bauer family resources application - indiana · 2020. 1. 29. · bauer family resources form 3 –...

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Tippecanoe

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7855

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8104

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Bauer Family Resources

Form 2 – List of Schools to be Served by 21st CCLC – Attachment B

Applicant Name:

Bauer Family Resources Contact Name: Pam Biggs-Reed

Organization: Bauer Family Resources

Phone: Fax:

(765)742-5046 (765)742-5040

Address: PO Box 1186 Lafayette, IN 47902

Email: [email protected]

Name of School to be Served by 21stCCLC

(including School # and School Corporation)

Has this school been

served before

under a previous

21st CCLC grant?

% Free and

Reduced

Lunch

% Identifi

ed English Learner Student

s

Estimated # of Students that will attend the program at

least 45 days or 60 days to be served

Per School Year Y1 Y2 Y3 Y4

School has

grade of D/F (indica

te “D/F” if yes)

Estimated

number of

Students with

Disabilities to be served

Thomas Miller Elementary School #8104 Corp #7855

NO

82.5%

45

24%

70

70

70

6

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

Note: If more space is needed, please include this chart on a separate piece of paper

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70

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Yes

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Form 3 – List of 21st CCLC Program Centers/Sites – Attachment C

Applicant Name:

Bauer Family Resources Contact Name:

Pam Biggs-Reed

Organization: Bauer Family Resources Phone: Fax:

(765) 742-5046 (765) 742-5040

Address: PO Box 1186 Lafayette, IN 47902


Name of Community Learning Center/Site

(e.g. Franklin High School, Boys & Girls Club )

Location

(Street Address)

City

Bauer Community Center

330 Fountain Street

Lafayette

Note: If more space is needed, please include this chart on a separate piece of paper

3

mailto:[email protected]


Form 4 – Population Served Checklist – Attachment D

Applicant Name: Bauer Family Resources Contact Name: Pam Biggs-Reed

Organization: Bauer Family Resources Phone: Fax:

(765)742-5046 (765)742-5040

Address: PO Box 1186 Lafayette, IN 47902 Email: [email protected]

Populations Served (check all that apply):

Pre-School X Elementary School Middle School

High School Adult

Services: (check all that apply): X Reading or Literacy

❑ Mathematics ❑ Science ❑ Arts and Music X Tutoring or Mentoring ❑ LEP (limited English Proficient)

Services ❑ ❑ Pre AP and/or AP Course Development X Service Learning

X STEM (Science, Technology, Engineering & Math)

X Recreational ❑ Telecommunication and Technology

education ❑ Library Services ❑ Services for Adults X Youth Development ❑ Drug and Violence Prevention X Character Education ❑ Global Literacy ❑ College & Career Readiness

Operating Hours: (check all that apply): X After-school X Summer

❑ Intercession

❑ Fall Break ❑ Spring Break

❑ Weekend □ Before-School

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Bauer Family Resources Form 6 – Timeline of Activities for Year 1 of the Grant – Attachment F

Applicant Name: Bauer Family Resources Contact Name: Pam Biggs – Reed, CEO

Organization Bauer Family Resources Phone:

Fax: (T) 765-742-5046 (F) 765-742-5046

Address: PO Box 1186 Lafayette, IN

47902


Date Activity Description Program Start Date: Fall 2018 Staff and operate Miller CCLC Program Begins Serving Children April 2018 Review grant application, RFP Convene meeting with partners,

familiarize Bauer staff, Miller, and Faith Christian School with program

May 2018 Identify and recruit potential students Schools to review student achievement data, identify youth, send home letter with parents before end of school year

Post job descriptions and recruit staff Ensure personnel are hired and trained

Ensure qualified personnel are hired Summer 2018 Designate space, order materials Prepare facilities and for operations Create schedules and forms Outline activities and programming Create and distribute enrollment forms Enroll children Provide Staff Training LitART, program requirement,

supervision, activity schedule

Convene advisory council Facilitate stakeholder engagement

Enroll students Meet enrollment/attendance goals Fall 2018 Provide orientation for participants Facilitate attendance and engagement Monitor enrollment and staffing Maintain compliance with regulations Meet with school-day staff Link to academic achievement needs Meet monthly with school staff

Meet students’ individual needs Meet students’ individual needs

Students help plan activities Engage students based on interests Reach out to other onsite clubs Link to Miller programs Survey parents, teachers and staff Evaluate and modify the program

Conduct parent engagement events Improve student success Complete Evaluation, Monitor

Progress, Identify Areas of Strength, Improvement

IN-QPSA, Diehl Group Local Evaluation, Review Outcome/Evaluation Data

Spring 2019 Meet monthly with school staff Meet students’ individual needs Attend trainings and conferences Ensure staff are qualified and effective Scaffold activities to school goals Meet student achievement goals Conduct service learning Deliver integrated curriculum Conduct parent engagement events Improve student success

Complete Evaluation, Monitor Progress, Identify Areas of Strength, Improvement

IN-QPSA, Diehl Group Local Evaluation, Review Outcome/Evaluation Data

Survey parents, teachers and staff Evaluate and modify the program Program End Date: ~May 2019

8

Grant Budget Summary

Budget Form Year 1

Budget Form Year 1: Cost

Per Item Column

Budget Form Year 1:

Quantity Column

Budget Form Year 1:

Quantity Description if

Needed Column

Budget Form Year 1:

Contractual Expenses

Details

Indiana Department of Education

21st Century Community Learning Centers

How is the quantity measured? Are the hours

to be worked based on hours/week multiplied by total weeks? Is the hotel room quantity determined by the number of rooms per

night?

1. An indirect cost rate can only be applied to the first $25,000 of each contractual expense. To represent this on the budget, a

formula is included to separate the first $25,000 of each contractual item. Up to $25,000 of each contractual item is included in the

total Direct Cost total and the Indirect Cost Rate (ICR) calculation. Expenses beyond the first $25,000 will be included in the total

amount following the indirect cost rate calculation.

2. The Budget Summary form breaks down which Contractual expenses are included in the Indrect Cost Rate (ICR) and which are

not. 3. Please enter contractual expenses

as normal, the formula will automatically generate. Expenses over $25,000 will be highlighted by the spreadsheet.

1. This is for information that needs to be explained beyond what can be included in the Budget Form Year 1 spreadsheet.

2. For example, this spreadsheet can be used to explain fringe, travel, supply costs, etc. This is also where the applicant should

explain how the expenses are reasonable. 3. Make sure to

indicate which line from the Budget Form Year 1 tab you are referencing and use the same description.

Cohort 9 Year 1 Budget Workbook (2018-2019)

This workbook consists of 4 spreadsheet tabs: Instrcutions, Grant Budget Summary, Budget Form Year 1, Details

The Grant Budget Summary spreadsheet is locked as the numbers will populate from the Budget Form Year 1 spreadsheet.

Includes formulas to generate totals

What is the cost per item? The item could

be an hour of work, a hotel room rate, the mileage reimbursement rate, admission or reimbursement fee, or a flat fee

How much of that item? 'How much' could

consist of how many hours are to be worked, how many hotel rooms are needed, how many miles will be driven, how many tickets

or admissions will be purchased, or how many times will you pay the flat fee

9

Owner

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Applicant Name

Applicant Federal ID Number

Grantee DUNS#

Budget Categories

Personnel

Fringe Benefits

Travel

Transportation

Equiptment

Supplies

Contractual

Professional Development & Training

Other

Total Direct Costs

Indirect Costs

Contractual (not included in ICR)

Total

$0.00

$166,250.00 $157,500.00

21st Century Community Learning Centers

Budget Summary

CFDA: 84.287 -- Federal Award I.D. # S287C150014 -- Fiscal Year of Award: 2016

Project Year: 2018-2019 -- Cohort: 9, Year: 1


35-116588307-071-0231

$15,064.00

$152,781.87 $144,031.87

$13,468.13 $13,468.13

$27,210.00

$20,260.44 $13,220.44

$3,235.00 $3,235.00

$97.00

$0.00 $0.00

$0.00 $0.00

Project Year 4

$66,673.92 $66,673.92

$18,531.51 $18,531.51

$161,531.87

$13,468.13

$0.00

$175,000.00

Project Year 3

$97.00

$27,210.00

$16,774.00

$0.00

$0.00

$27,210.00

$29,010.44

$3,235.00

$16,774.00

Project Year 2

$66,673.92

$18,531.51

$97.00

$0.00

Project Year 1

If applicable to your grant -

*Indirect Cost Information (To Be Completed by Your Business Office ):

If you are requesting reimbursement for indirect costs, please answer the following questions:

(1) Do you have an Indirect Cost Rate Agreement approved by IDOE Office of School Finance? _X_Yes __ No

(2) If yes, please provide the following information:

School Year Period Covered by the Indirect Cost Rate Agreement: From: 6 / 1 /2018 To: 5/ 31 /2019

Approved rate 20.2%

Reimbursement will only be made for charges specificially permitted under the scope of funding and in accordance with

Indiana State Law under the approved grant agreement.

$66,673.92

$18,531.51

$97.00

$0.00

$0.00

$27,210.00

$29,010.44

$3,235.00

$16,774.00

$161,531.87

$13,468.13

$0.00

$175,000.00

10

Owner

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Object Category Activity Description Cost Per Item Quantity Quantity Description if needed Total

EXAMPLE: Site Coordinators

12.00$ 25 hours/week, 52 weeks per year, 4 site

coordinators total $ -

Program Director 34.74$ 2084 Hours/week, 52 weeks per year 7,226$

Youth Services Supervisor 17.00$ 1040 20 Hours/week, 52 Weeks per year 17,680$

Youth Development Worker 11.35$ 2080 40 Hours/week, 52 Weeks per year 23,608$

Youth Development Worker 11.35$ 1600

2 part time staff 20 Hours/week, 40 Weeks

per year 18,160$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 66,674

EXAMPLE: FICA (full-time)

Sum of the 'totals' line of

all full time staff listed in

the above section

7.65% see details Multiplied sum of cell D and cell E in this line

FICA (Full Time) $ 48,514.00

7.65% 3,711.32$

-$

Unemployment (Program Supervisor) $ 314.00 1 3.3% on First $9,500 314.00$

Unemployment (Program Staff) $ 314.00 1 3.3% on First $9,500 314.00$

Unemployment (Program Director) $ 238.00

1 3.3% on First $9,500 238.00$ Health Insurance (Program

Supervisor) $ 586.00

1 Staff Health Insurance 586.00$

Health Insurance (Program Director) $ 5,856.00 1 Staff Health Insurance 5,856.00$

Health Insurance (Program Staff) $ 5,856.00 1 Staff Health Insurance 5,856.00$

FICA/SUI (Part-Time) $ 18,160.00 9.12% 1,656.19$

$ - -$

$ 18,532

Example: Fall 2017 - In state conference hotel -

Indianapolis

$ 104.00 6

3.3% on First $9,500

624$

Because Kids Count Conference $ 97.00 1 Mileage to Conference 97$

-$

$ - -$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 97

EXAMPLE: Student Transportation

$ 26.00 468 4 bus/day x 117 days 12,168$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

Personnel

21st Century Community Learning Centers - Cohort 9, Year 1

Applicant Name: .ŀǳŜǊ CŀƳƛƭȅ wŜǎƻǳǊŎŜǎ

Fringe Benefits

Travel

Travel

Directions: Please enter each item to to be funded into the appropriate funding category. All components (Description, Cost Each, and Quantity) must be completed for the budget to be approved. Please use

"Quantity Description if needed" as necessary to explain the cost items. The Subtotals and Total Budget will calculate automatically. Input all numbers rounded to the nearest dollar amount. Please provide budget

detail on the tabs provided for the budget categories.

SUBTOTAL

SUBTOTAL

SUBTOTAL

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-$ -$

-$ -$

$ -

EXAMPLE: iPad

$ 400.00 4For 'academic program' listed in program

narrative 1,600$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ -

EXAMPLE: Program Supplies: (pencils,

calculators, hand sanitizer, etc.)

$5.00 400 100 students/ 4 sites 2,000$

Program Supplies for use in

programming80.00$

70 Supplies for 75 Youth5,600$

Office Supplies 1,500.00$ 1 Office Supplies for Staff

1,500$

Literacy Supplies 2,000.00$ 1 Books for children and staff trainings

2,000$

Duplicating 3,180.00$ 1 Copier Lease and usage fees

3,180$

Outside Printing 1,000.00$ 1 Fliers and Publications

1,000$

LitArt Curriculum 6,000.00$ 1

LitArt Curriculum 6,000$

Litart Guides 1,000.00$ 1 LitArt Guides

1,000$

JuinorTube 99.00$ 70 Support for Literacy Focused Goals

6,930$

-$ -$

-$ -$

$ 27,210

EXAMPLE: Local Evaluation Services

200,000.00$ 6% % of award 12,000$

EXAMPLE: Contracted arts programming

$ 9,000.00 3 per site 27,000$

Local Evaluation Services $ 175,000.00 6% % of award 10,500$

Professional Liability Insurance $ 2,300.00 1 Liability Insurance 2,300$

Director & Officer liability Insurance $ 420.00 1 Liability Insurance 420$

Maintenance Contracts $ 15,790.44 1 Janitorial, Trash, Fire Protection 15,790$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ 29,010

EXAMPLE: Staff Trainings

$ 12.00 75 3 trainings for 25 staff members 900$

Because Kids Count Conference $ 250.00 3 Staff Attendance at Conference750$

Indiana Summit Out of School

Learning $ 95.00 3 Staff Attendance at Conference285$

CPR Training $ 50.00 4 Cost for Staff to get CPR Certified200$

LitArt Training $ 2,000.00 1 Training for LitArt Curriculum2,000$

$ - -$

$ - -$

Supplies

Contractual

Travel

Equipment

Professional Development &

Training

SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

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$ - -$

$ - -$

-$ -$

-$ -$

$ 3,235

EXAMPLE: Staff Background Checks

$ 25.00 15 375$

On-Site Document Shredding $ 1,000.00 1 Document Shredding1,000$

New Hire Background Fingerprint $ 19.00 25 New Hires475$

New Hire Background State Checks $ 19.00 25 New Hires475$

New Hire Drug Screen $ 19.00 25 New Hires475$

-$

Communication - Internet $ 2,395.00 1 Internet2,395$

Communication - Phone $ 7,830.00 1 Phone System7,830$

Utilites - Water & Gas $ 3,500.00 1 Utilities3,500$

Communication - Cell $ 624.00 1 Cell Phone Reimbursement624$

-$

$ 16,774

-$

$ 161,532

Indirect Rate $ 66,674 20%

Federally Approved Indirect Rate 20.2% of

Direct Salaries 13,468$

-$

$ 13,468

$ 175,000 TOTAL YEAR 1

SUBTOTAL

SUBTOTAL

Total Direct

Indirect Costs

SUBTOTAL

SUBTOTAL


Training

Other

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per year 18,160$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 66,674




the above section



7.65% 3,711.32$

-$










$ - -$

$ 18,532


Indianapolis

$ 104.00 6

3.3% on First $9,500

624$


-$

$ - -$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 97


$ 26.00 468 4 bus/day x 117 days 12,168$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

Fringe Benefits

SUBTOTAL

Travel

SUBTOTAL

Travel

21st Century Community Learning Centers - Cohort 9, Year м !ǇǇƭƛŎŀƴǘ bŀƳŜΥ .ŀǳŜǊ CŀƳƛƭȅ wŜǎƻǳǊŎŜǎ Applicant Name: .ŀǳŜǊ CŀƳƛƭȅ wŜǎƻǳǊŎŜǎ




Personnel

SUBTOTAL

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Owner

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Owner

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Owner

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Owner

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-$ -$

-$ -$

$ -

EXAMPLE: iPad


narrative 1,600$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ -



$5.00 400 100 students/ 4 sites 2,000$


programming80.00$



1,500$


2,000$


3,180$


1,000$




1,000$


6,930$

-$ -$

-$ -$

$ 27,210


200,000.00$ 6% % of award 12,000$


$ 9,000.00 3 per site 27,000$





$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ 29,010








$ - -$

$ - -$

Supplies

SUBTOTAL

Contractual

SUBTOTAL


Training

Travel

SUBTOTAL

Equipment

SUBTOTAL

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Owner

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Owner

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$ - -$

$ - -$

-$ -$

-$ -$

$ 3,235


$ 25.00 15 375$





-$





-$

$ 16,774

-$

$ 161,532




-$

$ 13,468

$ 175,000 TOTAL YEAR н

Total Direct SUBTOTAL

Indirect Costs

SUBTOTAL


Training

SUBTOTAL

Other

SUBTOTAL

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per year 18,160$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 66,674




the above section



7.65% 3,711.32$

-$










$ - -$

$ 18,532


Indianapolis

$ 104.00 6

3.3% on First $9,500

624$


-$

$ - -$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 97


$ 26.00 468 4 bus/day x 117 days 12,168$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

Fringe Benefits

SUBTOTAL

Travel

SUBTOTAL

Travel

21st Century Community Learning Centers - Cohort 9, Year 1

Applicant Name: .ŀǳŜǊ CŀƳƛƭȅ wŜǎƻǳǊŎŜǎDirections: Please enter each item to to be funded into the appropriate funding category. All components (Description, Cost Each, and Quantity) must be completed for the budget to be approved. Please use



Personnel

SUBTOTAL

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Owner

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Owner

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-$ -$

-$ -$

$ -

EXAMPLE: iPad


narrative 1,600$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ -



$5.00 400 100 students/ 4 sites 2,000$


programming80.00$



1,500$


2,000$


3,180$


1,000$




1,000$


6,930$

-$ -$

-$ -$

$ 27,210


200,000.00$ 6% % of award 12,000$


$ 9,000.00 3 per site 27,000$





$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ 20,260








$ - -$

$ - -$

Supplies

SUBTOTAL

Contractual

SUBTOTAL


Training

Travel

SUBTOTAL

Equipment

SUBTOTAL

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Owner

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Owner

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$ - -$

$ - -$

-$ -$

-$ -$

$ 3,235


$ 25.00 15 375$





-$





-$

$ 16,774

-$

$ 152,782




-$

$ 13,468

$ 166,250 TOTAL YEAR о


Indirect Costs

SUBTOTAL


Training

SUBTOTAL

Other

SUBTOTAL

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Owner

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Owner

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per year 18,160$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 66,674




the above section



7.65% 3,711.32$

-$










$ - -$

$ 18,532


Indianapolis

$ 104.00 6

3.3% on First $9,500

624$


-$

$ - -$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

$ 97


$ 26.00 468 4 bus/day x 117 days 12,168$

$ - -$

$ - -$

$ - -$

-$ -$

-$ -$

-$ -$

-$ -$

-$ -$

Fringe Benefits

SUBTOTAL

Travel

SUBTOTAL

Travel

21st Century Community Learning Centers - Cohort 9, Year м !ǇǇƭƛŎŀƴǘ bŀƳŜΥ .ŀǳŜǊ CŀƳƛƭȅ wŜǎƻǳǊŎŜǎ Applicant Name: .ŀǳŜǊ CŀƳƛƭȅ wŜǎƻǳǊŎŜǎ




Personnel

SUBTOTAL

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Owner

Typewritten Text


-$ -$

-$ -$

$ -

EXAMPLE: iPad


narrative 1,600$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ -



$5.00 400 100 students/ 4 sites 2,000$


programming80.00$



1,500$


2,000$


3,180$


1,000$




1,000$


6,930$

-$ -$

-$ -$

$ 27,210


200,000.00$ 6% % of award 12,000$


$ 9,000.00 3 per site 27,000$




-$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ - -$

$ 13,220








$ - -$

$ - -$

Supplies

SUBTOTAL

Contractual

SUBTOTAL


Training

Travel

SUBTOTAL

Equiptment

SUBTOTAL

21

Owner

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Owner

Typewritten Text


$ - -$

$ - -$

-$ -$

-$ -$

$ 3,235


$ 25.00 15 375$





-$





-$

$ 15,064

-$

$ 144,032




-$

$ 13,468

$ 157,500 TOTAL YEAR п


Indirect Costs

SUBTOTAL


Training

SUBTOTAL

Other

SUBTOTAL

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Project Abstract

Bauer Family Resources, Inc. is applying for $175,000 to establish the Bauer Family

Resources 21st Century Community Learning Center serving Thomas Miller Elementary School

in Lafayette, Indiana. Thomas Miller Elementary students experience barriers that undermine

their academic achievement and personal development that include high rates of poverty (82.5%

of children qualify for Free and Reduced-Price Lunch). Just 85.3% of students passed the I-

Read-3, which is lower than the state rate of 89.2%. The school was assigned a grade of “D” by

the Indiana Department of Education. Students need increased access to recreational activities

and multi-faceted projects that can enhance their competency in core learning domains. As a

result of the 21st Century Learning Center the achievement gap can be reduced and students can

learn the skills needed to mediate social, economic, and academic disadvantages.

The 21st Century Community Learning Center will be located one block from Thomas Miller

Elementary School at Bauer Community Center. The program will serve 70 academically at-risk

students aged kindergarten – fourth grade for 840 hours during the school year and 280 hours

during the summer. The program will offer daily tutoring and skills development support

delivered by qualified staff. Supplemental experiences to support youth development such as

service learning, character education, recreational programs, STEM, fitness, health and wellness,

and literacy activities will also reinforce children’s personal strengths and ambitions. The

program will utilize an intentional evidence-based approach that is aligned to the Thomas Miller

Elementary School academic and school improvement goals, the Indiana Afterschool Standards,

and childcare licensing requirements. Academic goals with a focus on literacy will be achieved

through implementation of the LitArt evidence-based curriculum and out of school experiences.

28


The Bauer 21st Century Community Learning Center will operate a total of 4.25 hours daily.

Monday-Friday. From 2:45 pm-5:00 pm programming will occur and from 5:00 pm-7:00 pm,

the program will provide a family dinner and after dinner activities (Summer hours = 7

hours/day, M-F for 8 weeks) serving children and their parents.

Bauer Family Resources will provide program oversight, coordination, staffing, facilities,

and operational support designed to meet the core program goals as follows: 1) Annually

improve student achievement in academic content areas (reading, math, science) as demonstrated

by improving scores on the STAR, ISTEP [Math and ELA sections] , 2) Engage parents and

communities in children’s learning and the CCLC through four family literacy events annually

[at least 2 events attended by 80% of parents], quarterly community service projects, the

establishment of an advisory council, and 3) Improve student behavior as evidenced by 75% of

students who need to improve showing improvements in school-related behaviors. The program

will be staffed by a Program Director, Site Coordinator and 5 front-line staff (1:15 ratio).

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Bauer Family Resources Page 1 of 28

Competitive Priority Points: Bauer Family Resources 21st Century Community Learning

Center will be located at the Bauer Community Center in Lafayette, Indiana. The program will

be operated in partnership with Thomas Miller Elementary School which is eligible for funding

due to a FRP Lunch rate of 89.9%. The school has a School Improvement Plan and received a

“D” accountability grade for the 2016-2017 year. Since the inception of the Bauer Community

Center in 1942 and the establishment of Thomas Miller Elementary in 1967, the two project

partners have collaborated by offering recreation, mental health support, cultural opportunities,

and educational programming to support students and families living within the school area

boundaries of Lafayette through the Bauer Community Center. Thomas Miller staff attends

program events facilitated through Bauer’s many programs such as Head Start, parent education,

and community development activities. In addition, the agency and Thomas Miller engage in

joint planning for activities such as the annual Back to School Block Party and Spring Carnival.

The Bauer Community Learning Center 21st Century Learning Center (BCC- 21st CCLC) is

located less than one block from Thomas Miller Elementary School. Through the School-Wide

Title I designation, all 340 students enrolled are targeted by Title I funds and programming

designed to mediate the impacts of poverty and other academic and social barriers that are

experienced by students.

A. Organization Priority Points: Bauer Family Resources has attained CPR certification for

100% of the agencies direct program staff that includes two current 21st CCLC staff. Bauer will

ensure that at least 90% of 21st Century Community Learning Center (CCLC) staff are CPR

certified which qualifies the application for (5) organizational priority points. Bauer Family

Resources is well qualified to administer the funds having an annual budget of $8,127,062

comprised of local, state, and federal funding sources.

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B. Programming Priority Points – Bauer Family Resources will implement hands-on literacy

programming as documented in the design and activity plan using the evidence-based LitART

Learn curriculum. This qualifies the application for (5) programming priority points. The

LitART Learn curriculum will be implemented 3 hours per week throughout the (4) year grant

period by staff trained in its administration. The budget allots funds for staff to receive

professional development in language and literacy and the LitART Learn curriculum by attending

two state required conferences and two additional training opportunities that will be provided

using materials produced by the LitART publisher, including LitART START: Introduction to

LitART onsite; LitART FOCUS Follow-Up Onsite Training, and a LitART RISE webinar. This

aspect of the project will improve the fidelity of implementation. Training will be used to

facilitate staff development of the knowledge and skills required to successfully support students

in achieving the curriculum goals of building oral language, fluency, thinking skills, reading

comprehension, creativity, phonics knowledge, vocabulary, grammar, knowledge of literacy

elements, goal setting skills, and to support students’ social and emotional development. The

LitART Learn program is fully aligned to the Indiana Academic Standards and incorporates the

Indiana Afterschool Network Afterschool Standards related to programming and activities.

III. Need for the Project: In 2016-2017, Thomas Miller Elementary received an Accountability

Grade of “D” from the IDOE. At 85.3%, the number of students passing the IREAD-3 was lower

than the state rate of 89.2%, demonstrating 58 students read below grade level. In

English/Language Arts (ELA), 54.2% of students passed compared to 59.2% of Lafayette

students and 65.2% of students statewide. In Math, 55.6% of children passed, compared to

56.4% of Lafayette students and 58.5% of students statewide. Table 1 shows the enrollment

composition of the students.

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Table 1 - Demographic Data – Thomas Miller Elementary School Enrollment Composition

White Minority Hispanic % Black % FRP Elig. Spec. Ed 38.8% 61.2% 14.7% 34.6% 82.5% 18.5%

School attendance rates for the school are lower than for other Indiana schools at 94.7%

versus 95.8%. In 2015-2016, there were six out of school suspensions. The student mobility rate

in the Corporation is 11%. Demographically, the enrollment composition has changed and the

school has only achieved slight year-over-year increases in student achievement because

programs have not yet been modified to align with the barriers faced by the changing enrollment

(poverty rate of 82.5%, increased number of English language learners, increasing African

American population) and there is an increased need for out-of-school programming. In addition

to lower than average attendance, a significant number of school suspensions contribute to poor

student performance. High rates of mobility also undermine school success, particularly among

low-income children.

B. Currently Available Programs: Enrichment programs, gaps in services, the ways the project

will close gaps in care, and the features of the expansion are described in Tables 2 and 3.

Table 2: Service Area Gaps and Needs met by Bauer Family Resources CCLC Lack of Transportation

The CCLC is located near the school and Bauer staff will transport children.

Not Standards – Aligned

The CCLC is aligned to the Indiana Afterschool Network Standards and the program uses curriculum (LitART Learn) and other activities that are aligned to the Indiana Academic Standards

Not School-Aligned

The design of the CCLC, curriculum, and staffing models were developed in consultation with the school administrators and all activities were built to reinforce school improvement goals. In addition, the evaluation of the CCLC sets performance targets using state testing scores (ISTEP; STAR).

Lack Qualified Staff

The CCLC will work with the area schools to hire certified and classified staff to provide tutoring services. In addition, staff will complete extensive professional development in accordance with the CCLC requirements.

Fee-Based The program will be offered free of charge.

C. Chart of Current Programs: Table 3. Current Programs and Expansion

School Name/Grades

Current Programs Expansion /Enhance

Thomas Miller / K- YMCA afterschool on-site. Hours: 2:45 pm – 6:00 pm

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Table 3. Current Programs and Expansion School

Name/Grades Current Programs Expansion /Enhance

4 $60 for 4-5 days; $50 for 3 days; $40 for 2 days Lafayette Family YMCA

YMCA afterschool on-site. Hours: 2:45 pm – 6:00 pm $60 for 4-5 days; $50 for 3 days; $40 for 2 days


Bauer Family Resources Community Center provides drop-in after school care free of charge. Services include homework assistance, clubs, and sports activities. Snack and dinner is provided along with family events that are held each week. The days and times of operation are Monday-Friday from 2:45-8:00 p.m. During the summer, the program operates Monday-Friday from 10:00 a.m.-6:00 p.m. The program serves 50 students.

The Bauer CCLC will provide literacy activities, tutoring, and academic enrichment. The program will serve 70 students M-F from 2:45-7PM for 60 days annually, and offer dinner daily at the community center location.

Hanna Community Center

Provides after school services (2:45-6:00 p.m.) to 30 students. Operates Monday-Friday; charges a fee of $40 per week. The program operates according to the Lafayette School Corporation calendar.

Lafayette Urban Ministry

Serves up to 70 children daily for three hours each school day from August – May. It is open from 2:30-5:30 p.m. and charges a fee of $100 per month.

The Boys and Girls Club of Lafayette.

Serves up to 80 children daily and provides services in two locations in Lafayette for a fee of $10 per year. Hours are Monday-Friday from 3:00-8:00 p.m. and from 9:00 a.m. - 5:00 p.m. on non-school days and in the summer

D. Identification of Needs and Services - The needs and services were identified by analyzing

data from the Bauer 2016-2017 community needs assessment using a team comprised of staff,

Thomas Miller staff, community agency representatives, and parents of children using Bauer

services. The program collected 300 family surveys, youth surveys, and conducted in-person

meetings with the Thomas Miller Principal. The group reviewed data during monthly meetings

and identified after school academic and enrichment programs as a priority need.

IV. Partnerships/Collaborations

A. Bauer will maintain several partnerships in support of the BCC- 21st CCLC. Bauer will also

leverage funds from the Child and Adult Food Care Program (CACFP) to provide nutritious

meals and snacks daily and during the summer and on out-of- school days when the CCLC is

operating for a full-day. Bauer currently operates a certified Youth Service Bureau program

funded by the state of Indiana and United Way of Greater Lafayette, which provides a basketball

33


program, homework assistance, recreation, STEM, and dance/arts activities for children. Last

year Bauer also established the Sunnyside 21st Century Community Learning Center. The

Sunnyside CCLC and the Youth Program operate afterschool and include family dinner nights at

least weekly. A nominal amount of 21st Century CCLC funds will be combined with funds from

the existing state contract and United Way funds to support 50% of the CCLC Site Coordinator’s

time. 21st Century CCLC funds will supplement not supplant existing funding for Bauer’s youth

programs. Time will be tracked using time cards that delineate the hours spent working within

each program. In addition, the facilities and equipment costs of using the Bauer Community

Center will be leveraged in support of the program. The following chart details the CCLC

partners, their role in the project, and associated program goals with each support service.

Table 4. Partnerships and Roles (Please see Applicant Commitment form in appendix) Partner Roles/Services Project Goal Length of Partnership

Tutors Tutoring will be provided by credentialed teachers and certified staff interested in working with the CCLC. In addition, Bauer has secured volunteer tutors from the Purdue Boiler Network and United Way Volunteer Network. CCLC staff will provide academic tutoring for 3 hours weekly.

Goal 1; Objectives for 1.1-1.2; Objectives 1.4

20+ years

Diehl Consulting Group

Provide evaluation of program All program goals and objectives

1 year

Volunteers Bauer will recruit from current volunteer pool through established networks (Boiler/United Way).

All program goals and objectives

20 years

Lafayette School Corporation

Provide in-kind contribution of staff time for meetings


1 year

Thomas Miller Elementary School

Provide recruitment, participate in academic alignment meetings, participate in shared professional development


10+ years

Evangelical Covenant Church

Provide food and volunteers for Family Dinners on Thursday.

Goal 3; Objectives 3.2-3.2; Goal 4 Objectives 4.1-4.2; Goal 2 Objective 2.1

10+ years

The partnerships were developed through Bauer’s prior experience administering youth

and family development programs and through new outreach efforts initiated to develop the

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CCLC. Bauer has partnered with Thomas Miller for 10 years in the Youth Development

Program. As part of the outreach effort, Bauer staff attended community meetings and met with

potential partners to solicit interest. For example, the CCLC Director met with Evangelical

Covenant Church to secure funding for the family dinner nights. In addition, the agreements with

Purdue University for tutoring and other support services were updated and expanded for the

CCLC program proposed. The services provided by each potential partner were discussed to

determine how the agencies could collaborate to meet the 21st CCLC requirements and expand

resources available to families through the CCLC. Each partner provided input on the goals and

outcomes of the project and reviewed the curriculum to provide suggestions about the design of

the CCLC. A Memorandum of Agreement has been established with the Lafayette School

Corporation (Appendix A).

The partnerships will enable the Bauer 21st – CCLC to meet its needs and goals by

leveraging resources. For example, training to support methods to improve children’s academic

achievement will align CCLC practices and youth programming with teacher practices at

Thomas Miller Elementary to maximize student achievement rates. Additionally, supplemental

curriculum that addresses areas of concern will support student development in core knowledge

areas using community-based strategies that build on the curriculum concepts children will learn

during the school day. For example, Language Arts student achievement scores are low so Bauer

will implement the LitArt curriculum in the CCLC to support Thomas Miller student outcomes.

Bauer will also increase family engagement in student’s education, which will meet the CCLC

and Thomas Miller school improvement goals. Activities for families will be offered at the

CCLC and at the elementary school, which will give parents additional options for participation,

increasing the likelihood they will participate in programming.

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II. Program Design and Implementation

A. Goals, Objectives, Performance Measures Table – Please see Appendix E.

B. Evidence of Previous Success – Please see Appendix B

C. Design Requirements: The Bauer 21st CCLC will operate Monday – Friday from 2:45-7:00

pm at the Bauer Community Center. Each night there will be a dinner provided by Bauer at the

Community Center, with dinner provided by Evangelical Covenant Church on Thursdays (also at

Bauer Community Center). The program will operate according to the Thomas Miller

Elementary (TME) school calendar during the year and from 10:00 a.m. - 5:00 p.m. for 8 weeks

during the summer. It will serve 70 children in kindergarten through fourth grade and their

families. An array of activities aligned with the Indiana Afterschool Standards and 21st CCLC

guidelines will be offered, as detailed in the following table:

Table 5: Key Components of the CCLC Academic Assistance Tutoring for 1 hour daily (3 hours per week) provided by credentialed/certified or

trained staff. STEM/Math/Literacy Programming offered through the LitART themes. In addition, core subjects will be

linked to service learning activities. LitART instruction will be provided for 3 hours weekly

Character Education The 40 Developmental Assets will be incorporated into recreational activities, group games, literacy experiences, service learning and other programmatic activities

Health, Nutrition and Fitness

Children will participate in food experiences, family engagement nights will have a health/nutrition topic, community service projects associated with gardening and parent education will support child health and nutrition

Parent Engagement The program will facilitate 4 family literacy events annually and provide referrals to GED, adult education, and other literacy support programs.

Service Learning Students will participate in three service learning activities annually that are linked to social issues and integrated into academic programming.

Technology Support JuniorTube EDU will provide a software platform for program’s personnel to handpick and curate Videos, VR & AR resources for the participating students, as add-on resources for their planned curriculum. This will ensure videos and other internet resources accessed by students are appropriate and safe.

Bauer has selected LitART Learn, a scientifically based curriculum (described prior)

recommended by the IDOE. To ensure the program is implemented with fidelity, funds are

included in the budget to support staff training on its implementation and to fund the purchase of

program curriculum materials from the developer.

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1. Title 1 Schools, Non-Title 1 Schools, Targeted Students and Families a. TME, a Title 1

eligible school will be served by the project (Attachment B). The program is eligible for CCLC

funding as 82.5% of children qualify for FRP Lunch. b. [c. not applicable]. Students attending

TME will be eligible for the CCLC and students attending private schools in the geographic area

wishing to participate will also be served equitably. Targeted students will be recruited for the

program including students that have not passed or who are at-risk of not-passing state and local

standardized assessments (within 10% of passing), dual language learners, and students that are

identified as at-risk due to grade retention, poor attendance, behavioral challenges or a history of

school disciplinary actions. These students will benefit most from the CCLC setting.

Students will be identified through communication occurring between the teaching and

administrative staff at TME and the CCLC staff. The Bauer CCLC Program Director will send

out written communication of open enrollment and additional materials to school staff and to

parents of students at TME and private schools wishing to participate throughout the year in

English and Spanish. Recruitment materials will also be included in school registration packets,

placed on parent boards, and in Thomas Miller newsletters. The Site Coordinator will make

phone calls to parents to inform them about the program to ensure that families are reached and

that the program is fully enrolled. Students that are members of the targeted population will be

identified by working with teachers to learn about family needs. Referrals from regular school-

day teachers and staff will occur if children demonstrate low test scores (students at-risk of not

meeting proficiency/not meeting proficiency on ISTEP), need for additional academic

enrichment, attendance and behavioral issues and/or a low family income level (as determined by

eligibility for FRP Lunch).

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d. Community data demonstrating the need for the program includes a poverty rate of 15.2% for

the city of Lafayette, compared to a rate of 82.5% among student enrollment. This data indicates

that students are worse off than their peers in the area. Racial-ethnic trends also show that the

enrollment in TME is more diverse than in Lafayette. For example, community-level census data

for the City of Lafayette shows the percent of the population comprised of minorities as 42.3%,

compared to 62.9% of TME students that are members of an underrepresented group. The most

predominant racial group in the school is Black students (24%), compared to 16% of minority

students comprised of Hispanic/Latinos. Within the school, the number of students with

disabilities (20%) is also higher than the median across all elementary schools in Indiana (16%).

Within the school, almost 4% of students are held back a grade which has resulted in a

community rate of 4.5% of individuals with less than 9th grade as their highest educational

attainment and 8.8% of the population without a high school diploma (US Census). Crime rates

among juveniles for the city are also on the rise. In 2016, 20 children in Tippecanoe County were

committed to the Department of Corrections, an increase of 25% over 2015. Research shows that

high quality educational and enrichment out-of-school programs can reverse this trend.

2. Dissemination of Information - Information about the CCLC will be broadly disseminated in

Lafayette and the Lafayette School Corporation boundaries using technology, social media, and

other strategies to ensure families are aware of the program. This will assist Bauer in maintaining

enrollment, coordinating the program with other partners, and will assist community members,

parents, and volunteers in learning about the program and in becoming engaged in sustaining the

program. Methods that will include providing links to the CCLC on the Bauer, TME, and

Lafayette School Corporation websites, including articles about the CCLC in the Bauer and TME

newsletters that describes the service area, location, and how to access services. Outcomes and

38


other reports, social media postings, and discussing the CCLC at Parent Teacher Organization

and advisory council meetings. Sending home flyers with students, and including information

about the CCLC at Open House, other school events, and in agency publications will also keep

stakeholders informed about the program.

1. Communication with Schools. To facilitate communication CCLC Staff will attend joint

professional development opportunities bi-annually in partnership with schools. CCLC staff will

attend meetings of all-school faculty and will attend school events and parent conferences, if

appropriate. Because CCLC staff will be picking-up students at TME, the Site Coordinator will

have the opportunity to interface with teachers each day. The Site Coordinator will also send out

quarterly updates to TME staff about the program. The CCLC staff will be a visible presence at

the school and will frequently check-in with regular day teachers and counselors to inquire about

student progress, assignments, and areas of concern that can be supported by the CCLC. The

Program Director will also meet with the TME Assistant Principal and staff monthly to discuss

the program. Monthly newsletters will also be used to distribute information about the program’s

activities and outcomes to school staff.

a. Private Schools: There are six private schools in the TME CCLC service area and none of

these are interested in participating in the CCLC. To ensure equitable participation of children

attending private schools, the Project Director reached out to each school to discuss the project

(please see acknowledgement in Attachment H). Students attending non-public schools will be

provided information about the program through the Bauer and Lafayette School Corporation

websites, using social media, and by distributing flyers about the program to parents through

each school’s established parent communication channels.

b. Student academic records will be accessed through a collaborative agreement with the

39


Lafayette School Corporation (see Appendix A) using the PowerSchool system which is a

repository for student achievement, behavior, and attendance data. The data will be collected by

the Principal and Vice Principal and then forwarded to the Site Coordinator. The agreement

includes a commitment from the school to provide all necessary data including academic

progress, attendance, and behavioral information. All confidentiality protocols will be strictly

enforced. The schools will ensure that parent permission for data sharing is obtained.

c. Information will be shared between the regular-day school staff at TME and the CCLC staff

during monthly meetings. The evaluator has created a reporting system and data collection tools

will be used to ensure that all information is collected and monitored at scheduled intervals.

Several reports will be provided to stakeholders (teachers, CCLC staff, and other school staff as

appropriate) such as quarterly snapshot reports, a year-end report, attendance reports, stakeholder

survey reports, and other data summaries that capture program progress towards goals, the

perceptions of participants and teachers, and program quality improvement efforts. Data will be

extracted from the EZReports program which is a repository for attendance, demographic,

student achievement, programming and objectives data.

Families will be able to access information about their child’s participation and progress

in the program at any time by request. Formally, they will be provided an update on their child’s

progress through the child’s report card and through data about the program published in

newsletters, on the bulletin boards and through the annual evaluation outcomes report. Some

parents may also elect to sit on the CCLC advisory council. Community stakeholders will be

informed about the project through newsletters, annual reports, and discussion of the CCLC

during collaborative meetings.

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d. Program data will feed into continuous program improvement plans to align in-school

and out-of-school time efforts. TME has an established school improvement plan. Information

will be discussed at staff and advisory council meetings and through the annual formative and

summative evaluation process. Staff will review quarterly data, analyze student trends and will

meet with teachers to design strategies to modify the program to increase its effectiveness and

alignment with the school-day program. Monthly the Site Coordinator will develop a calendar of

activities that is reviewed with school staff to ensure that the CCLC is extending learning

activities that occur during the school day into the after-school program. Annually, during a joint

professional development training, the staff of the CCLC and regular – day school staff will

examine how the CCLC was able to support the schools in achieving their academic and school

improvement goals.

4. Programs that promote Parental Involvement, Family Literacy, and Related Family

Educational Attainment - Bauer ascribes to principals of family and community engagement

and has established agency-wide parent engagement goals that will also support the CCLC. The

need for parent education and engagement are assessed annually through the Bauer Community

Needs Assessment process. Annually, based on resources in the community and needs identified

parent engagement goals are set for the agency. All staff is assigned responsibilities for

facilitating parent engagement. Parent engagement training will occur monthly throughout the

program year. The CCLC will provide family dinner and engagement nights from 5:00-7:00 M-F

at the Bauer Community Center. During these times staff will provide parent education and

activities that strengthen the parent-child relationship. Upon enrollment in the CCLC, parents

will complete a survey about their parent education needs, interests, and family strengths. This

41


information will be tabulated and utilized to plan parent education and engagement events. There

will be at least four family literacy events annually.

Bauer maintains several partnerships with community agencies. The agency also offers

evidenced-based parent education that can be accessed to provide CCLC parent programming. In

addition, the community assessment and evaluation will also be used to identify community

needs and available resources for parent education. Annually, Bauer publishes a community

resource guide that identifies educational programs, basic assistance, and social services

available to low-income families. Each family enrolled in the CCLC will receive the guide and

information on how to use it to access services. Bauer also has bilingual staff and will arrange for

translation support and interpreters for all parent activities.

Parent education events will be conducted after 5:30 to meet the needs of working

families. Bauer implements a total family literacy approach that includes parent links to literacy

education, child and family together literacy times, early childhood literacy development, and

parent education on their child’s development. Bauer Family Resources also has a fund to allow

the program to purchase books for youth in our community that will provide students at the

CCLC access to high quality literature that can be used in the home. Bauer has standing informal

partnerships with the Lafayette Adult Resource Academy and the Excel Center so that parents

can be fast-tracked into GED programs. Bauer provides parent field trips to community colleges

annually. Only adult family members of actively participating CCLC students will be eligible for

services under the 21st Century CCLC grant and they will not receive services that exceed the

hours and days of student activities.

6. USDA Approved Snacks - Bauer is a CACFP grantee and will add the students attending the

CCLC to the organization’s existing CACFP contract. The program will provide an afternoon

42


snack and dinner during the after school daily. During the summer and on non-school days,

meals will include morning and afternoon snack and lunch. Meals will be cooked at Bauer’s on-

site kitchen and served by CCLC staff in compliance with USDA and IDOE guidelines. Food

will be purchased by Bauer’s current food service staff. The menus will be planned by the Bauer

Health Services Manager and reviewed by Bauer’s dietician.

7. Weekly Schedule

Table 6. Hours and Weeks of 21st CCLC Program Operations for Students and Families School Year – Hours per Day

Total Operations = 160 days/ 840 hrs. Week day

Before school Week day

After school Weekend

Days Evening

Hours with Students 2.25 2 Hours with Family members 0 1 Number of days per week 5 5 Number of weeks 32 32 Total Program Hours 360/480=840 hrs.

360 480

Summer – Hours per day 40 days / 280 hrs.

Weekday Weekend Days Evening Hours with Students 7 Hours with Family members 0 Number of days per week 5 Number of weeks 8 Total Program Hours 280 hrs. 280

8. 21st Century Learning Center - Upon funding, Bauer will use the 21st CCLC logo on all

program materials. Bauer employs administrative staff who is responsible for updating all

materials. Once program documents are produced they will be forwarded to staff who will

transfer the logos and create a document template for program materials.

VI. Professional Development: Professional development for program staff will be a key aspect

of the CCLC. A variety of strategies will be used that are customized according to topics that fit

staff roles, learning styles and skill development needs. Training strategies will include all

options and requirements referenced in the RFP (start-up workshop, orientation, regional IDOE

43


meetings, at least one USDOE Summer Institute, workshops, conference, formal on-site

workshops/in-service training, professional development during staff meetings, supplemental

activities, and First Aid training). LitART Learn also offers an array of training opportunities that

fit within these strategies in addition to off-the-shelf resources and frequent webinars on key

curriculum implementation topics.

The Program Director will be responsible for monitoring professional development

assessments, needs, and staff participation. Training needs will be established within the first 90

days of hire through an observation of each staff member by the Project Director. Based on this

information, a training plan will be developed that includes learning milestones, training

strategies, and resources. Quarterly, formal observations and surveys from staff will be

completed and the plan will be updated. Program evaluation and other data will also feed into

training plans. Bauer will conduct staff, family, and student surveys twice annually to reveal

additional training topics. Also, quarterly evaluation reports that include student achievement

data will be analyzed. Based on the trends revealed, the program staff will receive training in key

content areas. For example, if student trends indicate low ELA assessment scores, then increased

training resources will be devoted to literacy and ELA. The following table details professional

development activities for program year-1.

Table 6. Professional Development Activities – Year 1 Professional

Development Activity Provider of

Activity/Attendees Relevant Program

Objective Expected Staff Outcomes

Afterschool program quality; standards, CCLC goals and LitART curriculum and implementation

Program Director/ All staff / TME staff


Staff will develop knowledge of program intent, goals, and implementation strategies for curriculum and program standards

New Staff Training; policies, procedures, health/safety, requirements, CPR

Project Director, Bauer Staff/ all new staff upon hire


Staff will be able to implement high quality programming.

Professional development meetings and planning

Program Director/Advisory Council

Continuous program quality improvement and

Staff will develop improved ability to meet

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Table 6. Professional Development Activities – Year 1 Professional

Development Activity Provider of

Activity/Attendees Relevant Program

Objective Expected Staff Outcomes

using observations, surveys, and evaluations of staff member performance, knowledge and skills

Member /CCLC supervisors/ Site Coordinator/Direct Staff

monitoring of program outcomes

student needs to accelerate student progress through relationships and learning experiences

LitART START: Introduction to LitART onsite; LitART FOCUS Follow Up Onsite Training, and LitART RISE webinar

LitART/All CCLC staff/ Interested TME staff

Goal 1 Objectives :1.1-1.4 Staff will support students in improving academic achievement and will implement the curriculum with fidelity.

Attendance Reporting Program Director/ All CCLC Direct Staff

Goal 1 Objective 1.3 Staff will develop improved ability to ensure accurate reporting and monitoring of attendance.

Review mid-year process evaluation brief from Diehl (evaluator)

Program Director, Advisory Council members and Dr. Diehl/ All CCLC Direct Staff and partners

All program objectives Discussion of program outcomes, areas of program effectiveness, program components needing improvement and modification

STEM Programming; Positive Behavior Mgmt.,

CCLC Program Staff/ All Direct Staff

Goal 1 Objectives :1.1-1.4 Staff will support students in improving academic achievement

Site-Visit Quality Enhancement Training

Program Director/Advisory Council Members/ All CCLC Direct Staff

All program objectives Meet 21st CCLC requirements, improve program quality in programming and operations, and develop staff leadership and communication skills

Required grantee orientation, IDOE grantee conferences (3 annual trainings and 2 regional mtgs. as required), Summer Institute (1)

IYI, IAN, Beyond School Hours, CCLC Professional Development Academy and online trainings in content areas/ Program Director/Site Coordination (Administration mtgs.) Direct service (other training)

All program objectives Improved program effectiveness, improve staff skills, knowledge, and abilities

VII. Evaluation: a. Using summative and formative data, the evaluation plan measures progress

toward the Goals, Objectives, and Performances Measures (described in Section V) and allows

for regular reporting and ongoing program improvements. Diehl Consulting Group (DCG) has

been selected to serve as the local evaluator for this project (see attached MOU). Evaluator

qualifications. During the last 17 years, DCG has provided evaluation services to over 60

45


federal, state, and locally-funded afterschool sites; DCG has extensive experience conducting

data analyses and developing reports for 21st CCLC programs as shown below.

Table 7. Select Experience DCG consists of four full-time consultants (PhD or master’s), two associate consultants (master’s or bachelor level), and an executive assistant. DCG staff have experience in youth development (including afterschool), social work, human resources, community heath, industrial organizational psychology, applied experimental psychology, public administration, communication, advanced statistics and analytics, quantitative and qualitative research design, and grants management. DCG staff include a former 21st CCLC Project Director responsible for the management of four state and federal 21st CCLC grants and a former 21st CCLC assistant program director/site coordinator responsible for the administration of programming at two state-funded 21st CCLC programs. DCG staff have over 10 years of experience using the state data collection system (EZReports). Team members have been invited to present on evaluation and program development by both the Indiana Department of Education and the United States Department of Education. Subcontractor with American Institutes for Research as part of the national 21st CCLC evaluation and Texas state evaluation. Invited to participate in planning for the IN-QPSA and 21st CCLC Program Evaluation Guidelines. Membership on the Indiana Afterschool Network (IAN), American Evaluation Association, and Indiana Evaluation Association. Type of data to be collected. Data sources have been identified for each of the performance

measures listed in Section V. Data collection will include site observations, stakeholder surveys,

demographics, program attendance, school achievement data, and school behavior data. Data are

described in Table 8. When data will be collected. Timelines for data collection are included in

Table 8. Data will be collected and entered into EZReports based on availability from the

district. The district will provide academic data, and program staff will enter/import these data

into EZReports. DCG staff will support this process by overseeing data imports into EZReports,

ensuring quality and minimizing manual entry. Staff will collect and enter daily attendance into

EZReports. Program staff will administer surveys, and evaluators will enter/analyze the data.

DCG staff will provide ongoing technical assistance to assure quality of data collection/entry.

Instruments used to collect data. Instruments have been developed/identified to address all

aspects of the evaluation plan (see Table 8). Design. Quasi-experimental designs will be used to

answer the evaluation questions. Analyses. Appropriate analyses have been identified to report

progress toward performance measures identified in Section V. In most cases, descriptive,

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frequency, and crosstabulation statistics will be utilized. Content analysis will be used to

examine qualitative data. As appropriate, more advanced techniques may be employed to

examine student outcomes including, but not limited to, one-way and repeated measure

ANOVAs, chi square, and independent and paired samples t-tests.

Table 8. Data Sources, Instruments, and Data Collection Timeline Data Type/ Collection Timeline

Instrument Description/ and Associated Performance Measures (PM)

Demographic: Ongoing

EZReports: Grade level, race, ethnicity, lunch status, sex, education program. Demographics will serve as independent variables in analyses of participant attendance and performance, as appropriate. PM: All

Achievement: Fall and spring

(Annually)

STAR Reading (K-4): Benchmark values will be based on growth levels from the STAR assessment. Proficiency will be compared by attendance gradation and student demographics. PM: 1.1.3, 1.2.3

Achievement: Spring

(Annually)

ISTEP+ (3-4): Student performance will be measured using ISTEP proficiency levels. Proficiency will be compared by attendance gradation and student demographics. PM: 1.1.1,

1.1.1, 1.2.1 Student Report Card Grades (3-4): The evaluation will examine participant semester report card grades (reading, math). PM: 1.1.2, 1.2.2

Attendance: Ongoing

EZReports: (a) Number of attendees; (b) number and percentage of regular attendees; (c) number and percentage of students by attendance gradation level (1-29 days, 30-59 days, 45+ days, and 60+ days); (d) number of sessions provided; (e) number of program days provided; (f) number of students enrolled; and (g) average daily attendance. PM: 1.1.5, 4.1.1 Sign-In Sheets: Sign-in sheets will be collected during all staff training and parent/family activities. PM: 1.1.5, 3.2.1, 4.3.1

Teacher Perceptions of

Program Quality: Spring

(Annually)

DOE Teacher Survey: This survey consists of 10 items related to specific improvement in (a) turning in homework, (b) completing homework, (c) class participation, (d) volunteering, (e) class attendance, (f) being attentive in class, (g) behaving well in class, (h) satisfactory or better academic performance, (i) coming to school ready/prepared to learn, and (j) getting along well with other students. PM: 2.2.1

Stakeholder Perceptions of

Program Quality:

November and

April (Annually)

Quality Improvement Scale: The quality improvement scale is a customizable, multi-item instrument created to measure five domains of afterschool quality: Environment and Climate, Relationships, Youth Participation and Engagement, School Day and Afterschool Linkages, STEM Career Awareness/Interest, STEM Efficacy, and Parent/Family/Community Partnerships. Additionally, this scale includes items to measure school adjustment behaviors, parental engagement, and overall program satisfaction. PM: 1.4.1, 3.1.1, 3.1.2, 3.1.3

Site Observations: Fall and spring

(Annually)

IAN Standards-Based Observation: An observation tool developed by DCG staff that assesses the presence of State afterschool standards. DCG will conduct site observations twice per year at each site. PM: 1.4.2

Behavior: Spring

(Annually)

Suspensions: Number of in-school and out-of-school suspensions. PM: 2.1.1 Developmental Assets Profile: The DAP is a survey designed to assess how youth are faring personally, socially, and within the contexts of family, school, and community. The DAP measures eight asset categories. PM 2.2.2, 2.3.1

Use of evaluation data to drive program improvement: The Program Director and

staff, in partnership with DCG, will utilize program evaluation data to make necessary program

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improvements. DCG has developed a Program Improvement Worksheet that will accompany

each report provided to the program. The worksheet includes areas for improvement, program

staff comments, proposed improvement strategies, resources needed, and a timeline. This

worksheet will be completed in collaboration between staff and evaluators to guide the

development of improvement strategies, and the worksheets will support program improvement

meetings. Program improvement will be incorporated into regular staff meetings and

reports/improvement worksheets reviewed. Staff will be encouraged to contribute to planning.

Through the advisory council and IN-QPSA team, multiple stakeholders (including school staff,

parents, and students) will guide the program improvement process. These groups will review

evaluation data and vet program improvement plans. DCG staff will be available to support these

processes throughout the grant. As noted above, DCG instruments and reporting are aligned with

the IDOE guidelines and the IN-QPSA process. Afterschool Standards are incorporated into the

evaluator recommendations where applicable.

B. Annual Reporting: The evaluation plan has been developed to ensure timely delivery of

comprehensive reports that address the required and program-specific goals, objectives, and

performance measures. A year-end report template has been created by DCG that aligns with the

Indiana 21st CCLC Evaluation Guidelines. The graphics-heavy report is designed to present data

from all four years of the grant so that staff can track progress across the life of the project.

Yearly attendance trends, academic performance (including Required Performance Measure

progress), student behavior, survey responses, site visit summaries, IN-QPSA summaries, and

progress toward all performance measures (with supporting evidence). To promote program

improvement, formative reports are also provided throughout the year. The evaluator will

provide 1) an aggregated final report at the end of the grant; 2) year-end reports following each

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year of implementation; 3) process evaluation reports biannually that include data from

stakeholder surveys; 4) site visit reports biannually that provide data related to program quality;

and 5) IN-QPSA summaries information incorporated into the year end-report. Evidence of

program quality (IAN Program Quality Standards and Indiana State Standards): DCG staff

conducted an extensive mapping process that linked IAN Standards to specific data points

measured by site observations and stakeholder surveys described above, and as a result, data will

be readily available to inform the IN-QPSA. An IN-QPSA Assessment Team of key staff and

stakeholders (including evaluator) will be assembled to collect data, assess program quality, and

complete the online tool. Action plans will be developed, and IN-QPSA plans will be integrated

into the yearly local evaluation report. Indiana State Standards inform the development of

programming and the evaluation. Formative assessments are aligned with standards and report

the extent to which standards are mastered. State Standards will be incorporated into evaluator

recommendations for improvement (as appropriate) and program improvement planning. Student

attendance trends: Following each program year, the evaluator will export attendance data for

all attendees. Attendance trends (including demographic comparisons) and progress toward

attendance targets will be reported following the fall semester and in the year-end report. Student

ID numbers will allow multi-year attendance to be examined, and attendance will be linked to

other student outcomes. Progress toward goals, objectives, and performance measures: As

demonstrated above, evaluation strategies have been established to collect, analyze, and report

the data necessary to assess the goals, objectives, and performance measures listed in Section V.

Annually, progress toward goals and objectives will be reported through a series of reports that

focus on specific outcomes, and a summary of progress toward each performance measure listed

in the application will be provided in the yearly evaluation report. Timeline of reports: A

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timeline (see table below) has been established to ensure the timely reporting of program data.

Databases will be maintained during each year of the grant to house all afterschool data, and the

use of unique identifiers (e.g., EZReports IDs) will allow data from multiple years to be merged.

Following year four, an aggregated report will be developed that examines progress across the

entire grant.

Table 9. 21st CCLC Report Timeline Report Type/ Description Report

Date Required

Components Aggregated Final Report (Summative) Provides summative evaluation results for all four years of the grant, reports progress for all performance measures.

summer ‘22 Program

Quality,

Attendance

Trends,

Performance

Measures

Year End Report (Summative) Provides summative evaluation results for the program year, reports progress for all performance measures. Prior year data are included to report trends.

summer ’19, ’20, ’21, ‘22

Attendance Report (Formative): Using EZReports attendance, this report shows progress toward attendance targets following the fall semester.

end of fall semester annually

Stakeholder Survey Reports (Formative) Reports fall and spring survey data derived from the Quality Improvement Scale completed by students, parents, and staff.

Jan./June annually

Program

Quality

Site Visit Report (Formative) Data from annual site visits. Data are collected using the IAN Standards Checklist.

fall, spring annually

IN-QPSA Report and Action Plan (Formative) Data generated from online IN-QPSA site and Action Plan Developed by IN-QPSA Assessment Team.

Annually based on

IDOE guidelines

Program Improvement Worksheet The Program Improvement Worksheet is provided as an attachment to the reports listed above. It includes spaces to record areas for improvement, staff comments, improvement strategies, resources needed, and timeline.

Ongoing

C. Required Data from Schools: A partnership has been developed between Bauer and the

Principal and Vice Principal who manages achievement data for the school. The partnership was

established through an MOU with Lafayette School Corporation and in meetings with the Principal

of TME. A timeline has been developed with the district to ensure all required data are collected in

adherence with IDOE guidelines. The Site Coordinator will request student achievement data from

the Principal and Vice Principal in person and in writing via email. Due dates will be

communicated in advance to allow for time to retrieve the data. The Principal will additionally

serve as a member of the advisory council, which will meet quarterly. Monthly meetings will occur

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between Bauer staff and TME during the first year to discuss recruitment, data collection and

evaluation, and challenges and successes. Staff will work closely with school administrators to

ensure that the DOE Teacher Survey is completed. The teacher survey will be distributed to

teachers at the end of April/beginning of May by the Principal and Vice Principal. The Site

Coordinator will work with the Principal and Vice Principal to provide explanations or rationale

for the completion and request in person completion from teachers, as appropriate. The Principal

will additionally send teachers calendar invites with the due date and include in a Morning

Announcement email. Surveys will be turned in to the Principal and Vice Principal and entered by

the Site Coordinator by June annually.

D. Early Learning Programs: Not applicable

E. Required Performance Measures: Performance measures have been developed for each site

and are included in Section V (Appendix E). The selected measures have been written as

specified by the RFP, and targets were selected based on a review of prior year proficiency levels

and school improvement plans. Math and ELA measures utilized the STAR Reading and STAR

Math, which are aligned with ISTEP/State Standards and inform the district’s instructional

strategies. Data will be collected from the district (see Section VII. C), and scores/proficiency

levels will be imported into EZReports and merged with afterschool attendance. Proficiency rates

(the percentage of students scoring Typical or High Growth) will be calculated and compared

(percent difference) across administrations (fall and spring). Afterschool attendance performance

measures will be assessed using EZReports.

VIII. Support for Strategic Priorities: The CCLC is aligned to the Indiana Academic Standards

including English/Language Arts (ELA) and Math (please see program goals table- Appendix E).

The Academic Standards will be addressed using program strategies (tutoring, enrichment

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activities, service learning, and curriculum experiences) and scientifically validated curriculum

(LitArt Learn). The curriculum has an alignment document produced by the publisher that

indicates how the curriculum components and strategies correspond to Indiana Academic

Standards in Math and ELA that will be followed by CCLC staff. Monthly, a calendar of activities

that extends the school-day activities will be developed by the Site Coordinator. The calendar will

be reviewed each month during staff meetings between the regular school-day classroom teachers

at TME and CCLC staff. Activities will be adjusted based on the feedback from both groups to

accommodate special alignment and needs of the students. Weekly, curriculum activities will be

reviewed and their correspondence to the Indiana Academic Learning Standards and School

Improvement Goals will be noted on the plan.

The CCLC is also aligned to the School Improvement Plan for TME through links

between the CCLC program goals and objectives and the goals and objectives in the School

Improvement Plan. For example, the CCLC Goal 1 is to improve academic achievement. CCLC

program objectives address reading and language arts and math achievement, which are also goals

listed in the TME School Improvement Plan. The benchmarks and targets in the CCLC are like

goal targets in the TME School Improvement Plan. In addition, several of the strategies proposed

in the TME Improvement Plan will also be implemented with CCLC staff. For example, the

program will implement learning by integrating content subjects, there will be collaboration time

and professional learning communities, increased use of technology, and the same assessments are

used to measure student progress in both programs. The data systems for the school and the CCLC

can interface to allow for exact alignment of outcomes and strategies.

IX. Sustainability Plan: Bauer has developed a strong sustainability plan that will enable the

program to sustain the number of children served throughout the final years of the grant when

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funds are reduced. Sustainability is built into the plan through in-kind contributions of equipment,

staff time, and some supplies that will be provided to the CCLC by Lafayette School Corporation.

Programmatic support will also come from Bauer using the Bauer Community Center for program

operations and the donations of Evangelical Covenant Church for the Thursday Family Dinner

activities. CACFP and a nominal amount of funds from the IYSA and United Way grants

administered by Bauer will also support the program. Additional partnerships will also be sought

with organizations that can provide tutoring and other programmatic support such as the Purdue

Education Honor Society, Kappa Delta Pi. The project partners are aware of the need to sustain the

program. The evaluation data will be used to generate additional financial support for the program

through grant opportunities and donations from local foundations. The sustainability plan is based

around goals set for each year that continuously increase capacity and sustainability. In year one,

the program will develop new partnerships with local nonprofits, businesses, and organizations.

This will occur through outreach efforts facilitated by the Project Director who will contact at least

three agencies/organizations or local foundations. The Project Director will also attend an array of

community meetings to talk about the program. When achieved, the goal will result in improved

awareness of the importance of the CCLC and its benefits to children and the community. As a

result, agencies will be willing to leverage funds and provide resources to sustain the program.

Other goals are described in the table below.

Table 10. Sustainability Plan & Goals 2018-2019 Yr. 1 Goal: Implement program as indicated by project plan and budget, conduct public awareness

events, develop new partnerships, evaluate and modify program, research additional state, local, and federal funding opportunities.

2019-2020 Yr. 2 Goal: Implement program and modify in response to evaluation data to improve program outcomes (this could include staff alignment, blended funding, expanding hours of care, based on community needs); establish at least 3 new community partnerships, seek additional grants, explore opportunities to blend funds with the Indiana Youth Authority grant funds, conduct public awareness events, explore additional programming that can be added in STEM and other areas that will open up the program to donations from corporate partners and improve ability to seek additional grant funding to support programmatic costs.

2020-2021 Yr. 3 Goal: Secure and piece together funding (21st Century CCLC funds, other grants, funds from

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collaborators, child care subsidy funds, CACFP, Bauer unrestricted funds) sources to offset program costs such as staffing and supplies, continue to implement program and continuous improvement activities, build and sustain new collaborations, seek additional funds for program year 4. Total contributions equal at least 5% of funding for program.

2021-2022 Year 4 Goal: Utilize funds received from grants and other collaborating sources to sustain the project service levels, increase the level of community engagement and support for the program, and align services to new funding requirements while meeting 21st Century CCLC regulations, continue to implement program and continuous improvement activities. Total contributions equal at least 5% of funding for program.

X. Safety and Transportation: To ensure the safety and security of children parents will be

required to sign-out their child each day (on/off-site). Staff will also be trained to check the

identification of those picking-up children. When children are off-site, and when staff pick-up

children from school, staff will maintain check-in documentation. The program will adhere to a

ratio of 1 adult for every 15 children and never exceed a ratio of 1:10 for field trips. All

volunteers will also be required to pass a criminal background check before they can volunteer

within the program or act as a field trip chaperone. Volunteers will never be left alone with

children. Students will never be allowed to leave the program except with a parent/AR.

Bauer already employs the CCLC Program Director. Additional staff will be hired by

Bauer using a multi-level interview and verification of the prospective employee’s qualifications

via transcripts, certification/diploma, driver’s license, clear criminal background check, drug

testing, sexual offender registry, child welfare checks, health/TB examination, CPR/First Aid

training, and other pre-employment requirements which will be kept in a locked personnel file.

Table 11. Staffing and Management Plan Project Director

Qualifications: 21 yrs. of age, AA Degree and 2 yrs. of experience in similar role; Duties: ensure implementation of program in alignment with regulations, develop policies and procedures, compile and summarize reports, supervise site coordinators and volunteers, conduct training and orientations, ensure staff and child files are maintained, facilitate communication between schools and partners and the program staff, provide professional development training and data entry

Site Coordinator

Qualifications: 18 yrs of age and 2 yrs. experience in similar role; Duties: responsible for daily operations of the program, coordination and delivery of services, assure staff meet ratio requirements, assure safety and security of children, oversee drop-off and pick-up of children, ensure field trips are completed and emergency procedures are in place, participate in staff training, communicate with school-day teachers, take attendance daily.

CCLC Youth staff

Qualifications: 19.5 yrs. of age and 1 yr. of experience working with children in an afterschool program; Duties: Assist in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, provide off-site oversight during field

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trips and service learning, attend professional development training, take attendance daily. Advisory Council

The advisory council will be comprised of administrators at targeted schools, community service partners, business representatives, youth representatives, parents, and other partners. They will meet quarterly and work to sustain the project, engage community partners, align the program will other efforts in the community and assist in program evaluation and quality improvement.

A safe facility will be assured through program health, safety, and emergency plans, staff

training, and by complying with the Indiana Afterschool Network (IAN) Standards. Bauer

employs maintenance staff and funds set aside in the annual budget allow for repairs. The Site

Coordinator will complete a monthly health and safety checklist based on the IAN Standards.

Program activities will be conducted at Bauer Community Center, located one block from

TME. Bauer CCLC staff pick-up students each day at TME. Parents will not be required to

transport children. During inclement weather, Lafayette School Corporation will provide student

transportation using the activity bus, or 2) Bauer Community Center is situated on the CityBus

routes. A Memorandum of Understanding with the Lafayette School Corporation describes

arrangements for child transportation. To support the needs of working families, the Site

Coordinator will organize ride-sharing if needed. The CCLC operating hours will provide

childcare for parents that work full-time year-round. Lastly, parent training is provided at

multiple locations, days/times to accommodate schedules.

Background checks are required for all 21st CCLC staff according to School Corporation

and Bauer policies. After candidates are selected for hire, the Bauer Chief Financial Officer

(CFO) collects the documentation to submit the criminal background check. Once the check is

received, it is reviewed by the CFO and if it is clear, the employee is placed in the program. Staff

are not placed until the background check results and criminal record clearance are received. The

background check is kept in the HR office, along with personnel records in a locked file cabinet

to ensure confidentiality. Background checks are reviewed and completed again every three

years.

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XI. Budget

A. Budget From

Personnel ($66,674): The budget request includes funds for (1) Program Director ($34.74 hr. X

4 hrs. week X 52 weeks annually which totals $7,226); (1) Site Coordinator ($17 hr. X 20

hours/week X 52 weeks annually totaling $17,680), (1) Youth Development Worker ($11.35 hr.

X 40 hours/week X 52 weeks annually) totaling $23,608, and (2) Youth Development Workers

($11.35 hr. X 20 hours/week X 40 weeks) annually) totaling $18,160.

Fringe Benefits ($18,532): Funds are requested to support required benefits that include FICA

for full-time staff calculated at 7.65% ($3,711.32), Health Insurance and SUI for full-time staff

calculated at 18.31% of salary ($13,164) and FICA/SUI for part-time staff calculated at 9.12%

($1,656.19).

Travel ($97): The request for funds to support travel includes 1 (2-day) in-state training for the

Program Director, Site Coordinator, and one staff member Costs for travel are as follows:

mileage to in-state training calculated at $.38 per mile for 256 miles X 1 training ($97).

Transportation ($0): Transportation for student study trips will be supported with other grant

funding.

Equipment ($0): Equipment necessary to provide program operations will be supported with

other grant funding.

Supplies ($27,210): Funds are requested to purchase manipulatives and learning materials

calculated at $80 per student annually x 70 students ($5,600); office supplies in the amount of

$1,500; Literacy supplies in the amount of $2,000; duplicating costs totaling $3,180; outside

printing $1,000; LitART curriculum ($6,000); LitART guides ($1,000.00) and the JuniorTube

software calculated at $99 per student annually x 70 students ($6,930)

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Contractual ($29,010): Diehl Evaluation and Consulting services will be contracted for 6% of

project funds which totals $10,500 to provide data collection, evaluation, and reporting services.

Additional contractual expenses include Professional Liability Insurance ($2,300), Director and

Officer Liability Insurance ($420), and maintenance contracts to maintain facilities ($15,790)

Professional Development and Training ($3,235): Professional development expenses are

estimated based on the following activities: 1 onsite LitART Curriculum training ($2,000), fees

for 2 in-state training which totals $1,035, and CPR training in the amount of $200 ($500 x 4

staff).

Other ($16,774): Other costs include $1,000 for onsite shredding; new hire fingerprinting

($475), new hire state background checks ($475), new hire drug screens ($475); internet, phone,

and cell communication ($10,849); and utilities ($3,500).

Indirect ($13,468): Bauer Family Resources has a federally approved indirect rate (20.2%),

totaling $13,468.

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Appendix A - Memorandums of Understanding

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Bauer Family Resources Appendix B

Appendix B: Evidence of Previous Success

Bauer Family Resources has achieved success in implementing youth development

programs as a result of our three entities: Bauer Community Center, Bauer Counseling, and

Bauer Early Care and Education. These divisions act as a cornerstone for 19 programs and

services. In 2016, Bauer impacted over 7,000 individuals from seven area locations.

1. Success Recruiting Students and Encouraging High Rates of Attendance: Bauer currently

operates the Sunnyside CCLC which is still in its first year of implementation. The program

anticipates increased enrollment for Spring. This experience demonstrates the ability of Bauer to

recruit students to participate in the proposed Bauer 21st CCLC featured in this application. In

anticipation of serving students at Thomas Miller Elementary, Bauer has reviewed enrollment in

the Bauer Youth Development program serving Thomas Miller. The agency has funding to serve

25 students at the school, however the program currently serves 32 students, demonstrating an

over-enrollment. Bauer can also recruit students eligible for the CCLC from our youth

development program. To recruit students Bauer implements a recruitment plan that includes

strategies for informing families and youth about our youth development programs. This

includes flyers, communication disseminated through the school district and nearby schools, and

presentations at community activities and events that are attended by our targeted population. For

2016, 186 individual youth participated in after school programming for a total of 17,611.20

hours.

Students are encouraged to attend through targeted communication with schools to

identify students that can benefit from Bauer’s after school program and also by planning and

implementing activities that are of interest to students. Children are highly engaged in deciding

the experiences they will engage in while attending the after school program. Also, staff are

trained to form relationships with children that are respectful, positive, and motivating. A key

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part of our program is implementing the 40 Developmental Assets framework so children have a

safe, enriched, community-based program to attend that fosters their development across

academic and social domains.

Through the Thomas Miller Bauer 21st – CCLC, Bauer will continue to implement

strategies that have been successful in our current youth development programs. Recruitment of

students will occur through the schools and communities served by the CCLC according to a

recruitment plan. Annually, the plan will be reviewed by the advisory committee and staff and

the most effective recruitment strategies will be identified and implemented. As the population

and service trends change, so will the recruitment plan. Bauer has an agency policy that includes

training staff on how to track and follow-up on absences and on relationship building with

children and families so that attendance problems can be uncovered and resolved. High rates of

attendance will be encouraged by establishing strong relationships with children, by reviewing

activities that are going to be implemented with youth and engaging them in the design of the

program, and by securing access to transportation and resources to resolve attendance barriers.

A Record of High Performance Birth-High School: Children in Bauer Head Start demonstrate

school readiness outcomes by meeting developmental expectations. For FY 2016, 91% of

children met developmental expectations in social-emotional development, 96% met physical

development expectations, 94% met developmental expectations in language development, 94%

met cognitive development expectations, 84% met expectations in literacy and 86% met

developmental expectations in mathematics.

In the youth development program, FY 2016 outcomes included 97.1% of participants

were not arrested during the time of program participation, 94% of participants reported an

increase in academic success and protective factors; and 96.5% reported an overall improvement

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in life circumstances. Within the School Court program, there were 9 participants in 2016 that

completed service learning activities to avoid disciplinary action, such as school suspension. As

a result, 4,780 instructional minutes were saved, which supported children’s academic

achievement. The School Court program also engages student as volunteers. Last year, 20

students volunteered to sit on a student jury. Many of these students sat on the jury 5-13 times

demonstrating their buy-in and trust in the Bauer School Court program.

(2) Ensuring Students Receive Academic Support Needed: To ensure students receive the

academic support needed to improve achievement Bauer has developed the programming for the

Bauer 21st-CCLC around goals and objectives focused on improving academic achievement that

are aligned with key strategies. The project design and structure will be paired with instructional

strategies, trained staff, and curriculum that will ensure a holistic, integrated, and contextualized

approach is implemented. The following key program strategies will support academic

achievement:

Identification of Needs: The Site Coordinator at Bauer 21st CCLC and CCLC youth staff will

meet with teachers at Thomas Miller monthly either individually or by attending teachers’ site

meetings and students needs will be addressed, as will their learning styles, challenges and

assets.

Data Sharing: Bauer has made arrangements to share achievement data with regular-school day

staff. When achievement data is received, the Program Director, Site Coordinator and Teachers

will analyze student trends to identify appropriate activities that correspond to areas of low-

academic achievement. Student engagement in activities will be recorded by CCLC staff who

will share updates with school-day staff.

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Individualized Assistance: Bauer will work to achieve staff continuity where the same staff

member works with the same children each time to deliver academic enrichment and tutoring

services.

Supplemental Support: The CCLC will provide 3 hours of tutoring to every student in the CCLC

weekly. In addition, integrated curriculum activities will be implemented through LitART,

service learning, and other projects that link core subjects to hands-on real world experiences.

This will enable students to dive deeper into core academic subjects. Parent engagement and

education will also support an increase in the number of parents that work at home with their

child on a related activity, which will also support student achievement. The ISTEP+ scores are

not yet available for the current cohort of students attending the Sunnyside Intermediate CCLC.

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GEPA: Section 427 Requirements

Bauer Family Resources is committed to ensuring equal access and equitable

participation in all programs administered to students, teachers, families and other interested

parties. All programs developed by Bauer are inclusive of those who choose to participate

regardless of their gender, race, national origin, color, disability/special needs or age. The local

needs of the project population were considered in the development of this proposal as described

in the grant narrative. Bauer is confident that barriers related to these classifications will not

impede the ability of an individual to participate in the program.

The diversity of the school enrollment (an increased rate of minority students) could

become a barrier to participation for students and families. In order to overcome any barriers or

unintended consequences that should emerge related to an individual’s membership in a

protected class or in regard to inequitable participation within the scope of the project Bauer has

taken additional steps to ensure equal opportunities. These actions include the following:

Equal opportunity statements will be published on project forms, websites, and other documents related to the project.

The project will take an anti-bias approach to the communication and implementation of the program and has used curriculum that is adaptable for children with disabilities and children of all races-ethnicities.

Bauer will conduct annual training related to equal access and discriminatory practices in institutional training plans for staff, personnel, and faculty.

Program materials will be provided in the home languages of all participants and interpretation/translation services will be provided upon request.

Bauer implements a plan for ensuring equal opportunity for participation to all who utilize their services.

The program will not utilize vendors or service providers that discriminate based on protected classes or special needs.

Bauer will make reasonable accommodations to allow for maximum participation regardless of gender, race, national origin, color, disability/special needs or age.

We make a special effort to employ a diverse faculty and staff.

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Appendix C - GEPA Narrative

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Appendix D - Board Resolution

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Program Goals

Program Objectives

Program Activities Performance Measures Assessment Strategies

Goal 1 – Improve student achievement

1.1 Increase reading/language arts achievement among regular participants

Objective 1.1 Reading/Language Arts (Required Literacy Priority): 1.1.1 58% of RAP will pass the ELA section of the ISTEP assessment (annually) (Literacy Priority). 1.1.2 60% of RAP will earn a “C” or better in reading/language arts during the spring semester (annually) (Literacy Priority). 1.1.3 (Required) Spring proficiency rates (Typical or High Growth) on the English/Language Arts portion of the STAR will increase from fall proficiency rates in Year 1 of the program (Literacy Priority). 1.1.4. 100% of project staff will participate in literacy training activities each project year.

1.1.5.Each week will include at least 3 hours of literacy-related activities to strengthen reading/language arts achievement (annually).

1.1.1 & 1.2.1: ISTEP+ Assessment Proficiency Levels 1.1.2 & 1.2.2: Semester Report Card Grades 1.1.3 & 1.2.3: STAR Assessment (Grade Level Equivalency) 1.1.4: Professional Development Logs 1.1.5: EZReports Activity/Session Summary Reports

1.2 Increase mathematics achievement among regular participants

Objective 1.2 Math: 1.2.1 60% of RAP will pass the math section of the ISTEP assessment (annually). 1.2.2 60% of RAP will earn a “C” or better in Math during the spring semester (annually). 1.2.3 (Required) Spring proficiency rates (Typical or High Growth) on the Math portion of the STAR will increase from fall proficiency rates in Year 1 of the program.

1.3 Provide high quality afterschool programs

Objective 1.4 High Quality Afterschool Programs: 1.4.1 75% of staff, students, and parents will report the presence of key quality indicators related to environment and climate, student-staff relationships, participation and engagement, and school day linkages (semi-annually). 1.4.2 Programs will demonstrate evidence of quality as recorded by site observations by external evaluator (semi-annually: 2019, 2020, 2021, 2022).

1.4.1: Fall and Spring Parent, Student, and Staff Quality Improvement Scale (Diehl, 2007)

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Appendix E - Goals, Objectives, Activities, Performance Measures

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Tutoring Skills Dev. Integrated Service Learning Field Trips STEM Lit Art

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1.4.3 (Required IN-QPSA) Programming will be of high quality as demonstrated by alignment with IAN standards (annually). 1.4.4 (Required IN-QPSA) Literacy programming will be of high quality as demonstrated by alignment with IAN Literacy Specialty standards (annually) (Literacy Priority).

1.4.2: Fall and Spring IAN Standards-Based Observation

1.4.3 & 1.4.4: IN-QPSA

Goal 2 – Improve Student Behavior

2.1 Decrease student disciplinary infractions

Objective 2.1 Student Discipline: 2.1.1 Fewer than 10% of regular program participants will receive a school suspension (annually).

2.1.1: Discipline Exports

2.2 Improve student school-related behaviors

Objective 2.2 School-related Behaviors: 2.2.1 75% of students who need to improve will show improvements in school-related behaviors (school day attendance, attentiveness, behavior, getting along well with others, participation, and volunteering) as reported by their teacher (annually). 2.2.2 75% of program participants will report increased or sustained Commitment to Learning, as measured by the Developmental Assets Profile.

2.2.1: Department of Education 21st CCLC Teacher Survey 2.2.2: Developmental Assets Profile (Search Institute, 2014)

2.3 Increase protective factors

Objective 2.3 Increased Protective Factors: 2.3.1 75% of program participants will report increased or sustained protective factors, as measured by the Developmental Assets Profile. 2.3.2 80% of program participants will report maintained or increased life circumstances/relationships, as measured by the life circumstances/relationship survey scale.

2.3.1: Developmental Assets Profile (Search Institute, 2014) 2.3.2 Life Circumstances Relationship Scale

Goal 3 –Increase Family Involvement

3.1 Improve parent engagement

3.1 Parent Engagement: 3.1.1 75% of parents will report regular participation (“a few times a week” to “daily”) in parental engagement activities, as measured by the Quality Improvement Scale (semi-annually). 3.1.2 Annually, 80% of parents will report satisfaction with the program. 3.1.3 Annually, 75% of parents will report a high degree of involvement with the program (e.g., parents are welcomed in the program, parents are involved in decision-making).

3.1.1, 3.1.2, 3.1.3: Fall and Spring Parent Quality Improvement Scale (Diehl, 2007)

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Character Education Recreation Tutoring Youth Development Health Fitness Service Learning

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Family Education Family Dinner Family Literacy

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3.2 Increase family participation in program activities

3.2 Family/Parent Participation in Program Activities: 3.2.1 80% of parents will attend at least 2 family sessions (annually).

3.2.1: Program Attendance Reports/Sign-in Sheets

Goal 4 – Provide quality summer programming

4.1 Programming will reach a large portion of youth (Reach Domain)

4.1 Reach Domain: 4.1.1 (Required) Summer programs will serve 50 participants for 35 number of days (Year 2).

4.1.1 & 4.1.2: EZReports Attendance Reports

4.2 Provide academic benefits for participants (Education/Cognitive Domain)

4.2 Education/Cognitive Domain: 4.2.1 (Required) 75% of RAPs will maintain or improve their grade-level performance in English/Language Arts from spring to fall, as measured by STAR Reading (Year 2).

4.2.1: STAR Reading (Grade Level Equivalency)

4.3 Parent engagement in summer programs (Parent Engagement Domain)

4.3 Parent Engagement Domain: 4.3.1 (Required) 75% of parents of RAPs will participate in at least 1 program activity with their children in summer.

4.3.1: Parent sign-in sheets and program attendance

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Recruit & Enroll Students Provide aftersch. and summer programs Skills dev. Family dinner All activities offered during school yr. offered during summer

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bauer family resources application - indiana · 2020. 1. 29. · bauer family resources form 3 –...

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