2019-20 AmeriCorps Partners in Learning Campaign for Grade-Level Reading Grant Copyrighted
February 4, 2019
City of Dubuque Consent Items # 5.
ITEM TITLE: 2019-20 AmeriCorps Partners in Learning Campaign for
Grade Level Reading Grant Application Submission
Approval
SUMMARY: City Manager recommending approval of the 2019-20
AmeriCorps Partners in Learning Campaign for Grade-
Level Reading Grant application to the lowa Commission
on Volunteer Services.
SUGGESTED DISPOSITION: Suggested Disposition: Receive and File; Approve
ATTACHMENTS:
Description Type
2019-20 AmeriCorps Partners in Learning Grant-NNM City Manager Memo
Memo
Staff Memo Staff Memo
2019-20 AmeriCorps Partners in Learning Grant Supporting Documentation
Application
2019-20 AmeriCorps Partners in Learning Grant Supporting Documentation
Budget
THE CITY OF Dubuque
�
AIFA�erlwGh
UB E '�� III►
Masterpiece on the Mississippi Z°°'�w'2
7A13 2017
TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: 2019-20 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Application Submission Approval
DATE: January 29, 2019
Leisure Services Manager Marie Ware recommends City Council approval of the
2019-20 AmeriCorps Partners in Learning Campaign for Grade-Level Reading Grant
application to the lowa Commission on Volunteer Services in the amount of$244,044.
The match for the grant is paid for by in-kind supervision, office space, as well as funds
from the Dubuque Community School District, St. Mark's, Dream Center, Leisure
Services Recreation Division, Greater Dubuque Community Foundation, and Carnegie-
Stout Public Library. The City provides a $20,000 match which was approved as an
improvement package almost three years ago. The grant would run from September 1 ,
2019 through August 31 , 2020.
I concur with the recommendation and respectfully request Mayor and City Council
approval.
�� � ���
Mic ael C. Van Milligen� � �
MCVM:jh
Attachment
cc: Crenna Brumwell, City Attorney
Teri Goodmann, Assistant City Manager
Cori Burbach, Assistant City Manager
Marie L. Ware, Leisure Services Manager
THE CTTY OF Dubuque
�
uFnoenneiry
DUB E '�I,I��'
Masterpiece on the Mississippi Z°°' Z°'Z
2�13 201�
TO: Michael C. Van Milligen, City Manager
FROM: Marie L. Ware, Leisure Services Manager
SUBJECT: 2019-20 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Application Submission Approval
DATE: January 28, 2019
INTRODUCTION
The purpose of this memo is request approval of the 2019-20 AmeriCorps Grant
application recently submitted via e-grants to the lowa Commission on Volunteer
Service and now submitted to the Corporation for National and Community Service
(CNCS).
BACKGROUND
AmeriCorps Partners in Learning Program has been extremely successful in its 19
years of operation, twelve of which have been under the leadership of the City of
Dubuque. The program's success is apparent in the 700 plus AmeriCorps Alumni
giving over 450,000 hours of service in our community. These members and alumni
have performed invaluable service.
AmeriCorps members are paid living allowance stipend for their service and receive an
education award. The stipends and awards are a part of the grant. These funds are
often directly invested in our community in the form of groceries, rent or tuition to local
colleges and universities as well as other direct living expenses. Some of the
AmeriCorps members are grandparents and earn education awards they are passing
along to their grandchildren.
The Corporation for National and Community Service (CNCS) has established priority
areas of funding for their grants. AmeriCorps Partners in Learning fits nicely into CNCS
priority area of education. CNCS emphasizes performance measures and being able to
measure progress. They require evidence based approaches with evaluative data and
use of a logic model. We must provide evidence that the proposed intervention is
effective for the proposed population and community challenge. A third-party evaluation
was completed prior to the writing of this grant. The evaluation provided excellent
feedback on the AmeriCorps Partners in Learning Program. This was used in the
writing of the grant attached.
The grant focuses on ensuring students read at grade level by 3�d grade and targeting
students with literacy needs. The program has been awarded three-year grants since
near its inception. The grant was submitted to the lowa Commission on Volunteer
Service and now has moved for federal consideration to the Corporation for National
and Community Service. Success is that the grant was recommended for consideration
for federal funding. This grant submission is the third year of the three-year grant.
DISCUSSION
AmeriCorps members have become partners in the school they serve. The AmeriCorps
Program has partnered with the Dubuque Community School District to formulate a
program that continues to place AmeriCorps members in elementary schools at the
Kindergarten, 1 S� 2"a and 3�d grade level. The contact time for students will be 21 ,600
hours. The School District provides training to the AmeriCorps members that aligns with
the curriculum taught in the schools. By creating this focus, we have moved the needle
with our AmeriCorps program and members and will continue these efforts.
The AmeriCorps grant is a part of the Campaign for Grade Level Reading locally. The
City Council's priorities include work on the Campaign. This focus allows more
AmeriCorps members to be placed in the schools serving students to raise their reading
proficiency. This service is in line with the Community Solution Action Plan and efforts
around the collective impact model related specifically to Grade Level Reading.
Forty-four AmeriCorps members will 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 students with literacy needs to start the
tutoring program with 600 students with literacy needs to complete it. The short-term
outcome proposed in the grant is for 540 of the 600 students with literacy needs who
complete our program will improve by 10 points as measured by the FAST assessment.
Additionally, eight AmeriCorps members will serve students in the summer in
neighborhood parks through Leisure Services providing educational programming; two
members will serve at Carnegie-Stout Public Library in summer reading programs; six
members will serve at St. Mark's Youth Enrichment and two members will serve at the
Dream Center to provide reading interventions for their summer programming. Lastly,
12 members will serve at Dubuque Community School District summer reading.
For the last academic year (2017-2018) the AmeriCorps program was a huge success.
97°k or 462 out of 476 students who worked with AmeriCorps members 30 times or
more improved their FAST Composite Score and are assessments the Dubuque
Community School District uses to assess studenYs reading proficiency. We are
making a difference in the lives of Dubuque's children.
This work focuses resources on third grade reading hoping to recover children before
they become disengaged. It is a much better investment to work at the early age.
2
School District personnel have been leaders in helping the AmeriCorps program focus
the member resources in ways that have been and will continue to be most impactful.
The grant will be reviewed by CNCS and awards will be announced later this year. If
awarded CNCS will issue a grant agreement for Council approval.
BUDGETIMPACT
The match for the grant is paid for by in-kind supervision, office space, as well as funds
from the Dubuque Community School District, St. Mark's, Dream Center, Leisure
Services Recreation Division, Greater Dubuque Community Foundation, and Carnegie-
Stout Public Library. The 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.
The current 2019-2020 grant has been budgeted in the current FY 2019 city budget and
the remainder will be proposed in the FY 2020 budget. The proposed grant request
from CNCS is $244,044 which will be matched with local in-kind and cash funds of
$246,281 , totaling to $490,325. The in-kind and cash match is paid for by AmeriCorps
sites and in-kind match for administration, supervision and training. This match is 50°k
of the total grant. This grant would run from September 1 , 2019 through August 31 ,
2020. This grant application is a federal grant. This application, if funded, would be a
year three of a three-year grant cycle.
RECOMMENDATION
I fully recommend submission and approval of the 2019-20 AmeriCorps Partners in
Learning Campaign for Grade-Level Reading Grant that meets the City Council
Management in Progress Top Priority of the Campaign for Grade-Level Reading.
attachment: 2019-2020 Application
2019-2020 Budget
CC: Heather Satterly, AmeriCorps Program Director
Jenny Larson, Budget Director
3
D RAFT
PART I - FACE SHEET
APPLICATION FOR FEDERAL ASSISTANCE � T�'PEOFSUBMISSION:
Modified Standard Form424(Rev.02/07 to confirmto the Corporation's eGrants System) Flppliwtion O NomConstmction
2a.DATESUBMITTED TO CORPORATION 3.DATE RECENm BY STATE: STATEAPPLICATION IDBJTIFIER:
FOR NATIONAL AND COMMUNITY
SERV ICE(CNCS): 14-JAN-19 283720
26.APPLICATION ID: 4.DATE RECENm BY FEDERAL AGQJCY: FEDERAL IDQJTIFIER:
19AC209080 i SACH W 0020012
5.APPLICATION INFORMATION
LEGAL NAME: City of Dubuque f�lAMEAND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER
PERSON TO BECONTACTED ON MATTERS INVOLVING THVS APPLICATION(grve
DUNS NUMBER: 093105302 area codes):
f�lAME: Heather M.SatterN
ADDRESS(grve street address,city,state,zip code and county):
1550 qarke Dr TELEPFiONE NUMBER (563)584-8644
qarke University MS#1546 FAX NUMBER:
Oubuque W 52001-3117
NTERNETEMAILADDRESS: heather.satterN@clarke.edu
Counry:Dubuque
6.Bv1PLOYER IDQJTIFICATION NUMBER(EN): 7.TYPEOFAPPLICANT:
426004596 7a. Local Government-Municipal
76. Lowl Government,Municipal
8.TY PE OF A PPLICATION(Check appropriate box).
� N� ❑ NEW/PREVIOUSGR4NTEE
O CONTNUATION O AMQJDMQJT
IF Amendment,enter appropriate letter(s)in box(es): ��
A. AUGMQJTATION B.BUDGEf REVISION
Q NO COST IXTQJSION D.OTHER(specAy bebw):
9.f�lAME OF FEDER4 L AGQJCY:
Corporation for National and Community Service
10a.CATALOG OF FEDQt4L DOMESTIC ASSVSTANCE NUMBER: 94.006 11.a.DESCRIPTNE TITLE OF APPLICANT'S PROJECT:
106.TITLE: AmeriCorps State Partners in Learning AmeriCorps R'ogram
12.ARFAS AFFECTED BY PROJECT(List Cdies,Counties,States,etc): 11.6.CNCS PROGRAM NITWTNE QFANI'):
Dubuque, W
13.PROPOSED PROJECT: START DATE 09/01/19 QJD DATE: OB/31/20 14.CONGRESSIOf�lAL DISTRICT OF: a.Applicant W 01 b.R'ogram W 01
15.ESTINWTED FUNDING: Year#:�3 i6.IS APPLICATION SUBJECT TO REVI2JV BY STATE IXECUTNE
ORDER12372 PROCESS?
a.FEDERAL $ 244,044.00
0 YES.THISPRFAPPLICATION/APPLICATIONWASMADEAVAILABLE
b.APPLICANT $ 246,281.00 TO THESTATE IXECUTNEORDQ212372 PROCESS FOR
REVIEW ON:
c.STATE $ 0.00 DATE:
d.LOCAL $ 0.00 ❑X NO.PROGR4M IS NOT COVQ2ED BY E.O.12372
e.OTHER $ 0.00
f.PROGRAMINCOME $ 0.00 17.ISTHEAPPLICANTDELNQUQJTONANYFEDERALDEBT?
0 YES if"Yes,"attach an explanation. � NO
g.TOTAL $ 49Q325.00
18.TO THE BEST OF MY KNOWLEDGEAND BELIEF,ALL DATA IN THVS APPLICATION/PRFAPPLICATION ARE TRUEAND CORRECT,THE DOCUMQJT HAS BEQJ
WLY AUTHORQED BY THEGOVERNING BODY OF THEAPPLICANT AND THEAPPLICANT WILL COMPLY WITH THEATTACHEDASSUR4NCES IF THEASSISTANCE
VS AWARDED.
a.TYPEDNAMEOFAUTHORIZEDREPRESQJTATNE: b.TRLE: c.TELEPHONENUMBER:
Heather M.Sattery (563)584-8644
d.SIGNATURE OF AUTHORIZ ED REPRESQJTATN E: e.DATE SIGNED:
01/14/19
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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 DistricYs
elementary schools and summer programs. At the end of the first program year, the AmeriCorps
members will be responsible for increasing the reading scores of 8io economically disadvantaged
students. I n addition, the AmeriCorps members will leverage an additional3oo volunteers who will be
engaged in Dubuque community days of service.
The program will focus on the CNCS focus area of Education. The CNCS investment of$238,569 will
be matched with $2'7'7,585� $221�939 in public funding and$55,646 in private funding.
Rationale and Approach/Program Design
Need
Dubuque Community School DistricYs (DCSD) students are not reading at grade level by 3rd grade.
Data from DCSD's Dynamic Indicators of Basic Early Literacy Skills and CertifiedAnnual Enrollment
provide us with current literacy rates. In the spring of 2oi5, 25% of DCSD 3rd grade students were not
reading at grade level. When poverty is taken into consideration,the data is more severe. In the spring
of 2oi5� 53% of DCSD's 3rd grade students that were eligible for Free and Reduced Lunch, did not read
at grade level. In looking at all grade levels leading up to grade 3, the data is similar. In the spring of
2oi5, 3'7% of DCSD K-3rd grade students, or approximately i,i8'7 students, were not reading at grade
level.
5 of i3 Dubuque elementary schools (Audubon, Fulton, Lincoln, Marshall, Prescott) are Title i which
means they are designated as schools with high percentages of children from low-income families. I n
the remaining 8 elementary schools, there exists a percentage of students in poverty that will be the
focus of our AmeriCorps program: Bryant (33%); Carver (22%); Eisenhower (29%); Hoover (35%);
Irving (38%); Kennedy (2i%); Sageville (26%); Table Mound(29%).
Living in poverty can create a reality for students that contributes to reading at grade level. First,
children in poverty are more likely to be unprepared for kindergarten. A series of longitudinal studies
by Hart and Risley (i995-2003) demonstr�ated low-income children heard 3o million fewer words
total by age three than did more affluent children. These early gaps result in persistent academic
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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
tr�ansition from learning how to read, to reading to learn.According to a study by researchers,
students who couldn't read at grade level by 3rd grade continued to fall further behind their peers after
3rd grade (McNamara, J.K., Scissons, M, and Gutknecth, N; 2011). In addition, a study by Hernandez
states children who do not read proficiently by the end of third grade are four times more likely to
leave school without a high school diploma than proficient readers (Hernandez, 2oii). These
ramifications are serious for both the individual student who doesn't graduate high school and the
community as a whole.
Iastly, the ramifications for students who do not read at grade level by 3rd grade are even more severe
in the State of Iowa. Recent legislation titled, Chapter 62 State Standards for Progression in Reading,
states children who do not read at grade level by 3rd grade must enroll in an intensive summer
reading program offered in accordance with Chapter 62. If the student doesn't attend an intensive
summer reading program and is ineligible for the good-cause exemption, the student will be retained
in 3rd grade.
I ntervention
AmeriCorps Partners in Learning proposes a two pronged approach to combat our community's
problem of students who do not read at grade level by 3rd grade. The first approach consists of a
school year program where members provide 1-1 or small group literacy interventions to struggling
readers. The second approach consists of a summer program where members provide i-i or small
group literacy support and enrichment activities.
For our school year program, 38 (10 HT and 28 QT) AmeriCorps members will tutor K-3rd grade
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students in DCSD's i3 elementary schools. At all i3 schools we will specifically target, economically
disadvantaged, Tier 2 students who are defined as not proficient in reading or at risk of becoming not
proficient in reading. Members will tutor Tier 2, K-3rd grade students in data-based, literacy
interventions that are aligned with the I owa's Common Core standards and curriculum. These are
Literacy, Equity,Acceleration and Differentiation in the 21st Century Classroom (I.EAD 21) and Lexia
Reading CoreS (Lexia). LEAD 2i is designed to foster essential literacy skills and strategies, such as
phonemic awareness, phonics, fluency and comprehension. LEAD 2i draws upon the most current
research findings and best practices in early literacy instr�uction. Lexia provides all students a
systematic and str�uctured approach in the following areas of reading: phonological awareness,
phonics, structural analysis,fluency,vocabulary and comprehension.
For our summer program, 3o Minimum Time AmeriCorps members will serve five community
partner's summer programs. Members will combat the summer slide for Dubuque children by
providing 1-1 or small group literacy support using the same LEAD 21 and Lexia interventions.
Members will also provide enrichment activities to youth who may not otherwise receive these
experiences. Enrichment activities include hands on activities, technology, organized recreation, field
trips, art, music and sports.
Theory of Change and Logic Model
Our integrated, comprehensive,two pronged approach will ensure economically disadvantaged, Tier 2
students read at grade level by the end of 3rd grade.According to the Campaign for Grade Level
Reading, communities must use a collaborative approach to ensure students read at grade level by 3rd
grade.AmeriCorps Partners in Learning works with both the school district and community partners
to target literacy efforts in Dubuque's elementary schools and summer programs. This year round
approach ensures students continue to build on their grade level reading efforts from the school year
through the summer months.
Summer programs are critical for students to maintain the gains they've made during the school year.
The Campaign for Grade Level Reading states programs combat the summer slide when they meet
certain criteria. Programs must be at least sis-week, full-day models open to all youth living in
poverty that blend academic learning with hands on activities such as arts, technology, music, sports
and other incentives like free breakfast and lunch.All of the summer programs AmeriCorps members
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support meet these criteria. Our members provide small group and i-i literacy interventions and
enrichment which serve as an important function in helping students learn to read. The combined
program criteria and small group and 1-1 interventions ensure students maintain or gain in their
reading assessment from summer to fall.
School year support is also critical for students'literacy success. Tier 2 students often don't receive the
increased and targeted interventions they require because school resources are more focused on the
most struggling students, Tier 3 students. DCSD prioritizes their own resources to support Tier 3
students. Therefore, without the support of AmeriCorps, Tier 2 students don't receive interventions, are
now at risk for not reading at grade level by 3rd grade and may be retained due to recent Chapter 62
legislation in the State of Iowa.
This work is important because research shows when students read at grade level by 3rd grade they
are more likely to graduate on time with a high school diploma which has a long term impact on both
individual students and community success.
During the school year, the program will place 38 (10 HT and 28 QT) members as trained Academic
Reading'I�tors in 13 DSCD elementary schools. Members will tutor K-3rd grade,Tier 2 students
identified through the Multi-Tiered System of Support (MTSS). MTSS is an evidence-based model to
integrate academic interventions. Tier 2 students are students who are not proficient in reading or
who are at risk of becoming not proficient in reading and require interventions. Tier 2 students do not
often receive needed interventions from classroom teachers or staff because their time must be spent
with Tier 3 students who need intense,individual interventions from a certified teacher. Therefore,
AmeriCorps members are critical to Tier 2 students'literacy success because these interventions would
not otherwise occur. Tutoring sessions will occur i-i or in small groups. Each session will occur at
least three times per week for i5-3o minutes for a minimum of io weeks or 3o sessions and until the
student has been reassessed and results show the child performing at grade level.
AmeriCorps members will use two specific interventions, LEAD 2i and Lexia, both of which are
critical to the success of the tutoring session. Both of these interventions are curriculum used by the
classroom teacher and align with I owa's Common Core standards. I.EAD 2i is designed to foster
essential literacy skills and str�ategies, such as phonemic awareness, phonics, fluency and
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comprehension. LEAD 2i provides systematic and explicit instruction as well as built-in differentiated
interventions specifically for Tier 2 students. Lexia provides all students a personalized, systematic,
structured approach in the following reading areas: phonological awareness, phonics, fluency, and
comprehension. It also provides differentiated interventions for Tier 2 students. Lexia's research-
proven program targets skill gaps as they emerge and provides student-specific interventions through
Lexia Lessons. Lexia Lessons are scripted materials which allow AmeriCorps to provide explicit, multi-
sensory interventions in a specific skill area.
School-based AmeriCorps members will target 80o DCSD Tier 2, economically disadvantaged students
(ED i) who start our tutoring program. The program defines start as a student who has at least io
tutoring sessions with an AmeriCorps member. 80o is a strong hypothesis based off our current
program data. Of the 80o students that our members start with, 600 (ED 2) will complete the
tutoring program. The program defines completion as a student who has 3o tutoring sessions which
equates to io weeks of the program with at least three sessions per week. Of those 60o students, 540
(ED 5) will show steady progress toward grade level reading proficiency based upon fall and spring
Formative Assessment System for Teachers (FAST) literacy assessment scores. The program defines
steady progress as 10 points or greater from the studenYs fall to spring FAST assessment. Students
who make steady progress from fall to spring are more likely to read at grade level by 3rd grade.
The school year program is successful because of our incredible partnership with the DCSD. Members
tutor students using the same curriculum they receive from their classroom teachers. LEAD 2i and
Lexia intervention materials are already createdfor ourAmeriCorps members which means all
members are provided with a specific script to follow.Additionally, DCSD staff tr�ains our members
throughout the school year in LEAD 2i and Lexia interventions.
During the summer,the program will combat summer learning loss by placing 3o Minimum Time
(MT) members in five summer programs. AmeriCorps members will provide K-3rd grade students
small group or i-i literacy support for at least three times per week for i5-3o minutes each session for
a minimum of 6 weeks or i8 sessions. At each summer site, these literacy interventions are the
minimum expectation. Each site will also provide additional literacy and enrichment interventions.
'Ibvelve MT members will serve at DCSD's Summer Academy for the 8 week program. Eight MT
members will serve at Leisure Service Playground Explorations for the 6 week program. 'I�vo MT
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members will serve at Carnegie-Stout Public Library for the 6 week program. Sis MT members will
serve at St Mark Youth Enrichment for the '7 week program. Iastly, two MT members will serve at
the DREAAR Center for the 6 week program.
The summer-basedAmeriCorps members will target 40o economically disadvantaged students who
will start a summer program (ED i). The program defines start as a student who has io literacy
sessions with an AmeriCorps member. Of the 40o students our members start with, 30o will complete
the program (ED 2). The program defines completion for the summer program as a student who has
i8literacy sessions with an AmeriCorps member. Of those 30o students who complete the program,
2'7o will improve reading scores from the summer to faIl (ED 5). The program defines improve for
the summer program as 5 points or greater from the studenYs spring to fall FAST assessment. The
school year tutoring program, coupled with the summer literacy support and enrichment program,
will ensure students read at grade level by 3rd grade.
Evidence Base
AmeriCorps Partners in Learning's program design is evidence informed and meets the pre-
preliminary tier level. The program model continues to operate based on past performance
measurement data and a Process Evaluation where an outside evaluator collected systematic and
accurate data on the program's logic model activities and services delivered(outputs), participation in
the intervention by the target population (outputs) and participant outcomes, including performance
measurement data.
In the program's last full year of operation, the program had 34 AmeriCorps members (i2 HT and 22
QT) serve as Academic Reading Tutors. The members tutored i,43i K-3rd grade Tier 2 students (EDi,
target was 600). The program greatly exceeded the estimation because the program previously
considered even one tutoring session with a Tier 2 student as starting the program. The program now
defines start as at least io tutoring sessions. Out of the i,43i K-3rd grade students, 468 K-3rd grade
Tier 2 students completed the tutoring program with the required dosage of three times per week for
i5-3o minutes each session,for a minimum of io weeks or 3o sessions over the course of the school
year(ED2, target was 400). A small number of students completed the program compared to how
many started the program because of the way start was defined. The program now has a much
stronger definition of start and has worked with sites to improve upon completion rates that we will
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discuss in this section. Of these 468 students, 89% or 4i6 met our improvement benchmark of
improvement toward grade level proficiency for Performance Measure ED5 (ED 5,target was i5o).
DCSD is excited about the data yielded from students who completed the AmeriCorps tutoring
program.
The program implements str�ong data collection systems and processes. First, member tr�aining on data
collection is very thorough. Members are trained on data collection processes during orientation and
by DCSD at their on-site trainings. Data collection is revisited at monthly meetings to ensure questions
are being answered and accuracy is reinforced. The program's dosage and duration are revisited to
reinforce tutoring sessions are occurring at least three times per week for i5-3o minutes each session
for a minimum of io weeks or 3o session. Second, the program uses str�ong data collection tools to
collect information for our 2 outputs (EDi and ED2). Each member is given a student log which is
organized to collect students' name, teacher, grade and number of session for each specific
intervention used. Each AmeriCorps member sends their data to the Program Director every other
week. From there, the Program Director analyzes the data, ensures accuracy, and organizes the data
by school and member. The Program Director sends the collected data back to the AmeriCorps
member and site supervisor monthly for him/her to analyze for accuracy and progress to targeted
outputs and outcomes. Third,we have an agreement with DCSD to get literacy data on the students
we serve in a timely manner. In the spring, the Program Director sends DCSD a list of students who
completed the program. The list includes each students'name, grade, teacher, school, the number of
and the name of the specific intervention used. DCSD compares the completed students'fall and
spring reading assessments and analyzes how many students improved from fall to spring. Next,
DCSD provides the program with each school's number of students who improved. Data is stored on
both the Program Director's and the Program AssistanYs secured computer and backed up monthly.
The Program Director recently completed her Business Analytics Certificate to better analyze and
share the program's story.
The program conducted a process evaluation from March 2016 to November 2016. The two main
research questions were: 1) I s the AmeriCorps Partners in Learning program being implement
consistent with the program's logic model and theory of change and 2) Are program beneficiaries
generally satisfied with the program?The program utilized an outside evaluator to conduct and
analyze focus groups, surveys and data files. Site supervisors and members were encouraged to
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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 i00% of the respondents agreed the interventions implemented by AmeriCorps
members have helped children make progress in grade level reading; i00% agreedAmeriCorps is
positively contributing to K-3rd grade reading proficiency; 100% agreed they were satisfied with the
program overall; and 92% agreed the students tutored by AmeriCorps members have more positive
connections to school because of AmeriCorps members. There were also very high responses to
members'training, attitude andprofessionalism.
Surveys completed by the AmeriCorps members showed i00% of the respondents agreedAmeriCorps
is positively contributing to K-3rd grade-level reading proficiency; 100% agreed they were satisfied
with the program overall; and i00% stated the Program Director supported them. There were also
very high responses to feeling connected and respected by their host site.
Based on the evaluator's analysis of the data files,there is one area of the program that needs
improvement- the program's completion rate. The average completion rate of all i2 schools was 4i%.
The highest school completion rate was '74% and the lowest school completion rate was 25%. The
program is currently following up with site supervisors from schools with the lowest completion rates
to learn what might have led to these low rates. I n addition, the program explored other variables
contributing to a low completion rate. Some variables may be: not defining start; tr�ansiency; site
management; and scheduling conflicts. The program is implementing different str�ategies to ensure a
high completion rate. Some str�ategies are educating about the importance of completing the program,
setting a completion goal and being tr�ansparent with data so members and site supervisors ensure
student completion. In addition, the program will no longer support schools who do not meet, at the
minimum, a completion rate of 50%.
Notice Priority
The AmeriCorps Partners in Learning program doesn't fit with any 201'7-2018 CNCS priority areas.
However,the program does fit with several of our State of Iowa priorities based on the Volunteer
Iowa State Service Plan: i) comprehensive community str�ategy for Dubuque's Campaign for Grade
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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'Iraining
The AmeriCorps Partners in Learning program has a str�ong member tr�aining plan. First, school year
and summer members are provided 12 hours of AmeriCorps orientation. Orientation training consists
of general information on the Corporation for National and Community Service (CNCS),AmeriCorps
andthe Iowa Commission on Volunteer Service (ICVS). The program reviews member's rights and
responsibilities, code of conduct, prohibited activities, Drug Free Workplace Act, grievance procedures,
suspension and termination procedures, sexual harassment and discrimination policies. Members sign
the Member Service Agreement which includes the review of the National Criminal History
Background Check, prohibited activities and grievance procedure. During orientation, members are
tr�ained on data collection,time sheets, and other program specific information. Additionally, members
participate in 3 hours of communication training through a low/high ropes course to provide
individual and team challenges.
The school year tr�aining is intensified because of the strong partnership with DCSD. As part of the i2
hour orientation training,the members are provided with 4 hours of position specific tr�aining by
DCSD staff. Members are tr�ained on Tier 2 students, professionalism, confidentiality, and Lexia.
'Iraining occurs again with DCSD to cover LEAD 21 curriculum, interventions, and Lexia
interventions. Members are provided intensive on-site training and supervisor orientation at their
assigned schools. On-site tr�aining includes LEAD 21 and Lexia interventions and materials. Site
supervisor observations occur to discern and critique members as they complete interventions. The
observations ensure members are providing accurate interventions to students.
The summer tr�aining is enhanced by the summer partners. In addition to the i2 hour orientation
tr�aining, our members are provided with at least 4 hours of position specific tr�aining by their
respective summer site. During the training, members are tr�ained on the site's discipline, behavior,
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confidentiality, safety policies,interventions and materials. Members are also provided intensive on-
site tr�aining and supervisor orientation at their assigned site.
To support ongoing tr�aining and development, members meet monthly. During these monthly
meetings, members receive a specific training as well as have the opportunity to discuss successes,
challenges and receive suggestions and feedback from fellow members. The specific tr�aining topics we
cover include: Citizenship; Diversity, Equity and Inclusion; Volunteer Management; Disaster
Preparedness; Life After AmeriCorps; Portfolio; Behavior Management; and End of Service
Celebration. These trainings are conducted by an expert on the topic.
The program understands the importance of ensuring members engage in allowable activities.
Throughout the member's term, the Program Director meets with members and site supervisors to
ensure member activities continue to fall within allowable activities outlined in their position
description and no prohibited activities occur. These discussions take place at monthly meetings,
midterm reviews, site visits, and in discussions via email/phone as needed. In addition, the Program
Director provides a scenario regarding prohibited or unallowable activities at monthly meetings for
members to discuss if the activity presented is acceptable or prohibited and why.
Member Supervision
Our AmeriCorps program places a great emphasis on member supervision. All of our AmeriCorps
members receive two layers of supervision: 1)Site Supervisor; and 2)Program Director. First, every site
(school and summer) designates a specific site supervisor. Each site supervisor provides daily
supervision to their members and conducts biweekly, i-i meetings with each of their members for
clear guidance. Site supervisors also provide on-site tr�aining as described previously and observations
by the site supervisor to ensure accurate interventions.
Each school year and summer, site supervisors are tr�ained by the Program Director. This tr�aining
occurs before members arrive on site and are completed in person, i-i. The site supervisor training
consists of an overview of the CNCS and I CVS, education award and living allowance, host site
responsibilities,in-kind match documentation, time sheets, data collection, site agreements, Drug Free
Workplace act, grievance, suspension and termination processes, sexual harassment, discrimination,
prohibited activities and unallowable activities including nonduplicaiton and nondisplacement. The
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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 requiredAmeriCorps guidelines
and expectations, on-site member duties. This review is conducted with the member, Program
Director and site supervisor. Members also receive an end of service evaluation by the Program
Director and site supervisor.
Member Experience
Members with AmeriCorps Partners in Learning have an incredible member experience for which the
Program Director, as an AmeriCorps alum, takes seriously. The development of inembers begins with
the recruitrnent process where the Program Director strategically recruits, interviews and places
members from our community to the site which is the best fit for each member. During the
recruitrnent process,the Program Director learns each members' goals for their term. This is crucial to
retain members. During their year of service, members are challenged to develop personally and
professionally. This begins with their day to day service where members are supported and developed
at their host site in partnership with their site supervisors. Members also develop through the
leadership of the Program Director. The Program Director takes a personal, i-i approach with every
member to challenge them in different ways. This can include leading sections of monthly tr�ainings,
presenting in the community with the Program Director, mentoring other AmeriCorps members at
their host site, building a resume for future employment, applying for graduate school or leading Days
of Service projects. Finally, all members develop and present a professional portfolio during our End of
Service Celebration.
AmeriCorps members also gain important experiences through our Days of Service which are
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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.
Iastly,AmeriCorps members are recognized in several ways during their service. The Program
Director sends out bi-weekly updates via email and gives a written "Shout Out"to members. During
monthly tr�ainings, members receive verbal "Shout OuY'. Members are also recognized and thanked by
the Program Director and site supervisor during AmeriCorps Week through a video the Program
Director creates, highlighting members' service.
Commitrnent to AmeriCorps Identification
AmeriCorps Partners in Learning places a great emphasis on the AmeriCorps brand, ensuring
members and sites both know how to identify themselves and the program.As a part of orientation,
members prepare and get feedback on an elevator speech so each member feels comfortable
identifying as an AmeriCorps member and explaining their service. At the end of orientation,
members take the AmeriCorps pledge before starting their service at their site. All members receive an
AmeriCorps logo apparel, as well as, a photo id which includes the AmeriCorps logo. Members are
required to wear their photo id at all times during service and are required to wear their AmeriCorps
logo apparel at least once per week or more frequently if cleaned. During our National Days of Service
and outreach activities, members also wear their AmeriCorps gear so the community members
identify the AmeriCorps member andbrand.
Iastly, all service sites are provided an "AmeriCorps Members Serve Here" sign and display it in a
prominent location. The program has enhanced our media presence through an updated website and
several videos including AmeriCorps Week, City of Dubuque's budget presentation, and our cable TV
station. The Program Director presents to community groups often.
Organizational Capability
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Organizational Background and Staffing
AmeriCorps Partners in Learning has been sponsored by the City of Dubuque since 200'7. The City of
Dubuque is a Municipal Corporation governed by an elected mayor and sis-member council. The City
relies on its expert personnel to plan and implement the grant and provides in-kind administr�ation,
personnel and fiscal support. The City Council reviews the grant and budget documents each year.
The Program Director, Mary Bridget Corken-Deutsch, an AmeriCorps alum, has been the Program
Director for 3 years and has additional experience managing federal grants. Kim Stickney, also an
AmeriCorps alum, has been the Program Assistant for 6 years. She organizes the member's and staff's
paperwork including but not limited to National Service Criminal History Background Checks and
student logs. Marie Ware, Leisure Services Manager, oversees the activities of the AmeriCorps
Program Director and members. She manages a department with 33 full-time, i59 part-time/seasonal
employees and a variety of volunteers. Marie has been directly or indirectly involved with grant award
management for over twenty-five years for three cities and a non-profit agency. Tami Iansing,
Assistant Finance Director, has overseen the fiscal responsibilities of the program from its inception in
200�.
Iastly, the program plays a significant role in Dubuque's comprehensive community str�ategy,
Dubuque's Campaign for Grade Level Reading.
Compliance andAccountability
AmeriCorps Partners in Learning places extreme importance on compliance and accountability. The
program prides itself in having a reputation as a high functioning,low risk program. The Program
Director has a complete plan for compliance and accountability. The Program Director ensures site
supervisors fully understand the prohibited activities, non-duplication and non-displacement
guidelines, and all other important rules and regulations through service agreements and the site
supervisor tr�aining, which is face to face and i-i at each site, every year. The Program Director also
does at least two site visits a year, as well as a mid-term review to ensure rules and regulations are
being followed. The Program Director keeps lines of communications open between members and site
supervisors to ensure compliance and accountability. Through ongoing communication with
members and site supervisors,the Program Director monitors the activities being performed. The
Program Director can visit any site, at any time without prior appointrnent. Should a compliance issue
be suspected or arise, the Program Director holds a meeting with all parties involved to review
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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.
Iastly, the program manages and implements its program with limited compliance issues. Our staff
takes CNCS' Criminal History Record Check very seriously as well as the following program
management policies: time sheets, in kind documentation, position descriptions, Member Service
Agreements, Site Service Agreements, mandatory training requirements, corrective action forms,
midterm and end of year evaluations, grievance, termination of service, drug free workplace, sexual
harassment, prohibited activities and unallowable activities. Our systems follow this cyclical pattern:
follow, monitor, review and updates to detect instances of risk or noncompliance. To ensure
compliance, the Program Director does member and staff file audits twice a year and works closely
with its expert fiscal staff to ensure compliance.
Cost Effectiveness and Budget Adequacy
Cost Effectiveness
The cost per MSY is $i2,'7i9.i9 which is lower than our previous three years. The overall program
budget is $5i6,i54 ��'1� $277�585 Provided in match. The match percentage is above our minimum
required match of 50%. A$238,569 CNCS investment, used to serve a minimum of i,2oo
economically disadvantaged youth, equals $i99 in CNCS funds for each student served.
Budget Adequacy
The program receives significant financial support from our partners. The DCSD provides $45,00o in
cash match for our members'living allowance. DCSD also provides over $'70,00o in in-kind support
from site supervisors and$9,00o in in-kind tr�aining. Our summer partners provide a significant
contribution as well. Leisure Services provides $i8,480. St Mark Youth Enrichment provides $'7,200.
Carnegie Stout Public Library provides $4,620. DREAM Center provides $2,400. The Community
Foundation of Greater Dubuque provides $2'7,'720. All monies totaling, $60,42o go toward summer
members'living allowance. The City of Dubuque also provides $20,00o in cash match to support
program costs and member's living allowance. The City also contributes greatly with its indirect cost
of$45�839• Lastly, Clarke University is a str�ong partner who provides in-kind office,internet,phone,
and tr�aining space of over $8,i25. The program has also written local grants to fund our evaluation
efforts.
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Evaluation Summary or Plan
Intr�oduction: AmeriCorps Partners in Learning has an outside evaluator that will work closely with
the Program Director to develop and execute our outcome study. Based on the Corporation for
National and Community Service (CNCS) regulations, because AmeriCorps Partners in Learning is
applying for less than 500,00o annually in CNCS funds, the program will complete an outcome study.
In 2015-2016,AmeriCorps Partners in Learning conducted a Process Evaluation with an outside
evaluator.
Background: To guide ongoing evaluation efforts,AmeriCorps Partners in Learning uses a logic
model which outlines the resources, activities, outputs and outcomes necessary for the success of the
program. Our logic model states, members will tutor K-3rd grade,Tier 2 students in reading.
'I�toring sessions will occur 1-1 or in small groups. Each session will occur at least three times per
week for i5-3o minutes each session for a minimum of time or sessions depending on the program --
school year or summer- and until the students has been reassessed and results show the child
performing at grade level.
School-based AmeriCorps members will target 80o DCSD Tier 2, economically disadvantaged students
(ED i) who start our tutoring program. The program defines start as a student who had at least io
tutoring sessions with an AmeriCorps. 80o is a strong hypothesis based off our current program data.
Of the 80o students that our members start with, 600 (ED 2) will complete the tutoring program.
The program defines completed as a student who had 3o tutoring sessions. 3o sessions is io weeks of
the program with at least three sessions per week. Of those 60o students, 540 (ED 5) will show steady
progress toward grade level reading proficiency based upon fall and spring Formative Assessment
System for Teachers (FAST) literacy assessment scores. The program defines steady progress as io
points or greater from the studenYs fall to spring FAST literacy assessment. Students who make
steady progress from fall to spring are more likely to read at grade level by 3rd grade.
Summer-basedAmeriCorps members will target 40o economically disadvantaged students who will
start a summer program (ED i). The program defines start as a student who had io literacy sessions
with an AmeriCorps. Of the 40o students our members start with, 30o will complete the program
(ED 2). The program defines completed for the summer program as a student who had i8literacy
sessions with an AmeriCorps member. Of those 30o students who complete the program, 2'7o will
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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 studenYs spring
to fall FAST literacy assessment. The school year tutoring program, coupled with our summer literacy
support and enrichment program, will ensure students read at grade level by 3rd grade.
The program's outputs are primarily monitored by the Program Director. The Program Director
collects outputs from the 64 AmeriCorps members on a bi-weekly basis and organizes the data in a
spreadsheet by school, program, member name and intervention used. The data allows the Program
Director to analyze the number of students tutored who start the program, complete the program and
what interventions each AmeriCorps member is using in their tutoring session. Therefore,
AmeriCorps Partners in Learning is able to run accurate and detailed reports on the number of
students who start and complete the program and the specific interventions used.
AmeriCorps Partners in Learning also measures short term outcomes,which correspond to changes in
students' skills in regards to reading at grade level by 3rd grade. When students complete our tutoring
program, the program sends these students' names and schools to the school district to assess whether
students increased their reading assessment from the fall to the spring.
Purpose: Our outcome study will focus on the outcomes of our logic model which looks to ensure
students read at grade level by 3rd grade, specifically for economically disadvantaged students. The
evaluation will also serve as a tool to drive continued program improvement. The purpose of the
evaluation plan is to ensure AmeriCorps Partners in Learning accomplishes its proposed output and
outcome measurements and community impact.
Questions: The evaluation will address the following key questions: i) Do students who complete the
program have improved academic performance in literacy? (ED 5); 2) Do students who do not
complete the program have improved academic performance in literacy?; 3) Do students who do not
receive any AmeriCorps tutoring have improved academic performance?; 4) Are improvements in
literacy maintained the following school year for students who complete our tutoring program?
Methods: AmeriCorps Partners in Learning will use two comparison groups to see the impact the
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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 201'7, FAST spring assessment scores 2018
Limitations: The quasi-experimental design has limitations because the comparison groups are
formedthrough a non-random way.
Timeline:
Data Collection; Ongoing; Conducted by local program staff and database
Data Collection (comparison groups); Fall 2o1'7-Spring 2018; External evaluator
Long Term Follow Up Study: Fall 2o18-Spring 2019; External evaluator with support from program
staff
Budget:
Consultant ($5o/hr): Planning and Prep, 5o hours, $2,500; Data Collection, 5o hours, $2,500;
Analysis, 2o hours, $i,000; Reporting, io hours, $500; Total Hours i3o,Total Cost $6,500
Other Direct Costs: Printing and copying, $150; Transcription Service, $250;
Incentives/Food/Refreshments, $250; Training of AmeriCorps Director, $350; Total Cost $i,000
Total Budget: $'7,500
Amendment Justification
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N/A
Clarification Summary
201'7-2018 Resolution Items
B. Programmatic Resolution
B.1. Please provide information regarding the students who will attend the summer program. Will
these be students that also received assistance during the school year? If yes, how will the program
tr�ack these students?
Yes, some students served in the summer will also be students served in the school year. The program
will cross reference school year students with summer students to ensure these students are only
counted once.
B.2. The applicant reported that they were able to greatly exceed the performance measure output
because the threshold for being counted under EDi was i session attended equaled program start.
However,these figure did not carry over to the program's completion rates. Under the clarification
section of the application, the applicant must describe a plan for how they will aim to increase student
retention past the 1st tutoring session.
The program will take a holistic approach to increase student retention past the ist tutoring session.
This includes the following: communicating our completion rate policy (50%) with our site
supervisors; ensuring all students who start our program are identified from FAST as Tier 2 students
who are eligible for our program; more in-depth orientation tr�aining with site supervisors; ongoing
tr�aining with site supervisors andAmeriCorps member; tr�aining with AmeriCorps members to
empower them to ensure students served our staying in our program; more exact schedules for the
AmeriCorps members to ensure they meet with students consistently.
B.3. The applicant states that continued non-compliance at a service site could result in the member
being removed from their service location until the site takes the necessary corrective action. Please
provide information as to how the applicant will ensure that those members removed from a non-
compliant service location will be able to continue to engage in service.
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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.
2018-2019 Resolution Items
Budget:
All Budget Clarification items have been addressed in the Budget Section screens in eGrants.
Performance Measure Clarification:
Performance Measure update to target population addressed in performance measure screens in
eGrants.
Continuation Changes
2019-202o CONTINUATION CHANGES
CHANGES IN OPERATING SITES
No Changes to operating sites.
SIGNIFICANT CHANGES IN PROGRAM SCOPE OR DESIGN
Changes have been made to member slots to appropriately address program and site needs. Total MSY
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has been adapted from i8.'76 to i8.6o through the conversion process.
CHANGES TO PERFORMANCE MEASURES
Performances measures were adjusted meet the new CNCS Performance measures of ED1A and
EDSA.
SIGNIFICANT CHANGES TO MONITORING STRUCTURES OR STAF'FING
No significant changes to monitoring str�uctures or staffing.
BUDGET REVISIONS
Changes to match amount: The CNCS investment of$244�044 ti'ill be matched with $256,24i,
$203,'7oi in public funding and$52,52o in private funding.
2018-2019 CONTINUATION CHANGES
Significant Changes to Monitoring Str�uctures or Staffing: The Program Director, Mary Bridget
Corken-Deutsch,has transitioned to a new role within the Dubuque Community School District in
September 201'7. Mary Bridget had been holding the interim Program Director position in lieu of a
new Program Director being hired. The new Program Director, Heather Satterly,was hired in
December 2oi'7. Heather Satterly is a 3-term AmeriCorps Alum with 2 years of AmeriCorps grant
management experience with another competitive grant in I owa.
Grant Characteristics
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DI
Performance Measures
�isr.ovFo��u a,e� msr.o. oqa�m�
• •
•Ea.o,�o..iaa •tii_n.00.s ia,�
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EtlucaYon 100°0 � K-125uccess � 100°0
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P�imery Ntevantion: TUNtlng
Samndsry Foms Hree:
Samndsry Ntevantion:
foromneiu:ory
DRAFT
Performance Measure: Tutoring K-3 grade students in Reading
Focus Education Objective: K-12 Success No of 18.60 No of 74
a.�: MSY's Members:
Problem Statement:
Dubuque Communily School District's students are notreading atgrade level by 3rd grade. There are a few
challenges ihat create ihis problem. First, is poverly. Sludents living in poverly are more likely to be
unprepared for kindergarten. Research shows children from low income homes have limited exposure to
reading and vocabulary in ihe early years which can result in persistent academic challenges in
elementary school. Second, is summer leaming loss. Research spanning 100 years has proven sludents
lose ground academically when ihey are outofschool for ihe summer. Therefore, ihe purpose of
AmeriCorps Pariners in Leaming is a lwo pronged program.
During the school year, members lutor K-3rd grade students with literacy needs in ihe elementary schools
in reading to ensure students read atgrade level by 3rd grade. Sludents will be identified as having a
literacy need based upon their scores with the lowa FAST testing. 5 ofihe 13 elementary schools have a
majorily ofsludents who are eligible for free or reduced lunch. Sludents lutored atihese 5 schools are
considered economically disadvantaged. The remaining 8 schools have free or reduced lunch rates of
33%, 22%, 29%, 35%, 28%, 21%, 26% and 29%.
During the summer, members spend 50% ofiheir time lutoring K-3rd grade students with literacy needs who
are enrolled in a summer program in reading to combatihe summer slide. Students lutored in ihe summer
will be identified as having a literacy need based upon their scores with the lowa FAST testing. 5 ofthe 13
elementary schools have a majorily of students who are eligible for free or reduced lunch. Sludents who
attend one ofihese 5 schools are considered economically disadvantaged. The remaining 8 schools have
free or reduced lunch rates of33%, 22%, 29%, 35%, 28%, 21%, 26% and 29%.
Selected Interventions:
Tutoring
Describe Interventions:
During the school year, 13 RHT, 14 QT and 17 MT lutor K-3rd grade, Tier 2 sludents identified ihrough the
Multi—Tier System ofSupports in reading in small groups or one on one atleastihree times per week for 15—
30 minutes each session for a minimum of 10 weeks or 30 sessions and until ihe child has been
reassessed and results show ihe child performing atgrade level. Research shows lutoring sessions for
Tier 2 students mustbe atleastihree times a week for 15-30 minutes to be effective. 30 sessions equates
to 10weeks ofour program ifsessions are atleastthree times per weekfor 10weeks. Research shows 10
weeks is sufficientto see academic gains in ihe school year. Materials used complementclassroom
curriculum.
During the summer, 30 MT will spend 50% ofiheir time lutoring K-3rd grade students enrolled in a summer
program. Tutoring sessions will be in reading, in small groups or one on one, and atleastihree times per
week for 15-30 minutes each session for a minimum of6 weeks or 18 sessions. 18 sessions equates to 6
weeks ofour program ifsessions are at leastihree times per week for 6 weeks. Research shows lutoring
sessions for struggling readers mustbe atleastihree times a week for 15-30 minutes to be effective.
Research shows 6 weeks is sufficientto see academic gains in ihe summer. Materials used complement
program curriculum.
ED1A Output:
ED1A: Number of individuals served
Target: 600 I n d ivid u a I s
Measured By. Tracking System
Described Instrument: Members will record ihe name and school ofeach sludentwho starts the
school year and summer lutoring program on ihe StudentAttendance Log. The
listofsummer and school year sludentnames will be cross referenced to
ensure no sludent is counted lwice. Members will track each student's
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Performance Measure: Tutoring K-3 grade students in Reading
Problem Statement:
S�l�ed�nteroentions:
Described Instrument: individual lutoring session on the SludentAttendance Log. Sessions mustbe
one on one or small group and 15-30 minutes at least 3 times per week.
Students who start our program and have a literacy need will be counted in ihis
measure. Sludents will be identifed as having a literacy need based upon iheir
scores with ihe lowa FAST testing.
Members will record ihe number oflutoring sessions completed for each
student Each session mustmeetthe requirementofone on one or small group
for at least 15-30 minutes. For our school year program, sludents who have
received at least 30lutoring sessions and have a literacy need will be counted
as having completed ihe school year program. Sludents will be identified as
having a literacy need based upon iheir scores with ihe lowa FAST testing. For
our summer program, sludents who have received at least 18lutoring sessions
and have a literacy need will be counted as having completed the summer
program. Students will be identified as having a literacy need based upon their
scores with ihe lowa FAST testing. Some sludents served in summer will be
students served in ihe school year. The program will cross reference school
year sludents and summer sludents to ensure these sludents are only counted
once.
EDSA Outcome:
ED5A: Number of sludents with improved academic performance
Target: 540 Sludents
Measured By. Standardized Test
Described Instrument: During our school year program, in the fall sludents take a standardized,
district—approved pre—test in reading titled Formative Assessment System for
Teachers (FAST). FAST aligns with ihe materials being
used in our lutoring program and is appropriate for K-3rd grade. FAST has
demonstrated reliabilily and validily for K-3rd grade sludents. FAST will be
administered to sludents in ihe spring atihe end ofthe school year. Sludents
who complete our school year program (30 sessions or more), who have a
literacy need and who increased their scores by 20 points from ihe Tall to
spring FAST assessmentwill be counted under ihis measure. Sludents will be
identifed as having a literacy need based upon iheir scores with ihe lowa FAST
testing. A 20 pointgain is signifcant because ihe FAST expects sludents to
grow by 30 points. Therefore, ifstruggling students make a 20 pointgain, ihey
are showing greatgrowih from Tall to spring.
During our summer program, sludents who complete our summer program (18
sessions or more), who have a literacy needs and who increased iheir scores
by 5 points from ihe spring to ihe Tall FAST assessmentwill be counted under
ihis measure. Sludents will be identifed as having a literacy need based upon
iheir scores with ihe lowa FAST testing. A 5 pointgain is significant because it
means sludents are making growih over ihe summer monihs. According to
Campaign for Grade Level Reading, successTul summer programs allow
students to maintain their reading level over ihe summer months. Therefore, a 5
pointgain would be very significant.
For Official Use Only
Page 24
DRAFT
Program Information
General Information
*My organization has previously received an AmeriCorps State and National Yes
Grant. Organizations ihathave been a hostsite for AmeriCorps members but
never had a directgrantrelationship with either a State Commission or CNCS
should answer No.
*The organization has sufficiently engaged communily members and pariner Yes
organizations in planning and implementing its intervention.
*My organization certifies ihat itwill comply with definitions and requirements Yes
outlined in ihe Performance Measures Instructions.
AmeriCorps Funding Priorities
*Check any priorily area(s) ihatapply to ihe proposed program. In order to Education
receive priorily consideration, applicants mustdemonstrate ihatihe priorily
area is a significantpartofihe program focus, high qualily program design,
and outcomes.
Grant Characteristics
*Check any grant characteristic(s) ihat apply to ihe proposed program. SIG/Priorily Schools
AmeriCorps Identity/Co-branding
*AmeriCorps members will wear ihe AmeriCorps logo every day. Yes
*AmeriCorps members will create and deliver elevator speeches. Yes
*The AmeriCorps logo will be prominently displayed on the front page ofihe No
organization's website.
For Official Use Only
Page 25
DRAFT
Demographics
Other Revenue Funds 0
Number ofvolunteers generated by AmeriCorps members 50
Percentage of MSY who are opportunily youth, if any 0
If Education NOFO Priorily, which Education Priorily number intervention is your program model 6
For Official Use Only
Page 26
DRAFT
Required Documents
Document Name Status
Evaluation Sent
Federally Approved Indirect Cost Agreement Not Applicable
Labor Union Concurrence Not Applicable
Other pocuments Not Applicable
For Official Use Only
Page 27
Logic Model
Problem Inputs Adivities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
The communily Resources ihat The core activities Directproducts Changes in Changes in Changes in
problem ihatthe are necessary to ihat define ihe from program knowledge, skills, behavior or action. condition or stalus
program activities deliver the intervention or activities. attiludes and Depending on in life. Depending
(interventions) are program activities program model opinions. These program design, on program
designed to (interventions), ihatmembers will outcomes, if ihese outcomes design, ihese
address. including ihe implementor applicable to ihe may or may notbe outcomes may or
number of deliver, including program design, measurable during may not be
locations/sites duration, dosage will almostalways ihe grantyear. measurable during
and number/lype and target be measurable ihe grantyear.
ofAmeriCorps population. during ihe grant Some programs,
members. year. such as
environmental or
capacily—bu ilding
programs, may
measure changes
in condition over a
period as short as
one year.
Dubuque School Year 1-1 and small 900 students with 540 ofihe 600 Children read at Children stay on
Communily School Program group reading literacy needs start sludents with grade level by ihe grade level for
Districtsludents do (September lutoring to K-3rd our lutoring literacy needs who end ofihird grade middle and high
notread atgrade ihrough May) grade, tier 2 program (National complete our school years.
level by 3rd grade. 10 HT and 28 QT sludents identified Performance program will
AmeriCorps ihrough ihe Multi— Measure ED1A) improve by 10 Children graduate
Members Tier System 600 students with points as high school.
13 Elementary Supports (MTSS). literacy needs will measured by ihe
Schools within Administered at complete our FAST Assessment
Dubuque leastthree times lutoring program when comparing
Communily School per week for 15-30 (National Tall to spring
District minutes each Performance scores (National
session for a Measure ED1A) Performance
minimum of 10 Measure ED5A)
weeks or 30
sessions and until
ihe child has been
reassessed and
results show ihe
child performing at
grade level.
Dubuque Summer Program 1-1 and small 400 students with 270 ofihe 300 Children read at Children stay on
Communily School (June ihrough group literacy literacy needs start sludents with grade level by ihe grade level for
Districtsludents do August) supportatleast our lutoring literacy needs who end ofihird grade middle and high
Page 28
Logic Model
Problem Inputs Adivities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
notread atgrade 30 MT AmeriCorps ihree times per program (National complete our school years.
level by 3rd grade. Members in total week for 15-30 Performance program will
8 MT at Leisure minutes each Measure ED1A) improve by 5 Children graduate
Services session for a 300 students with points as high school.
Playground minimum of 6 literacy needs measured by ihe
Program weeks or 18 complete our FAST Assessment
2 MT at Camegie sessions. lutoring program when comparing
Stout Public (National spring to fall
Library Performance scores (National
6 MT at St. Mark Measure ED1A) Performance
Youth Enrichment Measure ED5A)
2 MT at Dream
Center
12 MT at DCSD
Summer Academy
For Official Use Only
Page 29
RPT_BGT_424
January 14, 2019 7:05 PM
Partners in Learning AmeriCorps Program
City of Dubuque
Application ID: 19AC209080 Budget Dates:
Total Amt CNCS Share Grentee Share
Section I.Progrem Opereting Costs
A. Personnel Eepenses 122,836 53,900 68,936
B. Personnel Fringe Benefits 27,019 25,470 1,549
C.Travel
Staff Travel 1,580 0 1,580
Travel to CNCS-Sponsored Meetings 779 0 779 0
Member Travel
Total $2,359 $0 $2,359
D. Equipment
E.Supplies 3,644 0 3,644
F.Contrectual and Consultant Services 3,480 0 3,480
G.Training
Staff Training 1,000 0 1,000
Member Training 3,420 0 3,420
Total $4,420 $0 $4,420
H. Evaluation 5,000 0 5,000
I. Other Rogram Opereting Costs 14,546 3,996 1Q550
Section I.Subtotal $183,304 $83,366 $99,938
Section I Percentage 45% 55%
Section II.Member Costs
A. Living Allow ance
Full Tme(1700 hrs) 0 0 0
1-Year Half Time(900 hours) 0 0 0
Reduced Half Tme(675 hrs) 68,250 25,000 43,250
Quarter Time(450 hrs) 49,000 41,000 8,000
Minirrum Tme(300 hrs) 109,510 57,880 51,630
2-Year Half Time(2nd Year) 0 0 0
2-Year Half Time(1st Year) 0 0 0
Three Quarter Time(1200 hours) 0 0 0
Total $226,760 $123,880 $102,880
B. Member Support Costs
FICA for Members 17,347 17,347 0
Worker's Compensation 7,256 7,256 0
Health Care 0 0 0
Total $24,603 $24,603 $0
Section II.Subtotal $251,363 $148,483 $102,880
Section II.Percentages 59% 41%
Section III.Administretive/Indirect Costs
A.Corporetion Fixed F�rcentage
Corporetion Fixed Amount 5Q780 7,317 43,463
Commission Fixed Amount 4,878 4,878 0
Total $55,658 $12,195 $43,463
B. Federally Approved Indirect Cost Rate
Section III.Subtotal $55,658 $12,195 $43,463
Section III Percentage 22% 78%
Section I+III.Funding Percentages 40% 60%
Budget Totals $490,325 $244,044 $246,281
Budget Total Percentage 50% 50%
Required Match 50%
#of years Receiving CNCS Funds 13
Form 424A Modified SF-424A(4/88 and 12/97)
Page 1
RPT_BGT_424
January 14, 2019 7:05 PM
Partners in Learning AmeriCorps Program
City of Dubuque
Total MSYs 18.60
Cost/MSY $13,121
Total Amt CNCS Share Grentee Share
Budget Totals $0 $0 $0
Budget Total Percentage 0% 0%
Required Match 50%
#of years Receiving CNCS Funds 13
Total MSYs 18.60
Form 424A Modified SF-424A(4/88 and 12/97)
Page 2