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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.