inform and build program participants, funders, and supporters. Community at Large/Stakeholders

Face to Face / Phone Members/Families Daily Site Coordinator

A vital foundation for program success, personal contacts allow a shared vision and clear understanding of the program’s execution of the vision and student progress. They provide the personal connection necessary for program sustainability. These include Chamber outreach, partnership luncheons, and corporate/business presentations.

Program Staff Daily Site Coordinator

Community at Large / Stakeholders Weekly Executive Director

Board Members

Day school admin/staff Daily Site Coordinator Program Director

Meetings Members/Families Weekly Site Coordinator Regularly scheduled, planned sessions for input, feedback, and problem solving play a vital role in the program's success and growth. Meetings are used to gather a diverse audience with the purpose of discussion of services and outcomes, planning, and development, including the Advisory Committee.

Program Staff Bi-Monthly Site Coordinator

Community at Large/School Staff Monthly Executive Director

Board Members

Program Stakeholders Annually Executive Director

3. Communication with Schools

a. SCYC has an ongoing relationship with St. Peter Lutheran School, the private

school in our county. This proposal was designed with consultation from that

school, as noted in Attachment H. Homeschooled families also have access to

information about the afterschool program through social media, news outlets, and

public communications.

b. An effective process is in use by SCYC in order to obtain the necessary student

academic records from partner schools. Families complete a Family Education

Table 6. Dissemination plan for the SCYC 21stCCLC.


Rights and Privacy Act (FERPA) waiver upon registration in order to release

information for their student. This enables each school to share freely with SCYC

without privacy and confidentiality issues. Student assessment data and academic

records are obtained as described in the Memorandums of Understanding (Appendix

A). This is further explained in Section VII. Evaluation, C. Required Data From

Schools.

c. Distributing information about results and goals to all stakeholders is essential. The

varied communication formats are shown in Table 6. Limelight Analytics (our local

evaluator) formally presents results of the evaluation during an Advisory Committee

event. A member from each corporation has agreed to serve on that committee

(typically the Superintendent). The SCYC staff is embedded in school buildings,

with regular office hours and opportunities to share information with teachers daily,

and during meetings with principals monthly. Families receive information about

their individual student through contact with the Site Coordinator, and more general

information about the progress of the overall program through newsletters and

GEAR Up events.

d. The tracking of school-based academic assessments, alignment to the curriculum

map (where possible), the school improvement plan, and activities built on Indiana

State Standards ensure the alignment of in and out of school time efforts. These

goals are further demonstrated in Section V, Program Design and Implementation,

Table 5.

4. Parental Involvement, Family Literacy, and Educational Development – SCYC

encourages a common value, a lifelong love of learning. We believe children deserve


a safe, organized, enriching environment with positive role models. Those role

models work for adult family members, too. The stronger our relationship with kids

and families, the better the outcome for all involved. These intentional relationships

build trust and achieve goals. Whether we are communicating face-to-face, through

phone calls, emails, social media, or newsletters, we create moments of accountability.

Events with adult family members are offered frequently and built into our program

model; they promote social involvement and relationship development as well as

education. To support meaningful family participation, activities are scheduled for

late in the program day once every week. The day of the week is chosen to best suit

family schedules at each location and many opportunities to participate are given.

SCYC hosts family orientation at each site to address our mission and purpose.

Orientation is the prime time to discuss our goals for their student in terms of

attendance, academic improvement, and personal growth. It also allows us to inform

families of our goals and personally invite them to come to two events per year. In

previous years, over 40 percent of our middle school students have achieved this goal.

Family GEAR Up events include orientation to the program and its goals, internet and

technology safety class, accessing and using online student data portals to keep

updated on student progress, sessions on keeping kids motivated to learn, and Family

Day to reduce drug, alcohol, and tobacco abuse/experimentation. Each year, we

survey adult family members about how we can provide additional services to them,

and what GEAR Up activities might benefit them. Presenters at these family events

come from the entire community, including the school, library, cooperative extension,


and collaborating agencies. SCYC strives to improve the relationship of each family

and to encourage greater standards of success for members.

5. USDA Approved Snacks – Each school’s food service department prepares snacks

and meals according to the USDA and IDOE guidelines at no cost to SCYC. Snacks

(through the National School Lunch Program) are left in a mutually designated space

so that SCYC staff can serve children upon their arrival each afternoon. During the

summer, food service staff prepares and serves lunch to participating students through

the Summer Food Service program. (Appendix A, Memorandums of Understanding)

6. Weekly Schedule – The SCYC 21stCCLC will be available to students beginning in

June 2018. The calendar at each school corporation varies, so SCYC is responsive to

the differences. Summer and school year programs are planned to align to each

school’s calendar. Tables 7-10 reflect the daily, weekly, and summer schedules, as

well as cumulative hours for students and families. The program exceeds the minimum

operation requirements and provides over 12 hours of service each week. It should be

noted that program hours shift by 30 minutes on Fridays at Knox and Oregon-Davis

sites, due to those schools’ Friday schedules.

7. 21st Century Community Learning Center – SCYC will implement the use of the

correct terminology when speaking to the public or promoting the program in print

media or other advertising. This includes using the logo for 21stCCLC on our

brochures, website, fact sheet, and other materials.


VI. Professional Development

The SCYC staff is composed of different experience levels and backgrounds, so the

professional development plan is necessarily varied and complex. The content applies to the

Hours and Weeks of 21st CCLC Program Operation for Students and Families School Year –Minimum hours per day Summer – Minimum hours per day

Weekday - Afterschool Weekday - Summer Students 2.5 4 Family members 1 1 Number of days per week 5 for students, 1 for family members 4 for students, 1 for family members Hours per week 12.5 16 Number of weeks 34 4 Total Program Hours 425 64

Monday Tuesday Wednesday Thursday Friday Homework and Tutoring

Debate Topic Health/Wellness College / Career Resistance Skills Media Literacy Current Events

Club 1 News Crew STEM Club STEM Club STEM Club Group Math and/or STEM Challenge

Club 2 Explore Club Fine Arts Explore Club Fine Arts Social and Emotional Learning Activity Club 3 Culinary Club Fitness Club Culinary Club Fitness Club Family Friday Club Café, Free Rec, Group Games

Sites Begin at School Dismissal Description of Activity 25 minutes

Homework and Tutoring

Check In, Snack, Club Café 25 minutes Group Discussion – Literacy: Current Events, College and Careers,

Resistance Skills, Media Literacy 15 minutes Group Summary / Announcements 1 hour Academic and Recreational Clubs -

STEM, Culinary, Art and Craft, Explore (Cultural Exploration) Fitness (Health and Wellness)

Club Café - Board games, card games, socialization. Students must have a C or better in core classes to gain access.

10 minutes Clean Up 15 minutes Group Time, Free Recreation, Dismissal

Summer Times Activity 8:00 - 8:10 a.m. Sign-in/Breakfast/ Announcements 8:10 – 8:55 a.m. SeaPerch / STEM/ Lego 8:55 – 9:15 a.m. Transition/Break 9:15 - 10:00 a.m. Enrichment - Craft, Culinary, Explore, Fine Arts 10:00-10:15 a.m. Transition and Change Time 10:15-11:30 a.m. Open Swim / Social Time / Technology 11:30-12:00 a.m. Lunch/Board Buses

Table 7. Hours and weeks for the SCYC 21stCCLC program.

Table 8. Weekly choices for the SCYC 21stCCLC program.

Table 9. Daily schedule and choices for the SCYC 21stCCLC afterschool program.

Table 10. Daily schedule and choices for the SCYC 21stCCLC summer program.


needs of both direct service staff and management level, both new and veteran employees. A

high quality program needs both a strong research-based curriculum and staff who are trained to

meet student needs using that curriculum as well as implementing the program overall.

Professional Development Activities – Year 1 Professional Development

Activity

Provider of Activity Relevant Program Objective

Expected Staff Outcomes

Orientation SCYC Executive Director and Program Director

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

Knowledge of the mission, policies, discipline philosophy, and procedures of Club that creates a safer educational environment. Planned annually in Fall, a shortened version is presented to new hires during the year.

Staff Meetings

SCYC Site Coordinator / Director

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

Improved ability to plan enrichment activities that incorporate state standards leading to an increase in student achievement in math and English. Evaluation data is shared during staff meetings to increase knowledge of performance goals.

Afterschool / Management Training

National Afterschool Association

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

All staff - a large selection of webinars range from increasing core competencies, introduction to STEM resources, and improved administrative skills.

Indiana Out of School Time Summit

Indiana Afterschool Network

Varied Site Coordinators and Directors - Varied.

CPR/1st Aid/Universal Precautions

Lifeline Training 2.1, 3.2 On-site training to increase knowledge of safety protocols, and increase competency to perform emergency procedures to maintain a safe environment.

Child Abuse and Neglect

Department of Children’s Services

2.1, 2.2, 2.3, 3.2 On-site training for all staff about recognizing the signs of abuse and neglect and the process and responsibility for reporting.

Ages and Stages Purdue Cooperative Extension Services

1.1, 1.2, 2.1, 2.2, 3.2

Ages and Stages increases staff ability to plan activities for distinct age levels and to manage discipline issues in ways that are age appropriate. These activities increase student achievement.

Kids Count Conference

Indiana Youth Institute

Varied Site Coordinators and Directors - Varied.

STEM Training Click2Science 1.1, 1.2, 1.5, 1.6, 1.7. 1.8

Webinars introduce and expand staff knowledge of STEM curriculum, strategies for activity implementation and increasing student achievement.

LEGO LEGO Education Academy

1.1, 1.2, 1.5, 1.6, 1.7. 1.8

Online course on LEGO Mindstorms robotics curriculum series.

Summer Institute US Department of Education

Varied Director - Varied

Indiana Professional Development Academy

Collabornation 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

School Age Certificate Series includes cognitive development, bullying, character development, and a multitude of other topics. These increase staff ability to differentiate instruction, build objectives and strategies for a variety of learners that lead to better academic outcomes.

EZ Reports Indiana Department of Education

2.3, 3.1, 3.2, 3.3 Site Coordinators – online training to help improve reporting and data entry.

Table 11. SCYC 21stCCLC professional development plan.


Table 11 reflects the professional development plan. The plan can be adapted over time to

meet the changing needs of students and staff, and to address the community and grant

objectives. Review of student data evaluation, on-site observations, our self-assessment (IN-

QPSA), and employee surveys will lead to those adjustments. Professional development

activities prepare, direct, and initiate staff to the afterschool model, specific curriculum, and best

practices. Some of the professional development is included to utilize research-based STEM

curriculum to its fullest potential. Additionally, these trainings focus on student success and

achievement of program goals.

VII. Evaluation

A. Evaluation Plan - Evaluation of the SCYC 21st CCLC programming provided will ensure

that both implementation and outcomes of the program are assessed and reported on for key

stakeholders. Implementation of high-quality out-of-school-time programming is verified

through annual site visits to each program site to compare observed program practices to

quality-based standards included in the Indiana Afterschool Standards. Interviews and

observations conducted during the site visits will provide much of the formative data,

although program staff will also collect and use self-assessment data using the IN-QPSA,

Indiana Quality Program Self-Assessment. Data from the IN-QPSA, combined with the site

visit reports from the external evaluator, will be used to determine the quality of

programming delivered to students and their families. Outcome assessment will focus on

addressing the extent to which the program is meeting its performance measures included in

Table 5, the Goals, Objectives, Activities, Performance Measures and Assessment table in

Section V, Program Design and Implementation. Data collection methods are noted in the


“Assessment Strategy” column of the table presented in Section V, but are also described in

Table 12.

Limelight Analytics partners with SCYC to provide evaluation services for the Cohort

Nine 21stCCLC grant. Mindy Hightower King, Ph.D., Owner and President of Limelight

Analytics, will supervise all aspects of the evaluation, coordinate data collection, and work

closely with SCYC to ensure the results of the evaluation are used for continual program

improvement. Dr. King has worked as a program evaluator in applied school settings for the

past 18 years, and her work has focused primarily on afterschool programs, school wellness

initiatives, workforce development, and early childhood development. Dr. King’s evaluation

work in the afterschool arena has involved the assessment of high quality program

implementation practices in over 250 program sites in Indiana, Kentucky, and Ohio, the

assessment of academic and behavioral outcomes (in some cases through quasi-experimental

designs), and the development of self-assessment capacity among afterschool program staff.

She spent six years as the project director of the evaluation of the Indiana 21st CCLC

Statewide Initiative and four years as the project director of the Kentucky 21st CCLC

Statewide Initiative. In addition, she has directed the evaluations of more than 25 afterschool

programs in Indiana administered by both school districts and community-based agencies.

Although Limelight Analytics will coordinate all aspects of the evaluation, much of the

data related to the performance measures is collected and maintained by program staff in the

fall and spring of each year.

• Types of Data Collected – Daily attendance, demographics, math and reading grades, and

reading and math assessment results will be collected for each participant. In addition to

participant-level data (attendance, grades, etc.) and survey data (teacher, parent, and student


Table 12. SCYC 21stCCLC data collection summary and timeline

surveys) collected by the program staff, Limelight Analytics will also conduct annual site

visits to each program site, which will include interviews with staff, observations of program

activities, and the collection of various program documents (e.g. lesson plans, program

policies). The goals and objectives of the program have been developed to be consistent with

Indiana’s 21stCCLC statewide goals and objectives as defined by the Indiana Department of

Education. Specific performance measures are aligned with each objective to describe how

progress towards the overarching goals will be measured. Table 5 included in Section V,

displays the program goals, objectives, performance measures, and a description of the data

that will be collected to address each performance measure.

Due Date Data Element Method of Reporting Fall 2018 Site Visits: Quality observations; Interviews with program staff

Data collected onsite by Limelight Analytics

January 2019

Participant Attendance & Student Demographics EZ Reports

April 2019


April/May 2019 Administer Teacher Survey Enter in EZ Reports and return to Program Director Administer Parent Surveys

Administer Student Surveys Return to Program Director

June 2019


Family-Focused Activity Records Return to Limelight Analytics

June 2019

Academic/school-based data: • Grades

• School Day Attendance • ISTEP+ (ILEARN)Scores

• Local Assessments

EZ Reports

• Data Collection Timeline – Data collection for the evaluation will occur throughout the

program year, although most analysis and reporting will be performed at the midpoint and

end of each school year. Program staff will collect student demographic information and

attendance on an ongoing basis. Academic data (e.g., grades, assessment scores) will be


collected by program staff each semester and entered in EZ Reports or provided to Limelight

Analytics in Excel files transmitted securely to a designated data portal. These data will be

analyzed and results reported in the summer following each school year. Table 12 displays

the expected data collection timeline for the 2018-2019 school year.

• Data Collection Instruments – Several critical sources of data rely on existing data

collection instruments such as local and statewide assessments (NWEA, and

ISTEP+/ILEARN) and the statewide Teacher Survey instrument used by all Indiana

21stCCLC programs. Limelight Analytics will also develop Family and Student Surveys, and

customized site visit observation rubrics based on Indiana’s Afterschool Standards. Several

performance measures will also be collected and reported by program staff using “End of

Year Reporting” templates developed by Limelight Analytics.

• Utilizing Data for Program Improvement - Limelight Analytics will present results of the

evaluation at two points during each project year: (1) following the completion of the site

visits at mid-year and (2) at the end of each project year. Data collected through the site visits

will be reported to the Program Director and Site Coordinators during a “work group

session” in order to identify high-quality program practices and opportunities for improving

program procedures and activities. The objective of the work session will be to use the

information gathered from the site visits to develop specific strategies for program

improvement and to prepare for the self-assessment process using the IN-QPSA. Outcome

data (including progress towards the performance measures) will be presented to program

stakeholders at the end of each project year in a written report and through a group

presentation. Similar to the mid-year presentation of site visit results, Limelight Analytics

will present these results to key program stakeholders and assist in the facilitation of work


sessions that involve brainstorming strategies for program improvement in areas identified

through the evaluation.

B. Annual Reporting - In July of each year of the project, Limelight Analytics will prepare and

submit a detailed annual report to the program and to IDOE that describes student attendance

trends, progress towards each of the program’s performance measures, and a summary of the

program’s strengths and areas for improvement. Data for the latter section of the report is

gathered through site visits and the program’s own self-assessment with the Indiana Quality

Program Self-Assessment (IN-QPSA) instrument. At the end of the end of the program’s

fourth year, Limelight Analytics will prepare and submit a final report to both the program

and to IDOE that includes aggregated data across all four years of the grant.

C. Required Data from Schools - SCYC has data sharing agreements with local school

districts that involve a timeline of data collection and verification activities. Each

parent/guardian signs a FERPA waiver for release of information upon registration. The

individuals who provide this data to SCYC vary by corporation. At Knox Schools, the

information is received from Josh Pugh, Principal, and Sara Morgan, Data Systems

Coordinator. At North Judson-San Pierre, this data is provided by Venita Cunningham, Data

Director / Corporation Assessment Coordinator / Title I Administrator. At Oregon-Davis

Jr./Sr. High, this information comes from Tim Pletcher, Principal. Data required for entry in

EZ Reports is requested by SCYC with an Excel spreadsheet in April of each year, and then

entered into the system upon receipt. All SCYC program sites will administer the Teacher

Survey currently required by the Indiana Department of Education. These surveys are

provided to each Site Coordinator with a cover letter, documenting the importance of the

survey. They are administered to school teachers with strong support from each building


principal. School principals contact any teacher who has not completed a survey. This has

resulted in consistent Teacher Survey compliance of over 95 percent at all sites.

D. Early Learning Programs - This proposal does not target four-year-old children.

E. Required Performance Measures - SCYC has included the required performance measures

for each of the three program sites in the Goals, Objectives, Activities, Performance

Measures and Assessment table in Section V, Program Design and Implementation. As

shown in Table 5, the math and English measures are based on Northwest Evaluation

Association (NWEA) scores, the formative assessment instruments used by the three school

districts served by programming. These measures are of particular importance, as they assess

the extent to which students exhibit growth (as a group) across the school year. In particular,

these measures will demonstrate the extent to which the proportion of students passing these

assessments has grown over the course of the school year. These data will be collected from

school districts using the data sharing procedures described above in Section C. These data

will be tracked using the EZ Reports system and analyzed by Limelight Analytics at the end

of each school year.

VIII. Support for Strategic Priorities

In order to support the Indiana Academic Standards for English / language arts and math

achievement and to align with school curriculum in core subject areas, SCYC incorporates three

strategies. These strategies build on the foundation of extended learning time for students. The

school principals work in conjunction with SCYC to connect to priority goal areas that are

present at each site. Overarching goals are to improve reading comprehension and analysis with

technology like MyOn, through literacy activities, and writing applications. This includes a

focus on vocabulary and media literacy to help develop critical thinking about the messages and


methodology of information they receive, research, writing, and presentation practice. Math

goals are to improve math computation, algebra and functions, and geometry and measurement

awareness through interactive math activities. Finally, STEM and summer goals support the

scientific method, with encouragement to create design solutions through the engineering process

and to promote awareness of STEM professions and curiosity about STEM topics to improve

critical thinking, vocabulary, problem solving, and logic.

• Homework Help – All students can participate in this portion for up to 2 hours to

accommodate sports and extra-curricular schedules. All daily homework assignments for

math and English/language arts will be addressed, in addition to other subjects. Students will

be encouraged to participate in reading and daily literacy activities. This session is purposely

long to assist students who need additional time. The Site Coordinator and support staff have

access to the online student data portals to maintain a close watch on missing assignments,

grades, and problem areas.

• Individual and Small Group Tutoring – One-on-one or small group sessions are devoted to

specific content area review and assistance for struggling students.

• Education and Enrichment Activities – A wide variety of educational, enrichment, and

family events to support attendance and inclusion in the educational process are planned.

These activities also address state standards and are constructed to include math, language,

and science concepts in an enjoyable and interactive format. SCYC refers to these activities

as “clubs” and each has an activity or lesson plan that includes Indiana academic standards.

Students can choose from high quality experiences in many clubs: STEM (Lego, NASA,

MaKeyMakey, DesignBuildDestroy, SeaPerch), Explore (cultural exploration), Arts (fine

arts and crafts), Fitness, Culinary, News Crew, and Club Café (social time for those with a C


or better). These activities provide another platform for reading, vocabulary support, writing

practice, and content analysis. They support comprehension and vocabulary with writing,

reading, and public speaking, (MyOn, writing prompts, debates). Math goals are also

addressed through STEM projects and physical games that reinforce number sense,

operations and computation, problem solving, and measurement practice.

IX. Sustainability Plan

At SCYC, our goal is to be able to continue to address our mission indefinitely, no matter the

economy or the circumstances of our clientele. Long-term sustainability is difficult to achieve,

but a strong plan is established at SCYC to tackle it. The SCYC Board of Directors is crucial to

the strategy. A culture of philanthropy is evident, as 100 percent of the board members donate

to the agency. A diverse development plan is implemented annually to strengthen and build

revenue. It’s no surprise there are challenges to raising funds in one of the poorest counties in the

state (Bureau of Economic Analysis at the U. S. Department of Commerce), but SCYC continues

to make strides toward the goal of sustainability. SCYC receives almost $50,000 of in-kind

support from the community and school corporations. SCYC works with Purdue Cooperative

Extension and Starke County Public Library to provide programming in kind, and to increase the

frequency and duration of those programs.

The annual campaign is growing, increasing support in our local community. SCYC uses a

wide array of revenue vehicles: direct mail, individual solicitation, grant requests, foundation

relationships, and fundraisers. An annual radio-thon, broadcast on WKVI, our local radio station,

is a 6-hour promotional and pledge event dedicated to SCYC. Moreover, population segmented

phone-a-thons, a 5 K fun run fundraiser, online giving, payroll deduction, face-to-face

solicitations, small fundraisers with students and school staff, and an annual pastry sale raise


funds. This allows SCYC to build a vibrant donor base. The development committee includes

extensive work by the Executive Director and community members.

The next direction for sustainability is two-fold. This year we will continue to discuss the

potential of leveraging Title I funds with our partner schools. We also intend to work with our

partners at the Economic Development Foundation to create an investment vehicle for our local

manufacturers. If this outreach is successful, we can grow our established endowment fund and

strengthen the long-term fiscal health of the organization. Those forever funds can be the seeds

for a lifetime of growth and success for Starke County kids.

X. Safety and Transportation

a. On Site Safety – SCYC uses a formal registration form that indicates parents, legal

guardians, emergency contacts, and authorized pickups. These are the only people

permitted to sign out a student and must present photo ID. SCYC enforces policies

regarding competence, police intervention, and the mandatory reporting of child abuse

and neglect. SCYC has established Safety and Emergency Procedures and a Universal

Precautions Plan. To facilitate safety and private communication of student information,

all staff members wear a handheld radio with an earpiece.

b. Hiring and Personnel – All positions at SCYC have established job descriptions. The

organizational chart is included as Figure 1. All potential employees undergo a

standardized hiring process. Screening includes a completed application, a personal

interview using a standardized question set, verification of work history, references,

required certifications, and a national, state, local and sex offender background check.

Annually, twenty percent of the SCYC workforce is background screened. SCYC also

submits all new employees for a child protective service background check. SCYC has a


comprehensive records retention policy, with guidelines for filing of employee

information in personnel and confidential files that are maintained in a restricted area.

Staff members receive professional development as illustrated in Section VI, Professional

Development. CPR and 1st Aid certification is provided annually to all staff. In addition,

all sites host safety drills on a regular basis. These drills include tornado, fire, lockdown,

and missing student drills. SCYC enforces a 1:12 ratio to maintain safety in our highly

interactive centers.

c. Afterschool Standards – Indiana Rule 4.6 is used to create a checklist to determine safe

processes and locations for the SCYC 21stCCLC. Partnership with local schools provides

excellent, safe, clean, and comfortable facilities for programming and a process for

reporting any hazards for repair. Both indoor and outdoor facilities and equipment are

well maintained and adequately sized.

d. Location, Transportation and Schedule – SCYC programs are hosted in safe and

convenient school facilities. Use of facilities is noted in the Memorandums of

Understanding (Appendix A). Services are hosted for at least two and a half hours after

school dismissal and for four hours each day during the summer to assist working

families. SCYC is hosted in the Central Time Zone. Fortunately, many parents work in

Figure 1. SCYC organizational structure with required staff positions

The SCYC 21st CCLC Program Management Structure

Starke County Youth Club Board of Directors

Advisory Committee Evaluator

Assistant Site Coordinators

Certified Teachers,Instructors, Aides, and Volunteers

Coordinators Administrative Assistant

Program Director

Executive Director


the Eastern Time Zone, allowing for timely pickup of their student. Families may also list

up to 10 adults who are authorized to pick up their student. During summer,

transportation is provided to all sites by school corporations. During the school year, our

Oregon-Davis site receives bussing. Our Knox and North Judson sites have never found

transportation to be a barrier to participation. In fact, in the past, SCYC struggled to have

enough families participate in transportation at those sites to run a bus. SCYC helps

arrange carpools and assistance for families who need it.

XI. Budget

Attachment G, the Grant Budget Summary, Budget Form, Details, and 4 Year Budget Form,

include the projected expenses for the SCYC 21stCCLC and are broken into the budget

categories required by the Department of Education. The Budget Form and Details pages

include additional explanation of the requested amounts. These amounts are reasonable in

relation to the number of students served (60) to maintain a safe, educational, and interactive

environment with reasonable student to staff ratios and appropriate management and oversight.

This budget has been developed through consultation with partners to ensure accuracy,

reasonability, and adherence to grant guidelines. The organization follows Generally Accepted

Accounting Principles, the State of Indiana Travel Policy, understands the importance of

EDGAR and Uniform Grants Guidance, and submits requests for reimbursement monthly.

SCYC is prepared to provide financial reports as required, with supporting documentation.

SCYC has a history of completing these to the expected standard in a timely manner, and

responding promptly to all requests and inquiries from the Indiana Department of Education.

The staff member responsible for fiscal matters is the Executive Director, Irene Szakonyi, who

has over 9 years of experience with this type of grant.

IreneText BoxAppendix A

Appendix B The Starke County Youth Club, Inc.

Evidence of Previous Success

The Starke County Youth Club, Inc. (SCYC) has successfully provided 21st CCLC

programming at three distinct Cohort 7 schools in Starke County: Knox Community Middle

School, North Judson Middle, and Oregon-Davis Jr./Sr. High School. Since 2013 SCYC has

establish

the starke county youth club, inc. · ian ost summit $75.00 3 staff members $ 225 iyi kids count...

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