2016-2017 AmeriCorps Partners in Learning Grant Application Copyright 2014
City of Dubuque Consent Items # 6.
ITEM TITLE: 2016-2017 AmeriCorps Partners in Learning Grant
Application
SUMMARY: City Manager recommending approval of the AmeriCorps
Partners in Learning Campaign for Grade Level Reading
grant application filed with the Iowa Commission on
Volunteer Services.
SUGGESTED DISPOSITION: Suggested Disposition: Receive and File; Approve
ATTACHMENTS:
Description Type
AmeriCorps Partners in Learning Grant-MVM Memo City Manager Memo
2016-17 AmeriCorps Grant Memo Staff Memo
2016-17 AmeriCorps Grant Application Supporting Documentation
THE CITY OF Dubuque
U E I
erica .i
Masterpiece on the Mississippi 2007-2012-2013
TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: 2016-2017 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Application
DATE: May 19, 2016
Leisure Services Manager Marie Ware recommends City Council approval of the
AmeriCorps Partners in Learning Campaign for Grade Level Reading grant application
filed with the Iowa Commission on Volunteer Services.
The City of Dubuque's Partners in Learning AmeriCorps Program was awarded a grant
from the Corporation for National and Community Service. The current grant is for the
period of September 1, 2015 to August 31, 2016. It provided a grant of $206,372. The
source of match funding is a match from AmeriCorps sites and in kind match for
administration and training. This current grant was funded through federal dollars and is
in year two of a three-year grant cycle.
The AmeriCorps grant focuses on the Grade Level Reading Campaign. This focus
allows more AmeriCorps members to be placed in the schools working with students to
raise their reading proficiency. This work is in line with the Community Solution Action
Plan and efforts around the collective impact model related specifically to Grade Level
Reading.
Thirty-two AmeriCorps members serve in thirteen elementary schools within the
Dubuque Community School District. They will work on supplementary reading
instruction with Kindergarten through third graders three times a week. This allows a
minimum of 600 at risk children to receive reading support. Additionally, eight
AmeriCorps members serve students in the summer in four neighborhood parks through
Leisure Services providing educational programming; members serve at Carnegie-Stout
Public Library in summer reading programs; and members serve at St. Mark's Youth
Enrichment to provide reading interventions for their summer programming. One
member serves the Multicultural Family Center in teen programming through the school
year and four members will serve with the Multicultural Family Center's Summer Future
Talk Program.
For the last academic year (2014-2015) the AmeriCorps program was a huge success.
67% of the students who worked with AmeriCorps members 30 times or more improved
their DIBELS Composite Score. DIBELS is Dynamic Indicators of Basic Early Literacy
Skills and is an assessment the Dubuque Community School District uses to asses
student's reading proficiency. Ninety-six percent of the students who worked with
AmeriCorps members 30 times or more attended school 90% of the time or more!
Strong attendance is so important for students. We are making a difference in the lives
of Dubuque's children. Testing results are not yet available for the 2015-2016 school
year.
I concur with the recommendation and respectfully request Mayor and City Council
approval.
�A4
Mic ael 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
2
THE CITY ODubuque II-A
U Bi
E
;111 I.mericaCi i
Masterpiece on the Mississippi 2007-2012-2013
TO: Michael C. Van Milligen, City Manager
FROM: Marie L. Ware, Leisure Services Manager
SUBJECT: 2016-2017 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Application
DATE: May 18, 2016
INTRODUCTION
The purpose of this memorandum is to provide the AmeriCorps Partners in Learning
Campaign for Grade Level Reading grant application that was filed in e-grants to the
Iowa Commission on Volunteer Service to be forwarded to the Corporation for National
and Community Service (CNCS).
BACKGROUND
The City of Dubuque's Partners in Learning AmeriCorps Program was awarded a grant
from the Corporation for National and Community Service. The current grant is for the
period of September 1, 2015 to August 31, 2016. It provided a grant of $206,372. The
source of match funding is a match from AmeriCorps sites and in kind match for
administration and training. This current grant was funded through federal dollars and is
year two of a three-year grant cycle.
The AmeriCorps grant focuses on the Grade Level Reading Campaign. The City
Council's priorities include work on the campaign. This focus allows more AmeriCorps
members to be placed in the schools working with students to raise their reading
proficiency. This work is in line with the Community Solution Action Plan and efforts
around the collective impact model related specifically to Grade Level Reading.
Thirty-two AmeriCorps members serve in thirteen elementary schools within the
Dubuque Community School District. They will work on supplementary reading
instruction with Kindergarten through third graders three times a week. This allows a
minimum of 600 at risk children to receive reading support. Additionally, eight
AmeriCorps members serve students in the summer in four neighborhood parks through
Leisure Services providing educational programming; members serve at Carnegie-Stout
Public Library in summer reading programs; and members serve at St. Mark's Youth
Enrichment to provide reading interventions for their summer programming. One
1
member serves the Multicultural Family Center in teen programming through the school
year and four members will serve with the Multicultural Family Center's Summer Future
Talk Program.
For the last academic year (2014-2015) the AmeriCorps program was a huge success.
67% of the students who worked with AmeriCorps members 30 times or more improved
their DIBELS Composite Score. DIBELS is Dynamic Indicators of Basic Early Literacy
Skills and is an assessment the Dubuque Community School District uses to asses
student's reading proficiency. 96% of the students who worked with AmeriCorps
members 30 times or more attended school 90% of the time or more! Strong
attendance is so important for students. We are making a difference in the lives of
Dubuque's children. Testing results are not yet available for the 2015-2016 school year.
DISCUSSION
The grant attached is the 3rd year continuation request for 2016-2017 and has been
submitted to the Iowa Commission on Volunteer Service (ICVS) and forwarded to
CNCS. ICVS reviewed the grant and provided feedback to us to improve it before they
submitted it to the CNCS. This is the 3rd year of the 3-year AmeriCorps Partners in
Learning Grant.
BUDGETIMPACT
The current AmeriCorps grant has been budgeted for in the current FY 2015-2016. This
grant application amount was approved as part of the FY 2016-2017 budget (100-34-
918). The grant would start September 1 of 2016 and end one year later on August 31 ,
2017. The match for the grant is paid for by inkind supervision, donated office space,
as well as funds from the Dubuque Community School District, St. Mark's and
Carnegie-Stout Public Library. Leisure Services budgets for the match for the summer
program AmeriCorps and Multicultural Family Center Future Talk AmeriCorps. This
revenue is a part of the FY 2016-2017 approved budget as well. The City budgets
$4,298 for grant writing as that is not covered by the grant (100-34-911). This is not a
grant eligible expense.
ACTION REQUESTED
This is provided to you for filing as our 3rd year of three-year continuation of our
Partners in Learning Grant focused on the Campaign for Grade Level Reading.
MLW:et
attachment: Continuation Grant Application
copy: Mary Bridget Corken-Deutsch, AmeriCorps Director
2
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PART I - FACE SHEET
APPLICATION FOR FEDERAL ASSISTANCE 1.TYPE OF SUBMISSION:
Modified Standard Form 424(Rev.02/07 to confirm to the Corporation's eGr ants System) Application X] Non-Construction
2a.DATESUBMITTED TO CORPORATION 3.DATE RECEIVED BY STATE: STATE APPLICATION IDENTIFIER:
FOR NATIONAL AND COMMUNITY
SERVICE(CNCS): 12-JAN-16
2b.APPLICATION ID: 4.DATE RECEIVED BY FEDERAL AGENCY: FEDERAL IDENTIFIER:
16AC180037 12ACHA0020008
5.APPLICATION INFORMATION
LEGAL NAME: City of Dubuque NAMEAND CONTACT INFORMATION FOR PROJECT DIRECTOR OR OTHER
PERSON TO BE CONTACTED ON MATTERS INVOLVING THUS APPLICATION(give
DUNS NUMBER: 093105302 area codes):
NAME: Mary Bridget Corken-Deutsch
ADDRESS(give street address,city,state,zip code and county):
1550 Clarke Dr TELEPHONE NUMBER: (563)584-8644
Clarke University MS#1546 FAX NUMBER:
Dubuque W 52001-3117
INTERNET EMAIL ADDRESS: nerybridget.deutsch@clarke.edu
County:Dubuque
6.EMPLOYER IDENTIFICATION NUMBER(EN): 7.TY PEOFAPPLICANT:
426004596 7a. Local Government-Municipal
7b. Local Government,Municipal
8.TY PE OF A PPLICATION(Check appropriate box).
El NEN ❑ NEW/PREVIOUS GRANTEE
0 CONTINUATION ❑ AMENDMENT
If Amendment,enter appropriate letter(s)in box(es):
A. AUGMENTATION B.BUDGET REVISION
C.NO COST EXTENSION D.OTHER(specify below):
9.NAME OF FEDERAL AGENCY:
Corporation for National and Community Service
10a.CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER: 94.006 11.a.DESCRIPTIVE TITLE OF APPLICANT'S PROJECT:
10b.TITLE: AmeriCorps State Partners in Learning AmeriCorps Program
12.AREAS AFFECTED BY PROJECT(List Cities,Counties,States,etc): 11.b.CNCS PROGRAM NITWTVE(IFANY):
Dubuque, W
13.PROPOSED PROJECT: START DATE 09/01/16 END DATE: 08/31/17 14.CONGRESSIONAL DISTRICT OF: a.Applicant W 01 b.Program W 01
15.ESTIMATED FUNDING: Year#:[3 16.IS APPLICATION SUBJECT TO REVIEN BY STATE EXECUTIVE
ORDER 12372 PROCESS?
a.FEDERAL $ 210,581.00
0 YES.THIS PREAPPLICATION/A PPLICATION WAS MADE AVAILABLE
b.APPLICANT $ 206,715.00 TO THE STATE EXECUTIVE ORDER 12372 PROCESS FOR
REVIEW ON:
c.STATE $ 0.00 DATE:
d.LOCAL $ 0.00 ❑X NO.PROGRAM IS NOT COVERED BY E.O.12372
e.OTHER $ 0.00
f.PROGRAM INCOME $ 0.00 17.IS THEAPPLICANT DELINQUENT ON ANY FEDERAL DEBT?
0 YES if"Yes,"attach an explanation. ® NO
g.TOTAL $ 417,296.00
18.TO THE BEST OF MY KNOWLEDGEAND BELIEF,ALL DATA IN THIS APPLICATION/PREAPPLICATION ARE TRUEAND CORRECT,THE DOCUMENT HAS BEEN
DULY AUTHORIZED BY THE GOVERNING BODY OF THEAPPLICANT AND THEAPPLICANT WILL COMPLY WITH THEATTACHED ASSURANCES IF THE ASSISTANCE
is AWARDED.
a.TY PED NAME OF AUTHORIZED REPRESENTATIVE: b.TITLE: c.TELEPHONE NUMBER:
Mary Bridget Corken-Deutsch (563)584-8644
d.SIGNATURE OF AUTHORIZED REPRESENTATIVE: e.DATE SIGNED:
04/25/16
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Executive Summary
1. EXECUTIVE SUMMARY
The City of Dubuque will have 32 AmeriCorps members who will provide supplementary reading
instruction to 600 at-risk children during the school year. At the end of the 1st program year,
AmeriCorps members will be responsible increasing reading scores of 150 Kindergarten, 1st, 2nd and
3rd grade children. One AmeriCorps member will be responsible for planning and implementing teen
programming for at-risk youth and will engage 50 teens on a monthly basis. Seventeen AmeriCorps
members will engage 200 youth in academic summer enrichment programs in Dubuque, Iowa,
thereby decreasing summer learning loss. In addition,AmeriCorps members will leverage an
additional 300 volunteers that will be engaged in Days of Service activities.
This program will focus on the CNCS focus area of Education. The CNCS investment of$210,581 will
be matched with $2o6,715.
Rationale and Approach/Program Design
2. RATIONAL AND APPROACH/PROGRAMDESIGN
a. PROBLEM/NEED:
Only 72% of Dubuque's 3rd through 5th graders are proficient in reading comprehension according to
results collectedfrom the Iowa Testing Program (ITP) in 2010. In 2011, community members and
agencies in Dubuque began the 3rd Grade Reading Coalition in order to make sure all students read at
grade level by third grade. 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 in reading comprehension.
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.
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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.o% nationally).
Another issue contributing to low achievement in reading proficiency is summer learning loss among
at-risk youth. According to Chapter 281-Iowa Administrative Code 12.2(256) the definition of at-risk
means "any identified student who needs additional support and who is not meeting or not expected to
meet the established goals of the educational program (academic, personal/social, career/vocational).
At-risk students include but are not limited to students in the following groups: homeless children and
youth, dropouts, returning dropouts, and potential dropouts."
National Summer Learning Association believes all young people experience learning losses when they
do not engage in educational activities during the summer. 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, school officials have confirmed that summer learning loss
is apparent in Dubuque.
b. AMERICORPS MEMBERS AS HIGHLY EFFECTIVE MEANS TO SOLVE COMMUNITY
PROBLEMS/EVIDENCE BASE AND MEASURABLE COMMUNITY IMPACT:
THEORY OF CHANGE/LOGIC MODEL
As shown in the logic model, by providing AmeriCorps support to at-risk youth in the Dubuque
Community School District we will increase the reading proficiency of our most at-risk youth. A total
Of 75% of our MSY's are in our identified performance measures, thus creating a strong probability for
success.
Members will provide supplementary reading instruction based upon LEAD 21 Curriculum to children
in grades Kindergarten through 3. These students will be identified as needing assistance through the
Response to Intervention (RtI) process. This process has three tiers of interventions. Identified
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students will receive Tier 2 assistance a minimum of three times per week for 15-30 minutes per
session and will continue receiving assistance for at least 10 weeks/30 sessions and until the child has
been reassessed and results show the child performing at expected grade level. There are thirteen
elementary schools in Dubuque, each of these schools will receive the support of two AmeriCorps
members, one half-time and one quarter-time. An additional six members will be split up according
to the greatest need of the school district. In total, members will provide supplementary instruction to
boo students within the district. A total of 400 students will complete the tutoring program as
described above (10 weeks/30 sessions or until performing at grade level) and 150 children out of the
400 will show progress toward grade level reading proficiency based upon beginning and end year
DIBELS assessment scores. In addition,we expect to see 360 of the students receiving support
improve attendance by attending school at least 90% of the time. Increasing attendance and receiving
more academic time in school, combined with reading interventions, will result in at-risk children
reading at grade level by third grade.
Throughout the school year we will have one member at the Multicultural Family Center providing
out of school support to at-risk youth and teens. This member will plan and implement programming
which will take place 2-3 times per week, further engaging youth in academic and social programs.
With regular attendance, approximately 50 youth and teens will form meaningful relationships with
adults in our community. They will become more engaged in our community,increase their self-
esteem, and actively pursue post-secondary educational opportunities and careers.
In the summer, members will lead 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. Members will be team leaders for 20-4o at-risk teens who will
participate in Future Talk. Programming begins the second week of June and ends the first full week
of August. Throughout this time they will work on academics and also do conservation projects
throughout the community. 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 an English or
science credit which ultimately helps them meet graduation requirements in order to graduate on
time.
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Summer members will also provide educational and recreational programs through the local library,
Summer Academy, and neighborhood parks. A total of 20o at-risk children will participate in the
programs being offered. Activities will vary from weekly reading programs to daily academic and
recreational programs. Individual supplementary reading support will also continue through the
summer for students enrolled in the Summer Academy. Summer programming ranges in length
from 6-8 weeks. Children participating in the summer programming will maintain or improve their
reading skills.
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. I n the long term we expect to see children reading
at grade level by the end of third grade, at-risk youth graduating from high school,pursuing post-
secondary education, becoming employed and overall being engaged in our community.
EVIDENCE BASED
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. Unfortunately, due
to logistical and time constraints common across general 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.
The Dubuque Community School District utilizes the LEAD 21 reading curriculum; all components
within LEAD 21 are built around evidence based research. In addition,the District utilizes Response
to Intervention (RtI) as a means of identifying and working with students in need. "RtI is an
assessment and intervention process for systematically monitoring student progress and making
decisions about the need for instructional modifications or increasingly intensified services using
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progress monitoring data" (Johnson, Mellard, Fuchs, & McKnight, 20o6, p. 2).
In 2009, the Institute of Educational Sciences and the What Works Clearinghouse published a
practice guide titled"Assisting Students Struggling with Reading: Response to Intervention (RtI) and
Multi-Tier Intervention in the Primary Grades."There were five main recommendations from this
guide:
The first recommendation is to screen all students for potential reading problems at the beginning of
the year and again in the middle of the year. Regularly monitor the progress of students who are at
elevated risk for developing reading disabilities.
The second recommendation is to provide differentiated reading instruction for all students based on
assessments of students'current reading levels (tier 1).
The third recommendation is to provide intensive, systematic instruction on up to three foundational
reading skills in small groups to students who score below the benchmark on universal screening.
Typically these groups meet between three and five times a week for 20-40 minutes (tier 2).
The fourth recommendation is to monitor the progress of tier 2 students at least once a month. Use
these data to determine whether students still require intervention. For those still making insufficient
progress, school-wide teams should design a tier 3 intervention plan.
The fifth recommendation is to provide intensive instruction daily that promotes the development of
various components of reading proficiency to students who show minimal progress after reasonable
time in tier 2 small group instruction (tier 3).
According to the panel of experts, Russell Gersten (Chair) Instructional Research Group, Donald
Compton-Vanderbilt University, Carol M. Connor-Florida State University, and Joseph Dimino-
Instructional Research Group, there is strong evidence supporting tier 2 interventions. There are 11
studies that met WWC standards or met with reservations. These studies on supplemental instruction
in reading support tier 2 intervention as a way to improve reading performance in decoding. Six
studies showed positive effects on decoding, (Ebaugh (2000); Gunn et al. (2000); Jenkins et al.
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(2004); Lennon and Slesinski (1999); Vadasy, Sanders, and Peyton (2005);Vaughn et al. (20o6). Of
these studies,four showed effects on both decoding and comprehension, (Gunn et al. (2000); Jenkins
et al. (2004);Vadasy, Sanders, and Peyton (2005); Vaughn et al. (20o6).
According to the RtI Action Network, another study in 20o8 by Vellutino, F. R., Scanlon, D. M.,
Zhang, H., & Schatschneider, C. was conducted using response to kindergarten and first grade
intervention to identify children at-risk for long-term reading difficulties. The purpose of the study
was to answer two questions: What is the effectiveness of an RtI model on literacy development
relative to normal reader controls?; Do RtI measures more effectively distinguish between continued-
risk and no-longer-at-risk children than kindergarten-screening measures, measures of intelligence, or
measure of reading-related cognitive abilities?
A total of 462 students were identified as at-risk in kindergarten. Four different models were
compared. The predictors for the first model were measures from the psychometric screening battery
administered at the beginning of kindergarten. The predictors for the other three models were RtI
measures of incremental growth in emergent literacy skills, along with baseline measures of these
skills to control for correlation with the composite measure used to classify the two groups. These
variables were initially identified with hierarchical linear modeling (HLM) procedures.
Of the total sample of at-risk children who received intervention through the project and were
available at the end of 3rd grade, 84% were meeting grade-level expectations in reading by the end of
1st grade, either through kindergarten (Tier 2) intervention alone or through both kindergarten and
1st grade (Tier 3) intervention. In contrast, only 16% of the children identified as at-risk at the
beginning of kindergarten demonstrated substantial difficulty with reading at the end of 2nd and 3rd
grade.
According to the Journal of Educational Psychology, and authors Elbaum,Vaughn, Hughes, &
Moody, in 20oo, a meta-analysis study (a study that empirically synthesizes several other studies, to
be confident in the research) of supplemental, adult-instructed, one-to-one reading interventions for
elementary students at risk for reading failure was conducted. This 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
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that require the instruction to be led by a certified teacher or specialist.
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 from the Terzian paper 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.
c. MEMBER TRAINING
The Partners in Learning AmeriCorps program has a strong training program. Members are provided
12 hours of AmeriCorps orientation in early September. Training topics covered at orientation are:
general information on the Corporation for National and Community Service and the Iowa
Commission on Volunteer Service; 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. Members will be provided three hours of
communication/team building activities by participating in a low/high ropes course. This allows
members to bond as a team, work together to accomplish a common goal, and learn various
communication techniques.
Orientation training is provided by the Program Director. Members will also be trained on student
logs (data collection), monthly reports, time sheets, and other program specific information. The
training will conclude with signing of member service agreements which includes another review of
prohibited activities.
Throughout the year each member will receive training on all topics required from the Corporation
for National and Community Service and the Iowa Commission on Volunteer Service. Members will
meet on a monthly basis. During these monthly/team meetings members will discuss their success
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and challenges in their position; they will receive support, suggestions and feedback from their fellow
members. Training topics will be conducted by the Program Director or a Community Member. The
training schedule is as follows: September- Orientation and Tutoring; October-Effective Citizenship;
November-Volunteer Management; December-Open topic/review; January-Tutoring refresher;
February-Disaster Response (How to Operate a VRC); March- Portfolio Completion; April-Life After
AmeriCorps.
The Partners in Learning AmeriCorps program has a strong partnership with the Dubuque
Community School District. The school district staff with professional expertise will provide training
to members in September on the following topics: LEAD 21, the current reading curriculum used in
the district; Response to Intervention (RtI); tutoring tips and techniques; how to handle challenging
behaviors; and the importance of student attendance. Members will be given the opportunity to
practice their supplementary reading techniques before being placed with children and will be
provided follow up training in December and January.
Throughout the member's term, the program director will meet 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.
Members will be recruiting volunteers for days of service activities. Members will consult with the
Program Director prior to the events to make sure the activities being performed do not violate the
prohibited activities identified through CNCS. I n addition, the Program Director will provide a
scenario at each monthly meeting for the members to discuss and decide if the activity being
presented would be acceptable under the guidelines or prohibited. By doing so, members will
understand the importance of the prohibited activities and have concrete examples of what is and is
not acceptable.
d. MEMBER SUPERVISION
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.
Due to our members having access to vulnerable populations, members will have a three part
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background check initiated prior to their start date. If results are not received prior to placement,then
the site supervisor will accompany the member at the service site until all clearance is completed.
At the beginning of the program year the Program Director trains each site supervisor on behavior
expectations of the member, prohibited activities, non-duplication, and how to proceed in contacting
the Program Director should problems arise.
Sites 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.
In addition, midterm reviews are conducted on each member in January and February. The midterm
review consists 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 is
conducted at the member service site with the member,AmeriCorps Program Director and Site
Supervisor in attendance.
The Program Director and Site Supervisor provide an end of year service evaluation on each member.
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.
e. COMMITMENT TO AMERICORPS IDENTIFICATION
Partners In Learning AmeriCorps members identify themselves as an AmeriCorps member first by
going through member orientation and learning what it means to serve with AmeriCorps.
Each member receives AmeriCorps logo polo or t-shirt, as well as, a photo id which includes the
AmeriCorps logo, these two items consist of their "uniform." Members are required to wear their
name tag at all times when providing service and their AmeriCorps logo apparel once per week or
more frequently if clean, so community members will be able to identify them as an AmeriCorps
member. Repeated failure to do so will result in the member being disciplined.
Partners in Learning AmeriCorps is part of the Dubuque National Service Partnership which
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collaborates monthly to discuss and plan service activities across all National Service Programs in the
area. Members participate in three service projects throughout their term of service and are placed on
teams with other National Service Members in Dubuque.
All service sites are 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 are several opportunities for members to speak about their
experience. Members are invited to participate in outreach events 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 provides activities which allow members to take on
leadership roles in their small groups, thereby increasing their confidence and leadership abilities. At
the end 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.
Organizational Capability
3. ORGANIZATIONAL CAPABILITY
a. ORGANIZATIONAL BACKGROUND AND STAFFING
The Partners in Learning AmeriCorps program has been in existence since 200o and has been
sponsored by the City of Dubuque since 2007. The City of Dubuque is a Municipal Corporation
governed by an elected mayor and six-member council. The City relies on its expertise personnel to
plan and implement the grant and provides in-kind administration, personnel and fiscal support. The
City Council reviews the grant and budget documents each year with the AmeriCorps staff and city
Manager. The City of Dubuque has a number of federal grant awards, including HUD grants, and in
2012 successfully managed$24,366,673 in federal funds.
The AmeriCorps Program Director, Deb Bell has been the Director for three years and has an
additional three years prior experience as a RSVP Program Director which managed a grant from
CNCS. Marie Ware, Leisure Services Program Manager oversees the activities of the AmeriCorps
Program Director and members. She manages a department with 33 full-time, 159 Part-
time/seasonal employees, and a variety of volunteers. The operating budget of the Leisure Service
Department is over $5 million. Marie has been involved in grant writing and has been the successful
recipient of over $2.5 million in grants. She has been directly or indirectly involved with grant award
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management for over twenty years for three cities and a non-profit agency.
Ken TeMppe, City Finance Director, oversees the accounting and fiscal management of the grant.
Ken's expertise has contributed to multiple prestigious honors and accomplishments for the City
including a Certificate of Achievement for Excellence in Financial Reporting for twenty-five
consecutive years.
b. COMPLIANCE AND ACCOUNTABLITY
The Partners in Learning Program places great importance on compliance and accountability and
prides itself in having a reputation as a high functioning,low risk program. Through service
agreements and initial training at each site the Program Director ensures site supervisors and all staff
involved with an AmeriCorps member is fully aware and understands the prohibited activities and
non-duplication guidelines.
Through monthly communication (trainings, reports, phone calls, meetings, etc..) with members and
site supervisors, the Program Director will monitor the activities being performed. Should a
compliance issue be suspected or arise, the Program Director will hold a meeting with all parties
involved to review guideline and design a corrective action plan. If compliance issues continue to be a
concern the AmeriCorps member will be removed from their assigned placement until the site is able
to ensure all activities fall within the AmeriCorps guidelines.
The Partners in Learning Program ensures all job descriptions for service activities follow AmeriCorps
guidelines. Service sites have an open door policy with the Program Director so the Director can visit
any site at any time without prior appointment.
c. PAST PERFORMANCE FOR CURRENT GRANTEES AND FORMER GRANTEES ONLY
During the past three years the Partners in Learning Program has focused on working with children
in reading and math in grades K-12. Our performance measures were met in all areas except one
where we missed our target by 75 students. Our goal was to provide tutoring to goo students, have
500 complete the tutoring program and 300 show improvements. We worked with 1291 students,
had 574 complete the program and 225 showed improvements.
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Various factors resulted in the last target not being met. High transient rates among a few of our
schools meant some students met the definition of completing the tutoring program but moved
schools before the final assessment was made,therefore test scores were not available. Another factor
is that our members are working with the most at-risk,below grade level performing students,
throughout the year some of these students qualified for special needs services. Lastly, in the past three
years we have moved from subjective data measurements (surveys, opinions, observations) to
objective data (actual test results) which means our results are based upon actual performance not
observation, this has resulted in a lower number of students showing growth than expected.
Our program has not had any compliance issues or areas of weakness identified in the past year.
Our enrollment rate from 2012 was over loo%. Our retention rate was 88.2%. During the course of
the year we had 6 members out of 51 fail to complete the program. One member was dismissed due
to quality performance issues, one member passed away during his term, and the other four members
chose to discontinue their term due to college/work issues.
As a program that hires college students we are continually working to retain these members. The
Program Director stays in communication with all members and works with members on an
individual basis to help with schedule conflicts. Often times it is when second semester begins that
members who are college students realize they did not set up or could not set up their college schedule
to accommodate service. The Program Director is currently holding conversations with the local
colleges to educate them on how the program operates,the benefit it provides to the student, and what
the college can do to help. It is our hope that through these conversations colleges can better assist
students who want to be part of our program.
d. CONTINOUS IMPROVEMENT
The Partners in Learning Program will utilize various forms of assessment throughout the year to
gauge success and make adjustments accordingly.
Internally, members will evaluate all training sessions and give feedback pertaining to the
effectiveness of the speaker,knowledge gained, and information still needed. This will allow the
Program Director to effectively plan for future meetings along with adjusting speakers and trainers for
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future sessions.
Members will be collecting data on all students they are tutoring. This information will be used to
determine the results of our performance measures. We will collect information on who we work
with, how often we work with them, and attendance.
Externally, service sites will be responsible for testing students and compiling results. We will use this
data to make adjustments in how service is performed and what additional training needs to take
place. Testing will occur at least three times per year.
Cost Effectiveness and Budget Adequacy
4. COST EFFECTIVENESS AND BUDGET ADEQUACY COST EFFECTIVENESS
The cost per MSY is $12,895. The CNCS grant share remains the same as the previous three years at
$210,581; however our cost per MSY increased$266 due to restructuring our program model.
The reason for this increase is because our program is focused on one major outcome: Increasing
reading proficiency in students. In the past, 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 member support is greatest in the schools and in academic summer programming.
This means instead of providing 12,Ooo 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 not
possible for the District. 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$37,440 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 and our
overall match is high at 42% we had to request a slight increase of financial support from CNCS.
The Partners in Learning Program has secured the following resources: Due to financial shortfalls and
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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. This is the first year our
sponsor has provided this support. Our sponsor also provides personnel,budget, financial and
program administration as in-kind services. In addition we will secure $77642 in cash match from
partners and$37,440 from in-kind supervision. In previous years, 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, internet, phone, and training
space.
Evaluation Summary or Plan
5. EVALUATION SUMMARY OR PLAN
a. EVALUATION REPORT
The Partners in Learning AmeriCorps Program completes a number of self-evaluations and
continuous improvement processes.
Trainings: After each training members fill out a critique/evaluation sheet to rank the training topic
and clarity, speaker effectiveness,what was learned and what they still want to know about the topic.
Throughout the past year, all trainings earned a ranking of a 4 or 5 on a scale of 1 to 5 with 5 being
high, with the exception of one training. The training topic that scored the weakest (3) was on the
topic of volunteer management. Feedback received indicated low scores due to the delivery of the
training through a power point presentation. The Program Director will seek other creative outlets to
including small group exercises, guest speakers, etc... in order to deliver a training that is more
engaging.
Site Reviews: Members are evaluated mid-way through their term of service on their volunteer duties
at their site as well as an evaluation of meeting the AmeriCorps requirements. Members then fill out a
confidential evaluation of their site. These evaluations showed high scores for all sites.
Evaluations include information on the site supervisor on the following: Expressing clear expectations
of the AmeriCorps member and his/her duties; overall communication; resolving concerns; being
easily accessible to the AmeriCorps member; being interested in the AmeriCorps member is doing;
ensures the member is knowledgeable and comfortable with the site's policies and procedures; ensures
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adequate training; values the AmeriCorps member; and is knowledgeable about AmeriCorps and the
Partners in Learning Program.
All sites are also provided with two site visits throughout the year. One at the beginning of the school
year to review guidelines and answer questions and another midway through the service year.
Exit Interviews: At the end of every term members are evaluated on their performance and also fill
out an evaluation on their experience throughout the year and suggestions for program improvement.
Members submit a portfolio of their experience and reflect upon how they have impacted their
community and how they have been impacted as a result of their AmeriCorps experience. Most
members report that volunteer service will become a lifelong commitment as a result of their
AmeriCorps experience. In addition, members always comment that their service has changed their
life, either by a revelation of the career they want to pursue or by experiencing profound moments
while working with children in need.
Civic Engagement Survey: Members take a pre and post Civic Engagement Survey, results from this
past year indicate that 92.5% of members felt their service had a positive impact on themselves. 95%
rated their experience as an Iowa AmeriCorps member as excellent. 97.4% felt their experience had a
positive effect on their community.
Student assessments: In conjunction with the Dubuque Community School District(DCSD) the
Partners in Learning program strives to provide the most accurate information on student
achievement as possible. In previous grant years student achievement was evaluated by the
AmeriCorps member and the teacher working with the students. The evaluation was a ranking of
how much or how little the teacher or member thought the student improved. After looking at the
data the program director held conversations with the Dubuque Community School District to
determine how we could work together to use standardized tests as measurements of success of
students we are working with.
The last two years the Partners in Learning program has utilized MAP test scores from students in
reading and math. Results indicated that we are making progress with students but perhaps not as
much progress as we intended. Due to this evaluation we were able to work with DCSD to create a
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plan for success for the future. That plan entails the essence of this grant, focusing our efforts on K-3
and summer learning. We will also change our assessment tool next year from MAP tests results to
DIBELS. We will be able to monitor children throughout the year with DI BELS instead of just the
beginning and end of the year.
During this next grant cycle the Partners in Learning Program will hire an outside evaluator to reveiw
the program and all of its components.
Amendment Justification
NA
Clarification Summary
Year Three: 2016-2017 Clarification Responses
Narrative Clarifications
The application is not being considered for an amount different than the submitted budget.
Programmatic Clarifications
NA
Budget Clarifications
Source of Funds
The Source of Funds was updated to indicated if each source is secured or proposed in the Budget
Narrative.
Staff Travel
Mileage was changed to represent the current federal rate of 0.54 in the Budget Narrative.
Staff and Member Training
Daily rate for all training events was added to the Budget Narrative.
Other Program Operating Costs
The description of the background checks completed was updated to clarify that it includes NSOPW,
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State and FBI checks.
MSY with No Funds
We are not interested in pursuing this opportunity.
Year Two: 2015-2o16 Clarification Responses
A. PROGRAMMATIC
1. Please provide an explanation for the go% retention rate.
During the 2013-2014 program year,we had 5 out of 54 members fail to complete the program. One
member left early due to an unexpected pregnancy. Two members left Iowa to visit family during the
holidays and never returned. And two other members did not complete their hours. Some of these
members who decided to leave early, Partners in Learning had little control over. However, one
might have left early due to the change in Partners in Learning staff. The current director is being
very proactive in regards to retention with our members during the holiday seasons and changes in
semesters for our college students. For instance, during our trainings, commitment to the program is
emphasized. Commitment to the program is also emphasized during email and phone
communication with our members. The director is also recognizing members more during the
monthly trainings with Members of the Month and Member's Birthdays. The director tries to stay in
close communication with all members via email,phone and meetings. She is focusing on quality
training, quick feedback, clear expectations and fun community building activities.
2. Please provide a corrective action plan to retain all awarded slots in 2015 program year.
During the 2015-2016 program year,we are implementing more member supervision. For instance,
the director will check in with each member individually bi-weekly. This could be completed via
phone or email. This will allow the director and the member to have formal and informal
conversations about the member's service, service site, site supervisors, family and/or home life. The
director is also planning on creating a Friday Update for all the AmeriCorps members. This will be a
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great communication tool to use to keep the members up to date on upcoming trainings and events.
Partners in Learning will also improve the monthly trainings and will recognize members each
month. Our trainings will also focus on commitment to the program and the importance of the
members'service.
B. BUDGET
1. Please check the calculation for the Director's line item, it appears incorrect.
I have verified that the director's line item is correct.
2. Move the $540 in office supplies to Section E.
$540 in office supplies was moved to Section E.
C. STRATEGIC ENGAGEMENT SLOTS CLARIFICATION
L What percentage of slots will be targeted to recruiting members with disabilities? What is the
program's plan, if any,for outreach and recruitment of members of the disability community?
Currently, our grant has approximately 5% of our members lots filled with members with disabilities.
We will continue to target 5% of our member slots to recruiting members with disabilities. We are
reaching out to our local college's resource centers for students with disabilities. We are also reaching
out to the local high school's resource centers for students with disabilities.
2. I n order to increase the number of individuals with disabilities serving as AmeriCorps members,
CNCS is offering applicants the opportunity to request additional MSYs to be filled by AmeriCorps
members with disabilities. The additional MSYs would be funded at the clarification cost per MSY
level. Applicants must describe their intent to recruit, engage and retain additional members with
disabilities and provide a detailed outreach plan for how these members will be recruited and
supported(e.g. established recruitment partners or strategies). In addition,programs receiving these
additional member positions will be required to report specific details on the success of the
recruitment, supervision and retention of AmeriCorps members with disabilities in semi-annual
progress reports. If the program would like to request additional MSYs to be filled by AmeriCorps
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members with disabilities,please describe your intent as requested above. Also indicate how many
MSYs the program would like to request,the number of slots by slot type, and where the additional
members will serve. Add these additional MSYs to the application budget.
We are not seeking additional MSYs at this time.
D. NO-COST MSY CLARIFICATION
1. MSY with no program funds attached: Applicants may request No-Cost MSYs. These additional
no-cost MSYs are national service positions in which no grant funds will be awarded. I n other words,
grantees could receive additional AmeriCorps positions but no additional grant funds. Programs will
be responsible for using their own or other resources to pay program costs, member support costs and
other operating expenses. Keep in mind that full-time AmeriCorps program costs include expenditures
for the AmeriCorps living allowance, health care and criminal history checks. Programs are not
required to pay living allowances or cover health care for less-than-full-time members.
If the program would like to request No-Cost MSYs, please edit the budget as appropriate (for
example, line items for member gear or criminal history checks may need to be revised). Please
ensure performance measure targets and MSY allocations align with these additional MSYs. Lastly,
please include a response to each item below in the Clarification Summary field:
We are not seeking additional MSYs at this time and therefore will not answer the remaining
questions in this section.
2015-2016 Grant, Clarification Round 2
A. BUDGET
1. Section B- The Director's line item clarification was made in the budget.
2. CCR Registration has been addressed and a copy of the registration completion confirmation from
SAM has been provided to the commission as verification. The registration was completed by City of
Dubuque on 4/21/15 and is in the process of CAGE matching.
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B. NO-COST MSY CLARIFICATION
1. We are not seeking additional MSYs at this time.
Year One: 2014-2015 Clarification Responses
A. Budget
Three budget clarification questions have been addressed and changed within the budget section of the
grant.
B. Programmatic
1. The Executive Summary does not include the at-risk teen program that aligns with the applicant-
determined performance measures for Summer Enrichment. Please revise the Executive Summary to
include all AmeriCorps program components.
Executive summary has been updated to include the at-risk teen program.
2. An Evaluation Report was required,but not submitted. Please submit the required Evaluation
Report.
The evaluation report has been sent via email to I CVS.
3. AmeriCorps members serving at tutoring programs must meet the following qualifications: (1)
High School diploma or its equivalent, or a higher degree; and(2) Successful completion of pre- and
in-service specialized training, as required in 45 CFR 2522.940. Does the program ensure that the
members meet this requirement?
The AmeriCorps members who will be serving in our tutoring program will meet the tutoring
requirement of having a high school diploma, GED, or a higher degree. Our program will ensure
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members meet this requirement by: 1) having members fill out an application which asks for specific
high school graduation information, 2) reviewing the information with the applicant during an
interview.
4. Please describe the criteria for selecting and qualifying tutors,including the requirements in 45 CFS
2522.910 and certify that selected tutors meet these requirements.
When selecting and qualifying tutors our program will seek potential members who: 1) are enrolled in
the education field in college, 2) are retired teachers or other professionals looking to remain active in
the educational field, 3) other members of our community who meet the requirements of a high
school diploma, GED, or higher degree who wish to provide intensive service to young children. Our
program certifies that all members selected for tutoring placement will meet the above criteria and
will complete pre and in-service specialized training, as required in 45 CFR 2522•94o and 45 CFR
2522.910.
5. Describe strategies or tools the program will use to assess student progress and measure student
outcomes.
We will use the assessment identified by the state of I owa to measure and assess student progress.
That assessment is currently the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
6. Certify that the tutoring curriculum is high-quality and research-based, consistent with the
instructional program of the local education agency and with State academic content standards.
We certify that the curriculum that AmeriCorps members will use will be the same curriculum that is
used for the intensive summer school reading program delivered by the Dubuque Community School
District. Students who are not proficient in reading are targeted for this summer program. This
curriculum will be identified by the Dubuque Community Schools by April 15th and will be
researched-based. This curriculum will support the Iowa Core Content Standards and will also
supplement the current researched-based LEAD 21 reading curriculum used by the school district.
7. Certify that the pre-service and in-service training content is high-quality and research-based
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consistent with the instructional program of the local education agency and with State academic
content standards; and consistent with the activities the member will perform.
We certify that Curriculum staff members of the Dubuque Community School district will train
AmeriCorps members. This training will be specific to the reading content and contain strategies
needed to work with struggling readers. The strategies will support reading content contained in the
Iowa Core Standards. Training will occur at the beginning of the school year and periodically
throughout the school year.
8. Describe how the program ensures that appropriate member supervision is provided by individuals
with expertise in tutoring.
Members will be directly supervised by the classroom teacher. In addition, instructional coaches and
other district curriculum staff will provide additional supervision and training as necessary.
9. The applicant marked SI G/Priority as a Geographic Characteristic; however the application does
not mention that the program would serve SI G/Priority schools. Please clarify if the program intends
to serve SIG/Priority schools and the percent of schools served that would be SIG/Priority. Please see
the NOFO for further clarification on SI G/Priority,if needed.
In reviewing the NOFA guidelines on SIG/Priority,it appears that we marked a box that should have
been left blank. We will be serving in some SI G schools within our school district; however, we will
not be implementing one of the SIG Intervention Models as set forth by the Department of Education.
C. STRATEGIC ENGAGEMENT SLOTS
1. What percentage of your slots will be targeted to recruiting members with disabilities? What is your
program's plan,if any, for outreach and recruitment of members of the disability community?
Currently our grant has approximately 5% of our member slots filled with members with disabilities.
We will continue to target 5% of our member slots to recruiting members with disabilities. We do not
have a specific outreach plan in place; however we do participate in many community events that are
attended by people with disabilities.
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2. I n order to increase the number of individuals with disabilities serving as AmeriCorps members,
CNCS is offering applicants the opportunity to request additional MSYs to be filled by AmeriCorps
members with disabilities. The additional MSYs would be funded at the clarification cost per MSY
level. Applicants must describe their intent to recruit, engage and retain additional members with
disabilities and provide a detailed outreach plan for how these members will be recruited and
supported(e.g. established recruitment partners or strategies.) I n addition, programs receiving these
additional member positions will be required to report specific details on the success of the
recruitment, supervision and retention of AmeriCorps members with disabilities in semi-annual
progress reports. If you would like to request additional MSYs to be filled by AmeriCorps members
with disabilities, please describe your intent as requested above. Also indicate how many MSYs your
program would like to request, the number of slots by slot type, and where the additional members
will serve. Add these additional MSYs to your budget.
At this time we are not seeking additional MSY's.
D. MSY WITH NO PROGRAM FUNDS ATTACHED (NO COST MSYS)
Applicants may request No-Cost MSYs. These additional no-cost MSYs are national service positions
in which no grant funds will be awarded. I n other words, grantees could receive additional
AmeriCorps positions but no additional grant funds. Programs will be responsible for using their own
or other resources to pay program costs, member support costs and other operating expenses. Keep in
mind that full-time AmeriCorps program costs include expenditures for the AmeriCorps living
allowance, health care and criminal history checks. Programs are not required to pay living
allowances or cover health care for less-than-full-time members.
If you would like to request No-Cost MSYs, please edit your budget as appropriate (for example you
may need to revise line items for member gear or criminal history checks). Please ensure your
performance measures align with these additional MSYs. Lastly, you must include a response to each
item below in the Clarification narrative field:
1. The number and type of slots requested. Please confirm that for the MSYs requested, the additional
members will only engage in activities aligned with the proposed member activities outlined in the
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application narrative.
At this time we are not seeking additional MSY's and therefore will not be answering the remaining
questions in this section.
E. Healthcare
1. Please provide the name of the health insurance provider you are proposing to use to insure your
AmeriCorps members.
We do not have a health insurance provider because our program is not requesting any full time
AmeriCorps member slots. Due to this we will not be answering the remaining questions in this
section.
Year Two: 2015-2o16 Clarification Responses
A. PROGRAMMATIC
1. Please provide an explanation for the go% retention rate.
During the 2013-2014 program year,we had 5 out of 54 members fail to complete the program. One
member left early due to an unexpected pregnancy. Two members left Iowa to visit family during the
holidays and never returned. And two other members did not complete their hours. Some of these
members who decided to leave early, Partners in Learning had little control over. However, one
might have left early due to the change in Partners in Learning staff. The current director is being
very proactive in regards to retention with our members during the holiday seasons and changes in
semesters for our college students. For instance, during our trainings, commitment to the program is
emphasized. Commitment to the program is also emphasized during email and phone
communication with our members. The director is also recognizing members more during the
monthly trainings with Members of the Month and Member's Birthdays. The director tries to stay in
close communication with all members via email,phone and meetings. She is focusing on quality
training, quick feedback, clear expectations and fun community building activities.
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2. Please provide a corrective action plan to retain all awarded slots in 2015 program year.
During the 2015-2016 program year,we are implementing more member supervision. For instance,
the director will check in with each member individually bi-weekly. This could be completed via
phone or email. This will allow the director and the member to have formal and informal
conversations about the member's service, service site, site supervisors, family and/or home life. The
director is also planning on creating a Friday Update for all the AmeriCorps members. This will be a
great communication tool to use to keep the members up to date on upcoming trainings and events.
Partners in Learning will also improve the monthly trainings and will recognize members each
month. Our trainings will also focus on commitment to the program and the importance of the
members'service.
B. BUDGET
1. Please check the calculation for the Director's line item, it appears incorrect.
I have verified that the director's line item is correct.
2. Move the $540 in office supplies to Section E.
$540 in office supplies was moved to Section E.
C. STRATEGIC ENGAGEMENT SLOTS CLARIFICATION
1. What percentage of slots will be targeted to recruiting members with disabilities? What is the
program's plan, if any,for outreach and recruitment of members of the disability community?
Currently, our grant has approximately 5% of our members lots filled with members with disabilities.
We will continue to target 5% of our member slots to recruiting members with disabilities. We are
reaching out to our local college's resource centers for students with disabilities. We are also reaching
out to the local high school's resource centers for students with disabilities.
2. I n order to increase the number of individuals with disabilities serving as AmeriCorps members,
CNCS is offering applicants the opportunity to request additional MSYs to be filled by AmeriCorps
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members with disabilities. The additional MSYs would be funded at the clarification cost per MSY
level. Applicants must describe their intent to recruit, engage and retain additional members with
disabilities and provide a detailed outreach plan for how these members will be recruited and
supported(e.g. established recruitment partners or strategies). In addition,programs receiving these
additional member positions will be required to report specific details on the success of the
recruitment, supervision and retention of AmeriCorps members with disabilities in semi-annual
progress reports. If the program would like to request additional MSYs to be filled by AmeriCorps
members with disabilities,please describe your intent as requested above. Also indicate how many
MSYs the program would like to request,the number of slots by slot type, and where the additional
members will serve. Add these additional MSYs to the application budget.
We are not seeking additional MSYs at this time.
D. NO-COST MSY CLARIFICATION
1. MSY with no program funds attached: Applicants may request No-Cost MSYs. These additional
no-cost MSYs are national service positions in which no grant funds will be awarded. I n other words,
grantees could receive additional AmeriCorps positions but no additional grant funds. Programs will
be responsible for using their own or other resources to pay program costs, member support costs and
other operating expenses. Keep in mind that full-time AmeriCorps program costs include expenditures
for the AmeriCorps living allowance, health care and criminal history checks. Programs are not
required to pay living allowances or cover health care for less-than-full-time members.
If the program would like to request No-Cost MSYs, please edit the budget as appropriate (for
example, line items for member gear or criminal history checks may need to be revised). Please
ensure performance measure targets and MSY allocations align with these additional MSYs. Lastly,
please include a response to each item below in the Clarification Summary field:
We are not seeking additional MSYs at this time and therefore will not answer the remaining
questions in this section.
2015-2016 Grant, Clarification Round 2
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A. BUDGET
1. Section B- The Director's line item clarification was made in the budget.
2. CCR Registration has been addressed and a copy of the registration completion confirmation from
SAM has been provided to the commission as verification. The registration was completed by City of
Dubuque on 4/21/15 and is in the process of CAGE matching.
B. NO-COST MSY CLARIFICATION
1. We are not seeking additional MSYs at this time.
Continuation Changes
1. Year 3 Continuation Changes:
2. Our enrollment rate for 2014-2015 was 105%.
3. Our retention rate was 84%. During the 2014-2015 program year, we had 9 members exit without
receiving an education award. 4 members exited for employment. 3 members exited for personal
reasons. 2 members exited for disciplinary problems. Our plan for improvement is to reevaluate our
recruitment and interview process. Now the recruitment process is very targeted and strategic.
During the interview process, the Director explains each position thoroughly so the member knows
exactly what he/she is expected to do. The Director also knows the Site Supervisors better and can
therefore place members with Site Supervisors who would seem to be a good fit. The Program
Director is also much more selective with her enrollment process. She is also very clear on her
expectations to complete the program.
4. We were 100% compliant on our Enrollment Approval Cycle Time. We had one member who was
exited 34 days on our Exit Approval Cycle Time. This mistake occurred because the Program Director
forgot to fully exit the member in the egrants "Pending Exits"portal. The Director thought she had
exited the member only to see the member still in the "Pending Exits". This mistake will not happen
again because the Program Director will remember to fully exit each member all the way through to
the "Pending Exits"portal. The Director has created a spreadsheet for exiting the members. Within
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DRAFT
Narratives
the spreadsheet she has a checklist for both "Pending Exits" and"Final Exit". This reminds the
Director to make the "Final Exit" after the "Pending Exit".
5. We are not a national direct applicant and therefore this question is not applicable.
6. There will be no changes in the operating sites or service locations.
7. There will be no changes in the program scope or design.
8. We are not requesting an expansion.
9. We are not proposing other to performance measure or the budget.
Organizational Background and Staffing:
The Program Assistant, Kim Stickney, oversees the paperwork for all the member's and staffs
background checks. She also organizes the data we receive from members regarding our
Performance Measures.
Past Performance for Current Grantee and Former Grantee Only:
In 2014-2015,AmeriCorps Partners in Learning met all of our National Performance Measure
Targets. One target was to have 600 students start our Program and we had 1,041 students. Our
next target was to have 400 complete the program and move onto formal evaluation and we had 544
students. Next, we wanted 150 students to improve their grade level reading proficiency and we have
362 students. Lastly, we wanted 360 students to have an attendance of 9o% or above and we have
522•
Year 2 Continuation Changes:
Member Training:
During the September training, members will receive a binder with the Dubuque Community School
District's philosophy on the importance of literacy, LEAD 21 Curriculum, LEAD 21 interventions,
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D RAF'
Narratives
tutoring tips and techniques, how to handle challenging behaviors and the importance of school
attendance. This binder is something the members can take with them to their sites and utilize during
their tutoring sessions.
Member Supervision:
The AmeriCorps Program Director also checks in bi-weekly with each member. This could be
completed via phone or email. It allows the Director and the member to have formal or informal
conversations about the member's service, service site, family and/or home life. These bi-weekly
checks are also a great way to keep our retention rate high.
The AmeriCorps Program Director also sends out a Friday Update for all the AmeriCorps members.
This is a good communication tool to use and keeps members and the Program Director in
communication.
Organizational Background and Staffing:
The AmeriCorps Program Director, Mary Bridget Corken-Deutsch, has been the Director since August
2014. Mary Bridget was once an AmeriCorps member herself and has recently managed and assisted
with several federal grants. At Loras College, Mary Bridget worked with the Service Learning
Coordinator to recently gain Loras status as the first school honored by the Corporation for National
and Community Service for the President's Award for Interfaith Community Service. Mary Bridget
also worked with Northeast Iowa Community College's (NICC) Iowa-Advanced Manufacturing
grant. NICC received 12.9 million dollars from the U.S. Department of Labor focused on education
and workforce training.
Past Performance for Current Grantees and Former Grantee Only:
Last year, 2013-2014,AmeriCorps Partners in Learning program focused on serving children in
reading and math in grades K-12. Last year, our program fell short in 2 out of 3 National
Performance Measures. Our goals were to provide tutoring to goo students, have 550 students
complete the tutoring program and have 330 students show improvements. We provided tutoring to
1505 students, had 510 students complete the tutoring program and had 176 show improvements.
Although we were close to our goal of having 550 students complete the tutoring program, only 510
were able to complete. This could be because of student chronic absences where students would not
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D RAF'
Narratives
be able to complete the program because they were not in school. The Dubuque Community School
District is working to minimize chronic absences by collecting and analyzing data on why chronic
absences occur in our community. This is the first step to combat the issue. The District is also doing
several media pushes to show the importance of school attendance. Our last goal we fell short on
because there was no assessment completed for all of the Kindergarteners or ist graders who
completed the AmeriCorps tutoring program. Because the Dubuque Community School District did
not have any assessment data on any of the Kindergarten or ist graders that completed our tutoring
program, we were unable to show if any of the 178 Kindergarteners or ist grade students who
completed our program showed any gains. Last year,the assessment that we were basing our
performance measures off of was MAPS. This year,we will be using the DIBLES assessment and we
are certain all K 3rd graders are assessed by DIBLES.
Our average enrollment rate for 2013 was 101%. Our retention rate was 90.6%. During the course of
2013-2014,we had 5 out of 53 members fail to complete the program. One member left early due to
an unexpected pregnancy. Two members left to visit family during the holidays and never returned.
And two other members did not complete their hours. With the high change in staff recently, the
Program Director is being extra vigilant about the retention rate with the members. The Program
Director is staying inclose communication with all members via email,phone and meetings. She is
also trying to make the member's experience most enjoyable by providing quality training, quick
feedback, clear expectations and fun community building activities.
Grant Characteristics
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DRAFT
Performance Measures
MSYs by Foam Agree MSYs by objective
•Ee..ai.aem •k.rz s...siem
Tablel'. MSVs by Focus Areas Tablet MSVs by ObjeNves
Education 100% K-12Success 100%
A, of MSY Al VS Applicant VS Not in ANY
�x
•nppucemms rvnionenx n•rvm In ANY
Table3'. %PYSVs by NPM As Applicant As Not in ANY
PM ppllcant of in ANY
. . 3%
TableQ'. No of MAY and Members by Objective
K-12Success 1633 50
Primary Focus Area: Education
Primary Intervention: Tutoring—One on One
Secondary Focus Area: Education
Secondary Intervention: Summer Learning
carefulm:Ory
DRAFT
Performance Measure: Supplementary Reading Interventions
Focus Objective: K-12 Success No of 12 23 No of 82
Education J MSY's: Members:
Area:
Problem Statement:
Only 72% of Dubuque's 3rd through 5th graders are proficient in reading comprehension according to
results collected from the Iowa Testing Program (ITP) in 2010.
Selected Interventions:
Tutoring--One on One
Tutoring—Small Group
Describe Interventions:
Students identified through the Response to Intervention (Rtl) process, in grades kindergarten, 1st, 2nd and
3rd will receive supplementary reading instruction by an AmeriCorps member three times per week for 15-
30 minutes each session, for a minimum of 10 weeks or 30 sessions
ED2 Output:
(PRIORITY) ED2 Number ofstudents completing a CNCS—supported education program
Target: 400 Students
Measured By. Attendance Log
Described Instrument: Members will complete Bi Weekly Attendance Logs on the students they work
with. Attendance Logs capture the following information: Students last name
and first name; teacher and grade of student; number of tutoring sessions
completed with child during a two week time frame; subject area the session(s)
were on; and how much time they spent with the student.
Members complete and turn in this log every two weeks. Information is
complied at the AmeriCorps office and we keep track of all students who
members work with throughout the year.
Students who have worked with an AmeriCorps member for a minimum of 10
weeks or 30 sessions is consdered completed the program and will move on
for formal evaluation.
ED1 Output:
EDI: Number of students who start in a CNCS—supported education program.
Target: 600 Students
Measured By Attendance Log
Described Instrument: Members will complete Bi Weekly Attendance Logs on the students they work
with. Attendance Logs capture the following information: Students last name
and first name; teacher and grade of student; number of tutoring sessions
completed with child during a two week time frame; subject area the session(s)
were on; and how much time they spent with the student.
Members complete and turn in this log every two weeks. Information is
complied at the AmeriCorps office and we keep track of all students who
members work with throughout the year.
ED6 Outcome:
(PRIORITY) ED6: Number youth in mentoring/tutoring programs with improved school attendance
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DRAFT
Performance Measure: Supplementary Reading Interventions
Problem Statement:
Sellsmd-Intemen "Sle
Tutoring—Small Group
Target: 360 Students
Measured By. Other
Described Instrument: At the end ofthe school year names of students who completed the
supplementary reading instruction program will be sent to the Dubuque
Community School District (DCSD). DCSD staff will then look atthe students
official school attendance records and report on the number of those students
who attend school at least 90% ofthe year. For students in 1st—3rd grade we
will also be able to evaluate ifthey improved their attendance tom the previous
year.
ED5 Outcome:
(PRIORITY) ED5: Number ofstudents with improved academic performance in literacy and/or math
Target: 150 Students
Measured By. Standardized PreWPost Test
Described Instrument: The AmeriCorps office compiles all AmeriCorps Bi Weekly Attendance Logs.
Near the end of the year (April—May), we look at the students who completed a
minimum of 10 weeks or 30 sessions with a member. Those student names
are then sent over to the Dubuque Community School District (DCSD). DCSD
staff then compare the students beginning of the year DIBELS assessment with
the end of the year DIBELS assessment and sends us the number of children
who made steady progress towared grade level reading proficiency. Results
are also broken down per school, due to privacy laws we do not receive
individual scores back.
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Page 34
DRAFT
Performance Measure: Summer Enrichment
Focus Education Objective: K-12 Success No of 3.60 No of 17
Area: MSY's: Members:
Problem Statement:
Young people experience learning losses when they do not engage in educational activities during the
summer.
Selected Interventions:
Summer Learning
Describe Interventions:
8 members will serve at-risk students in four neighborhood parks by providing educational and recreational
programs daily for 6 weeks in the summer.
4 members will lead the Future Talk program; engaging atriskyouth age 13-17 in community based reading
and science activities daily for 6 weeks in the summer
2 members will serve the Carnegie Stout Public Library providing weekly reading programs to daycares, the
Boys &Girls Club, and neighborhood park programs for 8 weeks in the summer
3 members will provide reading interventions and support on a daily basis to elementary children in grades
K,1, &2 enrolled in the Summer Academy for 8 weeks in the summer
OUTPT5982 Output:
Number ofchildren who participate in academic summer enrichment programs
Target: 240 Atriskyouth
Measured By. Other
Described Instrument: Through the use of attendance logs and monthly reports we will keep track of
the number of students who participate in summer academic enrichment
programs. AmeriCorps members will complete attendance logs on a bi-weekly
basis and capture the first and last name of the child attending their program.
Monthly reports will also be used to summarize monthly activities.
OUTCM5983 Outcome:
Number ofat-risk youth who receive a science or English credittowards graduation from Future Talk
Target: 20 Atriskyouth
Measured By Other
Described Instrument: Through the Future Talk program records we will evaluate the number of atrisk
youth who participate in the program and how many complete the requirement
for a science or English credittowards graduation.
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Page 35
DRP
Program Information
General Information
*My organization has previously received an AmeriCorps State and National Yes
Grant. Organizations that have been a host site for AmeriCorps members but
never had a directgrant relationship with either a State Commission or CNCS
should answer ''No.''
*Opt in to the National Service Registry. Applicants wishing to make Yes
information from their application available to potential private sector funders
can opt in during the application process by selecting ''Yes.''
2016 AmeriCorps Funding Priorities
*Check any priority area(s) that apply to the proposed program. In order to Disaster Services, Safer
receive priority consideration, applicants must demonstrate that the priority Communities, Programming
area is a significant part of the program focus, high quality program design, thatsupports My Brother s
and outcomes. Keeper
Populations Served
*Check the appropriate box(es) to identity the populations the proposed Individuals who are
program will serve. It you do not plan to serve any of the listed populations, homeless, Youth ESL
select ''None of the above.'' participants, Disadvantaged
youth (K-12)
Grant Characteristics
*Check any grant characteristics that apply to the proposed program. Community-based
Applicants must check the relevant boxes in order to be considered for organizations
CNCS' assessmentofthe strategic considerations and Special Initiatives.
Grant Characteristics-AmeriCorps member Population
*Check any grant characteristics thatapply to the AmeriCorps member Communities of Color, Low-
population of the proposed program. income individuals, New
Americans, Older Americans,
People with Disabilities, Bural
Residents, Veterans, Active
Military, or their Families,
Economically disadvantaged
youth/Opportunity Youth
AmeriCorps Identity/Co-branding
*AmeriCorps members will wear the AmeriCorps logo every day. Yes
*AmeriCorps members will create and deliver elevator speeches. Yes
*The AmeriCorps logo will be proudly displayed on the front page of the Yes
organization's website.
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Page 36
DR/'
Demographics
Other Revenue Funds 0
Number of episodic volunteers generated by AmeriCorps members 500
Number of ongoing volunteers generated by AmeriCorps members 0
Percentage of MSY who are opportunity youth, if any 0
Number reported in 015 who are opportunity youth 0
Number reported in 017 who are opportunity youth 0
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D RA
Required Documents
Document Name Status
Evaluation Not Applicable
Federally Approved Indirect Cost Agreement Not Applicable
Labor Union Concurrence Not Applicable
Other Documents Not Applicable
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Page 38
Logic Model
Problem Inputs Activities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
The community Resources that The core activities Direct products Changes in Changes in Changes in
problem thatthe are necessary to that define the from program knowledge, skills, behavior or action. condition or status
program activities deliver the intervention or activities. attitudes and Depending on in life. Depending
(interventions) are program activities program model opinions. These program design, on program
designed to (interventions), that members will outcomes, it these outcomes design, these
address. including the implementor applicable to the may or may not be outcomes may or
number of deliver, including program design, measurable during may not be
locations/sites duration, dosage will almost always the grantyear. measurable during
and number/type and target be measurable the grantyear.
ofAmeriCorps population. during the grant Some programs,
members. year. such as
environmental or
capacity—building
programs, may
measure changes
in condition over a
period as short as
one year.
Page 39
RPT_BGT_424
April 27,2016 9:50 AM
Partners in Learning AmeriCorps Program
City of Dubuque
Application ID: 16AC180037 Budget Dates: 09/012015-08/312016
Total Amt CNCS Share Grantee Share
Section I.Program Operating Costs
A. Personnel Expenses 103,741 43,199 60,542
B. Personnel Fringe Benefits 26,591 22,157 4,434
C.Travel
Staff Travel 1,269 0 1,269
Travel to CNCS-Sponsored Meetings 1,050 0 1,050 0
Member Travel
Total $2,319 $0 $2,319
D. Equipment
E.Supplies 3,091 0 3,091
F.Contractual and Consultant Services
G.Training
Staff Training 1,000 0 1,000
Member Training 12,130 0 12,130
Total $13,130 $0 $13,130
H. Evaluation 3,600 0 3,600
I. Other Program Operating Costs 11,279 0 11,279
Section I.Subtotal $163,751 $65,356 $98,395
Section I Percentage 40% 60%
Section II.Member Costs
A. Living Allow ance
Full Time(1700 hrs) 0 0 0
1-Year Half Time(900 hours) 102,595 57,595 45,000
Reduced Half Time(675 hrs) 0 0 0
Quarter Time(450 hrs) 48,288 44,188 4,100
Minimum Time(300 hrs) 34,204 11,967 22,237
2-Year Half Time(2nd Year) 0 0 0
2-Year Half Time(1st Year) 0 0 0
Total $185,087 $113,750 $71,337
B. Member Support Costs
FICA for Members 14,159 14,159 0
Worker's Compensation 6,793 6,793 0
Health Care 0 0 0
Total $20,952 $20,952 $0
Section It.Subtotal $206,039 $134,702 $71,337
Section II.Percentages 65% 35%
Section III.Administrative/Indirect Costs
A.Corporation Fixed Percentage
Corporation Fixed Amount 43,297 6,314 36,983
Commission Fixed Amount 4,209 4,209 0
Total $47,506 $10,523 $36,983
B. Federally Approved Indirect Cost Rate
Section III.Subtotal $47,506 $10,523 $36,983
Section III Percentage 22% 78%
Section I+Ill.Funding Percentages 36% 64%
Budget Totals $417,296 $210,581 $206,715
Budget Total Percentage 50% 50%
Required Match 50%
#of years Receiving CNCS Funds 10
Form 424A Modified SF-424A(4/88 and 12/97)
Page 1
RPT_BGT_424
April 27,2016 9:50 AM
Partners in Learning AmeriCorps Program
City of Dubuque
Total MSYs 16.33
Cost/MSY $12,895
Total Amt CNCS Share Grantee Share
Budget Totals $0 $0 $0
Budget Total Percentage 0% 0%
Required Match 50%
#of years Receiving CNCS Funds 10
Total MSYs 16.33
Form 424A Modified SF-424A(4/88 and 12/97)
Page 2
Budget Narrative for 16AC180037
Budget Narrative: Partners in Learning AmeriCorps Program for City of Dubuque
Section I. Program Operating Costs
A. Personnel Expenses
Position/ritle-Qty-Annual Salary-%Time CNCS Share Grantee Share Total Amount
AmeriCorps Director:- 1 person(s)at 47065 each x 98%usage IL 43,199 2,925 46,124
Program Assistant:- 1 person(s)at 20364 each x 37.5%usage 7,637 7,637
Site Supervisors:- 17 person(s)at 147000 each x 2%usage 49,980 49,980
CATEGORY Totals 43,199 60,542 103,741
B. Personnel Fringe Benefits
Purpose-Calculation CNCS Share Grantee Share Total Amount
Director Health, FICA, IPERS,: Health$15,900+Workers Compensation 22,157 2,888 25,045
$1685+FICA @.0765, $3442+IPERS @.0893,$4018
Program Assistant Benefits:Workers comp: $280, FICA:@.0765= $584, 1,546 1,546
IPERS: @.0893= $682
CATEGORY Totals 22,157 4,434 26,591
C. Travel
Staff Travel
Purpose-Calculation CNCS Share Grantee Share Total Amount
Travel to CNCS-Sponsored Meetings: Director travel to 1 CNCS Sponsored
meeting: $500-airfare, $400-2-3 nights in hotel, meal= $50 per day diem x3 0 1,050 1,050
days=$150
Director's Travel: Mileage for site supervision for 20 site monitoring visits, 50
midterm reviews and service projects. 1000 milesper year at$.54 rate(state 0 540 540
and program sponsor reimbursment rate)= $540
Travel to ICVS sponsored meetings: 3 trips to DesMoines @ 450 miles
each=1350 miles x.54 per mile(sponsor mileage reimbursement 0 729 729
rate)=$729.
CATEGORY Totals 2,319 2,319
Member Travel
Purpose-Calculation CNCS Share Grantee Share Total Amount
CATEGORY Totals L o 1=�
D. Equipment
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Budget Narrative for 16AC180037
Item/Purpose-Qty-Unit Cost I CNCS Share Grantee Share Total Amount
CATEGORY Totals E:== ol
E. Supplies
Item-Calculation CNCS Share Grantee Share Total Amount
Member Gear: Uniforms-polo shirts for school based program members,
33x$22= $726.T-shirts for summer based program 17 x$15= $255,water 0 1,231 1,231
bottles$5 x 50 members=$250 Polos,t shirts and waterbottles have the the
AmenCorps logo.
Office Supplies: Copy machine maintenance and supplies$375 quarterly, 1,860 1,860
office supplies$30 per month x 12= $360
CATEGORY Totals L o 1=3 3,091
F. Contractual and Consultant Services
Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount
CATEGORY Totals ==�
G. Training
Staff Training
Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount
Program Director Training: Program director attendance at conferences
required by the program sponsor:8 trainings x$75 registration, $50 per day 0 1,000 1,000
diem x 8 days= $1000-Daily rate of$125-Daily Rate of 125
CATEGORY Totals]=E=E1F
1,000
Member Training
Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount
Member development/communication: 4 Mounds Team
Building/communication training, 2 trainings per year at$440 each=$880 0 880 880
(registration costs)-Daily Rate of$440-Daily Rate of 440
Member orientation and ongoing training: Portfolios, handbooks, printed
materials and other training supplies as needed. $45 x 50 members. 2-3 day 0 2,250 2,250
orientation training for fall and summer members. Ongoing monthly training
for both fall and summer members-Daily Rate of$132-Daily Rate of 132
Member development training: 3 DCSD employees hourly wage and
benefits for 60 hours of training= $150 x 60.Trainings include Reading
Strategies, LEAD 21 Curriculum,Assessing Students, and Data Processing. 0 9,000 9,000
Approx 20 days provided over the year. Daily Rate of$450-Daily Rate of
450
CATEGORY Totals L o I12,130 12,130
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Budget Narrative for 16AC180037
H. Evaluation
Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount
Program Evaluation: Program Evaluation: Daily rate of$400 for 9 days fora 3,600 3,600
total of$3600.-Daily Rate of 400
CATEGORY Totals E:= 3,600 3,600
I. Other Program Operating Costs
Purpose-Calculation CNCS Share Grantee Share Total Amount
Meeting Rooms:$75 per meeting x 15 meetings/trainings=$1125. Meeting
rooms will be used to provide member orientation,trainings, and team 0 1,125 1,125
meetings. Cost per room includes equipment usage of computer and
projector.
Criminal Background Checks:60 x$30 each=1800. Includes NSOPW,
state of residence and state of service checks and FBI check for 50 0 1,800 1,800
members plus new site supervisors.
Site Liability Insurance:$500 500 500
Office phone/intemet:telephone and internet$75 per month x 12=600 L o I 600 600
Member Timekeeping System:$15/member: 50 members x$15=750 750 750
Cell Phone: Program director cell phone$47 x 12= $564(negotiated rate 564 564
per sponsor)
Office Space:$495/month x 12= 5940 5,940 5,940
CATEGORY Totals11,279 11279
SECTION Totals 65,356 98,395 163,751
PERCENTAGE
Section II. Member Costs
A. Living Allowance
Item-#Mbrs w/Allow-Allowance Rate-#Mbrs w/o Allow CNCS Share Grantee Share Total Amount
Full Time(1700 0 Member(s)at a rate of 0 each
Members W/O allowance 0
1-Year Half Time(900 hours): 17 Members)at a rate of 6035 each 57,595 45,000 102,595
Members W/O allowance 0
Year Half Time(1st Year): Member(s)at a rate of each 0
Members W/O allowance
Year Half Time(2nd Year): Members)at a rate of each 0
Members W/O allowance
Reduced Half Time(675 hrs): Member(s)at a rate of each L-01��
Members W/O allowance
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Budget Narrative for 16AC180037
Quarter Time(450 hrs): 16 Member(s)at a rate of 3018 each qq 188 4,100 48,288
Members W/O allowance 0
Minimum Time(300 hrs): 17 Member(s)at a rate of 2012 each 11,967 22,237 34,204
Members W/O allowance 0
CATEGORY Totals 113,750 71,337 185,087
B. Member Support Costs
Purpose-Calculation CNCS Share Grantee Share Total Amount
FICA for Members: Total Member Living Allowance$185,087 x.0765= 14,159 14,159
$14159
Worker's Compensation: $3.67 per$100 of living allowance stipend total 6,793 6,793
=$6793
Health Care: 0
CATEGORY TotalsIL 20,952 1= 20,952
SECTIONTotals 134,702 71,337206,039
PERCENTAGE 65% 350%
Section III. Administrative/Indirect Costs
A. Corporation Fixed Percentage
Item-Calculation CNCS Share Grantee Share Total Amount
Corporation Fixed Amount:Corporation Fixed Amount @ 5.26%X CNCS
share section I+CNCS Section 11(65356+ 134702)x 60%=6314. Grantee 6,314 36,983 43,297
share= 10%total of section I +Section 11(65356+134702+98442+71337)x
10%=36983
Commission Fixed Amount: ICVS Fixed Amount @ 5.26%X CNCS share 4 209 4,209
section I+CNCS Section 11 (65356+134702)x 40%=4209.
CATEGORY TotalsIL 10,52336,983 47,506
B. Federally Approved Indirect Cost Rate
Calculation-Cost Type-Rate-Rate Claimed-Cost Basis CNCS Share Grantee Share Total Amount
CATEGORY Totals ===
SECTION Totals 10,523 36,983 47,506
PERCENTAGE 22% 78%
BUDGET Totals210,581 206,715 417,296
PERCENTAGE
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Budget Narrative for 16AC180037
Total MSYs I 16.33 I II
Cost/MSY 1=E
E�
Source of Funds
Section Match Description Amount Type Source
Cash match from partners-secured 93,616 Cash Other
Site Supervisors Time-Secured 49,980 In Kind Other
Member Development Training-Secured 9,000 In Kind Other
Source of Funds Training rooms, office space, phone/intemet-Secured 7,965 In Kind Other
Funding from local Community Impact Grant-Proposed 7,500 Cash State/Local
Indirect Cost-City Staff Time-Secured 36,983 In Kind Other
Program Director Training(required by sponsor)- 1,671 In Kind Other
Secured
Total Source of Funds l 206,715 =F
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