AmeriCorps Partners in Learning Grant Application Copyright 2014
City of Dubuque Consent Items # 17.
ITEM TITLE: AmeriCorps Partners in Learning Grant Application
SUMMARY: City Manager recommending approval of the 2017-2018
AmeriCorps Partners in Learning Campaign for Grade
Level Reading Grant application.
SUGGESTED DISPOSITION: Suggested Disposition: Receive and File; Approve
ATTACHMENTS:
Description Type
AmeriCorps Partners in Learning Grant Application- City Manager Memo
MVM Memo
Submit AmeriCorps Grant Staff Memo
AmeriCorps Grant Application Supporting Documentation
Budget Supporting Documentation
Budget Narrative Supporting Documentation
THE CITY OF Dubuque
DUB E i"
Masterpiece on the Mississippi 2007.2012.2013
TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: 2017-2018 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Application Submission Approval
DATE: December 12, 2016
Leisure Services Manager Marie Ware recommends City Council approval of the 2017-
2018 AmeriCorps Partners in Learning Campaign for Grade Level Reading Grant
Application in the amount of $238,569.
The grant focuses on ensuring students read at grade level by 3rd grade and targeting
economically disadvantaged students.
I concur with the recommendation and respectfully request Mayor and City Council
approval.
d1L-A^1
Mic ael C. Van Milligen
MCVM:jh
Attachment
cc: Crenna Brumwell, City Attorney
Cindy Steinhauser, Assistant City Manager
Teri Goodmann, Assistant City Manager
Marie L. Ware, Leisure Services Manager
Mary Bridget Corken-Deutsch, AmeriCorps Director
Stan Rheingans, Superintendent, Dubuque Community School District
Nancy Van Milligen, President & CEO, Community Foundation of Greater
Dubuque
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: 2017-2018 AmeriCorps Partners in Learning Campaign for Grade Level
Reading Grant Application Submission Approval
DATE: December 12, 2016
INTRODUCTION
The purpose of this memo is to request approval of the 2017-2018 AmeriCorps Grant
application recently submitted via e-grants to the Iowa Commission on Volunteer
Service and now submitted to the Corporation for National and Community Service
(CNCS).
BACKGROUND
AmeriCorps Partners in Learning Program has been extremely successful in its 16
years of operation, nine of which have been under the leadership of the City of
Dubuque. The program's success is apparent in the 750 plus AmeriCorps members
giving almost 300,000 hours of service in our community. These members have
performed invaluable service.
AmeriCorps members are paid living allowance stipend for their service and receive an
education award. The stipends and awards are a part of the grant. These funds are
many times directly invested in our community in the form of rent or tuition to local
colleges and universities. Some of the AmeriCorps members are grandparents and
earn education awards they are passing along to their grandchildren.
The Corporation for National and Community Service (CNCS) has established priority
areas of funding for their grants. AmeriCorps Partners in Learning fits nicely into CNCS
priority area of education. CNCS emphasizes performance measures and being able to
measure progress. They require evidence based approaches with evaluative data and
use of a logic model. We must provide evidence that the proposed intervention is
effective for the proposed population and community challenge. A third-party evaluation
was completed prior to the writing of this grant. The evaluation provided excellent
feedback on the Partners in Learning Program. This was used in the writing of the grant
attached.
1
The grant focuses on ensuring students read at grade level by 3rd grade and targeting
economically disadvantaged students. This year we are writing for a three-year grant.
The program has been awarded three year grants since near its inception. The grant
was submitted to the Iowa Commission on Volunteer Service and now has moved for
federal consideration to the Corporation for National and Community Service. Success
is that the grant was recommended for consideration for federal funding.
DISCUSSION
AmeriCorps members have become partners in the school they serve. AmeriCorps
Director Mary Bridget Corken-Deutsch worked with Shirley Horstman - Student Services
Director, Nancy Bradley — Director of Elementary Education and Tammy Duehr— Lead
Instructional Coach for the Dubuque Community School District to formulate a program
that continues to place AmeriCorps members in elementary schools at the
Kindergarten, 1 st, 2nd and 3rd grade level. The contact time for students will be 21 ,600
hours. The School District provides training to the AmeriCorps members that aligns with
the curriculum taught in the schools. By creating this focus, we have moved the needle
with our AmeriCorps program and members and will continue these efforts.
The AmeriCorps grant is a part of the Campaign for Grade Level Reading locally. The
City Council's priorities include work on the Campaign. This focus allows more
AmeriCorps members to be placed in the schools 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-eight AmeriCorps members serve in thirteen elementary schools within the
Dubuque Community School District. They will tutor Kindergarten through third graders
at least three times a week. This allows 800 economically disadvantaged students to
start the tutoring program with 600 economically disadvantaged students to complete it.
The short-term outcome proposed in the grant is for 540 of the 600 economically
disadvantaged students who complete our program will improve by 10 points as
measured by the FAST assessment. Additionally, eight AmeriCorps members serve
students in the summer in neighborhood parks through Leisure Services providing
educational programming; two members serve at Carnegie-Stout Public Library in
summer reading programs; 6 members serve at St. Mark's Youth Enrichment and two
members serve at the Dream Center to provide reading interventions for their summer
programming. Lastly, 12 members will serve at Dubuque Community School District
summer reading.
For the last academic year (2015-2016) the AmeriCorps program was a huge success.
89% or 416 out of 468 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 assess student's reading proficiency. 94% or 439 out of 468 students who
worked with AmeriCorps members 30 times or more attended school 90% of the time or
2
more! Strong attendance is so important for students. We are making a difference in
the lives of Dubuque's children.
This work focuses resources on third grade reading hoping to recover children before
they become disengaged. It is a much better investment to work at the early age.
School District personnel have been leaders in helping the AmeriCorps program focus
the member resources in ways that have been and will continue to be most impactful.
BUDGETIMPACT
The match for the grant is paid for by in-kind supervision, donated office space, as well
as funds from the Dubuque Community School District, St. Mark's, Dream Center,
Leisure Services Recreation Division, Greater Dubuque Community Foundation, and
Carnegie-Stout Public Library. The District provides a $45,000 match. The City also
provides a $20,000 match which was approved as an improvement package almost
three years ago. In FY 2017 the City budgeted $4,298 for grant writing as that is not
covered by the grant (100-34-911). This is for 6% of the AmeriCorps Director's time.
This is not a grant eligible expense.
The current 2016-2017 grant has been budgeted in the current FY 2017 city budget and
the remainder will be proposed in the FY 2018 budget. The proposed grant request is
for $238,569 with the total grant of$516,154. The remaining match is paid for by
AmeriCorps sites and in kind match for administration, supervision and training. This
match is 54% of the total grant. This grant would run from September 1 , 2017 through
August 31 , 2018. This grant application is a federal grant. This application, if funded,
would be a year one of a three-year grant cycle.
RECOMMENDATION
I fully recommend submission and approval of the 2017-2018 AmeriCorps Partners in
Learning Campaign for Grade Level Reading Grant.
MLW:et
attachment: 2017-2018 Grant Application
copy Mary Bridget Corken-Deutsch, AmeriCorps Director
Jenny Larson, Budget Director
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DRAFT
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):
2b.APPLICATION ID: 4.DATE RECEIVED BY FEDERAL AGENCY: FEDERAL IDENTIFIER:
17AC190318
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 A 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).
0 NEW ❑ NEW/PREVIOUS GRANTEE
❑ 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 NITATVE(IFANY):
Dubuque, A
13.PROPOSED PROJECT: START DATE 09/01/17 END DATE: 08/31/18 14.CONGRESSIONAL DISTRICT OF: a.Applicant A 01 b.Program A 01
15.ESTIMATED FUNDING: Year#: 1❑ 16.IS APPLICATION SUBJECT TO REVIEN BY STATE EXECUTIVE
ORDER 12372 PROCESS?
a.FEDERAL $ 238,569.00
0 YES.THIS PREAPPLICATION/A PPLICATION WAS MADE AVAILABLE
b.APPLICANT $ 277,585.00 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 $ 516,154.00
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:
d.SIGNATURE OF AUTHORIZED REPRESENTATIVE: e.DATE SIGNED:
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Executive Summary
The AmeriCorps Partners in Learning program proposes to have 68 AmeriCorps members who will
tutor struggling readers one on one or in small groups in the Dubuque Community School District's
elementary schools and summer programs. At the end of the first program year,the AmeriCorps
members will be responsible for increasing the reading scores of 810 economically disadvantaged
students. In addition, the AmeriCorps members will leverage an additional 300 volunteers who will be
engaged in Dubuque community days of service.
The program will focus on the CNCS focus area of Education. The CNCS investment of$238,569 will
be matched with $277,585, $221,939 in public funding and$55,646 in private funding.
Rationale and Approach/Program Design
Need
Dubuque Community School District's (DCSD) students are not reading at grade level by 3rd grade.
Data from DCSD's Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment and
DCSD's Certified Annual Enrollment provide us with current literacy rates. In the spring of 2015, 25%
of DCSD 3rd grade students were not reading at grade level. When poverty is taken into
consideration, the reading level data is more severe. I n the spring of 2015, 53% of DCSD's 3rd grade
students that were eligible for Free and Reduced Lunch, did not read at grade level. And in looking at
all grade levels leading up to grade 3,the data is similar. In the spring of 2015, 37% of DCSD K-3rd
grade students, or approximately 1,187 students,were not reading at grade level.
Five of thirteen Dubuque elementary schools (Audubon, Fulton, Lincoln, Marshall, Prescott) are Title
1 which means they are designated as schools with high percentages of children from low-income
families or a have a majority of students who are eligible for free and reduced lunch.And in the
remaining 8 elementary schools, there exists a percentage of students in poverty that will serve to be
the focus of our AmeriCorps program: Bryant (33%); Carver(22%); Eisenhower (29%); Hoover
(35%); Irving (38%); Kennedy (21%); Sageville (26%); Table Mound(29%).
Living in poverty can create a reality for families and students that contribute to reading level
attainment. First, children in poverty are more likely to be unprepared for kindergarten. A series of
longitudinal studies by Hart and Risley (1995-2003) demonstrate that family income can impact
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exposure to reading and vocabulary at home in the early years of a child's life: low-income children
heard 30 million fewer words total by age three than did more affluent children. And these early gaps
in learning can result in persistent academic challenges in beginning elementary school years.
Second, students in poverty often experience learning loss during the summer. According to the
Campaign for Grade Level Reading, research spanning loo years has proven that students lose
ground academically when they are out of school for the summer. The problem is particularly acute
among low-income students who lose an average of more than two months in reading achievement
in the summer which slows their progress toward reading at grade level by 3rd grade.
The long term academic ramifications for students who do not read at grade level by 3rd grade are
great. According to the Campaign for Grade Level Reading, reading by 3rd grade is a critical milestone
in a child's academic success. Before 3rd grade, students learn how to read. After 3rd grade, students
transition from learning how to read, to reading to learn. If a student in 4th grade can't read their
math problem, social studies problem, or science problem, the student will struggle academically.
According to a study by researchers, students who couldn't read at grade level by 3rd grade continued
to fall further behind their peers after 3rd grade (McNamara, J.K, Scissons, M, and Gutknecth, N;
2011).According to a study by Hernandez, children who do not read proficiently by the end of third
grade are four times more likely to leave school without a high school diploma than proficient readers
(Hernandez, 2011). These ramifications are serious for both the individual student who does not
graduate high school and the community as a whole.
Lastly, the ramifications for students who do not read at grade level by 3rd grade are even more severe
in the State of Iowa. Recent legislation titled, Chapter 62 State Standards for Progression in Reading,
states children who do not read at grade level by 3rd grade must enroll in an intensive summer
reading program offered in accordance with Chapter 62. If the student does not attend an intensive
summer reading program and is ineligible for the good-cause exemption, the student will be retained
in 3rd grade.
Intervention
AmeriCorps Partners in Learning proposes a two pronged approach to combat our community's
problem of students who do not read at grade level by 3rd grade. The first approach consists of a
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school year program that has members provide one on one or small group literacy interventions to
struggling readers. The second approach consists of a summer program that has members provide
one on one or small group literacy support and enrichment activities.
For our school year program, 38 (10 HT and 28 QT) AmeriCorps members will tutor K-3rd grade
students in DCSD's 13 elementary schools,five of which are Title 1 schools and participate in the
Community Eligibility Provision which meets the Corporation for National and Community Service's
definition of economically disadvantaged. At the eight remaining schools, we will ensure that
members tutor students who are eligible for free or reduced lunch.At all 13 schools, we will
specifically target Tier 2 students who are defined as not proficient in reading or at risk of becoming
not proficient in reading. Members will tutor Tier 2, K-3rd grade students in data-based,literacy
interventions that are aligned with the core academic curriculum. These are Literacy, Equity,
Acceleration and Differentiation in the 21st Century Classroom (LEAD 21) and Lexia Reading Cores.
LEAD 21 is designed to foster essential literacy skills and strategies, such as phonemic awareness,
phonics, fluency and comprehension. LEAD 21 draws upon the most current research findings and
best practices in early literacy instruction. Lexia Reading Cores provides all students a systematic and
structured approach in the following areas of reading: phonological awareness,phonics, structural
analysis, fluency, vocabulary and comprehension. Both LEAD 21 and Lexia Reading Cores meet
Iowa's Common Core standards.
For our summer program, 30 Minimum Time AmeriCorps members will serve in six community
partner's summer programs. Members will combat the summer slide for Dubuque children by
providing one on one or small group literacy support using the same LEAD 21 and Lexia Reading
Cores interventions. Members will also provide enrichment activities to youth who may not
otherwise receive these experiences. Enrichment activities include hands on activities,technology,
organized recreation, access to books, field trips, art, music and sports.
Theory of Change and Logic Model
Our integrated, comprehensive,two pronged approach will ensure economically disadvantaged, Tier 2
students read at grade level by the end of 3rd grade. According to the Campaign for Grade Level
Reading, communities must use a collaborative approach to ensure students read at grade level by 3rd
grade.AmeriCorps Partners in Learning works with both the school district and community partners
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to target literacy efforts in Dubuque's elementary schools and summer programs. This year round
approach ensures students continue to build their literacy capacity they've gained during the school
year through the summer months.
Summer programs are critical for students to not lose any gains they've made during the school year
and get back to school ready to start where they've left off. The Campaign for Grade Level Reading
states programs combat the summer slide when they meet certain criteria. Research shows programs
must be at least six-week, full-day models open to all youth living in poverty that blends academic
learning with hands on enrichment activities such as arts, technology, music, sports and other
incentives like free breakfast and lunch. All of the summer programs AmeriCorps members support
meet these criteria. Our members also provide small group and one on one literacy interventions and
enrichment which serve as an important function in helping students learn to read. The combined
program criteria and small group and one on one interventions ensure students maintain or gain in
their reading assessment from summer to fall.
School Year support is also critical for students'literacy success. As we will discuss momentarily, Tier
2 students often do not receive the increased and targeted interventions they require because school
resources are more focused on Tier 3 students. DCSD must prioritize their own resources to support
the most struggling, Tier 3 students. Therefore,without the support of AmeriCorps, Tier 2 students
are now at risk for not reading at grade level by 3rd grade and may be retained due to recent Chapter
62 legislation in the State of Iowa.
This work is important because research shows when students read at grade level by 3rd grade they
are more likely to graduate on time with a high school diploma which has a long term impact on both
individual student and community success.
During the school year,AmeriCorps Partners in Learning will place 38 (10 HT and 28 QT) members
as trained Academic Reading Tutors in 13 DSCD elementary schools. Members will tutor K-3rd grade,
Tier 2 students identified through the Multi-Tiered System of Support (MTSS). MTSS is an evidence-
based model of schooling that uses data-based, problem-solving to integrate academic and behavioral
instruction and intervention. Tier 2 students are students who are not proficient in reading or who are
at risk of becoming not proficient in reading and require more focused, targeted interventions along
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with the core instruction all students receive from their classroom teachers. Tier 2 students do not
often receive needed interventions from classroom teachers or staff because their time must be spent
with Tier 3 students who need intense,individual interventions from a certified teacher. Therefore,
AmeriCorps members are critical to Tier 2 students'literacy success as these interventions would not
otherwise occur. Tutoring sessions will occur one on one or in small groups. Each session will occur
at least three times per week for 15-30 minutes for a minimum of io weeks or 30 sessions and until
the student has been reassessed and results show the child performing at grade level.
As stated previously, our AmeriCorps members will use two specific interventions, LEAD 21 and Lexia
Reading Core 5, both of which are critical to the success of the tutoring session. Both of these
interventions are curriculum used by the classroom teacher and align with I owa's Common Core
standards. LEAD 21 is designed to foster essential literacy skills and strategies, such as phonemic
awareness, phonics, fluency and comprehension. LEAD 21 provides systematic and explicit
instruction to ensure all students have the basic tools necessary to become independent and strategic
readers,but also has built-in differentiated instruction specifically for Tier 2 students. Each LEAD 21
intervention is at least 15 minutes in duration which is recommended by the National Reading Panel.
Lexia Reading Cores provides all students a personalized, systematic, structured approach in the
following reading areas: phonological awareness, phonics, structural analysis, fluency, vocabulary
and comprehension. It also provides differentiated literacy interventions for students of all abilities,
including Tier 2 students. Lexia's research-proven program targets skill gaps as they emerge and
provides data and student-specific interventions.Another powerful resource Lexia Reading Cores
provides are Lexia Lessons that are scripted materials which allow AmeriCorps to provide explicit,
multi-sensory instruction in a specific skill area. Therefore, Lexia's materials are already created for
AmeriCorps members to tutor Tier 2 students and get them up to grade level.
Our school-based AmeriCorps members will target 800 DCSD Tier 2, economically disadvantaged
students (ED 1) who start our tutoring program. Our program defines start as a student who has at
least 10 tutoring sessions with an AmeriCorps member. 800 is a strong hypothesis based off our
current program data. Of the 800 students that our members start with, boo (ED 2) will complete the
tutoring program. Our program defines completion as a student who has 30 tutoring sessions which
equates to 10 weeks of our program with at least three sessions per week. Of those boo students, 540
(ED 5) will show steady progress toward grade level reading proficiency based upon fall and spring
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Formative Assessment System for Teachers (FAST) literacy assessment scores. Our program defines
steady progress as 10 points or greater from the student's fall to spring FAST literacy assessment.
Students who make steady progress from fall to spring are more likely to read at grade level by 3rd
grade.
Our school year program is successful because of our incredible partnership with the DCSD. Our
members tutor students with the same curriculum they receive from their classroom teachers. Our
LEAD 21 and Lexia reading Cores Tier 2 intervention materials are already created for our
AmeriCorps members which means they are provided with a specific script to follow. Additionally,
DCSD staff trains our members throughout the school year in LEAD 21 and Lexia Reading Cores
interventions.
During the summer, our program will combat summer learning loss by placing 30 Minimum Time
(MT) members in five summer programs. AmeriCorps members will provide K-3rd grade students
small group or one on one literacy support for at least three times per week for 15-30 minutes each
session for a minimum of 6 weeks or 18 sessions. At each summer site, these literacy interventions are
the minimum expectation. However, at each summer site, additional literacy and enrichment
interventions are provided. Twelve MT members will serve at DCSD's Summer Academy providing
one on one or small group literacy interventions using LEAD 21 and Lexia Cores as well as
enrichment such as technology, sports, art, music and field trips for their 8 week summer learning
program. Eight MT members will serve at Leisure Service Playground Explorations to provide one on
one or small group literacy support using research based curriculum from the National Summer
Learning Association and organized recreation for 6 weeks in neighborhood parks. Two MT members
will serve at Carnegie-Stout Public Library to provide interactive, hands on reading programs for 6
weeks at the library. They will also provide outreach programs to different community partners. Six
MT members will serve at St. Mark Youth Enrichment's summer learning program to provide one on
one or small group literacy support using The Mind Up curriculum and enrichment activities like field
trips, art and music for'7 weeks. Lastly, two MT members will serve at the DREAM Center's summer
program tutoring students one on one or in small groups using Lexia Reading Cores as well as
supporting organized sports and field trips for their 6 week summer program.
Our summer-basedAmeriCorps members will target 400 economically disadvantaged students who
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will start a summer program (ED 1). Our program defines start as a student who has to literacy
sessions with an AmeriCorps member. Of the 400 students our members start with, 300 will complete
the program (ED 2). Our program defines completion for the summer program as a student who has
18 literacy sessions with an AmeriCorps member. Of those 300 students who complete the program,
270 will improve their reading scores from the summer to fall (ED 5). Our program defines improve
for the summer program as 5 points or greater from the student's spring to fall FAST literacy
assessment. Our school year tutoring program, coupled with our summer literacy support and
enrichment program, will ensure students read at grade level by 3rd grade.
Evidence Base
AmeriCorps Partners in Learning's program design is evidence informed and meets the pre-
preliminary tier level. Our program model continues to operate based on past performance
measurement data and a Process Evaluation we conducted in this last grant cycle.
In AmeriCorps Partners in Learning's last full year of operation,the program had 34 AmeriCorps
members (12 HT and 22 QT) serve as Academic Reading Tutors. The members tutored 1,431 K-3rd
grade Tier 2 students (ED1, target was 600). We greatly exceeded our estimation because our program
previously considered even one tutoring session with a Tier 2 student as starting our program. Our
program now defines start as at least 10 tutoring sessions. Out of the 1,431 K-3rd grade students, 468
K-3rd grade Tier 2 students completed the tutoring program with the required dosage of three times
per week for 15-30 minutes each session, for a minimum of to weeks or 30 sessions over the course of
the school year (ED2, target was 400). A small number of students completed our program
compared to how many started our program because of the way start was defined. Our program now
has a much stronger definition of start being at least 10 tutoring sessions with an AmeriCorps and has
worked with sites to improve upon completion rates that we will discuss in this section. Of these 468
students, 89% or 416 met our improvement benchmark of improvement toward grade level
proficiency for Performance Measure ED5 (ED 5, target was 150). DCSD is excited about the data we
have yielded from students who completed the AmeriCorps tutoring program. I mproving K-3rd grade
reading abilities in DCSD remains a primary focus of our program in 2017 and we have included these
performance measures in our logic model.
AmeriCorps Partners in Learning conducted a process evaluation from March 2016 to November
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2016. The two main research questions proposed were: 1) Is the AmeriCorps Partners in Learning
program being implement consistent with the program's logic model and theory of change and 2) Are
program beneficiaries generally satisfied with the program?
Our program utilized an outside evaluator to conduct and analyze focus groups, surveys and data files
created by AmeriCorps Partners in Learning. Site supervisors and AmeriCorps members were
encouraged to participate in one focus group and one survey. Twenty-eight (15 QT and 13 HT)
members and twelve site supervisors completed the survey with each elementary school represented.
Based on the surveys, the responses indicated a positive impact on students. Surveys completed by the
site supervisors showed l00% of the respondents agreed that the interventions implemented by
AmeriCorps members have helped children make progress in grade level reading; l00% agreed that
AmeriCorps is positively contributing to K-3rd grade reading proficiency; l00% agreed they were
satisfied with the program overall; and 92% agreed the students tutored by AmeriCorps members have
more positive connections to school because of AmeriCorps members. There were also very high
responses to members'training, attitude and professionalism.
Surveys completed by the AmeriCorps members showed l00% of the respondents agreedAmeriCorps
is positively contributing to K-3rd grade-level reading proficiency; l00% agreed they were satisfied
with the program overall; and 100% stated the Program Director supported them. There were also
very high responses to feeling connected and respected by their host site.
Based on the evaluator's analysis of the data files,there is one area of our program that needs
improvement- our program's completion rate. The average completion rate of all 12 schools was
41%. The highest school completion rate was '74% and the lowest school completion rate was 25%.
Our program is currently following up with site supervisors from schools with the lowest completion
rates to learn what might have led to these low rates. In addition, our program explored other
variables contributing to a low completion rate. Some variables may be: not defining start;
transiency; teacher preference; site management of the program; and scheduling conflicts. Our
program is also implementing different strategies to ensure a high completion rate at all schools. Some
of the strategies for a higher completion rate are to educate our schools about the importance of
completing the tutoring program, set a completion goal at each school and be more proactive and
transparent with the program's entire data collection so members and site supervisors ensure student
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completion. All of these strategies will be used going forward. In addition,AmeriCorps Partners in
Learning will no longer support schools who do not meet, at the minimum, a completion rate of 50%.
Our AmeriCorps program has implemented strong data collection systems and processes. First, our
member training on data collection is very thorough. Members are trained on data collection
processes during orientation and by DCSD at their on-site trainings. The Program Director also
revisits data collection at monthly meetings to ensure questions are being answered and accuracy is
reinforced. At these meetings, the program's dosage and duration are revisited to reinforce tutoring
sessions are occurring at least three times per week for 15-30 minutes each session for a minimum of
to weeks or 30 session. Second,we use strong data collection tools to collect information for our 2
outputs (ED1 and ED2). Each member is given a student log which is organized to collect their
students' name, teacher, grade and number of session for each specific intervention used. Each
AmeriCorps member sends their data to the Program Director every other week. From there,the
Program Director analyzes the data, ensures accuracy, and organizes all the data by school and
member. The Program Director sends the collected data back to the AmeriCorps member and site
supervisor monthly for him/her to analyze for accuracy and progress to targeted outputs and
outcomes. Third, we have an agreement with DCSD to get literacy data on the students we serve in a
timely manner. In the spring, the Program Director sends DCSD a list of students who completed our
program. The list includes each students' name, grade,teacher, school,the number of and the name
of the specific intervention used by AmeriCorps members. DCSD compares the completed students'
fall and spring reading assessments and analyzes how many students improved from fall to spring.
Next, DCSD provides AmeriCorps Partners in Learning with the total number of students and each
school's number of students who improved from fall to spring.
Data is stored on both the Program Director's secured computer and the Program Assistant's secured
computer. Data is also backed up every month on a zip drive. Lastly,the Program Director recently
completed her Business Analytics Certificate to better analyze, understand and share the program's
data story.
Notice Priority
The AmeriCorps Partners in Learning program does not fit with any 2017-2018 CNCS priority areas.
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However, our program does fit with several of our State of I owa priorities based on the Volunteer
Iowa State Service Plan: 1) comprehensive community strategy for Dubuque's Campaign for Grade
Level Reading 2) engage underrepresented populations and those that provide a high return on
investment 3) develop community capital in education and youth development by ensuring academic
success in grade level reading; and 4) we actively participate in the Iowa Disaster Cadre. Most
recently, our program fits with one of Iowa's priority based on Iowa Code. AmeriCorps Partners in
Learning was approved as an Iowa Reading Corps program to provide data-based, problem-solving
model of literacy instruction to use in tutoring students from prekindergarten to third grade who are
not proficient in reading or who are at risk of becoming not proficient in reading.
Member Training
The AmeriCorps Partners in Learning program has a strong member training plan. First, our school
year and summer members are provided 12 hours of AmeriCorps orientation. Orientation training
consists of general information on the Corporation for National and Community Service,AmeriCorps
and the Iowa Commission on Volunteer Service. Our program reviews 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
sign the Member Service Agreement which includes the review of the National Criminal History
Background Check, prohibited activities and grievance procedure. During orientation, members are
also trained on data collection, time sheets, and other program specific information. Additionally, our
members participate in three hours of communication activities through a low/high ropes course that
provides both individual and team based challenges.
Our school year training is intensified because of our strong partnership with DCSD. As part of the 12
hour orientation training, our members are provided with 4 hours of position specific training by
DCSD staff. During this training, members are trained on Tier 2 students, professionalism,
confidentiality, and Lexia. In October,training occurs again with DCSD to cover LEAD 21
curriculum, LEAD 21 interventions, and Lexia interventions. Members are provided intensive on-site
training and supervisor orientation at their assigned schools. On-site training includes specific LEAD
21 and Lexia interventions and materials. Site supervisor observations allow site supervisors to
observe and critique members while they complete their interventions. The observations ensure
members are providing consistent, accurate interventions to students.
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Our summer training is enhanced by our summer partners. In addition to the 12 hour orientation
training, our members are provided with 4 hours of position specific training by their respective
summer site. During the training, members are trained on their specific site's discipline, behavior,
confidentiality and safety policies. Members are provided intensive on-site training and supervisor
orientation at their assigned site. On-site training includes specific curriculum interventions and
materials.
To support ongoing training and development, our members meet monthly. During these monthly
meetings, members receive a specific training as well as have the opportunity to discuss their successes
and challenges and receive suggestions and feedback from fellow members. The specific training
topics we cover include: Citizenship; Diversity, Equity and Inclusion; Volunteer Management;
Leadership; Disaster Preparedness; Life After AmeriCorps; Portfolio; Behavior Management; and End
of Service Celebration. These trainings will be conducted by the AmeriCorps Director or a community
member with expertise on the topic.
Our program understands the importance of ensuring members engage in allowable activities.
Throughout the member's term, the Program Director will meet with members and site supervisors to
ensure member activities continue to fall within the scope of allowable activities outlined in their
position description and no prohibited activities occur during the service of the member. These
discussions will take place at monthly team meetings, midterm reviews, site visits, and in general
discussions via email/phone as needed. In addition,the Program Director will provide a scenario
regarding prohibited or unallowable activities at each monthly meeting for members to discuss if the
activity presented would be acceptable or prohibited and why.
Member Supervision
Our AmeriCorps program places a great emphasis on member supervision. All of our AmeriCorps
members receive two layers of supervision: 1) site supervision; and 2) overall program provided
supervision. First, every site (school and summer) designates a specific site supervisor who is the
official school instructional coach. Each instructional coach provides day to day supervision to their
assigned members and conducts bi-weekly, 1-1 meetings with each of their assigned members in order
to provide in-depth and clear guidance, as well as review the data for their assigned students. Site
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supervisors also provide on-site training as described previously as well as monthly observations by the
site supervisor to ensure consistent and accurate interventions.
Each school year and summer, our site supervisors are trained by the Program Director. This training
occurs before members arrive on site and are completed in person, 1-1. The site supervisor training
consists of an overview of the Corporation for National and Community Service and I owa
Commission on Volunteer Service, education award and living allowance, host site responsibilities, in-
kind match documentation, member time sheets, data collection, site agreements, Drug Free
Workplace act, grievance, suspension and termination processes, sexual harassment, discrimination,
prohibited activities and unallowable activities including nonduplicaiton and nondisplacement. The
Program Director and the site supervisors have a strong, professional relationship where they contact
the Program Director if problems arise.
Second,the Program Director serves as a second level of supervision for all members. As described
previously, members receive feedback and guidance at monthly team meetings. Additionally,the
Program Director meets regularly with each member and their site supervisor to discuss progress and
ensure member activities continue to fall within the scope of their allowable activities. These
discussion take place at site visits and through general discussions via email/phone as needed. 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. The Program Director conducts site visits
at least two times a year for all members to ensure activities fall within allowable activities.
Additionally, midterm reviews are conducted on each member that include an evaluation of the
program required AmeriCorps guidelines and expectations, on-site member duties, as well as an
opportunity for the member to self-evaluate, evaluate the service site and program. This review is
conducted at the host site with the member, Program Director and site supervisor. Members also
receive an end of service evaluation by the Program Director and site supervisor.
Member Experience
Members with AmeriCorps Partners in Learning have an incredible member experience for which our
Program Director, as an AmeriCorps alum, takes the development of members seriously. This
development begins with the recruitment process where the Program Director strategically recruits,
interviews and places members from our community to the site which is the best fit for each member.
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During the recruitment process, the Program Director learns each members'strengths, weaknesses
and goals for their term. This is crucial to the recruitment and retention of members. During their
year of service, members are challenged to develop personally and professionally. This begins with
their day to day service where members are supported, coached, and developed at their host site in
partnership with their site supervisors. Members also develop through the leadership of the Program
Director. The Program Director takes a personal, one on one approach with every member to learn
about their goals for the year. From there, every member is challenged in different ways which can
include leading sections of monthly trainings, presenting in the community with the Program
Director, mentoring other AmeriCorps members at their host site, building a resume for future
employment, applying for graduate school or leading Days of Service projects. Finally, all members
are challenged to develop and present a professional portfolio to their peers and site supervisors during
our End of Service Celebration.
AmeriCorps Partners in Learning members also gain important experiences through our National
Days of Service opportunities that we conduct through our relationship with Dubuque's National
Service Partnership. This partnership is a collaboration of area national service members and
programs. All members are required to participate in 3 Days of Service. For our school year members
this includes Make A Difference Day, Martin Luther Mug Jr. Day, and another Day of Service the
members choose which must be approved by the Program Director to ensure no prohibited activities
take place. Summer members participate in Days of Service with our summer partners, all of which
are approved by the Program Director to ensure no prohibited activities take place. Through this
partnership and the national days of service, our members learn more about their community,
network with other national service members, and learn about additional service opportunities in the
community. The National Service Partnership also expands to recognition events. For example, our
community participates in Mayor's Day of Recognition where national service members are invited to
Dubuque's City Council meeting for the City's Proclamation of national service. Afterwards,the
Mayor attends our Mayor's Day of Recognition event where all members are recognized and one
specific national service member and one specific national service partner are recognized for their
outstanding work in our community.
Lastly,AmeriCorps Partners in Learning members are recognized in several ways during their service.
The Program Director sends out bi-weekly updates via email and gives a written "Shout Out"to a
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specific member. During monthly trainings, the Program Director also gives a verbal "Shout Out"to
a specific member. Members are also recognized and thanked by the Program Director and site
supervisor during AmeriCorps Week through a video the Program Director creates, highlighting
members'service.
Commitment to Am eriCorps Identification
AmeriCorps Partners in Learning also places a great emphasis on the AmeriCorps brand, ensuring
members and site both understand what they are a part of and how to identify themselves and the
program. During member orientation, members begin to understand the extent of AmeriCorps and
what it means to serve. As a part of orientation, members prepare and get feedback on an elevator
speech so each member feels comfortable identifying as an AmeriCorps member and explaining their
service. At the end of orientation, members take the AmeriCorps pledge before starting their service at
their site which reinforces the principles we teach throughout orientation.
All members receive an AmeriCorps logo polo or t-shirt, as well as, a photo id which includes the
AmeriCorps logo. Members are required to wear their photo id at all times during service and are
required to wear their AmeriCorps logo apparel at least once per week or more frequently if cleaned.
During our National Days of Service and outreach activities, members also wear their AmeriCorps
gear. By doing so, community members identify the AmeriCorps member and brand.
Lastly, all service sites are provided a laminated"AmeriCorps Members Serve Here" sign and are
instructed to display it in a prominent location. AmeriCorps Partners in Learning has also enhanced
our media presence through an updated website and several videos we created including: AmeriCorps
Week, City of Dubuque's budget presentation, and City of Dubuque's cable television station. The
Program Director has also presented to over to community groups including the City of Dubuque's
City Council and City Manager. These presentations are posted on respective websites and our City of
Dubuque cable television station.
Organizational Capability
Organizational Background and Staffing
AmeriCorps Partners in Learning has been in existence since 20oo 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 expert personnel to plan and implement the
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grant and provides in-kind administration,personnel and fiscal support. The City Council reviews the
grant and budget documents each year with the Program Director, Leisure Services Manager and City
Manager. The City of Dubuque has a number of federal grant awards and most recently received
$31.5 million in Disaster Resiliency Funds from HUD.
The AmeriCorps Program Director, Mary Bridget Corken-Deutsch has been the Program Director for
three years. Mary Bridget is an AmeriCorps alum and has additional experience managing federal
grants. Marie Ware, City Leisure Services 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 Leisure Services 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 management for over
twenty-five years for three cities and a non-profit agency.
Jean Nachtman, City Finance Director, oversees the accounting and fiscal management of the grant.
Jean's expertise has contributed to multiple prestigious honors and accomplishments for the city
including the Certificate of Achievement for Excellence for 26 consecutive years. Tami Lansing, City
Assistant Finance Director, has overseen the fiscal responsibilities of AmeriCorps Partners in Learning
from its inception in 2007.
Our school year program's partnership with DCSD is led by Tammy Duehr. Tammy is the DCSD K-
5th grade Language Arts Coordinator and Lead Instructional Coach. Tammy oversees the DCSD's
LEAD 21 and Lexia Reading Core5 curriculum, the 13 elementary school's instructional coaches (who
are also our school year site supervisors), and training for AmeriCorps members. Our summer
program's partnerships are led by the respective site supervisors; Jon Sturdevant, Leisure Services
Playground Explorations; Danielle Day, Carnegie-Stout Public Library; Amanda Avenarius, St. Mark
Youth Enrichment, Robert Kimble, DREAM Center; and Emily Blue, DCSD Summer Academy. Four
out of the five are returning site supervisors and two of the five are AmeriCorps alumni.
Lastly,AmeriCorps Partners in Learning plays an active role in Dubuque's Campaign for Grade Level
Reading. Dubuque has been a part of the Campaign since 2011 and has submitted an application to
continue its work through the More Hopeful Futures initiative. There are over 25 community
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partners who actively participate in this collective impact model. AmeriCorps Partners in Learning
plays a significant role in this comprehensive community strategy.
Compliance and Accountability
AmeriCorps Partners in Learning places extreme importance on compliance and accountability. Our
program prides itself in having a reputation as a high functioning,low risk program. The Program
Director has a through plan for compliance and accountability. The Program Director ensures site
supervisors fully understand the prohibited activities, non-duplication and non-displacement
guidelines, and all other important rules and regulations through service agreements and the initial
site supervisor training, which is face to face and one on one at each site every year. The Program
Director also does at least two site visits a year, as well as a mid-term review to ensure rules and
regulations are being followed. Many of the site supervisors are returning site supervisors who are
familiar with the guidelines of the program. Lastly,the Program Director keeps lines of
communications open between member and site supervisors to ensure compliance and accountability.
Through ongoing communication (trainings, emails, phone calls, meetings, ect.) with members and
site supervisors, the Program Director monitors the activities being performed. The Program Director
also has an open door policy with its service sites and therefore can visit any site, at any time without
prior appointment. Should a compliance issue be suspected or arise,the Program Director holds a
meeting with all parties involved to review guidelines and design a corrective action plan. If
compliance issues continue to be a concern the AmeriCorps members are removed from their assigned
placement until the site is able to ensure all activities fall within the AmeriCorps guidelines.
Lastly,AmeriCorps Partners in Learning manages and implements its program with limited
compliance issues. Our staff takes CNCS' Criminal History Record Check very seriously as well as the
following program management policies: time sheets, data collection, in kind documentation,position
descriptions, Member Service Agreements, Site Service Agreements, mandatory training requirements,
corrective action forms, midterm and end of year evaluations, grievance, termination of service, drug
free workplace, sexual harassment,prohibited activities and unallowable activities. Our systems are
constantly reviewed to detect instances of risk or noncompliance. To ensure compliance, the Program
Director does member and staff file audits twice a year. The Program Director also works closely with
its expert fiscal staff to ensure compliance.
Cost Effectiveness and Budget Adequacy
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Cost Effectiveness
The cost per MSY is $12,719.19 which is lower than our previous three years. The overall program
budget is $516,154 with $277585 provided in match. The match percentage is above our minimum
required match of 5o%. A$238,569 CNCS investment, used to serve a minimum of 1,200
economically disadvantaged youth, equals $199 in CNCS funds for each student served.
Budget Adequacy
Our program receives significant financial support from our partners. For our school year program,
DCSD is our biggest supporter. The DCSD provides $45,000 in cash match which goes toward school
year members'living allowance. DCSD also provides over $70,000 in in-kind support from site
supervisors and$9,000 of in-kind, ongoing training. Our summer partners provide a significant
contribution as well. Leisure Services provides $18,480. St. Mark Youth Enrichment provides $7,200.
Carnegie Stout Public Library provides $4,620. DREAM Center provides $2,400. The Community
Foundation of Greater Dubuque provides $27,720. All monies totaling, $6o,420 go toward summer
members'living allowance. The City of Dubuque also provides $20,000 in cash match to support
program costs and member's living allowance. The City also contributes greatly with its indirect cost
support of$45839• Lastly, Clarke University is a strong partner who provides in-kind office, internet,
phone, and training space of over$8,000. AmeriCorps Partners in Learning has also written local
grants to fund our evaluation efforts.
Evaluation Summary or Plan
Introduction: AmeriCorps Partners in Learning has an outside evaluator that will work closely with
the Program Director to develop and execute our outcome study. Based on the Corporation for
National and Community Service (CNCS) regulations, because AmeriCorps Partners in Learning is
applying for less than 50o,000 annually in CNCS funds, our program will complete an outcome
study. In 2015-2016,AmeriCorps Partners in Learning conducted a Process Evaluation with an
outside evaluator.
Background: To guide ongoing evaluation efforts,AmeriCorps Partners in Learning uses a logic
model which outlines the resources, activities, outputs and outcomes necessary for the success of the
program. Our logic model states, members will tutor K-3rd grade,Tier 2 students in reading.
Tutoring sessions will occur one on one or in small groups. Each session will occur at least three times
per week for 15-30 minutes each session for a minimum of time or sessions depending on the
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program -- school year or summer- and until the students has been reassessed and results show the
child performing at grade level.
Our school-based AmeriCorps members will target 800 DCSD Tier 2, economically disadvantaged
students (ED 1) who start our tutoring program. Our program defines start as a student who had at
least 10 tutoring sessions with an AmeriCorps. 800 is a strong hypothesis based off our current
program data. Of the 800 students that our members start with, boo (ED 2) will complete the
tutoring program. Our program defines completed as a student who had 30 tutoring sessions. 30
sessions is io weeks of our program with at least three sessions per week. Of those boo students, 540
(ED 5) will show steady progress toward grade level reading proficiency based upon fall and spring
Formative Assessment System for Teachers (FAST) literacy assessment scores. Our program defines
steady progress as to points or greater from the student's fall to spring FAST literacy assessment.
Students who make steady progress from fall to spring are more likely to read at grade level by 3rd
grade.
Our summer-based AmeriCorps members will target 400 economically disadvantaged students who
will start a summer program (ED 1). Our program defines start as a student who had io literacy
sessions with an AmeriCorps. Of the 400 students our members start with, 300 will complete the
program (ED 2). Our program defines completed for the summer program as a student who had 18
literacy sessions with an AmeriCorps member. Of those 300 students who complete the program, 270
will improve their reading scores from the summer to fall (ED 5).
Our program defines improve for the summer program as 5 points or greater from the student's
spring to fall FAST literacy assessment. Our school year tutoring program, coupled with our summer
literacy support and enrichment program, will ensure students read at grade level by 3rd grade.
The program's outputs are primarily monitored by our Program Director. The Program Director
collects outputs from the 64 AmeriCorps members on a bi-weekly basis and organizes the data in a
spreadsheet by school, program, member name and intervention used. The data allows the Program
Director to analyze the number of students tutored who start our program, complete our program and
what interventions each AmeriCorps member is using in their tutoring session. Therefore,
AmeriCorps Partners in Learning is able to run accurate and detailed reports on the number of
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students who start and complete our program and the specific interventions used.
AmeriCorps Partners in Learning also measures short term outcomes,which correspond to changes in
students' skills in regards to reading at grade level by 3rd grade. When students complete our tutoring
program, our program sends these students'names and schools to the school district to assess whether
students increased their reading assessment from the fall to the spring.
Purpose: Our outcome study will focus on the outcomes of our logic model which looks to ensure
students read at grade level by 3rd grade, specifically for economically disadvantaged students. The
evaluation will also serve as a tool to drive continued program improvement. The purpose of the
evaluation plan is to ensure AmeriCorps Partners in Learning accomplishes its proposed output and
outcome measurements and community impact.
Questions: The evaluation will address the following key questions: 1) Do students who complete our
program have improved academic performance in literacy? (ED 5); 2) Do students who do not
complete our program have improved academic performance in literacy?; 3) Do students who do not
receive any AmeriCorps tutoring have improved academic performance?; 4) Are improvements in
literacy maintained the following school year for students who complete our tutoring program?
Methods: AmeriCorps Partners in Learning will use two comparison groups to see the impact our
program has on its students who complete the program. One comparison group will be students who
start our program but don't complete it. Another comparison group will be students who never
started our program. Both comparison groups will receive the pretest during the fall and the posttest
during the spring.
Our program will use year to year assessments to see the impact our program has on its students who
complete the program over the course of a full school year.
The evaluation components will be led by an outside evaluator.
Design: A quasi-experimental evaluation.
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Data Collection: FAST fall assessment scores 2017, FAST spring assessment scores 2018
Limitations: The quasi-experimental design has limitations because the comparison groups are
formed through a non-random way.
Timeline:
Data Collection, Ongoing, Conducted by local program staff and database
Data Collection (comparison groups), Fall 2017-Spring 2018, External evaluator
Long Term Follow Up Study, Fall 2018-Spring 2019, External evaluator with support from program
staff
Budget:
Consultant ($5o/hr): Planning and Prep, 5o hours, $2,5oo; Data Collection, 5o hours, $2,500;
Analysis, 20 hours, $1,000; Reporting, 10 hours, $500; Total Hours 130,Total Cost $6,500
Other Direct Costs: Printing and copying, $150; Transcription Service, $250;
Incentives/Food/Refreshments, $25o; Training of AmeriCorps Director, $350; Total Cost $1,000
Total Budget: $7,500
Amendment Justification
N/A
Clarification Summary
N/A
Continuation Changes
N/A
Grant Characteristics
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Performance Measures
MSYs by Foam Aren MSYs by objective
� s� e
Tablel'. MSVs by Focus Areas Tablet MSVs by 0bjeNves
Education 100% K-12Success 100%
% of MSY NPM VS Applicant VS Not in AM
J
•nppucemo Nor ionene 760 per In ANY
Table6'. %PYSVs by NPM As Applicant As Not in ANY
1111111111UPM ppllcant of in ANY
. 0 0%
TableQ'. No of MAY and Members by Objective
K-12Success 1676 66
Primary Focus Area: Education
Primary Intervention: Tutoring—One on One
Secondary Focus Area: Education
Secondary Intervention: Tutoring--Small Group
careful Ime(snar
DRAFT
Performance Measure: Tutor K-3rd grade students in reading
Focus Objective: K-12 Success No of 18.76 No of 68
Education J MSY's: Members:
Area:
Problem Statement:
Dubuque Community School District's students are not reading at grade level by 3rd grade. There are a few
challenges that create this problem. First, is poverty. Students living in poverty are more likely to be
unprepared for kindergarten. Research shows children from low income homes have limited exposure to
reading and vocabulary in the early years which can result in persistent academic challenges in
elementary school. Second, is summer learning loss. Research spanning 100 years has proven students
lose ground academically when they are out of school for the summer. Therefore, the purpose of
AmeriCorps Partners in Learning is a two pronged program.
During the school year, members tutor economically disadvantaged K-3rd grade students in the elementary
schools in reading to ensure students read at grade level by 3rd grade. 5 of the 13 elementary schools
have a majority of students who are eligible for free or reduced lunch. Students tutored at these 5 schools
are considered economically disadvantaged. The remaining 8 schools have free or reduced lunch rates of
33%, 22%, 29%, 35%, 28%, 21%, 26% and 29%. Students tutored at these schools will be cross referenced
off the school's free or reduced lunch list.
During the summer, members tutor economically disadvantaged K-3rd grade students who are enrolled in a
summer program in reading to combat the summer slide. Students tutored in the summer will be identified
as economically disadvantaged based off the school they attend. 5 ofthe 13 elementary schools have a
majority of students who are eligible for free or reduced lunch. Students who attend one ofthese 5 schools
are considered economically disadvantaged. The remaining 8 schools have free or reduced lunch rates of
33%, 22%, 29%, 35%, 28%, 21%, 26% and 29%. Students tutored in the summer who attend one of these
schools will be cross referenced off the school's free or reduced lunch list.
Selected Interventions:
Tutoring--One on One
Tutoring—Small Group
Describe Interventions:
During the school year, 10 HT and 28 QT tutor K-3rd grade, Tier 2 students identified through the Multi Tier
System of Supports in reading in small groups or one on one at least three times per week for 15-30
minutes each session for a minimum of 10 weeks or 30 sessions and until the child has been reassessed
and results show the child performing at grade level. Research shows tutoring sessions for Tier 2
students mustbe atleast three times a week for 15-30 minutes to be effective. 30 sessions equates to 10
weeks ofour program itsessions are at least three times per week for 10 weeks. Research shows 10
weeks is sufficientto see academic gains in the school year. Materials used complement classroom
curriculum.
During the summer, 30 MT tutor K-3rd grade students enrolled in a summer program in reading in small
groups or one on one at leastthree times per week for 15-30 minutes each session for a minimum of6
weeks or 18 sessions. 18 sessions equates to 6 weeks ofour program if sessions are atleastthree times
per week for 6 weeks. Research shows tutoring sessions for struggling readers must be at least three
times a week for 15-30 minutes to be effective. Research shows 6 weeks is sufficientto see academic
gains in the summer. Materials used complement program curriculum.
ED2 Output:
(PRIORITY) ED2 Number ofstudents completing a CNCS—supported education program
Target: 900 Students
Measured By. Attendance Log
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Performance Measure: Tutor K-3rd grade students in reading
Problem Statement:
SOILC 4ed-Intemen "Sle
Tutoring—Small Group
Described Instrument: Completion Output: Members will record the number oftutoring sessions
completed for each student. Each session must meet the requirement of one
on one or small group for at least 15-30 minutes.
For our school year program, students who have received at least 30 tutoring
sessions and are economically disadvantaged will be counted as having
completed the school year program. Students will be identified as economically
disadvantaged by the school they attend (ittheir school has a majority of
students eligible for free or reduced lunch) or our program will cross reference
their name with the school district's free or reduced lunch status.
For our summer program, students who have received at least 18 tutoring
sessions and are economically disadvantaged will be counted as having
completed the summer program. Students will be identified as economically
disadvantaged by the school they attend (ittheir school has a majority of
students eligible for free or reduced lunch) or our program will cross reference
their name with the school district's free or reduced lunch status.
ED1 Output:
EDI: Number of students who start in a CNCS—supported education program.
Target: 1200 Students
Measured By. Attendance Log
Described Instrument: Participation Output: Members will record the name and school of each student
who starts the school year and summer tutoring program on the Student
Attendance Log. The list of student names will be checked to ensure no
student is counted twice. Members will track each student's individual tutoring
session on the Student Attendance Log. Our program defines start as at least
10 tutoring sessions. Sessions must be one on one or small group and 15-30
minutes atleast 3 times per week. Students who meetwith our members at
least 10 times and are economically disadvantaged will be counted in this
measure. Students will be identified as economically disadvantaged by the
school they attend (if their school has a majority of students eligible for free or
reduced lunch) or our program will cross reference their name with the school
district's free or reduced lunch status.
ED5 Outcome:
(PRIORITY) ED5: Number ofstudents with improved academic performance in literacy and/or math
Target: 810 Students
Measured By Standardized PreWPost Test
Described Instrument: During our school year program, in the fall students take a standardized,
districtapprovedpre—test in reading titled Formative Assessment System for
Teachers (FAST). FAST aligns with the materials being used in our tutoring
program and is appropriate for K-3rd grade. FAST has demonstrated reliability
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Page 24
DRAFT
Performance Measure: Tutor K-3rd grade students in reading
Problem Statement:
SOILC 4ed-Intemen "Sle
Tutoring—Small Group
Described Instrument: and validity for K-3rd grade students. FAST will be administered to students in
the spring at the end of the school year. Students who complete our school
year program (30 sessions or more), who are economically disadvantaged
and who increased their scores by 10 points from the fall to spring FAST
assessmentwill be counted under this measure. Students will be identified as
economically disadvantaged by the school they attend (if their school has a
majority of students eligible for free or reduced lunch) or our program will cross
reference their name with the school district's free or reduced lunch status.
During our summer program, students who complete our summer program (18
sessions or more), who are economically disadvantaged and who increased
their scores by 5 points from the spring to the fall FAST assessmentwill be
counted under this measure. Students will be identified as economically
disadvantaged by the school they attend (iftheir school has a majority of
students eligible for free or reduced lunch) or our program will cross reference
their name with the school district's free or reduced lunch status.
For Official Use Only
Page 25
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.''
*The organization has sufficiently engaged community members and partner Yes
organizations in planning and implementing its intervention.
AmeriCorps Funding Priorities
*Check any priority area(s) that apply to the proposed program. In order to No NOFA priority area
receive priority consideration, applicants must demonstrate that the priority
area is a significant part of the program focus, high quality program design,
and outcomes.
Populations Served
*Check the appropriate box(es) to identity the populations the proposed Disadvantaged youth (K-12)
program will serve. It you do not plan to serve any of the listed populations,
select ''None of the above.''
Grant Characteristics
*Check any grant characteristic(s) that apply to the proposed program. Community-based
Applicants must check the relevant boxes in order to be considered for CNCS organizations, None ofthe
assessment of the strategic considerations and Special Initiatives above grant characteristics
Grant Characteristics-AmeriCorps member Population
*Check any grant characteristics that apply to the AmeriCorps member Communities of Color, Low-
population of the proposed program. income individuals, Older
Americans, People with
Disabilities, 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.
For Official Use Only
Page 26
DR/'
Demographics
Other Revenue Funds 0
Number of episodic volunteers generated by AmeriCorps members 300
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
For Official Use Only
Page 27
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
For Official Use Only
Page 28
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.
Dubuque School Year 1-1 and small 800 economically 540 of the 600 Children read at Children stay on
Community School Program group tutoring to disadvantaged economically grade level by the grade level for
Districtstudents do (September K-3rd grade, Tier 2 students start our disadvantaged end of third grade middle and high
not read at grade through May) students identified tutoring program students who school years.
level by 3rd grade. through the Multi— (National complete our
10 HT and 28 QT Tier System Performance program will Children graduate
AmeriCorps Supports (MTSS) Measure—EDI) improve by 10 high school.
members in reading atleast points as
three times per 600 economically measured by the
13 Elementary week for 15-30 disadvantaged FAST assessment
schools within minutes each students complete when comparing
Dubuque session, for a our tutoring fall to spring
Community School minimum of 10 program (National scores (National
District weeks or 30 Performance Performance
sessions and until Measure—ED2) Measue—ED5)
the child has been
reassessed and
results show the
child performing at
grade level.
Dubuque Summer Program 1-1 and small 400 economically 270 of the 300 Children read at Children stay on
Community School (June through group literacy disadvantaged economically grade level by the grade level for
Districtstudents do August) supportatleast students start our disadvantaged end of third grade middle and high
not read at grade three times per tutoring program students who school year.
Page 29
Logic Model
Problem Inputs Activities Outputs Short-Term Mid-Term Long-Term
Outcomes Outcomes Outcomes
level by 3rd grade. 30 MT AmeriCorps week for 15-30 (National complete the
members in total minutes each Performance program will Children graduate
session for a Measure—EDI) improve by 5 high school.
8 MT at Leisure minimum of 6 points as
Services weeks or 18 300 economically measured by the
Playground sessions. disadvantaged FAST assessment
Explorations students complete when comparing
our tutoring spring to fall
2 MT at Carnegie— program (National (National
Stout Public Performance Performance
Library Measure—ED2) Measue—ED5)
6 MT at St. Mark
Youth Enrichment
2 MT at Dream
Center
12 MT at DCSD
Summer Academy
For Official Use Only
Page 30
RPT_BGT_424
December 1,201611:11 AM
Partners in Learning AmeriCorps Program
City of Dubuque
Application ID: 17AC190318 Budget Dates:
Total Amt CNCS Share Grantee Share
Section I.Program Operating Costs
A. Personnel Expenses 132,636 53,900 78,736
B. Personnel Fringe Benefits 24,632 23,120 1,512
C.Travel
Staff Travel 2,319 0 2,319
Travel to CNCS-Sponsored Meetings 0 0 0 0
Member Travel
Total $2,319 $0 $2,319
D. Equipment
E.Supplies 3,170 0 3,170
F.Contractual and Consultant Services
G.Training
Staff Training 1,000 0 1,000
Member Training 12,240 0 12,240
Total $13,240 $0 $13,240
H. Evaluation 7,500 0 7,500
I. Other Program Operating Costs 11,849 0 11,849
Section I.Subtotal $195,346 $77,020 $118,326
Section I Percentage 39% 61%
Section II.Member Costs
A. Living Allow ance
Full Time(1700 hrs) 0 0 0
1-Year Half Time(900 hours) 70,000 25,000 45,000
Reduced Half Time(675 hrs) 0 0 0
Quarter Time(450 hrs) 98,000 90,000 8,000
Minimum Time(300 hrs) 69,300 8,880 60,420
2-Year Half Time(2nd Year) 0 0 0
2-Year Half Time(1st Year) 0 0 0
Total $237,300 $123,880 $113,420
B. Member Support Costs
FICA for Members 18,153 18,153 0
Worker's Compensation 7,594 7,594 0
Health Care 0 0 0
Total $25,747 $25,747 $0
Section It.Subtotal $263,047 $149,627 $113,420
Section II.Percentages 57% 43%
Section III.Administrative/Indirect Costs
A.Corporation Fixed Percentage
Corporation Fixed Amount 52,992 7,153 45,839
Commission Fixed Amount 4,769 4,769 0
Total $57,761 $11,922 $45,839
B. Federally Approved Indirect Cost Rate
Section III.Subtotal $57,761 $11,922 $45,839
Section III Percentage 21% 79%
Section I+Ill.Funding Percentages 35% 65%
Budget Totals $516,154 $238,569 $277,585
Budget Total Percentage 46% 54%
Required Match 50%
#of years Receiving CNCS Funds 11
Form 424A Modified SF-424A(4/88 and 12/97)
Page 1
RPT_BGT_424
December 1,201611:11 AM
Partners in Learning AmeriCorps Program
City of Dubuque
Total MSYs 18.76
Cost/MSY $12,717
Total Amt CNCS Share Grantee Share
Budget Totals $0 $0 $0
Budget Total Percentage 0% 0%
Required Match 50%
#of years Receiving CNCS Funds 11
Total MSYs 18.76
Form 424A Modified SF-424A(4/88 and 12/97)
Page 2
Budget Narrative for 17AC190318 file:///C:/Users/etrimble/Desktop/City Council temp doe names/Amer...
Budget Narrative: Partners in Learning AmeriCorps Program for City of Dubuque
Section I. Program Operating Costs
A. Personnel Expenses
Position/Title-Qty-Annual Salary%Time CNCS Share Grantee Share " Total Am......
ount
F. -_........._._.._..__...._...._...._ _ _ __ _. ................. _................_. _ .. .. _
AmeriCorps Director:-1 person(s)at 56122 each x 98%usage 53,900 ,100 �55 000
-------------------I............I-------------
...........- ----------
AmeriCorps Assistant:-1 person(s)at 20363 each x 37.5%usage 0 111111 7,636 llllll 7,636
Site Supervisors:-1 7 person(s)at 205881 eac.....h x 2%usage 0 70,000 i 70,000
..............................._ .. _....._..-... . .__..... _ -----------------------------------------------
CATEGORY Totals 53,900 78,736 , 132,636
B. Personnel Fringe Benefits
Purpose-Calculation CNCS Share Grantee Share Total Amount
Program Director:Health$13,900+Workers Comp @.032=$1,760+FICA @ 23,120 0 23,120
.0765=$3442+IPERS @.0893=$4018
Program Assistant:Workers Comp @.032=$244+FICA @.0765=$585+ 0 1,512 1,512
IPERS @.0893=$683
CATEGORY Totals 23,120 1,512 24,632
C. Travel
Staff Travel
Purpose-Calculation CNCS Share Grantee Share Total Amount
Travel to CNCS-Sponsored Meetings 0 0 0
Travel to CNCS sponsored meeting:Director travel to 1 CNCS Sponsored
meeting:$500 airfare,$400 2-3 nights in hotel,meal=$50 per day diem x 3 0 I 1,050 1,050
days$150
Travel to ICVS sponsored meeting:Director travel to I C V S sponsored meeting:
3 Trips to Des Moines @ 450 miles each=1350 miles x.54 per mile(sponsor 0 729 729
mileage reimbursement rate)$729
Director's Travel:Mileage for site supervision for 18 site visits,60 midterm
reviews,and service projects,x 1000 miles per year x.54 per mile(program 0 540 540
sponsor reimbursment rate)=$540.
............- --------
..................
CATEGORY Totals 0 2,319 2,319
Member Travel
Purpose-Calculation CNCS Share Grantee Share Total Amount
CATEGORY Totals 0 0 0
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Budget Narrative for 17AC 190318 file:///C:/Users/etrimble/Desktop/City Council temp doc names/Amer...
D. Equipment
Item/Purpose-Qty-Unit Cost CNCS Share Grantee Share Total Amount
. ... _----------_--
CATEGORY Totals .. 0 ' ...... 0._ ...... 0
E. Supplies
_.... __..__......... - _ _._..... ..
Item Calculation --[.—,CNCS Share Grantee Share Total Amount
Member gear:Uniforms-polo shirts for school based program members,38 x
$20=$760,t-shirts for summer based program 30 x$15=$450 name tags 0 1,550 1,550
with AmeriCorps logo$5 x 68 members=$340
---------------------------------_---------
---------------------_-------_--_-
-------------------- F1.111----------------------......_0 -------------------------
Copy machine maintenance and supplies:copy machine$375 quarterly,office 0 1,620 1,620
supplies$10 per month x 12=$120
.........
........................
......................
...-------_----.............. _----------- . ......
CATEGORY Totals 0F.......... 3 170 3,170
................ .................. --------------_-................ .............
.......
................. -----------------
F. Contractual and Consultant Services
------------------ _-------- — —
Purpose-Calculation-Daily Rate NCS Share Grantee Share TotalAmount
Y
. .. _. ...... .. _ _ _ 111 111111
CATEGORY Totals 0 0 0
-----------------F7 ............
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 : 11000
diem x 8=1000-Daily Rate of 125
-- _._._... ......................
.............. _.___....__....
CATEGORY Totals 0 I 1 000 1 000
---------___ ----------- ----------------------
------------------__
---------
Member Training
Purpose-Calculation-Daily Rate CNCS Share Grantee Share Total Amount
----------- -...._.._.......... _-......._..._..... _.. _. .......__......... �... �.. _ � . ---
Member Development/Communication:4 Mounds Team
Building/communication training;2 trainings per year at$600 each=$1200- 0 1,200 1,200
Daily Rate of 600
Member Development:3 DCSD employees hourly wage and benefits for 60
hours of training=$150 X 60.Trainings include Reading Strategies,LEAD 21 0 9,000 9,000
curriculum,assessing students,data processing.Approx 20 days provided
over the year.-Daily Rate of 150
Member Orientation and ongoing training: Portfolios,handbooks,printed
materials and other training supplies as needed.$30 x 68 members.3 day 0 2,040 2,040
orientation training for fall and summer members.Ongoing monthly training for
both fall and summer members.-Daily Rate of 30
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Budget Narrative for 17AC190318 file:///C:/Users/etrimble/Desktop/City Council temp doe names/Amer...
CATEGORY Totals F 0 12,240 : 12,240 ,)
H. Evaluation
------------_.. _..._..__. ._ _------_---__----------------------
Purpose Calculation Daily Rate CNCS Share Grantee Share Total Amount
- _.... �.. ......._
Program Evaluation:$50/hr for 130 hours=$6,500,$150 printing,$250
transcription,$250 incentives,$350 training Program Director-Daily Rate of 0 7,5007,500
200
..... ...
�..... .
CATEGORY Totals 0 I 7 500 7 500...........................
..............
......................................
I. Other Program Operating Costs
.....-__-........__.-.-_.....__.._.. .......-.._........._...._..._.........._........_..........___._..___.__-_...._..______..__....................__......-......_.......-.._........_--..._...................._�__....._.__.._....... --.._..__.
F_ ............. Purpose-Calculation CNCS Share Grantee Share I Total Amount
........... ............. .........F
.................
............
Fsta
History Background Checks:56 x$30 each 1680. Includes FBI,state
nce and state of service checks for members,site supervisors and 0 1,680 1,680
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.
.. . ...... .....
Office Telephone and Internet $75 per month x 12 $900 0 900 900
._. . ..... ..... ....._.__. . ......... ... .. ..... ..........................- ..
--_-----------_
Site Liabilitiy Insurance:$500 flat rate 0 500 500
__. ..............-._ _ ._. ... .. __ .....
Member Timekeeping System $15 x 68 members $1020 0 1,020 1,020
.._. ._ _... _ ......... .... .-._...................
Cell Phone: Program Director cell phone$52 x 12=$624(negotiated rate per 0 624 : 624
sponsor)
............
Office Space $500/month x 12 0 6 000 6 000
CATEGORY Totals ......................................
0 11,849 I 11,849
....................... 111
SECTION Totals 77 020 118 326 195 346
................................................. ..................", ----------
---------I...,............
...........
PERCENTAGE 39% ! 61%
-------------............
----------- ......---------------------
.....----------------
Section H. Member Costs
A. Living Allowance
_-__.._......----. ----_.__ _._._..._....._..._..__.._.._. ____...___ ___._._._ __..._..._____...._ _...._..........._. _____._......_ _._._....__._. _...
Item-#Mbrs w/Allow-Allowance Rate #Mbrs w/o Allow CNCS Share Grantee Share Total Amount
..............._..........._.............................-. _.. ..- .. ..__.
Full Time(1700 hrs): Member(s)at a rate of each
Members W/O allowance 0 0
0
1-Year Half Time(900 hours): 10 Member(s)at a rate of 7000 each 25,000 45,000 70,000
Members W/O allowance 0
............................
--------
...........I
-----------
2-Year Half Time(1 st Year): Member(s)at a rate of each 0 0 0
Members W/O allowance
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2-Year Half Time(2nd Year):Member(s)at a rate of each 0 0 0
Members W/O allowance
Reduced Half Time(675 hrs):Member(s)at a rate of each 0 0 ` 0
Members W/O allowance
....................
............. ....................
Quarter Time(450 hrs):28 Member(s)at a rate of 3500 each 901.,000 8,000 98,000
Members W/O allowance 0
Minimum Time(300 hrs):30 Member(s)at a rate of 2310 each 8,880 60,420 69,300
Members W/O allowance 0
............. .
CATEGORY Totals I 123,880 113,420 237 300
B. Member Support Costs
Purpose-Calculation CNCS Share Grantee Share Total Amount
_.o._ . (111111
FICA for Members.7.65% 18,153 0 I 18 153
_ .... ll
Worker's Compensation:3.20% 7,594 0 7,594
1a. .._.... 111
..........
Health Care. - 0 0 0
II
..
.......... ...... ..... ...... ......._......_ ..... .._....
CATEGORY Totals 25,747 0 25,747
.......... ............................
SECTION Totals 149,627 113,420 263,047
.............. .............. --—-----——..........lal-�111.1�ll.—��—Ilal---,--,,-,---� —FI—I.,�,�ll,"--.--,.----,.",--11,�-I
PERCENTAGE 57% 43%
Section III. Administrativelindirect 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 1($77,020)+CNCS share section II($149,627)x 60%=$7,153 7,153 45,839 52,992
Grantee share=10%total section 1($195,346)+total section 11($263,047)=
$45,839
Commission Fixed Amount: ICVS Fixed Amount @ 5.26%X CNCS section I 4,769 0 4,769
($77,020)+CNCS section II($149,627)x 40%=$4,769
CATEGORY Totals 11,922 45,839 .._.-_.......... 57,761
---------- ............. —--------- ...........a--..........
.............
B. Federally Approved Indirect Cost Rate
yp . .. ....... _......_.........
Calculation Cost Te
-Rate-Rate Claimed-Cost Basis CNCS Share Grantee Share Total Amount
.._......._.............. . .. .
..... _ ... .....' .. ....
CATEGORY Totals 0 I 0 0
............ ......._ _ 111
SECTION Totals 11,922 45,839 57 761
_.. ........._.. ... . _. . .
.. ........�..__._.
....
.......... ............. ............ PERCENTAGE 21% 9%
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Budget Narrative for 17AC190318 file:///C:/Users/etrimble/Desktop/City Council temp doc names/Amer...
BUDGET Totals 238,569 F
277,585 516,154
PERCENTAGE IF
46% 54%
Totat MSYs 18.76
Cost/MSY 12,717
Source of Funds
Section Match Description Amount Type Source
....... .....
[Cash Match from partners 88,100 j State/Local
Cash Match from partners 37 32aa 0Cash Private
Site Supervisors Time 78,000 J.In Kind Other
[Member Development Training 9,000 In Kind State/Local '
Source of Funds _.
Training Rooms office space phone/internet 8,326 In Kind Pnvate7
_....
Indirect Cost Time City Staff 45,839In I<md State/Local
_ .
Program Director Training(required by sponsor) 1,000 In Kind State/Local
Funding from local grant 10,000 Cash Pnvate
....... .. .
Totai Source of Funds 277,585 � .
........... ......
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