AmeriCorps Grant Agreement for Fiscal Year 2017-2018 Copyrighted
July 17, 2017
City of Dubuque Consent Items # 13.
ITEM TITLE: AmeriCorps Grant Agreement for Fiscal Year 2017-2018
SUMMARY: City Manager recommending approval of the 2017-2018
AmeriCorps Partners in Learning Campaign for Grade
Level Reading Agreement with the Iowa Commission on
Volunteer Service.
SUGGESTED DISPOSITION: Suggested Disposition: Receive and File; Approve
ATTACHMENTS:
Description Type
2017-18 AmeriCorps Partners in Learning Grant City Manager Memo
Agreement-MVM Memo
2017-18 AmeriCorps Grant Staff Memo Staff Memo
17-181CVS Grant Application Supporting Documentation
17-181CVS Grant Attachment Supporting Documentation
2017-18 Grant Application - Draft Supporting Documentation
2017-18 Budget Narrative Supporting Documentation
2017-18 Budget Summary Supporting Documentation
THE COF Dubuque
DtUB
E All-America
City
Masterpiece on the Mississippi 1 1 1 1"
2009•2012•2013•2019
TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: 2017-2018 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Agreement
DATE: July 11, 2017
The City of Dubuque's Partners in Learning AmeriCorps Program has been awarded a
grant from the Corporation for National and Community Service. The $238,569 grant is
for the period of September 1, 2017 to August 31, 2018. The source of match funding is
a match from AmeriCorps sites and in-kind match for administration and training. The
total grant application is $516,154. This grant is funded through federal dollars and is
year one of a three-year grant cycle.
Data from the 2016-2017 academic year showed that the AmeriCorps program was a
huge success! 88% of students attended school 90% of the time or more; 89% of
students improved from fall to spring. Strong attendance is so important for students'
success. Having AmeriCorps members as Academic Reading Tutors for K-3rd grade
struggling readers provides students extra academic support and another safe, caring
adult in their lives. We are making a difference in the lives of Dubuque's children.
Leisure Services Manager Marie Ware recommends City Council approval of the 2017-
2018 AmeriCorps Partners in Learning Campaign for Grade Level Reading Agreement
with the Iowa Commission on Volunteer Service.
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
Marie L. Ware, Leisure Services Manager
Nancy Van Milligen, President & CEO, Community Foundation of Greater
Dubuque
Stan Rheingans, Superintendent, Dubuque Community School District
2
THE CF Dubuque
briAnd
DUjB E All-America City
1 I
Masterpiece on the Mississippi 11110
2007.2012.2013.2017
TO: Michael C. Van Milligen, City Manager
FROM: Marie L. Ware, Leisure Services Manager
SUBJECT: 2017-2018 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Agreement
DATE: July 11, 2017
INTRODUCTION
The purpose of this memorandum is to request signature on the attached grant
agreement with the Iowa Commission on Volunteer Service for the City of Dubuque
2017-18 AmeriCorps Partners in Learning Campaign for Grade Level Reading grant.
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.
AmeriCorps members are paid a 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 interventions with evaluative data and
use of a logic model. We provide evidence that the proposed intervention is effective
for the proposed population and community need. A third-party evaluation was
completed and the evaluation provided excellent feedback on the Partners in Learning
Program. This was used in the writing of the grant attached.
1
DISCUSSION
The City of Dubuque's Partners in Learning AmeriCorps Program has been awarded a
grant from the Corporation for National and Community Service. The grant is for the
period of September 1 , 2017 to August 31 , 2018. It will provide a grant of$238,569.
The source of match funding is a match from AmeriCorps sites and in-kind match for
administration and training. The total grant application is $516,154. This grant is
funded through federal dollars and is year one of a three-year grant cycle. The program
is directed by Mary Bridget Corken-Deutsch.
The AmeriCorps grant was completely rewritten three years ago to focus on the Grade
Level Reading Campaign. The City Council's priorities have included work on the
campaign. This focus now 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. The work of AmeriCorps members is just
one part of the Campaign for Grade Level Reading locally.
AmeriCorps members have become partners in the school they serve. AmeriCorps
Director Mary Bridget Corken-Deutsch worked with Shirley Horstman - Student Services
Director, Cindy Steffens — Director of Elementary Education and Tammy Duehr— Lead
Instructional Coach for the Dubuque Community School District to formulate a program
that continues to place AmeriCorps members in elementary schools at the
Kindergarten, 1 sc 2nd and 3rd 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.
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 to 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; 6 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 program.
Data from the 2016-2017 academic year showed that the AmeriCorps program was a
huge success! 88% of students attended school 90% of the time or more; 89% of
students improved from fall to spring. Strong attendance is so important for students'
success. Having AmeriCorps members as Academic Reading Tutors for K-3rd grade
struggling readers provides students extra academic support and another safe, caring
adult in their lives. We are making a difference in the lives of Dubuque's children.
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The agreement was reviewed by Assistant City Attorney, Maureen Quann.
BUDGETIMPACT
The match for the grant is paid for by in-kind supervision, donated office space, as well
as funds from the Dubuque Community School District, St. Mark's, Dream Center,
Leisure Services Recreation Division, and Carnegie-Stout Public Library and United
Way of Dubuque Area Tri-States. The 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 2017, the City budgeted $4,298 for grant writing as that is not
covered by the grant (100-34-911). This is for 6% of the AmeriCorps Director's time.
This is not a grant eligible expense.
The current 2016-2017 grant has been budgeted in the current FY 2017 city budget and
the remainder will be proposed in the FY 2018 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% of the total grant. This grant would run from August 1 , 2017 through July
31 , 2018. This grant application is a federal grant. This application is year one of a
three-year grant cycle, pending federal funding and a reapplication on each year.
RECOMMENDATION
I fully recommend a signature authorizing the 2017-2018 AmeriCorps Partners in
Learning Campaign for Grade Level Reading Agreement with the Iowa Commission on
Volunteer Service.
MLW:jlr
attachment: 2017-2018 Grant Agreement
2017-2018 Grant Application
copy Mary Bridget Corken-Deutsch, AmeriCorps Director
Jenny Larson, Budget Director
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17-AC-10-4.1
IOWA COMMISSION ON VOLUNTEER SERVICE
AMERICORPS GRANT AGREEMENT
GRANT NUMBER: 17-AC-10-4.1
AWARD DATE: 8/1/2017
AWARD AMOUNT: $233,800.00
GRANTEE FED. ID. #: 42-6004596
THIS AMERICORPS AGREEMENT is made by and between IOWA COMMISSION ON
VOLUNTEER SERVICE, 200 East Grand Avenue, Des Moines, Iowa 50309 ("Commission" or
"Volunteer Iowa"), an agency of the State of Iowa, and the City of Dubuque ("Grantee"),
oAddress», Dubuque, IA 52001, a city government.
WHEREAS,the Commission is designated to receive, administer and disburse AmeriCorps funds;
and
WHEREAS, the Commission desires to disburse grant funds to the Grantee for eligible purposes
primarily addressing community needs identified in the Grant Application; and
WHEREAS, the Grantee submitted an application for funding to the Commission and the
Commission has approved the application; and
WHEREAS, in approving the application, the Commission has relied upon the representations of
the proposed Program activities; management and financial condition of the Grantee; investment
of other Grantee funds; and other material information contained therein; and
WHEREAS, the Grantee has certified to the Commission that the primary purpose for obtaining
AmeriCorps funds is to make a significant impact in the community while providing a meaningful
service opportunity for the AmeriCorps members;
NOW, THEREFORE,the Grantee accepts this grant upon the terms and conditions set forth in this
Agreement. In consideration of the mutual promises contained in this Agreement and other good
and valuable consideration, it is agreed as follows:
ARTICLE I DEFINITIONS
As used in this Agreement,the following terms shall apply:
1.1 ACT. "Act" means the National and Community Service Act of 1990 (42 U.S.C. 12501 et
seq.), as amended by the Serve America Act, (42 U.S.C. S.12501 et seq.).
1.2 AWARD DATE. "Award Date" means the date for which the Commission approved the grant
award.
1.3 GRANT AGREEMENT or AGREEMENT. "Grant Agreement" or"Agreement" means this
Agreement and all of the exhibits, attachments and documents referred to in the Agreement and
all other instruments or documents executed by the parties or otherwise required in connection
with the Agreement.
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17-AC-10-4.1
1.4 PROGRAM. "Program" means the detailed description of the work, services, and other
obligations to be performed or accomplished by the Grantee as described in this Agreement and
the AmeriCorps application approved by the Corporation for National and Community Service
("Corporation" or "CNCS') and the Commission as authorized by the National and Community
Service Act of 1990, as amended.
1.5 COMPLETION DATE. "Completion Date" is 7/31/2018 and is the date by which the
Agreement ceases to be in force and effect. The Agreement expires upon the occurrence of one of
the following: a) Program tasks have been fully accomplished including fulfillment of the
obligations identified in Article VI as of the date stated above; or b)the Agreement is terminated
by Volunteer Iowa due to any default under Article 8.1; or c) the Agreement is terminated in
accordance with the provisions set forth in Article 10.3. Except in limited circumstances, the
Program Completion Date will not be extended beyond 90 (ninety) days past the original Program
Completion Date.
1.6 ALLOWABLE COSTS. "Allowable Costs"are those costs which are identified in Attachment
A, Grant Application; Attachment B, Budget; and consistent with Federal regulations and
guidelines applicable to the AmeriCorps program.
ARTICLE 11 FUNDING
2.1 FUNDING SOURCE. The source of funding for the Grant is a federal grant from CNCS
[Code of Federal Domestic Assistance(CFDA)94.006]for the AmeriCorps Program. The Grantee
shall comply with the requirements, conditions and rules of CNCS,the Commission and any other
public or private entity having authority over the funds or the Grant.
2.2 RECEIPT OF FUNDS. All payments under this Agreement are subject to receipt by the
Commission of sufficient federal funds for the AmeriCorps Program. Any termination, reduction
or delay of CNCS funds to the Commission shall, at the option of the Commission, result in the
termination, reduction or delay of CNCS funds to the Grantee.
2.3 PRIOR COSTS. If any grantee has received written approval from the Commission to incur
certain costs prior to the Award Date of this Agreement, then said written approval and the terms
and conditions therein are incorporated herein and made a part of this Agreement by this reference
as if fully set forth.
2.4 USE OF GRANT FUNDS. The Grantee shall expend funds received under the Grant only for
the purposes and activities described in its application and approved by the Commission and in
compliance with applicable federal and state law and regulations.
2.5 BUDGET AMENDMENTS. The following budget changes shall be subject to prior approval
of the Commission through the amendment process as provided for in Article 10.6. Budget
amendments shall be requested from the Commission and approved prior to implementation of the
budgetary changes. Budget amendments shall be compatible with the terms of this Agreements
and of such a nature as to qualify as an allowable cost. Budget amendments requested during the
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17-AC-10-4.1
final ninety(90) days of the Agreement period will be approved on a limited basis. The following
circumstances require budget amendments.
a) Budget changes which would result in changes in excess of ten percent(10%) of the total
budget.
b) Budget changes which would lower the Grantee's percent share of costs required under
this Agreement.
c) Budget changes which would add costs in a previously unbudgeted line item or that
include supplies in excess of$1,000 per item or equipment valued at greater than $5000,
regardless of the ten percent budget limitation.
2.6 DISBURSEMENT OF LESS THAN THE TOTAL AWARD AMOUNT. If the total award
amount has not been requested by the Grantee within sixty(60) days of the Completion Date,then
the Commission shall be under no obligation for further disbursement.
2.7 MEMBER COSTS. The award amount contemplated by this Agreement reflects a maximum
possible payment based on full member enrollment. In the event that the Program does not fully
recruit the awarded member service years(MSY),the Commission may reduce the federal funding.
The Commission reserves the right to request repayment of any federal funds disbursed above the
reduced federal amount.
2.8 ADMINISTRATIVE COST LIMITATIONS. Federal funds used for reasonable
administrative costs, are allowable. The federal share of administrative costs shall be limited to
five percent(5%)of the CNCS funds in Sections I and II of the approved budget. The Commission
retains up to 2% of the federal share of administrative costs. The variance in the Award Amount
as compared to federal funds reflected in the budget is due to the Commission withholding these
funds from the Award. Grantees are eligible for additional administrative costs in the Grantee
Share of the budget. These amounts are approved at the time of award and are reflected in the
budget. (Fixed-amount awards are exempt from these requirements and will not have any
administrative costs retained by the Commission).
2.9 UNALLOWABLE COSTS. If Volunteer Iowa determines at any time, whether through
monitoring, audit, closeout procedures or by other means, that the Grantee has expended funds
that are unallowable,the Grantee will be notified of the questioned costs and given an opportunity
to justify questioned costs prior to Volunteer Iowa's final determination of the disallowance of
costs. Appeals of any determinations will be handled in accordance with the provisions of Chapter
15h, Iowa Code. If it is Volunteer Iowa's final determination that costs previously paid by
Volunteer Iowa are unallowable under the terms of the Agreement, the expenditures will be
disallowed and the Grantee shall repay to Volunteer Iowa any and all disallowed costs. Grantee
shall repay all disallowed costs within thirty (30) days. Volunteer Iowa may work out a payment
plan with the Grantee at its discretion.
2.10 NATIONAL SERVICE CRIMINAL HISTORY CHECKS DISALLOWED COSTS. If
Volunteer Iowa determines at any time, whether through monitoring, audit, closeout procedures,
program self-reporting, or by other means, that any portion of the National Service Criminal
History Check(NSCHC)process has not been completed as required, Volunteer Iowa will follow
the most recent version of the CNCS NSCHC Enforcement Guide to assess disallowance in cases
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17-AC-10-4.1
of noncompliance or other unallowable circumstances as described in the Guide. Disallowance
payments must be made with non-federal funds.
ARTICLE III TERMS OF GRANT
3.1 GRANT. The Commission grants $233,800.00, for the time period of 8/1/2017 to 7/31/2018,
to the Grantee for AmeriCorps activities. The services of the Grantee are to commence as of the
Award Date and shall be undertaken in such a manner as to assure their expeditious completion.
All of the services required hereunder shall be completed on or before the Completion Date.
3.2 WORK TO BE PERFORMED. Subject to the provisions set forth in this Agreement,
Volunteer Iowa grants funds to the Grantee to perform activities and services as specifically
outlined in Attachment A entitled "Grant Application" dated January 4, 2017, attached hereto, and
incorporated by this reference, and for such other tasks as Volunteer Iowa and Grantee may agree
to in writing.
3.3 DISASTER DEPLOYMENT. In the case of a state-declared disaster, Grantee's members
and/or grant-funded staff may be voluntarily deployed as an asset of the state. In case of
deployment, allowable related expenses outside of the scope of the approved Application may be
eligible for reimbursement. All disaster deployments must be approved by Volunteer Iowa.
Organizations serving as part of the Iowa Disaster Cadre may also be deployed underthe Volunteer
Iowa Cooperative Agreement with Federal Emergency Management Agency (FEMA). The terms
of these deployments are covered in Attachment C, "Iowa AmeriCorps Disaster Cadre".
3.4 ADMINISTRATION. The Agreement shall be administered in accordance with all applicable
State and Federal laws,regulations and guidance, including those found in Exhibit F, "AmeriCorps
Program Director Manual", which has been distributed by Volunteer Iowa to the Grantee.
ARTICLE IV CONDITIONS TO DISBURSEMENT OF FUNDS
Unless and until the following conditions have been satisfied, the Commission shall be under no
obligation to disburse to the Grantee any amounts under the Grant Agreement:
4.1 GRANT AGREEMENT EXECUTED. The Grant Agreement shall have been properly
executed and returned to Volunteer Iowa prior to the grant agreement start date or within thirty
(30) days of Volunteer Iowa's transmittal of the final Agreement to the Grantee.
4.2 BINDING FINANCIAL COMMITMENTS. Upon request, the Grantee will provide a
resolution of the Board of Directors, or other Governing Body of the Grantee, authorizing the
execution and delivery of this Grant Agreement and such other papers as the Commission may
reasonably request, and specifying the officer(s) authorized to execute the Grant Agreement and
bind the Grantee.
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17-AC-10-4.1
4.3 GRANTEE DOCUMENTATION. The Grantee shall have completed the following Start
Forms related to program management and compliance.
a) Must be approved: Financial Survey and NSCHC Policy, Procedures, and Associated
Information
b) Must be submitted: Program Design Chart, Performance Measures & Enrollment; Start
Form Attachments components due 8/1 (Member Service Agreement, Member
Orientation Agenda); and Financial and Program Policies
4.4 SUBMISSION OF TAXPAYER IDENTIFICATION NUMBER. Completion and
submission of form "W-9, Request for Taxpayer Identification Number and Certification."
ARTICLE V REPRESENTATIONS AND WARRANTIES OF GRANTEE
To induce the Commission to make the Grant referred to in this Agreement,the Grantee represents,
covenants and warrants that:
5.1 AUTHORITY. The Grantee is duly organized and validly existing under the laws of the State
and is in good standing, and has complied with all applicable laws of the State of Iowa. The
Grantee is duly authorized and empowered to execute and deliver this Agreement. All action on
the part of the Grantee, such as appropriate resolution of their governing body for the execution
and delivery of the Agreement, has been effectively taken.
5.2 FINANCIAL INFORMATION. All financial statements and related materials concerning
the Grantee and the Program provided to the Commission are true and correct in all material
respects and completely and accurately represent the subject matter thereof as of the effective date
of the statements and related materials, and no material adverse change has occurred since that
date.
5.3 GRANT APPLICATION. The content of the grant application the Grantee submitted to the
Commission for funding is a complete and accurate representation of the Grantee and the Program
as of the date of submission and there has been no material adverse change in the organization,
operation, or key personnel of the Grantee since the date the application was submitted to the
Commission.
5.4 CLAIMS AND PROCEEDINGS. There are no actions, lawsuits or proceedings pending or,
to the knowledge of the Grantee, threatened against the Grantee affecting in any manner
whatsoever their rights to execute the Agreement or the ability of the Grantee to make the payments
required under the Agreement, or to otherwise comply with the obligations of the Agreement.
5.5 PRIOR AGREEMENTS. The Grantee has not entered into any verbal or written contracts,
agreements or arrangements of any kind, which are inconsistent with the Grant Agreement.
5.6 EFFECTIVE DATE. The covenants, warranties and representations of this Article are made
as of the Award Date of this Agreement and shall be deemed to be renewed and restated by the
Grantee at the time of each request for disbursement of funds.
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17-AC-10-4.1
ARTICLE VI GRANTEE OBLIGATIONS AND AFFIRMATIVE COVENANTS
The Grantee covenants with Volunteer Iowa that:
6.1 PROGRAM WORK AND SERVICES. The Grantee shall perform in a satisfactory and
proper manner, as determined by the Commission,the work and services detailed in the approved
Grant Application (Attachment A) by the Completion Date.
6.2 COMPLIANCE WITH LAWS AND REGULATIONS. The Grantee shall comply with all
applicable State and Federal laws, rules, ordinances, regulations and orders, including but not
limited to the National and Community Service Act as amended by the Serve America Act, the
Corporation's regulations (45 CFR §§ 2500-2599), and the AmeriCorps Terms and Conditions.
All Grantees are subject to all requirements under 2 CFR Chapters I and II.
6.3 USE OF DEBARRED, SUSPENDED, OR INELIGIBLE CONTRACTORS OR
SUBRECIPIENTS. CNCS funds shall not be used directly or indirectly to employ, award
contracts to, support with member placements, or otherwise engage the service of, or fund any
organization, or contractor during any period of debarment, suspension, or placement in ineligible
status under 2 CFR Part 180 or any applicable law or regulation.
6.4 MONITORING. To fulfill its fiduciary responsibilities and programmatic obligations, the
Commission shall conduct grant agreement oversight activities under this Agreement. The
Commission shall conduct monitoring on a routine basis based on the Commission's risk
assessments. The Commission shall conduct grant agreement oversight activities from the
Commission offices, on site at the Grantee's offices, virtually using electronic communications,
or a combination of these approaches. The Grantee shall implement and maintain sufficient
management practices and systems to assure compliance with all programmatic and fiscal
obligations under this Agreement. The Grantee's responsibilities in this regard extend to oversight
of its sites and their financial and program duties as an agent of the Grantee under this Agreement.
6.5 ACCESS TO RECORDS. The Grantee shall permit, with or without prior notice and at any
time, the Commission, Auditor of the State of Iowa or any authorized representative of the State,
and where federal funds are involved, the Comptroller General of the United States or any other
representative of the United States Government, to access and examine, audit, and/or copy any
directly pertinent books, documents, papers and records of Grantee relating to orders, invoices, or
payments or any other documentation or materials pertaining to this Agreement. The Commission
shall make every effort to provide prior notice and to access records from Monday through Friday,
between the hours of 8:00 a.m. and 5:00 p.m.; unless the Commission determines it necessary to
access records during other days or hours. Such rights to access shall continue as long as the
records are retained by the Grantee. Records may be accessed in hard copy, electronically, on site,
or in other ways as necessary to meet the needs of the Commission. Regardless of the method, all
records will be managed by the Commission in accordance with proper records management
procedure(s) while they are in the possession of the Commission. Access to records shall be
granted within 72 hours of the request unless other arrangements have been agreed to by the
Commission.
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17-AC-10-4.1
6.6 RECORDS RETENTION. All records of the Grantee relating to this Agreement shall be
retained for a period of three (3) years following the date of final payment or completion of any
required audit and resolution of any audit findings, whichever is later. In addition to financial
records and supporting documentation, this includes statistical records, evaluation and program
performance data, member information and personnel records and any other records needed to
document compliance with federal requirements and to justify costs and matching share.
6.7 PROGRAMMATIC DOCUMENTATION. The Grantee shall deliver to Volunteer Iowa
upon request, (a) copies of all contracts or agreements relating to the Program, (b) invoices,
receipts, statements or vouchers relating to the Program, (d) member or staff records or files and
program performance and evaluation data related to this Program, (d) a list of all unpaid bills for
labor and materials in connection with the Program, (e) budgets and revisions showing estimated
Program costs and funds required at any given time to complete and pay for the Program, (f)
current and year-to-date operating statements and (g) any other such grant-related documents as
requested, in order to verify compliance with applicable state and federal AmeriCorps
requirements.
6.8 NOTICE OF PROCEEDINGS. The Grantee shall promptly notify Volunteer Iowa of the
initiation of any claims, lawsuits or proceedings brought against the Grantee.
6.9 NOTIFICATIONS. In the event the Grantee becomes aware of any material alteration in the
Program, initiation of any investigation involving the Program or any similar occurrence, the
Program shall promptly notify the Commission.
6.10 REPORTS. The Grantee shall prepare, review, certify and submit the requests and reports as
outlined below in the form and content specified by Volunteer Iowa. The Grantee shall review all
Claims and verify that claimed expenditures are allowable costs. The Grantee shall maintain
documentation adequate to support all claimed costs reported for federal reimbursement or Grantee
Share.
ITEM SYSTEM OR DUE DATE (as noted or
FORMAT working day before if due date
falls on a weekend or holiday)
Financial Reporting
Claim and Signed GAX Claims component 25a' of each month (or an
form in iowagrants.gov quarterly dates provided in
AmeriCorps Program Director
Manual, if approved)
Final Claim and Signed Claims component Within 60 days of Grant
GAX in iowagrants.gov Agreement Completion Date
Federal Financial Report Status Report in April 25, 2018 and October 25,
(FFR) iowagrants.gov 2018
Unexpended Funds Report- Status Report in April 25, 2018
competitive grantees iowagrants.gov
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17-AC-10-4.1
Unexpended Funds Report- Status Report in May 25, 2018
formula grantees iowagrants.gov
Final FFR Status Report in Within 60 days of Grant
iowagrants.gov Agreement Completion Date
Audit Report, Management Email or hard copy Within 30 days of audit
Letter& Reconciliation completion
Report
Performance Measure& Program Progress Reporting
Program Start Forms Start Form Pre-Award, August 1, 2017;
components in September 1, 2017; October 1,
iowagrants.gov 2017
Program Progress Report Status Report in January, 15, 2018; April 15,
(January, Mid, End, Final) iowagrants.gov 2018; October 15, 2018; and
Within 30 days of Grant
Agreement Completion Date
Closeout Packet Status Report in Within 60 days of Grant
iowagrants.gov Agreement Completion Date
Other Reports various formats As contained in the AmeriCorps
Program Director Manual or as
notified by Volunteer Iowa
6.11 AUDIT.
a) Single Audit. Grantees expending $750,000 or more in federal awards in their fiscal year
shall ensure that an audit is performed in accordance with the Office of Management and
Budget(OMB) Uniform Guidance (2 CFR Chapter I, and Chapter II, Parts 200, 215, 220,
225, and 230) as applicable. The audit and accompanying management letter(or other
accompanying documents) shall be submitted to the Commission within 30 days after the
completion of the audit, unless a longer period is agreed to by both parties.
b) Other Audit of Financial Review. Grantees expending less than $750,000 in federal
awards in a year are exempt from any federal audit requirements for that year, but shall
comply with audit requirements prescribed by state or local law. Grantees that have an
audit or financial review performed that is inclusive of a grant period(s) covered by this
agreement must submit a copy of the audit or review to the Commission within 30 days
after completion.
c) Auditor of State. The Commission may engage the Auditor of State in conducting a
review or audit at any time. If such an engagement occurs, the Grantee must cooperate
with the process and provide records and files to enable the Auditor of State to conduct a
thorough review.
6.12 MAINTENANCE OF PROGRAM PROPERTY AND INSURANCE. Grantee shall
maintain, with financially sound and reputable insurers, insurance to protect its properties against
losses or damages of the kind customarily insured against by corporations of established favorable
reputation engaged in the same or similarly situated. Grantee shall, on request of Volunteer Iowa,
furnish a schedule of all insurance carried by it, setting forth in detail the amount and type of such
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17-AC-10-4.1
insurance. The insurance shall be in an amount not less than the full insurable value of the Program
property. The grantee shall name Volunteer Iowa as a loss payee, as appropriate, and submit copies
of the policies to Volunteer Iowa.
6.13 CERTIFICATIONS. The Grantee certifies and assures that the Program will be conducted
and administered in compliance with all applicable Federal and State laws, regulations and orders.
Certain statutes are expressly made applicable to activities assisted under the Act by the Act itself,
while other laws not referred to in the Act may be applicable to such activities by their own terms.
The Recipient certifies and assures compliance with the applicable orders, laws and implementing
regulations, including but not limited to,the following:
a) Financial Management guidelines issued by the U.S. Office of Management and Budget,
Uniform Guidance (2 CFR 200).
b) Certifications and Assurances agreed upon at the time of application as detailed in the
AmeriCorps Application Instructions, (Exhibit D, pages 47-53).
ARTICLE VII DOCUMENTS INCORPORATED BY REFERENCE; PRIORITY
7.1 DOCUMENTS INCORPORATED BY REFERENCE. The following documents are
hereby incorporated by reference:
a) Attachments
i. Attachment A, "GRANT APPLICATION", dated January 4, 2017 on the SF424,
form (attached)
ii. Attachment B, 'BUDGET" (attached)
iii. Attachment C, "IOWA AMERICORPS DISASTER CADRE."(attached, if applicable)
b) Exhibits
i. Exhibit A, "ACT", The National and Community Service Act of 1990 as amended by
the Serve America Act,
httns://www.nationalservice.gov/sites/default/files/nage/Service Act 09 11 13.ndf
ii. Exhibit B, "FEDERAL REGULATIONS", 45 CFR §§ 2500-2599,
htty://www.nationalservice.gov/sites/default/files/nage/AmeriCorns Regulations 9 1
1_13.ndf
iii. Exhibit C, "AMERICORPS TERMS AND CONDITIONS", 2017 AmeriCorps Terms
and Conditions, including both the General Terms and Conditions and the Program
Specific Terms and Conditions for AmeriCorps State and National
a. "2017 General Terms and Conditions"
https.//euants.cns.gov/termsandconditions/2017GeneralTAndC20161129-
508.ndf
b. "2017 Program Specific Terms and Conditions"
httns://earants.cns.gov/termsandconditions/Final20l7AmeriCorysTC2017041
3.ndf
iv. Exhibit D, "NOTICE OF FEDERAL FUNDING OPPORTUNITY", including both
the Notice of Funding Opportunity and Mandatory Supplemental Guidance for 2017
AmeriCorps State and National Grants
a. "2017 Notice of Funding Opportunity"
httns://www.nationalservice.gov/documents/main-menu/2016/2017-notice-
funding-opportunity
9
17-AC-10-4.1
b. "2017 Mandatory Supplemental Guidance"
https://www.nationalservice.gov/documents/main-menu/2016/2017-
mandatorv-supplemental-guidance
v. Exhibit E, "APPLICATION INSTRUCTIONS", State and National Competitive New
and Continuation (OMB Control #: 3045-0047, Expiration Date: 1/31/2017),
https://www.nationalservice.gov/sites/default/files/documents/2017%20ASN%20APP
lication%20Instructions.pdf
vi. Exhibit F, "AMERICORPS PROGRAM DIRECTOR MANUAL", 2017-2018
AmeriCorps Program Director Manual, which has been distributed by Volunteer Iowa
to the Grantee
7.2 ORDER OF PRIORITY. In the event of a conflict between documents of this agreement,the
following order of priority shall govern:
a) Articles I through X herein
b) Exhibit A, "ACT"
c) Exhibit B, "FEDERAL REGULATIONS"
d) Exhibit C, "AMERICORPS TERMS & CONDITIONS"
e) Exhibit D, "NOTICE OF FEDERAL FUNDING OPPORTUNITY"
I) Exhibit E, "APPLICATION INSTRUCTIONS"
g) Attachment A, "GRANT APPLICATION" including all assurances, certifications,
attachments, and pre-award negotiations
h) Attachment B, "BUDGET"
i) Exhibit F, "AMERICORPS PROGRAM DIRECTOR MANUAL"
j) Attachment C"IOWA AMERICORPS DISASTER CADRE"
ARTICLE VIII DEFAULT AND REMEDIES
8.1 EVENTS OF DEFAULT. The following shall constitute Events of Default under this Grant
Agreement:
a) Material Misrepresentation. If at any time any representation, warranty or statement
made or furnished to the Commission by, or on behalf of, the Grantee in connection with
this Grant Agreement or to induce the Commission to make a grant to the Grantee shall be
determined by the Commission to be incorrect, false, misleading or erroneous in any
material respect when made or furnished and shall not have been remedied to the
Commission's satisfaction within thirty (30) days after written notice by the Commission
is given to the Grantee.
b) Lack of Progress/Failure to Meet Program Requirements. If there is a failure of the
Grantee to make substantial and timely progress toward performance of the Program or
when the Grantee has failed to comply with the Agreement, award conditions or standards.
Full program requirements are outlined in the Agreement and supporting materials Some
key areas of program requirements are full member enrollment, meeting Performance
Measure targets, responsiveness to Volunteer Iowa communication on compliance issues,
timely correction of compliance issues, timely and accurate program and financial
reporting.
c) Noncompliance. If there is a failure by the Grantee to comply with any of the covenants,
terms or conditions contained in this Agreement.
10
17-AC-10-4.1
d) Program Incompletion. If the Program, in the sole judgment of the Commission, is not
completed on or before the Completion Date.
e) Misspending. If the Grantee expends Grant proceeds for purposes not described in the
AmeriCorps application, this Agreement, or as authorized by the Commission.
I) Insolvency or Bankruptcy. If the Grantee becomes insolvent or bankrupt, or admits in
writing its inability to pay its debts as they mature, or makes an assignment for the benefit
of creditors, or the Grantee applies for or consents to the appointment of a trustee or
receiver for the Grantee or for the major part of its property; or if a trustee or receiver is
appointed for the Grantee or for all or a substantial part of the assets of the Grantee and the
order of such appointment is not discharged, vacated or stayed within sixty (60) days after
such appointment; or if bankruptcy, reorganization, arrangement, insolvency, or
liquidation proceedings or other proceedings for relief under any bankruptcy or similar law
or laws for the relief of debtors, are instituted by or against the Grantee and, if instituted
against the Grantee is consented to, or, if contested by the Grantee is not dismissed by the
adverse parties or by an order, decree or judgment within sixty (60) days after such
institution.
g) Lack of or Insufficient Insurance. If loss,theft, damage or destruction of any substantial
portion of the property of the Grantee occurs for which there is either no insurance coverage
or for which, in the opinion of the Commission, there is insufficient insurance coverage.
8.2 CORRECTIVE ACTION. Prior to issuing a formal notice of default for any of the events
identified under Article 8.1, Volunteer Iowa may, on reasonable notice to the Grantee,take action
to compel the Grantee to complete corrective action as required by Volunteer Iowa The
Commission shall have the final authority to assess whether the Grantee is making adequate
progress on their performance measures and other program goals and requirements. The
Commission may require underperforming Grantees to submit Corrective Action Plans designed
to increase the Program's performance. The Commission reserves the right to monitor and
measure the achievement of program performance at any time during or after the Completion
Date. Corrective action may involve the following:
a) Suspend Payments. Volunteer Iowa may suspend the Agreement and withhold future
payments under the Agreement until the program is brought into compliance or develops
a corrective action plan and timeline designed to bring the program into compliance that
is approved by the Commission. Volunteer Iowa may allow such necessary and proper
costs which the Grantee could not reasonably avoid during the period of suspension
provided that Volunteer Iowa concludes that such costs meet the requirements of the
federal regulations.
b) Partial Repayment. Volunteer Iowa may require partial repayment of Grant proceeds
which allows partial credit for the performance targets or programmatic goals which have
been met.
c) Other Remedies. The Commission may require other remedies following the parties'
unsuccessful good faith attempt to resolve any event of default giving rise to the
Commission seeking to exercise the enforcement of this clause.
8.3 NOTICE OF DEFAULT. Volunteer Iowa shall issue a written notice of default providing
therein a fifteen (15) day period in which the Grantee shall have an opportunity to cure, provided
that cure is possible and feasible.
11
17-AC-10-4.1
8.4 REMEDIES UPON DEFAULT. If, after opportunity to cure,the default remains, Volunteer
Iowa may do one or more of the following:
a) Exercise any remedy provided by law,
b) Terminate the Grant Agreement and establish revised reporting deadlines for the purposes
of closing out the grant,
c) Require immediate repayment of the full amount of funds disbursed to the Grantee under
the Grant Agreement, plus interest.
d) Other Remedies. The Commission may require other remedies following the parties'
unsuccessful good faith attempt to resolve any default giving rise to the Commission
seeking to exercise the enforcement of this clause.
ARTICLE IX DISBURSEMENT PROCEDURES
9.1 REQUEST FOR DISBURSEMENT. All disbursements of proceeds shall be subject to
receipt by the Commission of claims for disbursement submitted by the Grantee. Claims for
disbursement ("claims") shall be in form and content acceptable to the Commission. Each
requisition shall be submitted to the Commission according to the schedule shown in Article 6.10.
a) Program Income. All program income as defined in 2 CFR 200.307 shall be added to the
Budget and used to meet the grantee share in furthering eligible Program activities as
defined in the Agreement and the approved Grant Application. Program income not used
to further Program activities will be deducted from the federal share for the purpose of
determining the amount of reimbursable costs under the Agreement. In cases of dispute,
final decisions regarding the definition or disposition shall be made by Volunteer Iowa.
Proceeds generated from the AmeriCorps program are considered Program Income.
Programs are required to report all income generated in excess of that which is used to
meet the grantee share of the expenditures on the FFR to the Commission according to the
schedule shown in Article 6.10. All program income shall be expended prior to requesting
federal CNCS funds. Program income received after the Agreement Completion Date shall
be returned to the Commission.
9.2 REQUEST FOR PAYMENT MODIFICATIONS.
a) Quarterly payments. With prior approval, the Grantee may qualify for quarterly claim
submission, provided the Grantee meets the financial management standards specified in
2 CFR Chapters I and II (formerly OMB Circulars A-102 or A-110), as applicable and
provided Grantee submits any additional information that may be required by Volunteer
Iowa The Commission may revoke the approval for quarterly reporting at any time, if the
Grantee fails to meet financial management requirements or demonstrates significant
deficiencies.
b) Advance payments. With prior approval, the Grantee may receive advance payments of
grant funds, provided the Grantee meets the financial management standards specified in
2 CFR Chapters I and II (formerly OMB Circulars A-102 or A-110), as applicable and
provided Grantee submits any additional information that may be required by Volunteer
Iowa
i. Immediate cash flow needs. The amount of advance payments requested by the
Grantee must be based on actual and immediate cash needs in order to minimize
12
17-AC-10-4.1
federal cash on hand in accordance with policies established by the U.S.
Commission of the Treasury in 31 CFR Part 205.
ii. Discontinuing advance payments. The Volunteer Iowa may, after providing due
notice to the Grantee, discontinue the advance payment method and either allow
payments in advance based upon individual request and approval, or by
reimbursement only, in cases where the grantee receiving advance payments
demonstrates unwillingness or inability to establish procedures to ensure accurate
reporting, minimize the time elapsing between the receipt of the cash advance and
its disbursement, displays other practices that indicate a potential financial
management problem or in cases where federal funds are not forthcoming or
insufficient due to non-appropriation, termination of the Program, or reduction in
funding level.
iii. Interest earned. In most circumstances, the Grantee must deposit advance funds
received from the Volunteer Iowa in a federally insured, interest-bearing account.
For exceptions to this requirement, refer to 2 CFR Chapters I and II (formerly
OMB Circulars A-102 or A-110). To the extent that interest is earned on advances
of CNCS funds, this interest shall be returned to Volunteer Iowa.
9.3 MATCHING REQUIREMENTS.
a) The Grantee agrees to provide local matching contribution to the Program as defined in the
"Grantee Share" column of the budget shown in Attachment B, `Budget'. The Grantee is
expected to meet the budgeted match percent of the Grantee share for each reporting period,
unless otherwise agreed upon by the Commission.
b) The Grantee shall comply with OMB Cost Principles 2 CFR Part 200, Subpart E
requirements related to allowable kinds and sources of match and match documentation
requirements. Grantees utilizing match funds from other Federal sources must have
consent from the other Federal source allowing the use of the funds as match under this
Grant. Grantees shall report the amount and sources of federal funds, other than those
provided by CNCS, used to carry out its Program. This includes other federal funds
expended by Program Subrecipients and operating sites. This information shall be reported
on the Federal Financial Report (FFR).
c) If a Program fails to meet the matching requirements, the Commission will notify the
Grantee in writing of the situation and request that the costs be brought into alignment with
the budgeted federal and match percentages within one reporting period. If there is an on-
going issue related to match, the Commission may notify the Financial Representative,
Program Representative and/or the Authorized Representative of the Grantee agency. The
Commission may suspend payment of reimbursement request(s) until the situation is
corrected.
ARTICLE X GENERAL TERMS AND PROVISIONS
10.1 BINDING EFFECT. This Grant Agreement shall be binding upon the Grantee and the
Commission, and their respective successors, legal representatives and assigns. The obligations,
covenants, warranties, acknowledgments, waivers, agreements, terms, provisions and conditions
of this Grant Agreement shall be jointly and severally enforceable against the parties to this Grant
Agreement.
13
17-AC-10-4.1
10.2 SUSPENSION. Volunteer Iowa may suspend a grant for not more than thirty (30) calendar
days. Examples of situations necessitating a suspension may include, but are not limited to:
a) Serious risk to persons or property.
b) Violations of Federal, state or local criminal statutes.
c) Material violation(s)of the grant agreement. Violations that are sufficiently serious that
they outweigh the general policy in favor of advance notice and opportunity to show cause.
d) Corrective action. As part of a corrective action plan undertaken according to Article 8.3
10.3 TERMINATION.
a) Circumstances for Termination. This agreement may be terminated in the following
circumstances. (The Administrative Rules of Volunteer Iowa in regards to the appeals
process apply in all situations.)
i. For Convenience. Volunteer Iowa or the Grantee may terminate the Agreement in
whole, or in part, when all parties agree that the continuation of the Program would not
produce beneficial results commensurate with the future disbursement of funds.
ii. For Cause. As a result of Grantee's default under this Agreement, as stated in Article
8.
iii. Due to Non-appropriation or Reduction of CNCS Funding. If funds anticipated for
the continuing fulfillment of this Agreement are at any time not forthcoming or
insufficient due to non-appropriation, termination of the Program, or reduction in
funding level, then Volunteer Iowa shall have the right to terminate this Agreement
without penalty by giving the Grantee not less than thirty (30) days written notice. In
the event of termination of this agreement under this Article, the exclusive, sole and
complete remedy of the Grantee shall be payment of services rendered prior to
termination.
b) Procedures Upon Termination.
i. Termination Notice. Volunteer Iowa shall provide written notice to the Grantee of the
decision to terminate, the reason(s) for the termination, the effective date of the
termination,and final reporting obligations and deadlines. If there is partial termination
due to a reduction in funding, the notice will set forth the change in funding and the
changes in the approved budget. The Grantee shall not incur new obligations after the
effective date of the termination and shall cancel as many outstanding obligations as
possible.
ii. Rights in Products. All finished and unfinished documents, data, reports and other
material prepared by the Grantee under the Agreement shall, at Volunteer Iowa
discretion, become the property of the Commission.
iii. Return of Funds. Volunteer Iowa's share of noncancelable obligations which
Volunteer Iowa determines were properly incurred prior to notice of cancellation will
be allowable under the Grant Agreement. The Grantee shall return to the Commission
any costs previously paid by the Commission which are subsequently determined to be
unallowable through audit, monitoring or closeout procedures within thirty (30) days
of the disallowance. In case of termination, all unencumbered Grant proceeds shall be
returned to Volunteer Iowa within thirty (30) days of the of receipt of Notice of
Termination.
14
17-AC-10-4.1
10.4 SURVIVAL OF AGREEMENT. If any portion of this Grant Agreement is held to be invalid
or unenforceable, the remainder shall be valid and enforceable. The provisions of this Grant
Agreement shall survive the execution of all instruments herein mentioned and shall continue in
full force and effect until the Grant Agreement is terminated or the proceeds are paid in full.
10.5 GOVERNING LAW. This Grant Agreement shall be interpreted in accordance with the law
of the State of Iowa, and any action relating to the Grant Agreement shall only be commenced in
the Iowa District Court for Polk County or the United States District Court for the Southern District
of Iowa.
10.6 AMENDMENT.
a) Joint Modification. The Agreement may only be amended through written prior approval
of the Commission. The Commission or the Grantee may, during the duration of this
Agreement, deem it necessary to modify provisions of this Agreement, which make a
substantial change in the scope of services, extend the period of operation, modify the
performance measures or make other changes to programmatic elements of the Agreement.
The provisions of the amendment shall be in effect as of the date the modification is signed
by both the Commission and the Grantee, unless otherwise specified within the
amendment.
b) Unilateral Modification. Notwithstanding paragraph (a) above, Volunteer Iowa may
unilaterally modify this Agreement at will in order to accommodate any change in the Act
or any change in the interpretation of the Act or any applicable federal, state or local laws,
regulations, rules or policies. A copy of such unilateral modification will be given to the
Grantee as an amendment to this Agreement.
c) Volunteer Iowa Review. Volunteer Iowa will consider whether an amendment request is
so substantial as to require CNCS written approval or as to necessitate reevaluating the
Commission's funding decision on the Program. An amendment will be denied if it
substantially alters the circumstances under which the Program funding was originally
approved or if it does not meet federal or state requirements.
10.7 NOTICES. Whenever this Grant Agreement requires or permits any notice or written request
by one party to another, it shall be in writing, and delivered at Volunteer Iowa's discretion via
electronic means (such as email), with a read receipt requested,to the Authorized Representative,
Financial Representative, or Program Representative as noted on this Grant Agreement (or to
another Authorized Representative who may have been designated by written notice) or enclosed
in an envelope, addressed to the party to be notified at the address heretofore stated (or at such
other address as may have been designated by written notice), properly stamped, sealed and
deposited in the United States Mail, as Certified Mail, return receipt requested. Any such notice
given hereunder shall be deemed delivered upon the earlier of actual receipt or two (2) business
days after posting. The Commission may rely on the address of the Grantee and Authorized
Representative set forth heretofore, as modified from time to time, as being the address and
Authorized Representative of the Grantee.
10.8 WAIVERS.No waiver by the Commission of any default hereunder shall operate as awaiver
of any other default or of the same default on any future occasion. No delay on the part of the
Commission in exercising any right or remedy hereunder shall operate as a waiver thereof. No
15
17-AC-10-4.1
single or partial exercise of any right or remedy by the Commission shall preclude future exercise
thereof or the exercise of any other right or remedy.
10.9 LIMITATION.The Commission shall not,under any circumstances,be obligated financially
under this Grant Agreement except to disburse funds according to the terms of the Agreement. It
is expressly understood and agreed that the maximum amounts to be paid to the Grantee by the
Commission for any item of work or service shall conform to the Budget as presented in
Attachment B. It is further understood and agreed that all payments to the Grantee by the
commission for all work and services required under this Agreement shall not exceed the Award
Amount unless modified by written amendment of this Agreement as provided for in Article 10.6.
10.10 COST VARIATION. In the event that the total Program cost is less than the amount
specified in this Agreement, Volunteer Iowa's share may be reduced at the same ratio as Volunteer
Iowa funds are to the total Program cost, and any disbursed excess above the reduced Volunteer
Iowa participation amount shall then be returned immediately to Volunteer Iowa. If the Grantee
fails to enroll the number of Member Service Years (MSY) reflected in the Application, the
payment under this Agreement may be reduced accordingly.
10.11 ENFORCEMENT EXPENSES. The Grantee shall pay upon demand any and all
reasonable fees and expenses of the Commission, including the fees and expenses of their
attorneys, experts and agents, in connection with the exercise or enforcement of any of the rights
of the Commission under this Grant Agreement, following the parties' unsuccessful good faith
attempt to resolve any default giving rise to the Commission seeking to exercise the enforcement
of its rights.
10.12 HEADINGS. The headings in this Grant Agreement are intended solely for convenience of
reference and shall be given no effect in the construction and interpretation of this Grant
Agreement.
10.13 PROGRAM NONDISCRIMINATION. Grantee shall comply with the provisions of
federal, state and local laws and regulations to ensure that no employee, member or applicant for
employment is discriminated against because of race, creed, religion, color, age, sex, gender
identity, sexual orientation, national origin, disability, or other protected class. Grantee shall
provide state or federal agencies with appropriate reports as required, ensuring compliance with
equal employment laws and regulations. Grantee shall ensure that all authorized subcontractors
comply with provisions of this clause. A breach of this Article shall be considered amaterial breach
of this Agreement.
10.14 NON-ASSIGNMENT. This Agreement may not be assigned without prior Commission
written consent. The Grantee may not discontinue administration of activities under this
Agreement without the prior written disclosure to and prior written consent of the Commission.
10.15 INTEGRATION. This Grant Agreement contains the entire understanding between the
Grantee and the Commission and any representations that may have been made before or after the
signing of this Grant Agreement, which are not contained herein, are nonbinding, void and of no
16
17 -AC -10-4.1
effect. Neither of the parties has relied on any such prior representation in entering into this Grant
Agreement.
10.16 COUNTERPARTS. This Agreement may be executed in any number of counterparts, each
of which shall be deemed to be an original, but all of which together shall constitute but one and
the same instrument.
IN WITNESS WHEREOF, the parties have executed this Grant Agreement as of the Award Date
first stated.
Iowa Commission on Volunteer Service the City of Dubuque
BY: BY:
Adam Lounsbury 1' ichael Van Milligen
Executive Director City Manager
For the purposes of this Agreement, please add the following designees:
rf,t:iI-6(d et Corker e L k , Ayyteri Corp Df(?cder,—
Program Representative Name and Title CA of IDE,,b(kt e.
(To be added by Authorized Representative)
O-0\ Lin 61'n ASS15 - an ~mance Dffector
Financial O facer Name and Title at—hi of btAu C -
(To be added by Authorized Representative)
17
F
E;
of
4
F!
i%
Attachment A '
Grant Application
r
r
PART 1 - 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): 04-JAN-17 (
l
b.APPLICATION ID: 4.DATE RECEIVED BY FEDERAL AGENCY: FEDERAL IDENTIFIER:
i
17AC190318 15ACHIA0020012
5.APPLICATION INFORMATION
LEGAL NAME City of Dubuque NAME AND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER f
PERSON TO BE CONTACTED ON MATTERS INVOLVING THIS APPLICATION(give
DUNS NUMBER: 093105302 area codes):
NAME Mary Bridget Corken-Deutsch
ADDRESS(give street address,city,state,zip code and county):
1550 Clarke Dr TELEPHONE NUMBER: (563)584-8644
Clarke University MS#1546 FAX NUMBER:
Dubuque IA 52001-3117 )
INTERNET E-MAIL ADDRESS: marybridget.deutsch@clarke.edu
County:Dubuque
6.EMPLOYER IDENTIFICATION NUMBER(EIN): 7.TYPE OF APPLICANT:
426004596 7a. Local Government-Municipal
)
7b. Local Government,Municipal
8.TYPE OF APPLICATION(Check appropriate box).
X❑NEW ❑ NEW/PREVIOUSGRANTEE
❑ CONTINUATION ❑ AMENDMENT
If Amendment,enter appropriate letter(s)in box(es):
A. AUGMENTATION B.BUDGET REVISION
C.NO COST EXTENSION D.OTHER(specify below):
9,NAME OF FEDERAL AGENCY:
Corporation for National and Community Service s
10a.CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER: 94.006 11.a.DESCRIPTIVE TITLE OF APPLICANTS PROJECT:
10b.TITLE AmeriCorps State Partners in Learning AmerlCorps Program
12.AREAS AFFECTED BY PROJECT(List Cities,Counties,States,etc): I I.b.CNCS PROGRAM INITIATIVE(IF ANY):
Dubuque,IA
13.PROPOSED PROJECT: START DATE 09/01/17 END DATE: 08131118 14.CONGRESSIONAL DISTRICT OF: a.Applicant IA 01 b.Program EA 01
15.ESTIMATED FUNDING: Year#: 1❑ 16.IS APPLICATION SUBJECT TO REVIEW BY STATE EXECUTIVE
ORDER 12372 PROCESS? f
a.FEDERAL $ 238,569.00
YES.THIS PREAPPLICATIONIAPPLICATION WAS MADE AVAILABLE
b.APPLICANT $ 277,585.00 TO THE STATE EXECUTIVE ORDER 12372 PROCESS FOR
REV IEW ON:
c.STATE $ 0.00 DATE:
d.LOCAL $ 0.00 0 NO.PROGRAM IS NOT COVERED BY E.O.12372
e.OTHER $ 0.00
f.PROGRAM INCOME $ 0,00 17.IS THEAPPLICANT DELINQUENT ON ANY FEDERAL DEBT?
- 0 YES if"Yes,"attach an explanation. ® NO
g.TOTAL $ 516,154.00
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:
F
Mary Bridget Corken-Deutsch (563)584-8644 I?
d.SIGNATURE OF AUTHORIZED REPRESENTATIVE: e.DATE SIGNED:
05/26/17
Page 1
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 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 810 economically disadvantaged
students. In addition, the AmeriCorps members will leverage an additional 300 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 $277,585, $221,939 in public funding and$55,646 in private funding.
Rationale and Approach/Program Design
Need
Dubuque Community School District's(DCSD) students are not reading at grade level by 3rd grade.
Data from DCSD's Dynamic Indicators of Basic Early Literacy Skills and Certified Annual Enrollment
provide us with current literacy rates. In the spring of 2015, 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 2015, 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
2015, 37% of DCSD K-3rd grade students, or approximately 1,187 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 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 (21%); 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 (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
For Official Use Only
Page 2
a
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
i
proven the summer slide exists. Simply, students lose ground academically when during the summer. r'
The problem is particularly acute among low-income students who lose an average of more than two I,
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
�z
transition from learning how to read, to reading to learn.According to a study by researchers, �f
students who couldn't read at grade level by 3rd grade continued to fall further behind their peers after ;,
3rd grade (McNamara, J.Iz., 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, 2011). These
ramifications are serious for both the individual student who doesn't graduate high school and the
community as a whole.
Lastly, 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.
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Intervention
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 c
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 I°
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group literacy support and enrichment activities.
For our school year program, 38 (10 HT and 28 QT)AmeriCorps members will tutor K 3rd grade
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students in DCSD's 13 elementary schools. At all 13 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 Iowa's Common Core standards and curriculum. These are
Literacy, Equity,Acceleration and Differentiation in the 21st Century Classroom (LEAD 21) and Lexia
Reading Cores (Lexia). LEAD 21 is designed to foster essential literacy skills and strategies, such as
phonemic awareness, phonics, fluency and comprehension. LEAD 21 draws upon the most current
research findings and best practices in early literacy instruction. Lexia provides all students a
systematic and structured approach in the following areas of reading: phonological awareness,
phonics, structural analysis, fluency, vocabulary and comprehension.
For our summer program, 30 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 six-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
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support meet these criteria. Our members provide small group and 1-1 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
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reading assessment from summer to fall.
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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.
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This work is important because research shows when students read at grade level by 3rd grade they
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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 (io HT and 28 QT) 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 not5
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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.
AmeriCorps members will use two specific interventions, LEAD 21 and Lexia,both of which are
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critical to the success of the tutoring session. Both of 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
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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 AmeriCorps to provide explicit,multi-
sensory interventions in a specific skill area.
School-based AmeriCorps members will target 800 DCSD Tier 2, economically disadvantaged students
(ED 1) who start our tutoring program. The program defines start as a student who has at least 10
tutoring sessions with an AmeriCorps member. 800 is a strong hypothesis based off our current
program data. Of the 800 students that our members start with, boo (ED 2) will complete the
tutoring program. The program defines completion as a student who has 30 tutoring sessions which
equates to 10 weeks of the program with at least three sessions per week. Of those 600 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 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.
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 21 and
Lexia intervention materials are already created for our AmeriCorps members which means all
members are provided with a specific script to follow.Additionally, DCSD staff trains our members
throughout the school year in LEAD 21 and Lexia interventions.
During the summer,the program will combat summer learning loss by placing 30 Minimum Time
(MT) members in five summer programs.AmeriCorps members will provide K-3rd grade students
small group or 1-1 literacy support for at least three times per week for 15-30 minutes each session for
a minimum of 6 weeks or 18 sessions.At each summer site,these literacy interventions are the
minimum expectation. Each site will also provide additional literacy and enrichment interventions.
Twelve 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.Two MT
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members will serve at Carnegie-Stout Public Library for the 6 week program. Six MT members will
serve at St. Mark Youth Enrichment for the 7 week program. Lastly, two MT members will serve at
the DREAM Center for the 6 week program.
The summer-based AmeriCorps members will target 400 economically disadvantaged students who
will start a summer program (ED 1).The program defines start as a student who has 10 literacy
sessions with an AmeriCorps member. Of the 400 students our members start with, 300 will complete
the program (ED 2). The program defines completion for the summer program as a student who has
18 literacy sessions with an AmeriCorps member. Of those 300 students who complete the program,
270 will improve reading scores from the summer to fall (ED 5). The program defines improve for
the summer program as 5 points or greater from the student's spring to fall FAST assessment. The
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school year tutoring program, coupled with the summer literacy support and enrichment program,
will ensure students read at grade level by 3rd grade. F
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 (12 HT and 22
QT) serve as Academic Reading Tutors. The members tutored 1,431 K-3rd grade Tier 2 students (ED1,
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 10 tutoring sessions. Out of the 1,431 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
15-30 minutes each session, for a minimum of 10 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
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discuss in this section. Of these 468 students, 89% or 416 met our improvement benchmark of
improvement toward grade level proficiency for Performance Measure ED5 (ED 5, target was 150).
DCSD is excited about the data yielded from students who completed the AmeriCorps tutoring
program.
The program implements strong data collection systems and processes. First, member training 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 15-30 minutes each session
for a minimum of 10 weeks or 30 session. Second, the program uses strong data collection tools to
collect information for our 2 outputs (ED1 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 Assistant's 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) Is 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
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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 r
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site supervisors showed l00% of the respondents agreed the interventions implemented by AmeriCorps
members have helped children make progress in grade level reading; l00% agreed AmeriCorps is
positively contributing to K-3rd grade reading proficiency; l00% 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.
Surveys completed by the AmeriCorps members showed l00% of the respondents agreed AmeriCorps
is positively contributing to K-3rd grade-level reading proficiency; l00% agreed they were satisfied
with the program overall; and l00% stated the Program Director supported them.There were also
very high responses to feeling connected and respected by their host site.
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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 12 schools was 1%.
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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 j
to learn what might have led to these low rates. In addition,the program explored other variables
contributing to a low completion rate. Some variables may be: not defining start; transiency; site
management; and scheduling conflicts.The program is implementing different strategies to ensure a
high completion rate. Some strategies are educating about the importance of completing the program,
setting a completion goal and being transparent 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%.
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Notice Priority
The AmeriCorps Partners in Learning program doesn't fit with any 2017-2018 CNCS priority areas.
However, the program does fit with several of our State of Iowa priorities based on the Volunteer
Iowa State Service Plan: 1) comprehensive community strategy for Dubuque's Campaign for Grade
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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 Training
The AmeriCorps Partners in Learning program has a strong member training 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
and the Iowa Commission on Volunteer Service (I CVS). 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
trained 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 training is intensified because of the strong partnership with DCSD. As part of the 12
hour orientation training,the members are provided with 4 hours of position specific training by
DCSD staff. Members are trained on Tier 2 students,professionalism, confidentiality, and Lexia.
Training 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 training 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 training is enhanced by the summer partners. In addition to the 12 hour orientation
training, our members are provided with at least 4 hours of position specific training by their
respective summer site. Duping the training, members are trained on the site's discipline,behavior,
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confidentiality, safety policies, interventions and materials. Members are also provided intensive on-
site training and supervisor orientation at their assigned site.
To support ongoing training and development, members meet monthly. During these monthly
meetings, members receive a specific training as well as have the opportunity to discuss successes,
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challenges and receive suggestions and feedback from fellow members. The specific training topics we C
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.
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Throughout the member's term,the Program Director meets with members and site supervisors to
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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.
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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, 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.
Each school year and summer, site supervisors are trained by the Program Director. This training
occurs before members arrive on site and are completed in person, 1-1. The site supervisor training
consists of an overview of the CNCS and ICVS, 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
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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 required AmeriCorps 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 members begins with
the recruitment 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
recruitment 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, 1-1 approach with every
member to challenge them in different ways. This can include leading sections of monthly trainings,
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
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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
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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.
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Lastly,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 trainings, members receive verbal "Shout Out". 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.
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Commitment to AmeriCorps Identification
AmeriCorps Partners in Learning places a great emphasis on the AmeriCorps brand, ensuring
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members and sites both know how to identify themselves and the program.As a part of orientation, k;
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 and brand. r'
Lastly, 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
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Organizational Background and Staffing
AmeriCorps Partners in Learning 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 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, 159 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 Lansing,
Assistant Finance Director,has overseen the fiscal responsibilities of the program from its inception in
2007.
Lastly, the program plays a significant role in Dubuque's comprehensive community strategy,
Dubuque's Campaign for Grade Level Reading.
Compliance and Accountability
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 training,which is face to face and 1-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 appointment. Should a compliance issue
be suspected or arise, the Program Director holds a meeting with all parties involved to review
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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.
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Lastly, the program manages and implements its program with limited compliance issues. Our staff
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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
s:
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.
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Cost Effectiveness and Budget Adequacy c
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Cost Effectiveness ;a
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The cost per MSY is $12,719.19 which is lower than our previous three years. The overall program K
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budget is $516,154 with $277,585 provided in match. The match percentage is above our minimum
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required match of 5o%. A$238,569 CNCS investment, used to serve a minimum of 1,200
economically disadvantaged youth, equals $199 in CNCS funds for each student served.
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Budget Adequacy
The program receives significant financial support from our partners. The DCSD provides $45,000 in
cash match for our members'living allowance. DCSD also provides over $70,000 in in-kind support
from site supervisors and$9,000 in in-kind,training. Our summer partners provide a significant
contribution as well. Leisure Services provides $18,480. 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 $27,720. All monies totaling, $6o,420 go toward summer
members' living allowance. The City of Dubuque also provides $20,000 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 strong partner who provides in-kind office, internet,phone, r
and training space of over $8,000. The program has also written local grants to fund our evaluation
efforts.
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Evaluation Summary or Plan
Introduction: 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 500,000 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 Iz-3rd grade,Tier 2 students in reading.
Tutoring sessions will occur 1-1 or in small groups. Each session will occur at least three times per
week for 15-30 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 800 DCSD Tier 2, economically disadvantaged students
(ED 1) who start our tutoring program. The program defines start as a student who had at least 10
tutoring sessions with an AmeriCorps. 800 is a strong hypothesis based off our current program data.
Of the 800 students that our members start with, boo (ED 2) will complete the tutoring program.
The program defines completed as a student who had 30 tutoring sessions. 30 sessions is 10 weeks of
the program with at least three sessions per week. Of those boo 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 student's 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-based AmeriCorps members will target 400 economically disadvantaged students who will
start a summer program (ED 1). The program defines start as a student who had 10 literacy sessions
with an AmeriCorps. Of the 400 students our members start with, 300 will complete the program
(ED 2). The program defines completed for the summer program as a student who had 18 literacy
sessions with an AmeriCorps member. Of those 300 students who complete the program, 270 will
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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 student's 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
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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: 1) 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
i
i
For Official Use Only
Page 17
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 2017, FAST spring assessment scores 2018
Limitations: The quasi-experimental design has limitations because the comparison groups are
formed through a non-random way.
Timeline:
Data Collection; Ongoing; Conducted by local program staff and database
Data Collection (comparison groups); Fall 2017-Spring 2018; External evaluator
Long Term Follow Up Study: Fall 2018-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, 20 hours, $1,000; Reporting, 10 hours, $500; Total Hours Igo, Total Cost $6,500
Other Direct Costs: Printing and copying, $15o; Transcription Service, $250;
Incentives/Food/Refreshments, $250; Training of AmeriCorps Director, $350; Total Cost $1,000
Total Budget: $7,500
Amendment Justification
For Official Use Only
Page 18
I
k
4
Narratives
N/A
r
Clarification Summary
I�
2017-2018 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
track 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 f
because the threshold for being counted under EDI was 1 session attended equaled program start.
However, these figure did not carry over to the program's completion rates. Under the clarification
E
section of the application, the applicant must describe a plan for how they will aim to increase student
retention past the Ist tutoring session.
The program will take a holistic approach to increase student retention past the 1st 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 training with site supervisors; ongoing
training with site supervisors and AmeriCorps member; training 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 I.
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
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
N/A
Grant Characteristics
For Official Use Only
Page 20
t
r==
ii
Performance Measures
M s by Focas-A:°ea M's i7s b y C 113je V five
it
tt_Cr r
100%
Edea stn rr.1=.+t 1 12 :S.i4 1,-,,-i
Tablet: MSYs by Focus Areas Table2: MSYs by Objectives
Education 100% K-12 Success 100%
t
17%
�F.
is
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"9L�rali ante 11ational:1 Z-... I`b_,t it-,."[,I� _.,.1:J
Table3: %MSYs by NPM vs.Applicant vs. Not in ANY
` nNPM pplicant Not in ANY
83% 0% 17%
Table4: No of MSY and Members by Objective
K-12 Success 18.76 68
E
Primary Focus Area: Education
Primary Intervention: Tutoring--One on One
E.
Secondary Focus Area: Education
Secondary Intervention: Tutoring--Small Group
�r
For Official Use Only �q
Ir
Page 21
�F
Performance Measure: Tutor K-3rd grade students in reading
FocusNo of 15 57 No of 68
Education Objective: K-12 Success
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 economically disadvantaged K-3rd grade students in the elementary
schools in reading to ensure students read at grade level by 3rd grade. 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%. Students tutored at these schools will be cross referenced
off the school's free or reduced lunch list.
During the summer, members spend 50% of their time tutoring economically disadvantaged K-3rd grade
students who are enrolled in a summer program in reading to combat the summer slide, Students tutored in
the summer will be identified as economically disadvantaged based off the school they attend, 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%. Students tutored in the
summer who attend one of these schools will be cross referenced off the school's free or reduced lunch
list.
Selected Interventions:
Tutoring--One on One
Tutoring--Small Group
Describe Interventions:
During the school year, 10 HT and 28 OT 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.
During the summer, 30 MT will spend 50% of their time tutoring K-3rd grade students enrolled in a summer
program. Tutoring sessions will be in reading, in small groups or one on one, and at least three times per
week for 15-30 minutes each session for a minimum of 6 weeks or 18 sessions. 18 sessions equates to 6
weeks of our program if sessions are at least three times per week for 6 weeks. Research shows tutoring
sessions for struggling readers must be at least three times a week for 15-30 minutes to be effective.
Research shows 6 weeks is sufficient to see academic gains in the summer. Materials used complement
program curriculum.
ED2 Output:
(PRIORITY) ED2: Number of students completing a CHCS-supported education program
Target: 600 Students
Attendance Log_______
For Official Use Only
Page 22
i
i.
Pertormance Measure: Tutor K-3rd grade students in reading
Problem Statement:
Tutoring--Small Group
r
I'
Target: 600 Students
Measured By: Attendance Log
Described Instrument: Completion Output: 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 are economically disadvantaged will be counted as having
completed the school year program. Students will be identified as economically
disadvantaged by the school they attend (if their school has a majority of
students eligible for free or reduced lunch) or our program will cross reference,
their name with the school district's free or reduced lunch status.
F
For our summer program, students who have received at least 18 tutoring
sessions and are economically disadvantaged will be counted as having
completed the summer program. Students will be identified as economically
disadvantaged by the school they attend (if their school has a majority of
students eligible for free or reduced lunch) or our program will cross reference_
their name with the school district's free or reduced lunch status.
Some students served in summer will be students served in the school year.
The program will cross reference school year students and summer students
p 9 y
to ensure these students are only counted once. These students must
complete 48 sessions (30 in the school year and 18 in the summer) to be
counted_ under ED2
ED1 Output:
ED1: Number of students who start in a CHCS-supported education program,
I;
Target: 900 Students °
Measured By: Attendance Log
Described Instrument: Participation Output: Members will record the name and school of each student,
who starts the school year and summer tutoring program on the Student i
Attendance Log. The list of summer and school year 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 are economically
disadvantaged will be counted in this measure. Students will be identified as
economically disadvantaged by the school they attend (if their school has a
majority of students eligible for free or reduced lunch) or our program will cross
reference their name with the school district's free or reduced lunch status.
ED5 Outcome:
(PRIORITY) ED5: Number of students with improved academic performance in literacy and/or math
i
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Page 23
Performance Measure: Tutor K-3rd grade students in reading
Problem Statement:
Sff1WK!ddn1t Werdiio0$1e '
Tutoring--Small Group
i
Target: 540 Students
Measured By: Standardized Pre\ Post 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 are economically disadvantaged
and who increased their scores by 20 points from the fall to spring FAST
assessment will be counted under this measure. Students will be identified as '
economically disadvantaged by the school they attend (if their school has a
majority of students eligible for free or reduced lunch) or our program will cross
reference their name with the school district's free or reduced lunch status. A
20 point gain is significant because the FAST expects students to grow by 30
points, Therefore, if struggling students make a 20 point gain, they are showing
great growth from fall to spring.
During our summer program, students who complete our summer program (18'
sessions or more), who are economically disadvantaged and who increased
their scores by 5 points from the spring to the fall FAST assessment will be
counted under this measure. Students will be identified as economically
disadvantaged by the school they attend (if their school has a majority of
students eligible for free or reduced lunch) or our program will cross references
their name with the school district's free or reduced lunch status. A 5 point gain'
is significant because it means students are making growth over the summer
months. According to Campaign for Grade Level Reading, successful summer
programs allow students to maintain their reading level over the summer
months. Therefore, a 5 point gain would be very significant.
For Official Use Only
Page 24
Program Information
General Information
*My organization has previously received an AmeriCorps State and National Yes
Grant. Organizations that have been a host site for AmeriCorps members but (;
fr.
never had a direct grant relationship with either a State Commission or CNCS
should answer"No."
*The organization has sufficiently engaged community members and partner Yes
organizations in planning and implementing its intervention.
AmeriCorps Funding Priorities
*Check any priority area(s) that apply to the proposed program. In order to No NOFA priority area
receive priority consideration, applicants must demonstrate that the priority
area is a significant part of the program focus, high quality program design,
and outcomes.
Populations Served
*Check the appropriate box(es) to identify the populations the proposed Disadvantaged youth (K-12)
program will serve. If you do not plan to serve any of the listed populations,
select"None of the above."
Grant Characteristics
*Check any grant characteristic(s) that apply to the proposed program. Community-based
Applicants must check the relevant boxes in order to be considered for CNCS organizations
assessment of the strategic considerations and Special Initiatives
Grant Characteristics-AmeriCorps member Population
*Check any grant characteristics that apply to the AmeriCorps member Communities of Color, Low-
population of the proposed program. Income individuals, Older
Americans, People with
Disabilities, Economically
disadvantaged
youth/Opportunity youth
AmeriCorps Identity/Co-branding
r
*AmeriCorps members will wear the AmeriCorps logo every day. Yes
*AmeriCorps members will create and deliver elevator speeches. Yes
*The AmeriCorps logo will be proudly displayed on the front page of the Yes
organization's website.
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k
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For Official Use Only
Page 25
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 opportunity youth, if any 0
Number reported in 015 who are opportunity youth 0
Number reported in 017 who are opportunity youth 0
For Official Use Only
Page 26
Required Document )
Document Name S«u (
(
Evaluation Not Applicable (
(
Federally Approved Indirect Cost Agreement Not Applicable )
Labor Union Concurrence Not Applicable (
(
Other Documents Not Applicable (
(
� (
[
(
(
[
}
(
}
(
\
[
(
r
� (
(
(
For Official Use Only
(
Page 27 \
Logic Model
Problem Inputs Activities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
The community Resources that The core activities Direct products Changes in Changes in Changes in
problem that the are necessary to that define the from program knowledge, skills, behavior or action. condition or status
program activities deliver the intervention or activities. attitudes and Depending on in life. Depending
(interventions) are program activities program model i opinions. These program design, on program
designed to (interventions), that members will outcomes, if these outcomes design, these
address. including the implement or applicable to the may or may not be outcomes may or
number of deliver, including program design, measurable during may not be
locations/sites duration, dosage will almost always the grant year. measurable during
and number/type and target be measurable the grant year.
of AmeriCorps population. during the grant Some programs,
members. I year. such as
environmental or
capacity-building
programs, may
measure changes
in condition over a
period as short as
one year.
Dubuque School Year 1-1 and small 800 economically 540 of the 600 Children read at Children stay on
Community School Program group tutoring to disadvantaged economically grade level by the grade level for
District students do (September K-3rd grade, Tier 2 students start our i disadvantaged end of third grade middle and high
not read at grade through May) students identified tutoring program students who school years.
level by 3rd grade. through the Multi- (National complete our
10 HT and 28 OT Tier System Performance program will Children graduate
AmeriCorps Supports (MTSS) Measure-ED1) j improve by 10 high school.
members in reading at least j points as
three times per 600 economically measured by the
13 Elementary week for 15-30 disadvantaged FAST assessment
schools within minutes each students complete when comparing
Dubuque session, for a our tutoring fall to spring
Community School minimum of 10 program (National scores (National
District weeks or 30 Performance Performance
sessions and until Measure-ED2) Measue-ED5)
the child has been
reassessed and
results show the
child performing at
grade level.
Dubuque Summer Program 1-1 and small 400 economically 270 of the 300 Children read at Children stay on
Community School (June through group literacy disadvantaged economically grade level by the grade level for
District students do August) support at least students start our disadvantaged end of third grade middle and high
not read at grade three times per j tutoring program students who school year.
Page 28
Logic Model
Problem Inputs Activities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
level by 3rd grade. 30 MT AmeriCorps week for 15-30 (National complete the
members in total minutes each Performance program will Children graduate
session for a Measure-ED1) improve by 5 high school.
8 MT at Leisure minimum of 6 points as
Services weeks or 18 300 economically measured by the
Playground sessions. disadvantaged FAST assessment
Explorations students complete when comparing
j our tutoring spring to fall
2 MT at Carnegie- program (National (National
Stout Public Performance Performance
Library Measure-ED2) Measue-ED5)
6 MT at St. Mark
Youth Enrichment
I
2 MT at Dream
Center
12 MT at DCSD
Summer Academy
For Oficial Use Only
Page 29
Y
3
i,
s
I+
t
Attachment B
Budget
r
IIS:,
h
7/7/2017 Budget Narrative for 17AC190318
Budget Narrative: Partners in Learning AmeriCorps Program 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 56122 each x 98%usage I� 53,900 1,100 55,000
[AmeriCorps Assistant:-1 person(s)at 20363 each x 37.5%usage 0 7,636 7,636
Site Supervisors:-17 person(s)at 205881 each x 2%usage 0 70,000 70,000 1 Ef
i
CATEGORY Totals 53,900 78,736 IL 132,636 1
B. Personnel Fringe Benefits
Purpose-Calculation CNCS Share Grantee Share Total Amount
Program Director:Health$13,900+Workers Comp @.032=$1,760+FICA @ [ 23,120 0 23,120 `
.0765=$3442+IPERS @.0893=$4018
Program Assistant:Workers Comp @.032=$244+FICA @.0765=$585+ 0 1,512 1,512
IPERS @.0893=
$683
CATEGORY Totals] 23,120 1,512 24,632
III
t
C. Travel
Staff Travel
Purpose-Calculation CNCS Share Grantee Share Total Amount w
i
Travel to CNCS-Sponsored Meetings: 0 0 ! 0
(
Travel to CNCS sponsored meeting:Director travel to 1 CNCS Sponsored
meeting:$500 airfare,$400 2-3 nights in hotel,meal=$50 per day diem x 3 0 1,050 i 1,050
days$150 i
t
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 0 729 729
Dubuque policy approved mileage reimbursement rate)$729
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 rate)=$540.
CATEGORY Totals 0 ( 2,319 2,319
LLL
Member Travel
----� —_ _
Purpose-Calculation CNCS Share Grantee Share � Total Amount
CATEGORY Totals0 1 0 0
D. Equipment
Item/Purpose-Qty Unit Cost CNCS Share Grantee Share Total Amount
https://egrants.cns.gov/espan/mainlreport.jsp?sid=ne8ekmf8Sbj3xm6g_sNJYi brRpCgyZ59C-sap330DEwyiBAR14Mq%21710340697%2114994564976... 1/5
7/7/2017 Budget Narrative for 17AC190318
CATEGORY Totals I 0 II 0I 0
E. Supplies
Item-Calculation CNCS Share Grantee Share F Total Amount
Member gear:Uniforms-polo shirts for school based program members,38 x C
$20=$760,t-shirts for summer based program 30 x$15=$450 name tags 0 1,550 1,550
with AmeriCorps logo$5 x 68 members=$340
Copy machine maintenance and supplies:copy machine$375 quarterly,office 0 1,620 1,620
supplies$10 per month x 12=$120
CATEGORY Totals 0 + 3,170 3,170
F. Contractual and Consultant Services
Purpose-Calculation-Daily Rate [__CNCS Share Grantee Share Total Amount
__
CATEGORY Totals 0 I 0
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 IL
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
I Daily Rate of 600 j
Member Development:3 DCSD employees hourly wage and benefits for 60
hours of training=$150 X 60.Trainings include Reading Strategies, 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 I
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 0 L___127-24o
12,240
IL
H. Evaluation
F__ Purpose-Calculation-Daily Rate —� CNCS Share Grantee Share �taI Amount
Program Evaluation to support AmeriCorps program Evaluation Plan:$50/hr 0 7,500 ( 7,500 I
for 130 hours=$6,500,$150 printing-eval data collection tools&reports,$250- !
transcription focus groups/verbal data collection,$250-evaluation participant
11
https://egrants.cns.gov/espan/main/report.jsp?sid=ne8ekmf8Sbj3xm6g_sNJYibrRpCgyZ59C-sap330D EwyiBAR14Mq%21710340697%2114994564976... 2/5
7/7/2017 Budget Narrative for 17AC190318 G`
incentives,$350 training Prog Dir to use evaluation data for program
improvement-Daily Rate of 200
CATEGORY Totals IF 0 7,500 7,500 I`
v
I. Other Program Operating Costs
Purpose-Calculation j CNCS Share Grantee Share Total Amount
Criminal History Background Checks:56 x$30 each 1680.Includes FBI,state i
of residence and state of service checks for members,site supervisors and 0 1,680 1,680
staff.
f
Meeting Rooms:$75 per meeting x 15 meetings/trainings=$1125.Meeting
rooms will be used to provide member orientation,trainings,and team 0 1,125 1,125
meetings.Cost per room includes equipment usage of computer and projector.
Office Telephone and Internet:$75 per month x 12—$900 p 0 900 0
--
Site Liabilitiy Insurance:$500 flat rate 0 500 500
Member Timekeeping System:$15 x 68 members $1020 0 1,020 1,020
Cell Phone:Program Director cell phone$52 x 12=$624(negotiated rate per 6
sponsor) [ 0 624 624 1f=
_ F------
Office Space:$500/month x 12 � 6,000 6,000 '
CATEGORY Totals 0 I 11 849 11,849 ix
SECTION Totals 77,020 118,32 195,346
PERCENTAGE 39% 61% � r
Section 11. Member Costs
A. Living Allowance
Item #Mbrs w/Allow-Allowance Rate #Mbrs w/o Allow CNCS Share Grantee Share Total Amount f°
Full Time(1700 hrs): Member(s)at a rate of each 0
lo
0
Members W/O allowance [
1-Year Half Time(900 hours): 10 Member(s)ata rate of 7000 each 25,000 45,000 70,000 '
Members W/O allowance 0
2-Year Half Time(1 st Year):Member(s)at a rate of each
Members W/O allowance 0 f 0 0
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):Member(s)at a rate of each 0 0 0
Members W/O allowance
Quarter Time(450 hrs):28 Member(s)at a rate of 3500 each 90,000 8,000 98,000
Members W/O allowance 0
Minimum Time(300 hrs):30 Member(s)at a rate of 2310 each g 880 60,420 69,300
Members W/O allowance 0
CATEGORY Totals 123,880 113,420 237,300 K-
B. Member Support Costs
https:Hegrants.ens.gov/espan/main/report.jsp?sid=ne8ekmf8Sbj3xm6g_sNJYi brRpCgyZ59C-sap330DEwyiBAR14 Mq%21710340697%2114994564976... 315
7/7/2017 Budget Narrative for 17AC190318
I �
Purpose-Calculation CNCS Share Grantee Share Total Amount
FICA for Members: .0765 X 237,300= 18,153 18,153 0 18,153
Worker's Compensation:.032 x 237,300=7,594 j 7,594 0 7,594
Health Care: 0 I 0 0 E
CATEGORY Totals 25,747 0 j 25,747
SECTION Totals 149,627 113—,420-1j 263,047
i I
PERCENTAGE 57% 1L 43%
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 1($77,020)+CNCS share section II($149,627)x 60%=$7,153 7,153 45,839 52,992
Grantee share=10%total section 1($195,346)+total section II($263,047)=
$45,839
Commission Fixed Amount:ICVS Fixed Amount @ 5.26%X CNCS section
($77,020)+CNCS section 11($149,627)x 40%=$4,769 4,769 0 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 00 0
---- —1[::— 1=
SECTION TotalsIL 11,9221[ 45,839 IL 57,761
- ----------------------- ------------------- --
PERCENTAGE [77 21% 79%
_ BUDGET Totals 238,569 277,585 T 516,154
PERCENTAGEIL 46% 54%
Total MSYs 18.76
CostIMSY � 12,717 �..-r_.e..,... ��
Source of Funds
Section 4 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 ;FC,,h � State/Local
Carnegie-Stout Public Library(secured)
Host Site Fees from St.Mark Youth Enrichment,Dreamj
Center,Dubuque Community School District Summer 37,320 [C7ahAcademy(secured)
I
iF
1
https:Hegrants.cns.gov/espanlmain/reporL.jsp?sid=ne8ekmf8Sbj3xm6g_sNJYi brRpCgyZ59C-sap330DEwyiBAR14Mq%21710340697%2114994564976... 4/5
7/7/2017 Budget Narrative for 17AC190318
is
Host Site Supervisor's In-Kind Time from Dubuque 78,000 i In Kind Other
Community School District,City of Dubuque Leisure
Services,Carnegie-Stout Public Library, St.Mark Youth
Enrichment,Dream Center,Dubuque Community School
I
District Summer Academy(proposed)
Member Development In-Kind Training from Dubuque 9,000 In Kind State/Local
Community School District(proposed) I
Training Rooms,Office Space, Phone and Internet from 8,326 In Kind Private
Clarke University(secured)
I
Administrative Cost from City of Dubuque(secured) 45,839 In Kind tate[S__ Local
_
F_fPr_or0_mg
ram Director training(Required by City of Dubuque)
City of Dubuque(secured) 1,000 In Kind State/Local
[Funding from United Way of Dubuque Area Tri-States 10,000 i Cash Private
oposed)
Total Source of Funds T_ 277,585
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4
https://egrants.cns.gov/espan/main/report.jsp?sid=ne8ekmf8Sbj3xm6g_sNJYi brRpCgyZ59C-sap330DEwyiBAR14Mq%21710340697%2114994564976... 5/5
Attachment C
Iowa AmeriCorps Disaster Cadre
I
E
I'
S
S
Attachment C
IOWA AMERICORPS DISASTER CADRE
DISASTER DEPLOYMENT AGREEMENT
In this agreement the ICVS and GRANTEE agree as follows:
1. PURPOSE. The purpose of this agreement is to outline the expectations and
limitations of, for eligible reimbursements and requirements for disaster
deployment under the ICVS' Disaster Response Cooperative Agreement (DRCA)
with the Corporation for National and Community Service (CNCS), Iowa
AmeriCorps Disaster Cadre or direct deployments initiated from Iowa Homeland
Security and Emergency Management(HSEMD).
2. MEMBERS. The GRANTEE, as a member of the Iowa AmeriCorps Disaster
Cadre is willing to respond to disasters or assist in recovery efforts within their
capability. ICVS and GRANTEE seek to make efficient use of their authority,
powers, resources, and privileges by entering into this agreement to carry out its
purposes.
3. COST REIMBURSEMENT. GRANTEE is eligible for cost reimbursements
associated with a specific mission assignment for allowable expenses that fall
within the approved budget for deployment. Allowable expenses include travel,
lodging,meals, supplies, and equipment incurred for deployment and any
negotiated expenses specific to the deployment or mission assignment.
Unless specifically negotiated and approved under a specific mission assignment
and deployment(s),the ICVS will not reimburse costs already included in the
program's budget under its existing ICVS or CNCS grant(s). This preclusion
includes both the Corporation and non-Corporation shares of staff salaries paid,
participant costs, staff overtimes, administrative overhead and fees and/or any
other costs.
The GRANTEE is responsible for following all reimbursement procedures and
allowable cost policies outlined or referenced in the Disaster Deployment
Agreement between the ICVS and CNCS that will be provided to the GRANTEE
in the case of mission assignment and deployment.
4. LIABILITY. GRANTEE ensures adequate liability coverage for any mission
assignment or deployment.
5. RECORD KEEPING. Records will be maintained by the GRANTEE and ICVS
in a manner consistent with the reporting requirements of the Iowa Department of
Revenue and Finance,the State of Iowa Auditor's Office, the Corporation for
National and Community Service and the Federal Emergency Management
Agency. Source documentation sufficient to support expenditures will be
provided by the GRANTEE. GRANTEE shall keep a copy of receipts requested
for reimbursement for a period of 6.25 years from the end of the mission
assignment.
6. TRAINING. GRANTEE and/or ICVS shall insure AmeriCorps Members have
received appropriate training for the specific mission assignment prior to
acceptance of that mission assignment.
7. TERMINATION. This agreement may be terminated in part or completely with
or without cause by either ICVS or GRANTEE upon thirty (30) days written
notice.
8. AMENDMENTS. Any amendment to this agreement shall be by the mutual
consent of the parties,be in writing, and be appended to this agreement.
r
9. DEPLOYMENT. Any deployment not ordered by the Governor will be
voluntary and can be rejected by the ICVS or the GRANTEE. Programs will not
be reimbursed for any disaster response unless a specific deployment for that
activity is issued. Multiple deployments may be issued under any specific
mission assignment received by ICVS and/or CNCS.
10. ADMINISTRATORS. GRANTEE and the ICVS each will designate one
representative to serve as administrators of this agreement.
For GRANTEE: (name)
(phone number)
(email address)
For ICVS: Adam Lounsbury '.
515-725-3099
Adam.Lounsbury@iowaeda.com
4
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1
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Ifs
Exhibits A-F
Provided Electronically
I
r;
Exhibits Provided Electronically
• Exhibit A, "ACT,"The National and Community Service Act of 1990 as amended
by the Serve America Act,
https://wwvv.nationalservice.gov/sites/default/files/page/Service Act 09 11 13.p
df
• Exhibit B, "FEDERAL REGULATIONS", 45 CFR §§ 2500-2599,
https//www.nationalservice.�ov/sites/default/fileslpage/AmeriCorps Regulations
9. 1113.
• Exhibit C, "AMERICORPS Terms and Conditions", 2017 AmeriCorps Terms and
Conditions, including both the General Terms and Conditions and the Program
Specific Terms and Conditions for AmeriCorps State and National
o "2017 General Terms and Conditions"
https://e_°ants.cns.goN,,/termsandeonditions/2017GeiieralTAndC20161129-
503.pdf
o "2017 Program Specific Terms and Conditions"
https://egrants.cns.gov/termsandeonditions/Final2Ol7AmeriCoLps'FC2017
0413.pdf
• Exhibit D, "NOTICE OF FEDERAL FUNDING OPPORTUNITY", including
both the Notice of Funding Opportunity and Mandatory Supplemental Guidance
for 2017 AmeriCorps State and National Grants
o "2017 Notice of Funding Opportunity"
https://www.nationalseivice.gov/documents/main-menu/2016/2017-
notice-ftunding-opportunity
o "2017 Mandatory Supplemental Guidance"
_https://ww,,v.national service.gov/documents/main-menu/2016/2017-
mandatory-supplemental-guidance
• Exhibit E, "APPLICATION INSTRUCTIONS", State and National Competitive
New and Continuation(OMB Control#: 3045-0047, Expiration Date: 1/31/2017),
https:Hw,,vw.nationalservice.gov/sites/default/files/documents/2017%20ASN%20
Application%2011structions.pdf
• Exhibit F, "AMERICORPS PROGRAM DIRECTOR MANUAL", 2017-2018
AmeriCorps Program Director Manual, (distributed August 2017)
DRAFT
PART I - FACE SHEET
APPLICATION FOR FEDERAL ASSISTANCE 1 TYPE OF SUBMISSION
Modified Standard Form 424(Rev 02/07 to confirm to the Cnrynabnns eGants System) Application X] NonConstruction
A, DATE SUBMITTED TO CORPORATION 3.DATE RECEIVED BY STATE STATE APPLICATION IDENTIFIER
FOR NATIONAL AND COMMUNITY
SERViCE(CNCS). 01-DEC 16
2b.APPLICATION IF 4.DATE RECEIVED BY FEDERALAGENCY. FEDERAL DENTFIER
17AC190318
5.APPLICATION INFORMATION
LEGALNAME City of Dubuque NAMEAND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER
PERSON TO BE CONTACTED ON MATTERS INVOLVING THIS APPLICATION(give
DUNS NUMBER 093105302area codes)
NAME Mary Bridget Carron Deutsch
ADDRESS(give street atltlass,city,state,zip code and county).
1550 Clarke Dr TELEPHONE NUMBER (563)534-3644
Clarke University MS#1546 FAX NUMBER
Dubuque lA 52001-3117 INTERNET E-MAIL ADDRESS marybritlget deutsch@charke pan
County Dubuque
B.EMPLOYER IDENTIFICATION NUMBER(BN) 7.TYPE OF APPLICANT.
426004596 7a. Loal Government-Municipal
7b.Loal Government,Municipal
3.TYPE OF APPLICATION(Check appropriate box).
0 NEW NEW/PREVIOUS GRANTEE
0 CONTINUATION O AMENDMENT
IfAmendment enter appropriate lottery)in taxies)
A. AUGMENTATION B.BUDGET REVISION
C.NOCOSTETENSION D.OTHER(,speoily below):
g.NAME OF FEDERAL AGENCY'.
Corporation for National and Community Service
10a.CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER 94006 11z.DESCRIPTIVE TITLE OF APPLICANTS PROJECT.
10b TITLE AmenCorps State Partners In Learning AmenCorps Program
12.AREAS AFFECTED BY PROJECT(List Cities,Counties,States,etc). 11.b.CNCS PROGRAM INITIATIVE(IF ANY).
Dubuque,IA
13.PROPOSED PROJECT STARTDATE 09/01/17 END DATE 03131/13 14.CONGRESSIONAL DISTRICT OF aAppliant IA01 bPagam IA 01
15.ESTIMATED FUNDING Year#.[1 16.IS APPLICATION SUBJECT TO REVIEWBY STATEEXECUTVE
ORDER 12372 PROCESS'
a.FEDERAL $ 233,56900
0 YES.THIS PREAPPLICATION/APPLICATION WAS MADE AVAILABLE
b.APPLICANT $ 277,53500 TO THESTATE EXECUTIVE ORDER 12372 PROCESS FOR
REVIEW ON'.
c.STATE $ 000 DATE-
it LOCAL $ 000 0 NO.PROGRAM ISNOTCOVEREDBY E0.12372
e.OTHER $ 000
f PROGRAM INCOME $ 000 17.IS THE APPLICANT DELINQUENT ON ANY FEDERAL DEBT'
a TOTAL $ 516,15400 0 YES if Yes attach an explanation. ® NO
13.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 APPLICANTWLL COMPLY WITH THE ATTACHED ASSURANCES IF THE ASSISTANCE
IS AWARDED.
a.TYPED NAME OF AUTHORIZED REPRESENTATIVE b.TITLE c TELEPHONENUMBER
Mary Bridget Carron Deutsch (56 3)5343644
it SIGNATURE OF AUTHORIZED REPRESENTATIVE e.DATESIGNED.
12/01/15
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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 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 810 economically disadvantaged
students. I n addition,the AmeriCorps members will leverage an additional 300 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$299,585, $221,939 in public funding and$55,646 in private funding.
Rationale and Approach/Program Design
Need
Dubuque Community School District's(DCSD)students are not reading at grade level by 3rd grade.
Data from DCSD's Dynamic Indicators of Basic Early Literacy Skills and Certified Annual Enrollment
provide us with current literacy rates. In the spring of 2015, 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 2015, 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
2015,37%of DCSD K-3rd grade students, or approximately 1,187 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 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(21%); 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(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
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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
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 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, 2011).These
ramifications are serious for both the individual student who doesn't graduate high school and the
community as a whole.
Lastly,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. 11 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.
Intervention
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 1-1 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
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students in DCSD's 13 elementary schools. At all 13 schools we will specifically target, economically
disadvantaged,Tier z students who are defined as not proficient in reading or at risk of becoming not
proficient in reading. Members will tutor Tier z, K-3rd grade students in data-based,literacy
interventions that are aligned with the Iowa's Common Core standards and curriculum.These are
Literacy, Equity,Acceleration and Differentiation in the 21st Century Classroom(LEAD 21)and Lexia
Reading Cores(Lexia). LEAD 21 is designed to foster essential literacy skills and strategies, such as
phonemic awareness,phonics, fluency and comprehension. LEAD 21 draws upon the most current
research findings and best practices in early literacy instruction.Lexia provides all students a
systematic and structured approach in the following areas of reading:phonological awareness,
phonics, structural analysis, fluency, vocabulary and comprehension.
For our summer program,30 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 six-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
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support meet these criteria. Our members provide small group and r-r literacy interventions and
enrichment which serve as an important function in helping students learn to read.The combined
program criteria and small group and r-r 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 z 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 z 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(in HT and 28 QT)members as trained Academic
Reading Tutors in 13 DSCD elementary schools. Members will tutor K-3rd grade,Tier z students
identified through the Multi-Tiered System of Support(MTSS). MTSS is an evidence-based model to
integrate academic interventions.Tier z students are students who are not proficient in reading or
who are at risk of becoming not proficient in reading and require interventions.Tier z 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 z students'literacy success because these interventions would
not otherwise occur.Tutoring sessions will occur r-r or in small groups. Each session will occur at
least three times per week for 15-30 minutes for a minimum of in weeks or 30 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 zr 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 Iowa's Common Core standards. LEAD zr is designed to foster
essential literacy skills and strategies, such as phonemic awareness,phonics, fluency and
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comprehension. LEAD zr provides systematic and explicit instruction as well as built-in differentiated
interventions specifically for Tier z 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 z 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 SOO DCSD Tier z, economically disadvantaged students
(ED r)who start our tutoring program.The program defines start as a student who has at least ro
tutoring sessions with an AmeriCorps member. SOO is a strong hypothesis based off our current
program data. Of the SOO students that our members start with, 600(ED z)will complete the
tutoring program.The program defines completion as a student who has 30 tutoring sessions which
equates to ro weeks of the program with at least three sessions per week. Of those 600 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 ro points or greater 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.
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 zr and
Lexia intervention materials are already created for our AmeriCorps members which means all
members are provided with a specific script to follow.Additionally,DCSD staff trains our members
throughout the school year in LEAD zr and Lexia interventions.
During the summer,the program will combat summer learning loss by placing 30 Minimum Time
(MT)members in five summer programs.AmeriCorps members will provide K-3rd grade students
small group or r-r literacy support for at least three times per week for 15-30 minutes each session for
a minimum of 6 weeks or 18 sessions.At each summer site,these literacy interventions are the
minimum expectation. Each site will also provide additional literacy and enrichment interventions.
Twelve 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.Two MT
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members will serve at Carnegie-Stout Public Library for the 6 week program. Six MT members will
serve at St. Mark Youth Enrichment for the 7 week program. Lastly,two MT members will serve at
the DREAM Center for the 6 week program.
The summer-based AmeriCorps members will target 400 economically disadvantaged students who
will start a summer program(ED 1).The program defines start as a student who has 10 literacy
sessions with an AmedCorps member. Of the 400 students our members start with,300 will complete
the program(ED z).The program defines completion for the summer program as a student who has
18 literacy sessions with an AmedCorps member. Of those 300 students who complete the program,
270 will improve reading scores from the summer to fall(ED 5). The program defines improve for
the summer program as 5 points or greater from the student's 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
AmedCorps 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 AmedCorps members(12 HT and zz
QT)serve as Academic Reading Tutors.The members tutored 1,431 K-3rd grade Tier z students(ED1,
target was 600).The program greatly exceeded the estimation because the program previously
considered even one tutoring session with a Tier z student as starting the program.The program now
defines start as at least 10 tutoring sessions. Out of the 1,431 K-3rd grade students, 468 K-3rd grade
Tier z 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(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
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discuss in this section. Of these 468 students, 89%or 416 met our improvement benchmark of
improvement toward grade level proficiency for Performance Measure ED5 (ED 5,target was 15o).
DCSD is excited about the data yielded from students who completed the AmeriCorps tutoring
program.
The program implements strong data collection systems and processes. First, member training 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 15-30 minutes each session
for a minimum of 10 weeks or 30 session. Second,the program uses strong data collection tools to
collect information for our z outputs(ED1 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 Assistant's 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) Is 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
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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 10o%of the respondents agreed the interventions implemented by AmeriCorps
members have helped children make progress in grade level reading; l00%agreed AmeriCorps is
positively contributing to K-3rd grade reading proficiency; 10o%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.
Surveys completed by the AmeriCorps members showed l00%of the respondents agreed AmeriCorps
is positively contributing to K-3rd grade-level reading proficiency; 10o%agreed they were satisfied
with the program overall; and l00%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 12 schools was 41%.
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. In addition,the program explored other variables
contributing to a low completion rate. Some variables may be: not defining start;transiency; site
management; and scheduling conflicts.The program is implementing different strategies to ensure a
high completion rate. Some strategies are educating about the importance of completing the program,
setting a completion goal and being transparent with data so members and site supervisors ensure
student completion. I n addition,the program will no longer support schools who do not meet, at the
minimum, a completion rate of 5o%.
Notice Priority
The AmeriCorps Partners in Learning program doesn't fit with any 2017-2018 CNCS priority areas.
However,the program does fit with several of our State of Iowa priorities based on the Volunteer
Iowa State Service Plan: 1)comprehensive community strategy for Dubuque's Campaign for Grade
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Level Reading z)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 Training
The AmeriCorps Partners in Learning program has a strong member training plan. First, school year
and summer members are provided rz hours of AmeriCorps orientation. Orientation training consists
of general information on the Corporation for National and Community Service(CNCS),AmeriCorps
and the Iowa Commission on Volunteer Service(I CVS).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
trained 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 training is intensified because of the strong partnership with DCSD. As part of the rz
hour orientation training,the members are provided with 4 hours of position specific training by
DCSD staff. Members are trained on Tier z students,professionalism, confidentiality, and Lexia.
Training occurs again with DCSD to cover LEAD zr curriculum,interventions, and Lexia
interventions. Members are provided intensive on-site training and supervisor orientation at their
assigned schools. On-site training includes LEAD zr 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 training is enhanced by the summer partners. In addition to the rz hour orientation
training, our members are provided with at least 4 hours of position specific training by their
respective summer site. During the training, members are trained on the site's discipline,behavior,
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confidentiality, safety policies,interventions and materials. Members are also provided intensive on-
site training and supervisor orientation at their assigned site.
To support ongoing training 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 training 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. I n 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: r)Site Supervisor; and z)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, r-r 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.
Each school year and summer, site supervisors are trained by the Program Director.This training
occurs before members arrive on site and are completed in person, r-r.The site supervisor training
consists of an overview of the CNCS and ICVS, 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 nonduphcaiton and nondisplacement The
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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 required AmeriCorps 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 members begins with
the recruitment 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
recruitment 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, r-r approach with every
member to challenge them in different ways.This can include leading sections of monthly trainings,
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
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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.
Lastly,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 trainings, members receive verbal"Shout Out". 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.
Commitment 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 and brand.
Lastly, 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
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Organizational Background and Staffing
AmedCorps Partners in Learning 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 Program Director, Mary Bridget Corken-Deutsch, an AmedCorps alum, has been the Program
Director for 3 years and has additional experience managing federal grants. Kim Stickney, also an
AmedCorps 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. Made Ware, Leisure Services Manager, oversees the activities of the AmedCorps
Program Director and members. She manages a department with 33 full-time, 159 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 Lansing,
Assistant Finance Director, has overseen the fiscal responsibilities of the program from its inception in
2007.
Lastly,the program plays a significant role in Dubuque's comprehensive community strategy,
Dubuque's Campaign for Grade Level Reading.
Compliance and Accountability
AmedCorps 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-dup&cation and non-displacement
guidelines, and all other important rules and regulations through service agreements and the site
supervisor training, which is face to face and 1-1 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 appointment.Should a compliance issue
be suspected or arise,the Program Director holds a meeting with all parties involved to review
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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.
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,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$12,719.19 which is lower than our previous three years.The overall program
budget is$516,154 with$277,585 provided in match. The match percentage is above our minimum
required match of 5o%. A$238,569 CNCS investment,used to serve a minimum of 1,200
economically disadvantaged youth, equals $199 in CNCS funds for each student served.
Budget Adequacy
The program receives significant financial support from our partners. The DCSD provides$45,000 in
cash match for our members'living allowance. DCSD also provides over$70,000 in in-kind support
from site supervisors and$9,000 in in-kind,training. Our summer partners provide a significant
contribution as well. Leisure Services provides$18,480. 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$27,72o. All monies totaling, $60,420 go toward summer
members'living allowance.The City of Dubuque also provides$20,000 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 strong partner who provides in-kind office,internet,phone,
and training space of over$8,000. The program has also written local grants to fund our evaluation
efforts.
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Evaluation Summary or Plan
Introduction: 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 5oo,000 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.
Tutoring sessions will occur 1-1 or in small groups. Each session will occur at least three times per
week for 15-30 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 800 DCSD Tier 2, economically disadvantaged students
(ED 1)who start our tutoring program. The program defines start as a student who had at least 10
tutoring sessions with an AmeriCorps. 800 is a strong hypothesis based off our current program data.
Of the 800 students that our members start with, 600(ED 2)will complete the tutoring program.
The program defines completed as a student who had 30 tutoring sessions. 30 sessions is 10 weeks of
the program with at least three sessions per week. Of those 600 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 student's 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-based AmeriCorps members will target 400 economically disadvantaged students who will
start a summer program(ED 1). The program defines start as a student who had 10 literacy sessions
with an AmeriCorps. Of the 400 students our members start with, 300 will complete the program
(ED 2). The program defines completed for the summer program as a student who had 18 literacy
sessions with an AmeriCorps member. Of those 300 students who complete the program, 270 will
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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 student's 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: r)Do students who complete the
program have improved academic performance in literacy?(ED 5); z)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 seethe impact the
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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 2017, FAST spring assessment scores 2018
Limitations: The quasi-experimental design has limitations because the comparison groups are
formed through a non-random way.
Timeline:
Data Collection; Ongoing; Conducted by local program staff and database
Data Collection(comparison groups); Fall 2017-Spring 2018; External evaluator
Long Term Follow Up Study: Fall 2018-Spring 2019; External evaluator with support from program
staff
Budget:
Consultant($5o/hr): Planning and Prep, 5o hours, $2,5oo; Data Collection, 5o hours, $2,500;
Analysis, 20 hours, $1,000; Reporting, 10 hours, $5oo;Total Hours 13o,Total Cost$6,5oo
Other Direct Costs: Printing and copying, $15o;Transcription Service, $250;
Incentives/Food/Refreshments, $250;Training of AmeriCorps Director, $350;Total Cost$1,000
Total Budget: $9,500
Amendment Justification
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N/A
Clarification Summary
N/A
Continuation Changes
N/A
Grant Characteristics
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Performance Measures
MSYs by Focus Area MSYs by Objective
as♦ ♦ e
Tablet. MSYs by Focus Areas Table2 MSYs by 0bjecives
Education 100% K-12Success 100%
Abu of ABY NPM VS Applicant VS Not m ANY
•nppucemo •rvnionene 7e t♦Ni ANY
Table3 %MSVs by NPM vsApplicant vs. Not In ANY
pp loam of in
TableP No of MSY and Members by 0bjecive
K-12Success 1076 60
Primary Focus Area'. Education
Primary Intervention'. Tutoring—One on One
Secondary Focus Area'. Education
Secondary Intervention'. Tutoring—SmallGroup
DRAFT
Performance Measure: Tutor K-3rd grade students in reading
Focus Education Objective: K-12 Success No of 18.76 No of 68
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 atwo pronged program.
During the school year,members tutor economically disadvantaged K-3rd grade students in the elementary
schools in reading to ensure students read at grade level by 3rd grade. 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%. Students tutored at these schools will be cross referenced
off the school's free or reduced lunch list.
During the summer, members tutor economically disadvantaged K-3rd grade students who are enrolled in a
summer program in reading to combat the summer slide. Students tutored in the summer will be identified
as economically disadvantaged based off the school they attend. 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%. Students tutored in the summer who attend one of these
schools will be cross referenced off the school's free or reduced lunch list.
Selected Interventions:
Tutoring--One on One
Tutoring--Small Group
Describe Interventions:
During the school year, 10 HT and 28 QT 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.
During the summer,30 MT tutor K-3rd grade students enrolled in a summer program 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 6
weeks or 18 sessions. 18 sessions equates to 6 weeks of our program if sessions are at least three times
per week for 6 weeks. Research shows tutoring sessions for struggling readers must be at least three
times a week for 15-30 minutes to be effective. Research shows 6 weeks is sufficient to see academic
gains in the summer. Materials used complement program curriculum.
ED2 Output:
(PRIORITY) ED2: Number of students completing a CNCS-supported education program
Target: 900 Students
Measured By: Attendance Log
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DRAFT
Performance Measure: Tutor K-3rd grade students in reading
Problem Statement:
S81uYdedcJntiDwentio6s e
Tutoring--Small Group
Described Instrument: Completion Output: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 are economically disadvantaged will be counted as having
completed the school year program.Students will be identified as economically
disadvantaged by the school they attend (if their school has a majority of
students eligible for free or reduced lunch) or our program will cross reference
their name with the school district's free or reduced lunch status.
For our summer program, students who have received at least 18 tutoring
sessions and are economically disadvantaged will be counted as having
completed the summer program. Students will be identified as economically
disadvantaged by the school they attend (if their school has a majority of
students eligible for free or reduced lunch) or our program will cross reference
their name with the school district's free or reduced lunch status.
ED1 Output:
ED1:Number of students who start in a CNCS-supported education program.
Target: 1200 Students
Measured By: Attendance Log
Described Instrument: Participation Output:Members will record the name and school of each student
who starts the school year and summer tutoring program on the Student
Attendance Log. The list of student names will be checked to ensure no
student is counted twice. Members will track each student's individual tutoring
session on the Student Attendance Log. Our program defines start as at least
10 tutoring sessions. Sessions must be one on one or small group and 15-30
minutes at least 3 times per week. Students who meet with our members at
least 10 times and are economically disadvantaged will be counted in this
measure. Students will be identified as economically disadvantaged by the
school they attend (iftheir school has a majority of students eligible for free or
reduced lunch)or our program will cross reference their name with the school
district's free or reduced lunch status.
ED5 Outcome:
(PRIORITY) ED5: Number of students with improved academic performance in literacy and/or math
Target: 810 Students
Measured By: Standardized Pre\Post 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
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DRAFT
Performance Measure: Tutor K-3rd grade students in reading
Problem Statement:
SkildedcJntiDwentio6s e
Tutoring--Small Group
Described Instrument: and validity for K-3rd grade students. FAST will be administered to students in
the spring at the end ofthe school year. Students who complete our school
year program (30 sessions or more),who are economically disadvantaged
and who increased their scores by 10 points from the fall to spring FAST
assessment will be counted underthis measure. Students will be identified as
economically disadvantaged by the school they attend (iftheir school has a
majority of students eligible for free or reduced lunch) or our program will cross
reference their name with the school district's free or reduced lunch status.
During our summer program, students who complete our summer program (18
sessions or more),who are economically disadvantaged and who increased
their scores by 5 points from the spring to the fall FAST assessment will be
counted under this measure. Students will be identified as economically
disadvantaged by the school they attend (iftheir school has a majority of
students eligible for free or reduced lunch) or our program will cross reference
their name with the school district's free or reduced lunch status.
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DRAFT
Program Information
General Information
'My organization has previously received an AmeriCorps State and National Yes
Grant. Organizations that have been a host site for AmeriCorps members but
never had a direct grant relationship with either a State Commission or CNCS
should answer"No."
'The organization has sufficiently engaged community members and partner Yes
organizations in planning and implementing its intervention.
AmeriCorps Funding Priorities
'Check any priority area(s)that apply to the proposed program. In order to No NOFA priority area
receive priority consideration, applicants must demonstrate that the priority
area is a significant pad of the program focus, high quality program design,
and outcomes.
Populations Served
'Check the appropriate box(es)to identify the populations the proposed Disadvantaged youth (K-12)
program will serve. If you do not plan to serve any of the listed populations,
select"None of the above."
Grant Characteristics
'Check any grant characteristic(s)that apply to the proposed program. Community-based
Applicants must check the relevant boxes in orderto be considered for CNCS organizations
assessment of the strategic considerations and Special Initiatives
Grant Characteristics-AmeriCorps member Population
'Check any grant characteristics that apply to the AmeriCorps member Communities of Color, Low-
population ofthe proposed program. income individuals, Older
Americans, People with
Disabilities, Economically
disadvantaged
youth/Opportunity youth
AmeriCorps Identity/Co-branding
'AmeriCorps members will wear the AmeriCorps logo every day. Yes
'AmeriCorps members will create and deliver elevator speeches. Yes
'The AmeriCorps logo will be proudly displayed on the front page of the Yes
organization's website.
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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 opportunity youth, if any 0
Number reported in 015 who are opportunity youth 0
Number reported in 017 who are opportunity youth 0
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DRAFT
Required Documents
Document Name Status
Evaluation Not Applicable
Federally Approved Indirect Cost Agreement Not Applicable
Labor Union Concurrence Not Applicable
Other Documents Not Applicable
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Logic Model
Problem Inputs Activities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
The community Resources that The core activities Direct products Changes in Changes in Changes in
problem that the are necessary to that define the from program knowledge, skills, behavior or action. condition or status
program activities deliver the intervention or activities. attitudes and Depending on in life. Depending
(interventions) are program activities program model opinions. These program design, on program
designed to (interventions), that members will outcomes, if these outcomes design,these
address. including the implement or applicable to the may or may not be outcomes may or
number of deliver,including program design, measurable during may not be
locations/sites duration, dosage will almost always the grant year. measurable during
and number/type and target be measurable the grant year.
of AmeriCorps population. during the grant Some programs,
members. year. such as
environmental or
capacity-building
programs, may
measure changes
in condition over a
period as short as
one year.
Dubuque School Year 1-1 and small 800 economically 540 of the 600 Children read at Children stay on
Community School Program group tutoring to disadvantaged economically grade level by the grade level for
District students do (September K-3rd grade,Tier 2 students start our disadvantaged end of third grade middle and high
not read at grade through May) students identified tutoring program students who school years.
level by 3rd grade. through the Multi- (National complete our
10 HT and 28 QT Tier System Performance program will Children graduate
AmeriCorps Supports (MTSS) Measure-ED1) improve by 10 high school.
members in reading at least points as
three times per 600 economically measured by the
13 Elementary week for 15-30 disadvantaged FAST assessment
schools within minutes each students complete when comparing
Dubuque session,for a our tutoring fall to spring
Community School minimum of 10 program (National scores (National
District weeks or 30 Performance Performance
sessions and until Measure-ED2) Measue-ED5)
the child has been
reassessed and
results show the
child performing at
grade level.
Dubuque Summer Program 1-1 and small 400 economically 270 of the 300 Children read at Children stay on
Community School (June through group literacy disadvantaged economically grade level by the grade level for
District students do August) support at least students start our disadvantaged end ofthird grade middle and high
not read at grade three times per tutoring program students who school year.
Paget
Logic Model
Problem Inputs Activities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
level by 3rd grade. 30 MT AmeriCorps week for 15-30 (National complete the
members in total minutes each Performance program will Children graduate
session for a Measure-ED1) improve by 5 high school.
8 MT at Leisure minimum of 6 points as
Services weeks or 18 300 economically measured by the
Playground sessions. disadvantaged FAST assessment
Explorations students complete when comparing
our tutoring spring to fall
2 MT at Carnegie- program (National (National
Stout Public Performance Performance
Library Measure-ED2) Measue-ED5)
6 MT at St. Mark
Youth Enrichment
2 MT at Dream
Center
12 MT at DCSD
Summer Academy
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Page 28
BudgetNarrative for 17AC190318 https:Hegrants.ens.gov/espan/main/report.jsp?sid—xTJgV5GbNRKixdi87...
Budget Narrative: Partners in Learning AmeriCorps Program for City of Dubuque
Section I. Program Operating Costs
Ar. Personnel Expenses
Positionlfitle-Qty-Annual Salary-%Time CNCS Share Grantee Share Total Amount
AmeriCorps Director:- 1 person(s)at 56122 each x 98%usage 53 900 F 1,100 F 55,000
AmeriCorps Assistant:- 1 person(s)at 20363 each x 37.5%usage I 0 F 7,636 F 7,636
Site Supervisors:- 17 person(s)at 205881 each x 2%usage I 0 F 70,000 F 70,000
CATEGORY Totals F
53,900 F 78,736 F 132,636
B. Personnel Fringe Benefits
Purpose-Calculation CNCS Share Grantee Share Total Amount
Program Director: Health $13,900+Workers Comp @.032=$1,760+ FICA @ 23,120 0 23,120
.0765=$3442+ IPERS @ .0893=$4018
Program Assistant:Workers Comp @ .032=$244+ FICA @.0765=$585+ 1,512 1,512
IPERS @ .0893=$683 F
CATEGORY Totals F
23,120 F 1,512 F 24,632
C. Travel
Staff Travel
F_ Purpose-Calculation CNCS
�Share Grantee Share Total Amount
Travel to CNCS-Sponsored Meetings: I 0 0 0
Travel to CNCS sponsored meeting: Director travel to 1 CNCS Sponsored
meeting:$500 airfare,$400 2-3 nights in hotel,meal=$50 per day diem x 3 F 0 F 1,050 F 1,050
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(sponsor 0 F 729 729
mileage reimbursement rate)$729
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(program 0 7540 F 540
sponsor reimbursment rate)=$540. F
CATEGORY Totals I 0 2,319 F 2,319
Member Travel
Purpose-Calculation CNCS
�Share Grantee Share Total Amount
CATEGORY Totals I 0 0 0
D. Equipment
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Item/Purpose-Qty-Unit Cost CNCS
�Share Grantee Share Total Amount
CATEGORY Totals I 0 0 0
E. Supplies
Item-Calculation CNCS Share Grantee Share Total Amount
Member gear: Uniforms-polo shirts for school based program members, 38 x
$20=$760,t-shirts for summer based program 30 x$15=$450 name tags F 01,550 1,550
with AmeriCorps logo$5 x 68 members=$340
Copy machine maintenance and supplies: copy machine$375 quarterly, office 1,620 1,620
supplies$10 per month x 12=$120 F oF
CATEGORY Totals I 0 3,170 F 3,170
F. Contractual and Consultant Services
Purpose-Calculation-Daily Rate CNCS
�Share Grantee Share Total Amount
CATEGORY Totals I 0 0 0
G. Training
Staff Training
Purpose-Calculation-Daily Rate _Fc NCS 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 1,0001,000
diem x 8=1000- Daily Rate of 125
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- F 0 F 1,200 F 1,200
Daily Rate of 600
Member Development: 3 DCSD employees hourly wage and benefits for 60
hours of training=$150 X 60. Trainings include Reading Strategies, 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 F 2,040 F 2040,
orientation training for fall and summer members. Ongoing monthly training for
both fall and summer members.- Daily Rate of 30
CATEGORY Totals I 0 12,240 F 12,240
H. Evaluation
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Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount
Program Evaluation: $50/hr for 130 hours=$6,500,$150 printing,$250
transcription,$250 incentives,$350 training Program Director- Daily Rate of 0 7,500 7,500
200 F
CATEGORY Totals I 0 7,500 F 7,500
I. Other Program Operating Costs
I Purpose-Calculation Fc NCS Share Grantee Share Total Amount
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 meetings/trainings=$1125. Meeting
rooms will be used to provide member orientation,trainings,and team 0 1,125 1,125
meetings. Cost per room includes equipment usage of computer and projector.
Office Telephone and Internet: $75 per month x 12=$900 I 0 900 900
Site Liabilitiy Insurance: $500 flat rate I _ 0 500 500
Member Timekeeping System: $15 x 68 members=$1020 I 0 1,020 1,020
Cell Phone: Program Director cell phone$52 x 12=$624(negotiated rate per F 624 F 624
sponsor) F o
Office Space:$500/month x 12 F0 6,000 F 6,000
CATEGORY Totals F_ o 11,849 11,849
SECTION Totals F
77,020 F 118,326 195,346
PERCENTAGE F 39% F 61% F
Section II. Member Costs
A. Living Allowance
Item-#Mbrs w/Allow-Allowance Rate-#Mbrs w/o Allow Fc NCS Share Grantee Share Total Amount
Full Time(1700 hrs): Members)at a rate of each
Members W/O allowance 0 F 0 F 0
1-Year Half Time(900 hours): 10 Member(s)at a rate of 7000 each 25,000F 45,000F 70,000
Members W/O allowance 0
Year Half Time(1st Year): Member(s)at a rate of each
MFFF
Members W/O allowance
Year Half Time(2nd Year): Members)at a rate of each
MFFF
Members W/O allowance F o F o F o
Reduced Half Time(675 hrs): Members)at a rate of each FFF
Members W/O allowance
Quarter Time(450 hrs): 28 Members)at a rate of 3500 each 90,000 8,000 98,000
Members W/O allowance 0 F
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IF
Minimum Time(300 hrs):30 Member(s)at a rate of 2310 each 8 880 F 60,420 69,300
Members W/O allowance 0
CATEGORY Totals F
123,880 F 113,420 F 237,300
B. Member Support Costs
Purpose-Calculation CNCS Share Grantee Share Total Amount
FICAfor Members: .0765X237,300=18,153 18,153 F 0 F 18,153
Worker's Compensation: .032 x 237,300=7,594 F7,594 7594,7,594
Health Care: I 0 IF0 0
CATEGORY Totals F 25,747 F 0 F 25,747
SECTION Totals 149,627 F
113,420 263,047
PERCENTAGE F
57% F 43% F
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 1($77,020)+CNCS share section II($149,627)x 60%=$7,153 7,153 F 45,839 F 52,992
Grantee share= 10%total section I($195,346)+total section II($263,047)=
$45,839
Commission Fixed Amount: ICVS Fixed Amount @ 5.26%X CNCS section I 4 769 F 0
4,769
($77,020)+CNCS section II ($149,627)x 40%=$4,769
CATEGORY Totals F
11,922 F 45,839 F 57,761
B. Federally Approved Indirect Cost Rate
Calculation-Cost Type-Rate-Rate Claimed-Cost Basis CNCS�Share Grantee Share Total Amount
CATEGORY Totals I 0 0 0
SECTION Totals F
11,922 F 45,839 F 57,761
PERCENTAGE F
21% F 79% F
BUDGET Totals F
238,569 F 277,585 516,154
PERCENTAGE F
46% F 54% F
Total MSYs F 18.76 F
Cost/MSY F 12,717 F
Source of Funds
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Section Match Description Amount F Type Source
Cash match from partners(proposed) 88,100 Cash State/Local
Cash match from partners(proposed) 37,320 Cash Private
Site Supervisor's Time(proposed) F 78,000 In Kind Tother
Member Development Training(proposed) 9,000 In Kind State/Local
Source of Funds
Training rooms,office space,phonelnternet(secured) 8,326 In Kind Private
Indirect Cost-City Staff Time(secured) 45,839 In Kind State/Local
Program Director training-required by sponsor(secured) 1,000 In Kind State/Local
Funding from local grant(proposed) F 10,000 Cash Private
Total Source of Funds 277,585
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RPT_BGT_424
January 4,2017 12:02 PM
Partners in Learning AmeriCorps Program
City of Dubuque
Application ID: 17AC190318 Budget Dates:
Total Amt CNCS Share Grantee Share
Section I. Program Operating Costs
A. Personnel Expenses 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. Contractual 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 Program Operating 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 Allowance
Full Time(1700 hrs) 0 0 0
1-Year Half Time (900 hours) 70,000 25,000 45,000
Reduced Half Time(675 hrs) 0 0 0
Quarter Time(450 hrs) 98,000 90,000 8,000
Minimum Time(300 hrs) 69,300 8,880 60,420
2-Year Half Time (2nd Year) 0 0 0
2-Year Half Time (1 st 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 It.Subtotal $263,047 $149,627 $113,420
Section It.Percentages 57% 43%
Section III.Administrative/Indirect Costs
A.Corporation Fixed Percentage
Corporation Fixed Amount 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+Ill.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 11
Form 424A Modified SF-424A(4/88 and 12/97)
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RPT_BGT_424
January 4,2017 12:02 PM
Partners in Learning AmeriCorps Program
City of Dubuque
Total MSYs 18.76
Cost/MSY $12,717
Total Amt CNCS Share Grantee Share
Budget Totals $0 $0 $0
Budget Total Percentage 0% 0%
Required Match 50%
#of years Receiving CNCS Funds 11
Total MSYs 18.76
Form 424A Modified SF-424A(4/88 and 12/97)
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