boys & girls clubs of elkhart county application · form 6 -timeline of activities for year 1...

Boys & Girls Clubs of Elkhart County 21st Century Grant Application December 15, 2017

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Form 5 -Applicant and Partner Commitment Form - Attachment E

Partners signing below agree to abide by the Assurances (F01m 9 on Page 57). Detailed infonnation regarding partnerships should be included in MOU.

Applicant Signature

Print Name KevinDeaxy

Organization Bo s & Girls Clubs of Elkhart Coun Address POBox614 Goshen, IN 46527 Phone Number: 574-534-5933 Fu: Number: 574-537-1925 Email: kde

Print Name Dr. Robert Haworth

Organization Elkhart Community Scltools

Address 2720 California Road Elkhart, IN 465 I 4 Phone Number: 574-262-5526 Fax Number:;574-262-5733 Email: [email protected],in.us

Partner Signature

PrintName Organization

Address

Phone Number:

Descri tion of Commitment

Boys & Girls Clubs of Elkhart County (BGCEC) will serve as grant applicant, and will assume full management responsibility. BGCEC will be responsible for all communications with the IDOE, including all grant re 01ting. BGCEC will complete financial and program reporting as required per the grant.

BGCEC will coordinate regular meetings of all the partners, the Advisory Committee.

ECSC will provide school building facilities, program space, program materials, and run day to day programs for the 21CCLC program ECSC will provide access to student achievement and behavioml data, allowing for evaluation outcomes. ECSC will provide consultation to projectpartners, refining service delivery and academic assistance - 21 CCLC will be used to employ ECSC teachers to provide afterschool in�truction, tutoring, and to underwrite trans ortation home for students.

_In Kind _Contract; ____ Est. Value-in Kind Service


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Form 6 - Timeline of Activities for Year 1 of Grant Attachment F

Applicant Name: Boys & Girls Clubs of Elkhart County Contact Name: Mandy Miller

Organization: Boys & Girls Clubs of Elkhart County Phone: 574-534-5933

Fax: 574-537-1925

Address: PO Box 614 Email: Goshen, IN 46527

Date Activity

[email protected]

Program Start Date une IO Summer

Summer 2018 Air Zoo a highly charged, multi-sensory atmosphere

Science Central Understanding many science concepts

Chocolate Factory our to understand the factory process

Wellfield Gardens Appreciate nature

Fair Oaks Farm Learning about our farming community

Healthworks !understand a health mind and body and wise ife choices

0otawatomi Zoo & Splash Pad !Leaming about animals in their natural habitat

Dutch Creek !Appreciate Animals and their natural habitat.

SiJver Beach Children's Museum Hand-on play

oTHOS Sunnner Camps Multitude of science camps: CS I/Emergency "edicine/Robotics/

Fall 2018 Sept 11, 2018

!Homework/ Academic Enrichment Using NWEA data to close gap in learning mdenrich

STEAM STEAM is an educational approach to earning to guide students through inquiry,

dialogue, and critical thinking, embrace collaboration, and work through the creative 1rocess.

Leadership Self-discovery in each student to develop the abilitv to be a leader.

Archery Club Archery develops patience, listening skills, rross and fine motor skill

College and Career Studies ..,earning about 21st careers and that everyone can be collei,-e bound. Trin to local colle.,-e.

Fishing Appreciate Nature, Unplug from Technology, :>ower of Patience

Study Tables/Sports To assist athletes in maintaining grade point averai!es to remain on the team.

Ramily Nights Pamily Activities and Performances Dance 0hysical Exercise, Coordination and learning

h.ow to let irn, relieve stress. Drunnning Relieve stress, Build confident, increase

listenino- skills and Phvsical Movement


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21st Century Community Learning Centers

Four Year Budget Request Summary

Federal Agency: U.S. Department of Education -- Pass-Through Entity: Indiana Department of Education

CFDA: 84.287 - Federal Award 1.0. # S287C150014 -- Fiscal Vear of Award 2017

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

Applicant Name Boys & Girls Clubs of Elkhart County Applicant Federal ID Number 35-1033735

Grantee DUNS# 827886565

Amount Requested: Year 1 s 300,000 YearZ s 300,000 Year 3 s 270,000 Year4 s 240,000

Total: $ 1,100,000

Budget Categories Project Year 1 Project Year 2 Project Year 3 Project Year 4 Total

Personnel $ 198,030 $ 198,030 $ 178,200 $ 158,424 $ 732,684

Fringe Benefits $ 33,915 $ 33,915 $ 30,524 $ 27,132 $ 125,486

Travel $ 6,760 $ 6,760 $ 6,084 $ 5,408 $ 25,012

Transportation $ 5,005 $ 5,005 $ 4,505 $ 5,000 $ 19,515

Equipment $ 7,500 $ 7,500 $ 7,500 $ $ 22,500

Supplies $ 3,150 $ 3,150 $ 2,500 $ 3,768 $ 12,568

Contractual $ 41,000 $ 41,000 $ 36,047 $ 35,000 $ 153,047

Professional Development & Training $ 4,600 $ 4,600 $ 4,140 $ 3,500 $ 16,840

other $ 2,500 $ 2,500 $ 500 $ 1,768 $ 7,268

Total Direct Costs $ 302,460 $ 302,460 $ 270,000 $ 240,000 $ 1,114,920

Indirect Costs $

Contractual (Not included in ICR) $ 5,000 $ 5,000 $ 4,500 $ 4,250 $ 18,750

Total $ 307,460 $ 307,460 $ 274,500 $ 244,250 $ 1,133,670


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I. Project Abstract

The Boys & Girls Clubs of Elkhart County’s (BGCEC) 21st Century Learning Center

(21CCLC) has come together with Elkhart Community Schools’ (ECS) 21st Century Learning

Center to propose providing intense, focused services at two elementary schools: Monger

Elementary School and Hawthorne Elementary School. Both schools meet the grant criteria

based on free and reduced lunch percentages greater than the 40% level, low-income families,

and school accountability rating. Monger’s free and reduced lunch rate is currently 87.24% and

Hawthorne’s is currently 91.7%. Each site has a substantial population of English Language

Learners: Monger 44% and Hawthorne 37%. Funding will assist in expanding the current

21CCLC program at Monger Elementary School to begin serving the students at Hawthorne

Elementary School. Morning programs will be offered to those students who may be in need of

early morning care and academic enrichment. Each agency currently has their own 21CCLC

grants in cohort 7 (ECS) and cohort 8 (BGCEC, ECS – both at different program sites).

The 21CCLC Program Director, Site Coordinators, school principals/assistant principals will

align afterschool curriculum with individual school improvement plans and the Common Core

Standards. The 21CCLC program will connect with the regular school day by utilizing the same

research based curriculum. Principals, office staff, social workers, site coordinators, Title 1

parent support staff, and Boys & Girls Club management will be involved in disseminating

program information to families via flyers and registration forms available both in English and

Spanish. Information will also be available on the Elkhart Community Schools and Boys &

Girls Clubs of Elkhart County websites. Each site has a translator that will assist with providing

information to families.


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Dr. Wendy Tackett, with iEval, will serve as the external evaluator for continued program

improvement. Evaluation of the program will be reviewed with reports with two mid-year

reports and an annual report. Revisions to the program curriculum offerings will be based on the

evaluation process to ensure the program outcomes are being met.

The intended outcomes include improvement in reading, math, behavior, and family

engagement. These outcomes are aligned with both school improvement plans and aim to

improve student growth and proficiency while also improving the accountability grade at

Hawthorne. In order to reach the outcomes of the program, 21CCLC programming will be

offered at each site for twelve hours per week for at least 130 days. Students in first through

sixth grade level will be served in morning and afternoon program offerings. Academic

enrichment activities will be offered in a variety of subjects with an emphasis on math and

language arts. Homework support, tutoring, arts, technology and recreation are some examples

of proposed activities. Partnerships are vital component to successful programming. Some

partnerships include Elkhart Community Schools, Hispanic Health Coalition, Goshen College

Music Center, all partnership are designed to enhance program offerings.

II. Competitive Priority Points

The BGCEC grantee (cohort 8), in partnership with ECS grantee (cohort 7) is applying

for funds to continue intense, focused services at Monger Elementary School with the

addition of a second site at Hawthorne Elementary School. Hawthorne Elementary School

has never received 21CCLC funding. Monger and Hawthorne Elementary Schools meets all

of the program criteria based on low-income applicants, free and reduced lunch percentages,

and school ratings. Each school’s free and reduced lunch percentages are greater than 40%,


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with Hawthorne’s at 91% and Monger at 87.24%. In 2017, Monger has an accountability

grade of a B and Hawthorne has an accountability grade of a D. Monger has had a 21CCLC

for 14 years, which has positively impacted their accountability grade. Hawthorne

Elementary School will greatly benefit from an afterschool program to raise their grade from

a D.

Organization Priority Points – to benefit the current and future programs:

• 100% of 21CCLC program staff are CPR and First Aid certified. This training opportunity is offered yearly for all program staff.

• Current 21CCLC program staff are in the process of receiving the Child and Youth Care credential. Program staff at the current ECS and BGCEC 21CCLC programs are completing the certification.

• Hawthorne Elementary School has never benefited from 21CCLC funds and has a free/reduced lunch rate greater than 90%.

Programming Priority Points:

• Hands on programming and staff development for STEM related activities for before and after school programming.

III. Need For Project

Needs for this project were identified based on analysis of student achievement data and

student demographics and discussions between BGEC and ECS. Needs for the renewal of this

project, including expansion, was indicated through the external evaluation through the current

grant cycle.

Targeted Schools Demographics, Student Achievement and Behavioral Data (2017)

Targeted Schools Monger Elementary School

Hawthorne Elementary School

Elkhart Community Schools

Total Enrollment 431 565 12,913 Free/Reduced Lunch

Percentage 87.24% 91.7% 66.4%

American Indian 0% 0% 0% Asian 0.5% 0.2% 1.1%


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Black 24.4% 27.6% 15.6% Hispanic 52.7% 55.8% 33.2%

Multi-Racial 7.2% 6.4% 7.9% Hawaiian/Pacific Islander 0% 0% 0.1%

White 15.3% 10.1% 42.1% English Language Learner 44% 37% 12.8% Special Education Students 15% 16.1% 16.4%

Attendance Rates 95.9% 95.9% 94.3% Number of School

Suspensions 119 students 144 students Info not available

ISTEP – Language Arts (pass rate)

52% 41% 47.8%

ISTEP – Math (pass rate) 55% 34% 44.9% IREAD 3 (pass rate) 93% 78% 77.9%

School Mobility 40% 75% 14.4% Students Below Grade Level -

Math 45% 66% 52.2%

Students Below Grade Level – Language Arts

48% 59% 55.1%

Current afterschool programming in Elkhart addresses the various issues impacting the

students of Elkhart, additional programming is needed to make a larger impact. Most programs

do not serve these students or may be too costly for families to utilize on a regular basis. The

current 21CCLC program at Monger is one of three 21CCLC programs in Elkhart. BGCEC

currently has programs at Osolo and Beardsley Elementary Schools and North Side Middle

School. ECS currently has a 21CCLC program at Roosevelt Elementary School. These

programs are inaccessible to the students of Monger and Hawthorne as there is no transportation

to those sites. In addition to the 21CCLC programs and the BGCEC of Elkhart there are several

afterschool providers which are mainly inaccessible to the students at Monger and Hawthorne

including Tolson Center, Youth for Christ, and KidsCare (a division of BGCEC). KidsCare

offers before and after school care. This service is offered to Monger and Hawthorne

Elementary School students, but due to the weekly fees and low-income of many families, not

many utilize this service. A partnership with KidsCare is being formed to offer reduced fees to


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these families. Current 21CCLC program offerings Monger include those programs listed in the

chart below, along with the proposed expansion and enhancement plans.

School Name – Grade Levels Current Programs Expansion & Enhancement

Monger Elementary School – serves first through sixth grade

Morning and afterschool programming totaling three hours per day; Before and after school child care provided at Hawthorne Elementary School (transportation to Monger is provided in the morning and from Monger in the afternoon; Happy Day Club; Happy Clovers 4-H Club; Daisy Girl Scouts #137; Title 1 Summer Program; Robotics

21CCLC Programming will continue with the development of STEM activities and the expansion of all programming to the left at Hawthorne Elementary School. Students in grades pre-K through sixth grade will also be served at the new site.

IV. Partnerships/Collaborations

Partnerships and collaborations are a vital piece to the success of all afterschool

programming. The Boys & Girls Clubs of Elkhart County offers high quality after-school youth

development programs for children ages 6-18 years old throughout Elkhart County. By

partnering with Elkhart Community Schools, the 21CCLC program offered at Monger and

Hawthorne Elementary Schools will be able to offer a strengthened program through the

expertise of the Boys & Girls Club grant management staff and ECS’ academic staff. The

partnership between the Boys & Girls Clubs of Elkhart County and Elkhart Community Schools

for the cohort 9 grant will be unique as they will have major roles in ensuring the success of the

program. Highlights of the partnership are listed below, please refer to the MOU in Appendix A

for additional information.

• BGCEC will serve as the fiscal agent for the grant – all financial statements, monthly reimbursements, financial files will be maintain by the grant management staff of the BGCEC

• ECS will oversee the day-to-day programming of each before and after school program at Monger and Hawthorne Elementary Schools.


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• ECS will provide all program staff, which will include certified teachers and paraprofessionals

• ECS will provide program space, supplies, and equipment for the program • BGCEC will complete and submit all program reports as required by the 21CCLC

program. • BGCEC and ECS will create a system for reimbursement for staffing costs,

supply/equipment costs, and other program related expenses

Partnerships for the program were identified through collaboration between the BGCEC and

ECS in discussing the needs of the programs and consulting with current program partners.

Partnerships will include current program partners and new relationships, all committed agencies

are dedicated to working with the program for the duration of the grant. As the programs grow

and evolve, additional partnerships will be added to strengthen the program and its offerings.

MOUs are included in the Appendix for partnerships listed below:

• Goshen College Music Center will continue to provide music education programming for students

• Boys & Girls Clubs of Elkhart County – KidsCare Division will collaborate with the 21CCLC program staff to provide quality before and after school programming for the students of Monger and Hawthorne Elementary Schools at the Hawthorne Site.

• Hispanic Health Coalition will continue to provide health and wellness programming to students and their families

• Child Evangelism Ministries will provide afterschool Bible study “Happy Day Club” at each site once a week

• Lifeline will provide character development programming twice a week at Hawthorne • Independent Dance Instructors will provide dance instruction for all students • Salvation Army will provide archery instruction • Junior Achievement to provide professional development and curriculum for financial

literacy

When reviewing the goals, objectives, performance measures, activities, and assessment

requirements of the program, it is believed the programs provided by the partners involved in

this initiative will not only offer the IDOE with solid information regarding the program’s


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effectiveness, but even more importantly, provide all partners mentioned above with the data

that may be used to modify and improve program and service delivery strategies.

V. Program Design and Implementation

The 21CCLC programs at Monger and Hawthorne will be comprised of regular school day

staff, therefore the regular school day curriculum is imbedded in the after-school programming.

A complete outline of ECS curriculum for each grade level can be reviewed at

www.elkhart.k12.in.us. The Indiana Academic Standards are integrated into the content and

curriculum. The following chart outlines the targeted goals for cohort 9: improve academic

achievement, improve student behavior, and increase family engagement.

Program Goals, Objectives, Measures, Strategies for Monger and Hawthorne Elementary Schools

Program Goals Program Objectives

Program Activities

Performance Measures

Assessment Strategies

1)Improve Math Achievement

1.1 Increase Math skills among regular participants 1.2 Increase Math achievement among regular participants 1.3 Increase course completion among regular participants

1.A Homework help using regular school day curriculum (IXL –web-based math program, Eureka Math, and Indiana Academic Standards)

1.1 Spring proficiency/growth rates will increase by 5% in year one of the grant cycle

1.1 NWEA Assessment scores 1.2 ISTEP Test Scores 1.3 Report card grades

2) Improve Reading/Language Arts Achievement

2.1 Increase Reading/Language Arts skills among regular participants 2.2 Increase Reading/Language Arts achievement

2.A Homework help using regular school day curriculum 2.B Read Works 2.C MyOn Reader 2.D RazKids for Reading

2.1 Spring proficiency/growth rates will increase by 5% in year one of the grant cycle

2.1 NWEA Assessment scores 2.2 ISTEP Test Scores 2.3 Report card grades


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http://www.elkhart.k12.in.us/

among regular participants 2.3 Increase course completion among regular participants

2.E Read Naturally 2.F Read Well 2.G Indiana Academic Standards

3)Improve Student Behavior

3.1 Decrease number of discipline referrals among regular participants 3.2 Decrease the number of bullying incidents

3.A All activities will emphasize social development, conflict resolution and problem solving 3.B Bullying prevention in all activities

3.1 85% of regular participants will have 1 or fewer discipline referrals at Monger. 3.2 75% of regular participants will have 1 or fewer discipline referrals at Hawthorne

3.1 Number of discipline referrals 3.2 Student surveys

4)Increase Family Involvement

4.1 Increase the number of regular participants’ parents involvement

4.A Activities will be planned on a quarterly basis to promote family learning, literacy, and engagement with academic activities

4.1 15% of regular participants’ parents will participate in literacy and/or family engagement activities

4.1 Attendance records for each event/activity

5)Program Attendance

5.1 Proposed number of students attending 21st CCLC program

5.A All 21st CCLC activities

5.1 85 students will attend 60 days or more during the program year at Monger and 55 students will attend 60 days or more during the program year at Hawthorne

5.1 EZ Report Attendance data

The program design was based on assessment data from the internal and external evaluations:

IN-QPSA, Horizon Education Alliance (cohort 6 external evaluator), parent/student surveys and

discussions between district administration and community partners. The school improvement

plans were reviewed to link with the planned after-school design. The program design is based

on recommendations that are utilized in the current 21CCLC program to ensure quality


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programming. The Indiana Afterschool Standards is the guide utilized by the sites to determine

best practices. The standard checklists are reviewed by the site coordinators and the program

director to determine if best practices are being followed throughout the programming year.

Training will continue to be provided to all staff using these guidelines before programming

begins.

All programming will include a variety of engaging activities to meet the academic,

social, and physical needs of students. A low student/adult ratio will be maintained to ensure

individual attention. Each site has access to computer labs, gyms, and outdoor recreation areas.

The partners will enhance the design of the program by offering music development, character

development, and academic enrichment. The program director and site coordinators will

continue to seek out new partnerships as the program continues to grow and evolve. Discussions

with various agencies in the area are in the works to include additional STEM programming,

parental engagement activities, and additional character development programs with the BGCEC

sites throughout Elkhart County.

The Boys & Girls Clubs of Elkhart County will manage the 21CCLC program as the

fiscal agent. The BGCEC has a positive track record of overseeing and managing quality

afterschool programs, and has been serving the youth of Elkhart County for over 60 years. Site

Coordinators manage each 21CCLC with direct oversight by the individual school administrator

(principal and/or assistant principal) and the 21CCLC program director. Highly qualified

certified teachers and site coordinators at both sites will continue to be recruited for staffing. All

paraprofessionals meet the requirement of 2-years of college credit or have passed the Praxis


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Exam. All instructors, including those from the community, must pass a federal and state

background check through ECS before working with the program.

Academic afterschool programming will continue to be provided by regular school day

staff. This provides the link between the regular school day and after-school curriculum. The

activities incorporated into the program will be: homework assistance and support, academic

enrichment learning activities focusing on Reading, Writing, and Math, character development

activities, family and parent literacy activities. Professional development for staff will focus on

incorporating STEM curriculum into the after-school programming. All curriculums are

researched based. Past ECS’ 21CCLC programs have experience with training provided by

CEEP (Center for Evaluation & Education Policy) on determining clear and realistic measures

for current and future programs. It is anticipated students will make gains in all performance

areas each program year, given the experienced staff and proven curriculum used. Program staff

have received intensive professional development on the following curriculum which will be

utilized throughout the program: Eureka Math and Journeys. Regular school day staff will

instruct the academic component of the afterschool program; therefore, the curriculum used will

support the regular school day curriculum. Homework assistance will be provided daily at each

of the sites. Each site has a robotics program that is sponsored through the school, which will be

supported through the 21CCLC program if there is a need, and all participants will be invited to

participate. The goal of academic achievement will be met with homework assistance and the

programming in language arts and mathematics based on each school’s improvement plan. The

planning process includes direct input from the school principals and staff to provide the direct

link between the regular school day curriculum and afterschool programming. Regular school

day staff will provide the academic instruction in afterschool programming using their skills in


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data analysis and knowledge to match the curriculum with Indiana Academic Standards to

enhance the afterschool curriculum.

B. Evidence of Previous Success

ECS has successfully offered the 21CCLC program since its first award in 2003.

BGCEC has successfully offered the 21CCLC program since its first award in 2013. Principals,

school staff, and BGCEC leadership will work closely with the program staff to ensure all

program goals and objectives are met. The mission statements of BGCEC and ECS are

consistent with the 21CCLC program which creates a perfect partnership to provide a high

quality afterschool program. The mission of the BGCEC is “to inspire and empower all young

people, especially those who need us most, to reach their full potential as productive, caring,

responsible citizens”. The mission statement of ECS is “Every student is known by name,

challenged and supported by highly effective staff, and in partnership with the community, will

graduate career/college and life ready.” The mission statement of the 21CCLC programs at

Monger and Hawthorne is “to provide a safe environment where students are empowered to

become competent and responsible community leaders of the future” – which supports the

mission statements of both agencies. The programming follows the premise that every club has

its own exciting feel to keep students engaged and excited to be there while still teaching Indiana

Academic Standards. EZ Report data for cohort 7 shows that the proposed number of students

are each site has been met or exceeded throughout the Monger program. A strong staff of

coordinators is currently onboard and is anxious to continue progress at Monger and while

helping to build and expand the success of our programming at Hawthorne Elementary.


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Program Location

(Cohort 7, Year 3)

Proposed Number of Students

Students Attending

less than 30 days

Students Attending 30 - 60 days

Students Attending 60 days or more

Total Youth Served

Monger 80 120 71 86 276

2016-2017 Progress Towards Academic Performance Measures – Cohort 7, Year 3

Result Performance Measure and Annual Target 57% 50% of students will meet their projected growth in math on NWEA from Fall to Spring

(grades 3-6) 59% 50% of students will meet their projected growth in reading on NWEA from Fall to Spring

(grades 3-6) 85 Students (exceeded)

80 students will attend the program at least 60 days or more

89% (exceeded)

85% of regular participants will have 1 or fewer discipline referrals

40% (exceeded)

10% of regular participants parents will participate in literacy and/or family involvement activities

NWEA Reading – Project Growth Targets – Cohort 7, Year 3

Met Growth Target Number of Students Percentage of Students Yes 60 57% No 45 43%

Total 105 100% NWEA Math – Project Growth Targets – Cohort 7, Year 3

Met Growth Target Number of Students Percentage of Students Yes 62 59% No 43 41%

Total 105 100%

Below are program successes at the Monger site during the 2016-2017 school year:

• The program exceeded its annual targets for every performance measure. • There was a strong increase in the number of students that were reported as having

moderate to significant improvements according to teacher ratings. • NWEA Scores showed that the number of students meeting growth targets exceeded the

goals set by the program. • The percent of program participants passing the ISTEP+ in mathematics exceeded the

overall passing rate for the state. • The program continues to integrate new activities for students and to increase the number

of parent/family involvement activities. C. Design Requirements:

Title 1 Schools, Non-Title 1 Schools, Targeted Students and their Families – The two

targeted sites meet the Title 1 criteria of over 40% free/reduced lunch percentages. The 21CCLC


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program will be available to all interested students through communication with principals,

social workers, site coordinators, and teachers, specifically providing information to parents of

at-risk students. Information for the Adult Education programs provided by ECS will

disseminated to parents of all students. Recruitment will be through student/parent meetings,

home visitation, and information sent to the home. Title 1 parent support team will play a vital

role in program recruitment.

Dissemination of Information - Current 21CCLC programs have been strong in providing the

communication needed to advertise, register, and enroll students in the program. BGCEC

leadership and ECS school staff will be involved in disseminating program information to

families. Flyers and registration forms are distributed in English and Spanish. Each site has a

translator at the school who assists with providing information to families. BGCEC will have all

program information on their website for families to obtain. All information, advertisement of

the programs, and registration forms are written in a clear, concise, and welcoming format. The

community will be informed through newsletters, articles in the local newspapers, and through

social media.

Communication with schools – The non-public schools within the target population of

Monger and Hawthorne Elementary Schools are St. Vincent DePaul School, Elkhart Christian

Academy, St. Thomas the Apostle School, and Montessori School of Elkhart. Consultation took

place with all non-public schools regarding the proposed after school programming. Vincent

DePaul School expresses interest in the programming and will be included in all available

programming at both Monger and Hawthorne Elementary Schools. Information will be sent

those schools who expressed interest in sending students to the programs.


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Parental involvement, family literacy, and related family educational attainment – Through

surveys given during past 21CCLC program years, it has been discovered that parents would like

additional information regarding career and college opportunities. ECS and BGCEC is

committed to providing this information to the parents. One service offered through ECS is the

Adult Education Program, and information regarding various courses, learning opportunities, and

services will be distributed to the parents as they are available. Parents of students actively

participating in 21CCLC will actively be recruited for ECS Adult Education Programs. The

Hispanic Health Coalition will also provide parental engagement activities focusing on the health

and wellness of the entire family. This six-week course is offered free of charge to all families of

program participants each spring, for two hours a week. The program gives parents the tools and

skills needed to have a healthy home: cooking lessons, fitness activities, and much more.

USDA approved snacks for 21CCLC children – At the BGCEC’s current 21CCLC program

location in Elkhart they partner with ECS’ food services department to provide healthy, well-

balanced snacks and meals each day. ECS Food Services Department has a successful history

(since 2003) of snack distribution for afterschool programming. The department will continue to

be in charge of the delivery of snacks to each site daily. All snacks are approved by the US

Department of Agriculture (USDA). The site coordinators are trained in the program

requirements, and the handling and distribution of the snacks.

Weekly Schedule - is provided to all participants and their families in order to promote

activities and to allow for students and families to plan ahead to ensure participation in as many

activities as possible. School year and summer programs are listed below for each program site.


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The program staff will work closely with the school staff to ensure all program space is reserved

for each day’s activities.

Hours and Weeks of 21CCLC Program Operation for Students and Families at Monger Elementary School Weekday – Before School Weekday – After School Evening Hours with Students 1 hour 2 hours 1 hour Hours with Family Members n/a n/a 2 hours Days per week 4 days 4 days 1-2 days per month Number of Weeks At least 20 weeks At least 20 weeks At least 20 weeks Total Program Hours 4 hours per week 8 hours per week 1-2 hours per month

Hours and Weeks of 21CCLC Program Operation for Students and Families at Hawthorne Elementary School Weekday – Before School Weekday – After School Evening Hours with Students 1 hour 2 hours 1 hour Hours with Family Members n/a n/a 2 hours Days per week 4 days 4 days 1-2 days per month Number of Weeks At least 20 weeks At least 20 weeks At least 20 weeks Total Program Hours 4 hours per week 8 hours per week 1-2 hours per month

Hours and Weeks of 21CCLC Program Operation for Students and Families at Monger Elementary School

Summer Program Hours with Students 6 hours per day Hours with Family Members n/a Days per week 4 days Number of Weeks 6 weeks Total Program Hours 24 hours per week

Hours and Weeks of 21CCLC Program Operation for Students and Families at Hawthorne Elementary School

Summer Program Hours with Students 6 hours per day Hours with Family Members n/a Days per week 4 days Number of Weeks 6 weeks Total Program Hours 24 hours per week

The curriculum for the 21CCLC program is based on scientifically based research, including

Engage New York, Eureka Math, myON reader, Read Naturally, and Steck Vaughn Phonics Kit,

as several examples. The school improvement plans, which align curricula with scientifically

based research, were reviewed to link with the planned afterschool design. Staff will continue to

have professional development to align all curriculum with the Indiana Academic Standards. The


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program design is based on recommendations that have been implemented in the current

21CCLC program to ensure quality programming. The Indiana Afterschool Standards is the

guide utilized by all sites to determine best practices. The standards checklist are reviewed by

the site coordinators and program director to determine if best practices are being followed

throughout the programming year. Training will continue to be provided to all staff using these

guides before programming begins. Professional development will include researched based

curriculum on STEM and will be discussed further in the following section, Professional

Development.

21st CCLC Learning Center – The program will be referred to as the 21st CCLC Learning

Centers Monger Elementary School and Hawthorne Elementary Schools as to differentiate the

programs from school day programs/activities and other afterschool programming. 21CCLC

logos and terminology will be used on all program materials that will be disseminated to parents,

schools, and the community. Since Monger currently has a 21CCLC program, 21CCLC staff

will advise the new program staff at the Hawthorne on incorporating the proper terminology and

logos into the program.

VI. Professional Development External evaluation and staff feedback will continue to be reviewed by staff and grant

administrators to determine the professional development needs for continual program

improvement. The IN-QPSA and program surveys provide evaluation tools to analyze program

success. Grant administrations understand the importance of professional development to

maintain and enhance the components of the 21CCLC program. Professional development will

be provided to all program staff focusing on parent engagement, STEM, and the review of all

data sources for program improvement. Professional needs are continually accessed through


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staff meetings and regular communications with student and families. Input is also gathered

from school staff, principals, and the program evaluator. Program staff will also visit other

21CCLC programs in the surrounding communities to observe their programs and to consult on

another on program successes and challenges. Staff are committed to attending 21CCLC state

conferences and at least one other conference to develop their programming skills and stay up to

date on afterschool programming. Professional development will be ongoing throughout year 1

and the remainder of the grant. Professional development during Year 1 of the grant will

include:

Professional Development Activity

Provider of Activity Relevant Program Objective

Expected Staff Outcome

Review Cohort 7 data/Indiana Afterschool Standards/IN-QPSA

Horizon Education Alliance – external evaluator for Cohort 7

Improve academic achievement

Using data for program improvement

Parent Engagement Elkhart Community Schools Title 1 Parent Support Team

Increase Parent Involvement

Strategies to increase parent involvement

STEM ETHOS Science Center, ECS STEAM Administrative Staff

Improve academic achievement

Skills to increase STEM curriculum and activities

21CCLC Program Staff Orientation/Training – for new program staff

Current 21CCLC Site Coordinators/BGCEC 21CCLC Program Director

Improve program delivery Hawthorne 21CCLC program staff will provide effective afterschool programming

VII. Evaluation

In order to accurately and efficiently evaluate the work it will be doing for the 21CCLC

grant, BGCEC will utilize an outcome and process evaluation. This allows the program to learn

from its successes and failures from the year and to incorporate this knowledge into the

following year’s program plan, and provides the opportunity to determine how current plans and

activities are functioning and make improvements as needed. The planned evaluation is quasi-

experimental in design and includes both quantitative and qualitative data collection measures.


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This design will provide critical information about each program area that will, in turn, be used

to inform programmatic decisions as each year of the grant progresses. The goals and objectives

of the BGCEC 21CCLC program are in alignment with the federal purpose and stated goals of

the 21CCLC program. BGCEC will partner with iEval, led by Dr. Wendy Tackett to evaluate

the programs at Monger and Hawthorne Elementary Schools. Dr. Tackett currently serves as the

external evaluator for the current 21CCLC program at Beardsley and Osolo Elementary Schools

and North Side Middle School. In past programs, all evaluation data and reports have been

submitted on time with reliable and valid data, defensible analysis of data, and steps for program

improvements. iEval will work closely with the team to provide ongoing data interpretation and

use for program improvements, making evaluation part of the way we do business. A formal,

detailed evaluation report is provided in the summer of each year, which is then used to create

presentations for school boards, governing boards of BGCEC, ECS leadership, teachers, parents,

community members, and additional funding sources. The annual report includes yearly and

longitudinal data around attendance, behavior, and academic outcomes; evidence of program

quality based on program observations and interviews; progress towards objectives’ and state

reporting requirements. The formal evaluation report is also used throughout the year by program

staff. Interim evaluation reports are provided 1. At the beginning of the year, focusing on

summer programming and fall targeting, and 2. After the end of the first semester, tracking initial

program impact and student data trends. iEval data analyses help us target the highest need

students, focusing on research-based risk predictors (e.g. attendance, behavior, academics), as

well as understand the long-term impact our programs have on students, families, and the

schools. iEval will continue to serve as our external evaluator during the duration of the next 4-

year grant cycle.


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The evaluation plan is based on the goals, objectives, and outcomes previously identified

in this grant narrative, focusing on both program quality and outcomes (the table below lists the

general outcomes, specific outcomes are listed section V). Quantitative and qualitative data

sources are triangulated for the more accurate and useful evaluation findings. Using all of the

data sources and analyses mentioned below, the iEval team will guide the program manager and

site coordinators through a paired comparisons analysis procedure designed to strategically

identify how to target time and resources for program improvement and impact based on data.

Goal Outcomes Methodology

Increase academic achievement

Improve reading/language arts grades, improve math grades, improve ISTEP reading scores, improve ISTEP math scores, teachers report improved classroom behavior, and teachers report improved homework completion & classroom participation

iEval collects student grades and ISTEP scores directly from the schools and program data from the Boys & Girls Club. iEval then conducts one-way ANOVAs and regression analyses to determine statistically significant differences between regular 21st CCLC participants and nonparticipants and 21st CCLC participants over time.

Increase student academic learning

Students report 21st CCLC has helped them academically iEval conducts student interviews and/or

program observations (focused on program environment and implementation of curriculum).

Increase student learning in non-academic areas

Students report 21st CCLC has helped them in non-academic areas

The external evaluation team helps the program staff understand the students they are

serving, and to assist with making adaptations based on the data to more efficiently reach the

high need students and more effectively impact them. Additionally, we know that regular

participation in 21st CCLC programming has a positive impact on regular school day attendance,

which is one of the primary predictors of future success (based on studies from Johns Hopkins

University, Chicago Public Schools, and Attendance That Works). The solid connection between


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our programming and school success helps strengthen our bridges with the regular school day

teachers and administrators, creating sustainable support for our programs.

Dr. Tackett led the statewide effort in Michigan to develop the Local Evaluators Guide,

which the program uses to ensure high quality program evaluation. With Dr. Tackett’s support,

the 21st CCLC team will continue to fully cooperate with all components of the Indiana statewide

and federal evaluation of the 21st CCLC programs including EZ Reports and the required

outcomes templates. The evaluation process will keep in mind the State Board of Education

reform priorities by merging data sources into a system that can also benefit the schools, making

recommendations to help improve student achievement, and providing training to make the use

of data more effective. The iEval team has all of the resources necessary to comply with the state

evaluation requirements.

The evaluation will be collaboration between all partners involved in the grant, including

the evaluator, BGCEC staff, ECS staff, and school administrators will share the responsibility of

collecting the data. The iEval will be responsible for the following: 1. processing and analyzing

data using a combination of Microsoft Excel, Microsoft Word, and various evaluation tools. 2.

Providing formative evaluation reports on an annual basis, and 3. Providing a summative report

at the end of the funding period. All reports will be delivered eight weeks after the final data is

provided to the evaluator. This will enable BGCEC and ECS to make program changes prior to

the start of the next grant year. The following table and information outlines the data collection

process:

• EZ Reports will be utilized to supply information about grades, attendance, and discipline referrals for those with regular program attendance (60 days or more).


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• EZ Reports will be utilized to analyze the state required teacher survey data. This survey asks about student academic improvement, as well as perceptions of sub categories within academics.

Data to be Collected

What will be measured

When Collected

Source of Data Who Collects & Enters Data

Who Analyzes

Data School and Program Attendance

Program Participation Rates

Each Semester School and Program Records

BGCEC/ECS program staff

iEval

Reading and Math/English Grades

Measure Academic proficiency

Each Semester Report Cards BGCEC/ECS program staff

iEval

ISTEP+ scores Measure Academic proficiency

Each School Year

ISTEP+ reports BGCEC/ECS program staff

iEval

Acuity Assessment –NWEA, IREAD, and ECA scores


Fall, Winter, Spring

NWEA reports BGCEC/ECS program staff

iEval

Pre/Post Test – Reading Curricula


Beginning and End of school year

Curricula pre/post test


iEval

Pre/Post Test – Math Curricula





iEval

Pre/Post Test for Student Behavior activities

Measure changes in behaviors and attitudes



ECS program staff iEval

Teacher Surveys Measure changes in behaviors and attitudes

Each Spring Teacher Survey ECS program staff iEval

School Suspensions Expulsions

Measure changes in behaviors and attitudes

Each Semester School Records BGCEC/ECS program staff

iEval

Parent Survey Feedback

Obtain information about the parent’s

Each Spring Parent Survey ECS staff iEval

Student Focus Groups

Obtain information about the program’s impact

Each Spring Student focus group guide

BGCEC & ECS staff/iEval staff

iEval

Observation Assess efficacy of the program and effectiveness of program staff

Each Spring Site Observation Guide

BGCEC & ECS staff/iEval staff

iEval

Interviews Measure staff satisfaction

Each Spring BGCEC staff interview guide

iEval staff iEval

The performance measures that will be tracked during Year 1 of the program are as follows:


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Elementary English/Language Arts & Math Performance 1. Student’s meeting or exceeding their projected growth in reading, as measured by NWEA, will increase by

5% in Year 1 of the program. 2. Student’s meeting or exceeding their projected growth in math, as measured by NWEA, will increase by

5% in Year 1 of the program. Program Attendance

1. 140 elementary school students will attend the after school program at least 60 days or more during the school year during Year 1 of the program.

Summer Program Performance Measures 1. REACH: 100% of RAPs will be at-risk participants 2. REACH: 75% of RAPs will be returning participants from spring semester 3. EDUCATION/COGNITIVE: 50% of RAPs will maintain or improve their grade-level performance in

Math from spring to fall. 4. EDUCATION/COGNITIVE: 50% of RAPs will maintain or improve their grade-level performance in

English/Language Arts from spring to fall. 5. STEM: 80% of RAPs will demonstrate an increased ability to exercise STEM-relevant life and career

skills

VIII. Support for Strategic Priorities

The goals and objectives listed in the 21CCLC proposal align with the goals and

objectives in the school improvement plan for all schools. School Improvement Plans were

thoroughly reviewed to plan the design of the afterschool program. Both sites plan to focus on

improvement of Math and Language Arts achievement. The curriculum is the same in the

regular school day, as outlined in the improvement plan, is used in the afterschool program. All

of the school improvement plans list the 21CCLC program as a component to improving

academic achievement.

IX. Sustainability

The BGCEC grant department continually stay informed of funding opportunities

through Indiana Youth Institute, the Indiana Afterschool Alliance, and various nationwide grant

databases including Grant Station. Additional funding, beyond 21CCLC funding, is actively

sought. Kevin Deary, President and CEO of BGCEC, also aggressively searches for additional

sources of program funding for the BGCEC for program expansion throughout Elkhart city and


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Elkhart County. Relationships with community partners and supporters are continually

cultivated to ensure continued support. BGCEC has an endowment fund that ensures Boys &

Girls Club programming will continue for years to come.

Extensive discussions were had with members of the BGCEC governing Boards and ECS

leadership prior to pursuing additional 21CCLC funding for cohort 9. All parties fully

understand that:

• If awarded, grant funding will be used to provide afterschool programming at Monger and Hawthorne Elementary Schools and to administer grant requirements

• The grant will provide decreased funding levels in years 3 and 4 of the initiative, requiring additional funding may have to be raised from other sources

• There is every expectation that the initiative will continue beyond the final year of grant funding

All parties involved with BGCEC and ECS fully understand these parameters and are

committed to the continued success of the afterschool program and will assist in generating the

resources required to not only sustain this initiative, but to continually expand the program.

X. Safety and Transportation

The Boys & Girls Clubs of Elkhart County and Elkhart Community Schools have a

proven track record of safety. All sites require parents to be buzzed into the building with

identification. Students are released to walk home or to parent pick-up under staff supervision.

Transportation is provided to students during 21CCLC field trips by ECS transportation

department following all safety standards from the school sites to home and all field trips.

Parents are required to sign a transportation permission form at the time of registration. Hired

staff meets all requirements for licensing and must pass a state/federal background check. All

staff has been thoroughly trained in topics of conflict management, problem resolution, and first

aid, crisis management (fire drills, lockdowns, storm drills, and angry parents). In addition to the


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safety and security of the school building, BGCEC has an online database for checking children

into its afterschool programming, all students are required to check in upon arrival at the

program, and check out once they depart the program. This allows staff and parents to know

who is in the building at all time. The program assists in managing children’s whereabouts when

participating in various activities since they are required to check in via a tablet in each activity

location.

XI. Budget

Please refer to the budget form that is attached to the grant application, with details of

each projected expense. All expenses will be used to support and enhance the proposed

program. Expenses will include program evaluation, educational field trips, program staffing

costs, transportation, program safety expenses, curricula costs, contractual fees, professional

development (for required and additional conferences and trainings), and program supplies. In-

kind donations are always solicited and welcomed as a way to provide additional supplies and

resources. The Boys & Girls Clubs of Elkhart County will serve as the fiscal agent for the

programs at Monger and Hawthorne Elementary Schools. The BGCEC has served as the fiscal

agent for their current grant since 2013, having all expenses accounted for and monthly

reimbursements submitted on a timely basis. All funds for each program year have been fully

expended. The fiscal agent will work closely with Elkhart Community Schools to ensure all

funds are expended appropriately to meet the goals and expectations of the grant.

Thank you for your consideration


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Appendix A

Memorandum of Understanding


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Appendix B

Evidence of Previous Success


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Evidence of Previous Success

As mentioned earlier, Monger Elementary School has been operating a highly successful

21CCLC program, which has been instrumental in improving their school rating from a D to a B.

Below program successes will be highlighted in addition to the successes of the BGCEC

programs currently in operation. Showcasing both programs will show with a combined effort

between the two agencies the programs at Monger and Hawthorne will succeed and will continue

to grow.

BGCEC has been offering quality afterschool and summertime youth development

programming in Elkhart County for 60 years. Today, the Club’s membership throughout Elkhart

County is 3,100 children between the ages of 6-18. An average of 1,100 members are in

attendance each day at the Clubs in Elkhart, Goshen, Middlebury, and Nappanee. The BGCEC

Elkhart Unit has been successfully operating a 21CCLC site since 2013 which has included

Beardsley Elementary School, Osolo Elementary School, and North Side Middle School.

Highlights from the most recent Annual Evaluation Report for the BGCEC (2016-17 school year) include:

• Students attending the 21st CCLC program missed fewer days of school during the school year, with the most significant decline in school absences after a student attended the 21st CCLC program 120 or more days.

• Students attending the 21st CCLC program were suspended less often during the regular school day, with the most significant decline in suspensions after a student attended the 21st CCLC program 120 or more days.

• 96% of students participated hands-on STEM activities • 63% of students improved their math grade • 60% of students improved their reading grade

Highlights from Monger’s 2016-17 school year report include the following highlights:

• The program exceeded its annual targets for every performance measure • NWEA scores showed that a number of students meeting growth targets exceeded

the goals set by the program


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• 59% of students met their projected growth in reading • 57% of students met their projected growth in math • 40% of regular participant’s parents participated in family engagement events • Percent of program participants passing the ISTEP+ in math exceeded the passing

rate for the state of Indiana

Attendance for 21CCLC participation is recorded in EZ Reports. Below is a chart of

attendance for each of the sites during the 2016-17 school year.

21CCLC Attendance Beardsley Elementary

Osolo Elementary North Side Middle School

Monger Elementary

Attended less than 30 days

33 47 15 120

Attended 30-60 days 39 28 15 71

Attended more than 60 days

78 131 26 85

Total Students Attended

150 206 56 276

The annual evaluation showed evidence of a relationship between the amount of

participation in 21CCLC programming and school day attendance. Data shows that the more the

students attend 21CCLC programming, the lower number of absences they have during the

school year.

Days in 21CCLC Programming Days Absent from School - BGCEC 30-59 8.8 60-89 6.8

90-119 6.8 120 or more 5.4

Additional Annual Report highlights include (Boys & Girls Club and Monger):

• 62% of program participants turn their homework in on time (BGCEC) • 78% of program participants improved their participation in class (BGCEC) • 63% of program participants improved turning their homework in on time (Monger) • 66% of program participants were completing homework to teacher satisfaction (Monger) • 51% of students maintained an A-B grade or improved their Math grades (BGCEC) • 52% of students maintained an A-B grade or improved their English/Language Arts grade

(BGCEC)


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• 57% of students earned an A-B grade or improved in their Math grades (Monger) • 55% of students earned an A-B grade or improved in their English/Language Arts grades

(Monger)


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Appendix C

Equitable Access and Participation


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Requirements of GEPA 427

As stated earlier in the grant narrative, the Boys & Girls Club of Elkhart County is

dedicated to serving all students of ECSC regardless of their gender, race, national origin, color,

disability, or age. All students ages 6-18 are able to become members of the Club’s

programming. Please refer to the previous section for additional information. The following ten

principles make the Boys & Girls Clubs unique in the youth development field.

Boys & Girls Clubs:

• are for boys and girls. The Clubs are specifically designed to serve young people between the ages of 6 and 18 who are pursuing their education.

• are affordable for all young people. Membership dues are kept low so that all youth can afford to belong on an equal basis. No youth is turned away who cannot afford the fees.

• have trained, professional staff. The Clubs are led by full-time professionals and trained part-time staff and volunteers.

• require no proof of good character. We help and guide girls and boys who may be in danger of acquiring, or who have already acquired, unacceptable habits and attitudes, as well as boys and girls of good character.

• are for all young people of all races, religions, and ethnic cultures. • are building centered. Activities are carried on in the warm, friendly atmosphere

of buildings especially designed to conduct programs for young people. The Boys & Girls Clubs of Elkhart County is comprised of four locations: Goshen, Nappanee, Middlebury and Elkhart. After-school transportation is provided from elementary and junior high schools to the Clubs.

• are non-sectarian. • have an open door policy. Clubs are open to all members at any time during

hours of operation for that age group. We are open 2:30 PM to 8:00 PM after school and 10:00 AM to 6:00 PM during summer and school vacations.

• have a varied and diversified program. The Clubs conduct a quality program that recognizes and responds to the collective and individual needs of girls and boys.

• are guidance oriented. We emphasize values inherent in the relationship between young people and their peers, and young people and adult leaders. We help young people make satisfying choices in their physical, educational,personal, social, emotional and vocational lives.


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The distinctiveness of a Boys & Girls Club does not rest on any one of the above

characteristics, but rather on a total combination of them.

The Club provides diverse activities that meet the interests of all youth. Core Programs

engage young people in activities with adults and peers that enable them to develop self-esteem

and to reach their full potential. Based on physical, emotional, cultural and social needs and

interests of girls and boys, and recognizing developmental principals, the Club offers program

activities in five areas:

• Character and Leadership Development…empowers youth to support and influence their Club and community, sustain meaningful relationships with others, develop a positive self-image, participate in the democratic process and respect their own and others’ cultural identities.

• Education and Career Development…enables youth to become proficient in basic educational disciplines, apply learning to everyday situations and embrace technology to achieve success in a career.

• Health and Life Skills…develops young people’s capacity to engage in positive behaviors that nurture their own well-being, set personal goals and live successfully as self-sufficient adults.

• The Arts…enables youth to develop their creativity and cultural awareness through knowledge and appreciation of the visual arts, crafts, performing arts and creative writing.

• Sports, Fitness and Recreation…develops fitness, positive use of leisure time, skills for stress management, appreciation for the environment and social skills.

Club programs and services promote and enhance the development of youths by instilling a:

• sense of competence - the feeling there is something boys and girls can do well. • sense of usefulness - the opportunity to do something of value for other people. • sense of belonging - a setting where an individual knows he or she has a place and

where he or she "fits" and is accepted. • sense of power or influence - a chance to be heard and to influence decisions.

When this strategy is fully implemented, the self-esteem of girls and boys is enhanced and an

environment is created which helps them achieve their full potential.


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Appendix D

Organization Authorized Representative


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Boys & Girls Clubs of Elkhart County, Inc.

Bylaws

ARTICLE I - NAME

Section 1: The name of the Corporation shall be the Boys & Girls Clubs of Elkhart County, Inc., also doing business as:

Boys’ & Girls’ Club of Goshen, Indiana Boys’ & Girls’ Club of Nappanee, Indiana Boys’ & Girls’ Club of Middlebury, Indiana Boys & Girls Club of Elkhart Boys & Girls Clubs of Elkhart County KidsCare

This organization is incorporated under the provisions of the Indiana Not-For-Profit Corporation Act of 1935 and other applicable laws of the State of Indiana.

ARTICLE II - PURPOSE Section 1: The purpose of the Corporation shall be to provide behavior guidance and to

promote the health, social, educational, vocational and character development of boys and girls, without regard for race, color, creed or national origin; to operate one or more Club sites for program activities and services; to receive, invest and disburse funds; and to hold property for the purpose of the Corporation.

Section 2: No part of the income or assets of this Corporation shall inure to the benefit of any private individual or member, except that the corporation shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes set forth in the Article of Incorporation.

Section 3: This Corporation shall issue no capital stock, its object and purpose being solely of a benevolent character, and not for individual pecuniary gain or profit of its Board of Trustees or unit board members.

ARTICLE III – BOARD OF TRUSTEES Section 1: The business, property and affairs of the Corporation shall be managed by the board


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of directors which shall have the power to initiate and approve plans and programs for the welfare of boys and girls, have custody and management of land, buildings, equipment, securities and all other properties of the Corporation; adopt the annual budget of the Corporation; borrow money; raise and disburse funds; invest and reinvest funds of the Corporation; sell, buy and exchange properties and securities of the Corporation; make contracts; appoint the Chief Executive Officer; and appoint, or delegate the power to appoint, other employees of the Corporation; and to perform all other duties and shall have such other powers as may be necessary to carry out the purpose of the Corporation. This board shall be known and designated as the "Board of Trustees."

Section 2: The number of members of the Board of Trustees shall be fixed by the Board of Trustees. This number shall be not less than fifteen and not more than thirty. The number may be changed, with fifteen days written notice, at any meeting of the Board of Trustees.

Section 3: Annually one-third of the number of directors shall be elected by the Board of Trustees for three-year terms. If deemed appropriate, members may be elected at other regular meetings of the Board of Trustees. If the number of the members of the Board of Trustees is increased, the additional members shall be elected to approximate equal number for one-, two- and three-year terms, and if the number of members is reduced, the terms of members may be adjusted to approximate an equal number serving one-, two- and three-year terms.

Section 4: All officers of the corporation shall be either elected or ex-officio members of the Board of Trustees during their terms of office.

Section 5: The Board of Trustees shall have power to fill vacancies in its own membership. Section 6: Directors may be elected for a total of three consecutive terms, and then would not

be eligible for reelection until at least one year has elapsed. A one- or two-year term is not considered to be a term.

Section 7: Prospective members or members considered for reelection shall be recommended by Board Governance Committee to the Board of Trustees for consideration and vote. Names for Board of Trustee membership shall be presented to the Board of Trustees at least four weeks prior to an election.

Section 8: Board of Trustees members may include Unit board chairpersons, vice-chairpersons, immediate past chairpersons or their designees.

Section 9: Fifty percent of the Board of Trustee membership shall constitute a quorum. Section 10: Meetings shall be held at least quarterly. Section 11: Special meetings may be called by the chairperson or by one-third of the members

of the Board of Trustees, providing a notice of the time, place and purpose of the meeting is given to each member at least forty-eight hours in advance of the meeting.

Section 12: Any member may be removed by the Board of Trustees for cause by a two-thirds vote of the entire Board of Trustees membership at a meeting of the Board of Trustees duly called for that purpose, providing a notice of the time, place and purpose of the meeting is given to each member at least forty-eight hours in


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advance of the meeting.

ARTICLE IV - OFFICERS OF THE CORPORATION Section 1: The officers of the Corporation shall be chairperson, one or more vice-

chairpersons, a treasurer, and a secretary, who shall be elected annually by the Board of Trustees. All officers shall serve terms of two years and may be reelected, except that the chairperson and vice-chairpersons shall not serve more than three consecutive terms of two year each.

Section 2: The Board of Trustees shall have power at any time to fill vacancies among officers, and officers elected to fill such terms shall be considered to be in their first term.

Section 3: The chairperson shall preside at meetings of the Board of Trustees, shall appoint the members of all committees and shall be an ex-officio member of all such committees, shall sign papers as required by the office or instructed by the Board of Trustees, shall make such reports and recommendations to the Board of Trustees concerning the work and affairs of the Corporation judged desirable for their information and guidance, may require reports from the treasurer, secretary and Chief Executive Officer judged necessary, and shall perform other duties incident to that office.

Section 4: The vice-chairperson shall perform the duties of the chairperson in case of absence, illness, resignation or inability to act.

Section 5: The treasurer shall keep a financial record of the corporation in accordance with good accounting practices and shall perform other duties incident to that office. The financial records of the Corporation shall be audited at least once annually by an independent certified public accountant approved by the Board of Trustees. The treasurer may be required by the Board of Trustees to give such bonds as they shall determine necessary.

Section 6: The secretary shall be responsible to keep record of all proceedings of the Board of Trustees and shall perform other duties incident to that office.

ARTICLE V - COMMITTEES OF THE BOARD OF TRUSTEES Section 1: Executive Committee:

The Board of Trustees shall maintain an executive Committee, the members of which shall consist of the officers of the Board of Trustees, the chairpersons of various standing committees, and up to three non-officer Directors appointed by the Chairperson of the Board of Trustees for the current year. The Chairperson of the Board of Trustees shall serve as Chairperson of the Executive Committee. The Committee shall meet on-call between regular Board meetings. Except as otherwise provided herein, the Committee shall, during the intervals between the meetings of the Board of Trustees, possess and may exercise all of the powers of the Board of Trustees in the management of the affairs of the Corporation. Any action taken by the Executive Committee shall require the affirmative vote of a majority of the Committee members. The Executive


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Committee shall keep full records and accounts of its proceedings and transactions. All actions by the Executive Committee shall be reported to the Board of Trustees at its meeting next succeeding such action and shall be subject to control, revision, and alteration by the Board, provided that no right of third persons shall be prejudicially affected thereby. The Executive Committee shall conduct the annual performance review of the Chief Executive Officer of the Corporation and shall have the authority to enter into agreement with the Chief Executive Officer.

Section 2: Board Governance Committee: The Board Governance Committee shall be responsible for the identification, recruitment, nomination, orientation, ongoing education, evaluation, and recognition of Board of Trustees members. Based upon criteria it has established, the Committee shall develop an organizational needs-driven list of potential Board of Trustees members and determine the degree of interest and commitment from those on the list. From among these prospects, it shall submit a list of recommended nominees to the Board of Trustees at least four weeks prior to the meeting at which the election will be held. In addition, it shall submit to the Board of Trustees a recommended slate of officers at least four weeks prior to the meeting, at which the officers will be elected. The Committee shall evaluate each Board of Trustees member annually in relation to minimum standards of performance that it has developed and which has been approved by the Board of Trustees. It should contact Board of Trustees members who are not meeting their obligations to determine their interest in continuing to serve on the Board of Trustees. The Committee shall periodically review the Articles of Incorporation and Bylaws of the Board of Trustees, and make recommendations for amendments and changes. In addition to the above, the Committee shall be subject to and follow the Board of Trustees Governance Committee Charter.

Section 3: Human Resources Committee: The Human Resources Committee supports and ensures competency and career development planning, which are essential to staff retention and capacity building. The Committee is concerned with the well-being of all staff members and their effectiveness. It advises the Board of Trustees and Unit Advisory Boards on human resource standards, practices, and policies. It provides and, with the President, periodically reviews written policies, practices, and procedures for the direction and guidance of staff. This includes all minimum and essential benefits as defined in the membership requirements of Boys & Girls Club of America; adherence to affirmative action; conditions of employment; length of probationary period; job classifications; performance reviews other than the performance review of the Chief Executive Officer; working hours; vacations; sick leave and welfare benefits; reimbursable expenses; attendance at meetings and conferences; promotions; severance pay; termination of employment; and career development strategies for the organization.


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Section 4: Planning Committee: The Planning Committee reviews the mission statement, determines and updates from time to time long-range, intermediate, and short-range goals, prioritizes strategic goals, and calls for a strategic planning process when needed.

Section 5: Other Committees: The Board of Trustees may provide for such other standing or special committees as it deems desirable, and may discontinue the same at its pleasure. Each such committee shall have such powers and perform such duties, not inconsistent with law, the Articles of Incorporation, or these Bylaws, as the Board of Trustees may prescribe.

Section 6: Miscellaneous: Except as otherwise provided by the Board of Trustees, when a committee is formed all committee members and their chairpersons shall be appointed by the Chairperson of the Board of Trustees. Each committee may designate subcommittees to carry out specific parts of its overall responsibility. Each committee shall designate a recorder to keep an accurate record of its meetings. The Chairperson and Chief Executive Officer shall be ex-officio members of all committees, with vote, unless there is a conflict of interest.

ARTICLE VI – CHIEF EXECUTIVE OFFICER Section 1: The Board of Trustees employs the Chief Executive Officer, who reports directly to it. Section 2: The Chief Executive Officer shall manage the affairs, direct the work and

employees of the Corporation subject to, and in accordance with, the instructions of the Board of Trustees.

Section 3: The Chief Executive Officer shall attend meetings of the Board of Trustees and shall have voting privilege, unless otherwise instructed.

Section 4: The Chief Executive Officer shall make reports of the work and affairs of the Corporation to the Board of Trustees.

ARTICLE VII - UNIT ADVISORY BOARDS Section 1: The Board of Trustees shall appoint advisory boards for each Boys & Girls Club

unit in Elkhart County. These advisory boards shall each be known and designated as a "Unit Advisory Board."

Section 2: Authority: It is specifically intended that the Boys & Girls Clubs of Elkhart County, Inc. Board of Trustees has final authority over and responsibility for the Boys & Girls Club Unit Advisory Boards in Elkhart County. This authority includes determining policy, monitoring personnel issues, planning for and carrying out procurement of finances, and facility construction or change.

Section 3: Policy Determination: The Board of Trustees is responsible for organizational policies, providing guidelines for action and setting parameters within which all Units must operate. Such policies may be very general allowing flexibility or they may be


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very specific with no flexibility. Appropriate interpretations and explanations must be provided with each policy to provide clarity and minimize misunderstanding. Policies should be reviewed at least every three years and changed as needed when determined by the Board of Trustees to be in the best interest of the Boys & Girls Clubs of Elkhart County, Inc. Policy areas include: Planning Finances - Budget, Fundraising, Personnel and Employment Business Management, Program Development Investments, Endowment Unit Advisory Board Membership Facility Use and Management Marketing and Communications Board Government and Logos

• The Chief Executive Officer is responsible for the management and implementation of the organization's policies.

• The Unit Advisory Board is responsible for the operating of its Unit in full accord with the policies of the Corporation. The role of the Unit Advisory Board in policy determination is one of influence and recommendation.

• The chairperson of the Unit Advisory Board serves as a member of the Board of Trustees and has direct influence on policy determination. It is in this forum that policy recommendations can be made. Each Unit Advisory Board is entitled to guidance and assistance from the Board of Trustees and/or a designated representative in understanding and carrying out the policies of the Corporation.

Section 4: Ownership of Corporate Assets: The Board of Trustees is the legal owner of assets transferred to the Boys & Girls Clubs of Elkhart County, Inc. Upon the receipt of gifts, whether inter vivos or testamentary, intended for the corporation’s use in a specific club site, the Board of Trustees will designate such gifts to the use of the appropriate Unit Advisory Board. The designated Unit Advisory Board is responsible as an agent for the use and management of corporate assets that have been designated for its use, according to the conditions and guidelines established by the Board of Trustees. A Unit Advisory Board will be consulted on decisions regarding the disposition of real property designated for its use in a local club site. The Board of Trustees will make the final decisions regarding the disposition of real property designated for the use of a Unit Advisory Board, and will advise the Unit Advisory Board of such decision. Upon the sale of any such designated real property, or the disbursement of any designated accounts or funds, the proceeds of such sale, or the principal and interest accumulated in such accounts or funds, shall be disbursed by the Board of Trustees consistently with the purposes of the Corporation at such designated Unit, or to such organization or organizations organized and operated exclusively for the charitable, educational, religious, or scientific purposes as shall at that time qualify as exempt under Section 501(c)(3) of the Internal Revenue Code of 1954 (or related subsequent revenue laws) as the Board of Trustees shall determine. In making such determination, the Board of Trustees shall consult with the Town Council, or the highest local governing


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body where the Unit Advisory Board is located, and shall distribute assets to such qualifying organization or organizations operating in the geographic area of the designated Unit Advisory Board, following the charitable intent of the donors of such disposed of property, to the extent ascertainable.

Section 5: Legal Authority: Only the Board of Trustees and its designated officers may enter into any contractual or legal obligations on behalf of the Corporation. The use of any facility for purposes other than Boys & Girls Club programs may be authorized only by the Board of Trustees, its chairperson, or Chief Executive Officer. Only the Board of Trustees may establish a Unit Advisory Board, and each Unit Advisory Board must conduct its affairs consistently with the Articles and Bylaws of the Corporation.

Section 6: Planning:

The Board of Trustees, assisted by the Chief Executive Officer is responsible for determining the goals and objectives which will lead to fulfillment of the mission of the Boys & Girls Clubs of Elkhart County, Inc. Using a broad internal and external data base, the management of the planning process is the responsibility of the Chief Executive Officer. There should be a periodic evaluation of the organization in relation to its stated goals and objectives. Short-term goals and objectives, which will lead to the fulfillment of the long-range plans, are to be determined annually. An annual retreat of the Board of Trustees is recommended, at which time an update on the progress on the Strategic Plan is given. The Strategic Plan serves as the primary reference point for planning. The Unit Advisory Board, assisted by its Senior Staff, is responsible for determining objectives of its specific Unit, appropriately consistent with the goals and objectives of the Boys & Girls Clubs of Elkhart County, Inc. and based on the resources and needs in its community. The management of the Unit is the responsibility of the Area Director. Annually, specific objectives should be determined and evaluated. Objectives should include program services, facility, membership, attendance, resource development. In addition, each Unit Advisory Board should develop a three-year plan. The Unit plan and corporate long-range plan should be complementary. Special emphasis should be given to demographic trends in the Unit area. An annual retreat is recommended, at which time goals and objectives are reviewed and evaluated.

Section 7: Personnel: The Chief Executive Officer has the delegated authority to employ or terminate employees of the Corporation. However, such employment or termination is usually based on the written recommendation of the appropriate immediate supervisor.


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All staff members are accountable for performance of their duties within the staff structure. Compensation, including benefits, and all personnel policies are determined by the Board of Trustees. All staff members are employed by the Corporation and are assigned to a particular Club or program. The Unit Advisory Board may assist the Senior Staff in the interviewing of program staff. Their role is supportive to the Unit staff. When an Area Director position is filled, the Senior Staff will consult with the Unit Advisory Board for input and advice. Performance appraisals are conducted at least annually by the immediate supervisor. The results are to be shared with the appropriate Unit Advisory Board members. Unit Advisory Boards may advise and recommend appropriately considered personnel concerns by writing to the Senior Staff of the Corporation.

Section 8: Program:

The Board of Trustees provides direction for programs and services to be offered. This should be consistent with the organization’s mission and program goals and reflect the developmental and environmental needs of youth being served or who need to be served. The Unit Advisory Board determines the specific programs and services for the Unit, consistent with the direction provided by the Board of Trustees. It is responsible for securing resources to help carry out Unit programs and services. If program service fees are assessed, they need to be recommended to the Board of Trustees for approval.

Section 9: Finances and Resource Development:

The Board of Trustees is responsible for the fiscal stability of the Boys & Girls Clubs of Elkhart County, Inc. and its separate Units. It should share its responsibility for budgeting and fundraising with the Unit Advisory Board, providing reasonable assistance and direction to achieve their agreed upon goals. The Corporation will have an audit done at the end of each fiscal year by an external auditing firm, in accord with general accounting principles. The Unit Advisory Board is responsible for assisting with budget planning for its respective Unit and the achievement of agreed upon income goals. Such income goals will be based on realistic projections of resource development capability. Each Unit is encouraged to identify key prospects to build endowment funds. All funds received for endowment will be managed by the Boys & Girls Club Foundation Board on behalf of the Corporation. All investments on behalf of Units are established and managed by the Board of Trustees.

Section 10: Boys & Girls Club Unit Operating Guidelines:

1. Purpose


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The purpose of each Unit shall be to provide behavior guidance and to promote the health, social, educational, vocational and character development of boys and girls. Its object and purpose is solely of a benevolent character, and not for individual pecuniary gain or profit of its members.

2. Unit Advisory Board A. General

The Unit Advisory Board is responsible for the operation of its Un i t in full accord with the policies of the Corporation. The role of the Unit Advisory Board in policy determination is one of influence and recommendation. The Unit Advisory Board is entitled to guidance and assistance from the Board of Trustees and/or a designated representative in understanding and carrying out the policies of the Corporation. The Area Director will be appointed by the Chief Operating Officer, after consultation with the Unit Advisory Board and the Chief Executive Officer for input and advice.

B. Membership Any adult resident of the Unit city or community, regardless of nationality, religion, political belief or gender may become a member of the Unit Advisory Board, by appointment of the Board of Trustees. The number of members of the Unit Advisory Board shall be between fifteen and thirty, and this number may be changed by a two-thirds vote of the Unit Advisory Board. The Board Governance Committee shall recommend prospective Unit Advisory Board members to the Board of Trustees. Any interested person or organization may submit names of prospective Unit Advisory Board members to the Board Governance Committee for its consideration. The Board of Trustees shall consider the recommendations of the Board Governance Committee and appoint members to each Unit Advisory Board. One-third of the members of the Unit Advisory Board shall be appointed for one year, one-third for two years and one-third for three years. Members may serve for three consecutive terms of three years, and then may be eligible for appointment again after a leave of at least one year. A one - or two-year term shall not be considered as a term in regard to tenure limit. Any member may be removed on recommendation of the Executive Committee of the Unit Advisory Board by a two-thirds vote of the members present at any regular or special meeting providing a notice of the time, place and purpose of meeting is given to each member at least forty-eight hours in advance of the meeting.

C. Meetings The Unit Advisory Board shall meet at a time and place to be fixed by members of the Unit Advisory Board. However, meetings shall take place at least every two months to conduct the business of the Unit.


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Special meetings may be called by the chairperson or by one-third of the members of the Unit Advisory Board, providing a notice of the time, place and purpose of the meeting is given to each member at least forty-eight hours in advance of the meeting. Fifty percent of the members of the Unit Advisory Board shall constitute a quorum at any regular or special meeting.

D. Officers The officers shall be a chairperson, one or more vice-chairpersons, and a treasurer elected annually by the Unit Advisory Board. All officers shall serve terms of one year and may be re-elected, except that the chairperson and vice-chairpersons shall not serve in their specific office more than three consecutive terms. They are eligible for election again after a leave of at least one year. The Unit Advisory Board shall have power to fill vacancies among the officers and officers elected to fill such terms shall be considered to be in their first term. The chairperson shall preside at meetings of the Unit Advisory Board, shall appoint the members of all committees, shall be an ex officio member of all such committees, shall sign papers as required by the office or instructed by the Unit Advisory Board, and shall make reports and recommendations concerning the work and affairs of the organization as needed for its proper functioning. The vice-chairperson(s) shall perform the duties of the chairperson as appropriate in case of absence, illness or inability to act. The treasurer shall keep a financial record in accordance with good accounting practice. There shall be a financial audit at least once annually by an independent certified public accountant approved by the Board of Trustees. The treasurer may be required to give such bonds as determined necessary. The secretary shall be responsible to keep record of all proceedings of the Unit Advisory Board and shall perform other duties incident to the office.

E. Committees Standing or ad hoc committees may be designated as deemed necessary. All committees and their chairpersons shall be appointed by the Unit Advisory Board chairperson. Each committee shall designate a recorder to keep an accurate record of its meetings. The chairperson shall be an ex officio member of all committees, with vote, unless involved in a personnel matter. Recommended committees include:

a. Executive b. Board Governance c. Human Resources d. Resource Development e. Marketing & Communication f. Program


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The Executive Committee would include the officers and the chairpersons of standing committees. The Area Director would be an ex officio member, with vote, unless involved in a personnel matter.

ARTICLE VIII – FISCAL YEAR Section 1: The fiscal year of the Corporation and of the Unit shall be the calendar year.

ARTICLE IX - INDEMNIFICATION OF DIRECTORS AND OFFICERS The Corporation shall indemnify any director or officer or former director or officer of the Corporation, or any person who may have served at its request as a director or officer of another Corporation, against expenses actually incurred by him or her in connection with the defense of any action, suit or proceeding (civil, criminal or administrative), in which he or she is made or threatened to be made (whether brought in the name of the Corporation or otherwise, and including appeals) a party by reason of being or having been a director of officer, except in relation to matters as to which he or she is adjudged in the action to be liable for negligence or misconduct in the performance of duty to the Corporation. Provided, however, that expenses incurred in defending any action, suit or proceeding (civil, criminal, or administrative), may be paid by the Corporation in advance of the final disposition of such action, suit, or proceeding, upon receipt of an undertaking by or on behalf of the director or officer to repay the amount paid by the Corporation if it shall ultimately be determined that the director or officer is not entitled to indemnification as provided herein. Provided further, however, that the following provisions shall additionally apply with respect to indemnification as provided in this Article: Section 1: The expenses indemnified against include any and all judgments, fines,

penalties, amounts paid in settlement, and reasonable expenses, including reasonable attorney fees.

Section 2: There shall be no indemnification in matters, or as to amounts paid in settlement where there is a determination as provided in this Article that the person has not met the standards of conduct with respect to the matter as provided herein, or that the settlement was not in the best interest of the Corporation.

Section 3: The director or officer shall be entitled to indemnification as of right if he or she has been wholly successful on the merits or otherwise with respect to such matter or if there is a determination as provided in this Article that the person has met the standards of conduct with respect to the matter as provided herein, and that the settlement, if any, was in the best interests of the Corporation.

Section 4: A. In determining the right of indemnification under this Article, the standards

of conduct required shall be that such person acted in good faith for a purpose which he or she reasonably believed to be in the best interests of the Corporation, and, in addition, in any criminal action or proceeding, had no reasonable cause to believe that his or her conduct was unlawful.

B. The determination of any claim, action, suit or proceeding by judgment, settlement, conviction, or on a plea of nolo contendere or its equivalent should


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not in itself create a presumption that any such person did not act in good faith for a purpose which he or she reasonable believed to be in the best interest of the Corporation, or, in the case of any criminal action or proceeding, that he or she had reasonable cause to believe that his or her conduct was unlawful.

C. All determinations required or permitted as provided in this Article, except those to be made pursuant to statutory provisions or those actually made by a judge, jury, or administrative determination, shall be made by a majority of a committee of the Board of Trustees (whether or not a quorum) comprised of those directors who are not a party to such claim, action, suit, or proceeding, or if no such committee exists, or, if such committee exists, and so resolves, by group of three or more disinterested persons to whom the questions shall be referred by the entire Board of Trustees. Nothing herein shall preclude the Corporation from using a member or members of the firm of its regular legal counsel as such a disinterested group or as a portion thereof. To determine whether a person has met the standards of conduct above set forth or whether a settlement is or was reasonable and in the interests of the Corporation, the said majority of the committee of the Board of Trustees, or such disinterested group, as the case may be, may conclusively rely upon the opinion as to the facts or law or both of independent legal counsel selected by them. The determination may be that such person is entitled to indemnification as to some matters even though he or she is not so entitled to others.

Section 5: The provisions of the Article shall be applicable to claims, actions, suits, or proceedings made or commenced before or after the adoption hereof and whether arising from acts or omissions to act occurring before or after the adoption hereof.

Section 6: The rights of indemnification herein provided for shall be severable, shall not be exclusive of other rights to which any director or officer now or hereafter may be entitled under any provision of the articles of incorporation, by-laws, resolutions, or elsewhere, and shall inure to the benefit of the heirs and personal representatives of such a person.

Section 7: If any provision or part of this Article shall be determined to be invalid or ineffective, the remaining provisions hereof shall not be deemed to be invalid but shall remain in full force and effect.

Section 8: This Article shall not obligate the Corporation to indemnify any person for costs, expenses or liabilities to the extent that insurance proceeds or funds from sources other than the individual involved are available to pay such costs, expenses or liabilities, and in no event shall this Article serve as a basis for subrogation by a third party against the Corporation.

Section 9: The Corporation reserves the right from time to time to modify or limit the extent of this Article to indemnify but such modification shall apply only to acts or omissions to act occurring after such modification.

ARTICLE X - USE OF ASSETS ON DISSOLUTION


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Section 1: Upon the dissolution of this organization, assets shall be distributed for one or more exempt purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal tax code, or shall be distributed to the federal government, or to a state or local government for a public purpose.

ARTICLE XI - AMENDMENTS AND REVISIONS Section 1: These bylaws may be amended or revised by a majority vote of the members of

the entire Board of Trustees at any regular or special meeting called for the purpose, provided notice of the change(s) to be considered has been circulated in written form to Board of Trustees at least thirty days prior to the meeting.

Formulated December 1998

Revised September 1, 2008

Revised October 2, 2008

Revised January 28, 2013

Revised May 27, 2015

Revised September 23, 2016


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