Intent to Apply to City of Dubuque AmeriCorps Program: Partners in LearningCity of Dubuque
City Council Meeting
Consent Items # 9.
Copyrighted
July 6, 2021
ITEM TITLE: I ntent to Apply to City of Dubuque AmeriCorps Program: Partners in
Learning
SUMMARY: City Manager recommending City Council approval to apply for City of
Dubuque AmeriCorps Program: Partners in Learning grant in the amount
of $203,760.
RESOLUTION Authorizing the Mayor to execute an application for the
City of Dubuque Americorps Program: Partners in Learning and
authorizing the Leisure Services Manager and the City Manager to
approve the application
SUGGESTED Suggested Disposition: Receive and File; Adopt Resolution(s)
DISPOSITION:
ATTACHMENTS:
Description
AmeriCorps Partners in Learning Grant-MVM Memo
Staff memo
Resolution
Grant Application
Grant Budget
Grant Budget Narrative
Type
City Manager Memo
Staff Memo
Resolutions
Supporting Documentation
Supporting Documentation
Supporting Documentation
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TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: Intent to Apply to City of Dubuque AmeriCorps Program: Partners in
Learning
DATE: July 1, 2021
Leisure Services Manager Marie Ware recommends City Council approval to apply for
City of Dubuque AmeriCorps Program: Partners in Learning grant in the amount of
$203,760.
AmeriCorps Partners in Learning Program has been extremely successful in its 20
years of operation, thirteen of which have been under the leadership of the City of
Dubuque. The program's success is apparent in the over 800 AmeriCorps Alumni
giving over 450,000 hours of service in our community. These members and alumni
have performed invaluable service. The program has been awarded three-year grants
since near its inception. The grant is currently in its 7th year, and this grant will fund
year 8.
The grant focuses on ensuring students read at grade level by 3rd grade and targeting
students with literacy needs. The program has been awarded three-year grants since
near its inception. The grant is currently in its 7th year, and this grant will fund year 8.
The grant was submitted to the Iowa Commission on Volunteer Service and to the
Corporation for National and Community Service and has been approved for federal
funding.
The AmeriCorps Partners in Learning program proposes to have 49 AmeriCorps
members who will tutor K-3rd grade struggling readers one on one or in small groups in
the Dubuque Community School District's elementary schools and summer programs.
At the end of the first program year, the AmeriCorps members will be responsible for
increasing the reading scores of 400 students with literacy needs. In addition, the
AmeriCorps members will leverage an additional 100 volunteers who will be engaged in
Dubuque community days of service. The program will focus on the Corporation for
National and Community Service focus area of Education. The Corporation for National
and Community Service investment of $203,760 will be matched with $209,169,
$193,419 in public funding and $15,750 in private funding.
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
Cori Burbach, Assistant City Manager
Marie Ware, Leisure Services Manager
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Masterpiece on the Mississippi
TO: Michael C. Van Milligen, City Manager
FROM: Marie Ware, Leisure Services Manager
Dubuque
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SUBJECT: Intent to apply for City of Dubuque AmeriCorps Program: Partners in
Learning
DATE: 6/30/2021
INTRODUCTION
The purpose of this memorandum is to request approval to apply for City of Dubuque
AmeriCorps Program: Partners in Learning.
DISCUSSION
AmeriCorps Partners in Learning Program has been extremely successful in its 20
years of operation, thirteen of which have been under the leadership of the City of
Dubuque. The program's success is apparent in the over 800 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 3rd grade and targeting
students with literacy needs. The program has been awarded three-year grants since
near its inception. The grant is currently in its 7th year, and this grant will fund year 8.
The grant was submitted to the Iowa Commission on Volunteer Service and to the
Corporation for National and Community Service and has been approved for federal
funding.
Anticipated Amount: $412,929.00
Match Required: Yes
Match Amount: $209,169.00
• Dubuque Community School District: $45,000 through Cash support
• St Mark Youth Enrichment: $15,750 through Cash Support
• City of Dubuque: $120,369 through Cash which is already budgeted and In -Kind
Support
Application Due Date: 5/27/2021
Anticipated Notification Date: 7/30/2021
Anticipated Receipt of money: 8/1/2021
Departments Involved: Leisure Services
Due to a new city grant processing system and process and staffing changeovers this
memo was delayed from the time the grant was applied to proposed City Council
approval of application.
GRANT OBJECTIVE
The AmeriCorps Partners in Learning (APIL) program proposes to have 49 AmeriCorps
members who will tutor K-3rd grade struggling readers one on one or in small groups in
the Dubuque Community School District's elementary schools and summer programs.
At the end of the first program year, the AmeriCorps members will be responsible for
increasing the reading scores of 400 students with literacy needs. In addition, the
AmeriCorps members will leverage an additional 100 volunteers who will be engaged in
Dubuque community days of service. The program will focus on the CNCS focus area of
Education. The CNCS investment of $203,760 will be matched with $209,169, $193,419
in public funding and $15,750 in private funding.
There is a future opportunity to reapply for these funds, at this time.
GOAL(S) ADDRESSED
Council Goal: Partnership for a Better Dubuque: Building our Community that is
Viable, Livable and Equitable
Outcome(s)
Become an inclusive and welcoming community for all
Have non-profit institutions, private businesses and educational institutions contributing
toward implementation of the Imagine Dubuque plan
Value(s)
Access to wealth and social capacity — financial, spiritual, social, etc
More ownership of "end" products — residents involved in the process and support
outcomes
Sense of community pride and commitment to the Dubuque community
ACTION STEP
I am requesting that you approve my recommendation to apply for City of Dubuque
AmeriCorps Program: Partners in Learning.
CC: Jennifer Larson, Director of Budget and Finance
Cassie Ross, Assistant Director of Finance
MW/hs
Preoared by Marie Ware Leisure Services 2200 Bunker Hill Rd Dubuque IA 52001 (563) 589-4262
Return to Adrienne N. Breitfelder, City Clerk, 50 W. 1311 St., Dubuque, IA 52001, (563) 589-4100
RESOLUTION NO. 225-21
RESOLUTION AUTHORIZING THE MAYOR TO EXECUTE AN APPLICATION FOR
THE CITY OF DUBUQUE AMERICORPS PROGRAM: PARTNERS IN LEARNING AND
AUTHORIZING THE LEISURE SERVICES MANAGER AND THE CITY MANAGER TO
APPROVE THE APPLICATION
Whereas, the City of Dubuque has administered City of Dubuque AmeriCorps
Program: Partners in Learning since June 2021; and
Whereas, the City of Dubuque proposes to continue administering the City of
Dubuque AmeriCorps Program: Partners in Learning.
NOW THEREFORE, BE IT RESOLVED BY THE CITY COUNCIL OF THE CITY
OF DUBUQUE, IOWA, THAT:
Section 1. That the Mayor hereby is authorized and directed to submit an
application for the City of Dubuque AmeriCorps Program: Partners in Learning on behalf
of the City of Dubuque.
Section 2. That the Leisure Services Manager and the City Manager are hereby
authorized to approve the application that is submitted to Adam Lounsbury.
Section 2. That the City Manager is hereby authorized and directed to forward said
application and resulting standard executed contract to the respective agencies in a timely
fashion and as required by the Volunteer Iowa.
Passed, approved and adopted this 6th day of July 2021.
14
D.
Attest: Roy D. uol, Mayor
a4p"'-a A �
Adrienne N. Breitfelder, City Clerk
PART I - FACE SHEET
APPLICATION FOR FEDERAL ASSISTANCE 1. TYPE OF SUBMISSION:
Modified Standard Form 424 (Rev.02/07 to confirm to the Corporation's eGrants System) Application X❑ Non -Construction
a. DATE SUBMITTED TO CORPORATION
3. DATE RECEIVED BY STATE
STATE APPLICATION IDENTIFIER:
FOR NATIONAL AND COMMUNITY
SERVICE (CNCS):
27-MAY-21
N/A
4. DATE RECEIVED BY FEDERAL AGENCY:
FEDERAL IDENTIFIER:
b. APPLICATION ID:
21 A C230628
18A CHIA 0010012
5. APPLICATION INFORMATION
LEGAL NAME: City of Dubuque
UEI NUMBER:
DUNS NUMBER: 093105302
ADDRESS (give street address, city, state, zip code and county)
2200 Bunker Hill Rd
Dubuque IA 52001 - 3010
County: Dubuque
6. EMPLOYER IDENTIFICATION NUMBER (EIN):
426004596
8. TYPE OF APPLICATION (Check appropriate box).
❑ NEW ❑ NEW/PREVIOUS GRANTEE
0 CONTINUATION ❑ AMENDMENT
9 Amendment, enter appropriate letter(s) in box(es):
A. AUGMENTATION B. BUDGET REV ISION
C. NO COST EXTENSION D. OTHER (specify below):
10a. CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER: 94.006
10b. TITLE AmeriCorps State
12. AREAS AFFECTED BY PROJECT (List Cities, Counties, States, etc):
Dubuque, IA
13. PROPOSED PROJECT: START DATE: 08/01/21 END DATE: 07/31/22
15. ESTIMATED FUNDING: Year #:�2
a. FEDERAL $ 203,760.00
k A o v-A KM $ 209,169.00
c. STATE
d.LOCAL
$ 0.00
0.00
NAME AND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER
PERSON TO BE CONTACTED ON MATTERS INVOLVING THIS APPLICATION (give
area codes):
NAME Heather M. Satterly
TELEPHONE NUMBER: (563) 690-6171
FAX NUMBER
INTERNET EMAIL ADDRESS: hsatterl@cityofdubuque.org
7. TYPE OF APPLICANT:
7a. Local Government - Municipal
7b. Local Government, Municipal
9. NAME OF FEDERAL AGENCY:
Corporation for National and Community Service
11.a. DESCRIPTIVE TITLE OF APPLICANTS PROJECT:
City of Dubuque AmeriCorps Program: Partners in Learning
11.1b. CNCS PROGRAM INITIATIV E (IF ANY):
14. CONGRESSIONAL DISTRICT OF: a.Applicant Ik 01 b.Program IA 01
16. IS APPLICATION SUBJECT TO REVIEW BY STATE EXECUTIVE
ORDER 12372 PROCESS?
YES. THIS PREAPPLICATION/APPLICATION WAS MADE AVAILABLE
TO THE STATE EXECUTIVE ORDER 12372 PROCESS FOR
REVIEW ON:
DATE:
❑X NO. PROGRAM IS NOT COVERED BY E.O. 12372
e.OTHER $ 0.00
f. PROGRAM INCOME $ 0.00 17. IS THE APPLICANT DELINQUENT ON ANY FEDERAL DEBT?
YES if "Yes," attach an explanation. ® NO
g. TOTAL $ 412,929.00
18. TO THE BEST OF MY KNOWLEDGE AND BELIEF, ALL DATA IN THIS APPLICATION/PREAPPLICATION ARE TRUE AND CORRECT, THE DOCUMENT HAS BEEN
DULY AUTHORIZED BY THE GOVERNING BODY OF THE APPLICANT AND THE APPLICANT WILL COMPLY WITH THE ATTACHED ASSURANCES IF THE ASSISTANCE
IS AWARDED.
a. TYPED NAME OF AUTHORIZED REPRESENTATIVE b. TITLE c. TELEPHONE NUMBER:
Heather M. Satterly AmeriCorps Director (563) 690-6171
d. SIGNATURE OF AUTHORIZED REPRESENTATIVE:
e. DATE SIGNED:
05/26/21
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Executive Summary
The AmeriCorps Partners in Learning (APIL) program proposes to have 49 AmeriCorps members
who will tutor K-3rd grade struggling readers one on one or in small groups in the Dubuque
Community School District's elementary schools and summer programs. At the end of the first
program year, the AmeriCorps members will be responsible for increasing the reading scores of 400
students with literacy needs. In addition, the AmeriCorps members will leverage an additional too
volunteers who will be engaged in Dubuque community days of service.
The program will focus on the CNCS focus area of Education. The CNCS investment of $203,76o will
be matched with $209,169, $193,419 in public funding and $15,750 in private funding.
Rationale and Approach/Program Design
THEORY OF CHANGE AND LOGIC MODEL
Dubuque Community School District's (DCSD) students are not reading at grade level by 3rd grade.
Data from DCSD's FAST (Formative Reading Assessment System for Teachers) and Certified Annual
Enrollment provide us with current literacy rates. In Fall 2019, 36% of all DCSD 3rd grade students
were not reading at grade level. When poverty is taken into consideration, the data is more severe. In
Fall 2019, 47% of DCSD's 3rd grade students that were eligible for Free and Reduced Lunch did not
read at grade level, compared to the 27% of Non -Free and Reduced Lunch students who did not read
at grade level. When looking at all grade levels leading up to grade 3, the data is similar. In Fall 2019,
56% of DCSD end grade students, 53% of 1st grade students and 59% of Kindergarten students, were
not reading at grade level. In the Fall of 2019, 39% of DCSD K-3rd grade students, or approximately
2,999 students, were not reading at grade level. 5 of 13 Dubuque elementary schools (Audubon,
Fulton, Lincoln, Marshall, Prescott) are Title 1 which means they are designated as schools with high
percentages of children from low-income families. In the remaining 8 elementary schools, there exists
an increasing percentage of students in poverty: Bryant (39%); Carver (47%); Eisenhower (40%);
Hoover (66%); Irving (42%); Kennedy (53%); Sageville (63%); Table Mound (38%).
Our program realizes and understands that children from many backgrounds, impoverished or not,
struggle with reading. However, living in poverty can create a reality for students that contributes to
the struggle of reading at grade level. First, children in poverty are more likely to be unprepared for
kindergarten. A series of longitudinal studies by Hart and Risley (1995-2003) demonstrated low
income children heard 30 million fewer words total by age three than did more affluent children.
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These early gaps result in persistent academic challenges in beginning elementary school years.
Second, students in poverty often experience learning loss during the summer. According to the
Campaign for Grade Level Reading, research has proven the summer slide exists. Simply, students
lose ground academically when not engaged academically during the summer. The problem is
particularly acute among low-income students who lose an average of more than two months in the
summer. In Dubuque, the rate of impoverished households is rising. Research conducted by MIT in
2018 showed that there is a strong positive correlation between the poverty rate and affordable quality
childcare. Because of this issue, our low-income families in our community struggle significantly with
students accessing early childhood education and quality educational summer programming. The
long term academic ramifications for students who do not read at grade level by 3rd grade are great.
According to the Campaign for Grade Level Reading, reading by 3rd grade is a critical milestone in a
child's academic success. Before 3rd grade, students learn how to read. After 3rd grade, students
transition from learning how to read, to reading to learn. According to a study by researchers,
students who couldn't read at grade level by 3rd grade continued to fall further behind their peers after
3rd grade (McNamara, J.K., Scissons, M, and Gutknecth, N; 2011). In addition, a 2012 study by the
Annie E. Casey Foundation states children who do not read proficiently by the end of third grade are
four times less likely to graduate from high school on time than proficient readers. These ramifications
are serious for both the individual student and the community.
Our integrated, comprehensive, two pronged approach will ensure students with literacy needs read at
grade level by the end of 3rd grade. The first approach consists of a school year program where
members provide 1-1 or small group literacy interventions to struggling readers. The second approach
consists of a summer program where members provide 1-1 or small group literacy support and
enrichment activities. According to the Campaign for Grade Level Reading, communities must use a
collaborative approach to ensure students read at grade level by 3rd grade. Our program works with
both the school district and community partners to target literacy efforts in Dubuque's elementary
schools and summer programs. This year-round approach ensures students continue to build on their
grade level reading efforts from the school year through the summer months.
During the school year, the program will place 22 (11 RHT and 11 MT) members as trained Academic
Reading Tutors in 13 DSCD elementary schools. Members will tutor K-3rd grade, Tier 2 students
identified through the Multi -Tiered System of Support (MTSS). MTSS is an evidence -based model to
integrate academic interventions. Tier 2 students are students who are not proficient in reading or
who are at risk of becoming not proficient in reading and require interventions. Tier 2 students do not
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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. Additionally, members will be
providing limited targeted support to 4th (20 15-30 minute sessions) and 5th (10 15-30 minute
sessions) grade students who have received at least 2 years of previous interventions from our
program during K-3rd grades, who are not proficient or at risk of losing proficiency. 1 FT member
with Carnegie Stout Public Library will focus on phonemic awareness skill building with the DCSD
preschool programs. 3 QT members with St Mark Youth Enrichment will support literacy homework
help and social -emotional learning during the after -school programs at 3 Title I DCSD schools.
AmeriCorps members will use two specific interventions, LEAD 21 and Lexia, both of which are
critical to the success of the tutoring session. These interventions are curriculum used by the
classroom teacher and align with Iowa's Common Core standards. LEAD 21 is designed to foster
essential literacy skills and strategies, such as phonemic awareness, phonics, fluency and
comprehension. LEAD 21 provides systematic and explicit instruction as well as built-in differentiated
interventions specifically for Tier 2 students. Lexia provides all students a personalized, systematic,
structured approach in the following reading areas: phonological awareness, phonics, fluency, and
comprehension. It also provides differentiated interventions for Tier 2 students. Lexia's research
proven program targets skill gaps as they emerge and provides student -specific interventions through
Lexia Lessons. Lexia Lessons are scripted materials which allow each member to provide explicit,
multi -sensory interventions in a specific skill area. LEAD 21 and Lexia intervention materials are
already created for our members, which means all members are provided with a specific script to
follow.
School -based AmeriCorps members will target 800 DCSD students with literacy needs who start our
tutoring program. The program defines start as a student who has at least 10 tutoring sessions with an
AmeriCorps member. Of the 800 students that our members start with, 500 (ED 1A) will complete
the tutoring program. The program defines completion as a student who has 30 tutoring sessions
which equates to 10 weeks of the program with at least three sessions per week. Of those 500
students, 400 (ED 5A) will show steady progress toward grade level reading proficiency based upon
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fall and spring Formative Assessment System for Teachers (FAST) literacy assessment scores. The
program defines steady progress as improving by 1 or more FAST determined risk levels from the
student's fall to spring FAST assessment. Students who make steady progress from fall to spring are
more likely to read at grade level by 3rd grade.
During the summer, the program will combat summer learning loss by placing 26 Minimum Time
(MT) members in summer programs. AmeriCorps members will provide K-3rd grade students small
group or 1-1 literacy supports and enrichment programming. Each site will also provide additional
literacy and enrichment interventions. Ten MT members will serve at DCSD's Summer Academy for
the 6 week program. Six MT members will serve at Leisure Service Playground Explorations for the
ten week program. One MT member will serve at Carnegie -Stout Public Library for the 6 week
program. Six MT members will serve at St. Mark Youth Enrichment for the 6 week program. The
school year tutoring program, coupled with the summer literacy support and enrichment programs,
will ensure students read at grade level by 3rd grade.
EVIDENCE BASE
APIL's program design is evidence informed and meets the preliminary tier level. Using an outside
evaluator, Dr. Rachel Daack PhD, of Clarke University, APIL conducted an outcome evaluation of the
school -based portion of our literacy services which yielded positive results indicating the sustainability
of student gains in reading over time. The results of the process evaluation to determine stakeholder
perceptions of program delivery and student impacts were also positive, as are the student gains seem
based on our annual performance measure data.
The external outcome evaluation was conducted using a longitudinal cohort design during the 2018-
2019 program year for the 2017-2020 grant cycle. APIL has seen steady, positive student growth
towards proficiency in annual performance measure results. In 2014-2015, our first year, the
program saw a 67% improvement towards K-3rd grade reading proficiency, and in 2015-2016, the
program saw an 89% increase towards K-3rd grade reading proficiency. The steady improvement in
our program data led us to the two main questions for our external outcome evaluation, which were:
1) whether students at grade level by the end of third grade maintained growth to grade level through
fifth grade? and 2) whether students in the high and low -risk categories at the end of third grade grew
by fifth grade?
Complete data sets of FAST reading proficiency scores were available from DCSD for 276 of the 321
individual students served by API L during the school year program. The data sets were of students
who were in end grade in 2014-2015 or 3rd grade in 2015-2016 through the end of 5th grade and
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were included in the study. The evaluation results indicated that 52% of the ill students served that
completed 3rd grade at grade level in reading remained at grade level in fifth grade. Of the 96 students
with 'high risk' reading scores in 3rd grade, 5% had improved to grade level by 5th grade and nearly
30% improved by at least one risk level. Among the 69 students with 3rd grade 'some risk' scores, by
5th grade, 22% had improved to grade level and another 54% were able to maintain their 'some risk'
rating. Additionally, 36% of these students dropped to 'some risk' and 12% dropped all the way to 'high
risk' by fifth grade. The findings from the evaluation demonstrated that for most of the students we
served, reading gains were maintained or continued to improve through 5th grade. However, for a
portion of the students a decline was noted after 3rd grade and the end of API L support. Taking this
research data into consideration, the program and DCSD has determined that that APIL will extend its
intervention model to provide limited target support to 4th and 5th grade students who received
interventions from our program during K-3rd grade in an effort to help students maintain or improve
their risk level.
The program conducted a process evaluation from March 2016 to November 2016. The two main
research questions were: 1) Is the APIL program being implemented consistently with the program's
logic model and theory of change and 2) Are program beneficiaries generally satisfied with the
program? The program utilized an outside evaluator to conduct and analyze focus groups, surveys
and data files. Surveys completed by the site supervisors showed i00% of the 12 respondents agreed
the interventions implemented by AmeriCorps members have helped children make progress in grade
level reading; t00% agreed AmeriCorps is positively contributing to K-3rd grade reading proficiency;
i00% agreed they were satisfied with the program overall; and 92% agreed the students tutored by
AmeriCorps members have more positive connections to school because of AmeriCorps members.
There were also very high responses to members' training, attitude and professionalism.
In the program's 2o18-2019 school year, the program had 24 AmeriCorps members serve as
Academic Reading Tutors. Out of the 1,078 K-3rd grade students served during the school year, 489
K-3rd grade Tier 2 students completed the tutoring program with the required dosage of three times
per week for 15-30 minutes each session, for a minimum of 10 weeks or 30 sessions over the course of
the school year. Of these 489 students, there were complete data sets for 477 students. Of the 477,
97% or 463 improved their FAST reading proficiency scores by at least 10 points, moving them toward
grade level proficiency as reported for Performance Measure ED5A.
During the Summer 2019, 199 students started the 6 week DCSD Summer Reading Academy, where
12 MT members served as academic and enrichment tutors. Based on FAST data, 56% of students
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improved by at least 1 risk level due to the summer program reading support they received, 31% of
students remained at High Risk, 13% remained at some or low risk, and only 1% of students declined a
risk level. Summer data from DCSD is meaningful to our program, because it shows that our program
is helping stem the summer learning loss issues among our districts most at -risk students. DCSD is
excited about the performance measurement and evaluation data, as both show students who
completed the APIL AmeriCorps tutoring program during both the school year and summer program
had positive gains in their reading proficiency.
NOTICE PRIORITY
The API L program doesn't fit with any 2020-2021 CNCS priority areas. However, the program does
fit with several of our State of Iowa priorities based on the ICVS State Service Plan: 1) comprehensive
community strategy for Dubuque's Campaign for Grade Level Reading 2) engage underrepresented
populations and those that provide a high return on investment 3) address disparities with minority
populations 4) Governors priority areas of education, childcare and enrichment; and 5) actively
participate in the Iowa Disaster Cadre. The program fits with one of Iowa's priorities based on Iowa
Code. The program is an Iowa Reading Corps program providing data -based, models of literacy
instruction to tutor students from pre-k to 3rd grade who are not proficient in reading or who are at
risk of becoming not proficient in reading.
MEMBER EXPERIENCE
Member experience is a priority of our program. Development begins with the recruitment process
where the Director strategically recruits, interviews and places members from our community to the
site that is the best fit for each member. During their year of service, members are challenged to
develop personally and professionally. Members are supported and developed at their host site in
partnership with their site supervisors. The Director takes a personal, 1-1 approach with every member
to challenge them in different ways. This can include community presentations, mentoring other
members, applying for graduate school or leading service projects. Members also gain important
experiences through our Days of Service which are conducted in partnership with Dubuque's National
Service Partnership (DNSP), a collaboration of area national service members and programs. Through
National Days of Service and DSNP, members learn about their community, network with other
national service members, and participate in service opportunities.
Members are provided 12 hours of orientation consisting of general information on the Corporation
for National and Community Service (CNCS), AmeriCorps and the Iowa Commission on Volunteer
Service (ICVS). The program reviews member's rights and responsibilities, code of conduct, prohibited
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activities, Drug Free Workplace Act, grievance procedures, suspension and termination procedures,
sexual harassment and discrimination policies. Members review and sign the Member Service
Agreement which includes the review of the National Criminal History Background Check, prohibited
activities and grievance procedure. Members are trained on data collection, time sheets, and other
program specific information. Additionally, members participate in 4 hours of communication
training through a low/high ropes course to provide individual and team challenges, as well as 21
hours of training, spread out over monthly meetings, focused on Diversity, Equity and Inclusion,
ensuring that members are able to provide the best support to students from different cultures and
backgrounds. DCSD trains members on Tier 2 students, professionalism, confidentiality, LEAD 21
curriculum, and Lexia interventions. Members are provided intensive on -site training and orientation
at their host site. Finally, all members develop and present a reflection project during our End of
Service Ceremony and Life After AmeriCorps Training.
Organizational Capability
ORGANIZATIONAL BACKGROUND AND STAFFING
API L has been sponsored by the City of Dubuque since 2007. The City of Dubuque is a Municipal
Corporation governed by an elected mayor and six -member council. The City relies on its expert
personnel to plan and implement the grant and provides in -kind administration, personnel and fiscal
support. The City Council reviews the grant and budget documents each year. The AmeriCorps
Director, Heather Satterly, a 3-term AmeriCorps alum, has been the Director for 2 years in addition to
working in Iowa AmeriCorps Grant Management for 3 years. Kim Stickney, also an AmeriCorps
alum, has been the AmeriCorps Assistant for 10 years. She organizes and maintains key program
paperwork such as Background Checks and Data Collection Submissions. Marie Ware, Leisure
Services Department Manager, oversees the activities of the AmeriCorps Director and members. Marie
has been directly and indirectly involved with grant award management for over twenty-five years for
three cities and a non-profit agency. Arielle Swift, Assistant Public Works Director, previously our
Accountant, has overseen the fiscal responsibilities of the program since 2015. Jennifer Raber, Finance
Manager, & Jennifer Larson, Finance and Budget Director, have been training since April 2019, and
will continue to be supported by Arielle.
COMPLIANCE AND ACCOUNTABILITY
APIL strongly believes in compliance and accountability. The program prides itself in having a
reputation as a high functioning, low risk program and has a complete plan for compliance and
accountability. The Director ensures site supervisors and host sites fully understand the prohibited
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activities, non -duplication and non -displacement guidelines, and all other rules and regulations
through service agreements and training. The Director also conducts at least two site visits a year, as
well as a mid-term review to ensure rules and regulations are being followed. The Director keeps lines
of communications open between members and site supervisors to ensure compliance and
accountability. The Director monitors the activities being performed through ongoing communication
with members and site supervisors. The Director can visit any site, at any time without prior
appointment. Should a compliance issue be suspected or arise, the Director holds a meeting with all
parties involved to review guidelines and design a corrective action plan. If compliance issues continue
to be a concern the members are removed from their assigned placement until the site can ensure all
activities fall within the AmeriCorps guidelines. If compliance issues are not corrected, or re -appear,
the Director will no longer place members at the host site. Lastly, the program manages and
implements its program with limited compliance issues. Our staff takes CNCS' Criminal History
Record Check very seriously as well as the following program management policies: time sheets, in
kind documentation, position descriptions, Member Service Agreements, Host Site Agreements,
mandatory training requirements, corrective action forms, midterm and end of year evaluations,
grievance, termination of service, drug free workplace, sexual harassment, prohibited activities and
unallowable activities. Our systems follow this cyclical pattern: follow, monitor, review and update to
detect instances of risk or noncompliance. The AmeriCorps Director runs all background checks on
members. As these checks are completed, the Director completes the ICVS NSCHC Document
Checklist and attaches it to copies of all Background checks. Additionally, copies of all checks are kept
in the member electronic file, as well as in a hard copy format. The AmeriCorps Assistant reviews all
background checks to ensure compliance. The Director and Assistant conduct member and staff file
audits twice a year and works closely with its expert fiscal staff to ensure compliance.
CULTURE THAT VALUES LEARNING
APIL, as part of the City of Dubuque, believes in creating an equitable community of choice by being
a data -driven & outcome focused high performance government built on four pillars: Equity,
Resiliency, Sustainability and Compassion. The City of Dubuque City Council develops and sets goals,
policy agenda top priorities and high priorities, as well as management agenda top priorities and high
priorities based on the City mission and vision statements. These goals and priorities set the tone and
expectations of the City government plan for the next 2 years, driving each department and division
within the organization to collect data, measure performance, and continually strive to create
meaningful impact for community members. All departments, including APIL, have performance
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measures that connect to the City goals and priorities. Data is collected on a regular basis and reported
annually to the City Council and the community in the City annual budget review process. During
this budget review process, all departments present the updates to performance measures and impacts
to the City Council for a decision on the next years budget and goals.
MEMBER SUPERVISION
All of our members receive two layers of supervision. First, every host site designates a site supervisor.
Each site supervisor provides daily supervision to their members and conducts biweekly, i-1 meetings
with each of their members for clear guidance. Site supervisors also provide on -site training as
described previously and observations by the site supervisor to ensure accurate interventions. Second,
the Director serves as an added level of supervision for all members. The Director meets regularly with
each member to discuss progress and ensure member activities fall within allowable activities. The
Director has an open door policy and members may contact via in -person meeting, email, phone, or
text at any time for any reason. Each site supervisor is trained by the Director. Training occurs before
members arrive on site and are completed in person, 1-1, as well as in recorded webinar format to
review overall program changes. The site supervisor training consists of an overview of the CNCS and
ICVS, member responsibilities, supervisor responsibilities and host site agreements, in -kind match
documentation, time sheets, data collection, prohibited activities and unallowable activities including
nonduplication and nondisplacement. Site supervisors can contact the Director with
questions/concerns at any time.
The AmeriCorps brand is a high priority for our program. All members receive apparel and a photo id,
both with the AmeriCorps logo. Members are required to wear their photo id at all times during
service and are required to wear their AmeriCorps logo apparel at least once per week or more
frequently if participating in a community event. All host sites are provided an "AmeriCorps Members
Serve Here" sign and display it in a prominent location.
Cost Effectiveness and Budget Adequacy
SEE BUDGET.
Evaluation Summary or Plan
APIL EVALUATION PLAN
PROGRAM BACKGROUND/PROGRAM MODEL
AmeriCorps Partners in Learning Program (APIL) has been extremely successful in its 20 years of
operation, 13 of which have been under the leadership of the City of Dubuque. The program has
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always focused around education, however, the current iteration of APIL focuses on ensuring students
read at grade level by 3rd grade and targeting students with literacy needs. The programs success in
the Dubuque community is apparent in the over 75o AmeriCorps alumni giving over 45o,000 hours
of service in our community.
The AmeriCorps Partners in Learning Program has become an important part of the schools served.
The AmeriCorps Program has partnered with the Dubuque Community School District to formulate a
program that continues to place AmeriCorps members in elementary schools at the Kindergarten, ist,
end and 3rd grade level. The School District provides training to the AmeriCorps members that aligns
with the curriculum taught in the schools. By creating this focus, we have moved the needle with our
AmeriCorps program and members and will continue these efforts.
SCOPE AND PURPOSE OF CURRENT EVALUATION
As a Grantee receiving Corporation funds of less than $500,000 annually, AmeriCorps Partners in
Learning is required to conduct a process evaluation. However, APIL has decided to again go beyond
the minimum to conduct an external impact evaluation of its school year reading tutoring program.
The evaluation will replicate the longitudinal cohort design that was used for the 2017-2020 grant
cycle and add an additional component to determine if students who have received multiple years of
reading interventions from the AmeriCorps program during K-3rd grade maintain or improve their
reading proficiency by the 5th grade at the same or higher rates than students only served for a single
year.
The purpose of this evaluation is to better understand the sustainability of APIL AmeriCorps reading
tutoring over time. The findings of the evaluation will help our AmeriCorps Program learn and grow
to better support our students. Our intent, as a program and a partner in a community impact model,
is to determine how effective our program is and to use this information to drive enhancements to our
processes and procedures and inform future decision -making for our community.
THEORY OF CHANGE
Dubuque Community School District's (DCSD) students are not reading at grade level by 3rd grade.
Data from DCSD's FAST (Formative Reading Assessment System for Teachers) and Certified Annual
Enrollment provide us with current literacy rates. In Fall 2019, 36% of all DCSD 3rd grade students
were not reading at grade level. In Fall 2019, 56% of DCSD end grade students, 53% of 1st grade
students and 59% of Kindergarten students, were not reading at grade level. Overall, in the Fall of
2019, 39% of DCSD K-3rd grade students, or approximately 2,999 students, were not reading at grade
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level.
The long term academic ramifications for students who do not read at grade level by 3rd grade are
great. According to the Campaign for Grade Level Reading, reading by 3rd grade is a critical milestone
in a child's academic success. Before 3rd grade, students learn how to read. After 3rd grade, students
transition from learning how to read, to reading to learn. According to a study by researchers,
students who couldn't read at grade level by 3rd grade continued to fall further behind their peers after
3rd grade (McNamara, J.K., Scissons, M, and Gutknecth, N; 2011). In addition, a 2012 study by the
Annie E. Casey Foundation states children who do not read proficiently by the end of third grade are
four times less likely to graduate from high school on time than proficient readers. These ramifications
are serious for both the individual student and the community.
Our integrated, comprehensive, two pronged approach will ensure students with literacy needs read at
grade level by the end of 3rd grade. The first approach consists of a school year program where
members provide 1-1 or small group literacy interventions to struggling readers. Each session will
occur at least three times per week for 15-30 minutes for a minimum of 10 weeks or 30 sessions and
until the student has been reassessed and results show the child performing at grade level.
Additionally, members will be providing limited targeted support to 4th (20 15-30 minute sessions)
and 5th (10 15-30 minute
sessions) grade students who received interventions from our program during K-3rd who are not
proficient or at risk of losing proficiency.
The second approach consists of a summer program where members provide 1-1 or small group
literacy support and enrichment activities. This year-round approach ensures students continue to
build on their grade level reading efforts from the school year through the summer months.
OUTCOME OF INTEREST
The outcome of interest underlying this impact evaluation is that students with literacy needs who
receive APIL interventions will improve their reading proficiency as a result of the interventions
provided by the APIL AmeriCorps members. This impact evaluation will study the FAST Assessment
scores of students who have received AmeriCorps Interventions during their K-3rd grade years and
the FAST Assessment scores of the same students after they have completed 5th grade.
EVALUATION RESEARCH QUESTIONS
The impact evaluation will address the following three research questions:
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1) Do students supported by API L who reach grade level reading proficiency by the end of third grade
maintain growth to grade level through fifth grade?
2) Do students who receive multiple years of support by APIL improve or maintain proficiency
through fifth grade at a higher rate than students supported for only one year?
3) Do students supported by APIL who remain in the high and some -risk categories at the end of third
grade maintain their risk level by fifth grade?
EVALUATION DESIGN
APIL proposes to use a longitudinal cohort design to track changes in student reading proficiency over
time. The strengths of this design include being able to utilize existing FAST data collected by our
program and Dubuque Community School District, as well as data that will be collected during the
2019-2020 5th grade Spring FAST Assessment. The Dubuque Community School District conducts
these evaluations, holds the data, and regularly analyzes this data, ensuring that the evaluation results
will be produced with high reliability and validity. Another strength of this impact evaluation design is
that our program will be replicating the same design that was conducted for the 2017-2020 grant
competition. This allows our program to analyze new variables and also allows our program to build a
long-term research plan with this design. One of the downsides of this design is that it can take several
years acquire the data and some students may not complete 5th grade with the DCSD, which can
reduce the final number of complete data sets to review. While this is a limitation, the positives of this
design significantly outweigh the negatives. Our program will be able to utilize this long-term data to
make changes to our program design and effectiveness.
DATA COLLECTION AND ANALYSIS PLAN.
APIL utilizes the results of the Formative Assessment System for Teachers (FAST), the state-wide
mandated reading assessment used by Dubuque Community School District for all K-5th grade
students to determine reading proficiency. The DCSD instructional coaches (who are also the
AmeriCorps Site Supervisors) conduct the FAST Assessment three times each year. Much of the data
for this evaluation has been collected, checked and processed in previous years by both the DCSD and
the program for yearly performance measures while students were being served during their K-3rd
grade years. Data is collected in the same way for every program year to ensure accuracy and
consistency. Each program years data is held by the program to allow for the program to compare
which students are seen for multiple years. The program will only pull student data for students who
met dosage and duration requirements of our program. The APIL Director sends DCSD a list of
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students who have completed the programs dosage and duration requirements. The DCSD reviews the
students spring FAST scores and risk levels for both 3rd and 5th grade and then cleans this data of all
Personal Identifiable Information of the students and provides the risk levels for 3rd and 5th grade
and the total number of years the students were served by APIL to our external evaluator to analyze
how many students improved, maintained or declined from their 3rd grade FAST risk level to their 5th
grade FAST risk level using a multivariate regression model. Our evaluator analyzes this quantitative
data and aggregates it into a report for our AmeriCorps Program and DCSD, looking for themes,
concerns, or outliers.
EVALUATOR QUALIFICATIONS
Dr. Rachel Daack, PhD, of Clarke University, will work closely with the Program Director to develop
and execute our impact evaluation. Dr. Daack has a BA in Global Studies, a MA in Geography and a
PhD in Interdisciplinary Studies and currently served as a Professor of Sociology at Clarke University
in Dubuque, IA. Dr. Daack has prior experience with APIL, as she conducted both the Outcome
Evaluation (2018-2019) and Process Evaluation (2015-2oi6). Dr. Daack also provides evaluation
services to several community organizations, which includes St. Mark Youth Enrichment and the
Dubuque Dream Center, which support the Dubuque Campaign for Grade -Level Reading Initiative,
making her an ideal evaluator for our program.
Heather Satterly is a 3-term AmeriCorps alum, and has been the AmeriCorps Director of the City of
Dubuques AmeriCorps Partners in Learning Program for 2 years. Heather has a BS degree in
Recreation, Parks and Tourism Administration with an emphasis on Recreation Therapy from
Western Illinois University. Heather has also worked for another competitively funded Iowa
AmeriCorps Program as a Program Manager for 3 years. She organizes and maintains Student logs
and Data Collection Submissions from AmeriCorps Members and handles the compilation of all
member -student intervention data.
Tammy Duehr is the Lead Instructional Coach and the K-5th grade Language Arts Coordinator for
the Dubuque Community School District. Tammy has been an educator for the past 28 years. She has
a BS in Elementary Education and Early Childhood Education from Clarke University and a MS in
Reading from Southern Connecticut State University. She was a first and second grade classroom
teacher for 20 years and has held her current positions for the past 8 years. As one of her job
responsibilities, she is always involved with student data. DCSD currently uses FastBridge as their
literacy screener. Gathering, analyzing, and interpreting FAST data is something DCSD does three
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times each year. Tammy is responsible for pulling all the data off the FastBridge system and
organizing it for the district and for individual schools to analyze and make instructional decisions.
Tammy has participated in State meetings to learn about FAST and has the support of Keystone AEA
when working with FAST data.
BUDGET
Line Item Total Year 1 Year 2 Year 3 Notes
Staffing (Evaluator) $3,000 $1,000 $1,000 $1,000 $5o/hr @ 20 hours
Staffing (DCSD) $3,48o $1,16o $1,16o $1,16o $58/hour @ 20 hours
Budget Total $6,48o $2,16o $2,16o $2,16o
TIMELINE
In 2020-21(Year One), program staff will begin to pull student data of students who have only
received services for one year in Q1. In Q2, program staff will provide a finalized list of students served
for only one year to DCSD and DCSD will begin to pull 3rd grade and 5th grade FAST scores, risk level,
race, gender and Free -Reduced Lunch status. In Q3, DCSD staff will provide the cleaned data to our
external evaluator, who will begin the analysis. Program staff will begin to pull student names who
were served for multiple years. In Q1 of Year Two (2021-2022), program staff will finalize the list of
students who received AmeriCorps services for multiple years during K-3rd grade and will provide the
list of students to DCSD. In Q2 and Q3, DCSD will begin to pull3rd grade and 5th grade FAST scores,
risk level, race, gender and Free -Reduced Lunch status. In Q3, DCSD staff will provide the cleaned
data to our external evaluator, who will begin the analysis. Data will be analyzed and a report will
prepared for the final evaluation report in Q1 of Year Three (2022-2023) for submission with our next
recompete application due to CNCS in January 2023. The Evaluator, Program Staff and DCSD staff
will meet together to review the report to determine a post -evaluation action plan to drive decision
making for continuous improvements to reading interventions, delivery methods, member training,
and/or management systems will be developed.
Amendment Justification
N/A
Clarification Summary
20-21 CLARIFICATIONS
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Section 1G - Staff Training: The City of Dubuque has historically set aside funding for the AmeriCorps
Director's professional development. These funds are utilized towards yearly conferences, such as the
Iowa Women's Leadership Conference for community networking and leadership development; as
well as towards trainings and conferences to help the AmeriCorps Director improve their public
speaking skills as it relates to recruitment and training of AmeriCorps Members and towards 'train the
trainer' conferences that will allow the AmeriCorps Director to take back knowledge and establish
trainings for AmeriCorps Members. A perfect example of this is the current equity -based curriculum
for AmeriCorps Members that was developed after the AmeriCorps Director attended a 32-hour Equity
'train the trainer' workshop. All trainings, conferences and workshops will relate to the professional
development of the AmeriCorps Director to continually improve the AmeriCorps Program.
20-21 Programmatic Resolutions:
1. In order to better explain the impact of the AmeriCorps project on the identified community need,
please clarify numbers of Tier 2 students in grades K-3 in the schools to be served as well as the
percent of students who are in need to be served by AmeriCorps members.
-As of January 2020, the most recent FAST assessment has shown that the total number of K-3rd
grade students on a tier II intervention is 556. This is 19% of the total number (2852) of K-3 students
in the Dubuque community school district. Due to COVID-19, DCSD will be unable to conduct their
Spring FAST assessment and expects that the Fall 202o FAST assessment will show a significant
increase in the number of students needing Tier II interventions. During the 2020-2021 Academic
School Year, the AmeriCorps program expects to serve 500 students, which is approximately go% of
Dubuque Community School District's K-3 Tier II students (as of January 2019 FAST Assessment). Of
those 500 students, AmeriCorps Partners in Learning will improve the reading risk level of 400 K-3
Tier II students (8o%).
21-22 Financial Resolutions:
1. Budget has been adjusted to the approved amount of $203,761 for 13.18 MSY. No change made to
performance measures.
Continuation Changes
2021-2022 CONTINUATION CHANGES
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APPLICANT INFO:
The program has made an adjustment to the Applicant Info section regarding the naming convention
of the program. The program's name has been adjusted to City of Dubuque AmeriCorps Program:
Partners in Learning from the City of Dubuque AmeriCorps Partners in Learning Program. This is to
allow for a more streamlined branding change in lieu of the new AmeriCorps Branding Guidelines.
Additionally, the email associated with the program was updated.
EXECUTIVE SUMMARY:
The AmeriCorps Partners in Learning (APIL) program proposes to have 5o AmeriCorps members
who will tutor K-3rd grade struggling readers one on one or in small groups in the Dubuque
Community School District's elementary schools and summer programs. At the end of the second
program year, the AmeriCorps members will be responsible for increasing the reading scores of 400
students with literacy needs. In addition, the AmeriCorps members will leverage an additional too
volunteers who will be engaged in Dubuque community days of service.
The program will focus on the CNCS focus area of Education. The CNCS investment of $218,261 will
be matched with $224,400, $198,000 in public funding and $26,400 in private funding.
CHANGES IN OPERATING SITES:
There are no anticipated changes in operating sites.
SIGNIFICANT CHANGES IN PROGRAM SCOPE OR DESIGN:
The program requests 1 additional minimum -time AmeriCorps Member for an increase in .21 MSY.
This member will serve with Carnegie -Stout Public Library during our summer program alongside the
1 FT AmeriCorps Member. The program has previously had 2 MT Members serving during the
summer months prior to have 1 FT member requested. The Host Site has determined that they need
the additional MT member for their Summer Reading Program to prevent the loss in program
capacity that has previously been built.
CHANGE TO PERFORMANCE MEASURES: N/A
SIGNIFICANT CHANGES TO STAFFING:
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The AmeriCorps Program Assistant that has been with our program for nearly 10 years retired in the
2020-2021 program year. The program has reviewed the role of the part-time assistant and has
changed the position to a part-time AmeriCorps Program Coordinator. This position will still have
duties associated with monitoring program compliance, but added duties to the position include
member technical support. Sarah Berna, an AmeriCorps Alum, has previously worked as a temporary
coordinator for the program, as well as a Site Supervisor for the Program's AmeriCorps Members and
as an outside contractor for developing virtual curriculum for COVID-19 Virtual Tutoring. Sarah is a
certified teacher with a background in Elementary Education.
BUDGET REVISIONS:
The revised program budget includes increased costs for the living allowance and associated costs with
the increase of .21 MSY. The program also requests an increase in funding in a total of $9,000 to
cover costs associated with AmeriCorps Member technology purchased to continue program services
during COVID-19. The host organization's rate is $3o/month per iPad. With 25 iPads, the data costs
associated with the AmeriCorps Virtual Tutoring is $9,000. To prevent barriers to access, the program
invested in iPads with data plans for members to utilize to provide virtual tutoring services. This has
allowed members who cannot afford home internet to provide virtual tutoring to our school district's
virtual students in a safe manner. Without knowing how long students may be learning in a virtual
setting, the program anticipates needing data plans connected to these AmeriCorps Member iPad.
Additionally, the program has invested in the approved CNCS AmericaLearns Data Collection System
to increase the program's ability to collect and evaluate reliable data. The cost of this system is $6,000
per program year. This system will decrease administrative burden related to the previous data
collection methods for the program and will allow for an increased focus on member management
and compliance monitoring. The requested increase results in a $16,300/MSY.
Grant Characteristics
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Performance M easures
MSYs by Focus Area
EEducation:13.39
Tablet: MSYs by Focus Areas
FocusArea '.
Ed u cat ion 100%
MSYs by Objective
EK-12 Sucoess:13.39
Table2: MSYs by Objectives
•• ',
K- 12 Success 100%
% of MSY NPM VS Applicant VS Not hi ANY
�100%
■ Applicant:0 National:13.39 Not in ANY:0
Table& %MSYs by NPM vs.Applicant vs. Not in ANY
NPM plicant Not in ANY
100%
Table4: No of MSY and Members by Objective
No of MSYs No of Members
K- 12 Success 13.39 50
. 1
Primary Focus Area:
Primary Intervention:
Secondary Focus Area:
Secondary Intervention:
Education
Tutoring
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Performance Measure: Tutoring K3 grade students in Reading
Focus Education Objective: K- 12 Success No of 13.39 No of 50
Area: M Sys: Members:
Problem Statement:
Dubuque Community School District's students are not reading at grade level by 3rd grade. There are a few
challenges that create this problem. First, is poverty. Students living in poverty are more likely to be
unprepared for kindergarten. Research shows children from low income homes have limited exposure to
reading and vocabulary in the early years which can result in persistent academic challenges in elementary
school. Second, is summer learning loss. Research spanning 100 years has proven students lose ground
academically when they are out of school for the summer. Therefore, the purpose of AmeriCorps Partners in
Learning is a two pronged program.
During the school year, members tutor K- 3rd grade students with literacy needs in the elementary schools in
reading to ensure students read at grade level by 3rd grade. Students will be identified as having a literacy
need based upon their scores with the Iowa FAST testing. 5 of the 13 elementary schools have a majority of
students who are eligible for free or reduced lunch. Students tutored at these 5 schools are considered
economically disadvantaged. The remaining 8 schools have free or reduced lunch rates of 33%, 221/6, 29%, 35%,
28%, 21 %, 26% and 29%.
During the summer, members spend 50%of their time tutoring K- 3rd grade students with literacy needs who
are enrolled in a summer program in reading to combat the summer slide. Students tutored in the summer will
be identified as having a literacy need based upon their scores with the Iowa FAST testing. 5 of the 13
elementary schools have a majority of students who are eligible for free or reduced lunch. Students who
attend one of these 5 schools are considered economically disadvantaged. The remaining 8 schools have free
or reduced lunch rates of 331/6, 221/6, 29%, 35%, 281/6, 21%, 26%and 29%.
Selected Interventions:
Tutoring
Describe Interventions:
During the school year, 11 RHT and 11 MT tutor K- 3rd grade, Tier 2 students identified through the Multi -
Tier System of Supports in reading in small groups or one on one at least three times per week for 15- 30
minutes each session for a minimum of 10 weeks or 30 sessions and until the child has been reassessed and
results show the child performing at grade level. Research shows tutoring sessions for Tier 2 students must
be at least three times a week for 15- 30 minutes to be effective. 30 sessions equates to 10 weeks of our
program if sessions are at least three times per week for 10 weeks. Research shows 10 weeks is sufficient to
see academic gains in the school year. Materials used complement classroom curriculum.
Members are trained on data collection processes during orientation and by DCSD at their on- site trainings.
The program's dosage and duration are revisited to reinforce tutoring sessions are occurring according to the
program' s standards. The program uses strong data collection tools to collect information for our output
(ED1A). Each member is given a student log to collect students' name, teacher, grade and number of sessions
for each intervention used. The members send their data to the Director and Assistant, biweekly, where they
analyze the data, ensure accuracy, and organizes the data by school and member. The program sends the
collected data to the site supervisor quarterly to analyze for accuracy and progress to targeted outputs and
outcomes. The program has an agreement with DCSD to get literacy data on the students we serve in a timely
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Performance Measure: Tutoring K3 grade students in Reading
Problem Statement:
SgiLqqpA d ntervent i ons:
manner. In the spring, the Director sends DCSD a list of students who completed the program. DCSD
compares the completed students' fall and spring reading assessments and analyzes how many students
improved from fall to spring FAST Assessment. DCSD provides the program with each school's number and
percent of students who improved.
ED1A Output:
ED1A: Number of individuals served
Target: 500 Individuals
M easu red By: Tracking System
Described Instrument: Members will record the name and school of each student who starts the school
year program on the Student Attendance Log. The list of student names will be
cross referenced to ensure no student is counted twice. Members will track each
student's individual tutoring session on the Student Attendance Log. Sessions
must be one on one or small group and 15- 30 minutes at least 3 times per week.
Students who start our program and have a literacy need will be counted in this
measure. Students will be identified as having a literacy need based upon their
scores with the Iowa FAST testing.
Members will record the number of tutoring sessions completed for each student.
Each session must meet the requirement of one on one or small group for at least
15- 30 minutes. For our school year program, students who have received at least
30 tutoring sessions and have a literacy need will be counted as having completed
the school year program. Students will be identified as having a literacy need
based upon their scores with the Iowa FAST testing.
ED5A Outcome:
ED5A: Number of students with improved academic performance
Target: 400
M easu red By:
Students
Standardized Test
Described Instrument: During our school year program, in the fall students take a standardized,
district- approved pre- test in reading titled Formative Assessment System for
Teachers (FAST). FAST aligns with the materials being
used in our tutoring program and is appropriate for K- 3rd grade. FAST has
demonstrated reliability and validity for K- 3rd grade students. FAST will be
administered to students in the spring at the end of the school year. Students
who complete our school year program (30 sessions or more), who have a literacy
need and who improve in their risk level from the fall to spring FAST assessment
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Performance Measure: Tutoring K3 grade students in Reading
Problem Statement:
SgqAgAdnterventions:
Described Instrument: will be counted under this measure. Students will be identified as having a I
literacy need based upon their scores and risk level with the Iowa FAST testing. A
change in risk level is significant because the FAST expects students to grow by a
risk level. Therefore, if struggling students , they are showing great growth from
fall to spring.
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Program Information
AmeriCorps Funding Priorities
*Check any priority area(s) that apply to the proposed program. In order to Advancing Racial Equality
receive priority consideration, applicants must demonstrate that the priority
area is a significant part of the program focus, high quality program design, and
outcomes.
Grant Characteristics
*Check any characteristics that are a significant part of the proposed program. Geographic Focus- Urban
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Demographics
Other Revenue Funds
Number of volunteers generated by AmeriCorps members
Percent of disadvantaged youth enrolled
100
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Required Documents
Document Name Status
Evaluation Sent
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
Outcomes
Mid -Term Outcomes
Long -Term
Outcomes
The community
Resources that are
The core activities
Direct products from
Changes in
Changes in behavior
Changes in
problem that the
necessary to deliver
that define the
program activities.
knowledge, skills,
or action.
condition or status
program activities
the program
intervention or
attitudes and
Depending on
in life. Depending on
(interventions) are
activities
program model that
opinions. These
program design,
program design,
designed to address.
(interventions),
members will
outcomes, if
these outcomes may
these outcomes may
including the
implement or
applicable to the
or may not be
or may not be
number of
deliver, including
program design, will
measurable during
measurable during
locations/sites and
duration, dosage
almost always be
the grant year.
the grant year.
number/type of
and target
measurable during
Some programs,
AmeriCorps
population.
the grant year.
such as
members.
environmental or
capacity -building
programs, may
measure changes in
condition over a
period as short as
one year.
Page 26
RPT_BGT_424
June 18, 2021 9:42 AM
City of Dubuque
AmeriCorps Program: Partners in Learning
City of Dubuque
Application ID: 21AC230628
Budget Dates:
Total Amt
CNCS Share Grantee Share
Section I. Program Operating Costs
A. Personnel Expenses
65,872
57,000
8,872
B. Personnel Fringe Benefits
24,651
22,936
1,715
C. Travel
Staff Travel
1,580
0
1,580
Travel to CNCS-Sponsored Meetings
779
0
779
Member Travel
Total $2,359
$0
$2,359
D. Equipment
E. Supplies
1,620
0
1,620
F. Contractual and Consultant Services
29,874
0
29,874
G. Training
Staff Training
1,000
0
1,000
Member Training
2,700
0
2,700
Total $3,700
$0
$3,700
H. Evaluation
7,160
4,648
2,512
I. Other Program Operating Costs
8,406
6,402
2,004
Section I. Subtotal
$143,642
$90,986
$52,656
0
Section I Percentage
63%
37%
Section II. Member Costs
A. Living Allowance
Full Time (1700 hrs)
16,150
0
16,150
1-Year Half Time (900 hours)
0
0
0
Reduced Half Time (675 hrs)
70,510
25,510
45,000
Quarter Time (450 hrs)
12,825
12,825
0
Minimum Time (300 hrs)
96,900
38,150
58,750
2-Year Half Time (2nd Year)
0
0
0
2-Year Half Time (1st Year)
0
0
0
Three Quarter Time (1200 hours)
0
0
0
Abbreviated Time (100 hrs)
0
0
0
Total $196,385
$76,485
$119,900
B. Member Support Costs
FICA for Members
15,023
15,023
0
Worker's Compensation
6,284
6,284
0
Health Care
4,800
4,800
0
Total $26,107
$26,107
$0
Section II. Subtotal
$222,492
$102,592
$119,900
Section II. Percentages
46%
54%
Section III. Administrative/Indirect Costs
A. Corporation Fixed Percentage
Corporation Fixed Amount
42,722
6,109
36,613
Commission Fixed Amount
4,073
4,073
0
Total $46,795
$10,182
$36,613
B. Federally Approved Indirect Cost Rate
Section III. Subtotal
$46,795
$10,182
$36,613
Section III Percentage
22%
78%
Section I+Ill. Funding Percentages
53%
47%
Budget Totals
$412,929
$203,760
$209,169
Budget Total Percentage
49%
51 %
Required Match
0%
Form 424A
Modified SF-424A (4/88 and 12/97)
Page 1
June 18, 2021 9:42 AM
RPT_BGT_424
City of Dubuque AmeriCorps Program: Partners in Learning
City of Dubuque
# of years Receiving CNCS Funds
Total MSYs
Cost/MSY
Total Amt
Budget Totals $0
Budget Total Percentage
Required Match
# of years Receiving CNCS Funds
Total MSYs
Form 424A
15
13.18
$15,460
CNCS Share
$0
0%
0%
15
13.18
Grantee Share
$0
0%
Modified SF-424A (4/88 and 12/97)
Page 2
6/18/2021
Budget Narrative for 21AC230628
Budget Narrative: City of Dubuque AmeriCorps Program: Partners in Learning for City of
Dubuque
Section I. Program Operating Costs
A. Personnel Expenses
PoSitionMtle -Qty -Annual Salary -% Time
CNCS Share
Grantee Share
Total Amount
AmeriCorps Director: - 1 person(s) at 67100 each x 83.61 % usage
55,000
1,102
56,102
AmeriCorps Coordinator: - 1 person(s) at 19540 each x 50 % usage
2,000
7,770
9,770
Category Totals
57,00011
8,872
65,872
B. Personnel Fringe Benefits
Purpose -Calculation
CNCS Share
LGrantee Share
Total Amount
AmeriCorps Director Benefits Package: Health Flat Rate=$13032 + FICA@
22,936
0
22,936
.0765=$4292 + IPERS@.0991= $5560 + Life@.000927=$52
AmeriCorps Coordinator Benefits Package: FICA@.0765= $747 +
0
1,715
1,715
IPERS@.0991= $968
Category Totals
22,936
1,715
24,651
C. Travel
Staff Travel
Purpose -Calculation
CNCS Share
Grantee Share
Total Amount
Travel to CNCS-Sponsored Meetings: Director travel to 1 CNCS Sponsored
0
779
779
meeting: $229 airfare, $400 in hotel, meal= $50 per day diem x 3 days = $150
Travel to ICVS sponsored meeting: ICVS (Director travel to ICVS sponsored
meeting: 2 Trips to Des Moines @ 450 miles each=900 miles x .58 per mile
0
1,000
1,000
(City of Dubuque policy approved mileage reimbursement rate) = $522; $50
per day diem x 3 days $150; $328 for 3 night in hotel)
Director's Travel: Director Travel (Mileage for site supervision for 18 site
visits, 60 midterm reviews, and service projects, x 1000 miles per year x .58
0
580
580
per mile (City of Dubuque policy approved mileage reimbursement rate)
=$580.)
IF-- Category Totals
0
2,359
2,359
Member Travel
Purpose -Calculation
CNCS Share
L
Grantee Share
L
Total Amount
Category Totals
0
0
0
D. Equipment
https:Hegrants.cns.gov/espan/main/report.jsp?sid=8jQfWhUeYlTWcAjX7ekXMXlr6fS18m6LmM9RMr6glOEs2HTnbXxd-1764928920! 1624023635230&scope=4... 1/5
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Budget Narrative for 21AC230628
Item/Purpose -Qty -Unit Cost
CNCS Share
I Grantee Share
`
Total Amount
Category Totals
0
odL-
0
E. Supplies
Item -Calculation
CNCS Share
Grantee Share
Total Amount
Member Gear w ith AmeriCorps Logo: Member gear w/AmeriCorps logo
0
1,500
1,500
(Uniform shirts & badges, 50 x $30= $1500; all w ith AmeriCorps logo)
AmeriCorps Office supplies: AmeriCorps office supplies (paper, ink, toner,
0
120
120
pens, pencils, post -it notes) $10 per month x 12= $120
Category Totals
0
1,620
1,620
F. Contractual and Consultant Services
Purpose -Calculation -Daily Rate
CNCS Share
Grantee Share
Total Amount
Member Supervision (DCSD School Year): 3 hours of direct member
supervision/w eek per member for 34 w eeks by 11 DCSD staff @ a minimum
0
28,050
28,050
of $25/hour- Daily Rate of 25
AmeriCorps Copy Machine Lease: AmeriCorps Office Copy machine
0
1,824
1,824
@$456/quarterly'4 = $1824- Daily Rate of 0
Category Totals
0
29,874
29,874
E
G. Training
Staff Training
Purpose -Calculation -Daily Rate
LCNCS 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
1,000
Member Training
Purpose -Calculation -Daily Rate
CNCS Share
Grantee Share
Total Amount
Member Development/Communication: 4 Mounds Team
Building/communication training; 2 trainings per year at $600 each= $1200-
0
1,200
1,200
Daily Rate of 600
Member Orientation and ongoing training: Member Orientation (Portfolios,
handbooks, printed materials and other training supplies as needed. $30 x 50
members=1500. 3 day orientation training for fall and summer members.
0
1,500
1,500
Ongoing monthly training for both fall and summer members.)- Daily Rate of
30
Category Totals
0
2,700
2,700
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6/18/2021
H. Evaluation
Budget Narrative for 21AC230628
Purpose -Calculation -Daily Rate
LCNCS Share
Grantee Share
Total Amount
Program Evaluation to support AmeriCorps program Evaluation Plan: Program
Evaluation conducted by outside evaluator ($58/hr for 20 hours=$1,160)-
0
1,160
1,160
Daily Rate of 58
AmericaLearns Data Collection System: CNCS Approved AmericaLearns
Data Collection System for collection of raw data by AmeriCorps Members =
4,648
1,352
6,000
$6,000- Daily Rate of 0
Category Totals
4,648
2,512
7,160
I. Other Program Operating Costs
Purpose -Calculation
I
CNCS Share
Grantee Share
L
Total Amount
Criminal History Background Checks: Background Checks (53 x $54 each =
2916. Includes FBI, state of residence and state of service checks for 49
2,862
0
2,862
members and 4 site summer supervisors. No funds budgeted for 2 program
staff- no expected turn -over.
Site Liabilitiy Insurance: $500 flat rate
0
500
500
Member Timekeeping System: Member Timekeeping System ($16 x 49
0
784
784
members=$784)
AmeriCorps Director Cell Phone: Program Director cell phone/lpad combo $60
x 12= $720 (negotiated rate per sponsor); For AmeriCorps Program/Staff use
0
720
720
only.
Member Assistance Program (MAP): Member Assistance Program from ASC-
740
0
740
$250 Enrollment + $10 x 49 = $740
AmeriCorps Program Technology Replacement: AmeriCorps Staff Tech
Replacement cost & timeline per Host Org Tech Replacement Policy(Yr 2:
2,800
0
2,800
Coordinator Laptop Computer + 2 monitors, Mouse & keyboard $2800)
Category Totals
6,402
2,004
8,406
Section Totals
90,986
52,656
143,642
PERCENTAGE
63%
37%
Section II. Member Costs
A. Living Allowance
Item -# Mbrs w / Allow -Allowance Rate -# Mbrs w/o Allow
CNCS Share ii
Grantee Share
Total Amount
Full Time (1700 hrs): 1 Member(s) at a rate of 16150 each
0
16,150
16,150
Members W/O allowance 0
1-Year Half Time (900 hours): 0 Member(s) at a rate of 0 each
0
0
0
Members W/O allowance 0
2-Year Half Time (1st Year): Member(s) at a rate of each
0
0
0
Members W/O allowance
https:Hegrants.cns.govlespanlmain/report.jsp?sid=8jQfWhUeYlTWcAjX7ekXMXlr6fSl8m6LmM9RMr6glOEs2HTnbXxd-1764928920! 1624023635230&scope=4... 3/5
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Budget Narrative for 21AC230628
2-Year Half Time (2nd Year): Member(s) at a rate of each
0
0
0
Members W/O allowance
Reduced Half Time (675 hrs): 11 Member(s) at a rate of 6410 each
25,510
45,000
70,510
Members W/O allowance 0
Quarter Time (450 hrs): 3 Member(s) at a rate of 4275 each
12,825
0
12,825
Members W/O allowance 0
Minimum Time (300 hrs): 34 Member(s) at a rate of 2850 each
38,150
58,750
96,900
Members W/O allowance 0
Three Quarter Time (1200 hours): 0 Member(s) at a rate of 0 each
0
0
0
Members W/O allowance 0
Abbreviated Time (100 hrs): Member(s) at a rate of each
0
0
0
Members W/O allowance
Category Totals
I--
76,485
119,900
di
196,385
-
B. Member Support Costs
Purpose -Calculation
LCNCS Share
LGrantee Share
Total Amount
FICA for Members:.0765 X 196385= $15023
15,023
0
15,023
Worker's Compensation:.032 x 196385= 6284
6,284
0
6,284
Health Care: $400*12 / FT member = 4800
-]
4,800
0
4,800
Category Totals
26,107
0
26,107
Section Totals
102,592
119,900
222,492
PERCENTAGE
46%
54%
Section III. Administrative/Indirect Costs
A. Corporation Fixed Percentage
Item -Calculation
LCNCS Share
Grantee Share
Total Amount
Corporation Fixed Amount: Corporation Fixed Amount @ 5.26% x CNCS
share section I + CNCS share section II x 60%= $6109 Grantee share = 10%
6,109
36,613
42,722
total section I + total section II = $36613
Commission Fixed Amount: ICVS Fixed Amount @ 5.26% X CNCS section I +
4,073
0
4,073
CNCS section II x 40%= $4073
Category Totals
10,182
36,613
46,795
B. Federally Approved Indirect Cost Rate
Calculation -Cost Type -Rate -Rate Claimed -Cost Basis
CNCS Share
L
Grantee Share
L
Total Amount
Category Totals
0 11
0
0
Section Totals�L
10,182
36,613
46,795
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Budget Narrative for 21AC230628
PERCENTAGEIL 22% 1 78%
Budget TotalsL
203,760
IL
209,169
412,929
PERCENTAGE
49%
51%
Total MSYs
13.18
Cost/MSY
15,460
Source of Funds
---71Section
Match Description
Amount
Classification
Source
--]
State/Local
Dubuque Community School District (secured)
45,000
FC�sh
[
St Mark Youth Enrichment (Secured)
15,750
Cash
Private
Source of Funds
Dubuque Community School District (Secured)
28,050
FInind
[State/Local
City of Dubuque (Secured)
120,369�
[Cash
State/Local
Total Source of Funds
209,169
=�
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