AmeriCorps Grant Application 2014-2015_IA Commission on Volunteer ServiceMasterpiece on the Mississippi
TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: 2014 -2015 AmeriCorps Grant Application Submission Approval
DATE: November 12, 2013
Dubuque
band
AI- America City
IIIii!
2007 • 2012 • 2013
Leisure Services Manager Marie Ware recommends City Council approval of the 2014-
2015 AmeriCorps Grant application recently submitted to the Iowa Commission on
Volunteer Service. The grant request is for $210,581, with the total grant of $387,972.
The match is paid for by a 42% match from AmeriCorps sites and in kind match for
administration, supervision and training. The grant focuses on education. The third
grade reading initiative fits this grant well.
I concur with the recommendation and respectfully request Mayor and City Council
approval.
Michael C. Van Milligen
MCVM:jh
Attachment
cc: Barry Lindahl, City Attorney
Cindy Steinhauser, Assistant City Manager
Teri Goodmann, Assistant City Manager
Marie L. Ware, Leisure Services Manager
THE CITY OF
Dui
Masterpiece on the Mississippi
TO: Michael C. Van Milligen, City Manager
FROM: Marie L. Ware, Leisure Services Manager
SUBJECT: 2014 -2015 AmeriCorps Grant Application Submission Approval
DATE: November 8, 2013
INTRODUCTION
Dubuque
kittrel
All- AmericaCity
IIIIIr
2007 • 2012 • 2013
The purpose of this memo is to request approval of the 2014 -2015 AmeriCorps Grant
application recently submitted to the Iowa Commission on Volunteer Service.
BACKGROUND
The City of Dubuque's Partners in Learning AmeriCorps Program has been extremely
successful in its 12 years of operation. The program's success is apparent in the 750
plus AmeriCorps members giving almost 300,000 hours of service in our community.
These members have performed invaluable service in the Dubuque Community
Schools, at the Multicultural Family Center, in Leisure Service programs as well as a
variety of other agencies including but not limited to Carnegie Stout Public Library,
Crescent Community Health Center, Dubuque Community Y, Washington
Neighborhood Development Corporation, Four Mounds, Housing and Community
Development plus working with Circles and Getting Ahead, Sustainability office and
much, much more.
AmeriCorps members are paid living allowance stipend for their service and receive an
education award. The stipends and awards are a part of the grant. These funds are
many times directly invested in our community in the form of rent or tuition to local
colleges and universities.
The AmeriCorps grants are awarded in two possible ways. If chosen, the grant will be
submitted from the Iowa Commission on Volunteer Service into the competitive program
through the Corporation for National and Community Service which could mean
approval of a grant for a three year commitment. If it is not submitted or selected for
funding at the federal level, the grant will be reviewed for formula funding through the
Iowa Commission on Volunteer Service. Approval of the grant under formula funding
would mean a one year commitment. In the past, Dubuque AmeriCorps has been
funded through the competitive program with the three year commitment.
1
The source of match funding is a 42% match from AmeriCorps sites and in kind match
for administration, supervision and training. The City would be committing $3,941 of the
Director's salary cost (which includes social security and IPERS). This commitment
allows the Director to apply for grants in the future. The program doesn't allow for the
grant writing to be paid for out of the grant.
This year we are writing for a three year grant. The grant has been submitted to the
Iowa Commission on Volunteer Service. Success means the grant is recommended for
consideration for federal funding. Three years ago our grant was recommended for
federal funding, rejected at the federal level and then at the state they were going to
greatly reduce our grant, making us almost ineffective and not able to meet the financial
model. At the last minute some funds freed up at the federal level and they funded one
more program nationwide and it was ours. We were determined to improve our grant
during the next round, which is now.
The Corporation for National and Community Service has established priority areas of
funding for their grants. One priority is education and we have a Partners in Learning
program so we match very well. They also put emphasis and training on performance
measures and being able to measure progress. They require us to provide evidence
based approaches with evaluative data and use of a logic model. We have to provide
evidence that the proposed intervention is effective for the proposed population and
community challenge. Over half of our past grant was not in any measures and did not
relate to education measures they are putting priority on.
The grant must also provide support and /or facilitate access to services and resources
that contribute to improved educational outcomes for disadvantaged individuals,
especially children. Grant activities are to improve educational and behavioral
outcomes of students in low achieving elementary, middle and high schools and the
preparation for and prospects of success in post- secondary educational institutions for
economically disadvantaged students.
DISCUSSION
With that lens it is easy to see the Third Grade Reading initiative fits this grant to a "r.
We have had part of our AmeriCorps members in the schools. We then looked at other
sites we have had involved in our AmeriCorps program and felt we could continue with
AmeriCorps helping with the Future Talk program, Summer Academy, four summer
playground program areas, St Mark, the Library and the Teen Programming member at
the MFC. AmeriCorps Director Deb Bell worked with Shirley Horstman, Student
Services Director for the Dubuque Community School District to formulate a program
that would place two AmeriCorps members in each elementary school at the
Kindergarten, 1st and 2nd grade level. This would be additional members in the
schools where they will make the most difference. The contact time would go from
12,000 hours to 21,600 hours. The School District will assist in training the members in
methods to assist students with their reading skills. This will put resources where they
will make the most difference and it fits the grant so well. By creating this focus we can
move the needle with our AmeriCorps program and members.
2
The drawback to focusing our efforts in measureable educational approaches is that
there will be places we have placed members in the past that would not be assigned
members as a part of this grant. That would be ECIA, Mines of Spain, Swiss Valley,
Bridges out of Poverty, Four Mounds Day Camp (one week would not make any
measurable change or specific measurement), Juvenile Detention, MFC Cultural,
Volunteer and Outreach member. Out of this group the budget impact outside of the
grant would be that the City would need to provide staffing for the Bridges out of Poverty
child watch, Four Mounds Day Camp staff, and the MFC hours for cultural, volunteer
and outreach. A cost impact is attached for your review.
This grant would not take affect (begin) until September of 2014 if we receive it. That
means these agencies and city department have time to consider how to cover the loss
of members they have had in the past. We would also have time to consider it during
the City budgeting process.
With the increase of hours in the schools the District has increased their match but not
enough to cover it totally. They are going from $36,000 to $45,000 but the match
needed is an additional $20,000. I believe this investment is a good investment in the
initiative by the city as it specifically meets Council goals.
We are focusing our 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. It
also becomes a very competitive grant.
Shirley Horstman, instructional coaches, and others in the School District have been
involved in helping us focus the member resources in ways that will be most impactful.
The grant was due to the State October 29th and has been filed. The grant request is
for $210,581 with the total grant of $387,972. The match is paid for by a 42% match
from AmeriCorps sites and in kind match for administration, supervision and training.
RECOMMENDATION
I fully recommend submission and approval of the 2014 -2015 AmeriCorps Grant.
MLW:et
attachments
copy Deb Bell, AmeriCorps Director
Jenny Larson, Budget Director
3
$1,548
Program Assistant: Workers Comp $280 + FICA @ .0765= $585 + IPERS @ .0893= $683
$22,157 $923
Program Director: Health $13,782 + Workers Comp $1685 + FICA @ .0765= $3513 + IPERS @
.0893= $4100
$37,440
20 Site supervisors @ 93,600 @ 2%
$7,644
AmeriCorps Assistant: 1 person @20364 x 37.5%
$43,199
$1,800
AmeriCorps Director: 1 person @ $45917 x 98%
voluntF -
TM
APPENDIX 5. 2014 -2015 AMERICORPS STATE
RFA- BUDGET NARRATIVE WORKSHEET
This document is being provided as a resource only. You must enter your budget directly in eGrants.
The purpose of the budget checker is to serve as a tool for you as you work through your budget. The checker is formatted to show errors
as a help. Please enter your calculations and budget information for CNCS and Grantee share in the cells below. The information
included in the Budget Template should be identical to the information you enter in the eGrants budget.
Cells in 7.= have an error, see the "Note" for assistance with any errors.
Section I
A. Personnel
CNCS Share Grantee Share TOTAL
$44,999
$0
$7,644
$0
$37,440
$0
$0
$0
$0
$0
Section I.A Personnel Total $43,199 $46,884 $90,083
B. Personnel Fringe Benefits
Note: If a fringe benefit amount is over 30 %, please list covered items separately and justify the
high cost. Holidays, leave, and similar vacation benefits are not included in the fringe.
$23,080
$0
$1,548
$0
$0
$0
$0
$0
Director's Travel: Mileage for site supervision for 20 site visits, 48 midterm reviews, and service
projects, x 1000 miles per year x .56 per mile (program sponsor reimbursment rate) =$560.
Travel to ICVS sponsored meetings: Travel to ICVS Sponsored meetings. 3 Trips to Des Moines @
400 miles each =1200 miles x .56 per mile (sponsor mileage reimbursement rate) $672, 3 nights in
hotel @ 125 per night = $375, meals= $50 per day diem (based on sponosr per diem and city of
travel)= $150, Registration fee for conferences $450
ICVS Sponsored Trainings (required to budget at least $15001)
Travel to CNCS Sponsored Meeting: Director travel to 1 CNCS Sponsored meeting: $500 airfare,
$50 ground transportation, $400 2 -3 nights in hotel, meal= $50 per day diem x 3 days $150,
registration fees $400
$0
$0
Section 1.B Personnel Fringe Benefits Total $22,157 $2,471 $24,628
C.1 Staff Travel
$1,500
$1,647
$560
$0
$1,500
$0
$1,647
$0
$560
$0
$0
$0
$0
Section I.C1 Staff Travel Total $0 $3,707 $3,707
C.2. Member Travel
Section I.C2 Member Travel Total
D. Equipment
Note: Equipment is defined as tangible, non - expendable personal property having a useful life of
more than one year AND an acquisition cost of $5,000 or more per unit.
$0
$0
$0
$0
$0
$0 $0 $0
$0
$0
$0
$0
$0
$1,802
Office equipment, supplies & maintance: Copy machine maintance and supplies $500 per contract
agreement, postage $150, office supplies $45 per month x 12= $540, program director cell phone
$51 x 12= $612 (negotiated rate per sponsor) Cell phone is for Director's use while out of office and
for texting members which is one of the preferred methods of communication by members
$1,415
Member gear: Uniforms -polo shirts for school based program members, 33x $20= $660, t -shirts for
summer based program 17 x $15 = $255, name tags with AmeriCorps logo $5 x 50 members =
$250, water bottles $5 x 50 members =$250
Member gear containing the AmeriCorps logo
Section I.D Equipment Total
E. Supplies
Note: You must individually list any single item costing $1, 000 or more. Except for safety
equipment, you may only charge member service gear to the federal share if it includes the
AmeriCorps logo.
$0
$0 $0 $0
$0
$0
$1,415
$0
$1,802
$0
$0
$0
$0
$0
Section I.E Supplies Total $0 $3,217 $3,217
F. Contracts & Consultants
Note: Daily rate must be included in the calculation.
Section I.F Contracts & Consultants Total
G.1 Staff Training
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0 $0 $0
$500
Criminal History Background Checks: 60 x $30 each =1800. Includes FBI, cirminal history, sex
offender, state of residence and state of service checks for 48 members plus new site supervisors.
Site Liability Insurance: $500 flate rate
$1,800
$900
Member Timekeeping System ($18 /member)
Member Timekeeping System $18 x 50 members =$900
$1,000
Program Evaluation: Daily rate of $200 for 5 days for a total of $1000.
$4,500
Member development Training: Educators hourly calculation based on salary and benefits for 60
hours of training= $75 x 60
$800
Member development/communication training: 4 Mounds Team Building /communication training; 2
trainings per year at $400 each= $800
Program director attendance at sponsored required conferences: Diversity Summit, 3 conferences x
$150 registration =$450, 3 night hotel x $125 per night =$375, $50 per day diem x 3 days $150,
$975
$975
$0
$0
$0
$0
Section I.G.1 Staff Training Total $0 $975 $975
G.2. Member Training
Member orientation and monthly training sessions: Portfolios, handbooks, printed materials and
other training supplies as needed. $30x 50 members
$1,500
$800
$0
$4,500
$0
$1,500
Section I.G.2 Member Training Total $0 $6,800 $6,800
H. Evaluation
Section I.H Evaluation Total
I. Other Program Operating Costs
Note: ICVS highly recommends including costs for running Criminal History Checks for members
and staff in the budget.
$1,000
$0
$0
$0
$0 $1,000 $1,000
$0
$900
$0
$1,800
$0
$500
$0
$14,159
$6,793
$57,595 $45,000
$2,250
Meeting Rooms: $150 per meeting x 15 meetings /trainings = $2250. Meeting rooms will be used to
provide member orientation, trainings, and team meetings. Cost per room includes equipment
usage of computer and projector.
Office telephone and internet: telephone $43 per month x 12 =$516, internet $60 per month x 12 =
$720
Section 1.1 Other Program Operating Costs Total
Section I Total
[Section II::'Member Costs k.
A. Living Allowance Stipend Non - Stipend Total Members
Note: The living allowance must not exceed the maximum amounts per member as published in the
Notice and Application Instructions.
Full -Time 0
Half -Time 17 17
Reduced Half -Time 0
Quarter -Time 16 16
Minimum -Time 17 17
Note: Total MSYs must be at least total slots 50
10.00, unless you have been granted a
waiver to the MSY minimum. Total MSYs 16.33068806
Section II.A Living Allowance
B. Member Support Costs
Note: The FICA must be 7.65% of total living allowance (unless FICA exempt). For healthcare,
show calculation of # members, # months, & monthly rate.
FICA (auto calculation of %)
Workers Compensation (or AD &D) rate:
Health Care:
Other Member Support Costs:
Section II.B Member Support Costs
Section II Total
[Section III: Administrative /Indirect Costs
$1,236
$2,250
$0
$1,236
$0 $6,686 $6,686
$71,740 $137,096
$65,356
CNCS Share Grantee Share TOTAL
$26,372 $21,916
$29,783 $4,421
$0
$102,595
$0
$48,288
$34,204
$113,750 $71,337 $185,087
$20,952
$14,159
$6,793
$0
$0
$0 $20,952
$134,702
$71,337 $206,039
L CNCS Share Grantee Share TOTAL
A: Corporation Fixed Percentage Method
If you are using a State or Federally Approved Indirect Cost Rate, do not enter amounts here, enter in B.
Corporation Fixed Amount
$6,314
$34,314 $40,628
Commission Fixed Amount
Section III.A Total
B: Federally Approved Indirect Cost Rate Method
if you are using the Corporation Fixed Percentage Method, do not enter amounts here, enter in A.
Indirect Cost Rate using MTDC Method:* (enter Rate)
Corporation Fixed Amount
Commission Fixed Amount
Section III.B Total (enter totals in eGrants)
Section III Total
$4,209 $4,209
$10,523 $34,314 $44,837
$0 $0
$0
$o
$0
$34,314 $44,837
$10,523
Budget Total
$210,581 $177,391 $387,972
Match Percent
Funding Year
Match
Requirements
1,2,3
4
5
24% 26% 30%
6 7
54.28%
8
34% 38% 42%
45.72%
9 10+
46% 50%
Cost per MSY
$12,895
Note: *These calculations assume the Modified Total Direct Costs (MTDC) method is used for the Federally Approved Indirect Cost Rate and are maximums if all amounts reported
applied to them. A manual calculation should be performed for maximum total CNCS and Grantee Share Administration and maximum for Section 111.8 if an organization with a feder
or if MTDC is used but certain amounts in Section I and Il are not part of the base that the rate should be applied to. In such a case, the formulas in the yellow cells in Section I1 Gra
should enter the appropriate numbers in place of the formulas.
This worksheet is adapted from a form originally created by the OneStar Foundation of Austin, Texas.
Executive Summary (Required- 0 %) (Not required for pre- application)
The City of Dubuque will have (number of) AmeriCorps members who will (what the members
will be doing) in (the locations the AmeriCorps members will be). At the end of the 1st program
year, AmeriCorps members will be responsible for (anticipated outcome of project). In addition,
AmeriCorps members will leverage an additional (number of leveraged volunteers, if applicable)
that will be engaged in (what the leveraged volunteers will be doing.)
This program will focus on the CNCS focus area of Education. The CNCS investment of $
(amount of request) will be matched with $ (amount of projected match). $ (amount of local,
state and federal funds) in public funding and $ (amount of non - governmental funds) in private
funding.
Rational and Approach/Program Design (50 %)
Problem/Need (9 pts.)
PROBLEM/NEED:
The Iowa Department of Education released its 2013 State Report Card for No Child Left Behind
that identified schools and districts labeled in need of assistance based on the Iowa assessments
and federally mandated adequate yearly progress (AYP) levels. The report showed 64% of
Iowa's public schools missed AYP in reading and math in 2012 -2013, an increase from 53% the
prior year. This significant increase in the AYP level is the reason more schools are on the
Schools In Need of Assistance (SINA) list. In Dubuque, 15 out of 16 elementary and middle
schools have already been identified as a SINA.
The importance of third grade is a critical milestone for reading success because it is the point at
which student's stop learning to read and start reading to learn. Studies show that 74% of
students who fall behind in reading proficiency at the end of third grade do not graduate from
high school. Some states even predict future prison populations by looking at third grade reading
scores. School officials with the Dubuque Community School District observed that there does
seem to be a correlation of 31-d grade reading proficiency and graduation rate within the district.
According to data released in the 2010 -2011 Annual Progress Report from the Dubuque
Community School District 72% of students in grades 3, 4 and 5 were proficient in reading;
71% of students in grades 6, 7 and 8; and 79% of students in grade 11 were proficient in reading.
Like many Midwestern cities, Dubuque has experienced a demographic shift and schools in
particular are becoming more diverse. While the number of young people age nine and under
represents just 12% of the population, this age group has greater diversity than the rest of the
community: 82% white, 8% black, 5 % Hispanic /Latino and 2.6 % other. When we break down
the reading proficiency statistics even further we begin to see a very disturbing trend, of the
students proficient in reading, just 49% of African American Youth in grades 3, 4 and 5, 40% in
grades 6, 7 and 8 and just 25% in grade 11 are proficient in reading.
Dubuque's poverty rate has increased, including child poverty. Dubuque's child poverty rate is
13 % (vs. 15.6% statewide and 21.6% nationally); for young people under 5 it is 20.6 % (vs.
19.6% statewide and 23.0% nationally). The effects of childhood poverty on learning and
reading achievement are well documented.
1
The biggest challenge facing our community is disproportionate achievement rates of minority
students and students in poverty. While overall our students are achieving at a high level, a
disproportionate rate of minority students are entitled to Special Education services: 11.45%
black, 2.37 % Hispanic, and 2.72% multi - racial in 2011 -2012.
Another issue contributing to low achievement in reading proficiency is summer learning loss
among disadvantaged children. According to the National Summer Learning Association all
young people experience learning losses when they do not engage in educational activities
during the summer. Most low- income students lose more than two months in reading
achievement, despite the fact that their middle -class peers make slight gains (Cooper, 1996).
More than half of the achievement gap between lower and higher income youth can be explained
by unequal access to summer learning opportunities. As a result, low- income youth are less
likely to graduate from high school or enter college. (Alexander et al, 2007). A 2007 study by
researchers at John Hopkins University examined data from a nationally- representative sample,
found the achievement gap at ninth grade mainly traces to difference in summer learning during
the elementary school years. A study in 2004 found that all achievement gaps among students
tend to be exacerbated by summer breaks. While Dubuque has not collected this data on a large
scale on our students, it is something that as a community we are well aware of and are taking
steps to combat. School officials will confirm that summer learning loss is apparent in Dubuque.
In 2011, members and agencies of the Dubuque community began the 3rd Grade Reading
Initiative in order to make sure all students read at grade level by third grade. In order to achieve
this, the coalition developed goals around school readiness, summer learning loss and
attendance. Dubuque's vision is to have at least 90% of our students in grades 3, 4 and 5 be
proficient on the reading comprehension portion of the Iowa Testing Program (ITP), current
achievement rate is 72 %.
While the 3rd Grade Reading Coalition is made up of over 20 organizations it needs individuals
to provide increased support to students in school. Slowing the summer learning loss is another
area of need for elementary age children. Dubuque has many summer programs for the youth in
our community. However, most programs are focused on having fun and keeping kids busy and
out of trouble. By adding educational components to existing programs we will engage our most
at -risk youth and keep them reading and practicing their skills so upon their return to school in
the fall they have been able to retain their academic achievement from the previous school year.
By pairing a strong school year program with increased educational programs during the summer
we will meet CNCS's high expectations of improved educational outcomes for economically
disadvantaged individuals, especially children. Through our summer program we will offer
support and educational activities that address the "summer slide." Through both school year and
summer programs we will engage our most at -risk youth population in educational opportunities,
economic support and environmental learning that will provide them with enhanced reading
skills, a deeper sense of community, and a greater sense of pride in themselves which will result
in them being contributing citizens as they become adults.
Disaster preparedness and response is another area of concern in Dubuque. Five years ago
members of the community met to devise a plan on how to operate a Volunteer Reception Center
(VRC) should a large scale disaster take place in our community. The VRC committee was
successful in writing the plan but was unable to secure a group of people to be trained on the
2
operations and to be the front line people to open a center. National Service leaders within our
community were involved in the planning and stepped forth to offer AmeriCorps resources as a
way to put the plan into action. With AmeriCorps support a center would be operational within
just a few hours if needed, as well as additional community members who chose to participate in
the offered training.
AmeriCorps members as Highly Effective Means to solve community problems. Evidence
based /evidence informed and measurable community impact (25 pts.)
Theory of Change and Logic Model (17 pts.)
Evidence Base (8 pts.)
PROGRAM MODEL
Dubuque Community Schools use LEAD 21 as their reading curriculum and Response to
Intervention (RTI) for reading interventions. To increase the effectiveness of our program we
will seek to fill our half -time positions with mature members of our community who have
experience in the education, social work, or other related field. We will seek to fill our quarter -
time slots with college students who are majoring in education or a related field. Dubuque has
four college /university campuses located in the heart of Dubuque. Each campus offers
Elementary or Secondary Education as a field of study. By pairing a half -time and a quarter -
time member together we are creating a mentoring environment within the AmeriCorps program
itself. The Dubuque Community School District and the Partners in Learning AmeriCorps
program have partnered together for the past 10 years. We will build upon and strengthen this
partnership through increased trainings provided by the district. In addition, teachers will work
closely with the members to ensure individual plans are in place for each student and each
student is receiving the support needed. Providing intense support to children in schools is time
consuming and requires more than a single volunteer going into the classroom for an hour a day
here and there throughout the year. By using AmeriCorps members we will provide over 20,000
hours of reading support to children by trained, knowledgeable members who will be able to
commit to providing instruction during the entire year.
EVIDENCE BASED RESEARCH: Adult- delivered, one -to -one instruction is considered by
many to be an ideal teaching practice, especially when used with students who are considered at-
risk for school failure or who have been identified as having reading or learning disabilities.
Unfortunately, due to logistical and time constraints common across general and special
education classrooms, teachers rarely are able to provide this type of individualized instruction.
In response, many schools and parents have employed tutors (e.g., certified teachers,
paraprofessionals, or volunteers) to provide additional instruction for their students.
VanDerHeyden, Witt, and Gilbertson (2007) conducted an evaluation of a Response To
Intervention (RTI) model over multiple years. Instead of random assignment, their study used a
multiple baseline design, which examines outcome data from an intervention with a staggered
onset of implementation. The What Works Clearinghouse (2008) recognizes research from
multiple baseline designs as meeting standards for evidence base. The results of this
comprehensive study indicated that the RTI model reduced the number of students evaluated for
special education services, essentially eliminated the disproportional rate at which ethnic
minority and male students were referred for special education evaluations, and substantially
reduced the amount of financial resources dedicated to unnecessary special education
evaluations.
3
According to the Journal of Educational Psychology, and authors Elbaum, Vaughn, Hughes, &
Moody, in 2000, a meta - analysis of supplemental, adult - instructed, one -to -one reading
interventions for elementary students at risk for reading failure was conducted. This evidence
based study suggests well- trained adult volunteers in small -group settings can serve an important
function in helping struggling learners to read, and can do so in a way that is more cost effective
than expensive one -to -one reading programs that require the instruction to be led by a certified
teacher or specialist.
During the summer months, one program our members will be leading is Future Talk. Future
Talk is a free program intended for at -risk youth age 13 -17. This program provides young
people the challenge of community based learning by engaging and serving the community,
learning about and experiencing nature and doing meaningful work in natural areas for a stipend.
The program combines natural areas management with the use of the Leopold Education
Project's non - traditional curriculum. Partnering with the Dubuque Community School District,
students chosen to participate in this program are also eligible to receive a science credit towards
their graduation requirements.
According to Terzian, Moore & Hamiliton, 2009 in the white paper: Effective and Promising
Summer Learning Programs and Approaches for Economically- Disadvantaged Children &
Youth, there is a lack of experimental research to measure the impacts of summer learning
programs on children and youth. At the same time, preliminary evidence exists that suggests
good summer learning programs can improve the educational outcomes of economically
disadvantaged students. Strategies for preventing summer learning loss include: (a) extending
effective school -year, out -of- school time programs that have academic components through the
summer; (b) identifying effective summer learning programs and approaches; (c) improving
existing programs by incorporating characteristics of effective and promising programs; and (d)
developing models of extended -year or year -round schooling.
The literature reviewed indicates that programs leading to academic improvement include the
following characteristics: making learning fun, interactive, and hands on, relating academic
content to a real -world context, using a curriculum that complements curricular standards, hiring
experienced and trained teachers, and keeping class sizes small. For disadvantaged students,
making programs affordable and accessible, involving parents, and involving the community
appears to be aligned with best practices.
Member Training (8 pts.)
MEMBER TRAINNG
The Partners in Learning AmeriCorps program currently has a strong training program in place
and will continue to add quality trainings to its agenda. Members will be provided 12 hours of
AmeriCorps orientation in early September. Training will consist of general information on the
Corporation for National and Community Service and the Iowa Commission on Volunteer
Service. All orientation training will be provided by the Program Director. We will review
member's rights and responsibilities, code of conduct, prohibited activities, Drug Free
Workplace Act, grievance procedures, suspension and termination procedures, and sexual
harassment and discrimination policies. During orientation members will be trained on how to
complete student logs (data collection), turn in time sheets, and other program specific
4
information. Members will be provided three hours of communication/team building activities
by participating in a low /high ropes course. This will allow members to bond as a team, work
together to accomplish a common goal, and learn various communication techniques. The
training will conclude with signing of contracts which includes another review of prohibited
activities.
The Partners in Learning AmeriCorps program has a strong partnership with the Dubuque
Community School District. We will partner with the school district to provide in depth training
on topics that will include information on LEAD 21, the current reading curriculum used in the
district; Response to Intervention (RTI); tutoring tips and techniques; and how to handle
challenging behaviors. Members will be provided intensive training in September by certified
staff with the Dubuque Community School District, and follow up training throughout their term.
They will be given the opportunity to practice their supplementary reading techniques before
being placed with children.
In addition to the initial training, members will meet on a monthly basis. During these team
meetings members will have the opportunity to discuss their success and challenges in their
position; they will receive support, suggestions and feedback from their fellow members. A
training topic will be conducted at each monthly meeting, these topics will include: Effective
Citizenship, Volunteer Management, Disaster Response (How to Operate a VRC), Life After
AmeriCorps, Portfolio Completion, and other topics as needed. These trainings will be
conducted by either the AmeriCorps Director or a community member with expertise on the
training topic.
Throughout the member's term, the program director will have discussions with both member
and site supervisor to assure member activities continue to fall within the scope of allowable
activities. These discussions will take place at monthly team meetings, midterm reviews, site
visits, and in general discussions via email /phone as needed.
Member Supervision (8 pts.)
MEMBER SUPERVISION
All members will be required to successfully complete the three part background check
according to CNCS guidelines prior to placement with children. Member supervision is a
combination of supervision from the AmeriCorps Program Director and each Site Supervisor.
Members are provided day to day supervision at their assigned site. Each site supervisor is
trained on prohibited activities and non - duplication by the AmeriCorps Program Director thus
ensuring the site and the member know what is and is not allowable. Sites will conduct weekly
or bi- weekly meetings with their assigned member in order to provide in- depth, clear guidance to
the member, as well as, review of the child's progress the member is working with. At the
beginning of the program year the site supervisor will be trained on the behavior expectations of
the member and how to proceed in contacting the Program Director should problems arise. In
addition, midterm reviews will be conducted on each member in January and February. The
midterm review will consist of an evaluation of the AmeriCorps guidelines and expectations
provided by the Program Director, an evaluation of member duties on site provided by the Site
Supervisor, as well as an opportunity for the member to evaluate the service site and give
feedback. This review will be conducted at the member service site with the member,
AmeriCorps Program Director and Site Supervisor in attendance. Members will receive an end
5
of service evaluation by the AmeriCorps Program Director and Site Supervisor. Members
receive feedback and guidance at the monthly team meetings as described above under member
training. The Program Director has an open door policy and members may contact the Director
via in- person meeting, email, phone or text, at any time for any reason.
Commitment to AmeriCorps Identification (required- 0 pts.)
AMERICORPS IDENTIFICATION
Partners In Learning AmeriCorps members will identify themselves as an AmeriCorps member
first by going through member orientation and learning what it means to serve with AmeriCorps.
Each member will receive an AmeriCorps logo polo or t -shirt, as well as, a photo id which
includes the AmeriCorps logo. Members will wear their name tag at all times when they are
providing service, they will be required to wear their AmeriCorps logo apparel at least once per
week or more frequently if clean during their service. By doing so, community members will be
able to identify the AmeriCorps member. Wearing the name tag daily and the apparel at least
once per week is included in our behavior expectations. Repeated failure to do so will result in
the member being disciplined. Members will also participate in three service projects throughout
their term of service. They will have the opportunity to be placed on teams with other National
Service Members in Dubuque in order to accomplish the service activity. Partners in Learning
AmeriCorps is part of the Dubuque National Service Partnership which collaborates monthly to
discuss and plan service activities across all National Service Programs in the area. All service
sites are also provided a laminated "AmeriCorps Members Serve Here" sign and are instructed to
display it in a prominent location. During the member's term of service there will be several
opportunities for the member to speak about their experience. Members will be invited to
participate in outreach events that the AmeriCorps Director is involved in, thus having the
Director initially help guide the new member when publicly speaking. During monthly team
meetings the Program Director will have activities that allow members to take on leadership
roles in their small groups, thereby increasing their confidence and leadership abilities. At the
end of the member's term of service each member will develop and present a portfolio of their
service experience to all members, Program Director, site supervisors, and other key partners
within our program.
3. Organizational Capability (25% )
Not required for pre - application
a. Organizational Background and staffing (7 pts.)
b. Compliance and Accountability (11 pts.)
c. Past performance for Current grantees and former Grantees only (7 pts. For
recompeting applicants)
d. Continuous Improvement ( 0 pts.)
4. Cost Effectiveness and Budget Adequacy (25 %)
6
a. Cost Effectiveness (13 pts.)
COST EFFECTVENESS
The cost per MSY is $12,895. Our total grant request this year is $1160 less than previous years
and the CNCS share remains the same at $210,581; however our cost per MSY increased $225
due to restructuring our program model. The reason for this increase is because our program is
becoming more focused on one major outcome: Increasing the reading proficiency in students.
In the past grant year our focus was on academic mentoring in reading and math and also
providing safe places and outreach to children and families. Because of the highly competitive
nature of this grant and our community focus on Third Grade Reading Initiative we feel the need
for our member support is greatest in the schools and academic summer programming. This
means instead of providing 12,000 hours of support to our schools we will be providing 21,600
hours in effort to make the most impact. Our partners pay $3 per member hour as cash match for
member placement. The Dubuque Community School District is our strongest supporter, in past
years their financial cash match was approximately $36,000. If we continued with the $3 per
member hour match it would increase the school district portion to $64,800. Financially, this is
just not possible. We have been able to negotiate a flat rate of cash match with the Dubuque
Community School District in the amount of $45,000. The district also provides us with in -kind
supervision of our members in the amount of $37,000 - 50,000 as well as an additional $4500 of
in -kind training by certified teachers and staff. Because our cash match will be a little lower this
year we have had to request a slight increase of financial support from CNCS.
Budget Adequacy (12 pts.)
BUDGET ADEQUACY
The Third Grade Reading Initiative is also a community priority for the City of Dubuque, due to
financial shortfalls and the AmeriCorps focus on the Third Grade Reading Initiative our sponsor,
The City of Dubuque, will financially support the AmeriCorps program in the amount of
$20,000. Our sponsor also provides personnel, budget, financial and program administration as
in -kind services. In addition we will secure $73,616 in cash match from partners and $37,500
from in -kind supervision. In previous year's, Leisure Services with the City of Dubuque has
paid the full living allowance for 5 minimum -time members, this year they will increase that
support to 8 minimum -time members, thus increasing their cash match from $11,135 to $17,816
Clarke University is also a strong partner and will provide in -kind office, interne, phone, and
training space.
5. Evaluation Summary or Plan (required for recompeting grantees- 0 %)
Not required for pre - application
6 Amendment Justification (0 %)
Enter N/A
7. Clarification Information (0 %)
Enter N/A
7
8. Continuation Changes (0 %)
Enter N/A
8
APPENDIX 6. 2014 -2015 AMERICORPS STATE RFA- LOGIC MODEL WORKSHEET
Project
Resources
Core Project Components
Evidence of Project
Implementation and
Participation
Evidence of Change
By providing AmeriCorps support to the school district during the school year and to the
community through educational summer programming we will increase reading
proficiency among our most at -risk youth. Thus improving overall graduation rates and
raising children who will become engaged citizens as they reach adulthood.
Inputs
Activities
Outputs
Outcomes
Short-Term
Medium -Term
Long -Term
What we invest
(# and type of
AmeriCorps
members)
What we do
Direct products from
program activities
Changes in knowledge,
skills, attitudes,
opinions
Changes in behavior or
action that result from
participants' new
knowledge
Meaningful
changes, often in
their condition or
status in life
16 HT AmeriCorps
Members
16 QT AmeriCorps
Members
(September -Early
June)
16 half time and 16 quarter
time members will provide
supplementary reading
instruction to students in grades
kindergarten, 1st 2na grade, 3''
grade 3 times per week for 15-
30 minutes each session for a
minimum of 10 weeks or 30
sessions or until assessments
show reading levels equivalent
to their grade level using RTI
and LEAD 21 interventions and
curriculum.
600 children receive
enhanced reading support
Accurate information for
measuring reading success
Bi- weekly student logs
Dynamic Indicators of Basic
Early Literacy Skills
( DIBELS) Assessments
In year one 55% , in year
two, 60% and year three
65% of children completing
the supplementary reading
instruction program will
show improved outcomes
via the DIBELS assessment
when comparing fall to
spring scores.
Children will recognize site
words
Children will read with
fluency
Children will be able to read
independently.
Students will have higher
attendance rates due to
meaningful relationships with
adults.
Students will be more likely to
come to school, less likely to
have discipline issues and
therefore will increase time in
the classroom which will lead to
increased learning
Students who experience success
in school will also experience
increased self - esteem.
90% of children in grades 3, 4,
and 5 will be proficient on the
reading comprehension portion
of the Iowa Testing Program
Graduate from high
school
Pursue post- secondary
education
Gain meaningful
employment
Become engaged
citizen
1 HT AmeriCorps
Member
(September -Early
June)
1 Half time member will plan
and implement teen
programming for at -risk youth
at the Multicultural Family
Center. Programs will take
place 2 -3 times per week during
the school year and will consist
of programs such as teen
mentoring & homework help
50 youth will participate in
programs through the
Multicultural Family Center.
Through programming and
ongoing support at -risk youth
will establish meaningful
relationships with a caring
adult.
Students begin to see a
possible future that will
enrich their life
Students will have higher
attendance rates due to
meaningful relationships with
adults.
Students will be more likely to
come to school, less likely to
have discipline issues and
therefore will increase time in
the classroom which will lead to
increased learning
Graduate from high
school
Pursue post - secondary
education
Gain meaningful
employment
Become engaged
citizen
APPENDIX 6. 2014 -2015 AMERICORPS STATE RFA- LOGIC MODEL WORKSHEET
17 MT AmeriCorps
8 members will serve four at-
200 Children will receive
Students will improve
Students will maintain or
Graduate from high
Members
risk neighbor parks providing
ongoing academic
reading proficiency through
increase their academic reading
school
educational and recreational
enrichment through summer
daily interactions with
skills when comparing test
(June, July,
August)
programs
programming
AmeriCorps members
results from spring to fall thus
lessening summer learning loss
Pursue post- secondary
education
4 members will lead the Future
Students will have access to
20 At -risk youth will
Talk program; engaging youth
grade level appropriate books
receive a science or English
Gain meaningful
age 13 -17 in community based
learning and community service
throughout the summer
Students will receive
credit towards their
graduation requirement
through participation in the
employment
Become engaged
2 members will serve the
Carnegie Stout Public Library
providing reading programs to
daycares, the Boys & Girls
supplementary reading
instruction through the
summer academy
Future Talk Program
citizen
Club, and neighborhood park
programs
3 members will provide reading
interventions and support to
elementary children
in Summer Academy
At -risk youth will complete
four conservation projects
and will increase their
knowledge in science and
English
33 AmeriCorps
33 AmeriCorps members will
33 AmeriCorps members will
Members will gain the
Members will be able to educate
Dubuque County will
Members
be trained on an annual basis on
be prepared and ready to
knowledge and skills
others in the community about
be well prepared to
how to operate a Volunteer
open a Volunteer Reception
necessary to work with the
disasters and what they can do to
respond to a local
(September -Early
Reception Center in times of a
Center in Dubuque should a
general public in times of a
prepare in advance
disaster
June)
disaster
large scale disaster occur
disaster
Members will have increased
awareness and desire to assist in
disasters even after their term of
service is complete
Community members
will know who to
contact and what to do
in times of disaster
Training
Train members on lead 21
School district will provided
Member will approach
Member will affect positive
Increased number of
curriculum and RTI processes,
behavior as well as ac specific
specific training to 32
AmeriCorps members
reading interventions with
confidence
changes in student attendance
and DIBELS assessment
students in the Dubuque
Community School
AmeriCorps training
Well trained members will
provide high quality reading
interventions to children
within the schools
Members have sufficient
skills to work effectively
with students
District will improve
their reading
proficiency due to well
trained and educated
AmeriCorps Members
Training sign -in sheets and
agendas
2014 -2015
Proposed Sites
Dubuque Community Schools
2300 Chaney Road, Dubuque, IA 52001
Schools within the district where members may be serving
Audubon Elementary
605 Lincoln Ave., Dubuque, IA 52001
Carver Elementary
2007 Radford Rd., Dubuque, IA 52002
Eisenhower Elementary
3170 Spring Valley Rd., Dubuque, IA 52001
Fulton Elementary
2540 Central, Dubuque, IA 52001
Hoover Elementary
3529 St Anne Dr., Dubuque, IA 52001
Irving Elementary
2520 Pennsylvania, Dubuque, IA 52001
Jefferson Middle
1105 Althauser St., Dubuque, IA 52001
Kennedy Elementary
2135 Woodland Dr., Dubuque, IA 52002
Community Locations
Multicultural Family Center
1754 Central Ave., Dubuque, IA 52001
Carnegie Stout Public Library
360 W. 11th St., Dubuque, IA 52001
City of Dubuque Leisure Services
2200 Bunker Hill, Dubuque, IA 52001
St. Mark Youth Enrichment
1201 Locust St., Dubuque, IA 52001
Lincoln Elementary
555 Nevada St., Dubuque, IA 52001
Marshall Elementary
1450 Rhomberg, Dubuque, IA 5001
Prescott Elementary
1249 White St., Dubuque, IA 52001
Roosevelt Middle
2001 Radford Rd., Dubuque, IA 52002
Sageville Elementary
12015 Sherrill Rd., Dubuque, IA 52002
Table Mound Elementary
100 Tower Dr., Dubuque, IA 52003
Washington Middle
51 N. Grandview Ave., Dubuque, IA 52001
Performance Measures
# CNCS Focus Area MSY Indicator Result Target Result Statement
1 Education 12.0 ED1 Output 600.0
32 AmeriCorps members will support 600 elementary children in supplementary reading instruction
during the school day.
2 Education 12.0 ED2 Output 500.0
500 Elementary students who start the supplementary reading instruction program with an AmeriCorps
member will complete a minimum of 30 sessions.
3 Education 12.0 ED5 Intermediate Outcome 275.0
55% (approximately 275) children who complete the supplementary reading instruction program with
an AmeriCorps member will show improved academic performance in reading based upon comparison
of fall and spring DIBELS assessment.
4 Disaster 13.0 D1 Output 40.0
40 AmeriCorps members and /or community members will recieve training on Disaster Preparedness
including a drill on how to operate a Volunteer Center in times of a disaster.
49.00
Approximate Budgetary Impact
of Changes to AmeriCorps Grant
Four Mounds Day Camp
Currently budget AmeriCorps member match from CDBG funds
Program would need staffing paid for by city funds with loss of AmeriCorps members with day
camp staffing costs starting with the June 15 costs in FY 15 and then full funding of staffing
costs in FY 16.
8 week camp @ 40 hours per week X 4 day camp counselors
1 week training @ 40 hours per week X 4 day camp counselors
1440 hours X $10.25 ($9.50 + FICA) current FY wage = $14760
Current recreation playground staff is paid about $9.50 per hour for comparison
Approximate FY 15 impact $6,560 (4 weeks of June) + Summer 2014 current member match
$8900 (paying for a full 8 week program)
Approximate FY 16 impact $15,500 estimated wage change (9 weeks, end summer 15 and
beginning summer 16)
City Sponsored School Matching Funds to place more AmeriCorps
members in K, 1 and 2 for move the needle on third grade reading
New FY 15 expense $20,000 and continuing yearly if receive grant
Multicultural Family Center
Currently budget AmeriCorps member match in the MFC budget: $14,850 this year including
Future Talk
Program would need staffing paid for by city funds with loss of AmeriCorps members with
staffing costs beginning September 1, 2014 (FY15). That has been 2 — 900 hour positions and
3 — 450 hour positions (3150 hours) for a 12 -month period currently. The positions have been
Family /Cultural Programming, Volunteer Coordinator, Neighborhood Outreach and Youth
Programming.
If that was replaced with two 29 hour per week year round employees that would total 3016
which gives you total hours and time. The difficulty is determining the cost because that is
based on the hourly wage. I would have to meet with Randy to determine what might be
appropriate but that would be based on the job description. Our recreation site supervisors now
are at $16.94 and the Assistant Director is at $20.06 to start. So just to give some idea I will use
$18.69 per hour as an example.
Approximate FY 15 impact $48,461 (Sept 1, 14 -June 30, 15, 2,513 hours) + payment of the
AmeriCorps match for September 1, 2013 — August 31, 2014 ($14,850)
Approximate FY 16 impact $61,757 + payment of AmeriCorps match for September 1, 2014 —
August 31, 2015 ($6,300) for Future Talk and Teen Coordinator AmeriCorps.
Bridges Out of Poverty
Currently budget AmeriCorps member match in the Housing budget. FY 15 — 16 match
payment $2,700 - $5,400, 14 — 15 grant year.
Program has had one member at 900 hours for the year. This year they requested two
members at 900 hours. Deb said that in the past one has been a State of Promise AmeriCorps
but is a separate program.
I know the least about this part of the program and haven't had time to reach out to housing to
understand it better. I know they didn't have AmeriCorps when I first started supervising the
program so we grew from zero to two in the last three years. At best the change is paying a
staffer 900 hours because one could go back to being a State of Promise member from what I
understand. At worst you pick up 1800 hours total in housing. The amount of financial impact
depends upon the job and the hourly wage.
I will try to get additional details so can give you a clearer estimate but doubt would have that
before we submit tomorrow.
Leisure Services
FY'15 AmeriCorps Members
FY'16 AmeriCorps Members
Notes
$ 9,427 match payment 14 -15 grant
$9,427 + $ 8,389 = $17,816
8 members 300 hours picking up full cost
(In past 1 full + 8 @ $3 /hour)
Current AmeriCorps grant year runs from September 1, 2013 through August 31, 2014.
Payment of agencies and city for their match happens in August of 2014 (FY '15) except for
school district that pays in early summer 2014 (FY'14).
Grant applying for now runs from September 1, 2014 to August 31, 2015. It resides in both City
FY'15 and '16.