Applicaat Iaforaatioa Ceac.ctPena...Page I I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln Form 1 -...

Page I I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

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

Ceac.ctPenaApplicaat Iaforaatioa Evansville Vanderburo)t School Name of Dr. Cathlin Gray

Applicant: Name:

Corporation (name of foscal Associate Superimendent for Family, School agent)

Title: and Community Partnerships

Address: 951 Walnut Strttt Evansville Vanderburo)t School Corporation Evansville, IN 47713

Agency Name:

[email protected] Email: 812-435-8457Phone: 812-435-8635 Fa%:

County: Vanderl>urgb County • Dindor ef2111 CCLC Derek McKillop Name:

lfLE.A Cor p # 7995 School # 8265 derek.mckillo~evsck I J .c2m (school Email:

corponition School # 830I School # 8251 812 435 0928 Phone: , e:barter School # 8329 Fax: school):

Did you use a professional grant writer to If yes, please provide Name ofGrant Writer: complete this application? NO

Funding Information: Authorized R epresentative Information: Funds Requested: Type Name of Representative:

Year l S300,000.00 Dr. David Smith Year 2 S300,000.00

Year 3 S270,000.00 Title: Superintendent Year 4 SJ..55,000.00 Total Sl ,125,000.00 Tel# 812 435 8476 Fax# 812 4358421

Email: [email protected]·sckl2.com 00 NOT WRJTE BELOW - FOR rDOE USE ONLY: Funds Appro,•ed: I HEREBY CERTIFY that to the best of my knowledge. the Yr. l information conraincd in lhis application is oorrcct. the

agency/agencies named in this application and in theYr.2 panne,ship eommi1meo1 form ba,e authorized me as their

Yr.3 n:,prcscnlDti\i: to file this application. Yr. 4

Signature of Authorized Representati,,e (ifschool co~on, mUSl be signed b~ tendent, if charter b~ e ~ ersc ministrator)

TOTAL

~~ .

Date signed: 1z-./tif/~

http:[email protected]�sckl2.comhttp:Sl,125,000.00http:S270,000.00http:S300,000.00http:S300,000.00mailto:[email protected]

I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

Form 2 - List ofSchools to be Served by 21'' CCLC - Attachment B

Applicant Name: Evansville Vanderburgh School Corporation

Contact

Name:

ur. Catblin Gray

Organization: Evansville Vanderburgh School Corporation Phone:

Fax:

Phone: 812-435-8457 "'ax: 812-435-8635

Address: 951 Walnut Street, Evansville, IN47713

Email: catblin.gray@e\'sck12.com

Na-efSdlool .. lieSerwol b)'21"CcLc (iac l c:s,

Sdlool t -SdiNIc....,.._, .......... ---~ ,.......21• -· CCLC.....,C

% Free ......._ % lckzdlW r..gli,11.___

Smdim

r...,..,.. •.,sn,, b.............. .............41511ays ..-a..ys1e11e..,....

PerSdiNIY-YI Y2 Y3 Y4

SdloolllU...., DIF

I--* · DIF" If

:,a)

Ellhu I I........., Sb.deals

widlLudo DIIII.Tlh+...-

:edar Hall Community Schoo School *: 8265 :orp /:: 7995

YES 95.9% 2.6%

45 25 25 !5 25 F 18%

2.0% 60 p5 p5 55 p5

,ilenwood Leadership Academy School#: 8301 :Orp #: 7995

YES rJQ.2% 14.8% 45 125 125 25 125 F

28%

0% 60 50 50 50 50

.incoln School School":8251 :Orp #: 7995

YES 93.7% 2.6% 45 25 25 25 25 D

15%

2.3% 60 20 10 10 20

Lodge Community School School £;: 8329 :orp :;: 7995

YES 93.2% 14% 45 25 25 !5 25

F 21%

~.9% 60 ~5 ~5 ,5 65

YES

NO

45

60

YES

NO

45

60

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

I Page3 I EVSC: Glenwood. Lodge. Cedar Hall and Lincoln

Form 3-List of21st CCLC Program Centers/Sites-Attachment C •

Applicant Name: Evansville Vanderburgh School Corporation

Contact Name: Dr. Cathlin Gray

Organization: Evansville Vanderburgh School Corporation

Phone: Fax:

Phone: 812435·8457•ax: 812435-8635

Address: 951 Walnut StreeL Evansville. IN 47713

Email: Cathlin.gray@e,-sckl2.com

N-ofCom•uaity Laraiac Ceater/Site

(e.g. t'n•klia lligll Sdtoel, Boys & Girls Club )

Lecalioll (SlrectAddreu)

Cily

C:edar Hall Community School: 21 RCemury C:ommuoiry Leaming Center

2100 N. Fulton Ave Evansville

Glenwood Leadership Academy: 2 IR Centul} :Ommuniry Leaming Center

i>OI Sweetser Avenue Evansville

dncoln Community School: 21a Caitury ::Ommunity Leaming Center

k;35 Lincoln A venue lcvansville

Lodge Community School: 21 a Century Community Leaming Centcr

2000 Lodge A vc Evansville

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

l

• Form 4 - Population Sen •ed Checklist - Attachment D

Page4 I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

Applicant Name: Evansville Vanderburgh School Corporatio,


Organization: t.vansville Vanderburgh School Corporation Phone:

Fax: Phone: 8 I 2-435-8457 l="ax: 812-435-8635

Address: ~51 Walnut Street, Evansville, IN 47713 Email: [email protected]

Populations Served (check all that apply): o Pre-School X Elementary School X Middle School a High School o Adult

Sen;ces: (ch.eek all that apply):

X Reading or Literacy

X Mathematics

x Science

X Arts and Music

X Tutoring or Mentoring

X English Language

Learning Services a Pre AP and/or AP Course

Development X Service Leaming X STEM (Science, Technology

Engineering & Math

Operating Hours: (check all that apply):

x After-school

-:i Intercession a Fall Break a Spring Break

-:i Weekend

X Recreational X Telecommunication &

Technology education X Library Services X Services for Adults X Youth Development X Drug & Violence Prevention X Character Education ':I Global Literacy X College & Career Readiness

o Summer

X Before-School

I Page 5 I EVSC: Glenwood. Lodge, Cedar Hall and Lincoln

Form 5 - Mem oran dum ofU nderst anding Form -Attachment E

Panners signing below agree to abide by the Assurances (Fonn 9). Detailed infonnation regarding pannerships should be included in MOU.

'i~;: a1uu'/ I--~ "l>riotName

Dr. David Smith, Superintendent

O rganization

Evansville Vanderburgh School Corp.

The EVSC is commincd to ensuring that all goals in this grant application will be completed At targeted schools, the EVSC will provide space for the 2 JR CCLC programs; Staff support in the form ofprincipals working as gatekeeper.; for all programs, hiring site coordinators and providing supplemental staff; Communication via connect-ed (phone/email messages system), newsletters, parent mailings, and community meetings; Organization through the eslablishment and maintenance of school Site Councils and ongoing

•

collaboration with the School Community Council; and Coordination ofall 21 a CCLC programs with current programs.

School Sites

z

J/P~t N ame Joseph Schlosser

O rganization

Address

Address 951 Walnut Street, Evansville, IN 47713

P hone Number: 812-435-8477 Fax Number: 812-135-8421 Email: david.smith(


Phone Number: 812-435-8242 defined by IDOE. Supplemental Staff: Maintenance staff, Fa~ Number: 812-435--0978 bus drivers, teachers, paraprofessionals, food services. social Email: tamara.skinner@e,'SCkl2.com workers. nurses, and counselors - "ill provide suppon 10

programs in their specialty areas. The school will maintain a Site Council comprised ofthe school principal, Site Coordinator, school staff, parents, and community panners. The Site Council will meet at least monthly throughout the school year.

Applicant Signature MOU is provided in Appendix A School will suppon the

I~CTomo:l-.h(\ n (11\AnU 21" CCLC program by providing: Principal: Will provide adequate space for programs; Will serve as the administrator PnntName of the grant at school; Will oversee the work of the Site Ronnetha Darren Coordinator; Ensure requirements ofthe grant are met at the

school level; Hire and evaluate qualified staff to teach in the

Organization afterschool program; Arrend Coordinating Committee Lincoln School meetings regularly. Site Coordinator: Repons directly to the

Building Principal; Coordinates program implementation;

Address Works directly with the 21" CCLC Director; Anends monthly 635 Lincoln Ave., Evansville, IN 47713 site coordinator meetings; Repons data in EZRepons as

defined by !DOE. Supplemental Staff: Maintenance staff, Phone Number: 812-435-8235 bus drivers, teachers, paraprofessionals, food services, social Fax Number: 8!2-435-88TI workers, nurses, and counselors -will provide suppon to Email: [email protected] programs in their specialty areas. The school "ill maintain a

Site Council comprised ofthe school principal, Site Coordinator, school staff parents, and community panners. The Site Council will meet at least monthly throughout the school year.

iplicant Signature _{- I. [/U ./ 1 )

MOU is provided in Appendix A School will suppon the 21" CCLC program by providing: Principal: Will provide adequate space for programs: Will serve as the administrator

Print Name ofthe grant at school; Will oversee the work oftbe Site Roben Eberhan Coordinator: Ensure requirements ofthe grant are met at the

school level; Hire and evaluate qualified staff to teach in the

Organization afterschool program; Arrend Coordinating Committee Lodge Community School meetings regularly. Site Coordinator: Repons directly to the

Building Principal; Coordinates program implementation;

Address Works directly with the 21" CCLC Director; Attends monthly 2000 Lodge Ave., Evansville, IN 47714 site coordinator meetings; Repons data in EZReJX)ns as

defined by !DOE. Supplemental Staff: Maintenance staff Phone Number: 81 2-477-5319 bus drivers, teachers. paraprofessionals, food services. social Fax Number: 812-135-8859 workers. nurses. and counselors - will provide suppon 10 Email: Roben.eberbart@'.evsckl2.com programs in their specialty areas. The school will maintain a

Site Council comprised ofthe school principal, Site Coordinator. school Staff. parents, and community panners. The Site Council will meet at least monthly throughout the school year.

\

I Page7 I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

( • .., .~ er Si~at1r~ ~- he ,... .lLln Kind _lLCootnd;

\__.,.:;f,,;::;1\ . ~ • 1I , " Dk --;,JFS2,000 Est. Valu~ in Kind Service-, lV. Jrr,t. . . • , '

&>int Name \...,,' ' MOU Is provided In Appeudix A Contracruallln-Kind John Hanling Services: Moring, bomewodc help, life skills mining,

r:::----,-------------1 character educatioo, and relational skills through seoutingOrganization programs dwing the after-school hours. Througn a contract Buffillo Trace Council/Boy Scouts with EVSC, hireand supervise, with the collaboration of

EVSC staff; slllffto provide programs to students enrolled in t-A:-:-d-:d.-ress----- ---- -----1 the 21• CCLC program. Provide facilities for 21 • CCLC

3501 E. Lloyd Expressway, Evansville, IN 47715 program as needed. Attend School Community Council subcommittee meetings and Site Council meetings to assist in Phone Number. 812-423-5246 informing and involving the community in the project, Fax Namher. 812-423-4845 monitoring the success ofactivities in meeting goals, Email· jgl:c ½[email protected] approving results ofevaluation data, actively recruiting new

oh h 1 ,,._, ~ - pannen and approaching new funding sources, and j " · a,.,,"j"'O'-• '"j •0 'j filciliwing the close coordination ofaD 21 • CCLC sites.

Mmltet program successes and provide evaluation data to continually impro"" development and implementation of

and services. Provide in 21 • CCLC sites.

_lLJn Kind .1LContract;$2,000 Est. Valu~ in Kind Service ($2,000 per site)

Print Name MOU is provided in Appendix A Conttac:rual/In-Kind Dr. Daniel Diehl Services: Wodt closely with the 21• CCLC Project Director

1-::---,--,------ -------1 and school administrators to coonlwle technical assislllnce Organization and evalnation services. Assisi in funber de""loping a Diehl Consulting Group program logic model and evaluation plan tied to the goals and

1--:-:--:--------- -------1 objectives outlined in the proposal. Serve as the lead evaluator Address ofthe 21 • CCLC program, including: monitoring 123 NW 4• St., Suite 3, Evansville, IN 47708 implementationofan evaluation protocol, analyzing data,

~ =-::---=-:---:---=-:,::-:,=-:-=-:------I consult in coordinating EZReports data coUectioo, and Phone Num ber : 812-434-6745 preparing formative (through EZEval) and summative Fu Number: 866-716-1672 evaluation repons. All other responsibilities to ens...-e Email: [email protected] compliance with evaluatioo requirements and needs ofthe

EVSC 21• ccLC arc addressed.

_lLln Kind _lLContract;Partner Sii:,J~e A S2.000 EsL Valu~ in Kind Service a - ~Ct3)

Print Na me ~ MOU Is provided in Appendix A Contractual/In-Kind •ltza Messe1soiilli /4;,,

I EVSC: Glenwood. Lodge, Cedar Hall and Lincoln

Phone Number: 812-421-1970 monitoring the success ofactivities in meeting goals, Fax Number: 81 2-421 -4971 approving results ofevaluation data. actively recruiting new Email: [email protected] partners and approaching new funding sources, and

facilitating the close coordination ofall 21 • CCLC sites. Market program successes and provide evaluation data lO continually improve development and implementation of programs and services. Provide programs in focus schools, and have recently aligned programs to focus on academic needs ofsrudents.

...X J n Kind _ Contract; S25.000 Est. Value- in Kind Service

Partner Signature

/a1J1cwA)t1~ MOU is pro,idcd in Appendix A In-Kind Services: ThePrint Name sec agrees to panncr with communjry agencies in the 21 pPatricia Weinzapfel CCLC progratJL The sec is commincd 10: Aneoding meetings 10 assis! in informing and involving community in Organization the project; Maintaining an After School Program Commincc School Community Council under the umbrella ofthe SCC: Providing evaluation support and 1echnical assisl8Dce through the sec EvaluationAddress Comminec: Seeking out additional funding sources 10 sus1ain

123 Main SL, Evansville. IN 4 7708 programs and service; Marketing program successes and provide evaluation data 10 continually improve !he Phone Number: 812-435-8457 development and implementation of services.Fax Number: 812-435-8635

£mail: paoicia. [email protected]

...XJn Kind ..X.. Contract; SIS.000 Est. Value- in Kind Service

Partner Signa;ure

\ ./7?I ..A I\........._ MOU is provided in Appendix A ContracruaVln-Kind Services: Y-Cap. Diamonds, You!h Achievers, You!h &

Print Nlklte Derrick Stewart

Government, Compute & Shoot during the after-school hours. Through a contract with EVSC, hire and supervise, with !heOrganization collaboration ofprogram and EVSC Stall: staff to provide YMCA ofSou!hwestern Indiana programs to stUdents enrolled in the 21 • CCLC program. Provide facilities for 21 • CCLC program, as needed. AnendAddress School Communjry Council subcomminee meetings and Site

222 N.W. Sixth Street. Evansville, IN 47708 Council meetings to assist in informing and involving the community in the project, monitoring the success ofactivitiesPhone Number: 812-423-9622 in meeting goals. approving results ofevaluation data,Fax Number: 812-426-6211 actively recruiting new parmers and approaching new funding Email: stewanra',mcaS\\i n.ore sources, and facilitating the close coordination ofall 21 • CCLC sites. Market program successes and provide evaluation data to continually improve development and implementation ofprograms and services. Through these programs, youth are provided with tutoring. homework help, life skills trainin2. character education, and relational skills.

..X..ln Kind....X...Contra

I Page 9 I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

Organization YWCA

collaboration ofprogram and EVSC staff, staffto pro,idc programs to students enrolled in the 21• CCLC program. Provide facilities for 21- CCLC program, as needed. Attend School Community Council subcomminee meetings and Site Council meetings to assist in infonning and involving the community in the project, monitoring the success ofactivities in meeting goals, approving results ofevaluation ~ actively recruiting ne\\ partners and approaching new funding sources, and facilitating the close coordination ofall 21 R CCLC sites. Market program successes and provide evaluation data to continually improve development and implementation ofprograms and services. Through these programs, youth are provided ,vith tutoring, homework help, life skills training, character education, and relational skills.

Address 1118 Vine Street, Evansville, IN 47708

Phone Number: 812-423-96?? Fax Number: 812-426-6211

Email: [email protected]

(alp)' fom> ffneeded}

I Page JO I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

• Form 6- Timelioe of Activities for Year 1 of Grant - Attachment F

Applic.ant Name: Evansville Vanderburgh School : omoratioo


Organization: . ,1111sville Vanderburgh School : orporation

Phone: Fax:

Phone: 812-435-8457 "ax: 812-435-8635

Address: 151 Walnut Street, Evansville, IN ,nl3

Email: : [email protected]

Date Activ ity

Pro= Start Date

Summer2018 NIA WA

Fall 2018 Glenwood: September I 0 Small group tutoring, homework School sites will provide programs ILodge: September IO (ED Ceoter wil oelp, math/reading academic )3SCd on student needs, and all ISlllrtAug8") enrichmeot and research based academic programs ,vill be Indiana Cedar Hall; September 10 (ED ~rograms, STEM, other youth Academic Standards based. Other Center ,viii stan Aug 8"') fovelopmeot and enrichment enrichment programs will also be !Lincoln September I O(ED Ceoter ~rograms, and educational family ,rovided in pannersbip with ~vill stan Aug 8"') ~rograms. community organizations. Programs

nclude: Small Group Tutoring, rl.omework help, Math Club, lleading/Literacy, STEM, rl.ealtb/Fitness/Safety, Recreation, : haracter Development, Math Enrichment. Girls and Boy Scouts, Enrichment. Enrichmeot Social Studies, Health & Fitness Recreation. >amily Literacy: Math/Reading, >amily Fun Nights, Homework Help Strategies. Computer T ecbnology Education; Cultural Education; rl.ealtb/Nutrition Education

SQrinl!. 20 I 9 ¥ontinuation ofthe above programs ,viii be continued in the·= =nd semester

Pro!!.Tam End Date c,Jenwood: May 10 Lodge: May (ED Center will end May 22"") Ceda r Hall: May 10 (ED Ceoter will end May 22"") Lincoln: May IO (ED Center will end May 22"")

Page II I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

Budget Summarv Form - Attachment G

Dr. Jennifer McCormick Superintendent of Public InstructionIJindiana

DEPARTMENT OF EDUCATION ~'/r,-,J. '''J T~p,l,p-, /'"' f;·u rft, ,1/ !:1110·,1-! 21st Century Community Leaming Centers Budget

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

CfOk U.287 - Feder.ii Aw.rd 1.0.1 S287CISOOl4 - Fisal Year of Award: 2016 Project Year: 2018·2019 - Cohort: 9, Year: 1

Applicant Name Evansville Vanderburgh School Corporation

Applicant Federal ID Number 3S-1071682

Grantee DUNSI 40418626

Budget categories Project Year 1

l'ersorel $163,639.()(

Fringe Benefits $81,345.00

Travel $2.540.00

Transpo


• Form 8 - Equitable Participation of Private Schools - Attachment R

Equitable Participation

of Private School Consultation

Form

EVSC met with Evansville Catholic Diocese on 12/6/ J 7 in consultation for participation in a

21st Century Community Learning Center initiative in Vanderburgh 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 panicipate.

__No, we do not wish to participate.

_ _ Yes. we wish to participate and request further consultation.

Michelle Priar - Assistant Superintendent COE ~ J;d./L ~~ Name of Private School Administrator Signature

Name ofPrivate School Administrator Signature

Dr. Cathlin Gray - Associate Superintendent EVSC Name ofApplicant Official Signature

Derek McKillop - 21st C Grant Manager

Name ofApplicant Official ~

I Page 13 I EVSC: Glenwood. Lodge. Cedar Hall and Lincoln

• Form 9 - Assurances-Attachment I

21st Century Community Learning Centers Program 2018 - 2022 Sob-grant Application

ASSURANCES

The following assurances will remain in effect for the duration of the SubgranL The Indiana Department

of Education will require assurances with subsequent amendments to this application if required by

changes in federal or state law. The applicant assures that:

• Ir has the necessary legal authority ro apply for and receive the proposed subgrant;

• The filing of this application has been authorized by the applicant's governing body, and the undersigned official bas been duly authorized to file this proposal for and on behalfof the said applicant, and otherwise to act as the authorized representative ofthe applicant in

regard to this application;

• The activities/services for which the assistance is sought under this subgrant will be administered by or under the supervision and control of the applicant;

• The subgrant program will be operated in compliance with all applicable stare and federal la\\S and

in compliance with regulations and other policies and administrative directives of the Indiana State

Board ofEducation and the JOOE;

• The subgranr program will rake place in a safe and easily accessible facility:

• The subgrant program will have proper transportation for its participants;

• The subgrant program will be carried OUI as proposed in the application:

• The subgrant program was developed and will be carried out in collaboration with schools the

students attend and other community partners;

• The subgrant program will utilize a researched based curriculum rhru includes

professional development;

• The subgranr program will align oUI-of-school time efforts \\ith in school priorities including Indiana Academic Standards;

• The subgrant program will primarily target students who attend schools eligible for Title I school wide programs and their families: or students who aitend non-Title I schools that are high poverty

schools;

• The funds under the subgrant program will be used to supplement the level ofState, local and other

non- federal funds that would. in the absence of Federal funds, be made available for authorized

programs and activities. and will nor supplant Federal, State or local or non-Federal funds; • The required information and reports will be submitted timely as requested by the Indiana

Department ofEducation;

• The subgrant program will comply with U.S. Education Department General Administrative

Regulations (EDGAR) Part 76-State Administered programs and the Uniform Grant Guidance 2

CFR Part 200.

I Page 14 I EVSC: Glenwood. Lodge. Cedar Hall and Lincoln

• • The subgrant program agrees 10 keep records and provide infonnation to the !DOE as may be

required for fiscal audit and program evaluation for a minimum offive (5) years from the date of the last activity;

• The subgram program agrees to complete the Indiana Quality Program Self-Assessment (INQPSA) or an equivalent nationally-recognized assessment annually and use the program action plan to guide program improvement and strengthening;

• The subgrant program will ensure that each staff member participating in this grant knows how to access student data including growth model data from the Learning Connection website;

• The community was given notice of the applicant's intent to submit; and • After the submission. the applicant will provide for public availability and re,iew ofthe

application and any waiver request; • The applicant cenifies by submitting this application that neither it nor its principals nor any of its

subcontractors are presently suspended, proposed for debannenL declared ineligible or voluntarily excluded by any federal agency or by any depanment, agency or political subdivision of the State oflndiana. The term principal for purposes of this application means an officer, director, owner. partner. key employee or other person \vith primary management or supervisory responsibilities. or a person who bas a critical influence on or substantive control over the operations of the applicant;

• The applicant eenifies that it has verified the state and federal suspension and debannent status for all subcontractors receiving funds under the fund associated \vitb this application and shall be solely responsible for any recoupmenL penalties or costs thaI might arise from use ofa suspended ordebarred subcontractor. The applicant shall immediately notify the State ifany subcontractor becomes debarred or suspended. and shall, at the State's request, take all steps required by the State to terminate its contractual relationship with the subcontractor for work to be perfonned and supponed by funding from the application;

• All panners will review and comply with the above assurances. • The subgrant program cenifies that it is currently registered in the System ofAward Management

(SAM hnps:/www.sam.gov) database. The LEA has expended $750.000 in federal funds between July 0 1, 2016 and June 30. 2017. Yes e'No 0 Ifyes, the LEA has received a single audit or program specific audit (2 CFR 200.501 ). Yes D No B' - Avorr IN j)Qo~ss.

Note: The applicant will sign below and submit both pages of the Assurances.

LEA or Organization Name: Evansville Vanderburgh School Corporation

Derek McKillop

Type Name Date

Dr. David Smith~:i·~·A 12,.-17- '"J thorized Signanrre Type name Date

http:hnps:/www.sam.gov

l Page 15 EVSC: Glenwood, Lodge. Cedar Hall and Lincoln

Table of Contents •

Cover Page Form 1 - Attachment A ................................................. ... .. .. ....... J

2 List ofSchools to be served by 2 I st CCLC F orrn 2 - Attachment B ....... ..................2

3 List of21st CCLC Program Center/Sites Form 3 -Attachment C ...................... .... ..3

4 Population Served Checklist Form 4 - Attachment D . ... ............ ......... ...... .......... .4

5 Memorandum ofUnderstanding Form Form 5 - Attachment E .............................. .5

6 Timeline ofActivities for Year I Form 6-Attachment F .................. ... ... .. ..... ..... . 10

7 Budget Forms - Attachment G .................. ........ ....... .... ...... ......................... 11

8 Equitable Participation - Private Schools Form 8 - Attachment H ............ ... ... .. ...... 12

9 Assurances Form 9 - Attachment I . .... .. ....... ... . ......... .. ........ ..........................13

10 Program Narrative

I. Project Abstract .......................................... . .. .. .. .. .. .. ..... .. ..... .... .... 16 II. Competitive Priority Points .. ......... .. .. ...... ....... .................... .............. I8 ill. Need for Project ......... .. .. ........... ................. .. ... ... .. .. .... . ................. 19 rv. Partnerships /Collaboration . .... .. .................................................... ... 21 V. Program Design and Implementation ....................................... ... .. ..... .. 23 VI. Professional Development Narrative ........................... . ... .... .... .. . .... .. ...35 VII. Evaluation ........................... .. . . .... .. .. .. ....... ... ... ....... .... .. ... .. ..........37 Vlll. Support for Strategic Priorities ........ ...... ....... ............... .. ... .................44 CX. Sustainability Piao . .. .. ....... .. .. .... . ... . .. .. .......................................... . 46 X. Safety and Transportation ...................................................... ..... .... .49 XI. Budget ................................................................. ..... ....... .. ........51

11 Appendix

A. Memorandum of Understanding ................................................. ..... ......52 B. Evidence ofPrevious Success ................................. . ... .. . .. .... ..... .. ..... .. ...53 C. Equitable Access and Participation .. ... .. . ...... . ...... .. ... ... . .... .... .. ..... ............56 D. Authorizing Document . .. .. ....... .. .. ........... .... ......... .... .. .. .... ....................57

EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

PROGRAM NARRATIVE

I. Project Abstract

The Evansville Vanderburgh School Corporation (EVSC), in partnership with a consortium of

Community-Based Organizations (YMCA. Boy Scouts. Girl Scouts, YWCA) is applying for a

four-year grant of$1,125,000 under the 21" CCLC Program. Funding \vill allow Glenwood

Leadership Academy. Lodge Community School. Cedar Hall Community School and Lincoln

School (all K-8) to institute programs for low-income youth, children with special needs. and

their families. This joint application m eets tl,e absolute requirements and both orgD11izational

and program competitive priorities ofthe IDOE serving students who attend schools in need of

improvement. Collectively, with free/reduced lunch percentages ranging from 90.2% to 95.9%

and state test scores that are well below state averages. schools represent students with

significant academic needs. Sites are situated in areas ofEvansville with high poverty and crime.

and low academic achievement. Free/reduced lunch percentages, percent passing matManguage

arts. and priority school status for targeted schools (2016- 17) include, respectively: Glenwood

(90.2% FIR;% passing LA=34%, Math=25%; Priority school), Lodge (93.2% FIR:% passing

LA=30%, Math=22%: Priority school), Cedar Hall (95.9% FIR;% passing LA=32%,

Math=27%; Priority school), and Lincoln School (93.7% FIR;% passing LA=36%, Math=30%;).

The EVSC is addressing the needs ofat-risk children by developing the ·ii.ill-service community

schools" concept. This full-service school concept will be used to address identified community

needs: academic failure, poverty/environment, and behavior. The proposed program will provide

enriched learning opportunities in a safe. healthy and drug-free environment with specific goals

directed toward increasing academic achievement ofyouth through educational enhancement.

community services. and family intervention. and to reduce drug use and violence by providing a


• safe place for youth during high risk hours. Altogether, programs will foster improved academic

achievement in language arts and math, student behaviors, and school attendance. Annually, we

expect to serve 300 (200 elementary ~ 60 days and I00 middle school ~ 45 days) high-risk youth

and their families in programs offered during the before and afterschool hours. Community

agencies will partner by providing funds and/or in-kind services. Site Councils comprised of

community partners, school personnel, CCLC staffand students will serve to enhance

communication and commitment, and promote an environment ofsustainability at each site. All

programs will be tied to Indiana Standards, school improvement plans, and IA.i'J Quality

Standards, \vith aU schools having a priority focus on STEM. A comprehensive evaluation

protocol will be used to monitor program outcomes and successes. and measure the extent to

which both shon-tenn and long-term goals are meL Ongoing evaluation will guide program

development by responding to student needs. aligning with standards, and demonstrating

academic improvement Diverse methods will publicize and disseminate results to parents,

community, and stakeholders. All professional development will be tied to best practice. Our

joint application is based on previous success. On average, students who regularly attend have

higher math and reading grades, fewer daily absences, and higher ISTEP scores compared to

students attending fewer days. Despite this success, the needs facing our students, families, and

schools continue to outweigh program availability (high poverty and low school-wide academic

perfonnance). This proposal will allow EVSC to conlinue, expand and enhance programs to

meet student and family needs. as well as strengthen alignment ofactivities to better address

academic standards.

I Page 18 EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

TI. Competitive Priority Points •

Priorities-partnership origin: The EVSC is Iodiana·s third largest school district with

approximately 23,000 students. We will partner with a consortium ofcommunity organizations

to implement 21st CCLC programming in four ofEVSC-s highest poverty and lowest

performing schools. This application is submitted jointly by the EVSC (LEA) and the School

Community Council (co-applicant) which is a coalition ofcommunity partners working together

LO address the needs ofstudents and families ofthe EVSC (Core partners: YMCA, Boy Scouts,

Girl Scouts and YWCA). Origin: lo 1990, the EVSC partnered with the YMCA, Carver

Community Organization, and Girl Scouts to provide afterschool programs. Partnerships

eirpanded to other agencies (e.g .. Boy Scouts, Children's Museum, Children's Center for Dance.

Master Gardeners). In 2000, a School Community Council (SCC) was developed to coordinate

educational, social/emotional, and health services to schools. Under the SCC, an afterschool

collaborative (AC) has been meeting since 2000 to coordinate opportunities throughout

Evansville. Site Advisory Councils (Site Council) also \vork to identify needs/coordinate

resources at the school sites. Partners are active participants in the afterschool collaborative and

Site Councils. This joint proposal meets the absolute requirements with all schools> 40% free

reduced lunch rate and all schools either receiving a D or F grade.

A. Organizational Priority: GlenwoocL Lodge, Cedar Hall and Lincoln are all Targeted Schools

with Free and Reduced lunch rates ranging between 90.2% and 95.9% (criteria 3). Additionally,

all staff who work in afterschool are CPR Trained, as are site coordinators through a partnership

with YMCA (Criteria 7). Finally, at each of the schools, there will be at least I youth present for

the School Site Council representing the 21 st C Program(Critcria 8).


B. Program Priority: Each ofthe 4 schools. Glenwood, Lodge, Cedar Hall and Lincoln will •

implement the STEM priority. As outlined within the program design, priority areas will be

implemented throughout the four (4) year grant period for a minimum of three (3) hours per

week. Specific objectives and performance measures have been identified (fable 7) for STEM

(Measures under Objectives 5.1/5.2). Required Professional Development in STEM are outlined

in Table 9. STEM programs will be aligned to Indiana Academic Standards, and each site will

utilize Indiana Afterschool Network Specialty Standards respective to the selected priority area.

m. Need for Project

A. Need a11d supportillg data. Nearly 58% ofstudents within the EVSC are in poverty.

Evansville has also been designated as a Promise Zone. Promise Zones are high poverty

communities where the federal government partners with local leaders to increase economic

activity, improve educational opportunities, leverage private investment, reduce violent crime,

enhance public health and address other priorities identified by the community. In respo11se. we

are applying for a 21" CCLC gram to continue and expand year-round enhanced learning

programs. Schools are located in neighborhoods ,vith high poverty and low academic

achievement.

Problem/Need: Academic Failure- Achieveme11t data are provided i11 Table I. All schools are

below the state average pass rates. Glenwood: F grade in last 4 years; Lodge: F grade in last 4

1 a hie 1 ,rodent \cb1eH·nu•nt llat.a: Y 1 lo 8m (,rade 1:--. l l P Pa,'i. Rat('

I Page 20 J EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

• years: Cedar Hal l: No better than D grade in last 4 years: Lincoln: No bener than D grade in last

4 years.

Problem: Povertv/Enviroom eo t/Bebaviors. Demo. data provided in Table 2 andbehavior data

in Table 3: 79"/o EVSC graduation rate: Crime: (398 Juv. delinquencv filings (Kids Co11n1. 'J 7).

These schools have high rates ofmobility, special education. suspensions. and discipline

incidents. Frequently in focus neighborhoods, the most stable influence in a child·s life is the

school. Our program will provide students with a safe enriching environment, while addressing

the significant identified academic and behavioral needs.

B. Current... GLA Lodge, Cedar Hall and Lincoln are part of the current Cohort 7 Grant. D ue

10 our sustainability planning, we would be able 10 serve pan of the population through ex1emal

funding streams, but a large population would remain unserved.

Table .4. Summa~ ofSen ice Gaps :\eeth \en,~, \II S11e, I. Need to increase days offered, eosune all grade le,•els are receiving core academic services, and prio ritize progra mming: Tables 5a-d show that schools have a varying focus on grade levels. To enhance and expand our program, schools will ensure that all grade levels receive core academic programs in reading and math. and increase the freouency ofall onoortuoities. All schools will prioritize STEM. 2. Need lo provide a high quality, comprehensive and intentional program: While programs have integrated best practices, activities across sites vary in quality. The lN-QPSA (and specialty standards) will allow sites to assess and create an action plan 10 address afterschool, literacy and STEM specialty standards. PD and evaluation ,viii be embedded 10 strm!rthen 3. Need to further s trengthen linkages between day-school a nd n uoded day programs: Through Title I, schools have aligned programs to academic standards. We recognize a need to funher strengthen the intentional focus of on srudent academic needs that are identified from scboolwide assessments and !STEP results.

C Expansion/E11ha11cement .. .

Ta hie~'· Beha\ mral Oat a: ~OJ h-1 - \loh1IH~. -\lknd. ,11,pen ·..ion,. 01,c1phne Referral., ( DR Sch. % Attend # A, g. DI)

~1ob. lute Susp. Disc.. Rer.

GLA 41 ¾ 97.6 82 2.52 GLA 27.9 3.0 44.3 7.8 14.7

Lod 32% 97.3 121 4.56 Lod 21.2 93.2 4.1 41.3 19.6 7.3

CH 36% 96.6 41 2.08 Lin 33% 97 70 7.43

CH 18.3 95.9 13 13.9 7.8 13.9 Lin 14.8 93.7 0.4 55.3 9.3 14.3

30.6 26.6 63.0 20.7


Core Academic Enrichment (Freq. 2-5) Youth Enrichment: (Freq. 2-4) Y-CAP, Diamon Bo Scouts, Girl Scouts, YWCA

Lod Core Academic Enrichment (Freq. 2-5) Other Youth Enrichment: (Freq. 1-2) Core Academic Enrichment (Freq. 1-4)

Other Youth Enrichment: (Freq. 2-4) Y-CAP Diamonds, Bo Scouts, Girl Scouts, YWCA

CB Core Academic Enrichment (Freq. 1-4) Core Academic Enrichmeot (Freq. 2-5) Other Youth Enrichment: (Freq. 1-2) Other Youth Enrichment: (Freq. 2-4)

Y-CAP, Diamonds, Bo Scouts, Girl Scouts Core Academic Enrichmeot (Freq. 1-4) Core Academic Enrichment (Freq. 2-5) Other Youth Enrichment: (Freq. 1-2)

Linc Other Youth Enrichment: (Freq. 2-4) Y-CAP, Diamonds, Boy Scouts, Girl Scouts

D. Needs lde11tijicatio11: Schools have identified needs and aligned services via an ongoing

needs assessment with the School Community Council (SCC) afterschool committee

(w/partner.;); school improvement planning; examining Climate Surveys, and prior 21st CCLC

evaluations. All four schools have a Site Council, which is an extension of the SCC and made up

of the principal, teachers, youth, coordinators and partners. The Councils identified school and

community needs and matched them with needed resources based on evaluation findings through

a successful history ofcollaboration.

JV. Partnerships/ Collaborations

A. Collaboration... Through the SCC, our project will work in collaboration with other youth

serving agencies to meet aU goals and objectives of the grant, and integrate direct and indirect

funding streams and resources (Appendix A). SpecificaJJy (how). Site Councils comprised of

community partners and school personnel will {I) meet monthly to plan and coordinate resources

to avoid duplication. (2) implement monitor. evaluate, and adjust programs at schools, (3) share

information, identify needs and ensure programs meet needs, (4) implement sustainability plans,

and (5) participate in outreach activities to engage new partners. Additionally, partners will

attend monthly SCC Afterschool Committee (this committee was formed through a collaborative

structure of community agencies that not only partner with school but with each other to support


quality afterschool programs) meetings to coordinate and leverage resources across schools.

assist in marketing and recruitment, and provide various in-kind services such as youth

development, mentoring. tutoring. case management, and health services. To promote

coordination ofresources and efficiency, al l extended day programs at each school will be under

the 21st CCLC umbrella. The EVSC and partners will combine and coordinate federal, state, and

local funding streams (e.g., Title L EVSC general. school improvement; Table 14). We believe

tbat this resource integration is a major component ofsustainability. Partners and EVSC commit

financial and in-kind support (see Table 14 for details). Each partner's specific contribution is

detailed in Attachment E and in each partner's MOU (Appendix A). EVSC commitS personnel,

facilities, materials. transportation. and funding. All partners will contribute to: (a) providing in

kind support, (b) hiring and supervising (in collaboration \vith EVSC) staff to support

programming, (c) providing facilities (as needed), (d) attending SCC afterschool meetings and

Site Council meetings. (e) marketing program successes. and (t) providing evaluation data to

continually improve and sustain programs and services.

B. Process to identify partners/role ... As described in Section II (partnership origin), each

community partner was identified based on a history ofsuccessful collaboration. and specific

services provided by their organization (e.g., scouting, health/fitness, leadership and character

development). Further. our partners attend respective school Site Councils and have a

demonstrated history (over 10 years) in providing high quality programming for EVSC youth

and families. All partners provided specific program input and guidance for this application to

ensure services were aligned to program needs. Through joint curriculum planning. visioning.

evaluation activities, coordination ofsnacks and summer lunches, shared hiring and staff

recruitmenL and sustainability efforts. we have demonstrated success in providing educational

I EVSC: Glenwood. Lodge. Cedar Hall and Lincoln

and related activities that complement and enhance academic performance, achievement, and

positive youth development.

V. Program Design and Implementation

A. Goals, Obj., Perf. Measures ... Activities \\ill be provided in a comprehensive

community learning center program and were selected based on the likeliness of

achieving objectives. A summary ofspecific activities under each required category is

provided in Table 6. As shown in Table 7, activities are aligned with objectives, and

performance measures are clearly measurable and realistic. Objectives, activities, and

assessments are designed to directly support the goals.

Tahle t, ,umman of { ore -\ctr\ Hit"'- Tied to OhJfflne--. Performance \lea,urt.>, ( \c11, 11, [\ample,1: '\ote: \// pro~rl.llm art· 111..•J to/\ \tandard,. ,dedt!d Rneard1-Bt1,t'd ( urr1i.ulll 1101,:J 1H -RB-

a) Rcmtd.ia.l education/acad


I uhll- 7. lh'cp11n:d ( . 0111-,. OhjlTC h l''• Pt·flut 111111H'l' Ml':l\lll l '' · \l't 1, llll''· 1111d "-":,,11n· 11t, " \oft•: (}/,jt•, tfrc•\ mu/ 11a/or111,mn• ,w•a,111·,•, 1,r,· 11/it:111·tl 11•/tl, ltu/1111111 \ 11'' ( c'llflllT ( m111111111it1 I c·,,ru/11,: ( ,.,,,,., \ pro;,:111111 /111/h uton dt•\c rlht'tl iu ti,,•

llc•qu,·,t /or l'ro11m11/,, awl pafon,u,n, ,• 1111;.:,·t, u·,·rt• dt'rl,•c•d from, llfl't'llf ,/,11,1 mu/ ,dwol lm11rm·,·m,·11t 11/1111,. I 111//01111/t• for tm,:,·I ,,•/,•, lion 1\ im /n,/e,I 11/tc·r c•ud, oh ,., tfr1·.

Gonl I. Im ,rove Acudcmlc Achlcvemcnl l'rogrum

Gonl I) Rcgulnr 21" CCLC progrnrn ntccndccs will dcmonstrntc Improved ncndcrnlc nchlcvomcnt

l'ro~r11111 Objectives

I . I) Increase longuuge urts/rcnding achievement ror K to 8"' grade students.

1.2) lncreuse math achievement for K lo 8'" grade students.

l'rogrn m Ac!lvlt les sec T11blc 6:

I.a) Remedial educntion and ncndom ic enl'ichmcnt (daily)

1.b) Litorncy/ Wriling/Grmnmor (daily)

I .c) Mnthcmmics und science cclucotion (daily)

1.d) Cultural programs (weekly)

t.c) Tutoring scrviccslmontoring (daily)

I.I) I lomowork Assistnnco (daily)

1.g) 1-lcnlth nncl nctivc living (doily)

1

I t.h) Technology eclucntion programs (2 cloys)

llerformuncc Mcn,i;urc~•

Objccllvo I. I: Rending Grndc l,cvcls K-N: t.1.1) Spring prorociency rntcs on the English/Lnngunge Arts po,1ion

ofNWEA wi ll increuse from rn ll prorociency rates cnch program ye11r: (a) 5% for Cedar I lall, (b) 5% ror Glenwood; (c) 5% ror Lincoln, nnd (cl) 5% for Lodge. Note: An incroasc is defined us tho percent orstudents meeting NWl!A growth turgcts in the run compnrecl to those meeting growth mrgcts in the spring. (Rc1111ircd l'crfornrnncc Mcusurc)

Rending Grndc Levels 3-R: 1.1.2) The percent or regularly nllcnding participants passing the

rend ing/language ni1s section or the ILEARN ussossmcnl will be (a) 34% in Your I orche program ror Cedar I-lull; (b) 36% in Year I of the progrnm ror Glenwood; (c) 38% in Ycnr I of the program for Lincoln; nncl (d) 32% in Your I of the progr11m for Lodge. (Nllle: 2% increru·e /11 YRs 2-4 or aligned wit/, ""'"'"' school Improvement plan 1MI. I././.1.2 1i,rget.,. Targets wore .,electedbt1sod on current school ochievement, past porfonntmco, and school improvement goals {o.g.. 2017 /ST/JP lA l'1!1for111tmcu: Cedar /-It,// (J 1. 8%). Glenwaatl (JJ.6%). li11co/11 (16.2%), w,tl lotlgu (10.1%). Ohicctlvc 1.2: Mnth Grntlc l,cycl< K-8; 1.2.1) Spring proficiency rates on the Muth portion orNWEA wi ll

increase from fall proficiency rates each program year: (n) 5% for Cedar Hull, (b) 5% for Glenwood; (c) 5% for Lincoln, and (d) 5% ror Lodge. Note: An increase is der.ned ns tho percent or s,udents meeting NWEA growth turgets in the foll compared to those meeting growth targets in tho spring. (Required Pcrformn ncc Mcnsul'c}

A1sc,smc11t Strotcglcs

I. I. I Beginning and End of the Yeor: NWEA Rcuding Assessment

I. 1.2 Post-test only (spl'ing): ILEARN: Rend ing/Lungungo Arts

1.2.1 Beginning and End or the Year: NWEA Mmh Assessment

I EVSC: Glenwood, Lodge, Ccdnr Hull nnd Lincoln

1.3) Increase rending pcrfont111ncc for K to 8"' grade students.

I.I) Programs 1ha1 promo1c pnrontnl involvement and fomily literacy (monthly); Comprehensive Family Elngngement Plan lmplementntion (ongoing)

1.j) Drug und violence prevention progri:uns. counseling progrums, nncl character cducalion programs (min 2 duys week)

M uth Grnd c L.cvcl~ 3-11: t.2.2) The percent of regulnrly attending pa11icipnnts pussing the mnlh

section of lhe ILEiA RN assessment will be (a) 29% in Year I of the program for Cedar Hall; (b) 27% in Year I of the progrnm for Glenwood; (c) 32'1/c, in Year I of the progrum for Lincoln; uncl (cl) 25% in Yenr I of1he program for Lodge. (Note: 2% lnc:nu,se in YRs 2--4 or aligned with mm11t1/ school lmprovcmelll plan targets.

R11t/fJ ll/llej

-Page 26 I EVSC: Glenwood, Lodge, Cedar Ha ll and Lincoln

1.5) The nflerschool program wi 11 meet or exceed qunlity standards {process ob,lect/ve).

s111da111s raccivctl a B or bcuar In 111mi,, mu/ 44% lo 75% ofreg11/arly llllcntllng 6-8 .,tut/ant,,. Objcclivc 1.5: 1.5. 1) 70% ofstnff, students und parents will report the presence or

key quality indicators related lo environment und climate, student-slalT relationships, pai1icipation nnd engngement, nnd school duy linkages (semi-unnuully: YR I, YR2, YR3, nnd

1.5.1 Parent, Student, nnd StnlT Quality I mprovc. Scale (Diehl

YR4). {prt1cess mea.rnre)

1.5.2) Each site will meet progrum quality smndards ns defined by the Indiana Allerschool Network l'rogrnrn Quality Standards (>80% standards met). (pmcess measure) {Note: forget may be l11creaset/ 1111111111//y bused tm Jl111/111gs)

R111/1111alaft1r PM I.S.l-1.S.2 Tt1r,:a1.v: Give11 co11cartctlfocu., 011 q11a/lry, we expect to see at least 75% ofagreement in observallons ofquality imllcators, a11d greater //um 80% ofs/(ltl(/(lrt/-bllsetl practica., will be ()bservad Results will lrlform s11bseq11a111 /(lrgets.

2007): Pal I and Spring (sem i-annually)

1.5.2 Full or Spring Site Visit protocol (% of smndnrd based pructiccs observed)

-Pngc 27 I EVSC: Glenwood, Lodge, Cedar Hul l und Lincoln

Gon l 2: lmorovc Student Bcl111vlor P,·o~rnm Con I Progrnm

Objectives Progrnm Acllvltlcs

(sec T11ble 6) Performance Mcn~urcs Assessment

Strategics

2) Rcgulnr· 2.1) Increase 2.n) Rc111cdial cducmion and Ohjccllvc 2. 1: 21" CCLC progrnm ntlcndccs will dcmo nstrutc Improved

positive classroom behaviors to enhance learning.

acndcmic enrichment (daily)

2.b) Litcrncy/ Wriling/Grnmmar (daily)

2.1.1) Al leust 50% of rcgu lur progra111 participants needing lo improve will i111prove in the following clnssroom behaviors: turning in homework, co111plc1ing homewol'I

-. Pngc 28 I EYSC: Glenwood, Lodge, Cedar I lull and Lincoln

Conl 3: lncrcnse Fnmll• lnvolvemcn1 l>l'O~rnm Gonl Pro~rnm

ObJccllvcs Progrnm Ac1lvltlcs

1sec Tnblc 61 Perrorrnnncc Mcn,urcs Asses~mcnl

S1rnte0 1cs 3) Pnrcnts or 3.1 ) lncrensc 3.11) Remedial educntion and academic Ohjcclivc 3.1: 21'' CCLC parents' enrichment {daily) 3.1.1 ) 68% of pnrenlS of2 I" CCLC program 3.1.1 Parent Parent progrnm involvement in participanls will report high frequency of Involvement Subscu lc ntlcndccs will their child's involvemcnl in lheir child 's cducmion (68%- (Diehl 2007): Spring dcmonslrntc education. 3.b) Lllerncy/ WrilinglOrumrm,r (daily} YIU, 70%-YR2, 72%-YR3, nnd 74%-YR4), (nnnuolly} Improved rurnily involvement.

3.c) M111henu1lics and science cducu1ion (daily}

3.1.2} 50% of purcnts will rcpo11 accessing RDS purent ncccss (eleclronic shrdent grade book} (50%-YR I, 52%-Y IU, 54%-YR3, und 56%-YR4),

3. 1.2 Parent RDS Parent Access Subscule (Diehl 20 17): Spring (annunlly)

3.2) lncreuse pnrents' involvement in lilerucy-relatcd activities with their child.

3.3) Incrcase community collnborntion.

3.d) Arts and music educmion nctivilies (weekly)

3.c) Tutoring scrviccs/rnen1oring (dnily)

3.1) Homework Assistance (daily)

3.g) Cultural progrnms (daily)

3.h) Technology cducmion programs (2 dnys)

3.1) l'rogrums that promote parental in volvement nnd furnily literacy (monthly); Comprehensive f'nmily Engngcmcnt Pinn lrnplernenur1ion (ongoing)

3.j) Dnrg and violence prevention programs, counseling progrnms, und chnructer educmion programs (min 2 days week)

Ohiccl ivc 3.2: 3.2. 1) 68% ofpurenis of2 t" CCLC program

participants wiII report high frequency of involvement in literacy-related acti vities with their child (68%-YR I, 69%-YR2, 71%-Y R3, und 72%-YR4).

3.2.2) I00% orsites will offer services to parents und siblings (nnnunlly: YR I, YR2, YIU, and YR4), (pr11ce.~r 111e1u11ra)

Ha1/1111a/efi1r f'M 3. /, 1-.1.2.2 forgets: Wirf, ,'11/J/JOrl fi·om 1/w EVSC Centerfor Fllmlfy, School, and Com. Pt1rlnorships. schools aro lmplumcmtlng " comprelumsivefim,lly e11gt1gcmct11 pltm. 1t1rga1.,·Joc11.\' 011 pllre111., of2I" CClC parilcipt1tlls a11d were solocred ba.,otl 011 past performance anti goal,, for lncre111 e111al progress,

Objective 3.3:

3.3.1) 100% orcenters will estnblish nnd rnnlntnin a Sile Council to fncilitmc cornmuni1y pa,1ncrships and promote collaboration (meets monthly). (proce,,., measure)

3.2.1 l'nrent: Literacy Involvement Subscale (Diehl 2007): Spring (annually)

3.2.2 EZReports Progrnm Review

3.3.1 Project Director Reports

-Page 29 I EVSC: Glenwood. Lodge, Cedar Hall and Lincoln

Gonl 4: Improved Prournm nnd School Attcnd1111cc Progrnm Acllvltlc~

/sec Tnblc 6\ 4.11) Remedial cducntion and ncndom ic enrichment (daily)

4.b) Literncy/ Writi11g/G rummnr (daily)

4.c) Muthcmntics nnd science cducntion (dnily)

4.d) Cultural programs (week ly)

4.e) Tutoring services/mentoring (daily)

4.1) Homework Assisrnnco (daily)

4,1() Hcallh nncl active living (dnily)

4.h) Technology educalion progrnms (2 cluys)

4. i) Programs Ihm promote pnrcnlal involvcmcnl nnd family lileracy (month ly): Comprehensive Fam ily Engagement Plan lmplemonlalion (ongoing)

4.j) Drug and violence preven1ion programs, counseling programs, and character education progrnms (min 2 cloys week)

Pcrrormuncc Mcojurcs

Ohlccllvo4.I: (RccJuiri;sl Pcrformunc~ M~u~urc~} 4.1.1)

4.1.1)

4.1.1)

4.1.1)

Ccdnr H11II (K-5): 55 students will auend the nflerschool progrnm nt least 60 days or more during the school year during Year One. (Tnrget-55 YR2 to YR4); Cedar Hull (6-8):25 students will nrtend tho aAorschool program al leasl 45 days or more during the school yoar during Year One. (Target~25 YR2 to YR4). Glenwood (K-5): 60 sluclcnts will uttencl lhe unerschool progrnm al leas! 60 days or more during the school year during Year One. (Targcl"'60 YR2 10 YR4); Glenwood (6-8):25 students will nttend the oflerschool program m least 45 clnys or more during the school year during Year One. (Turgc1~25 YR2 to YR4). Lincoln (K-5): 20 sludents will ollencl Lhc nAcrschool progrnm tll lens! 60 days or more during lhc school ycnr during Year One. (Targe1- 20 YR2 to YR4): Li ncoln (6-8):25 s1udcn1s wi ll nllcnd 1he nAorschool progrmn nl lens! 45 days or more during lhe school ycnr during Yenr Ono. (Targc1•25 YR2 LO YR4). Lodge (K-5): 65 studcnis will attend lhc anerschool progrum ol lcosl 60 days or more during lhc school ycor during Year One. (Targe1 65 YR2 10 YR4); Lodge (6-8):25 students wi ll aucnd the nllcrschool program a1 lens1 45 days or more during the school year during Yenr One, (Target •25 YR2 LO YR4).

R11t/01111/efor l'M 4.1. I Ti,rget.r: 811sed on e.tpt1r1tle,I progr11111 offerings w//'1111 the program design, c111nm1 neetlt mu/prevlous success in relation to progrtun recruitment.

ObJcct;vc 4,2; 4.2.1) 85% of regular 21" CCLC program participants will

attend more thun 90% of regular school days enrolled during each grunt year (annually: YR I, YIU, YIU, and YR4),

Rm/01111/efor l'M 4.2. I Target: Targa, Is co11s/s1e111 wllh prior orouram evllft1lltio11 re.rn/lJ' and school imorovcmcnt i!O(lfs.

Asscssmcnl Slrotel,lcs

4.1.1 Progrnm Attendance Reports: EZRcports AAcrschool Monitoring SoAwnre)

4.2.1 Individual student aucndnnce data contnined within EVSC lnformn1ion Systems RDS Dnrnbnsc

Proiirnrn ,__C:011 I

4) Rcgulnr 21" CCLC progrnm nttcndccs will dernons1ru1c improved school duy ntlcndnncc.

Program Oblcctlvcs

4.1) Sites will meet regu lnr nttendeo nttendnnce targets each yeur or the grant.

4.2) Increase school dny ullcnclnnce.

-Page JO I EVSC: Glenwood, Lodge, Cedar llall encl Lincoln

Gonl S: Enanec Sludcnls In STEM cducntlon (Nole: STEM l'rlorlly Arens rc11rcscnl obJc_!!llvcs 5, 1/5,2, and 1.2,1/1.2.2 •nd 1.4 11hovel_Pro11rnm Gonl Pro11r11111 Progrnm Acllvlllcs l'crrorn111nce Mc11surcs Assessment

Oblccllvcs (sec To hie 6l Str11tculcs 5) Rcgulnr 21" 5.c) Mnthemmics and science Obicclivc 5.1; CCLC progrnm nttcndccs will

5.1) Increase students'

cducnlion (doily) 5.1.1) 70% ol'pnrticipnnts wi ll report incrcnscd interest in pursuing STEM c11rcers.

5.1.1 S111cle111 Quality

dcmonstrntc intcrost in S.h) Technology education R111/m111le/11r l'M 5.1. I 1'arget: Nontlf.tm STEM octlvilie.r Improvemenl

increased interest und rcudincss to pursue STEM education nnd

pursuing STEM careers.

progrums (2 dnys) are expected to be highly engaging and promote .vtr/Cle/11 /ntOl'CSI.

Scnlo (STEM Interest lnvenmry) (Diehl 2007): Pu II uncl Spring (semi-nnnunlly)

enrecrs.

5.2) The Ohicctjyc 5.2; 5.2.1) ISach sito will meel program qunlity standards as 5.. 1 IN-QPSA

nftorschool dcrtned by 1he IN-QPSA Specialty Stundal'cls for ussessmenl STEM program will STEM (>80% stnndnrcls met), (1m1cess 11/C/l,W/fC) specialty meet or exceed (NtJte: Tflrget l11t:re11sed e"':h yet1r IH1se,I 011 h11sell11e standards quality STEM t/11111 11111111c1/011 JJltm) nclministcrcd s!Hnclnrds Ratitn111le/11r l'M 5.2. I Target: Given concerted/oc11s on unnunlly (JJmcess quality, we expect 10 meet 111i11 /m11m quality stor/Clartl, in YR I object/11e). and 1ulj11s1 targets basctl 011 eval11t11io11 findl11gs.


B. E,•idence of Pre,•ious Success

Cedar Hall, Glenwood, Lincoln, and Lodge have previously operated programs ,vith 21" CCLC

Cohort 7 funding and have experienced success. Students who regularly attended had higher

math and reading grades, fewer daily absences, and higher TSTEP scores compared to students

who attended fewer days. Our success has been recognized on State and Federal levels. In 2003,

Evansville programs were I of 19 identified by the USDOE as a promising after-school literacy

program. Over 1,000 programs were considered. In 2008, the National Partnership for Quality

Afterschool Leaming, an initiative through the USDOE. conducted follow-up visits, and the

EVSC was one of two programs nationally to be selected, finally in 2012 EVSC was recognized

with a National Data Quality Award.

C. Design:

1. Targeted Students and Families. la. Title I: Glenwood, F Grade; Lodge, F Grade; Cedar

Hall. FGrade; and Lincoln. D Grade are all Title I (>90% poverty) (Form 2/Attach. B). Jb.

R ecruit111e11t: Since students in these schools are at-risk academically and socially, programs will

target the school-wide population including parents ofparticipating students. Teachers and

counselors will guide students toward programs based on academic progress and needs identified

from schoolwide assessments and progress monitoring (e.g., NWEA) administered at various

times in the school year (fall. ,vinter. spring). Coordinators will work with principals, teachers,

and parent coordinators to engage students and families through parent-teacher meetings and

family literacy events. ld. Releva11t Co111mu11ity Data: Both Poverty (>90% poverty) and

Literacy rates across each of the schools (Table I), demonstrate a need for out ofschool time

programing. Students at each of the schools have less than a 40% pass rate in the Language Arts

! Page 32 I £VSC: Glenwood, Lodge, Cedar Hall and Lincoln

2. Dissemination of Information. All fliers, enrollment information and program

announcements will be disseminated in an understandable and accessible manner including a

description of the services. the program location. and how to access the program. Site Councils

will review information for readability, and the EVSC Communication's Department \vill assist

with multi-format messaging through EVSC Coooect Ed (phone and text messaging system).

student grade books, and published calendars. Other methods for disseminating information are

described below in Section 4.

3. Communication with Schools. 3a. Non-public: Staffwith the EVSC and Catholic Diocese

developed the following plan (Form 9-Attach. I): Non-public schools must be located in the 21''

CCLC attendance district and eligible students identified based on need. interest. and residence.

Students wilJ be surveyed to identify needs/interests and programs planned accordingly.

Registration information \vill be sent home to parents and returned through their home school

and forwarded to the 2 l st CCLC coordinator. Ifneeded_ eligible students will receive

transportation. Both agencies \vill share data. 3b. A ccessing student records: To ensure

confidentiality. EVSC \vill gather achievement data and secure parental permission. Identifying

student information will be eliminated, and EVSC \vill be responsible for all evaluation data Jc.

Sharing information witlt teaclters,families and tlte community: To promote strong

connections to the school day, most aflerschool staff will be regular day school teachers.

Coordinators wilJ attend grade-level meetings to exchange information \vith teachers (student

data, program needs. recruitment). For families. student progress and program information \viii

be shared in parent-teacher conferences, Title I Annual Parent J.feetings, in Title I Parent

Compacts and through RDS Parent Access. A unique communication plan that translates

evaluation data into meaningful messages and conveys clear and appropriate information to


target audiences (staff, parents. partners. funders. schools, and students) will be implemented. All •

partners will be responsible for and actively involved in the plan. writing articles. sharing

information in Site Councils and community, and recruiting students and parents. A variety of

methods will be used to disseminate information (e.g., newsletters, church meetings, afterschool

fairs, community block parties, PTA, EVSC coooect-ed, Lights on Afterschool) . We will work

with the EVSC Foreign Language Supervisor to disseminate information to LEP students.

Materials will include the 2151 CCLC logo. 3d. Alig1Lme1Lt ofifl-at1d out-of-school: Strong

school day linkages include: (a) programs are aligned with IN Standards and STEM Specialty

Standards; (b) student/family programs driven by needs (Section ITT): (c) school data teams

assess academic needs and guide students to activities; ( d) school family engagement teams will

inform 2151 CCLC family programming; (e) Site Coordinators will participate in grade-level

meetings; (f) programs are integrated in school improvement plans; and (g) principals review

evaluations and inform programs with Site Councils (MOUs for each school are provided in

Appendix A). Section VIII further details aligomenL

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

The EVSC Center for Family, School, and Community Partnerships supports schools in the

development ofa comprehensive FE plan designed around core elements of Positive Behavioral

Intervention and Supports (PBIS). Our plan involves integration ofcore model strategies within

our 21" CCLC program to promote continuity between school-day and aflerschool FE practices

for parents ofparticipaling s111den1s. Evaluation ofcommunity needs and resources (Site

Councils, Climate/FE surveys, advisory teams) guided the plan: (a) PBlSIFE teams at each

school work to welcome and engage parents around issues related to their child's education,

survey families to understand needs/interest. and provide support to parents in understanding


goals and policies (need: involvemem in decision-making). {b) Educatio1La/ attaillme/lt

activities: A variety ofprograms and services will be provided across sites to promote parental

involvement and family literacy:. Grade-specific familv programs will be intentionally designed

around grade-level needs (e.g., standards) and offered monthly. A major focus will be to provide

families with literacy and educational development. Ongoing parent programming: Open library,

and parenting education \viii be provided throughout the program based on parent input (surveys,

PBlS/FE Teams). Each CCLC Site will work with the Executive Director ofCommunity Schools

and Family Engagement to coordinate programs (need: focus on literacy andsupport). Programs

will be offered in the morning and evening to meet workingfamily needs. (c) Alignment of21"

CCLC 111itl, EVSC FE Po/icy/Guidelines: EVSC partnered with PTA, Teachers Association,

school staff, parents, and partners 10 develop FE policy/guidelines. The Executive Director of

Community Schools and Family Engagement will train 21 st CCLC coordinators and staffon this

policy, along with key FE practices to promote continuity in FE work throughout each school

(need: co11Sistency among staffin FE practices); and (d) RDS ParentAccess: Research through

Harvard supports the premise that parents who access student electronic grades and information

are more likely to be involved in the child's education. Therefore, a core goal for each school is

to increase the percent of parents who are accessing EVSC's RD Parent Access portal. This will

include parent training and ongoing reinforcement.

5. USDA Approved Snacks. For over 16 years, EVSC has provided daily nutritious

breakfast/aflerschool snacks and a summer lunch program for participating students. Meals are

acquired and distributed through EVSC food service (FS) personnel and are aligned with USDA

requirements (Procedure: FS Director files required forms and acquires meals through regular


district food vendors. FS personnel administer USDA meals. students enter pin number prior to

meal, student receives meal, FS files report).

6. Weekly Schedule. Typically, students will attend before school tutoring and afterschool

activities consisting ofsnack, homework/tutoring. academic enrichment, youth enrichment and

recreation. While a formal summer program will not be funded through 21" CCLC. EVSC will

offer a summer program and will continue to engage partners and coordinate support (Table 8).

School Year- Hours"

Hours "ith Srudenis

Hours with Family members Number ofdays ner week Total Prol[ram Hours

Table S. De1a1l«l \\ee~I, ~ch«lule for [ \( H "le r da1• (IS hrs""' ..-eek after-school; 7.5 beroreKhool 1hroa2.h Ed. Cet,ter)

Wttkda, BS Wttk.dav AS Week.end Da'l"S E,enin2. 1.5 hrs 3hrs 0 Hours will ,•my

(Ed. Center) throughouJ the year. 0 0 0 5 5 0

195 hours 390 hours 0

7. 2151 CCLC Learning Center: The EVSC has been implementing 21 st CCLC programs in

various schools for 16 years. As such, our community and district understand the value of the

program for children and families and have supported the program in many ways. 21st CCLC

logos will be included in school newsleners. staffing and Site Council agendas. program

enrollment forms, website, coalition meeting materials, fliers, sigoage throughout the building,

and all communications related to the program as outlined within Section 2 and 3 above.

VI. Professional Development Narrative

Quality staffmembers are viewed as a key practice to ensure overall program quality. Licensed

teachers and EVSC personnel will be primary service providers. Instruction and training will be

integrated with each school" s professional development plans. School staff \\~II provide training

to community agencies to ensure programs comply with IN Standards. The Project Director and

staffwill anend all required state trainings and design staff trainings for regularly scheduled Site

Coordinator meetings. In addition, PD needs will be based on annual and process evaluation


reports (IN-QPSA results) to ensure areas ofprogram improvement are being addressed and

action plans are implemented. The Afterschool Programs T earn will also assess the needs of

community partners, and through EVSC provide ongoing training for partners with frontline staff

in the buildings. Ongoing training for all staff is described in Table 9. In the event of staff tum-

over, Site Coordinators will coordinate training for new staffmembers to ensure continuity.

Math, LA, and science district academic coaches will provide PD in research-based curriculum

(e.g., First Robotics, Benchmark Reader's Theatre, Connected Math) to 21 st CCLC staffbased on

guidelines ,vithin the curriculum.

PO ActMh/Pro, ider Pre School Meeting (overall and sites): Project Direc1or/Si1e Coordinators/Partners

New S1aff0rientarion (overall and sites}: Program 0irecror/Senior Coordinators/Partners Monthly Site Coordinator Mectings (Logistics/EZReports & Safety training) (Provider: Program Director)

Monthly Afterschool Program Team Meeting & School-based Site Councils (P rovider: School Community Couocil/Afterscbool Pro rams Team PSIS StaffTraining (Provider: School Administrators)

Administrator Training - National Conference (Beyond School Hours / BOOST Conference Weekly School Day Team Meetings & Quanerly Afterscbool Staff Training (Provider: Principals, Site Coordinator & Program Director); EVSC Teacher PD; STEM and Literacy Research- Based Programs-see below (EVSC PD Coaches)

IAN Summit; IY1 Kids Count Conference: Beyond School Hours Conference

Understanding ofgrant guidelines, e."q>OCtarions. and objeelfres overall quality standards (IN-QPSNSTEM and connee1 to Literacy Priorities}, identifying strategic goals for the this area. ear as set out b all staff

All obj. w/ focus on

Objectives I.I, l.l,

1.3. 1.4, 1.5

All obj. u-li ocuson

Orientate New Staff

To increase accuracy ofdata collection, knowledge of updates lo coordinator responsibilities, share group needs and collaboration of2 IR CCLC site. CPR & First Aide certification, EZRe rts traioin Establish and maintain partnerships between agencies and CCLC. Discuss needs to produce solutions and provide quality youth programs. Schedule PD as needed for CBO staff workino in CCLC ro s. PSIS training will be provided for all after school staff; including non-instructional staff The purpose is to ensure that all staff are handling praise and discipline in the manner established by schools. Consistency between the regular school day and 2 JR ceo roe,ram will be a ke in student Jearnino. Program Director and or Senior Program Staffwill attend a national conference where appropriate

Increase school day connection to afterschool programs by addressing spttific student needs, participation in aftcrschool programs, and designed intentional or intervention programs through afterschool programs or community partners. Ensure fidelity in impkmcn1ation ofresearch-based

Connect \\ith other youth development workers to exchan2e ideas, share infonnation. discuss chalknoes,

l Page 37 I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

• (Pro,i der: lodiaoa Youth lostitute Foundations)

program quality

(Obi. 1.5)

and forge solutions in afterscbool programs. lncrease professional developmeot and obtain new skills/strate!ties to train staffin oro=ms.

JAN Academy (P rovider Indiana Afterschool Netwo r k)

All objectives connect lo 1his area

Online training and resources made available to each site coordinator

Vex Robotics Training (Provider: h 'Y Tech)

Ohjectfres 5./ & 5.l

Through a pannership with Ivy Tech training will be offered to staff in order to have a Vex Robotics team at each school which will then have the opportunity to comnete annually.

McCoy T echoical Assistance Access (Provider. McCoy)

All objectives connea 10 1his orea.

Each site bas access to McCoy Technical assistance, including but not limited to webioars

Re uired Trainin2, Grantee Orientation (Provider: fDOE) All

objectfres connect to this area.

New program coordinators (core staff) will receive overall orientation to the and reouirements.

Regional Trainings (Multistate and Statewide) (Provider: IDOE and oartncrs)

Understanding ofbest practices, resource sharing and ..,.,..ilic training, in orioritv areas.

VII. E v aJu atioo

A. Evaluation Plan. All program objectives (see Table 7) are linked 10 21" CCLC performance

indicators, and the evaluation design is tied directly to each school's improvement and

professional development plans. Formative (process) and summative (outcome) evaluation

strategies will examine progress toward objectives, which allows decisions Lo be made

throughout implementation. Diehl Consulting Group (DCG) has been selected to be the

evaluator . Ouali(icarions and experiences are described in Table 10/App. A.

Table IU. Selected Quahlirnttou, aud Out-of-School Time E,per1ene


The type ofdara to be collected, when data are 10 be co/lec1ed {/ime/ine) and insrnunems used

are detailed in Table 11 below. The evaluation design includes collection of both quantitative

and qualitative data. Pre-experimental and quasi-experimental designs such as within-subjects

pre- and post-test matched group, post-test only, and time-series designs will be used to answer

evaluation questions. Mixed methods for gathering quantitative and qualitative data will be used:

observation (site visits) and interview protocols. standardized assessments, and parent, student

and teacher surveys. All methods are linked to measures in Table 7.

1abk 11. Uoua "".o,oun."t..'"~ ln~trumt."nt,. :.tnd lJat:.t ( ulh.-cllun l 1mdint: Data Type/ Instrument Des


Site IAN Standards-Based O bsen•atfon: An obserwtion tool developed by DCG staffthat Observations: =es the presence ofState afterschool standards. DCG will conduct site observations Fall and spring twice per year at each site. PM: /.5.2, 5.2. I

(Annua/lvl

Attendance/Dis Student Day School Attendance and Suspensions: School day attendance and suspensions cipline: Spring will be obtained from school records and data utilized to explore the link between program ofeach ,•ear .,.,.;cinotion and dav school attendance and ttduced SUSDension. PMs: -1.2. I, 2.2./ Eva!. ObsJ IAN QPSA/STEM Specialty Standards: Evaluators will assist local assessment team in

QuaL Assess: completing QPSA atld STEM standards. PM: 5.2.1 Sprinfl Ann11allv

Program EZReports Program Context: Program conte>.'1 data will be pulled from the EZRepons Context: system. PM: All On!loinll

Steps take11 to utilize data to drive program improveme11t. Strategy I: DCG has developed a

Program Improvement Worksheet that will accompany each final report provided to the

program. The worksheet includes areas for improvement. program staffcomments, proposed

improvement strategies. resources needed, and a Limeline. This worksheet will be completed in

collaboration between staffand evaluators to guide the development of improvement strategies,

and the worksheets will support program improvement meetings. Strategv 2. A critical aspect of

the program will be a focus on best practice research associated ,vith high quality afterschool

programs. Using feedback from staff. partners. parents and youth via Site Councils, schools ,vill

self-assess using the IN-QPSA and STEM Specialty Standards. As described above, site

observation tools and student, parent, and staff surveys will also be used. The evaluators will

participate on the site· s QPSA team and offer support in analyzing daia, completing assessments,

and developing action plans. Progress toward this action plan and objectives will be regularly

evaluated using varied assessments. Strategy 3: A Continuous Quality Improvement (CQI)

model utilizing formative and surnmative evaluation strategies and reports described above will

be employed. This framework includes:(!) Document program components that worked well.

and those that did not. to ensure that future implementation will also be successful and areas of

improvement identified, and (2) assess what program components did not work well (or worked


particularly well) for specific populations (e.g., S'h grade females) in order to identify specific

areas ofcontinued focus and improvement. Student achievement data will provide strengths and

weaknesses for each student, and from these data, program staff \,ill create individualized

instruction and/or develop groups that target specific needs. Aggregated academic data will

provide insight on the strengths and weaknesses ofspecific services, and staffcan create new

programs and services to aid students in these areas. All data will guide professional

development. sustainability, and program content changes. StraJegv ./: Multiple stakeholders will

be involved in data collection and review. Through monthly Site Councils and Coordinator

meetings, CCLC staffand stakeholders (partners, parents, youth) \viii review and use available

evaluation data 10 make improvements (based on CQI model and IN-QPSA annual review).

Strategv 5: Evaluation is tied directly to school improvement plans and ongoing to improve

programs for participants. Data will be provided to schools and used in grade level team

meetings and school improvement planning and review.

B. A 1111ua/ Reportillg. The evaluation plan has been developed to ensure timely delivery of

comprehensive evaluation reports that address the required 21" CCLC performance measures as

welJ as program-specific goals, objectives. and performance measures. A year-end report

template has been created by DCG that aligns \vith the Indiana 21st CCLC Evaluation

Guidelines. The graphics-heavy report is designed to present data from all four years of the grant

so that staffcan track progress across the life of the project. Attendance trends, academic

performance (including STPM progress), student behavior, survey responses. site visit

summaries, IN-QPSA summaries, and progress toward all performance measures (with

supporting evidence) will be reported annually. To promote program improvement. formative

reports are also provided throughout the year. The evaluator \Vill provide I) an aggregated final

l Page41 I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln

report at the end of the grant; 2) year-end reports following each year of implementation; 3)•

process evaluation reports biannually that include data from stakeholder surveys; 4) site visit

reports biannually that provide data related to program quality; and 5) IN-QPSA summaries

information incorporated into the year end-repon. Evide11ce ofquality (TN-QPSAJ. DCG staff

conducted an ex'tensi\·e mapping process that linked IAN Standards to specific data points

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

be readily available to inform the IN-QPSA annually. An IN-QPSA assessment team ofkey staff

and stakeholders will be assembled to collect data assess program quality. and complete onJine

tools. Using data from the QPSA, an action plan will be developed for that program year, and

goals and objectives established to measure implementation of the action plan. Progress toward

these goals and objectives will be integrated into the local evaluation and reported annually.

Stude11t at1e11da11ce tre11ds: Following each program year, the evaluator \"\>ill export attendance

data for alJ attendees. Attendance trends (including demographic comparisons) and progress

toward auendance targetS \\~II be reponed following the fall semester and in the year-end report.

Student ID numbers will allow multi-year attendance to be examined. and attendance will be

linked to other student outcomes. Progress toward goals, objectives, a11d perfor111a11ce

measures: Progress reports will be provided at various stages of implementation (see Table 12):

I) Aggregated Final Report: 2) Annual Report: (3) Semester Process Evaluation Repon; (4)

Stakeholder Survey Reports; (5) Site Visit Reports; (6) IN-QPSA Report and Action Piao; and

(7) IN-QPSA Progress Report. Ti111eJi11e: Table 12 depicts the timelioe established for timely

reporting ofprogram data Databases will be maintained each grant year to house all program

information, and participant codes \vill allow data from multiple years to be merged. Following

year four. an aggregated report \\ill be developed that examines progress across the entire grant.


Table 11.11--: C ( LC Report T~p~. T1meline and Required Component,.,

Report/E,,,.Juation T~ pe/Descriplion Timeline Req.Comp.

(1) Aggregattd Final Report (Summatfre): Provides summarive results for aU Program four years: (I) evidence ofquality using IAN standards, (2) srudeot attendance trends, (3) progress toward all perfonnaoce measures, and (4) all other evaluation

Summer·22 Quality.

Anend Trend activities descnoed in this section. Perf

Measure (2) Annual Report (Summative): Provides summarive evaluation results for the Summer ' 19 10 Progress program year. reports progress for all perfonnance measures. ·n (3) Sem. Process Eval. Report (Fonnatfre): Using data from the rail stakeholder End of fall Program survey, site visits. and EZReports anendance, this repon shows progress toward semester Quality anendance targets and highlights key process eval. findings w/recommeadarions. annually

(4) Stakeholder Survey Reports (Formatfre): FalVspring survey data derived JanJJune from the Quality Improvement Scale completed by srudems, parents, and staff. annually

(5) Site Visit Reports (Fomratfre): Data from annual site visits including IAN fat~ spring Standards Checklist (Imemal and external) and the DoS. yrly

(6) IN-QPSA Report and Action Plan (Formative): Data generated from online LN-QPSA site and Action Plan Developed by fN-QPSA Assessmem Team. Aonually

based OD (7) IN-QPSA Progress Report (Famratfre) : Progress toward goals set by lN- IDOE QPSA Assessment Team based on Action Plan.

AJ,alysis: Data will be analyzed using the Statistical Package for the Social Sciences (SPSS).

Varied analyses include one-way ANOVA, independent samples /-test. and mixed ANOVA for

between-groups comparisons; repeated measures ANOVA and paired-samples /-test for

repeated-measures designs; and frequency/descriptive statistics, and chi-square tests for

categorical data As needed, nonparametric equivalents may be used. Content analysis wilJ be

used to examine qualitative data Where appropriate. quasi-experimental, longitudinal designs

will compare the long-term effects ofdifferent levels ofprogram participation, with non

participants. Data colJection procedures are detailed in section VTI.c below.

C. Required Data from Schools. Each school commits to colJecting alJ required data (see

MOU's, Appendix A). The evaluators and the Project Director will access required assessment

and behavioral data from the EVSC Data Warehouse. and the evaluators will merge these data

with attendance information from the IDOE required data system (e.g., EZReports). Specifically,


Site Coordinators (SC) will enter program attendance data into the lDOE data system to organize

and analyze information related 10 student demographics and outcomes. The Project Director

will monitor attendance entry and submission. Student grades. assessments, ILEARN. and school

attendance data (absences) will be collected from EVSC information systems as available. An

electronic file will be generated and data formatted using the IDOE data system upload template,

and the Evaluator will import data Teacher surveys will be administered as required, and

coordinators will enter data into the IDOE data system. To ensure confidentiality, EVSC will

11.ather achievement data and secure parental permission to evaluate the proe:ram's effectiveness.

Additionally, strategies have been developed to collect required DOE teacher surveys for

regularly attending students. To maximize participation, principals will notify teachers of

requirements. For regular attendees, SCs will record student names on the surveys and deliver

them to teachers. Given prior 21" CCLC experience, EVSC and evaluators are familiar with all

requirements and have established a sound process for data collection and management

E. Required Jl,/easures. Performance measures are included in Table 7 {ELA 1.1.1, Math 1.2.1,

and attendance 4.1. I) and written as specified by the RfP. Measures utilize current school

assessments (NWEA), are aligned with IN Standards and infonn the district's instructional

strategies. Data will be collected from the

Applicaat Iaforaatioa Ceac.ctPena...Page I I EVSC: Glenwood, Lodge, Cedar Hall and Lincoln Form 1 -...

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