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Signed Contract_Amendment to AmeriCorps Partners in Learning Grant
City of Dubuque City Council Meeting Consent Items # 9. Copyrighted November 1, 2021 ITEM TITLE: Signed Contract(s) SUMMARY: Hillcrest Family Services for use of Louis Murphy Park; Origin Design Co. for the Jule Bus Barn Rooftop Unit Removal; Iowa Commission on Volunteer Service for the 2021-2022 Formula Grant Amendment for the AmeriCorps Creating Opportunities Grant; Iowa Commission on Volunteer Service for the 2021-2022 Competitive Grant Amendment for the AmeriCorps Partners in Learning Grant. SUGGESTED Suggested Disposition: Receive and File DISPOSITION: ATTACHMENTS: Description Type Louis Murphy Park Agreement Supporting Documentation Amendment to AmeriCorps Creating Opportunities Supporting Documentation Grant Amendment to AmeriCorps Partners in Learning Grant Supporting Documentation Jule Bus Barn Rooftop Unit Removal Supporting Documentation Dubuque THE CITY OF DUB E W,t Masterpiece on the Mississippi 2017*2019 TO: Michael C. Van Milligen, City Manager FROM: Marie L. Ware, Leisure Services Manager SUBJECT: APRA Funding Amendment 21-22 Competitive AmeriCorps Grant Approval Request DATE: October 18, 2021 INTRODUCTION The purpose of this memo is request approval of the 2021-22 Competitive Grant Amendment recently sent to City Manager Mike Van Milligen by Tina Dunphy of the Iowa Commission on Volunteer Service on October 15, 2021. This request was approved by the Iowa Commission on Volunteer Service and is being sent via Adobe Sign due to COVID-19's impact on in -person documentation. This amendment has been reviewed by Barry Lindahl in the City Attorney's Office. BACKGROUND This memo is to inform you that our request for ARPA funding the AmeriCorps Partners in Learning Grant was approved by the Iowa Commission on Volunteer service and AmeriCorps, the Agency. This amendment will provide additional funding for the program to increase living allowances for currently serving AmeriCorps Members that was not initially awarded by Volunteer Iowa and AmeriCorps, the Agency in the original grant application. This amendment will allow for 4 additional Part -Time AmeriCorps positions: 1 for Arts & Culture called the Creative Literacy Specialist, and 3 for St Mark Youth Enrichment. BUDGETIMPACT This amendment identifies the total amount of federal funding coming to the Competitive Partners in Learning AmeriCorps Program at $303,600. This is an increase of approximately $99,840. This funding will cover the AmeriCorps Member Living Allowance, Member benefits and associated program costs. The departments and partners have already identified, secured, and approved any internal funding that may be necessary for these new positions. Currently, there is no match requirement for this program year due to a federal blanket waiver, so the program anticipates no additional City funding needed for this expansion. RECOMMENDATION I fully recommend approval of the 2021-22 Competitive Grant Amendment. attachment: 21-AC-10 2-NCE CC: Heather Satterly, AmeriCorps Program Director Jenny Larson, Budget and Finance Director 2 VOLUNTEER IOWA In Partnership with Iowa Economic Development Authority 1963 80 Avenue, Suite 200 I Des Moines, Iowa 50315 USA I Phone: 800,308,6987 volunteeriowa.org GRANT AMENDMENT GRANTEE: City of Dubuque GRANT NUMBER: 21-AC-10 PROGRAM NAME: AmeriCorps Partners in Learning AMENDMENT NUMBER: 1 AMENDMENT EFFECTIVE DATE: October 1, 2021 volunter K)WA THIS AMENDMENT is made by and between the IOWA COMMISSION ON VOLUNTEER SERVICE, ("Commission" or "Volunteer Iowa"), 1963 Bell Avenue, Suite 200, Des Moines, Iowa 50315, an agency of the State of Iowa, and City of Dubuque ("Grantee"), 50 West 13th Street, Dubuque, IA 52001, a city government. Due to award of additional American Rescue Plan Act funding and/or MSY, AmeriCorps Grant 21-AC- 10 is modified as follows: 1. TOTAL MAXIMUM GRANT AMOUNT: $303,600 2. ARTICLE 2.1 "FUNDING SOURCE": is amended to read as follows: The source of funding for the Grant is a federal grant from AMERICORPS [Code of Federal Domestic Assistance (CFDA) 94.006] for the AmeriCorps Program. A portion of the local match for this Grant is provided to the Grantee by Volunteer Iowa as described in Article 3.1. The source for this local match is AMERICORPS [CFDA 94.006]. The Grantee shall comply with the requirements, conditions and rules of AMERICORPS, the Commission and any other public or private entity having authority over the funds or the Grant. 3. ARTICLE 3.1, "GRANT" is amended to read as follows: The Commission grants $303,600 to the Grantee for AmeriCorps activities during the Grant Agreement Period. Of this amount, $243,760 is AMERICORPS funding for the AmeriCorps program and $59,840 is AMERICORPS funding that shall be used as match replacement for the AmeriCorps program. The program activities of the Grantee are to commence as of the Effective Date and shall be undertaken in such a manner as to assure their expeditious completion. All of the program activities required hereunder shall be completed on or before the Completion Date. 4. ARTICLE 7.1, "DOCUMENTS INCORPORATED BY REFERENCE": is amended to replace Attachment A, "Grant Application" with Attachment A as revised. Attachment B, "Budget" with Attachment B as revised. Additionally, per Volunteer Iowa request the following additional modifications are made: 3. ARTICLE 2.8 "ADMINISTRATIVE COST GUIDELINES": sections 2.8b, 2.8c, and 2.8d are amended to read that the Commission will invoice grantees on a biannual or other regular basis. Governor Kim Reynolds I Lt. Governor Adam Gregg I Executive director Adam Lounshury �,0,,, VOLUNTEER IOWA In Partnership with Iowa Economic Development Authority 1963 Bell Avenue, Suite 200 1 Des Moines, Iowa 50315 USA I Phone: 800,308,6987 volunteeriowa.org voluntL=r- 1 ( ,WA Except as otherwise revised above, the terms, provisions, and conditions of 21-AC-10 remain unchanged and are in full force and effect. City of Dubuque BY: Michael Van Milligen City Manager Iowa Commission on Volunteer Service BY. Adam Loumbwy (6ct25, 202 2 CDT) Adam Lounsbury Executive Director Governor Kim Reynolds I Lt. Governor Adam Gregg I Executive Director Adam Lounsbury 10) � Attachment A - Grant Application PART I - FACE SHEET APPLICATION FOR FEDERAL ASSISTANCE 1. TYPE OF SUBMISSION: Modified Standard Form 424 (Rev.02/07 to confirm to the Corporation's eGrants System) Application X❑ Non -Construction a. DATE SUBMITTED TO CORPORATION 3. DATE RECEIVED BY STATE: STATE APPLICATION IDENTIFIER: FOR NATIONAL AND COMMUNITY SERVICE (CNCS): 19-AUG-21 4. DATE RECEIVED BY FEDERAL AGENCY: FEDERAL IDENTIFIER: b. APPLICATION ID: 21 A C239001 18A CHIA 0010012 5. APPLICATION INFORMATION LEGAL NAME: City of Dubuque UEI NUMBER: DUNS NUMBER: 093105302 ADDRESS (give street address, city, state, zip code and county) 2200 Bunker Hill Rd Dubuque IA 52001 - 3010 County: Dubuque 6. EMPLOYER IDENTIFICATION NUMBER (EIN): 426004596 8. TYPE OF APPLICATION (Check appropriate box). ❑ NEW ❑ NEW/PREVIOUS GRANTEE ❑ CONTINUATION ❑X AMENDMENT If Amendment, enter appropriate letter(s) in box(es): ❑ ❑ A. AUGMENTATION B. BUDGET REVISION C. NO COST EXTENSION D. OTHER (specify below): American Rescue Plan augmentation 10a. CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER: 94.006 10b. TITLE: AmeriCorps State 12. AREAS AFFECTED BY PROJECT (List Cities, Counties, States, etc): Dubuque, IA NAME AND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER PERSON TO BE CONTACTED ON MATTERS INVOLVING THIS APPLICATION (give area codes): NAME: Heather M. Satterly TELEPHONE NUMBER: (563) 690-6171 FAX NUMBER: INTERNET E-MAIL ADDRESS: hsatterl@cityofdubuque.org 7. TYPE OF APPLICANT: 7a. Local Government - Municipal 7b. Local Government, Municipal 9. NAME OF FEDERAL AGENCY: Corporation for National and Community Service 11.a. DESCRIPTNETrrLEOFAPPLICANTS PROJECT: City of Dubuque AmeriCorps Program: Partners in Learning 11.b. CNCS PROGRAM INITIATIVE (IF ANY): 13. PROPOSED PROJECT: START DATE: 08/01/21 END DATE: 07/31/22 14. CONGRESSIONAL DISTRICT OF: a.Applicant IA 01 b.Program IA 01 15. ESTIMATED FUNDING: Year #: ❑2 16. IS APPLICATION SUBJECT TO REVIEW BY STATE EXECUTIVE ORDER 12372 PROCESS? a. FEDERAL $ 243,760.00 0 YES. THIS PREAPPLICATION/APPLICATION WAS MADE AVAILABLE b. APPLICANT $ 278,821.00 TO THE STATE EXECUTIVE ORDER 12372 PROCESS FOR REVIEW ON: c. STATE $ 0.00 DATE: d. LOCAL $ 0.00 ❑X NO. PROGRAM IS NOT COVERED BY E.O. 12372 e.OTHER $ 0.00 f. PROGRAM INCOME $ 0.00 17. IS THE APPLICANT DELINQUENT ON ANY FEDERAL DEBT? YES if "Yes," attach an explanation. ® NO g. TOTAL $ 522,581.00 18. TO THE BEST OF MY KNOWLEDGE AND BELIEF, ALL DATA IN THIS APPLICATION/PREAPPLICATION ARE TRUE AND CORRECT, THE DOCUMENT HAS BEEN DULY AUTHORIZED BY THE GOVERNING BODY OF THE APPLICANT AND THE APPLICANT WILL COMPLY WITH THE ATTACHED ASSURANCES IF THE ASSISTANCE IS AWARDED. a. TYPED NAME OF AUTHORIZED REPRESENTATIVE: b. TITLE: c. TELEPHONE NUMBER: Heather M. Satterly AmeriCorps Director (563) 690-6171 d. SIGNATURE OF AUTHORIZED REPRESENTATIVE: e. UA I L N, 05/26/21 Page 1 Narratives Executive Summary The AmeriCorps Partners in Learning (APIL) program proposes to have 49 AmeriCorps members who will tutor K-3rd grade struggling readers one on one or in small groups in the Dubuque Community School District's 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 400 students with literacy needs. In addition, the AmeriCorps members will leverage an additional too 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 $203,76o will be matched with $209,169, $193,419 in public funding and $15,750 in private funding. This grant includes augmentation with American Rescue Plan funding for the purpose of cash match replacement and expanding service. In addition to current service activities, ARP funding will also be used to provide these activities: increase enrichment programming. This will benefit 4o additional children. The general outcome(s) of these activities will be increased access to after school and summer enrichment programming. Rationale and Approach/Program Design THEORY OF CHANGE AND LOGIC MODEL Dubuque Community School District's (DCSD) students are not reading at grade level by 3rd grade. Data from DCSD's FAST (Formative Reading Assessment System for Teachers) and Certified Annual Enrollment provide us with current literacy rates. In Fall 2019, 36% of all DCSD 3rd grade students were not reading at grade level. When poverty is taken into consideration, the data is more severe. In Fall 2019, 47% of DCSD's 3rd grade students that were eligible for Free and Reduced Lunch did not read at grade level, compared to the 27% of Non -Free and Reduced Lunch students who did not read at grade level. When looking at all grade levels leading up to grade 3, the data is similar. In Fall 2019, 56% of DCSD end grade students, 53% of 1st grade students and 59% of Kindergarten students, were not reading at grade level. In the Fall of 2019, 39% of DCSD K-3rd grade students, or approximately 2,999 students, were not reading at grade level. 5 of 13 Dubuque elementary schools (Audubon, Fulton, Lincoln, Marshall, Prescott) are Title 1 which means they are designated as schools with high percentages of children from low-income families. In the remaining 8 elementary schools, there exists For Official Use Only Page 2 Narratives an increasing percentage of students in poverty: Bryant (39%); Carver (47%); Eisenhower (40%); Hoover (66%); Irving (42%); Kennedy (53%); Sageville (63%); Table Mound (38%). Our program realizes and understands that children from many backgrounds, impoverished or not, struggle with reading. However, living in poverty can create a reality for students that contributes to the struggle of 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 (1995-2003) demonstrated low income children heard 30 million fewer words total by age three than did more affluent children. These early gaps result in persistent academic 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 not engaged academically during the summer. The problem is particularly acute among low-income students who lose an average of more than two months in the summer. In Dubuque, the rate of impoverished households is rising. Research conducted by MIT in 2018 showed that there is a strong positive correlation between the poverty rate and affordable quality childcare. Because of this issue, our low-income families in our community struggle significantly with students accessing early childhood education and quality educational summer programming. 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 transition 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 2012 study by the Annie E. Casey Foundation states children who do not read proficiently by the end of third grade are four times less likely to graduate from high school on time than proficient readers. These ramifications are serious for both the individual student and the community. Our integrated, comprehensive, two pronged approach will ensure students with literacy needs read at grade level by the end of 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 1-1 or small group literacy support and enrichment activities. According to the Campaign for Grade Level Reading, communities must use a collaborative approach to ensure students read at grade level by 3rd grade. Our program works with both the school district and community partners to target literacy efforts in Dubuque's elementary For Official Use Only Page 3 Narratives 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. During the school year, the program will place 22 (11 RHT and ii MT) members as trained Academic Reading Tutors 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 1-1 or in small groups. Each session will occur at least three times per week for 15-30 minutes for a minimum of 10 weeks or 30 sessions and until the student has been reassessed and results show the child performing at grade level. Additionally, members will be providing limited targeted support to 4th (20 15-30 minute sessions) and 5th (10 15-30 minute sessions) grade students who have received at least 2 years of previous interventions from our program during K-3rd grades, who are not proficient or at risk of losing proficiency. 1 FT member with Carnegie Stout Public Library will focus on phonemic awareness skill building with the DCSD preschool programs. 3 QT members with St Mark Youth Enrichment will support literacy homework help and social -emotional learning during the after -school programs at 3 Title 1 DCSD schools. AmeriCorps members will use two specific interventions, LEAD 21 and Lexia, both of which are critical to the success of the tutoring session. These interventions are curriculum used by the classroom teacher and align with Iowa's Common Core standards. LEAD 21 is designed to foster essential literacy skills and strategies, such as phonemic awareness, phonics, fluency and comprehension. LEAD 21 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 each member to provide explicit, multi -sensory interventions in a specific skill area. LEAD 21 and Lexia intervention materials are already created for our members, which means all members are provided with a specific script to For Official Use Only Page 4 Narratives follow. School -based AmeriCorps members will target 800 DCSD students with literacy needs who start our tutoring program. The program defines start as a student who has at least io tutoring sessions with an AmeriCorps member. Of the 800 students that our members start with, 500 (ED 1A) will complete the tutoring program. The program defines completion as a student who has 30 tutoring sessions which equates to io weeks of the program with at least three sessions per week. Of those 500 students, 400 (ED 5A) 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 improving by 1 or more FAST determined risk levels from the student's 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. During the summer, the program will combat summer learning loss by placing 26 Minimum Time (MT) members in summer programs. AmeriCorps members will provide K-3rd grade students small group or i-1 literacy supports and enrichment programming. Each site will also provide additional literacy and enrichment interventions. Ten MT members will serve at DCSD's Summer Academy for the 6 week program. Six MT members will serve at Leisure Service Playground Explorations for the ten week program. One MT member will serve at Carnegie -Stout Public Library for the 6 week program. Six MT members will serve at St. Mark Youth Enrichment for the 6 week program. The school year tutoring program, coupled with the summer literacy support and enrichment programs, will ensure students read at grade level by 3rd grade. EVIDENCE BASE APIL's program design is evidence informed and meets the preliminary tier level. Using an outside evaluator, Dr. Rachel Daack PhD, of Clarke University, APIL conducted an outcome evaluation of the school -based portion of our literacy services which yielded positive results indicating the sustainability of student gains in reading over time. The results of the process evaluation to determine stakeholder perceptions of program delivery and student impacts were also positive, as are the student gains seem based on our annual performance measure data. The external outcome evaluation was conducted using a longitudinal cohort design during the 2018- 2019 program year for the 2017-2020 grant cycle. APIL has seen steady, positive student growth towards proficiency in annual performance measure results. In 2014-2015, our first year, the program saw a 67% improvement towards K-3rd grade reading proficiency, and in 2015-2oi6, the program saw an 89% increase towards K-3rd grade reading proficiency. The steady improvement in For Official Use Only Page 5 Narratives our program data led us to the two main questions for our external outcome evaluation, which were: 1) whether students at grade level by the end of third grade maintained growth to grade level through fifth grade? and 2) whether students in the high and low -risk categories at the end of third grade grew by fifth grade? Complete data sets of FAST reading proficiency scores were available from DCSD for 276 of the 321 individual students served by APIL during the school year program. The data sets were of students who were in end grade in 2014-2015 or 3rd grade in 2015-2016 through the end of 5th grade and were included in the study. The evaluation results indicated that 52% of the 111 students served that completed 3rd grade at grade level in reading remained at grade level in fifth grade. Of the 96 students with 'high risk' reading scores in 3rd grade, 5% had improved to grade level by 5th grade and nearly 30% improved by at least one risk level. Among the 69 students with 3rd grade 'some risk' scores, by 5th grade, 22% had improved to grade level and another 54% were able to maintain their 'some risk' rating. Additionally, 36% of these students dropped to 'some risk' and 12% dropped all the way to 'high risk' by fifth grade. The findings from the evaluation demonstrated that for most of the students we served, reading gains were maintained or continued to improve through 5th grade. However, for a portion of the students a decline was noted after 3rd grade and the end of APIL support. Taking this research data into consideration, the program and DCSD has determined that that APIL will extend its intervention model to provide limited target support to 4th and 5th grade students who received interventions from our program during K-3rd grade in an effort to help students maintain or improve their risk level. The program conducted a process evaluation from March 2016 to November 2016. The two main research questions were: 1) Is the APIL program being implemented consistently 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. Surveys completed by the site supervisors showed t00% of the 12 respondents agreed the interventions implemented by AmeriCorps members have helped children make progress in grade level reading; t00% agreed AmeriCorps is positively contributing to K-3rd grade reading proficiency; t00% 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 and professionalism. In the program's 2018-2019 school year, the program had 24 AmeriCorps members serve as Academic Reading Tutors. Out of the 1,078 K-3rd grade students served during the school year, 489 For Official Use Only Page 6 Narratives K-3rd grade Tier 2 students completed the tutoring program with the required dosage of three times per week for 15-30 minutes each session, for a minimum of 10 weeks or 30 sessions over the course of the school year. Of these 489 students, there were complete data sets for 477 students. Of the 477, 97% or 463 improved their FAST reading proficiency scores by at least 10 points, moving them toward grade level proficiency as reported for Performance Measure ED5A. During the Summer 2019, 199 students started the 6 week DCSD Summer Reading Academy, where 12 MT members served as academic and enrichment tutors. Based on FAST data, 56% of students improved by at least 1 risk level due to the summer program reading support they received, 31% of students remained at High Risk, 13% remained at some or low risk, and only 1% of students declined a risk level. Summer data from DCSD is meaningful to our program, because it shows that our program is helping stem the summer learning loss issues among our districts most at -risk students. DCSD is excited about the performance measurement and evaluation data, as both show students who completed the APIL AmeriCorps tutoring program during both the school year and summer program had positive gains in their reading proficiency. NOTICE PRIORITY The APIL program doesn't fit with any 2020-2021 CNCS priority areas. However, the program does fit with several of our State of Iowa priorities based on the ICVS State Service Plan: 1) comprehensive community strategy for Dubuque's Campaign for Grade Level Reading 2) engage underrepresented populations and those that provide a high return on investment 3) address disparities with minority populations 4) Governors priority areas of education, childcare and enrichment; and 5) 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 EXPERIENCE Member experience is a priority of our program. Development begins with the recruitment process where the Director strategically recruits, interviews and places members from our community to the site that is the best fit for each member. During their year of service, members are challenged to develop personally and professionally. Members are supported and developed at their host site in partnership with their site supervisors. The Director takes a personal, 1-1 approach with every member to challenge them in different ways. This can include community presentations, mentoring other members, applying for graduate school or leading service projects. Members also gain important For Official Use Only Page 7 Narratives experiences through our Days of Service which are conducted in partnership with Dubuque's National Service Partnership (DNSP), a collaboration of area national service members and programs. Through National Days of Service and DSNP, members learn about their community, network with other national service members, and participate in service opportunities. Members are provided 12 hours of orientation consisting of general information on the Corporation for National and Community Service (CNCS), AmeriCorps and the 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 review and sign the Member Service Agreement which includes the review of the National Criminal History Background Check, prohibited activities and grievance procedure. Members are trained on data collection, time sheets, and other program specific information. Additionally, members participate in 4 hours of communication training through a low/high ropes course to provide individual and team challenges, as well as 21 hours of training, spread out over monthly meetings, focused on Diversity, Equity and Inclusion, ensuring that members are able to provide the best support to students from different cultures and backgrounds. DCSD trains members on Tier 2 students, professionalism, confidentiality, LEAD 21 curriculum, and Lexia interventions. Members are provided intensive on -site training and orientation at their host site. Finally, all members develop and present a reflection project during our End of Service Ceremony and Life After AmeriCorps Training. Organizational Capability ORGANIZATIONAL BACKGROUND AND STAFFING APIL has been sponsored by the City of Dubuque since 2007. The City of Dubuque is a Municipal Corporation governed by an elected mayor and six -member council. The City relies on its expert personnel to plan and implement the grant and provides in -kind administration, personnel and fiscal support. The City Council reviews the grant and budget documents each year. The AmeriCorps Director, Heather Satterly, a 3-term AmeriCorps alum, has been the Director for 2 years in addition to working in Iowa AmeriCorps Grant Management for 3 years. Kim Stickney, also an AmeriCorps alum, has been the AmeriCorps Assistant for io years. She organizes and maintains key program paperwork such as Background Checks and Data Collection Submissions. Marie Ware, Leisure Services Department Manager, oversees the activities of the AmeriCorps Director and members. Marie has been directly and indirectly involved with grant award management for over twenty-five years for three cities and a non-profit agency. Arielle Swift, Assistant Public Works Director, previously our For Official Use Only Page 8 Narratives Accountant, has overseen the fiscal responsibilities of the program since 2015. Jennifer Raber, Finance Manager, & Jennifer Larson, Finance and Budget Director, have been training since April 2019, and will continue to be supported by Arielle. COMPLIANCE AND ACCOUNTABILITY APIL strongly believes in compliance and accountability. The program prides itself in having a reputation as a high functioning, low risk program and has a complete plan for compliance and accountability. The Director ensures site supervisors and host sites fully understand the prohibited activities, non -duplication and non -displacement guidelines, and all other rules and regulations through service agreements and training. The Director also conducts at least two site visits a year, as well as a mid-term review to ensure rules and regulations are being followed. The Director keeps lines of communications open between members and site supervisors to ensure compliance and accountability. The Director monitors the activities being performed through ongoing communication with members and site supervisors. The Director can visit any site, at any time without prior appointment. Should a compliance issue be suspected or arise, the Director holds a meeting with all parties involved to review guidelines and design a corrective action plan. If compliance issues continue to be a concern the members are removed from their assigned placement until the site can ensure all activities fall within the AmeriCorps guidelines. If compliance issues are not corrected, or re -appear, the Director will no longer place members at the host site. Lastly, 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, Host Site 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 update to detect instances of risk or noncompliance. The AmeriCorps Director runs all background checks on members. As these checks are completed, the Director completes the ICVS NSCHC Document Checklist and attaches it to copies of all Background checks. Additionally, copies of all checks are kept in the member electronic file, as well as in a hard copy format. The AmeriCorps Assistant reviews all background checks to ensure compliance. The Director and Assistant conduct member and staff file audits twice a year and works closely with its expert fiscal staff to ensure compliance. CULTURE THAT VALUES LEARNING APIL, as part of the City of Dubuque, believes in creating an equitable community of choice by being For Official Use Only Page 9 Narratives a data -driven & outcome focused high performance government built on four pillars: Equity, Resiliency, Sustainability and Compassion. The City of Dubuque City Council develops and sets goals, policy agenda top priorities and high priorities, as well as management agenda top priorities and high priorities based on the City mission and vision statements. These goals and priorities set the tone and expectations of the City government plan for the next 2 years, driving each department and division within the organization to collect data, measure performance, and continually strive to create meaningful impact for community members. All departments, including APIL, have performance measures that connect to the City goals and priorities. Data is collected on a regular basis and reported annually to the City Council and the community in the City annual budget review process. During this budget review process, all departments present the updates to performance measures and impacts to the City Council for a decision on the next years budget and goals. MEMBER SUPERVISION All of our members receive two layers of supervision. First, every host site designates a site supervisor. Each site supervisor provides daily supervision to their members and conducts biweekly, 1-1 meetings with each of their members for clear guidance. Site supervisors also provide on -site training as described previously and observations by the site supervisor to ensure accurate interventions. Second, the Director serves as an added level of supervision for all members. The Director meets regularly with each member to discuss progress and ensure member activities fall within allowable activities. The Director has an open door policy and members may contact via in -person meeting, email, phone, or text at any time for any reason. Each site supervisor is trained by the Director. Training occurs before members arrive on site and are completed in person, 1-1, as well as in recorded webinar format to review overall program changes. The site supervisor training consists of an overview of the CNCS and ICVS, member responsibilities, supervisor responsibilities and host site agreements, in -kind match documentation, time sheets, data collection, prohibited activities and unallowable activities including nonduplication and nondisplacement. Site supervisors can contact the Director with questions/concerns at any time. The AmeriCorps brand is a high priority for our program. All members receive apparel and a photo id, both with 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 participating in a community event. All host sites are provided an "AmeriCorps Members Serve Here" sign and display it in a prominent location. Cost Effectiveness and Budget Adequacy For Official Use Only Page 10 Narratives SEE BUDGET. Evaluation Summary or Plan APIL EVALUATION PLAN PROGRAM BACKGROUND/PROGRAM MODEL AmeriCorps Partners in Learning Program (APIL) has been extremely successful in its 20 years of operation, 13 of which have been under the leadership of the City of Dubuque. The program has always focused around education, however, the current iteration of APIL focuses on ensuring students read at grade level by 3rd grade and targeting students with literacy needs. The programs success in the Dubuque community is apparent in the over 75o AmeriCorps alumni giving over 45o,000 hours of service in our community. The AmeriCorps Partners in Learning Program has become an important part of the schools served. 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, ist, end and 3rd grade level. 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. SCOPE AND PURPOSE OF CURRENT EVALUATION As a Grantee receiving Corporation funds of less than $5oo,000 annually, AmeriCorps Partners in Learning is required to conduct a process evaluation. However, APIL has decided to again go beyond the minimum to conduct an external impact evaluation of its school year reading tutoring program. The evaluation will replicate the longitudinal cohort design that was used for the 2017-2020 grant cycle and add an additional component to determine if students who have received multiple years of reading interventions from the AmeriCorps program during K-3rd grade maintain or improve their reading proficiency by the 5th grade at the same or higher rates than students only served for a single year. The purpose of this evaluation is to better understand the sustainability of APIL AmeriCorps reading tutoring over time. The findings of the evaluation will help our AmeriCorps Program learn and grow to better support our students. Our intent, as a program and a partner in a community impact model, is to determine how effective our program is and to use this information to drive enhancements to our processes and procedures and inform future decision -making for our community. THEORY OF CHANGE For Official Use Only Page 11 Narratives Dubuque Community School District's (DCSD) students are not reading at grade level by 3rd grade. Data from DCSD's FAST (Formative Reading Assessment System for Teachers) and Certified Annual Enrollment provide us with current literacy rates. In Fall 2019, 36% of all DCSD 3rd grade students were not reading at grade level. In Fall 2019, 56% of DCSD end grade students, 53% of 1st grade students and 59% of Kindergarten students, were not reading at grade level. Overall, in the Fall of 2019, 39% of DCSD K-3rd grade students, or approximately 2,999 students, were not reading at grade level. 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 transition 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 2012 study by the Annie E. Casey Foundation states children who do not read proficiently by the end of third grade are four times less likely to graduate from high school on time than proficient readers. These ramifications are serious for both the individual student and the community. Our integrated, comprehensive, two pronged approach will ensure students with literacy needs read at grade level by the end of 3rd grade. The first approach consists of a school year program where members provide 1-1 or small group literacy interventions to struggling readers. Each session will occur at least three times per week for 15-30 minutes for a minimum of 10 weeks or 30 sessions and until the student has been reassessed and results show the child performing at grade level. Additionally, members will be providing limited targeted support to 4th (20 15-30 minute sessions) and 5th (10 15-30 minute sessions) grade students who received interventions from our program during K-3rd who are not proficient or at risk of losing proficiency. The second approach consists of a summer program where members provide 1-1 or small group literacy support and enrichment activities. This year-round approach ensures students continue to build on their grade level reading efforts from the school year through the summer months. OUTCOME OF INTEREST The outcome of interest underlying this impact evaluation is that students with literacy needs who For Official Use Only Page 12 Narratives receive APIL interventions will improve their reading proficiency as a result of the interventions provided by the APIL AmeriCorps members. This impact evaluation will study the FAST Assessment scores of students who have received AmeriCorps Interventions during their K-3rd grade years and the FAST Assessment scores of the same students after they have completed 5th grade. EVALUATION RESEARCH QUESTIONS The impact evaluation will address the following three research questions: 1) Do students supported by APIL who reach grade level reading proficiency by the end of third grade maintain growth to grade level through fifth grade? 2) Do students who receive multiple years of support by APIL improve or maintain proficiency through fifth grade at a higher rate than students supported for only one year? 3) Do students supported by APIL who remain in the high and some -risk categories at the end of third grade maintain their risk level by fifth grade? EVALUATION DESIGN APIL proposes to use a longitudinal cohort design to track changes in student reading proficiency over time. The strengths of this design include being able to utilize existing FAST data collected by our program and Dubuque Community School District, as well as data that will be collected during the 2019-2020 5th grade Spring FAST Assessment. The Dubuque Community School District conducts these evaluations, holds the data, and regularly analyzes this data, ensuring that the evaluation results will be produced with high reliability and validity. Another strength of this impact evaluation design is that our program will be replicating the same design that was conducted for the 2017-2020 grant competition. This allows our program to analyze new variables and also allows our program to build a long-term research plan with this design. One of the downsides of this design is that it can take several years acquire the data and some students may not complete 5th grade with the DCSD, which can reduce the final number of complete data sets to review. While this is a limitation, the positives of this design significantly outweigh the negatives. Our program will be able to utilize this long-term data to make changes to our program design and effectiveness. DATA COLLECTION AND ANALYSIS PLAN. APIL utilizes the results of the Formative Assessment System for Teachers (FAST), the state-wide mandated reading assessment used by Dubuque Community School District for all K-5th grade students to determine reading proficiency. The DCSD instructional coaches (who are also the AmeriCorps Site Supervisors) conduct the FAST Assessment three times each year. Much of the data For Official Use Only Page 13 Narratives for this evaluation has been collected, checked and processed in previous years by both the DCSD and the program for yearly performance measures while students were being served during their K-3rd grade years. Data is collected in the same way for every program year to ensure accuracy and consistency. Each program years data is held by the program to allow for the program to compare which students are seen for multiple years. The program will only pull student data for students who met dosage and duration requirements of our program. The APIL Director sends DCSD a list of students who have completed the programs dosage and duration requirements. The DCSD reviews the students spring FAST scores and risk levels for both 3rd and 5th grade and then cleans this data of all Personal Identifiable Information of the students and provides the risk levels for 3rd and 5th grade and the total number of years the students were served by APIL to our external evaluator to analyze how many students improved, maintained or declined from their 3rd grade FAST risk level to their 5th grade FAST risk level using a multivariate regression model. Our evaluator analyzes this quantitative data and aggregates it into a report for our AmeriCorps Program and DCSD, looking for themes, concerns, or outliers. EVALUATO R Q UALI FI CATI O NS Dr. Rachel Daack, PhD, of Clarke University, will work closely with the Program Director to develop and execute our impact evaluation. Dr. Daack has a BA in Global Studies, a MA in Geography and a PhD in Interdisciplinary Studies and currently served as a Professor of Sociology at Clarke University in Dubuque, IA. Dr. Daack has prior experience with APIL, as she conducted both the Outcome Evaluation (2018-2019) and Process Evaluation (2015-2016). Dr. Daack also provides evaluation services to several community organizations, which includes St. Mark Youth Enrichment and the Dubuque Dream Center, which support the Dubuque Campaign for Grade -Level Reading Initiative, making her an ideal evaluator for our program. Heather Satterly is a 3-term AmeriCorps alum, and has been the AmeriCorps Director of the City of Dubuques AmeriCorps Partners in Learning Program for 2 years. Heather has a BS degree in Recreation, Parks and Tourism Administration with an emphasis on Recreation Therapy from Western Illinois University. Heather has also worked for another competitively funded Iowa AmeriCorps Program as a Program Manager for 3 years. She organizes and maintains Student logs and Data Collection Submissions from AmeriCorps Members and handles the compilation of all member -student intervention data. Tammy Duehr is the Lead Instructional Coach and the K-5th grade Language Arts Coordinator for For Official Use Only Page 14 Narratives the Dubuque Community School District. Tammy has been an educator for the past 28 years. She has a BS in Elementary Education and Early Childhood Education from Clarke University and a MS in Reading from Southern Connecticut State University. She was a first and second grade classroom teacher for 20 years and has held her current positions for the past 8 years. As one of her job responsibilities, she is always involved with student data. DCSD currently uses FastBridge as their literacy screener. Gathering, analyzing, and interpreting FAST data is something DCSD does three times each year. Tammy is responsible for pulling all the data off the FastBridge system and organizing it for the district and for individual schools to analyze and make instructional decisions. Tammy has participated in State meetings to learn about FAST and has the support of Keystone AEA when working with FAST data. BUDGET Line Item Total Year 1 Year 2 Year 3 Notes Staffing (Evaluator) $3,000 $1,000 $1,000 $1,000 $5o/hr @ 20 hours Staffing (DCSD) $3,48o $1,16o $1,16o $i,16o $58/hour @ 20 hours Budget Total $6,48o $2,16o $2,16o $2,16o TIMELINE In 2020-21(Year One), program staff will begin to pull student data of students who have only received services for one year in Q1. In Q2, program staff will provide a finalized list of students served for only one year to DCSD and DCSD will begin to pull 3rd grade and 5th grade FAST scores, risk level, race, gender and Free -Reduced Lunch status. In Q3, DCSD staff will provide the cleaned data to our external evaluator, who will begin the analysis. Program staff will begin to pull student names who were served for multiple years. In Q1 of Year Two (2021-2022), program staff will finalize the list of students who received AmeriCorps services for multiple years during K-3rd grade and will provide the list of students to DCSD. In Q2 and Q3, DCSD will begin to pull 3rd grade and 5th grade FAST scores, risk level, race, gender and Free -Reduced Lunch status. In Q3, DCSD staff will provide the cleaned data to our external evaluator, who will begin the analysis. Data will be analyzed and a report will prepared for the final evaluation report in Q1 of Year Three (2022-2023) for submission with our next recompete application due to CNCS in January 2023. The Evaluator, Program Staff and DCSD staff will meet together to review the report to determine a post -evaluation action plan to drive decision making for continuous improvements to reading interventions, delivery methods, member training, For Official Use Only Page 15 Narratives and/or management systems will be developed. Amendment Justification Approved for additional funding via the American Rescue Plan for cash match replacement and expanding service. Clarification Summary 20-21 CLARIFICATIONS Section 1G - Staff Training: The City of Dubuque has historically set aside funding for the AmeriCorps Director's professional development. These funds are utilized towards yearly conferences, such as the Iowa Women's Leadership Conference for community networking and leadership development; as well as towards trainings and conferences to help the AmeriCorps Director improve their public speaking skills as it relates to recruitment and training of AmeriCorps Members and towards 'train the trainer' conferences that will allow the AmeriCorps Director to take back knowledge and establish trainings for AmeriCorps Members. A perfect example of this is the current equity -based curriculum for AmeriCorps Members that was developed after the AmeriCorps Director attended a 32-hour Equity 'train the trainer' workshop. All trainings, conferences and workshops will relate to the professional development of the AmeriCorps Director to continually improve the AmeriCorps Program. 20-21 Programmatic Resolutions: 1. In order to better explain the impact of the AmeriCorps project on the identified community need, please clarify numbers of Tier 2 students in grades K-3 in the schools to be served as well as the percent of students who are in need to be served by AmeriCorps members. -As of January 2020, the most recent FAST assessment has shown that the total number of K-3rd grade students on a tier II intervention is 556. This is 19% of the total number (2852) of K-3 students in the Dubuque community school district. Due to COVID-19, DCSD will be unable to conduct their Spring FAST assessment and expects that the Fall 202o FAST assessment will show a significant increase in the number of students needing Tier II interventions. During the 2020-2021 Academic School Year, the AmeriCorps program expects to serve 500 students, which is approximately go% of Dubuque Community School District's K-3 Tier II students (as of January 2019 FAST Assessment). Of those 500 students, AmeriCorps Partners in Learning will improve the reading risk level of 400 K-3 Tier II students (8o%). For Official Use Only Page 16 Narratives 21-22 Financial Resolutions: 1. Budget has been adjusted to the approved amount of $203,761 for 13.18 MSY. No change made to performance measures. Continuation Changes 2021-2022 CONTINUATION CHANGES APPLICANT INFO: The program has made an adjustment to the Applicant Info section regarding the naming convention of the program. The program's name has been adjusted to City of Dubuque AmeriCorps Program: Partners in Learning from the City of Dubuque AmeriCorps Partners in Learning Program. This is to allow for a more streamlined branding change in lieu of the new AmeriCorps Branding Guidelines. Additionally, the email associated with the program was updated. EXECUTIVE SUMMARY: The AmeriCorps Partners in Learning (APIL) program proposes to have 5o AmeriCorps members who will tutor K-3rd grade struggling readers one on one or in small groups in the Dubuque Community School District's elementary schools and summer programs. At the end of the second program year, the AmeriCorps members will be responsible for increasing the reading scores of 400 students with literacy needs. In addition, the AmeriCorps members will leverage an additional too 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 $218,261 will be matched with $224,400, $198,000 in public funding and $26,400 in private funding. CHANGES IN OPERATING SITES: There are no anticipated changes in operating sites. SIGNIFICANT CHANGES IN PROGRAM SCOPE OR DESIGN: The program requests 1 additional minimum -time AmeriCorps Member for an increase in .21 MSY. This member will serve with Carnegie -Stout Public Library during our summer program alongside the 1 FT AmeriCorps Member. The program has previously had 2 MT Members serving during the For Official Use Only Page 17 Narratives summer months prior to have 1 FT member requested. The Host Site has determined that they need the additional MT member for their Summer Reading Program to prevent the loss in program capacity that has previously been built. CHANGE TO PERFORMANCE MEASURES: N/A SIGNIFICANT CHANGES TO STAFFING: The AmeriCorps Program Assistant that has been with our program for nearly io years retired in the 2020-2021 program year. The program has reviewed the role of the part-time assistant and has changed the position to a part-time AmeriCorps Program Coordinator. This position will still have duties associated with monitoring program compliance, but added duties to the position include member technical support. Sarah Berna, an AmeriCorps Alum, has previously worked as a temporary coordinator for the program, as well as a Site Supervisor for the Program's AmeriCorps Members and as an outside contractor for developing virtual curriculum for COVID-19 Virtual Tutoring. Sarah is a certified teacher with a background in Elementary Education. BUDGET REVISIONS: The revised program budget includes increased costs for the living allowance and associated costs with the increase of .21 MSY. The program also requests an increase in funding in a total of $9,000 to cover costs associated with AmeriCorps Member technology purchased to continue program services during COVID-19. The host organization's rate is $3o/month per iPad. With 25 iPads, the data costs associated with the AmeriCorps Virtual Tutoring is $9,000. To prevent barriers to access, the program invested in iPads with data plans for members to utilize to provide virtual tutoring services. This has allowed members who cannot afford home internet to provide virtual tutoring to our school district's virtual students in a safe manner. Without knowing how long students may be learning in a virtual setting, the program anticipates needing data plans connected to these AmeriCorps Member iPad. Additionally, the program has invested in the approved CNCS AmericaLearns Data Collection System to increase the program's ability to collect and evaluate reliable data. The cost of this system is $6,000 per program year. This system will decrease administrative burden related to the previous data collection methods for the program and will allow for an increased focus on member management and compliance monitoring. The requested increase results in a $16,300/MSY. Grant Characteristics For Official Use Only Page 18 Performance Measures MSYs by Fatiin Aiea 0Education: 15.18 Tablet: MSYs by Focus Areas Focus'. IMSYS Education 100% MSYs by Objective K-12 Suooess:15.18 Table2: MSYs by Objectives Objectives ' . K- 12 Success 100% % of MSY NPAI VS applicant VS Not in ANY 12% _J 88% ■ Applicant:0 National:13.39 Not in ANY 1 .79 Tablel %MSYs by NPM vs.Applicant vs. Not in ANY NPM Applicant Not in ANY 88% 0% 12% Table4: No of MSY and Members by Objective Primary Focus Area: Education Primary Intervention: Tutoring Secondary Focus Area: Secondary Intervention: For Official Use Only Page 19 Performance Measure: Tutoring K-3 grade students in Reading -ocus Education Objective: K- 12 Success No of 13.39 No of 50 Area: MSY's: Members: Problem Statement: Dubuque Community School District's students are not reading at grade level by 3rd grade. There are a few challenges that create this problem. First, is poverty. Students living in poverty are more likely to be unprepared for kindergarten. Research shows children from low income homes have limited exposure to reading and vocabulary in the early years which can result in persistent academic challenges in elementary school. Second, is summer learning loss. Research spanning 100 years has proven students lose ground academically when they are out of school for the summer. Therefore, the purpose of AmeriCorps Partners in Learning is a two pronged program. During the school year, members tutor K- 3rd grade students with literacy needs in the elementary schools in reading to ensure students read at grade level by 3rd grade. Students will be identified as having a literacy need based upon their scores with the Iowa FAST testing. 5 of the 13 elementary schools have a majority of students who are eligible for free or reduced lunch. Students tutored at these 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%. During the summer, members spend 50% of their time tutoring K- 3rd grade students with literacy needs who are enrolled in a summer program in reading to combat the summer slide. Students tutored in the summer will be identified as having a literacy need based upon their scores with the Iowa FAST testing. 5 of the 13 elementary schools have a majority of students who are eligible for free or reduced lunch. Students who attend one of these 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%. Selected Interventions: Tutoring Describe Interventions: During the school year, 11 RHT and 11 MT tutor K- 3rd grade, Tier 2 students identified through the Multi - Tier System of Supports in reading in small groups or one on one at least three 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 the child performing at grade level. Research shows tutoring sessions for Tier 2 students must be at least three times a week for 15- 30 minutes to be effective. 30 sessions equates to 10 weeks of our program if sessions are at least three times per week for 10 weeks. Research shows 10 weeks is sufficient to see academic gains in the school year. Materials used complement classroom curriculum. Members are trained on data collection processes during orientation and by DCSD at their on- site trainings. The program's dosage and duration are revisited to reinforce tutoring sessions are occurring according to the program' s standards. The program uses strong data collection tools to collect information for our output (ED1A). Each member is given a student log to collect students' name, teacher, grade and number of sessions for each intervention used. The members send their data to the Director and Assistant, biweekly, where they analyze the data, ensure accuracy, and organizes the data by school and member. The program sends the collected data to the site supervisor quarterly to analyze for accuracy and progress to targeted outputs and outcomes. The program has an agreement with DCSD to get literacy data on the students we serve in a timely For Official Use Only Page 20 Performance Measure: Tutoring K-3 grade students in Reading Problem Statement: Sgi&og�dnterventions: manner. In the spring, the Director sends DCSD a list of students who completed the program. DCSD compares the completed students' fall and spring reading assessments and analyzes how many students improved from fall to spring FAST Assessment. DCSD provides the program with each school's number and percent of students who improved. ED1 A Output: ED1A: Number of individuals served Target: 500 Individuals Measured By: Tracking System Described Instrument: Members will record the name and school of each student who starts the school year program on the Student Attendance Log. The list of student names will be cross referenced to ensure no student is counted twice. Members will track each student's individual tutoring session on the Student Attendance 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 have a literacy need will be counted in this measure. Students will be identified as having a literacy need based upon their scores with the Iowa FAST testing. Members will record the number of tutoring sessions completed for each student. Each session must meet the requirement of one on one or small group for at least 15- 30 minutes. For our school year program, students who have received at least 30 tutoring sessions and have a literacy need will be counted as having completed the school year program. Students will be identified as having a literacy need based upon their scores with the Iowa FAST testing. ED5A Outcome: ED5A: Number of students with improved academic performance Target: 400 Students Measured By: Standardized Test Described Instrument: During our school year program, in the fall students 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 tutoring program and is appropriate for K- 3rd grade. FAST has demonstrated reliability and validity for K- 3rd grade students. FAST will be administered to students in the spring at the end of the school year. Students who complete our school year program (30 sessions or more), who have a literacy need and who improve in their risk level from the fall to spring FAST assessment For Official Use Only Page 21 Performance Measure: Tutoring K-3 grade students in Reading Problem Statement: Sgl�godnterventions: Described Instrument: will be counted under this measure. Students will be identified as having a literacy need based upon their scores and risk level with the Iowa FAST testing. A change in risk level is significant because the FAST expects students to grow by a risk level. Therefore, if struggling students , they are showing great growth from fall to spring. For Official Use Only Page 22 Program Information AmeriCorps Funding Priorities *Check any priority area(s) that apply to the proposed program. In order to Advancing Racial Equality receive priority consideration, applicants must demonstrate that the priority area is a significant part of the program focus, high quality program design, and outcomes. Grant Characteristics *Check any characteristics that are a significant part of the proposed program. Geographic Focus- Urban For Official Use Only Page 23 Demographics Other Revenue Funds Number of volunteers generated by AmeriCorps members Percent of disadvantaged youth enrolled 100 For Official Use Only Page 24 Document Name Required Documents Status For Official Use Only Page 25 bio bjD CC en ° p. b o > bn °' a cd cd ct w bn as° U m "d b cd b,o M 0 O a� a� , g U> cz bA cd .° a O C y o 4 C. ° A. o U bA "Zvi U ,g In Cd bA o > as ° ° � ° Obio g bA ° ° ° s� � CdC. n bU �C ° U O y N o '•� tom. �" cd as. ° N 4- w "d cC ccd cUd p. m 0 O U +ww w o A 0. 74 �yy + o -4� 4 cz a .3 bA ° 3°° - 0 �i � O m m vi N °' °' ° cad ca d cd ��+ N w 4- >, a a$> m w C ,�" U cd F V cz f tom. mWO WD o b bo ¢� a M o v.x cz O o z a Cd w � 3 + l4 b s. o a� O U Cd 00 cu C U a cd 41 o o ° z cu A a a> ° O N o Q' w0 0 bA ,� rn ° v] Cad '� G�J F Q W N ..0. G". 0 U a) is b �A 'a••' 0 ++ �t "bA bA fir" v] bA >,. •O 7U. V] •G�"� 0 0 w O > r' p .O °41° WO 5 P. �. "d M cz �s"C O c. 45 ° ti "C "d ^ a as °�xco E- �w .oa"dcz '.cli 1°3� u N N •d w= r cd bibio [� O +� OR14 U) I'd m C3 "C v v° -14 'cz U i n pq a� �bU �� a � •U U 0.bjO�' U w +v�"i oa o b��p ' ;-4•~ C.)v C4 cu r.�°j 0) Cddd cu P... O O A U A �+ a) cli OM O +� cd .� . O O , , v] M v) .. ° aU'i asAl 4 .> U)"o � �w y WDto CC U N L 4 cz a� b �. O CD N a) rn :li di 70 O _U 0) O J E� o o O a a� 0 U O Sr U H .d (-i N F-� o U � O � O O N U A'd °�acd ��� v' A � q�4a � O cz cll It O O a Attachment B - Budget RPT_BGT_424 City of Dubuque AmeriCorps Program: Partners in Learning City of Dubuque Application ID: 21AC239001 Budget Dates: Total Amt CNCS Share Grantee Share Section I. Program Operating Costs A. Personnel Expenses 65,872 57,000 8,872 B. Personnel Fringe Benefits 32,252 22,936 9,316 C. Travel Staff Travel 1,580 0 1,580 Travel to CNCS-Sponsored Meetings 779 0 779 0 Member Travel Total $2,359 $0 $2,359 D. Equipment E. Supplies 1,620 0 1,620 F. Contractual and Consultant Services 29,874 0 29,874 G. Training Staff Training 1,000 0 1,000 Member Training 2,700 0 2,700 Total $3,700 $0 $3,700 H. Evaluation 7,160 4,648 2,512 I. Other Program Operating Costs 8,735 6,402 2,333 Section I. Subtotal $151,572 $90,986 $60,586 Section I Percentage 60% 40% Section II. Member Costs A. Living Allowance Full Time (1700 hrs) 19,550 0 19,550 1-Year Half Time (900 hours) 41,400 40,000 1,400 Reduced Half Time (675 hrs) 85,382 25,510 59,872 Quarter Time (450 hrs) 15,525 12,825 2,700 Minimum Time (300 hrs) 117,300 38,150 79,150 2-Year Half Time (2nd Year) 0 0 0 2-Year Half Time (1st Year) 0 0 0 Three Quarter Time (1200 hours) 0 0 0 Abbreviated Time (100 hrs) 0 0 0 Total $279,157 $116,485 $162,672 B. Member Support Costs FICA for Members 21,356 15,023 6,333 Worker's Compensation 8,933 6,284 2,649 Health Care 4,800 4,800 0 Total $35,089 $26,107 $8,982 Section II. Subtotal $314,246 $142,592 $171,654 Section II. Percentages 45% 55% Section III. Administrative/Indirect Costs A. Corporation Fixed Percentage Corporation Fixed Amount 51,849 5,268 46,581 Commission Fixed Amount 4,914 4,914 0 Total $56,763 $10,182 $46,581 B. Federally Approved Indirect Cost Rate Section III. Subtotal $56,763 $10,182 $46,581 Section III Percentage 18% 82% Section I + III. Funding Percentages 49% 51% Budget Totals $522,581 $243,760 $278,821 Budget Total Percentage 47% 53% Required Match 0% Form 424A Modified SF-424A (4/88 and 12/97) Page 1 October 1, 2021 1:59 PM City of Dubuque AmeriCorps Program: Partners in Learning RPT_BGT_424 City of Dubuque # of years Receiving CNCS Funds 15 Total MSYs 15.18 Cost/MSY $16,058 Total Amt CNCS Share Grantee Share Budget Totals $0 $0 $0 Budget Total Percentage 0% 0% Required Match 0% # of years Receiving CNCS Funds 15 Total MSYs 15.18 Form 424A Modified SF-424A (4/88 and 12/97) Page 2 Budget Narrative for 21AC239001 Page 1 of 5 Budget Narrative: City of Dubuque AmeriCorps Program: Partners in Learning for City of Dubuque Section I. Program Operating Costs A. Personnel Expenses Position/Title -Qty -Annual Salary -% Time CNCS Share Grantee Share Total Amount AmeriCorps Director: - 1 person(s) at 67100 each x 83.61 % usage 55,000 1,102 56,102 AmeriCorps Coordinator: - 1 person(s) at 19540 each x 50 % usage 2,000 7,770 9,770 Category TotalsIL 57,000 8,87211 65,872 i� B. Personnel Fringe Benefits Purpose -Calculation CNCS Share IL Grantee Share11 Total Amount AmeriCorps Director Benefits Package: Health Flat Rate=$13032 + 22,936 0 22,936 FICA@ .0765=$4292 + IPERS@.0991= $5560 + Life@.000927=$52 AmeriCorps Coordinator Benefits Package: FICA@.0765= $747 + 0 9,316 9,316 IPERS@.0991= $968 + HEALTH=$7601 Category TotalsIL 22,936 9,316 L 11 32,252 C. Travel Staff Travel Purpose -Calculation CNCS Share Grantee Share11 Total Amount Travel to CNCS-Sponsored Meetings: Director travel to 1 CNCS Sponsored 0 779 F 779 meeting: $229 airfare, $400 in hotel, meal= $50 per day diem x 3 days = $150 Travel to ICVS sponsored meeting: ICVS (Director travel to ICVS sponsored meeting: 2 Trips to Des Moines @ 450 miles each=900 miles x .58 per mile 0 1,000 1,000 (City of Dubuque policy approved mileage reimbursement rate) = $522; $50 per day diem x 3 days $150; $328 for 3 night in hotel) Director's Travel: Director Travel (Mileage for site supervision for 18 site visits, 60 midterm reviews, and service projects, x 1000 miles per year x .58 per mile 0 580 580 (City of Dubuque policy approved mileage reimbursement rate)=$580.) Category TotalsIL 0 2,359 2,359 Member Travel Purpose -Calculation CNCS Share Grantee Share11 Total Amount Category Totals IL 0 0 L 0 D. Equipment Item/Purpose -Qty -Unit Cost CNCS Share i Grantee Share 11 Total Amount https:Hegrants. cns. gov/espan/main/report.j sp?sid=61085Jrg4R7vgM4uAOcHm-wvr-OR5 e... 10/ 1 /2021 Budget Narrative for 21AC239001 Page 2 of 5 E. Supplies Category Totals IL0 0�1 0 L Item -Calculation 11 CNCS Share Grantee Share Total Amount Member Gear with AmeriCorps Logo: Member gear w/AmeriCorps logo (Uniform shirts & badges, 53 x approx. $28.31= $1500; all with AmeriCorps 0 1,500 1,500 logo) AmeriCorps Office supplies: AmeriCorps office supplies (paper, ink, toner, 0 120 120 pens, pencils, post -it notes) $10 per month x 12= $120 Category TotalsIL 0 1,620 1,620 F. Contractual and Consultant Services Purpose -Calculation -Daily Rate ILCNCS Share IL Grantee Share Total Amount Member Supervision (DCSD School Year): 3 hours of direct member supervision/week per member for 34 weeks by 11 DCSD staff @ a minimum of 0 28,050 28,050 $25/hour- Daily Rate of 25 AmeriCorps Copy Machine Lease: AmeriCorps Office Copy machine 0 1,824 L:�4 @$456/quarterly*4 = $1824- Daily Rate of 0 Category Totals 0 29,874 29,874 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 registration, $50 per day 0 1,000 1,000 diem x 8 = 1000- Daily Rate of 125 Category Totals 0 1,000 IF 1,000 Member Training Purpose -Calculation -Daily Rate CNCS Share IL 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 Orientation and ongoing training: Member Orientation (Portfolios, handbooks, printed materials and other training supplies as needed. $30 x 50 0 1,500 1,500 members=1500. 3 day orientation training for fall and summer members. Ongoing monthly training for both fall and summer members.)- Daily Rate of 30 Category TotalsIL 0 2,70011 2,700 H. Evaluation https:Hegrants. cns. gov/espan/main/report.j sp?sid=61085Jrg4R7vgM4uAOcHm-wvr-OR5 e... 10/ 1 /2021 Budget Narrative for 21AC239001 Page 3 of 5 Purpose -Calculation -Daily Rate I CNCS Share ji Grantee Share 11 Total Amount Program Evaluation to support AmeriCorps program Evaluation Plan: Program Evaluation conducted by outside evaluator ($58/hr for 20 hours=$1,160)- Daily 0 1,160 1,160 Rate of 58 AmericaLearns Data Collection System: CNCS Approved AmericaLearns Data Collection System for collection of raw data by AmeriCorps Members = $6,000- 4,648 1,352 6,000 Daily Rate of 0 Category Totals 4,648 2,512 7,160 I. Other Program Operating Costs Purpose -Calculation CNCS Share Grantee Share Total Amount Criminal History Background Checks: Background Checks (57 x $54 each = 3087. Includes FBI, state of residence and state of service checks for 49 2,862 225 3,087 members and 4 site summer supervisors. No funds budgeted for 2 program staff- no expected turn -over. Site Liabilitiy Insurance: $500 flat rate 0 500 500 Member Timekeeping System: Member Timekeeping System ($16 x 53 0 848 848 members=$784) AmeriCorps Director Cell Phone: Program Director cell phone/lpad combo $60 x 12= $720 (negotiated rate per sponsor); For AmeriCorps Program/Staff use 0 720 720 only. Member Assistance Program (MAP): Member Assistance Program from ASC- 740 40 780 $250 Enrollment + $10 x 53 = $780 AmeriCorps Program Technology Replacement: AmeriCorps Staff Tech Replacement cost & timeline per Host Org Tech Replacement Policy(Yr 2: 2,800 0 2,800 Coordinator Laptop Computer + 2 monitors, Mouse & keyboard $2800) Category Totals 6,402 2,333 8,735 Section TotalsIL 90,986 60,586 L I 151,572 PERCENTAGEIL 60% 40% Section II. Member Costs A. Living Allowance Item -# Mbrs w/ Allow -Allowance Rate -# Mbrs w/o Allow IL CNCS Share Grantee Share Total Amount Full Time (1700 hrs): 1 Member(s) at a rate of 19550 each 0 19,550 19,550 :_ Members W/O allowance 0 1-Year Half Time (900 hours): 4 Member(s) at a rate of 10350 each 40,000 1,400 41,400 Members W/O allowance 0 2-Year Half Time (1st Year): Member(s) at a rate of each 0 0 0 Members W/O allowance 2-Year Half Time (2nd Year): Member(s) at a rate of each 0 0 0 Members W/O allowance Reduced Half Time (675 hrs): 11 Member(s) at a rate of 7762 each �F 25,510 59,872 85,382 Members W/O allowance 0 https:Hegrants. cns. gov/espan/main/report.j sp?sid=61085Jrg4R7vgM4uAOcHm-wvr-OR5 e... 10/ 1 /2021 Budget Narrative for 21AC239001 Page 4 of 5 Quarter Time (450 hrs): 3 Member(s) at a rate of 5175 each 12,825 2,700 15,525 Members W/O allowance 0 Minimum Time (300 hrs): 34 Member(s) at a rate of 3450 each 38,150 79,150 117,300 Members W/O allowance 0 Three Quarter Time (1200 hours): 0 Member(s) at a rate of 0 each 0 0 0 Members W/O allowance 0 Abbreviated Time (100 hrs): Member(s) at a rate of each 0 0 0 Members W/O allowance Category TotalsIL 116,485 162,672 L 279,157 B. Member Support Costs Purpose -Calculation CNCS Share Grantee Share Total Amount FICA for Members:.0765 X 279157= $21356 15,023 6,333 21,356 Worker's Compensation:.032 x 279157= 8933 6,284 2,649 8,933 Health Care: $400*12 / FT member = 4800 4,800 0 4,800 Category Totals 26,107 8,982 35,089 Section TotalsIL 142,592 11 171,654 314,246 PERCENTAGE 45% 55% Section III. Administrative/Indirect Costs A. Corporation Fixed Percentage Item -Calculation CNCS Share Grantee Share Total Amount Corporation Fixed Amount: Corporation Fixed Amount @ 5.26% x CNCS share section I + CNCS share section II x 60%= $7372 max Grantee share = 10% 5,268 46,581 51,849 total section I + total section 11 = $46582 Commission Fixed Amount: ICVS Fixed Amount @ 5.26% X CNCS section I + 4,914 0 4,914 CNCS section I I x 40%= $4914 Category TotalsIL 10,182 46,581 L 1� 56,763 B. Federally Approved Indirect Cost Rate Calculation -Cost Type -Rate -Rate Claimed -Cost Basis ILCNCS Share Grantee Share Total Amount Category TotalsIL 0 011 0 Section TotalsIL 10,182 46,58111 56,763 PERCENTAGEIL 18% 82% Budget TotalsIL 243,760 278,821 522,581 https:Hegrants. cns. gov/espan/main/report.j sp?sid=61085Jrg4R7vgM4uAOcHm-wvr-OR5 e... 10/ 1 /2021 Budget Narrative for 21AC239001 Page 5 of 5 PERCENTAGE 47% _Jl 53% Total MSYs 15.18 =ost/MSY 16,058 Source of Funds Sect Match Description IL F Amount Classification Source American Rescue Plan Match Replacement Funds (Secured) 59,840 Cash Federal Dubuque Community School District (Secured) 45,000 Cash State/Local Source of Funds Dubuque Community School District (Secured) 28,050 In Kind State/Local St Mark Youth Enrichment (Secured) IL 15,750 Cash Private 11 City of Dubuque (Secured) IL 130,181 Cash State/Local Total Source of Funds11 278,821 https:Hegrants. cns. gov/espan/main/report.j sp?sid=61085Jrg4R7vgM4uAOcHm-wvr-OR5 e... 10/ 1 /2021 Menu g Help Log Out Back Print Add Delete Edit Save Grant/Project Tracking Grant/Project: 21-AC-10 - 21-22 City of Dubuque AmeriCorps Program: Partners in Learning - 2021 Status: Underway Program Area: 2021-2022 AmeriCorps State Grantee Organization: City of Dubuque Program Officer: ,Jamie Orozco Nagel Awarded Amount: $199,687.00 Instructions Please complete this budget to reflect your organization's approved budget in eGrants. Any funding that is provided through separate contracting with Volunteer Iowa, such as Power Fund, Mentoring, etc. should be listed under "ICVS State Funds" for the purposes of this budget. The majority of grantees will NOT have any funds in the ICVS column. DO include the total Admin amount in the budget. When complete, click "save" at the top of the form. REQUIRED fields are marked with a red asterisk (*). Versions Version: Revised to include ARPA Funds 10/20/2021 Kristin Honz Created Date Created By 21-22 Cost Reimbursement Budget Versions I Make Current Version Return to Components Approved Budget Row Federal ICVS Share State Funds ARP Match Grantee Share Replacement Local Match TOTAL BUDGET o Match /a Section I Program Operating Costs Personnel Expenses $57,000.00 $0.00 $0.00 $8,872.00 $65,872.00 13.47 Personnel Fringe Benefits $22,936.00 $0.00 $0.00 $9,316.00 $32,252.00 28.89 Travel Staff Travel $0.00 $0.00 $0.00 $1,580.00 $1,580.00 100.0 Travel to CNCS-Sponsored Meetings $0.00 $0.00 $0.00 $779.00 $779.00 100.0 Member Travel $0.00 $0.00 $0.00 $0.00 $0.00 0 Equipment $0.00 $0.00 $0.00 $0.00 $0.00 0 Supplies $0.00 $0.00 $0.00 $1,620.00 $1,620.00 100.0 Contract & Consultant Services $0.00 $0.00 $0.00 $29,874.00 $29,874.00 100.0 Training Staff Training $0.00 $0.00 $0.00 $1,000.00 $1,000.00 100.0 Member Training $0.00 $0.00 $0.00 $2,700.00 $2,700.00 100.0 Evaluation $4,648.00 $0.00 $0.00 $2,512.00 $7,160.00 35.08 Other Program Operating Costs $6,402.00 $0.00 $0.00 $2,333.00 $8,735.00 26.71 Section 11 Member Support Costs Member Living Allowance $116,485.00 $0.00 $50,858.00 $111,814.00 $228,299.00 71.25 FICA for Members $15,023.00 $0.00 $6,333.00 $0.00 $15,023.00 42.16 Worker's Compensation for Members $6,284.00 $0.00 $2,649.00 $0.00 $6,284.00 42.15 Member Health Care $4,800.00 $0.00 $0.00 $0.00 $4,800.00 0 Section III Administration Admin $10,182.00 $0.00 $0.00 $46,581.00 $56,763.00 82.06 Totals $243,760.00 $0.00 $59,840.00 $218,981.00 $462,741.00 Last Edited By: Kristin Honz, 08/10/2021 lowa.gov - The Official Website of the State of Iowa. Dulles Technology Partners Inc. 21-AC-10 DBQ PIL Amendment 01 ARP - combined Final Audit Report Created: 2021-10-25 By: Tina Dunphy (tina.dunphy@volunteeriowa.org) Status: Signed Transaction ID: CBJCHBCAABAADTwJiFYugRwX0lXwc_GpWwNgn92R04Z6 2021-10-25 "21-AC-10 DBQ PIL Amendment 01_ARP - combined" History Document created by Tina Dunphy (tina.dunphy@volunteeriowa.org) 2021-10-25 - 12:46:19 PM GMT P+ Document emailed to City Manager (ctymgr@cityofdubuque.org) for signature 2021-10-25 - 12:51:38 PM GMT Email viewed by City Manager (ctymgr@cityofdubuque.org) 2021-10-25 - 1:57:09 PM GMT �S© Document e-signed by City Manager (ctymgr@cityofdubuque.org) Signature Date: 2021-10-25 - 2:14:08 PM GMT - Time Source: server C'y Document emailed to Adam Lounsbury (adam.lounsbury@volunteeriowa.org) for signature 2021-10-25 - 2:14:10 PM GMT Email viewed by Adam Lounsbury (adam.lounsbury@volunteeriowa.org) 2021-10-25 - 3:52:32 PM GMT &0 Document e-signed by Adam Lounsbury (adam.lounsbury@volunteeriowa.org) Signature Date: 2021-10-25 - 3:52:48 PM GMT - Time Source: server Agreement completed. 2021-10-25 - 3:52:48 PM GMT a Adobe Sign