I. ABSTRACT - doe.in.gov · I. ABSTRACT Martinsville, Indiana, is located in southern Morgan County, approximately 30 miles south of Indianapolis. In the last ten years the community

I. ABSTRACT

Martinsville, Indiana, is located in southern Morgan County, approximately 30 miles south of Indianapolis.

In the last ten years the community has experienced an economic decline, but there are some bright spots on the

horizon. Interstate 69 will soon travel along Martinsville' s east border, attracting new business and economic

opportunities. A recent investment in downtown Martinsville is also bringing revitalization to 20+ business

properties. However the SA VI database at IUPUI's Polis Center paints a picture of a community that still has

many concerns. Included are a 17% poverty rate ( 40% of those affected being < age 18), a 9% unemployment

rate, and low rates of educational attainment (with almost 15% of the population lacking a high school diploma).

The Metropolitan School District of Martinsville serves 4,566 students in 7 elementary schools, an

intermediate academy, a middle school, and a high school. The district covers 256 square miles. Three

elementary schools serve students that live in or very near the city of Martinsville. The remaining four serve the

more rural communities in the county. All of these schools, rural and city, feed into Martinsville' s Bell

Intermediate Academy (grades 5 & 6), John R. Wooden Middle School (grades 7 & 8) and ultimately into

Martinsville High School. The reconfiguration that established an intermediate academy and a middle school

started with school year 2016-17, with 5th grade added at Bell Academy in 2017-18.

In response to low student achievement and growing poverty indicators the Barbara 8 . Jordan YMCA (BBJ

YMCA) partnered with the MSD of Martinsville to establish 21 st CCLC sites at (then) both middle schools

beginning with the 2014-15 school year. The results have been encouraging, with good enrollment and

participation of targeted, at-risk students. NWEA ELA and Math scores also indicate that a majority of the

students who participate on a regular basis show improved academic results (see Section V). In the overall

student population improvements in academic performance has been mixed. Three year trends show a steady

improvement in ISTEP-ELA scores for 6th grade and in Math for 8th grade. With this application the BBJ

YMCA proposes that with 21 st CCLC funding academic performance rates will continue to improve for the at

risk students served at Bell Intermediate and Wooden Middle School and will also translate into better

performance for the entire student population. Efforts to improve math and language arts scores will include the

use of the research based Study Island program, which aligns with state ELA and math standards.

Student performance in science is also a growing concern, with 6th grade ISTEP passing rates lagging behind

their peers state-wide (59.9% vs 62.7%). A strong focus on STEM learning will include a new partnership with

the Link Observatory, and the utilization of Project Lead the Way curriculum. Morgan County Soil and Water

District educators will also continue to provide programming aligned with Indiana Science Standards.

Morgan County obesity rates (33%) and rates of physical inactivity (29%) also exceed state and national rates.

The Y' s expertise in providing youth health & fitness programming will increase student physical activity with

weekly swimming and Fitness Fridays exposing kids to such activities as water volleyball, gaga ball and yoga.

The Indiana Prevention Resource Center's 2017 student survey shows that use rates for alcohol, tobacco and

other drugs for Morgan County students are generally decreasing, following state and national trends. However,

Morgan County rates still significantly outpace their peers in almost every category. The BBJ-YMCA will

implement the evidence-based Life Skills and Strengthening Families programs aiming to further decrease

student use ofalcohol, tobacco and other drugs.

II. COMPETITIVE PRIORITY POINTS

This application is submitted jointly by the Barbara B. Jordan YMCA and the MSD of Martinsville, with the

goal of expanding 21 st CCLC services to intermediate and middle school students and their families , especially

those most in need of academic support and personal enrichment opportunities. The YMCA has been a partner

with the Martinsville School District in providing afterschool programming for 27 years, including both

elementary and middle school programs. The elementary program provides families with quality safe, reliable

and affordable childcare. A recent 21 st CCLC grant has enabled this program to intensify efforts to improve

academic performance and broaden enrichment opportunities. At the middle school level the Y has been

providing after school drug prevention programming for 15 years. This program utilizes proven strategies that

include both direct prevention and enrichment programing. The activities proposed herein will expand 2 I st

CCLC services to now include Grade 5 (at Bell Intermediate) and increase overall participation by serving at

least 60 students at Bell Intermediate and Wooden Middle Schools. Both schools currently have high rates of

students on the free & reduced lunch program, with Bell at 51.4% and Wooden at 45.4%. As indicated in

Section V key components of the academic program include Literacy, Math and STEM learning opportunities,

designed to improve the core competencies of students.

Organizational Priority Points:

The YMCA's commitment to health & fitness, and the specific program goal of increasing the levels of

student physical activity, necessitate that staffbe well prepared to address potential health emergencies. All 21 st

CCLC staff will be certified in both CPR and First Aid. Training and certifications will be provided by the

American Heart Association. Also, an Advisory Council for the current 21 st CCLC program was organized for

2017-18 school year and will continue to function. This group consists of parents, youth and staff currently

involved in the program. A special effort was made to recruit at least one student in 5th grade to capture the

perspective of new / younger participants and to ideally retain the input of a student over several years of

participation.

Programming Priority Points:

Recent school corporation irutiatives have focused on increased STEM learning (Science, Technology,

Engineering & Math). These include the recognition of Brooklyn Elementary as a STEM certified school, the

implementation of the Purdue Indiana Science Initiative and of the Project Lead The Way curriculum, and the

inclusion of a new coding class. Project Lead the Way- Gateway is set to launch at the intermediate and

middle school levels in 2018-19. 21 st CCLC funds will purchase additional units to be used during the after

school hours. Hands-on STEM learning during 21 stCCLC hours will complement and enhance these school-day

efforts.

Another partner in STEM programming will be Morgan County's Link Observatory. Long affiliated with

Indiana University, the Observatory founded its Space Science Institute in 20 I 2 to provide more public

programs and to encourage school partnerships. Link Observatory' s role will involve training 21 st

CCLC staff

in the implementation of the DiscoverSpace Program, and providing access to both the on-line and hands-on

classroom curriculum. Observatory staffhave also agreed to pilot Space Science Clubs which will meet two

time / month and include NASA materials related to space exploration, and space events and discoveries. Field

trips to the Observatory will also be a part of the Space Science Club' s activities.

Additional STEM partners will include the YMCA' s longstanding partner the Morgan County Soil and Water

District whose educators provide monthly hands-on activities in the environmental sciences, all aligned with

Indiana Science Standards. Youth Connections has also agreed to provide monthly STEM programming to 21 s t

CCLC students as a part of their Jumpstart mentoring program.

All of the STEM programming proposed aligns well with the Afterschool Specialty Standards for STEM

with an emphasis on hands-on learning in environments that are inspiring and varied and the use of materials

that cover a range of STEM topics.

III. NEED FOR PROJECT

The MSD of Martinsville tracks many different types ofdata related to children in the district. The data is used

to make curricular decisions, guide programs, and provide resources to schools as needed. Types ofdata that are

tracked include demographic, academic, and social/behavioral. Examples of specific data would be the free and

reduced lunch rates and testing data such as performance on ISTEP or Northwest Evaluation Association

(NWEA) scores.

The National School Lunch Program (NSLP) is a Federal entitlement program open to public and nonprofit

private schools and residential child care institutions. Lunch is available to all children at participating schools,

and the meals must meet specific nutritional requirements to receive Federal funds. The MSD of Martinsville

serves both breakfast and lunch through this program. The free and reduced lunch program rate for a school is a

good indicator ofpoverty. Bell Intermediate has a free lunch and reduced rate of 51.4% of the students

qualifying to receive assistance for meals at lunch and breakfast. Wooden Middle School has a free and

reduced rate of 45.4% of the all students get help to be able to eat each day at school. This allows them to be

provided aid to have meals at school by meeting the family income guidelines for the program.

In reviewing academic needs, the district monitors state mandated standardized assessments. Currently, Indiana

uses the Indiana Statewide Testing for Educational Progress-Plus (ISTEP) to measure students' mastery of basic

skills, particularly reading, writing, and mathematics. This test has been given for many years and is used to

show both growth and achievement in a child's learning at school. Last year, Bell Intermediate Academy

students had passing rates of 66.5% in English, 60.6% in math, and a combined passing rate of 54.3% overall.

At Wooden Middle School, the rate of passing English was 61.2%, math 56.0%, and the overall passing rate for

both was 47.6%. Comparing the passing rates to the state averages, both schools are at or below the statewide

averages in each of the categories for English, math, and combined.

B. Current Programming

Each ofour schools offers children the opportunity to continue to grow and learn outside of the regular

classroom. Some of our activities are academically focused and targeted to children that need additional

help. The benefit of continuing the 21 st Century Community Leaming Center Program at our intermediate

and middle school will be to further help those students identified as at risk or of falling behind by utilizing

research-based programs along with healthy activities that the YMCA can offer. The program has been well

attended and is established in our schools. Children understand they may receive help and guidance at this

safe afterschool program. The goal will be to continue to develop and enhance our core educational

programs with this afterschool offering. The ability to consistently offer students help from teachers

throughout the school year will be a great benefit to them. We view this program as fitting in with our

current offerings to provide an additional way to help all students achieve at a higher level.

C. Programming Chart

School Tutoring and Extra Other Clubs Academic Clubs Hel

6

BeU Intermediate Students are able to Extracurricular Sports: Spell Bowl Academy Grades 5- work with individual Math Bowl

teachers as needed on Cheerleading

Spelling Bee skills after school.

Cross Country Track Swimming

Project 2-1 Golf Tennis

Other Extracurricular Activities:

Intramural Sports Board Game Club Robotics Choir Club Guitar Club Talent Show Science Club Chess Club Ambassadors

John R. Wooden Extracurricular Sports: Students are able to Spell Bowl Middle School work with Academic Decathlon: Basketball Grades 7-8 individual teachers English

as needed on skills Football Cheerleading Math

after school. Cross Country Social Studies English Skills National Junior

Classes are offered Track

Honor Society after school.

Swimming Spelling Bee Golf

Outside school Wrestlingresources include: TennisThe Haven, Project Soccer2-1, and The Youth

Other Extracurricular Center.

Activities:

Jazz Choir Robotics Club Ambassadors Chess Club Movie Club Student Council Color Guard

C. Assessing Needs

An advisory council made up ofYMCA and MSD program leaders, the two school principals, the assistant

superintendent, a student participant and parent of participant examined the current program and have suggested

upgrades to help recruit additional students. The council supports the continuation of educational, enrichment,

and intervention activities. NASA hands-on programming through Link Observatory was identified as a way to

collaborate with another local willing partner. Coordination between the schools and the YMCA to reinforce

school day learning was chosen as a way to continue this upgrade using Project Lead the Way programming.

Utilizing the expertise of the Y in enrichment and intervention activities will round out this valuable

programming.

IV. Partnerships/Collaborations

The primary partners in the 21 CCLC grant will be the Barbara B. Jordan YMCA and MSD Martinsville. The Y

and MSD of Martinsville have a relationship spanning more than 25 years with the Y using school facilities for

before and after school programming in the elementary schools as well as over the past three years with

21 CCLC programming for the middle school ages. The grant is supplemented with USDA funding for

afterschool snacks through the MSD. A new partner, Link Observatory will begin collaborating in 2018

through the Y using a grant from a local utility company to provide NASA DiscoverSpace curriculum which

will be available daily to students.

The Y is the primary applicant and provides the oversight of academic and enrichment activities, including

hiring staff, coordinating afterschool academics with Title I and other school day and after school remediation;

scheduling enrichment activities with community organizations; coordinating evaluation activities and assuring

all data collection. The Y and MSD will collaborate to plan summer programming in academics and

enrichment

The MSD middle school guidance counselors, teachers and administrators will work with Y staff to identify

students most in need if21 CCLC programming and assist in contracting families and enrolling participants.

The advisory council has helped to add programming that will allow fun, hands-on learning opportunities such

as NASA DiscoverSpace and Project Lead The Way curriculum. Including fun learning programs will help

convince both students and parents of the value of the program.

Parental permission is obtained upon enrollment so test results and classroom grades may be shared. The

school staffmeasures academic progress through report cards grades, NWEA and IS TEP+ scores and shares

with 21 CCLC staff and evaluators. Evaluation services are provided by Dr. Mindy Hightower l(jng of

Limelight Analytics. She was selected due to her level of expertise and performance as evaluator for current

grant cohorts.

Enrichment activities include "Life Skills" programming provided by YMCA, "Jumpstart" training from Youth

Connections, arts enrichment through Martinsville Arts Council and Morgan County Public Library will

provide tools to use the library and library cards for participants. Fitness training through the Y will be taught

by the Y's fitness coordinator and personal trainer.

STEM programming will, in addition to the NASA DiscoverSpace, Link Observatory will pilot Space Science

Club to encourage interest in careers in science. Morgan County Soil and Water Conservation District provides

monthly ecology and conservation workshops for students and training for staff for "Project Wet", "Project

Wild", and "Project Learning Tree" instruction.

V. Program Design and Implementation

Program Goals l) Improve academic

Achievement

Program Objectives

1.1 Increase reading comprehension

achievement among regular participants

1.2 Increase mathematics

achievement among regular participants

1.3 Increase STEM learning

1.4 Ensure high levels ofprogram attendance for academic support

Program Activities I. I.a) Individualized reading instruction using Study Island computer based programming

l. l.b) Tutoring and homework assistance

1.2.a) Develop math skills, gain confidence in math abilities, increase enjoyment of math using Study Island

1.2b)Tutoring and homework assistance

l .3a)Teach basic code with Code.erg using fun and simple exercises that feel like games

1.3b) reinforce STEM learning with Soil and Water Conservation District workshops

I .3c)Develop STEM skills and increase enjoyment of STEM using DiscoverSpace and PLTW

I .4a)School based recognition and incentives for good attendance

Performance Measures

1.1 . l) 65% of regular participants will improve their English grade from Fall 2018 to Spring 2019 .

1.1.2) 50% increase in NWEA ELA scores from Fall, 2018 to Spring 2019 for schools participating

1.1.3) 65% of regular participants will pass the ELA portion of ISTEP+ in Spring 2019

1.2. I) 65% of regular participants will improve math grade from Fall 2018 to Spring 2019

1.2.2)50% increase in NWEA math scores from Fall 2018 to Spring 2019 for schools participating

1.2.3)65% of regular participants will pass the math portion of !STEP+ in Spring 2019

1.3. l )Track grade level equivalency

l .3.2)lncrease in STEM interest from Fall, 20 I 8 to Spring, 2019

I .4. I) Track program attendance

Assessment Strategies

1.1. l) Student eport card grades

1.1.2) NWEA ELA scores

1.1.3) ISTEP+ ELA scores

1.2. 1) Student report card grades

1.2.2) NWEA math scores

1.2.3) !STEP+ math scores

1.3. I) Track grade level equivalency

l .3.2)Track change in STEM interest

1.4. l) Track program attendance

2.Improve 2.1 )Increase social and Student emotional skills among Behavior regular participants

2.2)Increase recognition of value of community service among participants

3. llncrease parental engagement

3.Increase Family 3.2)Improve Involvement communication

between the school and parents

.1 a)Life Skills raining through

CA

2. lb)Jumps tart Training through Youth Connections

2.2a) Build social values through service learning activities from 4-H Raise Your Voice curriculum

.l a)Family ights with emes to crease

ommunication

.lb)Parent eetings with

1st CCLC staff

ctivities" nviting family nvolvement in tudent learning

.2b)Monthly ICCLC

rogram pdates, parent eaching tips and

2.1.1) 80% of . I. !)Life Skills participants will report raining pre and post improved decision urvey making, conflict resolution, emotional 2.1.2) ARISE pre competency, and and post instruction communication skills survey

.1.2) 80% of 2.2.l)Raise Your articipants will show Voice post survey

mproved responses for mpathy and aggressive ehavior

2.2.1) 80% of participants will report feeling more positive about community and school

3.1.1)50% of participants will have parent/guardian attend 3 .1.1 )Track parent at least 2 family events sign-in sheets annually 3.1.2)50% of . l .2)Strengthening participant's parents amilies assessment will report increased skills in helping their 3. l .3)Track parent children remain drug sign-in sheets free, socially connected and 3.2.l)Parent Survey committed to school success 3.2.2)Parent Survey

3.2.1)70% of parents/guardians will state that they feel more informed about their child's academic performance 3.2.2)70% of parents/guardians will report reading the monthly newsletter on a regular basis

4.Improve Student Health and Wellness

4. I)Increase levels of physical activity among regular participants

4.2)1ncrease commitment to healthy lifes tyle choices

4. l a) YMCA Activity Training

4.1 b)Activity choices ~ncluding swimming, K:ourt games, aerobic activity, walking

14.2a)YMCA lessons

4.2b)Family night activities focusing on health and wellness

4.2c)Drug, alcohol and ~obacco prevention iactivities

4. 1.1 ) 70% of participants will report engaging in moderate to vigorous physical activity at least three times per week.

4.1.2)70% of participants will report opportunity to learn at least three new fitness activities

4.2.1)70% of participants will report increased commitment to healthy eating and personal fitness

4.2.2)80% of participants will report improved substance abuse resistance skills and improved social skills

4.2.3)participants will measure favorably with peers in county and state surveys measuring use of alcohol, tobacco and other drugs

14. l. l )Active participation in fitness activity

4. l .2)Student survey

4.2. 1 )ARISE post survey

14.2.2)Life Skills pre and post survey

B. Evidence of Previous Success

Barbara B. Jordan YMCA (BBJ-YMCA) has successfully provided 21 st CCLC programming at two 21 st CCLC

sites in Martinsville from 20 I4 to present. BBJ-YMCA implemented afterschool programming at both of the

schools included in the current application: John R. Wooden Middle School and Bell Intermediate Academy. At

the above sites, BBJ-YMCA has built effective programming and established strong connections with the

school teachers and administrators. Evidence for these strengths is demonstrated through successful student

recruitment and retention and academic achievement of student participants.

Program Attendance Patterns. Evaluation data collected during the previous three years ofprogramming

show that BBJ-YMCA has successfully recruited and retained high numbers of participants for their programs.

Below are the number of students that attended the program 30-59 days and 60 or more days during each year

ofoperation for John R. Wooden Middle School and Bell Intermediate Academy. As shown in Figure l, the

program has served at least 20 students for 60 or more days across all three years of programming. Attendance

patterns from the past three years demonstrate that BBJ-YMCA can serve 60 students in future years, as

proposed in the current application.

Figure 1. Three-Year Attendance Patterns

2014-2015 17

20 15-2016 13

20 16-2017 26

30-59 Days 60+ Days

Academic Outcomes. Although local assessment data were only available on a limited basis, there is evidence

that the program benefits those who attended frequently for two years compared to those who do not. Table I

shows that 54% of participants who attended the program for 30 or more days for two consecutive years

increased NWEA ELA percentile scores from fall to spring compared to 51 % of students who attended less than

30 days. A similar trend was observed for the math portion of the NWEA assessment. These results suggest that

the program supports academic growth among participants who attend frequently across multiple years.

Table 1. NWEA: 2016-2017 Increased Percentile from Fall to Spring

ELA 54%

38% Math

39%

Less than 30 Days for 1 Year (11=37) 30+ Days tor 2 Years (11= 13)

C. Design Requirements

1. Title 1 Schools, Non-Title I Schools, Targeted Students and Their Families:

The intermediate school and middle school targeted for programming are designated Title I schools, serving a

majority of low income children and their families.

School guidance counselors and teachers, considering current after school care students, identify additional

students most in need ofprogram services, considering academic performance, financial need, behavioral

performance, and attendance. YMCA program staffwith school personnel personally contact the parents of

current students in before and after school care and newly identified students, explaining the program and its

advantages to their children and families encouraging participation and enrollment.

2. Dissemination of Information:

The 21 si CCLC sites develop monthly newsletters, brochures, fliers, letters, and create media articles identifying

each after school site, its location - including maps and directions - explaining access to and steps to enrollment

in program offerings, program affordability, the activities for children and parents, and providing clear contact

information, promoting recruitment and enrollment. Through these media efforts, general community

familiarity with the 21 s1 CCLC sites stimulates volunteer enlistments and "word-of-mouth informed

communication throughout the community. Parents learn of the program through these efforts and they will

also receive direct contact by school and program staff, teachers and site coordinators, who have learned of their

need for the program activities - academic, health, nutrition, and wellness, character building, family

strengthening, and enrichment opportunities.

3. Communication with schools:

a. The YMCA Executive Director has met with Kenny Roll, Principal of Tabernacle Christian School,

discussing the 21 51 CCLC program. The school is a Title I school by IDOE, participation in the

program has been declined by the principal at this time. The Equitable Participation of Private

School Consultation Form is attached.

A number of home-schooled children participate in the YMCA's Homeschool Gym and Swim

program weekly. These students and their families can be reached through the YMCA program and

through publicity in the local newspaper, and through information distributed via the regional

chapter of the Indiana Association of Home Educators.

b. Accessing student academic records:

The 21 st Century CCLC, as a collaborative effort between the YMCA and the MSD of Martinsville,

share a signed Memorandum of Understanding outlining the roles and responsibilities of each party

and their agreement to collaborate. This agreement covers the sharing of student records, including

attendance and behavioral records and academic assessments, including NWEA and ISTEP+,

utilizing them to monitor the objectives of the program and providing the means for efficient

evaluation. As part of enrollment processes, the YMCA and the MSD work together to ensure

parental permission is obtained for the sharing of student information and the confidentiality of

student data is upheld and maintained.

c. Sharing information on student progress:

The Program Manager with Site Coordinators are in touch with day school teachers and program staff at

least twice monthly, and more often, as needed, to address issues, status and progress concerning

individual students, a very tightly-held, confidential process and one which is only shared with the

student and his or her parents. Communication with a student and shared with his or her parents by

program staff and day school teachers is pursued to improve and reward academics, behaviors, health,

and student engagement in personal development. Specific strategies, including steps to correct and/or

to create positive actions, require creative solutions advanced in collaboration with parents and students.

The 2 l st CLCC staff work closely with regular day school staff to obtain information concerning each

enrolled student ' s achievement and ongoing needs, both academically and behaviorally. This is

accomplished primarily through the Site Coordinators who visit with teachers and guidance counselors

in their schools at least two times each month.

Student, teacher and parent surveys are conducted to monitor program goals and their perceptions of

levels of communication and involvement. Each student receives a written progress report at the end of

each grading period, every nine weeks. Parents are also informed of student progress through direct

contact, emails, letters, and parent meetings.

d. Alignment of in-school and out-of-school efforts

The academic curriculum and supplemental resources selected for the 21 st CCLC are specifically chosen

to closely align with the STEM, math, literacy and social development priority created by MSD

Martinsville schools. Frequent communication with classroom teachers, as described above, help 21 st

CCLC staff to further tailor instruction supporting each student ' s needs.

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

Parent Nights are hosted at each of the schools, once each semester. Parents have the opportunity to provide

feedback and offer suggestions. Program staff survey parents for ongoing educational interests, future family

activities and inform them of upcoming events. Parents in attendance have the opportunity to discuss their

interests, needs and concerns for their families and their child

A monthly newsletter includes program updates, parent teaching tips and information about family oriented

community activities. Regular "take home" activities inviting family involvement in student learning are

provided including family literacy activity ideas, YMCA "Healthy Family Home" activities, and "Too Good for

Drugs & Violence" take home activities.

Additional adult education opportunities are provided as the need is identified in a parent needs assessment

distributed in the first family newsletter in the fall. Partners who have volunteered to assist with parent

education include: JU Health Morgan, providing a wide variety of healthy living topics; YMCA providing

workshops related to family social dynamics - family communication, family preservation, blended family

issues, and anger management; and Ready, Set, Quit Tobacco, providing smoking education and cessation

services. Other educational opportunities are provided as they are identified by needs assessments. These

opportunities will be made available to adult family members of participating children.

5. USDA Approved Snacks: USDA approved snacks are prepared by the MSD Martinsville food services staff

as directed by Food Service Director, Kurt Bodell. The snacks are provided each day that the students are

present and are served in each school' s cafeteria. The YMCA is a participating site for the summer food and

nutrition program, allowing USDA snacks to be served to 21 st CCLC participants during the summer.

6. Weekly Schedule

School Year- Hours per day-AT BOTH SITES

~ ,~. . ~,H. . :.. ~\1!-:~;-;-:.,4;; . ; ;; ' .,_~ : .. <

~-:.Jt.iit."lr ..~..-.,~~ Hours with Students

Hours with Family Memb

Number of days per week

Number of weeks

Total Program Hours

Wk Day Before Wk Day After School School

2:30 - 6:00 = 3.5

4

36

504

Weekend Evening Days

6-8:00pm.

2hr/smst Parent Night

varies

27

School Holiday Breaks- Hours per day - AT BOTH SITES

Hours with Students

Hours with Family memb

Number of days per week

Weekday Weekend Days Evening

1 :00-3:00=2

4

Number of weeks 2

Total Program Hours 16

Summer- Hours per day-AT BOTH SITES

Weekday Weekend Days Evening

Hours with Students 1:00- 5:00 = 4 5-6:00pm

Hours with Family memb 1 hr

Number of days per 4 1 week

Number of weeks 3

Total Program Hours 48

7. 21st CCLC Learning Center

The 2 school sites for the 2018-2019 21 st Century CCLC program are to be named and known as 21 st Century

Community Leaming Centers and are to be recognized by the 21 st CCLC logo appearing in all program

materials and carried through all promotional activities. Students become familiar with and respond to the 2 I st

Century Community Leaming Center at their site and its logo as the Center name and logo appear on all

materials they use and on banners displayed throughout the facility supporting the program. As student

incentives are developed the logo is to be applied. Program-to-parent communications with make reference to

the 2 I st Century Community Leaming Center and carry the logo to encourage recognition and response. The

community-at-large will know of the Centers and their logo as they see and receive media communications.

VI. PROFESSIONAL DEVELOPMENT

First year training activities focus on the foundational skills needed by all youth worker professionals, including

the curriculum level skills needed to deliver each instructional program successfully. Much of the training will

take place in summer, prior to the program opening. The Y Program Director and Site Coordinators will be

responsible for organizing the pre-program training and for identifying additional training needs to be provided

either during monthly staff meetings or during periodic in-service training events. All staffwill attend the

annual Kids Count conference and the IN Summit on Out-of-School Time for training in a wide variety of

topics.

Professional Development Activities - Year 1

Provide training to lead DiscoverSpace STEM programming

Staff proficient at using DiscoverSpace Program to evaluate student needs and uide learnin

Project Lead the Way PLTW webinars and Online Staff

Assist staff in leading PLTW STEM learning

Staff can measure and monitor growth as they prepare students for assessments

Life Skills Training YMCA Staff Assist staff in promoting student pro-social and resistance skills

Staff proficient at leading Life Skills activities and life skills

Tutoring Skills Training YMCA staff Assist staff with general skills predictive of successful tutoring relationshi s

Staff improve listening and questioning skills, ability to give positive reinforcement, etc.

Study Island Study Island webinars Provide staff with skills to lead Study Island literacy and math instruction

Staff proficient at leading student hands on activities

Youth Development Training

YMCA staff MSWC Staff

Assist staff with general knowledge and skills relevant to working with children

Staff prepared to plan activities appropriate for all ages of children

Monthly staff meetings YMCA staff and additional trainers as indicated

Provide staff with ongoing information and skills as needs arise

Staff prepared to meet ongoing student and program needs

Annual Kids Count Conference, and IN Summit on Out-ofSchool Time, Summer Leamin Institute

Indiana Youth Institute IN Afterschool Alliance

Provide staff with diverse training opportunities

Staff skills expanded to offer new student learning opportunities

VII. EVALUATION

A. Evaluation Plan: Evaluation of the 21 st CCLC programming provided by Barbara B. Jordan YMCA (BBJ

YMCA) will ensure that both implementation and outcomes of the program are assessed and reported on for

key stakeholders. Implementation of high-quality out-of-school-time programming will be conducted

through annual site visits to each of the program sites to compare observed program practices to quality

based standards included in the Indiana Afterschool Standards. Interviews and observations conducted the

site visits will provide much of the formative data, although program staff will also collect and use self

assessment data using the IN-QPSA, Indiana Quality Program Self-Assessment. Data from the IN-QPSA,

combined with the site visit reports from the external evaluator, will be used to determine the quality of

programming delivered to students and their families. Outcome assessment will focus on addressing the

extent to which the program is meeting its performance measures included in the Program Design and

Implementation Table presented in Section V. Data collection methods are noted in the "Assessment

Strategy" column of the table presented in section V, but are also described in more detail below.

Qualifications of Selected Evaluator. Limelight Analytics will partner with BBJ YMCA to provide

evaluation services for the Cohort Nine 21 51 CCLC grant. Mindy Hightower King, Ph.D., Owner and

President of Limelight Analytics, will supervise all aspects of the evaluation, coordinate data collection, and

work closely with BBJ YMCA to ensure the results of the evaluation are used for continual program

improvement. Dr. King has worked as a program evaluator in applied school settings for the past 18 years,

and her work has focused primarily on after school programs, school wellness initiatives, workforce

development, and early childhood development. Dr. King's evaluation work in the afterschool arena has

involved the assessment of high quality program implementation practices in over 250 program sites in

Indiana, Kentucky, and Ohio, the assessment of academic and behavioral outcomes (in some cases through

quasi-experimental designs), and the development of self-assessment capacity among after school program

staff. She spent six years as the project director of the evaluation of the Indiana 21 51 CCLC Statewide

Initiative and four years as the project director of the Kentucky 21 st CCLC Statewide Initiative. In addition,

she has directed the evaluations of more than 25 after school programs in Indiana administered by both

school districts and community-based agencies.

Evaluation Design. Although Limelight Analytics will coordinate all aspects of the evaluation, much of the

data related to the performance measures will be collected and maintained by program staff in the fall and

spring of each year.

Types of Data Collected - Daily attendance, demographics, math and reading grades, and reading and

math assessment results will be collected for each participant. In addition to participant-level data

(attendance, grades, etc.) and survey data (teacher, parent, and student surveys) collected by the program

staff, Limelight Analytics will also conduct annual site visits to each program site, which will include

interviews with staff, observations ofprogram activities, and the collection of various program

documents (e.g. lesson plans, program policies).

Data Collection Timeline - Data collection for the evaluation will occur throughout the program year,

although most analysis and reporting will be performed at the midpoint and end of each school year.

Program staff will collect student demographic information and attendance on an ongoing basis.

Academic data ( e.g., grades, assessment scores) will be collected by program staff each semester and

entered in EZ Reports or provided to Limelight Analytics in Excel files transmitted securely to a

designated data portal. These data will be analyzed and results reported in the summer following each

school year. The table below displays the expected data collection timeline for the 2018-2019 school

year.

Due Date Data Element Method of Reporting

Fall 2018

Site Visits: Quality observations; Interviews with program staff

Data collected onsite by Limelight Analytics

January 2019

Participant Attendance & Student Demographics

EZ Reports

April 2019

Participant Attendance & Student Demographics

EZ Reports

April/May 2019

Administer Teacher Survey Enter in EZ Reports and

return to Program Director

Administer Parent Surveys Return to Program Director Administer Student Surveys

Participant Attendance & EZ Reports Student Demographics

2019 June

Return to Limelight Family-Focused Activity Records

Analytics Academic/school-based data:

Grades: June School Day Attendance: EZ Reports 2019 !STEP+ Scores: Local Assessments:

Data Collection Instruments - Several critical sources of data will rely on existing data collection

instruments such as local and statewide assessments (NWEA and ISTEP+) and the statewide Teacher

Survey instrument used by all Indiana 21 st CCLC programs. Limelight Analytics will also develop

Parent and Student Surveys, and customized site visit observation rubrics based on Indiana' s

Afterschool Standards. Several performance measures will also be collected and reported by program

staff using "End of Year Reporting" templates developed by Limelight Analytics.

Utilizing Data for Program Improvement - Limelight Analytics will present results of the evaluation

at two points during each project year: (1) following the completion of the site visits at mid-year; and (2)

at the end of each project year. Data collected through the site visits will be reported to the Program

Director and Site Coordinators during a "work group session" in order to identify high-quality program

practices and opportunities for improving program procedures and activities. The objective of the work

session will be to use the information gathered from the site visits to develop specific strategies for

program improvement and to prepare for the self-assessment process using the fN-QPSA. Outcome data

(including progress towards the performance measures) will be presented to program stakeholders at the

end of each project year in a written report and through a group presentation. Similar to the mid-year

presentation of site visit results, Limelight Analytics will present these results to key program

stakeholders and assist in the facilitation of work sessions that involve brainstorming strategies for

program improvement in areas identified through the evaluation.

B. Annual Reporting. In July of each year of the project, Limelight Analytics will prepare and submit a

detailed annual report to the program and to IDOE that describes student attendance trends, progress

towards each of the program' s performance measures, and a summary of the program's strengths and areas

for improvement. Data for the latter section of the report will be gathered through site visits and the

program' s own self-assessment with the Indiana Quality Program Self-Assessment (IN-QPSA) instrument.

At the end of the end of the program's fourth year, Limelight Analytics will prepare and submit a final

report to both the program and to IDOE that includes aggregated data across all four years of the grant.

C. Required Data from Schools: BBJ YMCA has entered into a data sharing agreement with MSD

Martinsville that involves a timeline of data collection and verification activities. Data required for entry in

EZ Reports will be requested by BBJ YMCA in April of each year, and then entered into the system upon

receipt. All BBJ YMCA program sites will administer the Teacher Survey currently required by the Indiana

Department of Education. These surveys are provided to each school's Community Liaison with a cover

letter, documenting the importance of the survey. A letter is also sent to the school ' s principal in order to

encourage him/her to support the survey effort with school staff.

D. Early Learning Programs. Proposed Cohort Nine 21 st CCLC programming by BBJ YMCA will not

include four year-olds or children who are not yet in Kindergarten.

E. Required Performance Measures. BBJ YMCA has included the required performance measures for each

of the three program sites in the Program Design and Implementation table in Section V. As shown in the

table, the math and English measures are based on NWEA scores, the formative assessment instruments

used the local school district. These measures are ofparticular importance, as they assess the extent to

which students exhibit growth (as a group) across the school year. In particular, these measures will

demonstrate the extent to which the proportion of students passing these assessments has grown over the

course of the school year. These data will be collected from MSD Martinsville using the data sharing

procedures described above in section C. These data will be tracked using the EZ Reports system and

analyzed by Limelight Analytics at the end of each school year. The following table presents the required

performance measures for proposed programming for BBJ YMCA's Cohort 9 21 st CCLC programming.

These measures are also included in the Program Design and Implementation Table in Section V:

Required 21st CCLC Elementary School & Middle School Performance Measures

50% of students attending at least 45 days will increase percentile scores on the ELA portion of the NWEA.

50% of students attending at least 45 days will increase percentile scores on the math portion of the NWEA.

VIII. SUPPORT FOR STRATEGIC PRIORITIES

The Indiana Academic Standards are addressed by utilizing reading, math, and social curriculum as described in

Section 3. The identified Goals, Objectives, and Performance Measures for the program will support the school

improvement plans of all targeted schools participating. Each school has identified areas in need of

improvement based on data from formative and summative assessments. All schools have a common goal to

continue to raise attendance, improve foundational reading skills, and increase math achievement. As a part of

the reading goal, the ultimate result is to improve reading comprehension and have all students reading at or

above grade level. Increasing math skills in the areas of computation, problem solving, and geometry are the

focus . Each of the English and math skills to target are identified in the curriculum which has been chosen for

use in the program. The curriculum of the instructional materials aligns with current Indiana Academic

Standards. Intervention strategies have been identified by the schools in their improvement plans and are

continued for at-risk children.

IX. SUSTAINABILITY PLAN

YMCA staff view the opportunity to continue 21 CCLC for middle school aged students as a chance to continue

to fulfill a great need in the community that otherwise would not be funded. The grant creates an opportunity to

build capacity impacting academic performance for the students at each of the schools served, as new skills and

evidence-based practices are learned and/or expanded. Initial costs associated with training leadership staff and

purchasing high quality instructional materials are covered by 21 si CCLC grant funds. Following grant

expiration, continuation of programming depends upon a strong base of volunteers motivated to advance the

efforts for at-risk, disadvantaged children and recognition on the part of the community that resources are

needed to provide continuing early childhood and parent educational and enrichment education and activities

reducing their high risk status.

X. SAFETY AND TRANSPORTATION

Student safety is a high priority. For both schools, all school day safety guidelines and policies are followed,

including locked doors with limited building access. The names, addresses, and emergency phone numbers for

all students are on file at the school site and at the YMCA. All parents picking up children are required to enter

the facility and sign out their child at the end of each program day. Members of the 21 s i CCLC staff receive

certification in first aid and CPR, and undergo criminal hi story background checks.

The YMCA and the MSD collaborate to transport students to the YMCA after school at least once weekly,

utilizing the YMCA bus and school system buses. Parents who are not participating in family activities are

required to pick up students at the YMCA no later than 6:00 p.m. The 6:00 p.m. closing time should work well

for most working families. The YMCA facility is open until 9:00 p.m. and can accommodate children if parents

are running a few minutes late.

XI. BUDGET WORKBOOK CHARTS

Dr. Jennifer McCormick Superintendent of Public Instruction

DEPARTMENT OF EDUCATION 14/~ Top/t.1l pt, tuded ~tu:,c&d, 21st Century Community Learning Centers

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

CFDA: 84.287 -- Federal Award 1.0. # S287C I50014 -- Fiscal Year of Award: 2016 Project Year: 2018-2019 -- Cohort: 9, Year: 1

Applicant Name Barbara B. Jordan YMCA Applicant Federal ID Number 352019312

Grantee DUNS# 135745805

Budget Categories Project Year 1 Personnel $90,190.00

Fringe Benefits $6,899.00

Travel $1,892.00

Transportation $14,490.00

Equiptment $0.00

Supplies $2,928.00

Contractual $30,851.00

Professional Development & Tra ining $2,280.00

Other $470.00

Total Direct Costs $0.00

Indirect Costs $0.00

Contractual (not included in ICR) $0.00

Total $150,000.00

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

in accordance with Indiana State Law under the approved grant agreement.

If applicable to your grant -

*Indirect Cost Information (To Be Completed by Your Business Office): If you are requesting reimbursement for indirect costs, please answer the following questions: (1) Do you have an Indirect Cost Rate Agreement approved by IDOE Office of School Finance? _Yes

No (2) If yes, please provide the following information: School Year Period Covered by the Indirect Cost Rate Agreement: From: 6 / 1 /2018 To: 5/ 31

21st Century Community Learning Centers - Cohort 9, Year 1 Applicant Name: Barbara B. Jordan YMCA

Directions: Please enter each item to to be funded into the appropriate funding category. All components (Description, Cost Each, and

Quantity) must be completed for the budget to be approved. Please use "Quantity Description if needed" as necessary to explain the

cost items. The Subtotals and Total Budget will calculate automatically. Input all numbers rounded to the nearest dollar amount.

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

EXAMPLE: 25 hours/week, 52 weeks per year, 4 site $ 12.00 5200 Site Coordi nators coordinators total $ 62,400

52Exec Dir {5%) $ 71.00 a week $ 3,692

Program Director (40%) $ 277.00 52 a week $ 14,404

Site Coordinator-2 $ 16.00 1296 $16 hr/18hrs per wk, 36 wks yr, 2 coor $ 20,736

Lead Teacher-2 $ 35.00 576 $35/hr,8 hrs per wk. 36wks, 2 teachers $ 20,160

Site Aide/Tutor $ 11.30 2520 $11.3/hr,14hrs,per wk/x36 wks. 5 aid $ 28,476 Personnel Field Trip-Site Coord-2 $ 16.00 24 $16/hr/2trips/6hr each/2 coor $ 384

Field Trip- Aide-2 $ 11.30 48 $11.3/hr,2/trips,6hr each/2 staff $ 542

Summer School-Site Coard $ 16.00 32 $16/hr , 16/hrs/ 2 wks/ 1 coor $ 512

Summer School-Lead Teacher $ 35.00 16 $35/hr, 8 hrs/ 2 wks/ 1 teacher $ 560

Summer School- Aide $ 11.30 64 $11.3/hr, 16hrs/ 2wks/3 staff $ 723

SUBTOTAL $ 90,190

Sum of the

EXAMPLE: 'totals' line of all Multiplied sum of

FICA (full-time) full time staff 7.65% see details cell D and cell E in

listed in the this line

FICA (Full-time) $ 18,096.00

7.65% $ 1,384.34

FICA(Part-Time) $ 72,093.00

7.65% 72,093 $ 5,515.11

$ -$ -

Fringe $ -

Benefits $ -

$ -$ -

$ -$ -

$ -$ -

$ -$ -

$ -

$ - $ -

SUBTOTAL $ 6,899

Example: Fall 2017 - In state conference $ 104.00 6 3 rooms, 2 nights $ 624

hotel - Indianapolis

IYI Conference- Parking $ 5.00 4 $5/per x 2 car x 2/days $ 20

IYI Conference- Mileage $ 59.00 4 58/mi x 2/day x 2/cars/.38mile $ 236

Out of School Summit-Parking $ 5.00 4 $5/per x 2 car x 2/days $ 20

Site Coordinator-Mileage $ 59.00 4 58/mi x 2/day x 2/cars/.38mile $ 236 -

Travel

Travel

Site visits-Mileage

Multi State Conference

Multi State-Hotel

Multi State -Parking

$

$

$

$

$

$

0.38

0.38

150.00

28.00

-

-

2400

220

2

3

miles

miles

hotel room/1 person

parking per day

SUBTOTAL

$

$

$

$

$

$

$

912

84

300

84

-

-

1,892

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

Student Transportation

MSD of Martinsville

YMCA Bus

Field Trip

Field Trip- Children's Museum

Field Trip-Zoo

Field Trip- Parking

Field Trip-Parking

$ 62.00

$ 23.00

$ 100.00

$ 20.00

$ 20.00

$ 25.00

$ 25.00

$ -

$ -

144

144

2

so

so

1

1

144 days/2 buses

2 buses/2 days

$20/person

$20/person

1 bus

1 bus

$ 8,928

$ 3,312

$ 200

$ 1,000

$ 1,000

$ 25

$ 25

$ -

$ -

$ -$ -

SUBTOTAL $ 14,490

EXAMPLE: iPad

$ 400.00 4 For 'academic program' listed in program

$narrative

1,600

$ - $ -

$ - $ -

$ - $ -

Equiptme nt

$

$

$

-

-

-

$

$

$

-

-

-

$ - $ -

$ - $ -

$ - $ -

$ - $ -

SUBTOTAL $ -

718

EXAMPLE: Program Supplies: (pencils, $5.00 400 100 students/ 4 sites $ 2,000

calculators, hand sanitizer, etc.)

Recreational Equipment $ 718.00 $1 2 sites

Family Night $ 400.00 $2

Supplies

Morgan Co Soil & Water

Office Supplies

Art Supplies

$

$

$

$

$

$

$

$

90.00

300.00

150.00

-

-

-

-

-

9

1

2

$90/mon x 9/mon

$150/2 lessons

$

$

$

$

$

$

$

$

810

300

300

-

-

-

-

-

SUBTOTAL $ 2,928

EXAMPLE: Local Evaluation Services

EXAMPLE: Contracted arts programming

Link Observatory

$

$

$

200,000.00

9,000.00

4,040.00

6%

3

1

% of award

per site

$2020each/2sites

$

$

$

12,000

27,000

4,040

800

-

Y Swim Club/Splash Zone $ 800.00 9 $800/month x 9/months $ 7,200

Art Lessons $ 1,360.00 2 2 lessons/$1360 each $ 2,720

Local Evaluator/Limelight $ 150,000.00 6% % of award $ 9,000Contractu

al Thomas Kelly Software $ 1,000.00 2 flat fee $ 2,000 2/sites x 4/visits x 2 x month x

Youth Connections-STEM $ 15.53 32 $15.53/hr/8mon $ 497

Drama -Readers Theater $ 1,360.00 1 1 session $ 1,360

Project Lead The Way $ 4,035.00 1 $2017each/2sites $ 4,034

$ - $ -

$ - $ -

SUBTOTAL $ 30,851

EXAMPLE: $ 12.00 75 3 trainings for 25 staff members $ 900

Staff Trainings

$ 1,480Kids Count Conference- Dec $ 185.00 8 $185 reg fee/8 staff

$ 600Out of School Summit -March $ 75.00 8 $75 reg fee/8 staff

$ 200Multi State Conference -reg fee $ 200.00 1 reg fee Professio

$ -nal

Developm $ -$ -

ent& $ - $ -

Training $ - $ -
http:4,035.00http:1,360.00http:1,000.00http:150,000.00http:1,360.00

$

$

-

-

$

$

-

-

$ - $ -

SUBTOTAL $ 2,280

EXAMPLE: Staff Background Checks

Background Checks

CPR/FA Training

Other

$ 25.00 15 $ 375

$ 120$ 12.00 10 $12/ea x 10/staff

$ 350$ 35.00 10 $35/ea x 10/staff

$ -$ -

$ -$ -

$ -$ -

$ -$ -

$ -$ -

$ -$ -

$ -$ -

$ -$ -

SUBTOTAL $ 470

$ -Total $ 150,000SUBTOTALDirect

approved

s 150,0001 indirect cost approved rate Indirect Costs #VALUE !Indirect s

Costs SUBTOTAL #VALUE!

TOTAL YEAR 1 #VALUE!

Form 1 - Cover Page: 2017 Sub-grant Application - Attachment A

Applicant Information Name of

~~-u.~. ~ o~"'$MCAApplicant: (name of fiscal

agent)

Address: '2.C>'39 t. t-'\o~"' '6t- KN-,\.~~u lk--1 It\\. ~c, l-5 \

County: Mos'~f'Y\ If LEA Corp# School# (school School# corporation , charter

School#

school):

Did you use a professional grant writer to complete this application? YES or@

Funding Information: Funds Requested:

I 00Year 1 7)() ODC>. Year 2 t';Y),Qoo.oo Year3 Year4 Total

DO NOT WRITE BELOW-FOR IDOE USE ONLY: Funds Approved: Yr. 1 Yr. 2 Yr.3 Yr.4

TOTAL

Contact Person

Name: Thve_ t--!~""'

Title: Eiec.u:L\lc.\Jirc.c..-\oc. C.Et,

Agency Name: &c-bc.-c-C-\_~-~r~ '{ Ml.A. Email:

Phone:

~'-(t:~-,a5_B',bb l YIM.CD...o n; ...,lt,'5-3>-l2-~lo1B

Fax: 7/h- ?>!-\.'l-9l,70 Pro2ram Director of 21st CCLC

Name: ~~lf\ Mc..."t,a_"';e...\ Email: ro\:, l II\~b~ \'I~.,o r:--q Phone: 7t,,~ - 3Y1-.-'lb9:.~ ~ Fax: 1 /t, S- 3 J.-fJ..-9l10

If yes, please provide Name of Grant Writer:

Authorized Representative Information: Type Name of Representative:

~~\.w~~ Title: E-_~~u..t~\{c.. $~ttdo-r /c__t;:C) Tel#71,S-::Hl-bb~ Fax #]~6-3~1- 9~10 Email: ob.\J t..\N:\.

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

Applicant Name: ~b--t.2-91'.t,"lO

Address: %::Pt E. Mc~c:\.M. ~t.

Email: ck.\lc.V'\Q~'oS.'f ~ ,"":\Mcv--\t~u '-'-\c.. ; I\'-l >-l!t,l'&\ Name of School to be Served Has this o/e Free 1. Estimated # ofStudents School bas Estimated

by 21 "CCLC (Including school been and Identified that will attend the grade of number of School # and School served before Reduced English program at least 45 days D/F Students

Corporation) under a Lunch Learner or 60 days to be served (indicate with previous 21" Students Per School Year "D/F" if DisabUlties

CCLC grant? YI Y2 YJ Y4 yes) to be served

1Dei\W~c (ill) 0% 45 -3e 32 33 35 0-1 tl. {o~:,3

NO S\.~~ ""'st) c,~ ~\.,.\.S'''~ 60 W::x:c,\e."'" \-\.llk Sc.Li\ @) ,O\h, 45 ?o '3'.2-. 33 35 cs :ti. ~~o\

NO 115.~& 60M~t)crC Mw-\~~Uc_ YES 45

NO 60

YES 45

NO 60

YES 45

NO 60

YES 45

NO 60

Note: Ifmore space is needed, please include this chart on a separate piece ofpaper

49

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

Applicant Name: ~\,t,..,i

Form 4 - Population Served Checklist - Attachment D

Applicant Name: k~~ ~ .k,~~YMcA Contact Name: k\l,1\, ~~~ Organization: ~k~\::>~~YMC~ Phone: Fax:

7bS-3.LJ 7...- fpfc,?,-lt ls\

Email : ida_VG~Q~~@)bbjy"""u._,~~~

Populations Served (check all that apply): o Pre-School o ~lementary School ~Middle School o High School o Adult

Servic$S: (check all that apply): ~ Reading or Literacy ~j\1~thematics ~.,;-Science ~fas and Music r/ Tutoring or Mentoring :i English Language

Learning Services o Pre AP and/or AP Course

Development o Service Leaming ~STEM (Science,

Technology, Engineering & Math)

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

o Intercession o Fall Break o Spring Break

o Weekend

~ecreational o Telecommunication &

Technology education ~Library Services o Services for Adults ~Youth Development ~Drug & Violence Prevention ~Character Education o Global Literacy o College & Career Readiness

lil"Summer

o Before-School

51

Form 5 - Memorandum of Understanding Form - Attachment E

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

Applicant Signature

Print Name

Organization Address

Phone Number: Fax: Number Email

\lwJ~~ 'D~\l\. ~~, \.~(u.c T-t--i lit l Cj l 1~':>--3'i2-&l,l.ft 7(,,5 - 3J..{Z.- &9J 11 -\-ur--1 ~t"u-\\.u"'l..Cu:i ""'~~\......_~'-'-"L\c... ~I'..

-.J

In Kind Contract; Est. Value- in-Kind Service

52
http:2-&l,l.ft

Memorandum of Understanding

Partnership for 21 st CCLC Grant cohort 9

MSD Martinsville and Barbara B. Jordan YMCA

The parties to this MOU Agreement, MSD Martinsville (herein referred to as "MSDM") and Barbara B. Jordan YMCA (herein referred to as the "BBJ Y") ( collectively referred to as the "Parties") enter into this agreement.

WHEREAS(, the parties recognize that this MOU will create a mutually beneficial relationship between t em in the effort to address out of school day learning among students in MSDM.

NOW THEREFORE, in consideration of the mutual covenants, mutual benefits and synergistic effect created by entering this Memorandum of Understanding, MSDM and BBJ Y agree as follows:

Obligations of the Partners

Services to be provided by MSDM include:

1. Provide location for student learning and enrichment Monday through Thursday during school year after school at Bell Intermediate and Wooden Middle Schools.

2. Recruit and hire licensed instructors for each location to teach out of school remediation and lead testing (teachers paid through grant).

3. Identify, recruit, and enroll at need students. 4. Provide snack through Federal School Lunch Program. 5. Help provide busing for students to the Y after school during school year.

Services to be provided by BBJ Y include:

1. Provide location for enrichment, physical activity and swimming for students each week.

2. Help provide transportation for students from school location to Y or alternate location during school year.

3. Recruit, hire and train site coordinators, tutors and enrichment aids to help in classrooms and lead the student's enrichment activities.

4. Handle grant funding and lead evaluation and reporting .

Duration of Agreement

The agreement will cover the length of the 21CCLC grant cycle from June, 2018 through May, 2022.

Insurance

Both parties will maintain insurance for all activities in which they engage through this agreement.

Authority

The individuals below represent that they have they each have the authority to execute this document and enter the Memorandum of Understanding.

Modification

This a~reement may be modified upon agreement of the parties as circumstances and conditions change.

nderstanding is entered this 14th day of December, 2017.

.:J, l'.2.- \- h ~~ r2-)17;,/17 Signature Date Sig~ Date

~\.c\'T. ~~s :r~-.r~\zvlut---Q.__ Print Name Print Name

This Memorandum of

'

Print Title Print Title


Collaborator for 21st CCLC Grant cohort 9

Youth Connections and Barbara B. Jordan YMCA

The parties to this MOU Agreement Youth Connections (herein referred to as "YC") and Barbara B. Jordan YMCA (herein referred to as the "BBJ V") ( collectively referred to as the "Parties") enter into this agreement.

WHEREAS, the parties recognize that this MOU will create a mutually beneficial relationship between tnem in the effort to address out of school day learning among students in MSD Martinsville.

NOW THEREFORE, in consideration of the mutual covenants, mutual benefits and synergistic effect created by entering this Memorandum of Understanding, YC and BBJ Y agree as follows :


Services to be provided by YC include:

1. Provide ARISE STEM instruction for students at Bell Intermediate and Wooden Middle Schools at least once monthly.

2. Share results of ARISE STEM testing for this program with BBJ Y and MSD Martinsville.


1. Provide payment to YC for instructor time of up to four hours monthly at $15.53 . 2. Share results of testing for this program with YC.


The agreement will cover the length of the 21CCLC grant cycle from June, 2018 through May, 2022.

Insurance


Authority


Modification

This a~reement may be modified upon agreement of the parties as circumstances and conditions change.

This Memorandum of Understanding is entered this 14th day of December, 2017.



Martinsville Arts Partnership and Barbara 8. Jordan YMCA

The parties to this MOU Agreement, Martinsville Arts Partnershtf? (herein referred to as "MAP") and Barbara B. Jordan YMCA (herein referred to as the BBJ Y") ( collectively referred to as the "Parties") enter into this agreement.

WHEREAS, the parties recognize that this MOU will create a mutually beneficial relationship between tnem in the effort to address out of school day learning among students in MSD , Martinsville.

NOW THEREFORE, in consideration of the mutual covenants, mutual benefits and synergistic effect created by entering this Memorandum of Understanding, MAP and BBJ Y agree as follows:


Services to be provided by MAP include:

1. Provide Art and/or drama instruction for students at Bell Intermediate and Wooden Middle Schools at least once each semester.


1. Provide payment to MAP for instructor time and materials.


The agreement will cover the length of the 21CCLC grant cycle from June, 2018 throughMay, 2022.

Insurance


Authority


Modification

This aSJreement may be modified upon agreement of the parties as circumstances and conditions change.

~ M:rl]orandum of Understanding is entered this lStlil day of Dece~ber, 2017.

~o:j,~ 11.!11>"7 ~ 12-11/,7 Signature Date S~t~ Date

~~ Tk t\l~D ~ cJ e ~ Print Name Print Name

i~ Y E'-u...:h (PC bl~c-Q/cr:=o 0.r-+insVv ~ ~ -~we:-{ Print Title Print Title



Morgan County Soil and Water Conservation District and Barbara B. Jordan YMCA

The parties to this MOU Agreement, Morgan County Soil and Water Conservation District (herein referred to as "SWCD") and Barbara B. Jordan YMCA (herein referred to as the "BBJ Y") ( collectively referred to as the "Parties") enter Into this agreement.

WHEREAS, the parties recognize that this MOU will create a mutually beneficial relationship between tnem in the effort to address out of school day learning among students in MSD Martinsville.

NOW THEREFORE, in consideration of the mutual covenants, mutual benefits and synergistic effect created by entering this Memorandum of Understanding, SWCD and BBJ Y agree as follows:


Services to be provided by SWCD include:

1. Provide instruction for 2ist CCLC staff needed to train in Project Wet, Project Wild, Aquatic Wild and Project Learning Tree.

2. Provide teachers gulae to accompany each above mentioned training.


1. Provide location for training by SWCD. 2. Schedule training in advance at a mutually agreeable time for both parties. 3. Pay $1.00 per student served to SWCD. 4. Pay book fee for needed teacher guides.

Duration of Agreement I

The agreement will cover the length of the 21CCLC grant cycle from June, 2018 to May, 2022.

Insurance


Authority


Modification

This a9reement may be modified upon agreement of the parties as circumstances and conditions change.

I

Signature

1A,r...,......,

Date

t;L\

Signature Date

~\.LJ \, ~"~~ Print Name Print Name

l:a l-li?P-tlO ~ ~ex,,d r l'\.cd ~ ,/' 1,\?J;) Y f:,...,_vi '"'\Jt1Jw./CEo Print TitlePrint Title

f

Equitable Participation

of Private School Consultation

Form

APPLICANT NAME met with PRTVATE SCHOOL NAME on MONTH/DATE/YEAR in

consultation for participation in a 21 st Century Community Learning Center initiative in CITY/COUNTY.

We hereby testify as indicated by the below signatures that appropriate consultation as described by Subpart I ofPart E ofTitle Vlll of the ESEA has occurred.

_ Yes, we wish to participate.

/No, we do not wish to participate.

__Yes, we wish to participate and request further consultation.

Name of Private School Administrator s{gnature

Name of Private School Administrator Signature

~-vi)J J .1t~ 12-}1~(,1 Name of Applicant Official Signature

Name of Applicant Official Signature

56

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

Applicant Name: l:)o._,~"-~ )~c,.r~'{ Mc,1\ Contact Name: lli\lid-\. f\k? \

Organization: fu~~, ~~YVv\LA Phone: Fax: itoS-3-'fL- &>b75~ l/p?-3'-12..-C\l l 6

Address : ?D~ E. r-lo--l"'l?I ~"e.V\Al)g,b~'I ~ .(~

Date Activity Description Program Start Date ,\..JL, '.lD\'a Summer 20 18 S"TEM e.o.. ---.o 'S'TE:. M fi.C..\ \~l~u~?

1~~~..,..., 5w1~- I.Ac.. (-,,-wo~...,/E..,_,_ 0n,....G\~ ~-

Fall 20 18 ~WO\r\~ ~...A~{~ '?f"Ol~J.I lu..v\.1~\Ja.'-4 ~~ -a"'" -STE M_

1'u\;Co1/(,r-${)4.c..C_ StE. ~ ~ ....""""""""' ..."?l'..~ SQring 20 19 ~~... M' ~"-'&-r--=,

\ l f,D P\ ,;~~~ \'~o'-1.U>k.J.. ~ h SD ~{.~""'u~tl, $ \ ..,o\.'-1 .Lst~ ~ v,u,..- AJ$ c,.. "-CA tl...t \-i Vt"o ltJ. \.u.A'"\ 'Ac. l..c)c.. , ~~--~ ~\/~~AC...C. ~,\:...M t """'-"""--' """--~--1 "?~V\C..("""':) J..i "'"~t,b-:.t..n . .i.-..~c,e-" l'\C..SI.J Y~"\U\

I IYl t1e,..; .., M ~~v.(..r-,~p Program End Date Mc..'-{. '2.bl'\ Note: A minimum of 130 days are required fo r a 2 1st CCLC program.

'

53
Structure BookmarksFigureFigureELA 54% Math 39% School Year-Hours per day-AT BOTH SITES ~ ,~. . ~,H. . :.. ~\1!-:~;-;-:.,4;; . ; ;; ' .,_~ : .. < ~-:.Jt.iit."lr ..~..-.,~~ Hours with Students Hours with Family Memb Number of days per week Number of weeks Total Program Hours Wk Day Before Wk Day After School School 2:30 -6:00 = 3.5 4 36 504 Weekend Evening Days 6-8:00pm. 2hr/smst Parent Night varies 27 School Holiday Breaks-Hours per day -AT BOTH SITES Hours with Students Hours with Family memb Number of days per week Weekday Weekend Days EvenFigureFigureFigureSum of the EXAMPLE: 'totals' line of all Multiplied sum of FICA (full-time) full time staff 7.65% see details cell D and cell E in listed in the this line FICA (Full-time) $ 18,096.00 7.65% $ 1,384.34 FICA(Part-Time) $ 72,093.00 7.65% 72,093 $ 5,515.11 $ -$ -Fringe $ -Benefits $ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -SUBTOTAL $ 6,899 Example: Fall 2017 -In state conference $ 104.00 6 3 rooms, 2 nights $ 624 hotel -Indianapolis IYI Conference-Parking $ 5.00 4 $5/per x 2 car x 2/days $ 20 IYI Conference-Mileage $ FigureApplicant Name: ~b--t.2-91'.t,"lO Address: %::Pt E. Mc~c:\.M. ~t. Email: ck.\lc.V'\Q~'oS.'f ~ ,"":\Mcv--\t~u'-'-\c.. ; I\'-l >-l!t,l'&\ Name of School to be Served Has this o/e Free 1. Estimated # ofStudents School bas Estimated by 21 "CCLC (Including school been and Identified that will attend the grade of number of School # and School served before Reduced EApplicant Name: ~\,t,..,i

Documents

I. ABSTRACT - doe.in.gov · I. ABSTRACT Martinsville, Indiana, is located in southern Morgan County, approximately 30 miles south of Indianapolis. In the last ten years the community