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2018-19 AmeriCorps Partners in Learning Grant Copyrighted February 5, 2018 City of Dubuque Consent Items # 9. ITEM TITLE: 2018-19 AmeriCorps Partners in Learning Grant Application SUMMARY: City Manager recommending approval of the 2018-2019 AmeriCorps Partners in Learning Campaign for Grade Level Reading Grant application that focuses on ensuring students read at grade level by 3rd grade and targeting economicallydisadvantaged students. SUGGESTED DISPOSITION: Suggested Disposition: Receive and File; Approve ATTACHMENTS: Description Type 2018-2019 AmeriCorps Partners in Learning Grant City Manager Memo Application-NNM Memo Staff Memo -Approve 18-19 AmeriCorps Grant Staff Memo Application 18-19AmeriCorps GrantApplication Supporting Documentation 18-19 AmeriCorps Grant Budget Supporting Documentation 18-19 AmeriCorps Grant Budget Narrative Supporting Documentation THE CITY OF Dubuque � AIFA�erlwGh UB E '�� III► Masterpiece on the Mississippi Z°°'�w'2 7A13 2017 TO: The Honorable Mayor and City Council Members FROM: Michael C. Van Milligen, City Manager SUBJECT: 2018-2019 AmeriCorps Partners in Learning Campaign for Grade Level Reading Grant Application Submission Approval DATE: January 29, 2018 Leisure Services Manager Marie Ware recommends City Council approval of the 2018- 2019 AmeriCorps Partners in Learning Campaign for Grade Level Reading Grant application in the amount of$238,569. The grant focuses on ensuring students read at grade level by 3�d grade and targeting economically disadvantaged students. I concur with the recommendation and respectfully request Mayor and City Council approval. �� Mic ael C. Van Milligen �� MCVM:jh Attachment cc: Crenna Brumwell, City Attorney Teri Goodmann, Assistant City Manager Cori Burbach, Assistant City Manager THE CTTY OF Dubuque �" ui��eee�qry DUB E 'il��i;' Masterpiece on the Mississippi Z°°' Z°'Z 2013 2017 TO: Michael C. Van Milligen, City Manager FROM: Marie L. Ware, Leisure Services Manager SUBJECT: 2018-2019 AmeriCorps Partners in Learning Campaign for Grade Level Reading Grant Application Submission Approval DATE: January 12, 2018 INTRODUCTION The purpose of this memo is to request approval of the 2018-2019 AmeriCorps Grant application recently submitted via e-grants to the lowa Commission on Volunteer Service and now submitted to the Corporation for National and Community Service (CNCS). BACKGROUND AmeriCorps Partners in Learning Program has been extremely successful in its 17 years of operation, ten of which have been under the leadership of the City of Dubuque. The program's success is apparent in the 750 plus AmeriCorps members giving almost 300,000 hours of service in our community. These members have performed invaluable service. AmeriCorps members are paid living allowance stipend for their service and receive an education award. The stipends and awards are a part of the grant. These funds are many times directly invested in our community in the form of rent or tuition to local colleges and universities. Some of the AmeriCorps members are grandparents and earn education awards they are passing along to their grandchildren. The Corporation for National and Community Service (CNCS) has established priority areas of funding for their grants. AmeriCorps Partners in Learning fits nicely into CNCS priority area of education. CNCS emphasizes performance measures and being able to measure progress. They require evidence based approaches with evaluative data and use of a logic model. We must provide evidence that the proposed intervention is effective for the proposed population and community challenge. A third-party evaluation was completed prior to the writing of this grant. The evaluation provided excellent feedback on the Partners in Learning Program. This was used in the writing of the grant attached. 1 The grant focuses on ensuring students read at grade level by 3�d grade and targeting economically disadvantaged students. This year we are writing for a three-year grant. The program has been awarded three-year grants since near its inception. The grant was submitted to the lowa Commission on Volunteer Service and now has moved for federal consideration to the Corporation for National and Community Service. DISCUSSION AmeriCorps members have become partners in the school they serve. The AmeriCorps Program has partnered with the Dubuque Community School District to formulate a program that continues to place AmeriCorps members in elementary schools at the Kindergarten, 1 S� 2"a and 3�d grade level. The contact time for students will be 21 ,600 hours. The School District provides training to the AmeriCorps members that aligns with the curriculum taught in the schools. By creating this focus, we have moved the needle with our AmeriCorps program and members and will continue these efforts. The AmeriCorps grant is a part of the Campaign for Grade Level Reading locally. The City Council's priorities have included work on the Campaign. This focus allows more AmeriCorps members to be placed in the schools working with students to raise their reading proficiency. This work is in line with the Community Solution Action Plan and efforts around the collective impact model related specifically to Grade Level Reading. Thirty-eight AmeriCorps members serve in thirteen elementary schools within the Dubuque Community School District. They will tutor Kindergarten through third graders at least three times a week. This allows 800 economically disadvantaged students to start the tutoring program with 600 economically disadvantaged students to complete it. The short-term outcome proposed in the grant is for 540 of the 600 economically disadvantaged students who complete our program will improve by 10 points as measured by the FAST assessment. Additionally, eight AmeriCorps members serve students in the summer in neighborhood parks through Leisure Services providing educational programming; two members serve at Carnegie-Stout Public Library in summer reading programs; six members serve at St. Mark's Youth Enrichment and two members serve at the Dream Center to provide reading interventions for their summer programming. Lastly, 12 members will serve at Dubuque Community School District summer reading. For the last academic year (2016-2017) the AmeriCorps program was a huge success. 89°k or 508 out of 571 students who worked with AmeriCorps members 30 times or more improved their DIBELS/FAST Composite Score and are assessments the Dubuque Community School District uses to assess studenYs reading proficiency. 96°k of students who worked with AmeriCorps members 30 times or more attended school 90°k of the time or more! Strong attendance is important for students to create a solid foundation for their education. We are making a difference in the lives of Dubuque's children. 2 This work focuses resources on third grade reading hoping to recover children before they become disengaged. It is a much better investment to work at the early age. School District personnel have been leaders in helping the AmeriCorps program focus the member resources in ways that have been and will continue to be most impactful. BUDGETIMPACT The match for the grant is paid for by in-kind supervision, donated office space from Clarke University, as well as funds from the Dubuque Community School District, St. Mark's, Dream Center, Leisure Services Recreation Division, Greater Dubuque Community Foundation, and Carnegie-Stout Public Library. The School District provides a $45,000 match. The City also provides a $20,000 match which was approved as an improvement package almost three years ago. In FY 2018 the City budgeted $4,392 for grant writing as that is not covered by the grant (100-34-911). This is for 6°k of the AmeriCorps Director's time. This is not a grant eligible expense. The current 2017-2018 grant has been budgeted in the current FY 2018 city budget and the remainder will be proposed in the FY 2019 budget. The proposed grant request is for $238,569 with the total grant of$516,154. The remaining match is paid for by AmeriCorps sites and in-kind match for administration, supervision and training. This match is 54°k of the total grant. This grant would run from September 1 , 2018 through August 31 , 2019. This grant application is a federal grant. This application, if funded, would be a year two of a three-year grant cycle. RECOMMENDATION I fully recommend submission and approval of the 2018-2019 AmeriCorps Partners in Learning Campaign for Grade Level Reading Grant. attachment: 2018-2019 Grant Application cc: Heather Satterly, AmeriCorps Program Director Jenny Larson, Budget Director 3 D RAFT PART I - FACE SHEET APPLICATION FOR FEDERAL ASSISTANCE � T�'PEOFSUBMISSION: Modified Standard Form424(Rev.02/07 to confirmto the Corporation's eGrants System) Flppliwtion O NomConstmction 2a.DATESUBMITTED TO CORPORATION 3.DATE RECENm BY STATE: STATEAPPLICATION IDBJTIFIER: FOR NATIONAL AND COMMUNITY SERV ICE(CNCS): 10-JAN-18 26.APPLICATION ID: 4.DATE RECENm BY FEDERAL AGQJCY: FEDERAL IDQJTIFIER: i 8AC200097 i SACH W 0020012 5.APPLICATION INFORMATION LEGAL NAME: City of Dubuque f�lAMEAND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER PERSON TO BECONTACTED ON MATTERS INVOLVING THVS APPLICATION(grve DUNS NUMBER: 093105302 area codes): f�lAME: Heather M.SatterN ADDRESS(grve street address,city,state,zip code and county): 1550 qarke Dr TELEPFiONE NUMBER (563)584-8644 qarke University MS#1546 FAX NUMBER: Oubuque W 52001-3117 NTERNETEMAILADDRESS: heather.satterN@clarke.edu Counry:Dubuque 6.Bv1PLOYER IDQJTIFICATION NUMBER(EN): 7.TYPEOFAPPLICANT: 426004596 7a. Local Government-Municipal 76. Lowl Government,Municipal 8.TY PE OF A PPLICATION(Check appropriate box). � N� ❑ NEW/PREVIOUSGR4NTEE O CONTNUATION O AMQJDMQJT IF Amendment,enter appropriate letter(s)in box(es): �� A. AUGMQJTATION B.BUDGEf REVISION Q NO COST IXTQJSION D.OTHER(specAy bebw): 9.f�lAME OF FEDER4 L AGQJCY: Corporation for National and Community Service 10a.CATALOG OF FEDQt4L DOMESTIC ASSVSTANCE NUMBER: 94.006 11.a.DESCRIPTNE TITLE OF APPLICANT'S PROJECT: 106.TITLE: AmeriCorps State Partners in Learning AmeriCorps R'ogram 12.ARFAS AFFECTED BY PROJECT(List Cdies,Counties,States,etc): 11.6.CNCS PROGRAM NITWTNE QFANI'): Dubuque, W 13.PROPOSED PROJECT: START DATE 09/01/18 QJD DATE: OB/31/19 14.CONGRESSIOf�lAL DISTRICT OF: a.Applicant W 01 b.R'ogram W 01 15.ESTINWTED FUNDING: Year#:�2 i6.IS APPLICATION SUBJECT TO REVI2JV BY STATE IXECUTNE ORDER12372 PROCESS? a.FEDERAL $ 23Q569.00 0 YES.THISPRFAPPLICATION/APPLICATIONWASMADEAVAILABLE b.APPLICANT $ 277,585.00 TO THESTATE IXECUTNEORDQ212372 PROCESS FOR REVIEW ON: c.STATE $ 0.00 DATE: d.LOCAL $ 0.00 ❑X NO.PROGR4M IS NOT COVQ2ED BY E.O.12372 e.OTHER $ 0.00 f.PROGRAMINCOME $ 0.00 17.ISTHEAPPLICANTDELNQUQJTONANYFEDERALDEBT? 0 YES if"Yes,"attach an explanation. � NO g.TOTAL $ 51Q154.00 18.TO THE BEST OF MY KNOWLEDGEAND BELIEF,ALL DATA IN THVS APPLICATION/PRFAPPLICATION ARE TRUEAND CORRECT,THE DOCUMQJT HAS BEQJ WLY AUTHORQED BY THEGOVERNING BODY OF THEAPPLICANT AND THEAPPLICANT WILL COMPLY WITH THEATTACHEDASSUR4NCES IF THEASSISTANCE VS AWARDED. a.TYPEDNAMEOFAUTHORIZEDREPRESQJTATNE: b.TRLE: c.TELEPHONENUMBER: Heather M.Sattery (563)584-8644 d.SIGNATURE OF AUTHORIZ ED REPRESQJTATN E: e.DATE SIGNED: 01/10/18 Page 1 DRAFT Narratives Executive Summary The AmeriCorps Partners in Learning program proposes to have 68 AmeriCorps members who will tutor struggling readers one on one or in small groups in the Dubuque Community School DistricYs elementary schools and summer programs. At the end of the first program year, the AmeriCorps members will be responsible for increasing the reading scores of 8io economically disadvantaged students. I n addition, the AmeriCorps members will leverage an additional3oo volunteers who will be engaged in Dubuque community days of service. The program will focus on the CNCS focus area of Education. The CNCS investment of$238,569 will be matched with $2'7'7,585� $221�939 in public funding and$55,646 in private funding. Rationale and Approach/Program Design Need Dubuque Community School DistricYs (DCSD) students are not reading at grade level by 3rd grade. Data from DCSD's Dynamic Indicators of Basic Early Literacy Skills and CertifiedAnnual Enrollment provide us with current literacy rates. In the spring of 2oi5, 25% of DCSD 3rd grade students were not reading at grade level. When poverty is taken into consideration,the data is more severe. In the spring of 2oi5� 53% of DCSD's 3rd grade students that were eligible for Free and Reduced Lunch, did not read at grade level. In looking at all grade levels leading up to grade 3, the data is similar. In the spring of 2oi5, 3'7% of DCSD K-3rd grade students, or approximately i,i8'7 students, were not reading at grade level. 5 of i3 Dubuque elementary schools (Audubon, Fulton, Lincoln, Marshall, Prescott) are Title i which means they are designated as schools with high percentages of children from low-income families. I n the remaining 8 elementary schools, there exists a percentage of students in poverty that will be the focus of our AmeriCorps program: Bryant (33%); Carver (22%); Eisenhower (29%); Hoover (35%); Irving (38%); Kennedy (2i%); Sageville (26%); Table Mound(29%). Living in poverty can create a reality for students that contributes to reading at grade level. First, children in poverty are more likely to be unprepared for kindergarten. A series of longitudinal studies by Hart and Risley (i995-2003) demonstr�ated low-income children heard 3o million fewer words total by age three than did more affluent children. These early gaps result in persistent academic For Official Use Only Page 2 DRAFT Narratives challenges in beginning elementary school years. Second, students in poverty often experience learning loss during the summer.According to the Campaign for Grade Level Reading, research has proven the summer slide exists. Simply, students lose ground academically when during the summer. The problem is particularly acute among low-income students who lose an average of more than two months in the summer. The long term academic ramifications for students who do not read at grade level by 3rd grade are great. According to the Campaign for Grade Level Reading, reading by 3rd grade is a critical milestone in a child's academic success. Before 3rd grade, students learn how to read. After 3rd grade, students tr�ansition from learning how to read, to reading to learn.According to a study by researchers, students who couldn't read at grade level by 3rd grade continued to fall further behind their peers after 3rd grade (McNamara, J.K., Scissons, M, and Gutknecth, N; 2011). In addition, a study by Hernandez states children who do not read proficiently by the end of third grade are four times more likely to leave school without a high school diploma than proficient readers (Hernandez, 2oii). These ramifications are serious for both the individual student who doesn't graduate high school and the community as a whole. Iastly, the ramifications for students who do not read at grade level by 3rd grade are even more severe in the State of Iowa. Recent legislation titled, Chapter 62 State Standards for Progression in Reading, states children who do not read at grade level by 3rd grade must enroll in an intensive summer reading program offered in accordance with Chapter 62. If the student doesn't attend an intensive summer reading program and is ineligible for the good-cause exemption, the student will be retained in 3rd grade. I ntervention AmeriCorps Partners in Learning proposes a two pronged approach to combat our community's problem of students who do not read at grade level by 3rd grade. The first approach consists of a school year program where members provide 1-1 or small group literacy interventions to struggling readers. The second approach consists of a summer program where members provide i-i or small group literacy support and enrichment activities. For our school year program, 38 (10 HT and 28 QT) AmeriCorps members will tutor K-3rd grade For Official Use Only Page 3 DRAFT Narratives students in DCSD's i3 elementary schools. At all i3 schools we will specifically target, economically disadvantaged, Tier 2 students who are defined as not proficient in reading or at risk of becoming not proficient in reading. Members will tutor Tier 2, K-3rd grade students in data-based, literacy interventions that are aligned with the I owa's Common Core standards and curriculum. These are Literacy, Equity,Acceleration and Differentiation in the 21st Century Classroom (I.EAD 21) and Lexia Reading CoreS (Lexia). LEAD 2i is designed to foster essential literacy skills and strategies, such as phonemic awareness, phonics, fluency and comprehension. LEAD 2i draws upon the most current research findings and best practices in early literacy instr�uction. Lexia provides all students a systematic and str�uctured approach in the following areas of reading: phonological awareness, phonics, structural analysis,fluency,vocabulary and comprehension. For our summer program, 3o Minimum Time AmeriCorps members will serve five community partner's summer programs. Members will combat the summer slide for Dubuque children by providing 1-1 or small group literacy support using the same LEAD 21 and Lexia interventions. Members will also provide enrichment activities to youth who may not otherwise receive these experiences. Enrichment activities include hands on activities, technology, organized recreation, field trips, art, music and sports. Theory of Change and Logic Model Our integrated, comprehensive,two pronged approach will ensure economically disadvantaged, Tier 2 students read at grade level by the end of 3rd grade.According to the Campaign for Grade Level Reading, communities must use a collaborative approach to ensure students read at grade level by 3rd grade.AmeriCorps Partners in Learning works with both the school district and community partners to target literacy efforts in Dubuque's elementary schools and summer programs. This year round approach ensures students continue to build on their grade level reading efforts from the school year through the summer months. Summer programs are critical for students to maintain the gains they've made during the school year. The Campaign for Grade Level Reading states programs combat the summer slide when they meet certain criteria. Programs must be at least sis-week, full-day models open to all youth living in poverty that blend academic learning with hands on activities such as arts, technology, music, sports and other incentives like free breakfast and lunch.All of the summer programs AmeriCorps members For Official Use Only Page 4 DRAFT Narratives support meet these criteria. Our members provide small group and i-i literacy interventions and enrichment which serve as an important function in helping students learn to read. The combined program criteria and small group and 1-1 interventions ensure students maintain or gain in their reading assessment from summer to fall. School year support is also critical for students'literacy success. Tier 2 students often don't receive the increased and targeted interventions they require because school resources are more focused on the most struggling students, Tier 3 students. DCSD prioritizes their own resources to support Tier 3 students. Therefore, without the support of AmeriCorps, Tier 2 students don't receive interventions, are now at risk for not reading at grade level by 3rd grade and may be retained due to recent Chapter 62 legislation in the State of Iowa. This work is important because research shows when students read at grade level by 3rd grade they are more likely to graduate on time with a high school diploma which has a long term impact on both individual students and community success. During the school year, the program will place 38 (10 HT and 28 QT) members as trained Academic Reading'I�tors in 13 DSCD elementary schools. Members will tutor K-3rd grade,Tier 2 students identified through the Multi-Tiered System of Support (MTSS). MTSS is an evidence-based model to integrate academic interventions. Tier 2 students are students who are not proficient in reading or who are at risk of becoming not proficient in reading and require interventions. Tier 2 students do not often receive needed interventions from classroom teachers or staff because their time must be spent with Tier 3 students who need intense,individual interventions from a certified teacher. Therefore, AmeriCorps members are critical to Tier 2 students'literacy success because these interventions would not otherwise occur. Tutoring sessions will occur i-i or in small groups. Each session will occur at least three times per week for i5-3o minutes for a minimum of io weeks or 3o sessions and until the student has been reassessed and results show the child performing at grade level. AmeriCorps members will use two specific interventions, LEAD 2i and Lexia, both of which are critical to the success of the tutoring session. Both of these interventions are curriculum used by the classroom teacher and align with I owa's Common Core standards. I.EAD 2i is designed to foster essential literacy skills and str�ategies, such as phonemic awareness, phonics, fluency and For Official Use Only Page 5 DRAFT Narratives comprehension. LEAD 2i provides systematic and explicit instruction as well as built-in differentiated interventions specifically for Tier 2 students. Lexia provides all students a personalized, systematic, structured approach in the following reading areas: phonological awareness, phonics, fluency, and comprehension. It also provides differentiated interventions for Tier 2 students. Lexia's research- proven program targets skill gaps as they emerge and provides student-specific interventions through Lexia Lessons. Lexia Lessons are scripted materials which allow AmeriCorps to provide explicit, multi- sensory interventions in a specific skill area. School-based AmeriCorps members will target 80o DCSD Tier 2, economically disadvantaged students (ED i) who start our tutoring program. The program defines start as a student who has at least io tutoring sessions with an AmeriCorps member. 80o is a strong hypothesis based off our current program data. Of the 80o students that our members start with, 600 (ED 2) will complete the tutoring program. The program defines completion as a student who has 3o tutoring sessions which equates to io weeks of the program with at least three sessions per week. Of those 60o students, 540 (ED 5) will show steady progress toward grade level reading proficiency based upon fall and spring Formative Assessment System for Teachers (FAST) literacy assessment scores. The program defines steady progress as 10 points or greater from the studenYs fall to spring FAST assessment. Students who make steady progress from fall to spring are more likely to read at grade level by 3rd grade. The school year program is successful because of our incredible partnership with the DCSD. Members tutor students using the same curriculum they receive from their classroom teachers. LEAD 2i and Lexia intervention materials are already createdfor ourAmeriCorps members which means all members are provided with a specific script to follow.Additionally, DCSD staff tr�ains our members throughout the school year in LEAD 2i and Lexia interventions. During the summer,the program will combat summer learning loss by placing 3o Minimum Time (MT) members in five summer programs. AmeriCorps members will provide K-3rd grade students small group or i-i literacy support for at least three times per week for i5-3o minutes each session for a minimum of 6 weeks or i8 sessions. At each summer site, these literacy interventions are the minimum expectation. Each site will also provide additional literacy and enrichment interventions. 'Ibvelve MT members will serve at DCSD's Summer Academy for the 8 week program. Eight MT members will serve at Leisure Service Playground Explorations for the 6 week program. 'I�vo MT For Official Use Only Page 6 DRAFT Narratives members will serve at Carnegie-Stout Public Library for the 6 week program. Sis MT members will serve at St Mark Youth Enrichment for the '7 week program. Iastly, two MT members will serve at the DREAAR Center for the 6 week program. The summer-basedAmeriCorps members will target 40o economically disadvantaged students who will start a summer program (ED i). The program defines start as a student who has io literacy sessions with an AmeriCorps member. Of the 40o students our members start with, 30o will complete the program (ED 2). The program defines completion for the summer program as a student who has i8literacy sessions with an AmeriCorps member. Of those 30o students who complete the program, 2'7o will improve reading scores from the summer to faIl (ED 5). The program defines improve for the summer program as 5 points or greater from the studenYs spring to fall FAST assessment. The school year tutoring program, coupled with the summer literacy support and enrichment program, will ensure students read at grade level by 3rd grade. Evidence Base AmeriCorps Partners in Learning's program design is evidence informed and meets the pre- preliminary tier level. The program model continues to operate based on past performance measurement data and a Process Evaluation where an outside evaluator collected systematic and accurate data on the program's logic model activities and services delivered(outputs), participation in the intervention by the target population (outputs) and participant outcomes, including performance measurement data. In the program's last full year of operation, the program had 34 AmeriCorps members (i2 HT and 22 QT) serve as Academic Reading Tutors. The members tutored i,43i K-3rd grade Tier 2 students (EDi, target was 600). The program greatly exceeded the estimation because the program previously considered even one tutoring session with a Tier 2 student as starting the program. The program now defines start as at least io tutoring sessions. Out of the i,43i K-3rd grade students, 468 K-3rd grade Tier 2 students completed the tutoring program with the required dosage of three times per week for i5-3o minutes each session,for a minimum of io weeks or 3o sessions over the course of the school year(ED2, target was 400). A small number of students completed the program compared to how many started the program because of the way start was defined. The program now has a much stronger definition of start and has worked with sites to improve upon completion rates that we will For Official Use Only Page 7 DRAFT Narratives discuss in this section. Of these 468 students, 89% or 4i6 met our improvement benchmark of improvement toward grade level proficiency for Performance Measure ED5 (ED 5,target was i5o). DCSD is excited about the data yielded from students who completed the AmeriCorps tutoring program. The program implements str�ong data collection systems and processes. First, member tr�aining on data collection is very thorough. Members are trained on data collection processes during orientation and by DCSD at their on-site trainings. Data collection is revisited at monthly meetings to ensure questions are being answered and accuracy is reinforced. The program's dosage and duration are revisited to reinforce tutoring sessions are occurring at least three times per week for i5-3o minutes each session for a minimum of io weeks or 3o session. Second, the program uses str�ong data collection tools to collect information for our 2 outputs (EDi and ED2). Each member is given a student log which is organized to collect students' name, teacher, grade and number of session for each specific intervention used. Each AmeriCorps member sends their data to the Program Director every other week. From there, the Program Director analyzes the data, ensures accuracy, and organizes the data by school and member. The Program Director sends the collected data back to the AmeriCorps member and site supervisor monthly for him/her to analyze for accuracy and progress to targeted outputs and outcomes. Third,we have an agreement with DCSD to get literacy data on the students we serve in a timely manner. In the spring, the Program Director sends DCSD a list of students who completed the program. The list includes each students'name, grade, teacher, school, the number of and the name of the specific intervention used. DCSD compares the completed students'fall and spring reading assessments and analyzes how many students improved from fall to spring. Next, DCSD provides the program with each school's number of students who improved. Data is stored on both the Program Director's and the Program AssistanYs secured computer and backed up monthly. The Program Director recently completed her Business Analytics Certificate to better analyze and share the program's story. The program conducted a process evaluation from March 2016 to November 2016. The two main research questions were: 1) I s the AmeriCorps Partners in Learning program being implement consistent with the program's logic model and theory of change and 2) Are program beneficiaries generally satisfied with the program?The program utilized an outside evaluator to conduct and analyze focus groups, surveys and data files. Site supervisors and members were encouraged to For Official Use Only Page 8 DRAFT Narratives participate in one focus group and one survey. 28 (15 QT and 13 HT) members and 12 site supervisors completed the survey with each elementary school represented. Based on the surveys, the responses indicated a positive impact on students. Surveys completed by the site supervisors showed i00% of the respondents agreed the interventions implemented by AmeriCorps members have helped children make progress in grade level reading; i00% agreedAmeriCorps is positively contributing to K-3rd grade reading proficiency; 100% agreed they were satisfied with the program overall; and 92% agreed the students tutored by AmeriCorps members have more positive connections to school because of AmeriCorps members. There were also very high responses to members'training, attitude andprofessionalism. Surveys completed by the AmeriCorps members showed i00% of the respondents agreedAmeriCorps is positively contributing to K-3rd grade-level reading proficiency; 100% agreed they were satisfied with the program overall; and i00% stated the Program Director supported them. There were also very high responses to feeling connected and respected by their host site. Based on the evaluator's analysis of the data files,there is one area of the program that needs improvement- the program's completion rate. The average completion rate of all i2 schools was 4i%. The highest school completion rate was '74% and the lowest school completion rate was 25%. The program is currently following up with site supervisors from schools with the lowest completion rates to learn what might have led to these low rates. I n addition, the program explored other variables contributing to a low completion rate. Some variables may be: not defining start; tr�ansiency; site management; and scheduling conflicts. The program is implementing different str�ategies to ensure a high completion rate. Some str�ategies are educating about the importance of completing the program, setting a completion goal and being tr�ansparent with data so members and site supervisors ensure student completion. In addition, the program will no longer support schools who do not meet, at the minimum, a completion rate of 50%. Notice Priority The AmeriCorps Partners in Learning program doesn't fit with any 201'7-2018 CNCS priority areas. However,the program does fit with several of our State of Iowa priorities based on the Volunteer Iowa State Service Plan: i) comprehensive community str�ategy for Dubuque's Campaign for Grade For Official Use Only Page 9 DRAFT Narratives Level Reading 2) engage underrepresented populations and those that provide a high return on investment 3) develop community capital by ensuring academic success in grade level reading; and 4) actively participate in the Iowa Disaster Cadre. The program fits with one of Iowa's priorities based on Iowa Code. The program is an Iowa Reading Corps program providing data-based, models of literacy instruction to tutor students from pre-k to 3rd grade who are not proficient in reading or who are at risk of becoming not proficient in reading. Member'Iraining The AmeriCorps Partners in Learning program has a str�ong member tr�aining plan. First, school year and summer members are provided 12 hours of AmeriCorps orientation. Orientation training consists of general information on the Corporation for National and Community Service (CNCS),AmeriCorps andthe Iowa Commission on Volunteer Service (ICVS). The program reviews member's rights and responsibilities, code of conduct, prohibited activities, Drug Free Workplace Act, grievance procedures, suspension and termination procedures, sexual harassment and discrimination policies. Members sign the Member Service Agreement which includes the review of the National Criminal History Background Check, prohibited activities and grievance procedure. During orientation, members are tr�ained on data collection,time sheets, and other program specific information. Additionally, members participate in 3 hours of communication training through a low/high ropes course to provide individual and team challenges. The school year tr�aining is intensified because of the strong partnership with DCSD. As part of the i2 hour orientation training,the members are provided with 4 hours of position specific tr�aining by DCSD staff. Members are tr�ained on Tier 2 students, professionalism, confidentiality, and Lexia. 'Iraining occurs again with DCSD to cover LEAD 21 curriculum, interventions, and Lexia interventions. Members are provided intensive on-site training and supervisor orientation at their assigned schools. On-site tr�aining includes LEAD 21 and Lexia interventions and materials. Site supervisor observations occur to discern and critique members as they complete interventions. The observations ensure members are providing accurate interventions to students. The summer tr�aining is enhanced by the summer partners. In addition to the i2 hour orientation tr�aining, our members are provided with at least 4 hours of position specific tr�aining by their respective summer site. During the training, members are tr�ained on the site's discipline, behavior, For Official Use Only Page 10 DRAFT Narratives confidentiality, safety policies,interventions and materials. Members are also provided intensive on- site tr�aining and supervisor orientation at their assigned site. To support ongoing tr�aining and development, members meet monthly. During these monthly meetings, members receive a specific training as well as have the opportunity to discuss successes, challenges and receive suggestions and feedback from fellow members. The specific tr�aining topics we cover include: Citizenship; Diversity, Equity and Inclusion; Volunteer Management; Disaster Preparedness; Life After AmeriCorps; Portfolio; Behavior Management; and End of Service Celebration. These trainings are conducted by an expert on the topic. The program understands the importance of ensuring members engage in allowable activities. Throughout the member's term, the Program Director meets with members and site supervisors to ensure member activities continue to fall within allowable activities outlined in their position description and no prohibited activities occur. These discussions take place at monthly meetings, midterm reviews, site visits, and in discussions via email/phone as needed. In addition, the Program Director provides a scenario regarding prohibited or unallowable activities at monthly meetings for members to discuss if the activity presented is acceptable or prohibited and why. Member Supervision Our AmeriCorps program places a great emphasis on member supervision. All of our AmeriCorps members receive two layers of supervision: 1)Site Supervisor; and 2)Program Director. First, every site (school and summer) designates a specific site supervisor. Each site supervisor provides daily supervision to their members and conducts biweekly, i-i meetings with each of their members for clear guidance. Site supervisors also provide on-site tr�aining as described previously and observations by the site supervisor to ensure accurate interventions. Each school year and summer, site supervisors are tr�ained by the Program Director. This tr�aining occurs before members arrive on site and are completed in person, i-i. The site supervisor training consists of an overview of the CNCS and I CVS, education award and living allowance, host site responsibilities,in-kind match documentation, time sheets, data collection, site agreements, Drug Free Workplace act, grievance, suspension and termination processes, sexual harassment, discrimination, prohibited activities and unallowable activities including nonduplicaiton and nondisplacement. The For Official Use Only Page 11 DRAFT Narratives Program Director and the site supervisors have a strong, professional relationship where they contact the Program Director if problems arise. Second,the Program Director serves as a second level of supervision for all members. Members receive feedback and guidance at monthly team meetings. Additionally,the Program Director meets regularly with each member to discuss progress and ensure member activities fall within allowable activities. These discussion mostly take place through general discussions. The Program Director has an open door policy and members may contact via in-person meeting, email,phone, or text at any time for any reason. The Program Director conducts site visits at least two times a year for all members to ensure activities fall within allowable activities. Additionally, midterm reviews are conducted on each member that include an evaluation of the program requiredAmeriCorps guidelines and expectations, on-site member duties. This review is conducted with the member, Program Director and site supervisor. Members also receive an end of service evaluation by the Program Director and site supervisor. Member Experience Members with AmeriCorps Partners in Learning have an incredible member experience for which the Program Director, as an AmeriCorps alum, takes seriously. The development of inembers begins with the recruitrnent process where the Program Director strategically recruits, interviews and places members from our community to the site which is the best fit for each member. During the recruitrnent process,the Program Director learns each members' goals for their term. This is crucial to retain members. During their year of service, members are challenged to develop personally and professionally. This begins with their day to day service where members are supported and developed at their host site in partnership with their site supervisors. Members also develop through the leadership of the Program Director. The Program Director takes a personal, i-i approach with every member to challenge them in different ways. This can include leading sections of monthly tr�ainings, presenting in the community with the Program Director, mentoring other AmeriCorps members at their host site, building a resume for future employment, applying for graduate school or leading Days of Service projects. Finally, all members develop and present a professional portfolio during our End of Service Celebration. AmeriCorps members also gain important experiences through our Days of Service which are For Official Use Only Page 12 DRAFT Narratives conducted in partnership with Dubuque's National Service Partnership (DNSP). This partnership is a collaboration of area national service members and programs. All members are required to participate in Days of Service that are approved by the Program Director to ensure no prohibited activities take place. Through National Days of Service and DSNP, our members learn about their community, network with other national service members, and participate in additional service opportunities. The DNSP also expands to recognition events. For example, national service members are invited to the City Council meeting for a City's Proclamation of national service. The Mayor also attends the Mayor's Day of Recognition event where all members are recognized. Iastly,AmeriCorps members are recognized in several ways during their service. The Program Director sends out bi-weekly updates via email and gives a written "Shout Out"to members. During monthly tr�ainings, members receive verbal "Shout OuY'. Members are also recognized and thanked by the Program Director and site supervisor during AmeriCorps Week through a video the Program Director creates, highlighting members' service. Commitrnent to AmeriCorps Identification AmeriCorps Partners in Learning places a great emphasis on the AmeriCorps brand, ensuring members and sites both know how to identify themselves and the program.As a part of orientation, members prepare and get feedback on an elevator speech so each member feels comfortable identifying as an AmeriCorps member and explaining their service. At the end of orientation, members take the AmeriCorps pledge before starting their service at their site. All members receive an AmeriCorps logo apparel, as well as, a photo id which includes the AmeriCorps logo. Members are required to wear their photo id at all times during service and are required to wear their AmeriCorps logo apparel at least once per week or more frequently if cleaned. During our National Days of Service and outreach activities, members also wear their AmeriCorps gear so the community members identify the AmeriCorps member andbrand. Iastly, all service sites are provided an "AmeriCorps Members Serve Here" sign and display it in a prominent location. The program has enhanced our media presence through an updated website and several videos including AmeriCorps Week, City of Dubuque's budget presentation, and our cable TV station. The Program Director presents to community groups often. Organizational Capability For Official Use Only Page 13 DRAFT Narratives Organizational Background and Staffing AmeriCorps Partners in Learning has been sponsored by the City of Dubuque since 200'7. The City of Dubuque is a Municipal Corporation governed by an elected mayor and sis-member council. The City relies on its expert personnel to plan and implement the grant and provides in-kind administr�ation, personnel and fiscal support. The City Council reviews the grant and budget documents each year. The Program Director, Mary Bridget Corken-Deutsch, an AmeriCorps alum, has been the Program Director for 3 years and has additional experience managing federal grants. Kim Stickney, also an AmeriCorps alum, has been the Program Assistant for 6 years. She organizes the member's and staff's paperwork including but not limited to National Service Criminal History Background Checks and student logs. Marie Ware, Leisure Services Manager, oversees the activities of the AmeriCorps Program Director and members. She manages a department with 33 full-time, i59 part-time/seasonal employees and a variety of volunteers. Marie has been directly or indirectly involved with grant award management for over twenty-five years for three cities and a non-profit agency. Tami Iansing, Assistant Finance Director, has overseen the fiscal responsibilities of the program from its inception in 200�. Iastly, the program plays a significant role in Dubuque's comprehensive community str�ategy, Dubuque's Campaign for Grade Level Reading. Compliance andAccountability AmeriCorps Partners in Learning places extreme importance on compliance and accountability. The program prides itself in having a reputation as a high functioning,low risk program. The Program Director has a complete plan for compliance and accountability. The Program Director ensures site supervisors fully understand the prohibited activities, non-duplication and non-displacement guidelines, and all other important rules and regulations through service agreements and the site supervisor tr�aining, which is face to face and i-i at each site, every year. The Program Director also does at least two site visits a year, as well as a mid-term review to ensure rules and regulations are being followed. The Program Director keeps lines of communications open between members and site supervisors to ensure compliance and accountability. Through ongoing communication with members and site supervisors,the Program Director monitors the activities being performed. The Program Director can visit any site, at any time without prior appointrnent. Should a compliance issue be suspected or arise, the Program Director holds a meeting with all parties involved to review For Official Use Only Page 14 DRAFT Narratives guidelines and design a corrective action plan. If compliance issues continue to be a concern the AmeriCorps members are removed from their assigned placement until the site is able to ensure all activities fall within the AmeriCorps guidelines. Iastly, the program manages and implements its program with limited compliance issues. Our staff takes CNCS' Criminal History Record Check very seriously as well as the following program management policies: time sheets, in kind documentation, position descriptions, Member Service Agreements, Site Service Agreements, mandatory training requirements, corrective action forms, midterm and end of year evaluations, grievance, termination of service, drug free workplace, sexual harassment, prohibited activities and unallowable activities. Our systems follow this cyclical pattern: follow, monitor, review and updates to detect instances of risk or noncompliance. To ensure compliance, the Program Director does member and staff file audits twice a year and works closely with its expert fiscal staff to ensure compliance. Cost Effectiveness and Budget Adequacy Cost Effectiveness The cost per MSY is $i2,'7i9.i9 which is lower than our previous three years. The overall program budget is $5i6,i54 ��'1� $277�585 Provided in match. The match percentage is above our minimum required match of 50%. A$238,569 CNCS investment, used to serve a minimum of i,2oo economically disadvantaged youth, equals $i99 in CNCS funds for each student served. Budget Adequacy The program receives significant financial support from our partners. The DCSD provides $45,00o in cash match for our members'living allowance. DCSD also provides over $'70,00o in in-kind support from site supervisors and$9,00o in in-kind,training. Our summer partners provide a significant contribution as well. Leisure Services provides $i8,480. St Mark Youth Enrichment provides $'7,200. Carnegie Stout Public Library provides $4,620. DREAM Center provides $2,400. The Community Foundation of Greater Dubuque provides $2'7,'720. All monies totaling, $60,42o go toward summer members'living allowance. The City of Dubuque also provides $20,00o in cash match to support program costs and member's living allowance. The City also contributes greatly with its indirect cost of$45�839• Lastly, Clarke University is a str�ong partner who provides in-kind office,internet,phone, and tr�aining space of over $8,000. The program has also written local grants to fund our evaluation efforts. For Official Use Only Page 15 DRAFT Narratives Evaluation Summary or Plan Intr�oduction: AmeriCorps Partners in Learning has an outside evaluator that will work closely with the Program Director to develop and execute our outcome study. Based on the Corporation for National and Community Service (CNCS) regulations, because AmeriCorps Partners in Learning is applying for less than 500,00o annually in CNCS funds, the program will complete an outcome study. In 2015-2016,AmeriCorps Partners in Learning conducted a Process Evaluation with an outside evaluator. Background: To guide ongoing evaluation efforts,AmeriCorps Partners in Learning uses a logic model which outlines the resources, activities, outputs and outcomes necessary for the success of the program. Our logic model states, members will tutor K-3rd grade,Tier 2 students in reading. 'I�toring sessions will occur 1-1 or in small groups. Each session will occur at least three times per week for i5-3o minutes each session for a minimum of time or sessions depending on the program -- school year or summer- and until the students has been reassessed and results show the child performing at grade level. School-based AmeriCorps members will target 80o DCSD Tier 2, economically disadvantaged students (ED i) who start our tutoring program. The program defines start as a student who had at least io tutoring sessions with an AmeriCorps. 80o is a strong hypothesis based off our current program data. Of the 80o students that our members start with, 600 (ED 2) will complete the tutoring program. The program defines completed as a student who had 3o tutoring sessions. 3o sessions is io weeks of the program with at least three sessions per week. Of those 60o students, 540 (ED 5) will show steady progress toward grade level reading proficiency based upon fall and spring Formative Assessment System for Teachers (FAST) literacy assessment scores. The program defines steady progress as io points or greater from the studenYs fall to spring FAST literacy assessment. Students who make steady progress from fall to spring are more likely to read at grade level by 3rd grade. Summer-basedAmeriCorps members will target 40o economically disadvantaged students who will start a summer program (ED i). The program defines start as a student who had io literacy sessions with an AmeriCorps. Of the 40o students our members start with, 30o will complete the program (ED 2). The program defines completed for the summer program as a student who had i8literacy sessions with an AmeriCorps member. Of those 30o students who complete the program, 2'7o will For Official Use Only Page 16 DRAFT Narratives improve their reading scores from the summer to fall (ED 5). The program defines improve for the summer program as 5 points or greater from the studenYs spring to fall FAST literacy assessment. The school year tutoring program, coupled with our summer literacy support and enrichment program, will ensure students read at grade level by 3rd grade. The program's outputs are primarily monitored by the Program Director. The Program Director collects outputs from the 64 AmeriCorps members on a bi-weekly basis and organizes the data in a spreadsheet by school, program, member name and intervention used. The data allows the Program Director to analyze the number of students tutored who start the program, complete the program and what interventions each AmeriCorps member is using in their tutoring session. Therefore, AmeriCorps Partners in Learning is able to run accurate and detailed reports on the number of students who start and complete the program and the specific interventions used. AmeriCorps Partners in Learning also measures short term outcomes,which correspond to changes in students' skills in regards to reading at grade level by 3rd grade. When students complete our tutoring program, the program sends these students' names and schools to the school district to assess whether students increased their reading assessment from the fall to the spring. Purpose: Our outcome study will focus on the outcomes of our logic model which looks to ensure students read at grade level by 3rd grade, specifically for economically disadvantaged students. The evaluation will also serve as a tool to drive continued program improvement. The purpose of the evaluation plan is to ensure AmeriCorps Partners in Learning accomplishes its proposed output and outcome measurements and community impact. Questions: The evaluation will address the following key questions: i) Do students who complete the program have improved academic performance in literacy? (ED 5); 2) Do students who do not complete the program have improved academic performance in literacy?; 3) Do students who do not receive any AmeriCorps tutoring have improved academic performance?; 4) Are improvements in literacy maintained the following school year for students who complete our tutoring program? Methods: AmeriCorps Partners in Learning will use two comparison groups to see the impact the For Official Use Only Page 17 DRAFT Narratives program has on its students who complete the program. One comparison group will be students who start the program but don't complete it. Another comparison group will be students who never started the program. Both comparison groups will receive the pretest during the fall and the posttest during the spring. The program will use year to year assessments to see the impact the program has on its students who complete the program over the course of a full school year. The evaluation components will be led by an outside evaluator. Design: A quasi-experimental evaluation. Data Collection: FAST fall assessment scores 201'7, FAST spring assessment scores 2018 Limitations: The quasi-experimental design has limitations because the comparison groups are formedthrough a non-random way. Timeline: Data Collection; Ongoing; Conducted by local program staff and database Data Collection (comparison groups); Fall 2o1'7-Spring 2018; External evaluator Long Term Follow Up Study: Fall 2o18-Spring 2019; External evaluator with support from program staff Budget: Consultant ($5o/hr): Planning and Prep, 5o hours, $2,500; Data Collection, 5o hours, $2,500; Analysis, 2o hours, $i,000; Reporting, io hours, $500; Total Hours i3o,Total Cost $6,500 Other Direct Costs: Printing and copying, $150; Transcription Service, $250; Incentives/Food/Refreshments, $250; Training of AmeriCorps Director, $350; Total Cost $i,000 Total Budget: $'7,500 Amendment Justification For Official Use Only Page 18 DRAFT Narratives N/A Clarification Summary 201'7-2018 Resolution Items B. Programmatic Resolution B.1. Please provide information regarding the students who will attend the summer program. Will these be students that also received assistance during the school year? If yes, how will the program tr�ack these students? Yes, some students served in the summer will also be students served in the school year. The program will cross reference school year students with summer students to ensure these students are only counted once. B.2. The applicant reported that they were able to greatly exceed the performance measure output because the threshold for being counted under EDi was i session attended equaled program start. However,these figure did not carry over to the program's completion rates. Under the clarification section of the application, the applicant must describe a plan for how they will aim to increase student retention past the 1st tutoring session. The program will take a holistic approach to increase student retention past the ist tutoring session. This includes the following: communicating our completion rate policy (50%) with our site supervisors; ensuring all students who start our program are identified from FAST as Tier 2 students who are eligible for our program; more in-depth orientation tr�aining with site supervisors; ongoing tr�aining with site supervisors andAmeriCorps member; tr�aining with AmeriCorps members to empower them to ensure students served our staying in our program; more exact schedules for the AmeriCorps members to ensure they meet with students consistently. B.3. The applicant states that continued non-compliance at a service site could result in the member being removed from their service location until the site takes the necessary corrective action. Please provide information as to how the applicant will ensure that those members removed from a non- compliant service location will be able to continue to engage in service. For Official Use Only Page 19 DRAFT Narratives All sites will know our program's completion rate policy (50%), therefore,the program is hoping all sites will be in compliance. However, if a member is removed from their service location, there are several sites who are anxious to utilize more AmeriCorps members than what the program can provide. Therefore, in partnership with Dubuque Community School District, we would identify sites that are anxious for more AmeriCorps members, have the capacity to host more AmeriCorps members and have students who need the AmeriCorps program. Any member who is removed from a non-compliant service location would continue to serve at one of these compliant sites within the Dubuque Community School District. C. Performance Measure Resolution All Performance Measure Resolution items have been addressed in the Performance Measure screens in eGrants. Performance Measures were updated with new targets due to clarifications. D. Budget All Budget Clarification items have been address in the Budget Section screens in eGrants. Continuation Changes 2018-2019 CONTINUATION CHANGES Significant Changes to Monitoring Str�uctures or Staffing: The Program Director, Mary Bridget Corken-Deutsch,has transitioned to a new role within the Dubuque Community School District in September 201'7. Mary Bridget had been holding the interim Program Director position in lieu of a new Program Director being hired. The new Program Director, Heather Satterly,was hired in December 2oi'7. Heather Satterly is a 3-term AmeriCorps Alum with 2 years of AmeriCorps grant management experience with another competitive grant in I owa. Grant Characteristics For Official Use Only Page 20 DF Performance Measures �isr.nvFo��u a,e� msr.o. oNa=m� • • •Ea.o,�o..ia:.� •tii_n.00.siar.� Tablel'. MSVsbyFocusAreas Table2M5Vsby06feNves EtlucaYon 100°0 � K-125uccess � 100°0 ,b ot�1�91' NPA1 V9 Apptimm V4 Not u„WY' Table3'. °oMSVs by NPM vs.Appllcantvs. Notln ANV PM ppllcant otin o I]°o TableQ'. Noo� MSVantlMembersby06�eNve �K-125uccess � IB]6 � 68 � P�imery FomSH�ee: EtlucaYon P�imery Ntevantion: TUNtlng—One on One SamndsryFomsHree: EtlucaYon SamndSryNtevantion: TUNtlng—SmallGmup PorOlfinelY:Ory DRAFT Performance Measure: Tutor K-3rd grade students in reading Focus Education Objective: K-12 Success No of 15.57 No of 68 a.�: MSY's Members: Problem Statement: Dubuque Communily School District's students are notreading atgrade level by 3rd grade. There are a few challenges ihat create ihis problem. First, is poverly. Sludents living in poverly are more likely to be unprepared for kindergarten. Research shows children from low income homes have limited exposure to reading and vocabulary in ihe early years which can result in persistent academic challenges in elementary school. Second, is summer leaming loss. Research spanning 100 years has proven sludents lose ground academically when ihey are outofschool for ihe summer. Therefore, ihe purpose of AmeriCorps Pariners in Leaming is a lwo pronged program. During the school year, members lutor economically disadvantaged K-3rd grade sludents in ihe elementary schools in reading to ensure sludents read atgrade level by 3rd grade. 5 ofihe 13 elementary schools have a majorily ofsludents who are eligible for free or reduced lunch. Students lutored atihese 5 schools are considered economically disadvantaged. The remaining 8 schools have free or reduced lunch rates of 33%, 22%, 29%, 35%, 28%, 21%, 26% and 29%. Students lutored atihese schools will be cross referenced offihe school's free or reduced lunch list. During the summer, members spend 50% ofiheir time lutoring economically disadvantaged K-3rd grade students who are enrolled in a summer program in reading to combatthe summer slide. Sludents lutored in ihe summer will be identified as economically disadvantaged based offihe school ihey attend. 5 ofthe 13 elementary schools have a majorily of students who are eligible for free or reduced lunch. Sludents who attend one ofihese 5 schools are considered economically disadvantaged. The remaining 8 schools have free or reduced lunch rates of33%, 22%, 29%, 35%, 28%, 21%, 26% and 29%. Students lutored in ihe summer who attend one ofihese schools will be cross referenced offthe school's free or reduced lunch list. Selected Interventions: Tutoring--0ne on One Tutoring—Small Group Describe Interventions: During the school year, 10 HT and 28 QT lutor K-3rd grade, Tier 2 sludents identifed ihrough ihe Multi—Tier System of Supports in reading in small groups or one on one at least ihree times per week for 15-30 minutes each session for a minimum of 10 weeks or 30 sessions and until the child has been reassessed and results show ihe child performing atgrade level. Research shows lutoring sessions for Tier 2 sludents mustbe atleastihree times a week for 15-30 minutes to be effective. 30 sessions equates to 10 weeks ofour program ifsessions are atleastihree times per weekfor 10weeks. Research shows 10 weeks is sufficientto see academic gains in ihe school year. Materials used complementclassroom curriculum. During the summer, 30 MT will spend 50% ofiheir time lutoring K-3rd grade students enrolled in a summer program. Tutoring sessions will be in reading, in small groups or one on one, and atleastihree times per week for 15-30 minutes each session for a minimum of6 weeks or 18 sessions. 18 sessions equates to 6 weeks ofour program ifsessions are at leastihree times per week for 6 weeks. Research shows lutoring sessions for struggling readers mustbe atleastihree times a week for 15-30 minutes to be effective. Research shows 6 weeks is sufficientto see academic gains in ihe summer. Materials used complement program curriculum. ED2 Output: (PRIORITY) ED2 Number ofsludents completing a CNCS—supported education program Target: 600 Sludents Attendance Lo For Official Use Only Page 22 DRAFT Performance Measure: Tutor K-3rd grade students in reading Problem Statement: S�l�ed�+itp�v�itfioOs[e Tutoring—Small Group Target: 600 Sludents Measured By. Attendance Log Described Instrument: Completion Output: Members will record ihe number oftutoring sessions completed for each sludent Each session mustmeetihe requirementofone on one or small group for at least 15-30 minutes. For our school year program, sludents who have received at least 30lutoring sessions and are economically disadvantaged will be counted as having completed the school year program. Sludents will be identifed as economically disadvantaged by the school ihey attend (iftheir school has a majorily of students eligible for free or reduced lunch) or our program will cross reference iheir name with ihe school district's free or reduced lunch stalus. For our summer program, sludents who have received at least 18lutoring sessions and are economically disadvantaged will be counted as having completed the summer program. Sludents will be identified as economically disadvantaged by the school ihey attend (iftheir school has a majorily of students eligible for free or reduced lunch) or our program will cross reference iheir name with ihe school district's free or reduced lunch stalus. Some sludents served in summer will be sludents served in ihe school year. The program will cross reference school year sludents and summer sludents to ensure ihese sludents are only counted once. These sludents must complete 48 sessions (30 in ihe school year and 18 in the summer) to be counted under ED2. EDl Output: ED1: Number of sludents who start in a CNCS—supported education program. Target: 900 Sludents Measured By. Attendance Log Described Instrument: Participation Ouq�ut: Members will record the name and school ofeach sludent who starts the school year and summer lutoring program on the Sludent Attendance Log. The listof summer and school year sludentnames will be cross referenced to ensure no sludent is counted lwice. Members will track each student's individual lutoring session on the SludentAttendance Log. Sessions must be one on one or small group and 15-30 minutes at least 3 times per week. Students who start our program and are economically disadvantaged will be counted in ihis measure. Sludents will be identified as economically disadvantaged by ihe school they attend (ifiheir school has a majorily ofsludents eligible for free or reduced lunch) or our program will cross reference iheir name with the school district's free or reduced lunch stalus. EDS Outcome: (PRIORITY) ED5: Number ofsludents with improved academic performance in literacy and/or math For Official Use Only Page 23 DRAFT Performance Measure: Tutor K-3rd grade students in reading Problem Statement: S�l�ed�+itp�v�itfioOs[e Tutoring—Small Group Target: 540 Sludents Measured By. Standardized PrebVPostTest Described Instrument: During our school year program, in the fall sludents take a standardized, district—approved pre—test in reading titled Formative Assessment System for Teachers (FAST). FAST aligns with the materials being used in our lutoring program and is appropriate for K-3rd grade. FAST has demonstrated reliabilily and validily for K-3rd grade sludents. FAST will be administered to sludents in ihe spring atihe end ofihe school year. Sludents who complete our school year program (30 sessions or more), who are economically disadvantaged and who increased iheir scores by 20 points from ihe Tall to spring FAST assessmentwill be counted under ihis measure. Sludents will be identified as economically disadvantaged by ihe school they attend (ifiheir school has a majorily ofsludents eligible for free or reduced lunch) or our program will cross reference iheir name with the school district's free or reduced lunch stalus. A 20 pointgain is signifcantbecause the FAST expects sludents to grow by 30 points. Therefore, ifstruggling students make a 20 pointgain, ihey are showing greatgrowih from Tall to spring. During our summer program, sludents who complete our summer program (18 sessions or more), who are economically disadvantaged and who increased iheir scores by 5 points from ihe spring to ihe Tall FAST assessmentwill be counted under ihis measure. Students will be identified as economically disadvantaged by the school ihey attend (iftheir school has a majorily of students eligible for free or reduced lunch) or our program will cross reference iheir name with ihe school district's free or reduced lunch stalus. A 5 pointgain is signifcantbecause itmeans sludents are making growih over ihe summer monihs. According to Campaign for Grade Level Reading, successTul summer programs allow sludents to maintain iheir reading level over ihe summer monihs. Therefore, a 5 pointgain would be very significant. For Official Use Only Page 24 DRAFT Program Information General Information *My organization has previously received an AmeriCorps State and National Yes Grant. Organizations ihathave been a hostsite for AmeriCorps members but never had a directgrantrelationship with either a State Commission or CNCS should answer "No " *The organization has sufficiently engaged communily members and pariner Yes organizations in planning and implementing its intervention. *My organization certifies ihat itwill comply with definitions and requirements Yes outlined in ihe Performance Measure Instructions. AmeriCorps Funding Priorities *Check any priorily area(s) ihat apply to ihe proposed program. In order to No NOFA Priorily Area receive priorily consideration, applicants mustdemonstrate ihatihe priorily area is a significantpartofihe program focus, high qualily program design, and outcomes. Populations Served *Check ihe appropriate box(es) to identiTy ihe populations ihe proposed Disadvantaged youth (K-12) program will serve. Ifyou do notplan to serve any ofihe listed populations, select "None ofihe above." Grant Characteristics *Checkany characteristics ihatare a significantpartofihe proposed Communily�ased program. organizations AmeriCorps member Population *Check any grant characteristics ihatapply to ihe AmeriCorps member Communities ofColor, Low— population ofihe proposed program. income individuals, Older Americans, Economically disadvantaged youth/Opportunily youth AmeriCorps Identity/Co-branding *AmeriCorps members will wear ihe AmeriCorps logo every day. Yes *AmeriCorps members will create and deliver elevator speeches. Yes *The AmeriCorps logo will be prominently displayed on the front page ofihe Yes organization's website. For Official Use Only Page 25 DRAFT Demographics Other Revenue Funds 0 Number of episodic volunteers generated by AmeriCorps members 300 Number of ongoing volunteers generated by AmeriCorps members 0 Percentage of MSY who are opportunily youth, if any 0 Number reported in 015 who are opporlunily youth 0 Number reported in 017 who are opporlunily youth 0 For Official Use Only Page 26 DRAFT Required Documents Document Name Status Evaluation Not Applicable Federally Approved Indirect Cost Agreement Not Applicable Labor Union Concurrence Not Applicable Other pocuments Not Applicable For Official Use Only Page 27 Logic Model Problem Inputs Adivities Outputs Short-Term Mid-Term Long-Term Outcomes Outcomes Outcomes The communily Resources ihat The core activities Directproducts Changes in Changes in Changes in problem ihatthe are necessary to ihat define ihe from program knowledge, skills, behavior or action. condition or stalus program activities deliver the intervention or activities. attiludes and Depending on in life. Depending (interventions) are program activities program model opinions. These program design, on program designed to (interventions), ihatmembers will outcomes, if ihese outcomes design, ihese address. including ihe implementor applicable to ihe may or may notbe outcomes may or number of deliver, including program design, measurable during may not be locations/sites duration, dosage will almostalways ihe grantyear. measurable during and number/lype and target be measurable ihe grantyear. ofAmeriCorps population. during ihe grant Some programs, members. year. such as environmental or capacily—bu ilding programs, may measure changes in condition over a period as short as one year. Page 28 RPT_BGT_424 January 1Q 2018 937 AM Partners in Learning AmeriCorps Program City of Dubuque Application ID: 18AC200097 Budget Dates: Total Amt CNCS Share Grentee Share Section I.Progrem Opereting Costs A. Personnel Eepenses 132,636 53,900 78,736 B. Personnel Fringe Benefits 24,632 23,120 1,512 C.Travel Staff Travel 2,319 0 2,319 Travel to CNCS-Sponsored Meetings 0 0 0 0 Member Travel Total $2,319 $0 $2,319 D. Equipment E.Supplies 3,170 0 3,170 F.Contrectual and Consultant Services G.Training Staff Training 1,000 0 1,000 Member Training 12,240 0 12,240 Total $13,240 $0 $13,240 H. Evaluation 7,500 0 7,500 I. Other Rogram Opereting Costs 11,849 0 11,849 Section I.Subtotal $195,346 $77,020 $118,326 Section I Percentage 39% 61% Section II.Member Costs A. Living Allow ance Full Tme(1700 hrs) 0 0 0 1-Year Half Time(900 hours) 7Q000 25,000 45,000 Reduced Half Tme(675 hrs) 0 0 0 Quarter Time(450 hrs) 98,000 9Q000 8,000 Minirrum Tme(300 hrs) 69,300 8,880 6Q420 2-Year Half Time(2nd Year) 0 0 0 2-Year Half Time(1st Year) 0 0 0 Total $237,300 $123,880 $113,420 B. Member Support Costs FICA for Members 18,153 18,153 0 Worker's Compensation 7,594 7,594 0 Health Care 0 0 0 Total $25,747 $25,747 $0 Section II.Subtotal $263,047 $149,627 $113,420 Section II.Percentages 57% 43% Section III.Administretive/Indirect Costs A.Corporetion Fixed F�rcentage CorporetionFixedAmount 52,992 7,153 45,839 Commission Fixed Amount 4,769 4,769 0 Total $57,761 $11,922 $45,839 B. Federally Approved Indirect Cost Rate Section III.Subtotal $57,761 $11,922 $45,839 Section III Percentage 21% 79% Section I+III.Funding Percentages 35% 65% Budget Totals $516,154 $238,569 $277,585 Budget Total Percentage 46% 54% Required Match 50% #of years Receiving CNCS Funds 12 Form 424A Modified SF-424A(4/88 and 12/97) Page 1 RPT_BGT_424 January 1Q 2018 937 AM Partners in Learning AmeriCorps Program City of Dubuque Total MSYs 1876 Cost/MSY $12,717 Total Amt CNCS Share Grentee Share Budget Totals $0 $0 $0 Budget Total Percentage 0% 0% Required Match 50% #of years Receiving CNCS Funds 12 Total MSYs 1876 Form 424A Modified SF-424A(4/88 and 12/97) Page 2 1/10/2018 Budget Narretive for 18AC200097 Budget Narrative: Partners in Learning AmeriCorps Program for City of Dubuque Section I. Program Operating Costs A. Personnel Expenses Position/Ttle-Qty-AnnualSalary%Time CNCSShare GranteeShare TotalAmount AmeriCorps Director:-1 person(s)at 56122 each x 98%usage 53,900 1,100 55,000 AmeriCorps Assistant:-1 person(s)at 20363 each x 37.5%usage � 7,636 7,636 Site Supervisors:- 17 person(s)at 205881 each x 2%usage � 7Q000 7Q000 CATEGORY Totals 53,900 78,736 132,636 B. Personnel Fringe Benefits Purpose-Calculation I CNCSShare GranteeShare TotalAmount Program Director: Health $13,900+�4/orkers Comp�.032=$1,760+ FICA� p3,120 � 23,120 .0765=$3442+ IPERS�.0893=$4018 Program Assistant:Workers Comp�.032=$244+ FICA� .0765=$585+ � 1,512 1,512 IPERS� .0893=$683 CATEGORY Totals 23,120 1,512 24,632 C. Travel Staff Travel Purpose-Calculation CNCSShare GranteeShare TotalAmount Travel to CNCS-Sponsored Meetings: I 0 II 0 II 0 I Travel to CNCS sponsored meeting: Director travel to 1 CNCS Sponsored meeting:$229 airfare,$400 2-3 nights in hotel,meal=$50 per day diem x 3 0 779 779 days=$150 Travel to ICVS sponsored meeting: Director travel to ICVS sponsored meeting: 3 Trips to Des Moines�450 miles each=1350 miles x.54 per mile(City of 0 1,000 1,000 Dubuque policy approved mileage reimbursement rete)_$729;$50 per day diem x 3 days$150;$121 for 1 night in hotel Director's Travel: Mileage for site supervision for 18 site visits,60 midterm reviews, and service projects,x 1000 miles per year x.54 per mile(City of 0 540 540 Dubuque policy approved mileage reimbursement rete)=$540. CATEGORY Totals II 0 , 2,319 2,319 �J Member Travel Purpose-Calculation CNCSShare GranteeShare TotalAmount CATEGORY Totals �I 0 II 0 I D. Equipment I Item/Purpose-Qty-UnitCost i CNCSShare � GranteeShare i TotalAmount +I https://egrants.cn s.gov/espan/main/report.jsp?sid=lBLgeH 1 e-KJ N Pu RmQdz3BJCF2XgjVWhlwVo7 VNTBkq6p-geEnwb9%211803294828%211 51 5 594 4... 1/5 1/10/2018 Budget Narretive for 18AC200097 ' CATEGORY Totals I 0 I 0 I 0 I E. Supplies Item-Calculation I CNCS Share Grantee Share Total Amount Member Gear with AmeriCorps Logo: Uniforms-polo shirts for school based program members, 38 x$20=$76Q t-shirts for summer based program 30 x 0 1,550 1,550 $15=$45Q name tags$5 x 68 members=$340; all with AmeriCorps logo Copy machine maintenance and supplies: copy machine$375 quarterly,offce � 1,620 1,620 supplies$10 per month x 12=$120 CATEGORY Totals II 0 , 3,170 3,170 �J F. Contractual and Consultant Services Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount CATEGORY Totals �I 0 II 0 I G. Training Staff Training Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount Program Director training: Program director attendance at conferences required by the program sponsor: 8 trainings x$75 registretion,$50 per day 0 1,000 1,000 diem x 8=1000-Daily Rate of 125 I � � CATEGORY Totals I 0 , 1,000 1,000 �� Member Training Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount Member Development/Communication:4 Mounds Team Building/communication training;2 trainings per year at$600 each=$1200- 0 1,200 1,200 Daily Rate of 600 Member Development:3 DCSD employees hourly wage and benefts for 60 hours of training=$150 X 60.Trainings include Reading Stretegies, LEAD 21 0 9,000 9,000 curriculum, assessing students,data processing.Approx 20 days provided over the year.-Daily Rate of 150 Member Orientation and ongoing training: Portfolios,handbooks,printed materials and other training supplies as needed.$30 x 68 members.3 day 0 2,040 2,040 orientation training for fall and summer members.Ongoing monthly training for both fall and summer members.- Daily Rate of 30 CATEGORY Totals � 12,240 12,240 H. Evaluation Purpose-Calculation-Daily Rate I CNCS Share Grantee Share Total Amount Program Evaluation to support AmeriCorps program Evaluation Plan:$50/hr � 7,500 7,500 for 130 hours=$6,50Q$150 printing-eval data collection tools&reports, $250- transcription focus groups/verbal data collection,$250-evaluation participant � https://egrants.cn s.gov/espan/main/report.jsp?sid=lBLgeH 1 e-KJ N Pu RmQdz3BJCF2XgjVWhlwVo7 VNTBkq6p-geEnwb9%211803294828%211 51 5 594 4... 2/5 1/10/2018 Budget Narretive for 18AC200097 incentives,$350-training Prog Dir to use evaluation data for program I I I improvement- Daily Rate of 200 luuu CATEGORY Totals � 7,500 7,500 I. Other Program Operating Costs Purpose-Calculation CNCSShare GranteeShare TotalAmount Criminal History Background Checks:56 x$30 each 1680. Includes FBI,state of residence and state of service checks for members,site supervisors and 0 1,680 1,680 staff. Meeting Rooms:$75 per meeting x 15 meetingsftrainings=$1125. Meeting rooms will be used to provide member orientation,trainings, and team I 0 1,125 1,125 meetings. Cost per room includes equipment usage of computer and projector. � � Offce Telephone and Internet:$75 per month x 12=$900 I 0 I 900 900 �J Site Liabilitiy Insurance: $500 flat rete � 500 500 Member Tmekeeping System: $15 x 68 members=$1020 � 1,020 1,020 Cell Phone: Program Director cell phone$52 x 12=$624(negotiated rete per � 624 624 sponsor) Offce Space:$500/month x 12 � 6,000 6,000 CATEGORY Totals � 11,849 11,849 SECTION Totals 77,020 118,326 195,346 PERCENTAGE 39% 61% � Section II. Member Costs A. Living Allowance Item-#Mbrs w/Allow-Allowance Rate-#Mbrs w/o Allow I CNCS Share Grantee Share Total Amount Full Time(1700 hrs): Member(s)at a rete of each �� Members W/O allowance 1-Year Half Tme(900 hours): 10 Member(s)at a rete of 7000 each 25,000 45,000 7Q000 Members W/O allowance 0 2-Year Half Tme(1st Year): Member(s)at a rete of each �� Members W/O allowance 2-Year Half Tme(2nd Year): Member(s)at a rete of each �� Members W/O allowance Reduced Half Time(675 hrs): Member(s)at a rete of each �� Members W/O allowance Quarter Tme(450 hrs):28 Member(s)at a rete of 3500 each g� � g� Members W/O allowance 0 Minimum Time(300 hrs):30 Member(s)at a rete of 2310 each � 8,880 6Q420 69,300 Members W/O allowance 0 CATEGORY Totals 123,880 113,420 237,300 B. Member Support Costs https://egrants.cn s.gov/espan/main/report.jsp?sid=lBLgeH 1 e-KJ N Pu RmQdz3BJCF2XgjVWhlwVo7 VNTBkq6p-geEnwb9%211803294828%211 51 5 594 4... 3/5 1/10/2018 Budget Narretive for 18AC200097 Purpose-Calculation I CNCSShare GranteeShare TotalAmount FICAfor Members: .0765 X 237,300=18,153 18,153 � 18,153 Worker's Compensation: .032 x 237,300=7,594 7,594 � 7,594 Health Care: �� CATEGORY Totals 25,747 � 25,747 SECTION Totals 149,627 113,420 263,047 PERCENTAGE 57% 43% � Section III. Administrative/Indirect Costs A. Corporation Fixed Percentage Item-Calculation CNCS Share Grantee Share Total Amount Corporetion Fixed Amount Corporetion Fixed Amount�526%x CNCS share section I ($77,020)+CNCS share section II($149,627)x 60%=$7,153 7,153 45,839 52,992 Grantee share=10%total section I($195,346)+total section II($263,047)= $45,839 Commission Fixed Amount: ICVS Fixed Amount�526%X CNCS section I q 769 0 4,769 ($77,020)+CNCS section II ($149,627)x 40%=$4,769 � � � � CATEGORY Totals 11,922 45,839 57,761 B. Federally Approved Indirect Cost Rate Calculation-Cost Type-Rate-Rate Claimed-Cost Basis CNCS Share Grantee Share Total Amount CATEGORY Totals �� SECTION Totals 11,922 45,839 57,761 PERCENTAGE 21% 79% � BUDGETTotals 238,569 277,585 516,154 PERCENTAGE 46% 54% � Total MSYs 1876 �� Cost/MSY 12,717 �� Source of Funds Section I Match Description I Amount Type Source Source of Funds Host Site Fees from Dubuque Community School District, City of Dubuque,City of Dubuque Leisure Services, 88,100 Cash State/Local Carnegie-Stout Public Librery(secured) Host Site Fees from St. Mark Youth Enrichment, Dream Center, Dubuque Community School District Summer 37,320 Cash Private Academy(secured) � � � �� https://egrants.cn s.gov/espan/main/report.jsp?sid=lBLgeH 1 e-KJ N Pu RmQdz3BJCF2XgjVWhlwVo7 VNTBkq6p-geEnwb9%211803294828%211 51 5 594 4... 4/5 1/10/2018 Budget Narretive for 18AC200097 Host Site Supervisor's In-Kind Time from Dubuque 78,000 In Kind Other Community School District, City of Dubuque Leisure Services,Carnegie-Stout Public Library,St. Mark Youth Enrichment, Dream Center, Dubuque Community School District Summer Academy(proposed) Member Development In-Kind Training from Dubuque g,000 In Kind State/Local Community School Distrid(proposed) Training Rooms,Offce Space, Phone and Internet from 8 326 I In Kind Private Clarke University(secured) Administretive Cost from City of Dubuque(secured) I 45,839 In Kind State/Local ProgramDirectortraining(RequiredbyCityofDubuque) 1,000 InKind State/Local from City of Dubuque(secured) Funding from United Way of Dubuque Area Tri-States 1Q000 Cash Private (proposed) Total Source of Funds 277,585 �� https://egrants.cn s.gov/espan/main/report.jsp?sid=lBLgeH 1 e-KJ N Pu RmQdz3BJCF2XgjVWhlwVo7 VNTBkq6p-geEnwb9%211803294828%211 51 5 594 4... 5/5