rising sun-ohio county community school corporation ......rising sun, in 47040 email:...

49

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

Applicant Name: Rising Sun Ohio County Community School Corporation

Contact Name:

Branden Roeder

Organization: Rising Sun Ohio County Community School Corporation

Phone: Fax:

(812) 438-2655 (812)

Address: 110 Henrietta Mill Street Rising Sun, IN 47040 Email:

[email protected]

Name of School to be Served

by 21stCCLC (including School # and School

Corporation)

Has this school been

served before under a

previous 21st

CCLC grant?

% Free and

Reduced Lunch

% Identified English Learner Students

Estimated # of Students

that will attend the program at least 45 days or 60 days to be served

Per School Year Y1 Y2 Y3 Y4

School has grade of

D/F (indicate “D/F” if

yes)

Estimated number of Students

with Disabilities to be served

Rising Sun Ohio Elementary-Middle School School # 6511-6512 Corp #6080

NO

57%

0 45

55

55 55

55

3

0

60 40

40

40

40

5

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

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

50

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


Contact Name: Branden Roeder


Phone: Fax:

(812) 438-2655 (812)

Address: 110 Henrietta Mill Street Rising Sun, IN 47040

Email: [email protected]

Name of Community Learning Center/Site

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

Location

(Street Address)

City

Rising Sun Ohio Elementary-Middle

436 S Mulberry Street

Rising Sun

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

51

Form 4 – Population Served Checklist – Attachment D

Applicant Name: Rising Sun Ohio County Community School Corporation Contact Name:

Branden Roeder


Phone: Fax:

(812) 438-2655 (812)

Address: 110 Henrietta Mill Street Rising Sun, IN 47040 Email: [email protected]

Populations Served (check all that apply):

_____Pre-School

x Elementary School _____Middle School _____High School

_____Adult

Services: (check all that apply): x Reading or Literacy x Mathematics

____Science _____Arts and Music

x Tutoring or Mentoring ___English Language ___Learning Services

___Pre AP and/or AP Course Development ___Service Learning

x STEM (Science, Technology, Engineering & Math)

___Recreational ___Telecommunication & Technology education ___Library Services ___Services for Adults x Youth Development ___ Drug & Violence Prevention x Character Education x Global Literacy ___College & Career Readiness

Operating Hours: (check all that apply): xAfter-school ___ Summer

___Intercession

___Fall Break ___Spring Break

___Weekend ___ Before-School

53

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


Contact Name:

Branden Roeder


Phone: Fax:

812) 438-2655 (812)

Address: 110 Henrietta Mill Street Rising Sun, IN 47040

Email: [email protected]

Date Activity

Description

Summer 2018 Start Date N/A July 30, 2018 Advisory Council Meeting Discuss Program Timeline assign

action July 2-5, 2018 Order materials and supplies Materials available, purchase

orders on file July 16 – August 1, 2018 Recruit and hire staff Employment agreements on file July 16 – August 1, 2018 Recruit and hire volunteers Roster of volunteers July 16 – August 1, 2018 Recruit and enroll students Participant database, enrollment

forms on file August 1-6, 2018 Preservice training for staff

and volunteers (CPR/First Aid)

Training attendance sign-in sheet

Fall 2018 Start Date August 8, 2018

August 1-20, 2018 Other initial training / preparation

Training attendance sign-in, review handbook

August 8, 2018 – May 23, 2019 Deliver literacy/STEM component

Program observations, self assessment checklists

August, 2018 – May 23, 2019 Deliver community connections and homework support components

Program observations, student homework logs

TBA IDOE fall training Attend state training Sept 10, 2018 – May 23, 2019 Conduct data collection for

evaluation Database for local evaluation, data submitted for external evaluation

August 22, 2018 – May 30, 2019

Provide follow up staff support and monthly staff meetings

Training assessment Professional development logs Meeting minutes

August 22, 2018 – May 30, 2019 Deliver adult education classes

Class attendance sign-in sheets

Nov, 2018 Advisory Council Meeting Progress and implementation issues report focus, meeting minutes

Sept 1– 5, 2018 Family Learning Celebration flyer

Distribute flyer

54

August 22, 2018 – May 23, 2019 MONTHLY

Family Learning Celebration Monthly family nights with literacy & STEM, attendance roster

August 22, 2018 – May 23, 2019 MONTHLY

Staff meetings Review observations & evaluations

October 1– 30, 2018 Observations and coaching Program observation checklists October 8– 19, 2018 Fall intersession Continue student support March 18-29, 2019 Spring intersession Continue student support Program End Date May 30, 2019

Summer 2019 Start Date June 3 – Jun 28, 2019

Summer intersession Summer Enrichment

Note: A minimum of 130 days are required for a 21st CCLC program.

ApplicantName

ApplicantFederalIDNumber

GranteeDUNS#

BudgetCategoriesPersonnel

FringeBenefits

Travel

Transportation

Equipment

Supplies

Contractual

ProfessionalDevelopment&Training

Other

TotalDirectCosts

IndirectCosts

Contractual(notincludedinICR)

Total

21stCenturyCommunityLearningCentersBudgetSummary

ReimbursementwillonlybemadeforchargesspecificiallypermittedunderthescopeoffundingandinaccordancewithIndianaStateLawundertheapprovedgrantagreement.

ProjectYear1

FederalAgency:U.S.DepartmentofEducation--Pass-ThroughEntity:IndianaDepartmentofEducationCFDA: 84.287 -- FederalAwardI.D.#S287C150014-- FiscalYearofAward:2016

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

RisingSunOhioCommunitySchoolCorporation35-1095771100021765

Ifapplicabletoyourgrant-*IndirectCostInformation(ToBeCompletedbyYourBusinessOffice ):Ifyouarerequestingreimbursementforindirectcosts,pleaseanswerthefollowingquestions:(1)DoyouhaveanIndirectCostRateAgreementapprovedbyIDOEOfficeofSchoolFinance?__Yes__No(2)Ifyes,pleaseprovidethefollowinginformation:SchoolYearPeriodCoveredbytheIndirectCostRateAgreement:From:6/1/2018To:5/31/2019Approvedrate____%

$216,576

$0

$1,775

$18,700

$0

$45,149

$12,000

$5,000

$800

$300,000

$0

$0

$300,000

Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total

RSOLiteracyProjectDirector 25.00$ 1600 1@40hoursperweekx40Weeks $40,000

RSOLiteracyTeachersAfterSchool 25.00$ 3780 7@15hoursperweekx36Weeks 94,500$

RSOLiteracyAssistantsAfterSchool 17.00$ 3780 7@15hoursperweekx36Weeks 64,260$

RSOLiteracyTeachersIntersession 25.00$ 144 1@36hoursperweekx4Weeks 3,600$

RSOLiteracyAssistantsIntersession 17.00$ 288 2@36hoursperweekx4Weeks 4,896$

RSOLiteracyTeachersSummer 25.00$ 80 1@20hoursperweekx4Weeks 2,000$

RSOLiteracyAssistantsSummer 17.00$ 160 2@20hoursperweekx4Weeks 2,720$

RSOAfterSchoolSnackNutrionist 11.50$ 400 1@10hoursperweekx40Weeks 4,600$

$216,576

$- -$

$0

In-StateConferences $325.00 3 3staffhotelandtravel@325for3trips 975$

NationalTraining $400.00 2 2staffhotelandtravel@400for1trip 800$

$- -$

$1,775

TransportationAfterSchool $42.50 360 2buses@180daysx1way 15,300$

TransportationIntersession $42.50 40 1bus@20daysx2ways 1,700$

FieldTripTransportation $106.25 16 1bus@8daysx2ways 1,700$

$18,700

$- -$

$-

Personnel

21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:RisingSunOhioSchoolCorporation

FringeBenefits

Travel

Transportation

Equipment

Directions:Pleaseentereachitemtotobefundedintotheappropriatefundingcategory.Allcomponents(Description,CostEach,andQuantity)mustbecompletedforthebudgettobeapproved.Pleaseuse"QuantityDescriptionifneeded"asnecessarytoexplainthecostitems.TheSubtotalsandTotalBudgetwillcalculateautomatically.Inputallnumbersroundedtothenearestdollaramount.Pleaseprovidebudgetdetailonthetabsprovidedforthebudgetcategories.

SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

LEARNLiteracyCurriculum $375.00 40

Teacherimplementationguides,customawardwinningbookcollections,

curriculumnotebooks,andstudentresponseguidesforGrades1-6. 15,000$

LITEInformationTextCurriculum $275.00 40


curriculumnotebooks,andstudentresponseguides. 11,000$

WERDWritingCurriculum $40.00 115Teacherimplementationguidesand

studentresponseguides. 4,600$

HELPEarlyLiteracyCurriculum $275.00 16


curriculumnotebooks,andstudentresponseguidesforPreK-K. 4,400$

STEM/MathKits $521.20 6

STEM/MathkitsincludeUnifixcubes,tangrams,dice,cards,counters,basetenblocks,andmathactivitiesforgrades1-6 3,127$

Additonalcopiesofbooksforafterschoolclassroomlibraries $9.00 480

4copiesof20titlespersixclassroomslevels(1-6)forguidedfluencypractice. 4,320$

AfterSchoolSupplies $250.25 6

Pencils,paper,markers,journals,dryeraseboards,artsupplies,andindex

cardsfor6classrooms. 1,502$

FamilyLearningNightSupplies $150.00 8

Materialsforactivitiessuchaseducationalgamesformonthlyfamily

learningnights. 1,200$

$45,149

LocalEvaluationServices 300,000.00$ 4%

FeetoThrivefornegotiated%ofawardtoconductallaspectsofthelocal

evaluation 12,000$$- -$

$12,000

ProfessionalDevelopmentandTraining $23.00 192

Houryrateperpersonforworkshoptrainingsessionsprovidedbyarangeof

expertsinLitART,STEM,IndianaAcademicStandards,IndianaAfterSchool

Standards. 4,415$

OnlineAccesstoLiteracyTraining $45.00 13Annualsubscriptiontoonlinetraining

andwebinars 585$

$5,000

DataCollection $800.00 IDOESuggestedFeeforDataCollection 800$

$800

-$

$300,000

IndirectCosts $300,000 0% 0-$

$-

$300,000TOTALYEAR1

Supplies

Contractual

SUBTOTAL

SUBTOTAL

TotalDirect

IndirectCosts

SUBTOTAL

SUBTOTAL


Other

SUBTOTAL

SUBTOTAL



RSOLiteracyTeachersAfterSchool 25.00$ 3780 7@15hoursperweekx36Weeks 94,500$


RSOLiteracyTeachersIntersession 25.00$ 144 1@36hoursperweekx4Weeks 3,600$





$216,576

$- -$

$0



$- -$

$1,775




$18,700

$- -$

$-

Transportation

SUBTOTAL

EquipmentSUBTOTAL

FringeBenefits

SUBTOTAL

Travel

SUBTOTAL



Personnel

SUBTOTAL






















$45,149




$12,000




Standards. 4,415$


andwebinars 585$

$5,000


$800

-$

$300,000


$-

$300,000TOTALYEAR1

TotalDirectSUBTOTAL

IndirectCostsSUBTOTAL


SUBTOTAL

OtherSUBTOTAL

Supplies

SUBTOTAL

Contractual

SUBTOTAL



RSOLiteracyTeachersAfterSchool 25.00$ 32406@15hoursperweekx36Weeks.

(InKind:1@15hoursperweekx36Weeks) 81,000$


RSOLiteracyTeachersIntersession 25.00$ 721@36hoursperweekx2Weeks(In

Kind:1@36hoursperweekx2Weeks) 1,800$





$201,276

$- -$

$0



$- -$

$1,775




$18,700

$- -$

$-

Transportation

SUBTOTAL

EquipmentSUBTOTAL

FringeBenefits

SUBTOTAL

Travel

SUBTOTAL



Personnel

SUBTOTAL






















$45,449




$12,000




Standards. 4,415$


andwebinars 585$

$5,000


$800

-$

$285,000


$-

$285,000TOTALYEAR1

TotalDirectSUBTOTAL



SUBTOTAL

OtherSUBTOTAL

Supplies

SUBTOTAL

Contractual

SUBTOTAL



RSOLiteracyTeachersAfterSchool 25.00$ 27005@15hoursperweekx36Weeks.

(InKind:1@15hoursperweekx36Weeks) 67,500$


RSOLiteracyTeachersIntersession 25.00$ 361@36hoursperweekx1Week(In

Kind:1@36hoursperweekx3Weeks) 900$





$186,876

$- -$

$0



$- -$

$1,775




$18,700

$- -$

$-

Transportation

SUBTOTAL

SUBTOTAL

FringeBenefits

SUBTOTAL

Travel

SUBTOTAL



Personnel

SUBTOTAL






















$44,849




$12,000




Standards. 4,415$


andwebinars 585$

$5,000


$800

-$

$270,000


$-

$270,000TOTALYEAR1

TotalDirectSUBTOTAL



SUBTOTAL

OtherSUBTOTAL

Supplies

SUBTOTAL

Contractual

SUBTOTAL

Rising Sun Ohio Community School Corporation Page 1 of 31

I. Abstract

Rising Sun Ohio Elementary-Middle School (RSOEM) serves a rural, high poverty community

in need of educational support, after school enrichment, and family services. More than one in

three students are failing in English/Language Arts, math, and science and there are no academic

support or enrichment opportunities available. The RSO Literacy 21st CCLC Project, a

collaboration between Rising Sun Ohio School Corporation (RSOCSC) and the Ohio County

Library, delivers over 600 hours of engaging after school and intersession support to 140

students attending RSOEM. RSO Literacy features intensive academic literacy support, creative

enrichment activities, family learning services, and social and emotional development

opportunities as part of a comprehensive research-based learning program that addresses the

needs of low-achieving students and low-income families and in Rising Sun Ohio County.

RSO Literacy will improve academic achievement, improve student behavior, increase

family involvement, and support early learning/kindergarten readiness. RSO Literacy features a

structured daily after school and intersession program that includes 45 minutes of literacy

academic enrichment (reading and writing), 45 minutes of STEM academic enrichment (Science,

Technology, Engineering, and Math), and one hour of homework support, social emotional

learning, recreation, and other activities. RSO provide digital learning opportunities; the

acquisition of over 600 award winning books and informational texts; and small group home

work support for the students with the greatest needs. Family members are invited to participate

in adult and career education, literacy and parenting programs, monthly family learning

celebrations, and daily home learning activities. The RSO Literacy Project includes a daily

snack, transportation, and is free of charge. The Project was developed by Branden Roeder,

Superintendent of RSOCSC, Amy Hoffman of the Ohio County Library, and Debbie Thomason


of the Education Center of Rising Sun.

II. Competitive Priority Points

A. Organization Priority Points. RSOCSC has never received 21st CCLC funds. As a result,

RSOCSC qualifies for five organizational priority points.

B. Programming Priority Points. RSO Literacy Project is a literacy-focused intervention that

will provide a minimum three hours per week of literacy enrichment during the four-year grant

period using LitART, an evidence-based literacy curriculum. In addition, RSO Literacy staff

will receive a minimum of 12 hours of professional development in the content area of literacy,

on the Indiana Academic Standards, on the Indiana After School Network Specialty Standards,

as well as other training and support topics.

The partnership between RSOCSC, RSOEM, Ohio County Library, Education Center of

Rising Sun, Ohio County Historical Society, Ohio County Community Foundation Artist in

Residence, was initiated by Branden Roeder, the superintendent of RSOCSC. He contacted

local, state, and national organizations to garner additional support for the well-being and

academic success of Rising Sun Ohio students and families. Through a series of community

meetings, one on one meetings, and phone calls, the partners established the goals, scope, and

structure of the RSO Literacy project.


III. Need for the Project

A. Need for the Project.

Demographic Data. RSOEM is located in Rising Sun, a rural community 40 miles

southwest of Cincinnati with 2,195 residents. The profound need for a 21st CCLC grant for

RSOEM is based on a variety of factors including lack of after school programming, high

poverty, rurality, low levels of student achievement, and family educational needs. RSOEM is a

high poverty school with 70% of students qualifying for free or reduced-price meals. The vast

majority of students (92%) are white. The remaining 8% of students are Hispanic (3%), Asian

(2%), Multiracial (2%), and Black (1 %). We estimate 9% percent of students attending RSOEM

have special needs. We currently do not serve any English Language Learners. Our school

attendance is 96% - slightly below the state average. Several teachers reported that the students

who need the most help are the ones who miss the most days of school.

Student Achievement Data. Student achievement data from RSOEM demonstrate the

pressing need for additional support. Overall, 39% of students are failing in English/Language

Arts based on ISTEP+ data. In math, over 55% of students are failing. Even more troubling is

the steady downward trend in achievement. In science, for example, 74% passed in Spring 2015,

while only 53% passed in Spring 2017.

Student Behavior. We have had some success improving student behavior through

several initiatives. In 2015-16, RSOEM had 209 detentions including our AC/DC program

where we send students to another school to serve detention. So far this year, however, we have

seen an increased in detentions to date with 131.

B. Current Out-of-school Time Programming

There are limited out-of-school time programming options available to students attending


RSOEM. Our fee-based latch-key after school program serves 30 students at $5.00 per day per

student. The program is essentially child care and does not provide academic support and after

school enrichment. The lack of an enriching program with academic support was as a major

factor in the community-wide decision to pursue the 21st CCLC grant.

C. Chart of Current Programs.

Table 1: Chart of Current Programs

Program Area Current RSO Literacy 21st CCLC Before School None No added service. After School Fee for service $5 per day.

Serves 30 families. Offer free options for low income families. Meet child care needs of additional 95 families.

Summer 4 Weeks from 8am-Noon 30 students.

Add 5 hours per day of summer school for 30 students.

Preschool During regular school day Add 2.5 hours after school for 20-30 families. Intersession None Add two weeks of full day intersession during

fall and spring for 30 students.

D. Identification of Needs and Services. The needs of students and families were identified

through a collaborative process that included meeting with parents and students, reviewing

demographic data, interviewing school staff, examining school assessment data, conducting

focus groups with the community, and meeting with program partners including the Ohio County

Library, Education Center of Rising Sun, LitART, and the RSOEM Principal.

IV. Partnerships/Collaborations

A. Collaboration. The success of the RSO Literacy hinges on nurturing multiple partnerships

where each partner plays a specific and essential role. RSO Literacy leverages Title I and other

in-kind supports to magnify the impact of the project. The table below identifies each partner,

the service they will provide, and the related project goals

Table 2: Chart of Current Programs Partner Roles/Services Project Goals Rising Sun Ohio Elementary-Middle School

Provide recruitment, participate in academic alignment meetings, provide space for program operations, participate in shared professional development.

All program goals and objectives

Rising Sun Ohio School Corporation

Provide transportation, facilities, utilities, equipment, summer school mornings, staff time in-kind contribution for meetings.

All program goals and objectives


Thrive Nonprofit Solutions

Provide program evaluation services. All program goals and objectives

LitART Provide literacy curriculum and professional development. 1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2

Ohio County Library Provide onsite literacy support, media center, and library cards through extended hours.

1.1, 1.2, 4.1, 4.2

Education Center of Rising Sun

Deliver educational services including GED/high school equivalency, robotics, career certifications such as culinary arts, and parent education.

3.2

Ohio County Historical Society

Host ROESM field trip. Provide resources and staff for guided tours through the museum.

2.1, 2.2, 2.3

Ohio County Foundation Artist in Residence

Facilitate arts-enriched field trips by accepting and supporting grants submitted to the foundation by the RSOEM Literacy Project.

2.1, 2.2, 2.3

B. Identifying Partners. RSOCSC is located in a small rural community which can limit the

types and number of potential partners. To increase the quality of our program and likelihood of

success we have initiated partnerships with a combination of local, state, and national

organizations. This project will usher in a new chapter and deepen the nature and quality of our

working relationships with multiple agencies in support of students and families. The Ohio

County Library provides books and media services to families and through the 21st CCLC project

library we will strengthen the connection between RSOEM and the library. The library will

conduct onsite visits to the program twice a year, facilitate a “behind the scenes” guided tour of

the library, and conduct a RSO library card drive. We identified our local evaluator, Thrive

Nonprofit Solutions, through the IDOE list of evaluation organizations. We selected Thrive as a

partner because they had direct experience evaluating 21st CCLCs and co-authored the statewide

21st CCL evaluation report. Together, we designed an evaluation model that reflected the unique

features and goals of our project. We believe Thrive’s direct experience with 21st CCLC

evaluations will be an asset for engaging in a meaningful cycle of continuous improvement.

Similarly, we learned of LitART through the IDOE evidence-based curriculum document. We

quickly established a positive working relationship and collaboratively designed an effective

literacy enrichment model tailored to the needs of our students and customized for our preschool,


before, after, and summer school extended learning times. The Education Center of Rising Sun

offers GED classes, career education services such as culinary arts that result in associate

degrees or certifications directly tied to jobs, parenting education, and other adult education

opportunities.

During a partner meeting, the potential services provided by each partner were identified

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

resources available to students and families through the RSO Literacy Project. Each partner

provided input on the goals and outcomes of the project and reviewed the curriculum to provide

suggestions about the design of the RSO Literacy Project. A Memorandum of Agreement has

been established between Rising Sun Ohio School Corporation and each partner. (Appendix A).

V. Program Design and Implementation

RSO Literacy activities are aligned with the Indiana Afterschool Standards and 21st CCLC

guidelines:

Table 3: Key Features of the RSO Literacy Project Core Educational Services

Three hours per week of literacy instruction through the LitART LEARN (literature), LITE (informational texts) and WERD Writing delivered by credentialed/certified teachers. Four hours per week of homework assistance and tutoring provided by credentialed/certified teachers. Three hours per week using laptops for digital learning in STEM (science, technology engineering, and math) guided by credentialed/certified teachers.

Enrichment and Support Activities

One hour per week of enrichments including health and wellness, outdoor recreation, art projects, and other activities. One hour per week of social emotional learning integrated with cooperative games, literacy experiences, and indoor recreation.

Community Involvement RSO Literacy has established partnerships with a range of community organizations including Ohio County Library, Education Center of Rising Sun, and Ohio County Foundation Artist in Residence to increase community involvement.

Services to Parents and Family Members

Services to parents and families include Family Learning Celebrations, LIFT at home learning activities, parenting classes, career education, and family literacy activities.

Extended Hours RSO Literacy offers over 600 hours of after school, intersession, and preschool extended learning opportunities.

Preschool Program 2.5 hours per day of extended preschool featuring developmentally appropriate practices and kindergarten readiness activities.


RSO Literacy employs after school principles of effectiveness and research based strategies to

ensure program success. Low Ratio. RSO Literacy will maintain a student-staff ratio of no more

than 16:1 to maximize student teacher interaction and social development opportunities. High

Dosage. RSO Literacy provides students with more than 600 hours of additional learning time

each year -- a “high dosage” approach that has the potential to yield significant learning gains

(Vandell, 2010). Arts-Infused. RSO Literacy integrates arts enrichment into the recreation and

literacy components through dramatic performances of literature and during the STEM

components by using animation apps to create cartoons and comics (Vandell, 2012). Social

Emotional Learning. RSO Literacy builds emotional awareness and communication skills

through informal learning routines such as Attention Getters, Celebrations, and Sharing

Strategies and fosters social skill development through Community Connection and Closing

Ceremony where students reflect on events and express their feelings and ideas (Kohn, 2013).

Data-driven decision-making. The RSO model is based on needs assessment data and will use

data to guide continuous improvement.

Community Connection and Recreation. The RSO Literacy after school program begins

with the Community Connection. Community Connection uses project-based community

building activities that focus on social emotional skills, health, and well-being. Students and staff

eat a nutritious snack together. While students eat snack, staff engage students in discussions

about the topic of the week. Example topics include food choices, families, using words wisely,

managing emotions, time management, fun ways to stay fit, organizational skills, the importance

of attending school, and problem-solving skills. Each topic of the week features an associated

project. For example, during the food choices week, students and staff create a food mural


demonstrating what they learned about various foods. The weekly projects are intentionally

open-ended and emphasize informal learning.

Literacy. Students receive 45 minutes per day of literacy instruction and enrichment

delivered by certified teachers using LitART, a comprehensive project-based literacy enrichment

program aligned to the Indiana Academic Standards and reviewed by Harvard University

(SEDL, 2009). It features award winning picture books, chapter books, and informational texts.

LitART Literacy sessions feature six daily components: 1. Opening Magic is an active, thinking,

observation, and social skills game used to start the literacy session (Heibert, 2010). 2. The

Daily Tone includes an overview of the day and an inferential language activity such as a saying,

joke, riddle, or quote that students read, interpret, and discuss (Marzano, 2010). For example,

the facilitator presents the saying, “the pen is mightier than the sword” and the students briefly

pair up to discuss what it means. 3. MAP Reading features supported reading of grade level text.

Students preview text, use innovative reading strategies, and choose among text response

activities including art, drama, and writing extensions to increase reading fluency and

comprehension (Adams, 2005). 4. Q10 includes text-specific questions across three levels

(literal, inferential, and evaluative) and uses active questioning strategies such as One True

Thing (Slavin, 2012). 5. Word Collections are interactive language games such as Word Trading

proven to build vocabulary (Allington, 2009). 6. WERD Writing combines guided and free

writing experiences to teach key writing skills and explore the writing process (Graham, 2010).

STEM. Students receive 45 minutes per day of STEM instruction and enrichment

delivered by certified teachers. STEM emphasizes science and engineering practices (e.g., using

models, conducting investigations, etc.) in the context of weekly projects that are tied to the

Indiana Science Standards for each grade level (e.g., 2.ESS.1 Record detailed weather


observations). For example, students make daily cloud observations and record results. Digital

learning opportunities are a key feature of the RSO Literacy Project. Every student at RSOSC

has a district-provided laptop that they will use after school to explore grade appropriate online

applications such as Aero, Science 360, NASA, Tinkerbox, Kahn Academy, Animate It, Comic

Life, Monster Physics, and Motions Math. The Project Director will oversee the laptop lab and

assist staff and students as necessary. In addition, during a wide range of math projects, staff

apply research proven math strategies including using manipulatives and visual models (Butler,

2003), systemic and explicit instruction (Gersten, 2006), interdisciplinary connections

(Protheroe, 2007), and think alouds (Baker, 2002). For example, after reading the book Dinner

for 10, students use models to figure out and describe how many different seating arrangements

are possible at a table for 10.

A. Goals, Objectives, Performance Measures Table


Program Goals

Program Objectives

Program Activities

Performance Measures

Assessment Strategies

1. Improve Academic Achievement

1.1 Increase reading language arts achievement.

1.2 Increase

math achievement.

1.1.1 Deliver LEARN Literacy enrichment and academic support curriculum 4 hours per week

1.1.2 Provide up to 30 minutes of daily homework support

1.1.3 WERD Writing Program 2 hours per week

1.1.4 Provide 12 hours of professional development literacy training for staff

1.1.5 Conduct demonstrations and observations of literacy sessions to enhance fidelity

1.2.1 Deliver 2 hours per week of STEM learning.

1.2.2 Deliver 2 hours per week of Mobile Learning Lab.

1.2.3 Provide up to 30 minutes of daily homework support.

1.1.1. 65% of RAP students will pass the ELA section of the ISTEP+ Assessment

1.1.2. 65% of RAP students will receive a grade of A or B in reading.

1.1.3. 65% of RAP students will demonstrate reading growth on NWEA MAP Assessment.

1.2.1 65% of RAP

students will pass the Math section of the ISTEP+ Assessment

1.2.2 65% of RAP students will receive a grade of A or B in math.

1.2.3 65% of RAP demonstrate math growth on NWEA MAP Assessment.

1.1.1. ISTEP+ Assessment

1.1.2. Quarterly report card grades

1.1.3. NWEA Assessment

1.2.1 ISTEP+ Assessment

1.2.2 Quarterly report card grades

1.2.3 NWEA Assessment

2. Improve Student Behavior

2.1 Increase school attendance.

2.2 Increase

positive behavior and social emotional development

2.1.1 Community Connections

2.1.2 Mentoring

2.2.1 Community

Connections 2.2.2 Cooperative

recreation games 2.2.3 Closing Ceremony

2.1. 90% of RAP will maintain or reduce the number of days absent from the prior year to the current year. 2.2 90% of RAP will maintain or reduce the number of behavior incidents from the prior year to the current year.

2.1 Attendance records. 2.1 Discipline records.


Program Goals

Program Objectives

Program Activities

Performance Measures

Assessment Strategies

3. Improve Family Involvement

3.1 Increase participation in school and home learning activities.

3.2 Increase adult education and training.

3.1.1 Family Learning Celebrations. 3.1.2 LIFT home learning activities. 3.2.1 Career and technical

training classes.

3.2.2 Parenting classes and mentoring.

3.1 75% of RAP family members will participate in one or more family learning activities. during the year. 3.2 10% of RAP family members will take one or more classes.

3.1 Event attendance rosters and returned Learning is Fun Together (LIFT) activities. 3.2 Class enrollment and attendance data.

4. Support Early Learning and Kindergarten Readiness

4.1 Increase kindergarten readiness.

4.2 Improve social emotional development

4.1 HELP Early Literacy Program 4.2 Extended daily preschool care for 1.5 hours after school and 1 hour before school.

4.1 50% of preschool students will pass the E/LA portion of the ISTAR-KR.

4.2 50% of preschool students will pass the Math portion of the ISTAR-KR. 4.3 50% of preschool students will pass the Functional portion of the ISTAR-KR.

4.1 E/LA portion of the ISTAR-KR.

4.2 Math portion of the ISTAR-KR. 4.3 Functional portion of the ISTAR-KR.

B. Evidence of Previous Success

Recruiting Students. RSOEM parents have expressed a strong desire for a high quality after

school program operating at the school. According to Lauver (2005), three critical areas of

program quality are key to recruitment and retention in after school programs: a sense of safety

and community; committed program staff; and challenging, age-appropriate, fun activities.

Other research-proven recruitment strategies include matching the program to participants'

needs, offering activities not readily available elsewhere, and emphasizing the benefits of

participation to students and their families. RSO Literacy employs each of these techniques.

First, RSO Literacy offers a safe place after school with committed and familiar program staff


who are part of the community. Second, RSO Literacy offers a wide a variety of engaging age-

appropriate activities that are not available elsewhere in the community. Third, RSO Literacy’s

informational flyers clearly identify the program location, how to enroll, the benefits of

participation, the array of activities, that students receive a healthy snack, transportation is

provided, and the program is free.

Academic Support. RSO Literacy ensure students receive academic support needed to

demonstrate improved achievement through the use of multiple research based curriculum

programs, such as LitART LEARN, specifically designed to increase achievement through after

school learning. In addition, RSO Literacy will leverage technology to provide extensions of

digital learning opportunities as a way to strengthen coordination with the regular school day.

Finally, RSO Literacy offers students direct assistance with homework and a variety of other

support such as mentoring and enrichment activities that address other factors that may interfere

with achievement.

A. Design Requirements

1. Targeted Students and Their Families.

a. Targeted Schools. RSO Literacy will serve students and families attending RSOEM.

b. Recruiting Targeted Students and Families. Students will be identified through

communication between the teaching and administrative staff at RSOEM and the RSO Literacy

CCLC staff. The RSO Literacy Project Director will provide a notice of open enrollment and

enrollment materials to school staff and parents of students at RSOEM. Recruitment materials

will also be included in school registration packets, placed on parent boards, and in RSOEM

newsletters. The Project Director will make phone calls to parents to inform them about the

program to ensure that families are reached and that the program is fully enrolled. In addition,


regular day teachers will identify students that are most likely to benefit from RSO Literacy.

Teachers will refer children to the program who demonstrate low test scores (students at-risk of

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

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

by eligibility for FRP Lunch).

c. Justifying Non Title 1 Schools. Not applicable.

d. Community Needs. Parental educational level is an important predictor of children’s

educational and behavioral outcomes (Davis-Kean 2005). In Rising Sun County, over 10% of

adults did not graduate from high school and fewer than 15% have earned a Bachelor’s degree or

higher. The nearby incorporated townships served by the school are experiencing problems more

typically associated with urban areas. During the last 10 years signals of increased community

need include an opioid epidemic and increased transience where as many as 8% of families may

have drug and alcohol related issues. Furthermore, families are forced to move frequently

because they cannot pay rent or lack transportation needed to maintain job. Taken together,

these family and community factors pose additional obstacles to student learning and success.

There is a well-established link between poverty, absenteeism, low levels of family education,

and school dropout (Doll, 2013). Working parents report that after school care is hard to find,

unaffordable, or inaccessible due to lack of transportation. Research shows that without adult

supervision after school, children are more likely to get poor grades, use drugs and alcohol, be

absent from school, take risks, and engage in unhealthy behaviors such as watching television

and eating junk food (Afterschool Alliance, 2015).

2. Dissemination of Information. Information about the RSOEM 21st CCLC will be broadly

disseminated throughout the school community boundaries using technology, social media, and


other strategies to ensure families are aware of the program. Frequent communication through a

variety of strategies will help RSO Literacy maintain enrollment, coordinate with other partners,

and assist community members, parents, and volunteers in staying up to date with RSO Literacy.

Dissemination methods include providing internet links to the RSO Literacy on the RSOCSC

website, including articles about the RSO Literacy in school newsletters, providing information

about program outcomes through program reports and social media posts, discussing the RSO

Literacy at Parent Teacher Organization and advisory council meetings, sending home flyers

with students, and including information about the RSO Literacy at Open House and other

school events.

3. Communication with Schools. Effective communication is essential to the success of the

CCLC. Many of the RSO Literacy CCLC staff will be teachers from RSOEM and will support

the coordination of the regular school day curriculum by keeping all RSO Literacy staff up to

date on classroom learning and ensuring the homework centers focus on the homework assigned

during the regular school day. CCLC learning activities are aligned with Indiana Academic

Standards, the Indiana After School Network Specialty Standards, and reflect regular school day

goals. CCLC staff will communicate with other school staff through a RSO Literacy project

mailbox, a message board in the staff room, email, and face to face meetings as needed for

students not meeting the project goals. The CCLC Project Director will work closely with

school staff by providing project updates at staff meetings and supplying information to be used

during parent-teacher conferences and other school functions. Finally, the Project Director will

meet with the RSOEM Principal each month to review the RSO Literacy CCLC.

a. Equitable Services to Private Schools. There are no private schools within five miles of the

RSO Literacy 21st CCLC.


b. Access to Records. Since the LEA is operating the program, the RSO Literacy 21st CCLC

will have access to student records as needed to monitor the objectives and provide statewide

evaluation data. RSOCSC will use the established methods for ensuring confidentiality. For

example, RSOCSC will secure parental permission, gather the achievement data, make sure no

individually identifying information is included, and deliver the data to the evaluator.

c. Sharing Information About Student Progress. A number of reports will be provided to

stakeholders (teachers, CCLC staff, other school staff as appropriate) such as quarterly snapshot

reports, a year-end report, attendance reports, stakeholder survey reports, and other data

summaries that capture program progress towards goals, the perceptions of participants and

teachers, and program quality improvement efforts. Data will be extracted from the EZEval

program which is a repository for attendance, demographic, student achievement, programming

and objectives data. Families will be able to access information about their child’s participation

and progress in the program at any time by request. Parents will be provided an update on their

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

newsletters, on the bulletin boards, on the school website, and through the annual evaluation

outcomes report. Parents will also serve on the RSO Literacy advisory council.

d. Aligning In School and Out-of-School Time. Program data will feed into continuous program

improvement plans to align in-school and out-of-school time efforts. RSOEM has an established

school improvement plan. Information will be discussed at staff and advisory council meetings

and through the annual formative and summative evaluation process. Staff will review quarterly

data, analyze student trends, and meet with teachers to design strategies to modify the program to

increase its effectiveness and alignment with the school-day program. Monthly, the Project

Director will develop a calendar of activities that is reviewed with school staff to ensure that the


RSO Literacy is extending learning activities that occur during the school day into the after

school program. Annually, during a joint professional development training, the staff of the RSO

Literacy and regular-day school staff will examine how the CCLC was able to support RSOEM

in achieving their academic and school improvement goals. The evaluator has created a

reporting system and data collection tools will be used to ensure that all information is collected

and monitored at scheduled intervals.

4. Parental Involvement, Family Literacy, and Related Family Educational Attainment

Parent involvement, family literacy, and family educational attainment each play an

important role in supporting student learning and achievement. Rural communities face unique

challenges when it comes to encouraging family involvement and education. The biggest

obstacles are lack of resources, few supporting agencies, transportation, and the distance to travel

to participate in activities. To overcome these formidable barriers, RSO Literacy has designed a

unique model for ensuring parent engagement and supporting family literacy and education.

RSO Literacy’s approach 1) addresses the needs of working parents by proving free

intersession and after school care 2) engages parents and families directly in the RSO Literacy

CCLC though a variety of parent involvement options 3) builds children’s literacy through

family literacy activities using LITART LIFT activities, 4) provides adult education and career

training programs though Education Center of Rising Sun and 5) delivers parent-child literacy

events and activities through the library. Only adult family members of actively participating

RSO Literacy students will be eligible for services under the 21st Century CCLC grant.

Parent Involvement. First, parent and family connections are considered the

responsibility of all RSO Literacy 21st CCLC staff. To make sure staff are prepared, all CCLC

staff will receive training on how to positively interact with parents and family members.


Second, RSO Literacy will coordinate with Title I staff to assist families with a range of literacy,

educational, parental, and family needs. Third, the CCLC will host monthly Family Learning

Celebrations to showcase children’s learning and feature student performances such as reader’s

theatre, story retellings, art displays, and science projects. At each Celebration, RSO Literacy

staff will conduct mini-workshops to help parents support children’s learning at home such as

how to set up a study space (Mapp, 2002). Fourth, CCLC staff will provide parents with LitART

Learning is Fun Together (LIFT) activities to bridge home and school learning experiences.

LIFT offers families short, fun, literacy, math, science, and writing activities to do at home and

that connect to each day’s after school events (Deschenes, 2010). Fifth, CCLC will use social

media and technology to connect with families that are not able to attend live events.

Family and Parent Education. The Ohio County Library offers a wide variety of family

learning opportunities including family nights, parenting classes, and computer classes.

Education Center of Rising Sun offers career and adult education courses as well as parent

classes on a range on parent identified topics including, setting up a study space, how to read

with your child, positive discipline, nutrition and wellness, and limiting screen time.

5. USDA Approved Snacks for 21st CCLC Children

Snacks and meals will be provided by the RSOCSC in cooperation with the USDA food program

and will meet USDA and IDOE guidelines. Food will be prepared by the nutritional aide. A

typical snack might include a sandwich with fresh vegetables on whole wheat bread, fresh fruit,

and milk or bottled water. The program will provide snack during the after school program daily.

During intersession, meals will include morning and afternoon snack and lunch.

6. Weekly Schedule


The RSO Literacy after school component will operate 12.5 hours per week, 2.5 hours per day,

Monday through Friday after school from 3:00pm to 5:30pm for 35 weeks starting August 8,

2018 through May 31, 2019. Intersession will operate for 9 hours per day for two two-week

sessions in the fall and the spring.

Table 4. After School Weekly Schedule

Time Monday Tuesday Wednesday Thursday Friday

3:00 to

3:45

Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games





3:45 to

4:30

Literacy • Literature • Comprehension • Vocabulary • Writing

Literacy • Informational • Comprehension • Vocabulary • Writing

Literacy • Literature • Comprehension • Vocabulary • Writing

Literacy • Informational • Comprehension • Vocabulary • Writing

Fabulous Fridays • Celebrations • Special Events • Guest Speakers • Special Projects • Family Events • Student

Performances

4:30 to

5:15

STEM • Mobile Lab • Math Projects




5:15 to

5:30

Closing Ceremony • Reflection • LIFT





The RSO Literacy 21st CCLC Summer School will extend the existing four-week summer school

that operates from 8am to noon by adding an afternoon session that runs from noon until 5pm

everyday. To maximize effectiveness, the summer school will feature the same engaging mix of

academically-focused enrichment programming using evidenced-based curriculum and targeting

the same students who were served during the after school program.


Table 5. Intersession Weekly Schedule

Time Monday Tuesday Wednesday Thursday Friday

AM

8:00 to

Noon

Existing Title 1 Summer School Session





PM

Noon to

5:00

RSO Literacy 21st CCLC Summer School Same as after school schedule repeated twice.





The total RSO Literacy 21st CCLC service hours are presented in Table 6.

Table 6. RSO Literacy 21st CCLC Program Hours and Weeks of Operation After School

Before school

After school

Evening

Hours with Students 0 2.5 0 Hours with Family members 0 0 .5 Number of days per week 0 5 1 Number of weeks 0 36 36 Total Program Hours 0 460 18

Intersession and Summer

Intersession Summer Evening Hours with Students 9 4 0 Hours with Family members 0 0 1 Number of days per week 5 5 1 Number of weeks 4 4 8 Total Program Hours 180 80 8

7. 21st CCLC Learning Center. The RSO Literacy 21st CCLC will refer to itself as a 21st

Century Community Learning Center and use the 21st CCLC logo on all program materials.

Since we do not have an existing program, the terminology and logos will be included in any

newly developed materials including informational brochures, record keeping instruments,

reports, and other collateral. The data clerk will create and distribute these materials.


VI. Professional Development

RSO Literacy features a comprehensive professional development model that includes

over 12 hours of training and support per year starting with preservice training in August. Our

model of support incorporates a range of strategies proven successful with adult learners, are

directly aligned with Indiana Academic Standards, and customized by topic, training goal, and

staff role. Our targeted professional development delivery methods include monthly onsite

trainings, coaching, classroom demonstrations, online support via webinars and online training

modules, workshops, conferences, staff meetings and other supplemental support. For example,

each monthly meeting will feature a mini-workshop delivered by a CCLC staff member or

special guest on a high interest topic identified during the prior month of operations. The

delivery methods will be tiered to match the staff role and customized by topic and participant

needs.

Assessing Professional Development Needs. The Project Director will be responsible for

monitoring professional development assessments, needs, and staff participation including a

training needs assessment used to pinpoint specific needs by staff member. Initial training needs

will be identified within the first 30 days through a combination of staff survey and an

observation of each staff member by the Project Director. Based on the results, we will develop

a support plan that includes measureable goals and support activities for each staff member. We

recognize professional development needs will differ by staff role and by new or veteran staff.

For example, staff turnover will be addressed by having new staff “shadow” staff for at least one

week prior to leading a group of students on their own. Likewise, staff working directly with

students will receive additional training in curriculum delivery. The Project Director will receive

training on effective management techniques, record keeping, and data management.


Enhancing Program Quality. Professional development will enhance program quality and help

the CCLC reach its goals and objectives by ensuring all staff perform at their highest level of

potential. The primary way to improve performance is to communicate clear expectations and

present criteria for high quality performance. CCLC will conduct staff, family, and student

surveys twice annually to identify ongoing training interests and needs. Also, RSO Literacy staff

will analyze quarterly evaluation reports. Based on the student achievement trends, the program

staff will receive training in key content areas. For example, if student trends indicate low ELA

assessment scores, then increased training resources will be devoted to literacy and ELA. The

following table details professional development activities for program year 1.

Table 7. Professional Development Activities – Year 1 Professional Development Activity and Provider

Targeted Staff Program Objective Staff Outcomes

Project Director: RSO Literacy Kick Off Sessions focused on afterschool quality, best practices, standards, and RSO Literacy goals

• All Staff

All goals and objectives

Understand program goals and implementation strategies for curriculum and program standard

Project Director: Observations, surveys, and evaluations of staff member performance, knowledge, and skills

• RSO Teachers

Objective 1.5 Improved ability to meet student needs to accelerate student progress through relationships and learning experiences

LitART: START training for all staff, FOCUS Follow Up Onsite Training, and LitART RISE webinar

• START: all Staff

• FOCUS: PD and SC

• RISE: RSO Teachers

Objectives: 1.1-1.4 Increase use of literacy best practices. Apply positive behavior management techniques. Implement literacy program at 80% or higher fidelity

Project Director: Attendance and Record Keeping

• All Staff

Goal 1 Objective 1.3

Improved accuracy of attendance. reporting and monitoring

Local Evaluator: Data review and mid-year progress assessment.

• All Staff

All program objectives

Review of program goals, areas of effectiveness and areas needing improvement or modification

RSO 21st CCLC Program Staff: Peer training in STEM/Digital Learning After School

• RSO Teachers

Goal 1 Objectives 2.1-2.3

Improved use of mobile lab and STEM best practices,

Project Director: Site-Visit Quality Enhancement Training

• RSO Teachers


Improve program quality and develop staff leadership and communication skills

Other: Conferences, meetings, and other required training.

• PD/SC, RSO Teachers


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


VII. Evaluation Plan

A. Evaluation Plan. The 21st CCLC will partner with Thrive Nonprofit Solutions (Thrive) to

complete the annual evaluation in accordance with the grant requirements. Thrive is an

Indianapolis-based consulting company specializing in nonprofit and educational program

planning and evaluation. Kate Bathon Shufeldt, CEO and Principal Consultant, holds masters’

degrees in social work and public administration from Saint Louis University and Indiana

University South Bend respectively. Bathon Shufeldt began Thrive in 2016 after spending ten

years in nonprofits, government agencies, and as a research consultant. She began working with

21st CCLC grantees in 2011 while working with Praxis Strategies and Solutions, where she led

evaluations for several clients. Bathon Shufeldt was a member of the statewide 21st CCLC

evaluation team in 2016-2017. Thrive currently works with six 21st CCLCs throughout the state

providing year-round technical assistance and evaluation services.

Thrive’s evaluation strategy includes both quantitative and qualitative data collection and

analysis to assess progress towards the Center’s performance measures and the implementation

of quality programming. Thrive will take a holistic approach to the evaluation in order to gauge

the program’s success; examining not only academic data, but also looking at program quality

standards and family/community integration into the program. Thrive will assist the Center in

collecting academic data from the school and entering it into EZ Reports. Since the Center is

school-based, the transfer of data from school administration to Center staff will flow easily.

There are several pieces of data required of the school, most of which will be collected once the

final fall and final spring grades are reported. From the schools, the Center will be collecting a

variety of data including grades, assessment scores, attendance, and behavioral records. During

the spring, Thrive will assist in the collection of teacher surveys for the individual students.


There will be at least two site visits performed during the school year to assess program quality

at each site. In order to gather feedback for both the evaluation and the IN-QPSA, Thrive will

conduct surveys of program staff, stakeholders and partners, parents, and youth. All tools are

aligned with the Indiana Afterschool Network Quality Program Standards. The IN-QPSA and

site observations will be utilized to assess the quality of programming. The Center will also

collect program attendance for both youth and their parents for their various activities. A data

collection plan with data sources and timeline can be found below.

. Data Collection Plan

Data Source Collection Timeframe

Responsible Party

Math and English/LA grades School records January, May/June Center, Thrive

Local Assessment proficiency School records January, May/June Center, Thrive

ISTEP scores School records Summer (upon release)

Center, Thrive

Kindergarten readiness (ISTAR-KR and curriculum-based assessment)

School records, Program records

Fall, Spring Center, Thrive

School Attendance School records January, May/June Center, Thrive

Classroom Behaviors School records, Teacher Survey

January, April, May

Center, Thrive

Student perceptions and satisfaction Student Survey April Thrive

Parent perceptions and satisfaction Parent Survey April Thrive

Program attendance- student and parent Program records Continuous Center

Program quality Site visits, IN-QPSA

October, January, March

Thrive

Stakeholder perceptions and satisfaction Staff/Stakeholder Survey

May Thrive

B. Annual Reporting. Thrive will provide on-going technical assistance and feedback to the

21st CCLC. After fall data has been collected and entered, Thrive will provide the Center with a

snapshot of the current data so they may make adjustments to programming if needed. The


annual report will be submitted in accordance with the grant requirements and will include the

required Executive Summary, analysis of performance measures, and information from the IN-

QPSA regarding program quality. After the first year, longitudinal information will be included

for any returning students. The fourth and final evaluation for Cohort 9 will include information

covering the entire grant period.

C. Use of Results for Program Improvement. The Center will utilize the annual evaluation

and the IN-QPSA to make necessary adjustments or improvements to their programming in order

to better serve their students and families. The IN-QPSA process will include feedback gathered

from the various stakeholders connected to the Center. The IN-QPSA team will include

representatives of these stakeholders including the school, 21st CCLC partners, parents, and

youth. Upon completion of the annual evaluation, Thrive will meet with the RSO Literacy Staff

and its advisory board to discuss recommendations or improvements for the next year.

D. Required Data from Schools. Thrive will work with RSO Literacy and the school

administrators to ensure there is understanding of the required data and timelines for collection.

The Center is school-based and administered by the school district, so the collection of academic

data and teacher surveys can be coordinated easily. The school will provide the following data

for individual students: English/ELA grades, math grades, local assessment scores, ISTAR-KR,

ISTEP+ scores, behavioral data, school day attendance, and teacher surveys.

E. Early Learning Programs. This Center provides services for Pre-Kindergarten students. The

ISTAR-KR will be utilized to assess Kindergarten readiness. The ISTAR-KR examines

English/Language Arts, Math, and Functional readiness to perform at the Kindergarten level.

This assessment data will be obtained through the school. In addition to the ISTAR-KR, program

staff will utilize curriculum-based assessments provided by their vendor to inform student


programming needs. Further information regarding objectives and performance measures can be

found in the program table in Section V.

F. Required Performance Measures. The Center proposes the following required performance

measures for its Cohort 9 21st CCLC. Performance measures for elementary students will be

tracked for those attending 60 or more program days. Summer performance measures will be

tracked for students attending 80% or more of scheduled summer program days.

Table 8. Required Performance Measures- Elementary School

English/Language Arts & Math Performance

Spring proficiency rates on the English/Language Arts portion of the local assessment will increase from fall proficiency rates by 3% in each year of the program.

Spring proficiency rates on the Math portion of the local assessment will increase from fall proficiency rates by 3% in each year of the program.

Table 9. Summer Program Performance Measures

Reach Education/Cognitive

Serve 40 participants for 80% or more scheduled summer days.

10% RAPs will be new participants.

35% of RAPs will maintain or improve their grade-level performance in English/Language Arts from spring to fall.

30% of RAPs will maintain or improve their grade-level performance in Math from spring to fall.

VIII. Support for Strategic Priorities

The RSO Literacy CCLC directly addresses the Indiana Academic Standards in

English/Language Arts and Math and the Indiana After School standards. The Academic

Standards will be addressed using multiple programmatic strategies (academic enrichment,

tutoring, homework support) and scientifically validated curriculum LitART LEARN. The

curriculum has an alignment document produced by the publisher that indicates how the

curriculum components and strategies correspond to Indiana Academic Standards in ELA.

Monthly, a calendar of activities that extends the school-day activities will be developed by the


Program Director. The calendar will be reviewed each month during staff meetings between the

school-day teaching staff and RSO Literacy CCLC staff. Curriculum activities will be reviewed

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

Goals will be noted on the plan.

RSO Literacy is aligned to the School Improvement Plan for RSOEM through links

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

Improvement Plan. For example, RSO Literacy Goal 1 is to improve academic achievement.

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

also goals listed in the RSOEM School Improvement Plan. The benchmarks and targets in the

RSO Literacy are similar to goal targets in the RSOEM School Improvement Plan. In addition,

several of the strategies proposed in the RSOEM School Improvement Plan will also be

implemented with RSO Literacy staff. For example, the program will implement learning by

blending subjects, there will be collaboration time and professional learning communities, and

the same assessments are used to measure student progress in both programs.

IX. Sustainability Plan

School reform research and after school evaluations show that intervention and support

programs need to be sustained and intensive to make a measurable difference in the lives of

students and families. Our sustainability objective is to establish a self-sustaining high quality

after-school learning program by the end of the grant funding period. The Project Director is

responsible for securing commitments and monitoring available financial support. Our

sustainability approach starts with two key partners who contribute substantial value to the

CCLC Project. RSOCSC and the three library provide in kind facilities, staffing, professional

development, and management support to the RSO Literacy CCLC Project. CCLC participants


will not be charged fees under any circumstances, instead will use a combination of strategies to

meet our sustainability goal. Applying for Grant Funds. CCLC will prepare one or more grant

applications per year to local, state, and federal organizations such as the Mott Foundation.

Becoming Essential. RSOCSC may choose to use Title I funds to support or expand the CCLC

Project if it proves to be an effective strategy for increasing student learning and meeting school

improvement goals. Identifying New Partners and Supporters. We will publicize our results and

invite partners, community agencies, and businesses to make monetary contributions or to

increase in-kind support. Reducing Expenses. The proposed budget intentionally keeps staffing

costs low and acquires key equipment and materials during the first two years of operation.

RSOCSC has developed a strong sustainability plan that will enable the program to

sustain the number of children served throughout the final years of the grant when funds are

reduced. Sustainability is built into the plan through inkind contributions of space, equipment,

and some supplies that will be provided to the RSO Literacy by RSOCSC. The sustainability

plan is described below:

Table 10. RSO Literacy 21st CCLC Sustainability Plan Year 1 Implement program as indicated by project plan and budget, conduct public awareness events, develop

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

Year 2 Implement program and modify in response to evaluation data to improve program outcomes. Establish 1 or more new community partnerships, seek additional grants, conduct public awareness events, explore additional programming that can be added through the support of from corporations.

Year 3 Reuse materials when possible to reduce program costs continue to implement program and continuous improvement activities, build and sustain new collaborations, seek additional funds for program year 4.

Year 4 Utilize funds received from grants and other collaborating sources to sustain the project service levels, increase the level of community engagement and support for the program, align services to new funding requirements while meeting 21st Century CCLC regulations, continue to implement program and continuous improvement activities.

X. Safety and Transportation

A. To ensure the safety and security of children, parents will be required to sign-out their child

each day. Staff will be trained to check identification. Other safety measures include adherence


to a ratio of 1 adult for every 10 during all program operations including field trips and off-site

experiences. All staff and volunteers will be required to pass a criminal background check

before they are allowed to volunteer within the program or act as a field trip chaperone.

Volunteers will never be left alone with children. Students will never be allowed to leave the

program except with a parent or authorized representative.

RSO Literacy takes place at the school site and students are dismissed directly to the

program at the end of the school day. RSOCSC will provide bus transportation home for

students. RSO Literacy will operate two buses with the capacity of 60 students per bus. The

buses depart from the school at 5:30pm and will take no more than 45 minutes to complete the

route. The specific routes will be determined after enrollment to keep travel times to a

minimum. At the end of each program day, RSO Literacy staff will sign-out each student to a

bus driver using a student roster specific to that bus. Students who do not ride the bus will be

released to an adult identified on their enrollment form using a student sign-out procedure that

requires a signature at pick-up.

B. RSO Literacy staff will be hired through an interview and verification process that includes a

review of qualifications via transcripts, certification/diploma, driver’s license, criminal

background check, drug testing, sexual offender registry, child welfare checks, health/TB

examination, CPR/First Aid training, and other pre-employment requirements. Employee

records will be kept in a locked employee personnel file. The staffing plan is as follows:

Table 11. Staffing and Management Plan Project Director

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

PreK Teachers and Assistants

Qualifications: 21 yrs. of age and 1 yr. of experience working in preschool settings. Duties: Assist in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, attend professional development training.


RSO Literacy PreK-6 Teachers

Qualifications: 21 yrs. of age and 1 yr. of experience working with children in an afterschool program; passed the paraprofessional test. Duties: Assist in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, attend professional development training.

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

B. A safe facility will be maintained by RSOEM and by RSOCSC. The Project Director will

complete a monthly health and safety checklist that reflects the Indiana Afterschool Network

Top Ten Standards on Safety Health and Nutrition.

XI. Budget Narrative

Personnel: The RSO Literacy Project Director oversees the 21st CCLC 40 hours per week for 40

weeks at $25.00 per hour at a total cost $40,000. The Program Director (PD) will hold a

master’s degree in education and be a licensed administrator. To maximize program impact, the

budget provides for seven certified teachers 3 hours per week for 36 weeks Monday - Friday at

$25 per hour. Each Teacher will have a Literacy Assistant working the same schedule at $17.00

an hour. During the summer session, two RSO Literacy Teachers and two Assistants will work

nine hours per day at $25.00 and $17.00 per hour respectively for four weeks. A Nutrition Aide

will prepare and serve snacks at 11.50 per hour for 10 hours per week for 40 weeks. The total

for personnel salaries is $216,576.

Fringe Benefits: None. Travel: Travel costs will include three in-state conferences for the PD, a

community partner, and one other staff member. The budgeted cost for each trip is $325. The

one national training for two staff will be included at $800. RSOCSC follows the State Travel

Policy and will apply that to this grant. Total for travel is $1,775. Transportation: Students will

be transported daily from the RSOEM on two buses at a rate of $42.50 per trip, per bus, for the

180 days of after school. For intersession, one bus will deliver students to and from the program

at the same rate. In addition, we have budgeted for eight monthly educational enrichment field


trips at $1,700 for total transportation cost of $18,700. Equipment: None. Supplies for family

literacy nights; literacy curriculum including teacher notebooks, book collections, and student

response guides for grades 1-6, PreK-K literacy curriculum, after school writing curriculum,

before and after school program supplies, summer school supplies, and preschool program

supplies. Total supplies are $45,149. Contractual: Thrive Nonprofit Solutions will conduct the

RSO Literacy 21st CCLC Program evaluation at a total contract cost of $12,000. Professional

Development and Training: Professional development includes training and other support

delivered by a range of experts in literacy, STEM, Indiana Literacy and After School Standards.

It includes fees for online training opportunities. Professional Development costs are $5,000.

Other: Data collection fees of $800. Total Budget request is $300,000.


APPENDIX

1. Memorandum of Understanding

2. Evidence of Previous Success

3. Equitable Access and Participation

2017

GEPA Statement of Equitable Access Rising Sun Ohio County Community School Corporation has a strictly enforced policy to ensure equal access for, and prohibit discrimination against, students or staff members based on gender, race, national origin, color, disability or age. We serve an academically, culturally, and socio-economically diverse population of children and families. Rising Sun Ohio County Community School Corporation and the Board of Education are strongly committed to equal access and treatment for all students, families, employees, and the general public. The Rising Sun Ohio County Community School Corporation and program partner(s) will make all reasonable efforts to ensure access to materials and presentations within the program by staff, parents, and students. Rising Sun Ohio County Community School Corporation board policy of nondiscrimination guides and governs decision making at all levels. Such policies incorporate the following principles: the corporation and board shall not discriminate against children, parents or guardians of children, employees, applicants, contractors, or individuals participating in board and/or agency sponsored activities. The corporation and board is committed to the provision of equal access in all child/family/employment and business programs, activities, services, and operations that are deployed or provided directly by the board, as well as those operated or provided by another entity on behalf of the board under contractual or other arrangements. This policy is established to provide an environment free from discrimination and harassment based upon age, race, color, disability, gender, marital status, national origin, religion, or sexual orientation. The following steps will be carried out with the intent to reduce and eliminate access barriers based on gender, race, national origin, color, disability, and age to maximize participation in the 21st CCLC grant program:

§ Hire, recruit, and involve individuals from social and ethnic minority groups, multi-lingual individuals, consumers, and individuals with disabilities to plan, implement, and evaluate program services, to the greatest extent possible.

§ All grant program-related sessions/activities should be held in Americans with Disabilities Act (ADA) accessible and compliant facilities.

§ Develop or acquire and disseminate culturally relevant and sensitive curriculum and information materials that can be understood and accessible to all potential participants, regardless of their unique challenges or backgrounds.

§ Offer multi-lingual services for consumers and others as needed and appropriate. § Offer onsite childcare for individuals who must bring their children to program training events

and activities (as available). § Arrange for assistive technology devices to translate materials for participants in need of such

services (as available). § Offer transportation vouchers for advisory members of the program and participants who must

use personal or public transportation to attend grant meetings, activities, and workshops, as needed and if available.

§ Post information materials, schedules of events, and program assessments on the internet – which will enable assistive computer devices to interpret the materials for users. Ensure all potential users have direct access to these resources through the provision of usable workstations and/or computer labs, to the greatest extent possible.

These strategies and provisions will help to ensure the following principles are reflected in our work with children and the community: valuing diversity and similarities among all peoples; understanding and effectively responding to cultural differences; willingness to continually engage in cultural self-assessment at the individual and organizational level; making adoptions to the delivery of services; and institutionalizing cultural knowledge and avenues for improvement in programming and service delivery.

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