Greencastle Community School Corporation Application · 2020-01-29 · Greencastle Community School...
Transcript of Greencastle Community School Corporation Application · 2020-01-29 · Greencastle Community School...
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Form 2 – List of Schools to be Served by 21st CCLC – Attachment B
Applicant Name: Greencastle Community School Corporation
Contact Name:
Donovan Garletts
Organization: Greencastle Community School Corporation
Phone: Fax:
765-653-9771 765-653-1282
Address: 1002 Mill Pond Lane PO Box 480 Greencastle, IN 46135
Email: [email protected]
Name of School to be Served
by 21stCCLC (including School # and School
Corporation)
Has this school been
served before under a
previous 21st
CCLC grant?
% Free and
Reduced Lunch
% Identified English Learner Students
Estimated # of Students
that will attend the program at least 45 days or 60 days to be served
Per School Year Y1 Y2 Y3 Y4
School has grade of
D/F (indicate “D/F” if
yes)
Estimated number of Students
with Disabilities to be served
Tzouanakis Intermediate School #7102 Greencastle School Corporation #6755
NO
51.4%
1% 45
N/A
5
60
45
45
45
45
Greencastle Middle School #7093 Greencastle School Corporation #6755
NO
44%
1%
45 50
50
50
50
N/A
8
60
YES
NO
45
60
YES
NO
45
60
YES
NO
45
60
YES
NO
45
60
Note: If more space is needed, please include this chart on a separate piece of paper
50
Form 3 – List of 21st CCLC Program Centers/Sites – Attachment C
Applicant Name: Greencastle Community School Corp.
Contact Name: Donovan Garletts
Organization: Greencastle Community School Corp.
Phone: Fax:
765-653-9771 765-653-1282
Address: 1002 Mill Pond Lane PO Box 480 Greencastle, IN 46135
Email: [email protected]
Name of Community Learning Center/Site
(e.g. Franklin High School, Boys & Girls Club )
Location
(Street Address)
City
Greencastle Middle School
400 Percy Julian Drive
Greencastle
Note: If more space is needed, please include this chart on a separate piece of paper
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Form 4 – Population Served Checklist – Attachment D
Applicant Name: Greencastle Community School Corporation Contact Name:
Donovan Garletts
Organization: Greencastle Community School Corporation
Phone: Fax:
765-653-9771 765-653-1282
Address: 1002 Mill Pond Lane PO Box 480 Greencastle, IN 46135
Email: [email protected]
Populations Served (check all that apply):
_____Pre-School
x Elementary School x Middle School _____High School
_____Adult
Services: (check all that apply): x Reading or Literacy x Mathematics
____Science _____Arts and Music
x Tutoring or Mentoring ___English Language ___Learning Services
___Pre AP and/or AP Course Development ___Service Learning
x STEM (Science, Technology, Engineering & Math)
___Recreational ___Telecommunication & Technology education ___Library Services ___Services for Adults x Youth Development ___ Drug & Violence Prevention x Character Education x Global Literacy ___College & Career Readiness
Operating Hours: (check all that apply): xAfter-school ___ Summer
___Intercession
___Fall Break ___Spring Break
___Weekend ___ Before-School
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Form 6 – Timeline of Activities for Year 1 of Grant – Attachment F
Applicant Name: Greencastle Community School Corporation
Contact Name:
Donovan Garletts
Organization: Greencastle Community School Corporation
Phone: Fax:
765-653-9771 765-653-1282
Address: 1002 Mill Pond Lane PO Box 480 Greencastle, IN 46135
Email: [email protected]
Date Activity Description Summer 2018 Start Date N/A Fall 2018 Start Date
September 4, 2018
July 30, 2018 Advisory Council Meeting Discuss Program Timeline assign action July 2-5, 2018 Order materials and supplies Materials available, purchase orders on
file July 16 – August 17, 2018 Recruit and hire staff Employment agreements on file July 16 – August 17, 2018 Recruit and hire volunteers Roster of volunteers July 16 – August 17, 2018 Recruit and enroll students Participant database, enrollment forms on
file August 14 – 16, 2018 Preservice training for staff and
volunteers (CPR/First Aid) Training attendance sign-in sheet
August 20– August 21, 2018 Other initial training / preparation Training attendance sign-in, review handbook
August 22, 2018 – May 23, 2019 Deliver literacy/STEM component Program observations, self assessment checklists
August 22, 2018 – May 23, 2019 Deliver community connections and homework support components
Program observations, student homework logs
TBA IDOE fall training Attend state training Sept 10, 2018 – May 23, 2019 Conduct data collection for
evaluation Database for local evaluation, data submitted for external evaluation
October 1– 30, 2018 Observations and coaching Program observation checklists August 22, 2018 – May 23, 2019 Provide follow up staff support and
monthly staff meetings Training assessment Professional development logs Meeting minutes
August 22, 2018 – May 23, 2019 Deliver adult education classes Class attendance sign-in sheets Nov 6 –8, 2018 Advisory Council Meeting Progress and implementation issues
report focus, meeting minutes Sept 1– 5, 2018 Family Learning Celebration flyer Distribute flyer August 22, 2018 – May 23, 2019 MONTHLY
Family Learning Celebration Monthly family nights with literacy & STEM, attendance roster
August 22, 2018 – May 23, 2019 MONTHLY
Staff meetings Review observations & evaluations
Spring 2019 March 5–7, 2019 Advisory Council Meeting Progress and sustainability report focus,
meeting minutes March 1–22, 2019 Observations and coaching Program observation checklists TBA IDOE spring training Attend state training
Program End Date May 31, 2019
ApplicantName
ApplicantFederalIDNumber
GranteeDUNS#
BudgetCategoriesPersonnel
FringeBenefits
Travel
Transportation
Equipment
Supplies
Contractual
ProfessionalDevelopment&Training
Other
TotalDirectCosts
IndirectCosts
Contractual(notincludedinICR)
Total
Ifapplicabletoyourgrant-*IndirectCostInformation(ToBeCompletedbyYourBusinessOffice ):Ifyouarerequestingreimbursementforindirectcosts,pleaseanswerthefollowingquestions:(1)DoyouhaveanIndirectCostRateAgreementapprovedbyIDOEOfficeofSchoolFinance?__Yes__No(2)Ifyes,pleaseprovidethefollowinginformation:SchoolYearPeriodCoveredbytheIndirectCostRateAgreement:From:6/1/2018To:5/31/2019Approvedrate____%
$187,600
$0
$1,775
$45,000
$0
$46,740
$12,000
$6,085
$800
$300,000
$0
$0
$300,000
21stCenturyCommunityLearningCentersBudgetSummary
ReimbursementwillonlybemadeforchargesspecificiallypermittedunderthescopeoffundingandinaccordancewithIndianaStateLawundertheapprovedgrantagreement.
ProjectYear1
FederalAgency:U.S.DepartmentofEducation--Pass-ThroughEntity:IndianaDepartmentofEducationCFDA: 84.287 -- FederalAwardI.D.#S287C150014-- FiscalYearofAward:2016
ProjectYear:2018-2019--Cohort:9,Year:1
GreencastleSchoolCorporation35-109793372057672
Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total
LIFEProjectDirector 25.00$ 1600 1@40hoursperweekx40Weeks $40,000
LIFESiteCoordinator 22.00$ 800 1@20hoursperweekx40Weeks 17,600$
LIFETeachers 20.50$ 4000 5@20hoursperweekx40Weeks 82,000$
LIFEAssistants 10.50$ 4000 5@20hoursperweekx40Weeks 42,000$
AfterSchoolSnackNutrionist 15.00$ 400 1@10hoursperweekx40Weeks 6,000$
$187,600
$- -$
$0
In-StateConferences $325.00 3 3staffhotelandtravel@325for3trips 975$
NationalTraining $400.00 2 2staffhotelandtravel@400for1trip 800$
$- -$
$1,775
TransportationAfterSchool $50.00 900 5buses@180daysx1way 45,000$
$- -$
$45,000
$- -$
$-
LEARNLiteracyCurriculumGrades3-8 $375.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 18,000$
LITEInformationTextCurriculumGrades3-8 $275.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 13,200$
WERDWritingCurriculumGrades3-8 $40.00 95
Teacherimplementationguidesandstudentresponseguides. 3,800$
STEM/MathKitsGrades3-8 $521.20 6
STEM/MathkitsincludeUnifixcubes,tangrams,dice,cards,counters,basetenblocks,andmathactivitiesforgrades3-8 3,127$
AdditonalcopiesofbooksforafterschoolclassroomlibrariesGrades3-8 $10.00 480
4copiesof20titlespersixgradelevels(3-8)forguidedfluencypractice. 4,800$
SUBTOTAL
SUBTOTAL
SUBTOTAL
SUBTOTAL
21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:GreencastleSchoolCorporation
FringeBenefits
Travel
Transportation
Directions:Pleaseentereachitemtotobefundedintotheappropriatefundingcategory.Allcomponents(Description,CostEach,andQuantity)mustbecompletedforthebudgettobeapproved.Pleaseuse"QuantityDescriptionifneeded"asnecessarytoexplainthecostitems.TheSubtotalsandTotalBudgetwillcalculateautomatically.Inputallnumbersroundedtothenearestdollaramount.Pleaseprovidebudgetdetailonthetabsprovidedforthebudgetcategories.
SUBTOTAL
Personnel
Supplies
AfterSchoolSupplies $435.50 6
Pencils,paper,markers,journals,dryeraseboards,artsupplies,andindex
cardsfor6classrooms. 2,613$
FamilyLearningNightSupplies $150.00 8
Materialsforactivitiessuchaseducationagamesformonthlyfamily
learningnights. 1,200$
$46,740
LocalEvaluationServices 300,000.00$ 4%
FeetoThrivefornegotiated%ofawardtoconductallaspectsofthelocal
evaluation 12,000$$- -$
$12,000
ProfessionalDevelopmentandTraining $23.00 192
Houryrateperpersonforworkshoptrainingsessionsprovidedbyarangeof
expertsinLitART,STEM,IndianaAcademicStandards,IndianaAfterSchool
Standards. 4,415$
TutorTrainingforNationalHonorSocietyVolunteers $54.25 20
BiMonthyTrainingfor5ormorestudentsoneffectivetutoringstrategies,classroomandsmallgroupmanagement,workingwithatriskandothertopics. 1,085$
OnlineAccesstoLiteracyTraining $45.00 13Annualsubscriptiontoonlinetraining
andwebinars 585$
$6,085
DataCollection $800.00 IDOESuggestedFeeforDataCollection 800$
$800
-$
$300,000
IndirectCosts $300,000 0% 0-$
$-
$300,000
SUBTOTAL
SUBTOTAL
TotalDirect
IndirectCosts
SUBTOTAL
SUBTOTAL
ProfessionalDevelopment&Training
Other
TOTALYEAR1
Supplies
Contractual
SUBTOTAL
SUBTOTAL
Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total
LIFEProjectDirector 25.00$ 1600 1@40hoursperweekx40Weeks $40,000
LIFESiteCoordinator 22.00$ 800 1@20hoursperweekx40Weeks 17,600$
LIFETeachers 20.50$ 4000 5@20hoursperweekx40Weeks 82,000$
LIFEAssistants 10.50$ 4000 5@20hoursperweekx40Weeks 42,000$
AfterSchoolSnackNutrionist 15.00$ 400 1@10hoursperweekx40Weeks 6,000$
$187,600
$- -$
$0
In-StateConferences $325.00 3 3staffhotelandtravel@325for3trips 975$
NationalTraining $400.00 2 2staffhotelandtravel@400for1trip 800$
$- -$
$1,775
TransportationAfterSchool $50.00 900 5buses@180daysx1way 45,000$
$- -$
$45,000
$- -$
$-
LEARNLiteracyCurriculumGrades3-8 $375.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 18,000$
LITEInformationTextCurriculumGrades3-8 $275.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 13,200$
WERDWritingCurriculumGrades3-8 $40.00 95
Teacherimplementationguidesandstudentresponseguides. 3,800$
STEM/MathKitsGrades3-8 $521.20 6
STEM/MathkitsincludeUnifixcubes,tangrams,dice,cards,counters,basetenblocks,andmathactivitiesforgrades3-8 3,127$
AdditonalcopiesofbooksforafterschoolclassroomlibrariesGrades3-8 $10.00 480
4copiesof20titlespersixgradelevels(3-8)forguidedfluencypractice. 4,800$
Supplies
Transportation
SUBTOTAL
SUBTOTAL
FringeBenefits
SUBTOTAL
Travel
SUBTOTAL
21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:GreencastleSchoolCorporation
Directions:Pleaseentereachitemtotobefundedintotheappropriatefundingcategory.Allcomponents(Description,CostEach,andQuantity)mustbecompletedforthebudgettobeapproved.Pleaseuse"QuantityDescriptionifneeded"asnecessarytoexplainthecostitems.TheSubtotalsandTotalBudgetwillcalculateautomatically.Inputallnumbersroundedtothenearestdollaramount.Pleaseprovidebudgetdetailonthetabsprovidedforthebudgetcategories.
Personnel
SUBTOTAL
AfterSchoolSupplies $435.50 6
Pencils,paper,markers,journals,dryeraseboards,artsupplies,andindex
cardsfor6classrooms. 2,613$
FamilyLearningNightSupplies $150.00 8
Materialsforactivitiessuchaseducationagamesformonthlyfamily
learningnights. 1,200$
$46,740
LocalEvaluationServices 300,000.00$ 4%
FeetoThrivefornegotiated%ofawardtoconductallaspectsofthelocal
evaluation 12,000$$- -$
$12,000
ProfessionalDevelopmentandTraining $23.00 192
Houryrateperpersonforworkshoptrainingsessionsprovidedbyarangeof
expertsinLitART,STEM,IndianaAcademicStandards,IndianaAfterSchool
Standards. 4,415$
TutorTrainingforNationalHonorSocietyVolunteers $54.25 20
BiMonthyTrainingfor5ormorestudentsoneffectivetutoringstrategies,classroomandsmallgroupmanagement,workingwithatriskandothertopics. 1,085$
OnlineAccesstoLiteracyTraining $45.00 13Annualsubscriptiontoonlinetraining
andwebinars 585$
$6,085
DataCollection $800.00 IDOESuggestedFeeforDataCollection 800$
$800
-$
$300,000
IndirectCosts $300,000 0% 0-$
$-
$300,000TOTALYEAR1
TotalDirectSUBTOTAL
IndirectCostsSUBTOTAL
ProfessionalDevelopment&Training
SUBTOTAL
OtherSUBTOTAL
Supplies
SUBTOTAL
Contractual
SUBTOTAL
Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total
LIFEProjectDirector 25.00$ 1600 1@40hoursperweekx40Weeks $40,000
LIFESiteCoordinator 22.00$ 1201@20hoursperweekx6Weeks.
(InKind1@20hoursperweekx34Weeks) 2,640$
LIFETeachers 20.50$ 4000 5@20hoursperweekx40Weeks 82,000$
LIFEAssistants 10.50$ 4000 5@20hoursperweekx40Weeks 42,000$
AfterSchoolSnackNutrionist 15.00$ 400 1@10hoursperweekx40Weeks 6,000$
$172,640
$- -$
$0
In-StateConferences $325.00 3 3staffhotelandtravel@325for3trips 975$
NationalTraining $400.00 2 2staffhotelandtravel@400for1trip 800$
$- -$
$1,775
TransportationAfterSchool $50.00 900 5buses@180daysx1way 45,000$
$- -$
$45,000
$- -$
$-
LEARNLiteracyCurriculumGrades3-8 $375.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 18,000$
LITEInformationTextCurriculumGrades3-8 $275.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 13,200$
WERDWritingCurriculumGrades3-8 $40.00 95
Teacherimplementationguidesandstudentresponseguides. 3,800$
STEM/MathKitsGrades3-8 $521.20 6
STEM/MathkitsincludeUnifixcubes,tangrams,dice,cards,counters,basetenblocks,andmathactivitiesforgrades3-8 3,127$
AdditonalcopiesofbooksforafterschoolclassroomlibrariesGrades3-8 $10.00 480
4copiesof20titlespersixgradelevels(3-8)forguidedfluencypractice. 4,800$
Supplies
Transportation
SUBTOTAL
SUBTOTAL
FringeBenefits
SUBTOTAL
Travel
SUBTOTAL
21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:GreencastleSchoolCorporation
Directions:Pleaseentereachitemtotobefundedintotheappropriatefundingcategory.Allcomponents(Description,CostEach,andQuantity)mustbecompletedforthebudgettobeapproved.Pleaseuse"QuantityDescriptionifneeded"asnecessarytoexplainthecostitems.TheSubtotalsandTotalBudgetwillcalculateautomatically.Inputallnumbersroundedtothenearestdollaramount.Pleaseprovidebudgetdetailonthetabsprovidedforthebudgetcategories.
Personnel
SUBTOTAL
AfterSchoolSupplies $435.50 6
Pencils,paper,markers,journals,dryeraseboards,artsupplies,andindex
cardsfor6classrooms. 2,613$
FamilyLearningNightSupplies $145.00 8
Materialsforactivitiessuchaseducationagamesformonthlyfamily
learningnights. 1,160$
$46,700
LocalEvaluationServices 300,000.00$ 4%
FeetoThrivefornegotiated%ofawardtoconductallaspectsofthelocal
evaluation 12,000$$- -$
$12,000
ProfessionalDevelopmentandTraining $23.00 192
Houryrateperpersonforworkshoptrainingsessionsprovidedbyarangeof
expertsinLitART,STEM,IndianaAcademicStandards,IndianaAfterSchool
Standards. 4,415$
TutorTrainingforNationalHonorSocietyVolunteers $54.25 20
BiMonthyTrainingfor5ormorestudentsoneffectivetutoringstrategies,classroomandsmallgroupmanagement,workingwithatriskandothertopics. 1,085$
OnlineAccesstoLiteracyTraining $45.00 13Annualsubscriptiontoonlinetraining
andwebinars 585$
$6,085
DataCollection $800.00 IDOESuggestedFeeforDataCollection 800$
$800
-$
$285,000
IndirectCosts $285,000 0% 0-$
$-
$285,000TOTALYEAR1
TotalDirectSUBTOTAL
IndirectCostsSUBTOTAL
ProfessionalDevelopment&Training
SUBTOTAL
OtherSUBTOTAL
Supplies
SUBTOTAL
Contractual
SUBTOTAL
Object Category ActivityDescription CostPerItem Quantity QuantityDescriptionifneeded Total
LIFEProjectDirector 25.00$ 1600 1@40hoursperweekx40Weeks $40,000
LIFESiteCoordinator 22.00$ 2001@20hoursperweekx10Weeks.
(InKind1@20hoursperweekx30Weeks) 4,400$
LIFETeachers 20.50$ 32004@20hoursperweekx40Weeks.
(InKind1@20hoursperweekx40Weeks) 65,600$
LIFEAssistants 10.50$ 4000 5@20hoursperweekx40Weeks 42,000$
AfterSchoolSnackNutrionist 15.00$ 400 1@10hoursperweekx40Weeks 6,000$
$158,000
$- -$
$0
In-StateConferences $325.00 3 3staffhotelandtravel@325for3trips 975$
NationalTraining $400.00 2 2staffhotelandtravel@400for1trip 800$
$- -$
$1,775
TransportationAfterSchool $50.00 900 5buses@180daysx1way 45,000$
$- -$
$45,000
$- -$
$-
LEARNLiteracyCurriculumGrades3-8 $375.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 18,000$
LITEInformationTextCurriculumGrades3-8 $275.00 48
Teacherimplementationguides,customawardwinningbookcollections,
curriculumnotebooks,andstudentresponseguides. 13,200$
WERDWritingCurriculumGrades3-8 $40.00 95
Teacherimplementationguidesandstudentresponseguides. 3,800$
STEM/MathKitsGrades3-8 $521.20 6
STEM/MathkitsincludeUnifixcubes,tangrams,dice,cards,counters,basetenblocks,andmathactivitiesforgrades3-8 3,127$
AdditonalcopiesofbooksforafterschoolclassroomlibrariesGrades3-8 $10.00 480
4copiesof20titlespersixgradelevels(3-8)forguidedfluencypractice. 4,800$
Supplies
Transportation
SUBTOTAL
SUBTOTAL
FringeBenefits
SUBTOTAL
Travel
SUBTOTAL
21stCenturyCommunityLearningCenters-Cohort9,Year1ApplicantName:GreencastleSchoolCorporation
Directions:Pleaseentereachitemtotobefundedintotheappropriatefundingcategory.Allcomponents(Description,CostEach,andQuantity)mustbecompletedforthebudgettobeapproved.Pleaseuse"QuantityDescriptionifneeded"asnecessarytoexplainthecostitems.TheSubtotalsandTotalBudgetwillcalculateautomatically.Inputallnumbersroundedtothenearestdollaramount.Pleaseprovidebudgetdetailonthetabsprovidedforthebudgetcategories.
Personnel
SUBTOTAL
AfterSchoolSupplies $435.50 6
Pencils,paper,markers,journals,dryeraseboards,artsupplies,andindex
cardsfor6classrooms. 2,613$
FamilyLearningNightSupplies $100.00 8
Materialsforactivitiessuchaseducationagamesformonthlyfamily
learningnights. 800$
$46,340
LocalEvaluationServices 300,000.00$ 4%
FeetoThrivefornegotiated%ofawardtoconductallaspectsofthelocal
evaluation 12,000$$- -$
$12,000
ProfessionalDevelopmentandTraining $23.00 192
Houryrateperpersonforworkshoptrainingsessionsprovidedbyarangeof
expertsinLitART,STEM,IndianaAcademicStandards,IndianaAfterSchool
Standards. 4,415$
TutorTrainingforNationalHonorSocietyVolunteers $54.25 20
BiMonthyTrainingfor5ormorestudentsoneffectivetutoringstrategies,classroomandsmallgroupmanagement,workingwithatriskandothertopics. 1,085$
OnlineAccesstoLiteracyTraining $45.00 13Annualsubscriptiontoonlinetraining
andwebinars 585$
$6,085
DataCollection $800.00 IDOESuggestedFeeforDataCollection 800$
$800
-$
$270,000
IndirectCosts $270,000 0% 0-$
$-
$270,000TOTALYEAR1
TotalDirectSUBTOTAL
IndirectCostsSUBTOTAL
ProfessionalDevelopment&Training
SUBTOTAL
OtherSUBTOTAL
Supplies
SUBTOTAL
Contractual
SUBTOTAL
Greencastle School Corporation Page 1 of 31
I. Abstract
Tzouanakis Intermediate School (TIS) and Greencastle Middle School (GMS) serve a rural, high
poverty community in need of educational support, after school enrichment, and family services.
Over 40% of students are failing in English/Language Arts and STEM and there are no academic
support or enrichment opportunities available. The Literacy is for Everyone (LIFE) 21st CCLC
Program, a collaboration between Greencastle School Corporation (GSC), Depauw University,
and the Putnam County Library, delivers over 540 hours of engaging after school support to 95
students attending TIS and GMS. LIFE features intensive homework, literacy, and STEM
support, creative enrichment activities, family learning services, and social-emotional
development opportunities as part of a comprehensive research-based learning program that
addresses the needs of low-income students and low-income families and in Greencastle County.
LIFE will improve academic achievement, improve student behavior, increase family
involvement. LIFE features a structured daily after school program that includes one hour of
literacy academic enrichment (reading and writing), one hour of STEM academic enrichment
(Science, Technology, Engineering, and Math), and one hour of homework support, social
emotional learning, recreation, and other activities. LIFE includes the acquisition of over 600
award winning books and informational texts; and tutoring for the students with the greatest
needs. Family members are invited to participate in family literacy and parenting programs,
monthly family learning celebrations, and daily home learning activities. The LIFE Program
includes a nutritious snack served every day, provides transportation, and is free of charge to
students and families. Key personnel for The LIFE Program include joint applicants Donovan
Garletts Superintendent of GSC and Krista Millinix of Putnam County Library along with Jamie
Stockton of Depauw University, Paul Ahrens from LitART, and Kate Shufeldt of Thrive
Greencastle School Corporation Page 2 of 31
Nonprofit Solutions.
Greencastle School Corporation Page 3 of 31
II. Competitive Priority Points
A. Organization Priority Points. GSC has never received 21st CCLC funds and, therefore,
qualifies for five organizational priority points.
B. Programming Priority Points. GSC will provide four hours per week of literacy enrichment
throughout the four-year grant period. In addition, LIFE staff will receive 12 or more hours of
professional development in the content area of literacy, the Indiana Academic Standards, the
Indiana After School Network Specialty Standards, as well as other training and support topics.
GSC will provide intensive hands-on literacy programming using LitART, an evidence-based
literacy curriculum. As a result, GSC qualifies for five programming priority points.
The partnership between GSC, TIS/GMS, Depauw University, Putnam County Public
Library, LitART, and the National Honors Society was initiated by Donovan Garletts, the
superintendent of GSC. In recognition of the need for additional learning support and after
school activities, he contacted local, state, and national organizations committed to the well-
being and academic success of Greencastle students and families. Through a series of
community meetings, one on one meetings, and phone calls, the partners established the goals,
scope, and structure of the LIFE Program.
Greencastle School Corporation Page 4 of 31
III. Need for the Program
A. Need for the Program.
Demographic Data. Tzouanakis Intermediate School (TIS) and Greencastle idle School
(GMS) are located in Greencastle, a rural community 40 miles west of Indianapolis with a
population of just over 10,000. Several factors including lack of after school programming, high
poverty, rurality, low levels of student achievement, and family educational point to the need for
a 21st CCLC grant for TIS/GMS. TIS/GMS are high poverty schools with 51% and 47% of
students qualifying for free or reduced price meals. Together, the schools serve 848 students in
grades 3-8. It is estimated 11 percent of students attending TIS/GMS have special needs and less
than one percent are English Language Learners. School attendance at both schools is 96% -
slightly under the state average. Based on teacher survey data, a small group of students account
for a disproportionate number of absences and are the students who have the greatest needs.
Student Achievement Data. Student achievement data from TIS/GMS demonstrate the
pressing need for additional support. According to ISTEP+ data, at TES a staggering 40% of
students are failing in English/Language Arts and 48% are failing in math. At GMS, 37% of
students are failing in English/Language Arts and 46% are failing in math At TES, there is the
steady downward trend in math and ELA achievement. For example, in Spring 2015 62% passed
math and 63% passed ELA. By Spring 2017, there was a 10% drop in math performance and a
3% drop in performance based on passing rates.
Student Behavior. In 2015-16, TIS/GSM staff issued 647 behavioral referrals while in 2016-17
staff issued 1,221 referrals. Behavioral referrals increased by nearly 100%. Not only did the
overall number of referrals increase, the percent of students receiving a referral increased from
26% to 30%.
Greencastle School Corporation Page 5 of 31
B. Current Out-of-school Time Programming
There are no out-of-school time programming options available to students attending
TIS/GMS. Due to lack of funding, TIS/GMS has been unable to establish an after school
program. The total absence of after school activities was a major factor in the community-wide
decision to pursue the 21st CCLC grant.
C. Chart of Current Programs.
Table 1: Chart of Current Programs
Program Area Current LIFE 21st CCLC Before School None No Added Service After School None Add 3 hours per day Summer 4 Weeks from 8am-Noon No Added Service
D. Identification of Needs and Services. The needs of students and families were identified
through a collaborative process that included meeting with parents and students, reviewing
demographic data, interviewing school staff, examining school assessment data, conducting
focus groups with the community, and meeting with program partners including the Putnam
County Library, Depauw University, LitART, and the principals from TIS and GMS.
IV. Partnerships/Collaborations
A. Collaboration. The success of the LIFE hinges on the initiation and maintenance of multiple
partnerships where each partner plays a specific and essential role. LIFE leverages Title I and
other in-kind supports to magnify the impact of the Program. The table below identifies each
partner, the service they will provide, and the related Program goals
Table 2: Chart of Current Programs Partner Roles/Services Program Goals Tzouanakis Intermediate School & Greencastle Middle School
Provide facilities. Recruit students. Participate in professional development. Coordinate services. Communicate with parents. Assistant with program planning and needs assessment.
All program goals and objectives
Greencastle School Corporation
Provide transportation. Contribute facilities, utilities, equipment, supplies and staff time in-kind contribution for administration and meetings.
All program goals and objectives
Thrive Nonprofit Evaluation services, program monitoring, and report writing All program goals
Greencastle School Corporation Page 6 of 31
Solutions and objectives LitART/Global Learning
Literacy curriculum. Professional development. 1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2
National Honors Society
Provide mentoring for students, parenting classes, family education and homework support.
2.1, 2.2, 3.1, 3.2
Depauw College Assist with recruiting students to work in LIFE Program 3.2 Putnam County Library
Provide onsite literacy support and library cards. 1.1, 1.2, 4.1, 4.2
B. Identifying Partners. Due to our rurality, there are very few local agencies available to partner
with on the LIFE Program. Even so, we were able to establish partnerships with a combination
of local, state, and national organizations. The Putnam County Library has provided books and
media services to families of over 40 years and will provide additional support to 21st CCLC
Program. The library will conduct onsite visits to the program twice a year, facilitate a “behind
the scenes” guided tour of the library, and conduct a LIFE library card drive. We identified our
local evaluator, Thrive Nonprofit Solutions, through the IDOE list of evaluation organizations.
We selected Thrive as a partner because they had direct experience evaluating 21st CCLCs and
co-authored the statewide 21st CCL evaluation report. Together, we designed an evaluation
model that reflected the unique features and goals of our Program. We believe Thrive’s direct
experience with 21st CCLC evaluations will be an asset for engaging in a meaningful cycle of
continuous improvement. Similarly, we learned of LitART through the IDOE evidence-based
curriculum document. We quickly established a positive working relationship and
collaboratively designed an effective literacy enrichment model tailored to the needs of our
students and customized for after school learning. Depauw University will help recruit staff to
teach in the LIFE Program from students working toward education degrees.
The services provided by each potential partner were discussed to determine how the
agencies could collaborate to meet the 21st CCLC requirements and expand resources available
to students and families through the LIFE. Each partner provided input on the goals and
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outcomes of the Program and reviewed the curriculum to provide suggestions about the design of
the LIFE. A Memorandum of Agreement has been established between Greencastle School
Corporation and each partner. (See Appendix).
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V. Program Design and Implementation
LIFE activities are aligned with the Indiana Afterschool Standards and 21st CCLC guidelines:
Table 3: Key Features of the LIFE Program Core Educational Services
4 or more hours per week of literacy instruction through the LitART LEARN (literature), LITE (informational texts) and WERD Writing delivered by credentialed/certified teachers. 2.5 hours per week of homework assistance and tutoring provided by credentialed/certified teachers and trained staff. 4 hours per week using Mobile Learning Lab for digital learning in STEM (science, technology engineering, and math) guided by credentialed/certified teachers and trained staff.
Enrichment and Support Activities
1 hour per week of enrichments including health and wellness, outdoor recreation, art Programs, and other activities. 1 hour per week of social emotional learning integrated with cooperative games, literacy experiences, and indoor recreation.
Community Involvement LIFE has established partnerships with a range of community organizations including Putnam County Library and Depauw University to increase community involvement.
Services to Parents and Family Members.
Services to parents and families includes monthly Family Learning Celebrations, LIFT at home learning activities, and family literacy activities through the library.
Extended Hours LIFE offers over 540 hours of after school learning opportunities.
LIFE employs after school principles of effectiveness and research based strategies to ensure
program success. Low Ratio. LIFE will maintain a student-staff ratio of no more than 13:1 to
maximize student teacher interaction and social development opportunities. High Dosage. LIFE
provides students with more than 540 hours of additional learning time each year -- a “high
dosage” approach that has the potential to yield significant learning gains (Vandell, 2010). Arts-
Infused. LIFE integrates arts enrichment into the recreation and literacy components through
dramatic performances of literature and during the STEM components by using animation apps
to create cartoons and comics (Vandell, 2012). Social Emotional Learning. LIFE builds
emotional awareness and communication skills through informal learning routines such as
Attention Getters, Celebrations, and Sharing Strategies and fosters social skill development
through Community Connection and Closing Ceremony where students reflect on events and
express their feelings and ideas (Kohn, 2013). Data-driven decision-making. The LIFE model is
based on needs assessment data and will use data to guide continuous improvement.
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Community Connection and Recreation. The LIFE after school program begins with the
Community Connection. Community Connection uses Program-based community building
activities that focus on social emotional skills, health, and well-being. Students and staff eat a
nutritious snack together. While students eat snack, staff engage students in discussions about
the topic of the week. Example topics include food choices, families, using words wisely,
managing emotions, time management, fun ways to stay fit, organizational skills, the importance
of attending school, and problem-solving skills. Each topic of the week features an associated
Program. For example, during the food choices week, students and staff create a food mural
demonstrating what they learned about various foods.
Literacy. Students receive 1 hour per day of literacy instruction and enrichment delivered
by certified teachers using LitART, a comprehensive Program-based literacy enrichment
program aligned to the Indiana Academic Standards and reviewed by Harvard University
(SEDL, 2009). It features award winning picture books, chapter books, and informational texts.
LitART Literacy sessions feature six daily components: 1. Opening Magic is an active, thinking,
observation, and social skills game used to start the literacy session (Heibert, 2010). 2. The
Daily Tone includes an overview of the day and an inferential language activity such as a saying,
joke, riddle, or quote that students read, interpret, and discuss (Marzano, 2010). For example,
the facilitator presents the saying, “the pen is mightier than the sword” and the students briefly
pair up to discuss what it means. 3. MAP Reading features supported reading of grade level text.
Students preview text, use innovative reading strategies, and choose among text response
activities including art, drama, and writing extensions to increase reading fluency and
comprehension (Adams, 2005). 4. Q10 includes text-specific questions across three levels
(literal, inferential, and evaluative) and uses active questioning strategies such as One True
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Thing (Slavin, 2012). 5. Word Collections are interactive language games such as Word Trading
proven to build vocabulary (Allington, 2009). 6. WERD Writing combines guided and free
writing experiences to teach key writing skills and explore the writing process (Graham, 2010).
STEM. Students receive 1 hour per day of STEM instruction and enrichment delivered
by certified teachers. STEM emphasizes science and engineering practices (e.g., using models,
conducting investigations, etc.) in the context of weekly Programs that are tied to the Indiana
Science Standards for each grade level (e.g., 2.ESS.1 Record detailed weather observations).
For example, students make daily cloud observations and record results. Digital learning
opportunities are a key feature of the LIFE Program. Every student at TIS/GMS has a district-
provided laptop that they will use after school to explore grade appropriate online applications
such as Aero, Science 360, NASA, Tinkerbox, Kahn Academy, Animate It, Comic Life, Monster
Physics, and Motions Math. The Site Coordinator will oversee the laptop lab and assist staff and
students as necessary. In addition, during a wide range of math projects, staff will apply research
proven math strategies including using manipulatives and visual models (Butler, 2003), systemic
and explicit instruction (Gersten, 2006), interdisciplinary connections (Protheroe, 2007), and
think alouds (Baker, 2002). For example, after reading the book Dinner for 10, students use
models to figure out and describe how many different seating arrangements are possible at a
table for 10.
A. Goals, Objectives, Performance Measures Table
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Table 4: LIFE Goals, Objectives, Performance Measures, and Assessment Strategies
Program Goals
Program Objectives
Program Activities Performance Measures Assessment
Strategies
1. Improve Academic Achievement
1.1 Increase reading language arts achievement.
1.2 Increase
math achievement.
1.1.1 Deliver LEARN Literacy enrichment and academic support curriculum 4 hours per week
1.1.2 Provide up to 30 minutes of daily homework support
1.1.3 WERD Writing Program 2 hours per week
1.1.4 Provide 12 hours of professional development literacy training for staff
1.1.5 Conduct demonstrations and observations of literacy sessions to enhance fidelity
1.2.1 Deliver 2 hours per week of STEM learning.
1.2.2 Deliver 2 hours per week of Mobile Learning Lab.
1.2.3 Provide up to 30 minutes of daily homework support.
1.1.1. 65% of RAP students will pass the ELA section of the ISTEP+ Assessment
1.1.2. 65% of RAP students will receive a grade of A or B in reading.
1.1.3. 65% of RAP students will demonstrate reading growth on NWEA MAP Assessment.
1.2.1 65% of RAP
students will pass the Math section of the ISTEP+ Assessment
1.2.2 65% of RAP students will receive a grade of A or B in math.
1.2.3 65% of RAP demonstrate math growth on NWEA MAP Assessment.
1.1.1. ISTEP+ Assessment
1.1.2. Quarterly report card grades
1.1.3. NWEA Assessment
1.2.1 ISTEP+ Assessment
1.2.2 Quarterly report card grades
1.2.3 NWEA Assessment
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Table 4: LIFE Goals, Objectives, Performance Measures, and Assessment Strategies
Program Goals
Program Objectives
Program Activities Performance Measures Assessment
Strategies
2. Improve Student Behavior
2.1 Increase school attendance.
2.2 Increase
positive behavior and social emotional development
2.1.1 Community Connections
2.1.2 Mentoring
2.2.1 Community
Connections 2.2.2 Cooperative
recreation games 2.2.3 Closing Ceremony
2.1. 90% of RAP will maintain or reduce the number of days absent from the prior year to the current year. 2.2 90% of RAP will maintain or reduce the number of behavior incidents from the prior year to the current year.
2.1 Attendance records. 2.1 Discipline records.
3. Improve Family Involvement
3.1 Increase participation in school and home learning activities.
3.2 Increase adult education and training.
3.1.1 Family Learning Celebrations. 3.1.2 LIFT home learning activities. 3.2.1 Career and technical
training classes.
3.2.2 Parenting classes and mentoring.
3.1 75% of RAP family members will participate in one or more family learning activities. during the year. 3.2 10% of RAP family members will take one or more classes.
3.1 Event attendance rosters and returned Learning is Fun Together (LIFT) activities. 3.2 Class enrollment and attendance data.
B. Evidence of Previous Success
Recruiting Students. TIS/GMS parents have expressed a strong desire for a high quality after
school program operating at the school. According to Lauver (2005), three critical areas of
program quality are key to recruitment and retention in after school programs: a sense of safety
and community; committed program staff; and challenging, age-appropriate, fun activities.
Other research-proven recruitment strategies include matching the program to participants'
needs, offering activities not readily available elsewhere, and emphasizing the benefits of
participation to students and their families. LIFE employs each of these techniques. First, LIFE
offers a safe place after school with committed and familiar program staff who are part of the
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community. Second, LIFE offers a wide a variety of engaging age-appropriate activities that are
not available elsewhere in the community. Third, LIFE’s informational flyers clearly identify
the program location, how to enroll, the benefits of participation, the array of activities, that
students receive a healthy snack, transportation is provided, and the program is free.
Academic Support. LIFE ensure students receive academic support needed to demonstrate
improved achievement through the use of multiple research based curriculum programs, such as
LitART LEARN, specifically designed to increase achievement through after school learning. In
addition, LIFE will leverage technology to provide extensions of digital learning opportunities as
a way to strengthen coordination with the regular school day. Finally, LIFE offers students
direct assistance with homework and a variety of other support such as mentoring and
enrichment activities that address other factors that may interfere with achievement.
A. Design Requirements
1. Targeted Students and Their Families.
a. Targeted Schools. LIFE will serve students and families attending TIS/GMS.
b. Recruiting Targeted Students and Families. Students will be identified through
communication between the teaching and administrative staff at TIS/GMS and the LIFE CCLC
staff. The LIFE Program Director will provide a notice of open enrollment and enrollment
materials to school staff and parents of students at TIS/GMS. Recruitment materials will also be
included in school registration packets, placed on parent boards, and in TIS/GMS newsletters.
The Program Director will make phone calls to parents to inform them about the program to
ensure that families are reached and that the program is fully enrolled. In addition, regular day
teachers will identify students that are most likely to benefit from LIFE. Teachers will refer
children to the program who demonstrate low test scores (students at-risk of not meeting
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proficiency/not meeting proficiency on ISTEP), other need for additional academic enrichment,
attendance and behavioral issues, and/or a low family income level (as determined by eligibility
for FRP Lunch).
c. Justifying Non Title 1 Schools. Not applicable.
d. Community Needs. Parental educational level is an important predictor of children’s
educational and behavioral outcomes (Davis-Kean 2005). In Greencastle County, over 12% of
adults did not graduate from high school and less that 20% have earned a Bachelor’s degree or
higher. Greencastle is beginning to experience problems more typically associated with urban
areas. For example, the county estimates as many as 6% of families may have drug and alcohol
related issues. Furthermore, high poverty contributes to community instability as families are
forced to move because they cannot pay rent or lack transportation needed to maintain job.
Taken together, these family and community factors pose additional obstacles to student learning
and success. There is a well-established link between poverty, absenteeism, low levels of family
education, and school dropout (Doll, 2013). Working parents report that after school care is hard
to find, unaffordable, or inaccessible due to lack of transportation. Research shows that without
adult supervision after school, children are more likely to get poor grades, use drugs and alcohol,
be absent from school, take risks, and engage in unhealthy behaviors such as watching television
and eating junk food (Afterschool Alliance, 2015).
2. Dissemination of Information. Information about the TIS/GMS 21st CCLC will be broadly
disseminated throughout the school community boundaries using technology, social media, and
other strategies to ensure families are aware of the program. Frequent communication through a
variety of strategies will help LIFE maintain enrollment, coordinate with other partners, and
assist community members, parents, and volunteers in staying up to date with LIFE.
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Dissemination methods include providing internet links to the LIFE on the GSC website,
including articles about the LIFE in school newsletters, providing information about program
outcomes through program reports and social media posts, discussing the LIFE at Parent Teacher
Organization and advisory council meetings, sending home flyers with students, and including
information about the LIFE at Open House and other school events.
3. Communication with Schools. Effective communication is essential to the success of the
CCLC. Many of the LIFE CCLC staff will be teachers from TIS/GMS and will support the
coordination of the regular school day curriculum by keeping all LIFE staff up to date on
classroom learning and ensuring the homework centers focus on the homework assigned during
the regular school day. CCLC learning activities are aligned with Indiana Academic Standards,
the Indiana After School Network Specialty Standards, and reflect regular school day goals.
CCLC staff will communicate with other school staff through a LIFE Program mailbox, a
message board in the staff room, email, and face to face meetings as needed for students not
meeting the Program goals. The CCLC Program Director will work closely with school staff by
providing Program updates at staff meetings and supplying information to be used during parent-
teacher conferences and other school functions. Finally, the Program Director will meet with the
TIS/GMS Principal each month to review the LIFE CCLC.
a. Equitable Services to Private Schools. There are no private schools within five miles of the
LIFE 21st CCLC.
b. Access to Records. Since the LEA is operating the program, the LIFE 21st CCLC will have
access to student records as needed to monitor the objectives and provide statewide evaluation
data. GSC will use the established methods for ensuring confidentiality. For example, GSC will
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secure parental permission, gather the achievement data, make sure no individually identifying
information is included, and deliver the data to the evaluator.
c. Sharing Information About Student Progress. A number of reports will be provided to
stakeholders (teachers, CCLC staff, other school staff as appropriate) such as quarterly snapshot
reports, a year-end report, attendance reports, stakeholder survey reports, and other data
summaries that capture program progress towards goals, the perceptions of participants and
teachers, and program quality improvement efforts. Data will be extracted from the EZEval
program which is a repository for attendance, demographic, student achievement, programming
and objectives data. Families will be able to access information about their child’s participation
and progress in the program at any time by request. Parents will be provided an update on their
child’s progress through the child’s report card and through data about the program published in
newsletters, on the bulletin boards, on the school website, and through the annual evaluation
outcomes report. Parents will also serve on the LIFE advisory council.
d. Aligning In School and Out-of-School Time. Program data will feed into continuous program
improvement plans to align in-school and out-of-school time efforts. TIS/GMS has an
established school improvement plan. Information will be discussed at staff and advisory
council meetings and through the annual formative and summative evaluation process. Staff will
review quarterly data, analyze student trends, and meet with teachers to design strategies to
modify the program to increase its effectiveness and alignment with the school-day program.
Monthly, the Program Director will develop a calendar of activities that is reviewed with school
staff to ensure that the LIFE is extending learning activities that occur during the school day into
the after school program. Annually, during a joint professional development training, the staff of
the LIFE and regular-day school staff will examine how the CCLC was able to support TIS/GMS
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in achieving their academic and school improvement goals. The evaluator has created a
reporting system and data collection tools will be used to ensure that all information is collected
and monitored at scheduled intervals.
4. Parental Involvement, Family Literacy, and Related Family Educational Attainment
Parent involvement, family literacy, and family educational attainment each play an
important role in supporting student learning and achievement. Rural communities face unique
challenges when it comes to encouraging family involvement and education. The biggest
obstacles are lack of resources, few supporting agencies, transportation, and the distance to travel
to participate in activities. To overcome these formidable barriers, LIFE has designed a unique
model for ensuring parent engagement and supporting family literacy and education.
LIFE’s approach 1) addresses the needs of working parents by proving free before and
after school care 2) engages parents and families directly in the LIFE CCLC though a variety of
parent involvement options 3) builds children’s literacy through family literacy activities using
LITART LIFT activities, 4) provides parenting education though Tuesdays With Teachers 5)
deliver parent-child literacy events and activities through the library. Only adult family members
of actively participating LIFE students will be eligible for services under the 21st Century CCLC
grant.
Parent Involvement. Parent and family connections are considered the responsibility of
all LIFE 21st CCLC staff. To make sure staff are prepared, all CCLC staff will receive training
on how to positively interact with parents and family members. LIFE will coordinate with Title I
staff to assist families with a range of literacy, educational, parental, and family needs. The
CCLC will host monthly Family Learning Celebrations to showcase children’s learning and
feature student performances such as reader’s theatre, story retellings, art displays, and science
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Programs. At each Celebration, LIFE staff will conduct mini-workshops to help parents support
children’s learning at home such as how to set up a study space (Mapp, 2002). LIFE staff will
provide parents with LitART Learning is Fun Together (LIFT) activities to bridge home and
school learning experiences. LIFT offers families short, fun, literacy, math, science, and writing
activities to do at home and that connect to each day’s after school events (Deschenes, 2010).
LIFE will use social media and technology to connect with families that are not able to attend
live events.
Family Literacy. The Putnam Community Library offers a wide variety of family literacy
and learning opportunities including family learning nights, parent classes, and computer classes.
Tuesdays With Teachers will offer parenting classes on a range on parent identified topics
including, setting up a study space, how to read with your child, positive discipline, nutrition and
wellness, and limiting screen time.
5. USDA Approved Snacks for 21st CCLC Children
Snacks and meals will be provided by the GSC and will meet USDA and IDOE guidelines. Food
will be prepared by the nutritional aide. A typical snack might include a sandwich with fresh
vegetables on whole wheat bread, fresh fruit, and milk or bottled water. LIFE will provide snack
during the after school program daily.
6. Weekly Schedule
The LIFE before and after school component will operate 15 hours per week, 3 hours per day,
Monday through Friday from 3:00pm to 6:00pm for 36 weeks starting September 4, 2018
through May 31, 2019.
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Table 5. After School Weekly Schedule for Students
Time Monday Tuesday Wednesday Thursday Friday
3:00 to
3:45
Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games
Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games
Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games
Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games
Community Connection • Snack/Nutrition • SEL • Homework Recreation • Guided Outdoor • Gym Games
3:45 to
4:45
Literacy • Literature • Comprehension • Vocabulary • Writing
Literacy • Informational • Comprehension • Vocabulary • Writing
Literacy • Literature • Comprehension • Vocabulary • Writing
Literacy • Informational • Comprehension • Vocabulary • Writing
Fabulous Fridays • Celebrations • Special Events • Guest Speakers • Special
Programs • Family Events • Student
Performances
4:45 to
5:45
STEM • Digital Learning • Math Programs
STEM • Digital Learning • Math Programs
STEM • Digital Learning • Math Programs
STEM • Digital Learning • Math Programs
5:45 to
6:00
Closing Ceremony • Reflection • LIFT
Closing Ceremony • Reflection • LIFT
Closing Ceremony • Reflection • LIFT
Closing Ceremony • Reflection • LIFT
Closing Ceremony • Reflection • LIFT
The total LIFE 21st CCLC service hours are presented in Table 6.
Table 6. LIFE 21st CCLC Program Hours and Weeks of Operation School Year – Hours Per Day
Before school After school Weekend Evening Hours with Students 0 3 0 0 Hours with Family members 0 0 0 1 Number of days per week 0 5 0 1 Number of weeks 0 36 0 36 Total Program Hours 0 540 0 36
7. 21st CCLC Learning Center. The LIFE 21st CCLC will refer to itself as a 21st Century
Community Learning Center and use the 21st CCLC logo on all program materials. Since we do
not have an existing program, the terminology and logos will be included in any newly
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developed materials including informational brochures, record keeping instruments, reports, and
other collateral. The Project Director will create and distribute these materials.
VI. Professional Development
The LIFE features a comprehensive professional development model that includes over
12 hours of training and support per year starting with preservice training in August. Our model
of support incorporates a range of strategies proven successful with adult learners, are directly
aligned with Indiana Academic Standards, and customized by topic, training goal, and staff role.
Our targeted professional development delivery methods include monthly onsite trainings,
coaching, classroom demonstrations, online support via webinars and online training modules,
workshops, conferences, staff meetings and other supplemental support. For example, each
monthly meeting will feature a mini-workshop delivered by a CCLC staff member or special
guest on a high interest topic identified during the prior month of operations. The delivery
methods will be tiered to match the staff role and customized by topic and participant needs.
Assessing Professional Development Needs. The Program Director and Site Coordinator
will be responsible for monitoring professional development assessments, needs, and staff
participation including a training needs assessment used to pinpoint specific needs by staff
member. Initial training needs will be identified within the first 30 days through a combination
of staff survey and an observation of each staff member by the Program Director. Based on the
results, we will develop a support plan that includes measureable goals and support activities for
each staff member. We recognize professional development needs will differ by staff role and
by new or veteran staff. For example, staff turnover will be addressed by having new staff
“shadow” staff for at least one week prior to leading a group of students on their own. Likewise,
staff working directly with students will receive additional training in curriculum delivery. The
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Program Director and Site Coordinator will receive training on effective management
techniques, record keeping, and data management.
Enhancing Program Quality. Professional development will enhance program quality and help
the LIFE Program reach its goals and objectives by ensuring all staff perform at their highest
level of potential. The primary way to improve performance is to communicate clear
expectations and present criteria for high quality performance. CCLC will conduct staff, family,
and student surveys twice annually to identify ongoing training interests and needs. Also, LIFE
staff will analyze quarterly evaluation reports. Based on the student achievement trends, the
program staff will receive training in key content areas. For example, if student trends indicate
low ELA assessment scores, then increased training resources will be devoted to literacy and
ELA. The following table details professional development activities for program year 1.
Table 7. Professional Development Activities – Year 1 Professional Development Activity and Provider
Targeted Staff Program Objective Staff Outcomes
Program Director: LIFE Kick Off Sessions focused on afterschool quality, best practices, standards, and LIFE goals
• All Staff
All goals and objectives
Understand program goals and implementation strategies for curriculum and program standard
Site Coordinator: Observations, surveys, and evaluations of staff member performance, knowledge, and skills
• LIFE Teachers Objective 1.5 Continuous program quality improvement.
Improved ability to meet student needs to accelerate student progress through relationships and learning experiences
LitART: START training for all staff, FOCUS Follow Up Onsite Training, and LitART RISE webinar
• START: all Staff
• FOCUS: PD and SC
Objectives: 1.1-1.4 Increase use of literacy best practices. Apply positive behavior management techniques. Implement literacy program at 80% or higher fidelity
Program Director/LitART: Tutor Training.
• National Honors Society Volunteers
Goal 1 Objective 1.3
Provide effective homework assistance and tutoring to students.
Local Evaluator: Data review and mid-year progress assessment.
• All Staff
All program objectives
Review of program goals, areas of effectiveness and areas needing improvement or modification
LIFE Program Staff: Peer training in STEM/Digital Learning
• LIFE Staff Goal 1 Objectives 2.1-2.3
Improved use of laptops and STEM best practices after school.
Program Director: • LIFE Teachers All program Improve program quality and
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Table 7. Professional Development Activities – Year 1 Professional Development Activity and Provider
Targeted Staff Program Objective Staff Outcomes
Site-Visit Quality Enhancement Training
objectives develop staff leadership and communication skills
Other: Conferences, meetings, and other required training.
• PD/SC, LIFE Staff
All program objectives
Improved program effectiveness, improve staff skills, knowledge, and abilities
VII. Evaluation Plan
A. Evaluation Plan. The 21st CCLC will partner with Thrive Nonprofit Solutions (Thrive) to
complete the annual evaluation in accordance with the grant requirements. Thrive is an
Indianapolis-based consulting company specializing in nonprofit and educational program
planning and evaluation. Kate Bathon Shufeldt, CEO and Principal Consultant, holds masters’
degrees in social work and public administration from Saint Louis University and Indiana
University South Bend respectively. Bathon Shufeldt began Thrive in 2016 after spending ten
years in nonprofits, government agencies, and as a research consultant. She began working with
21st CCLC grantees in 2011 while working with Praxis Strategies and Solutions, where she led
evaluations for several clients. Bathon Shufeldt was a member of the statewide 21st CCLC
evaluation team in 2016-2017. Thrive currently works with six 21st CCLCs throughout the state
providing year-round technical assistance and evaluation services.
Thrive’s evaluation strategy includes both quantitative and qualitative data collection and
analysis to assess progress towards the Center’s performance measures and the implementation
of quality programming. Thrive will take a holistic approach to the evaluation in order to gauge
the program’s success; examining not only academic data, but also looking at program quality
standards and family/community integration into the program. Thrive will assist the Center in
collecting academic data from the school and entering it into EZ Reports. Since the Center is
school-based, the transfer of data from school administration to Center staff will flow easily.
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There are several pieces of data required of the school, most of which will be collected once the
final fall and final spring grades are reported. From the schools, the Center will be collecting a
variety of data including grades, assessment scores, attendance, and behavioral records. During
the spring, Thrive will assist in the collection of teacher surveys for the individual students.
There will be at least two site visits performed during the school year to assess program quality
at each site. In order to gather feedback for both the evaluation and the IN-QPSA, Thrive will
conduct surveys of program staff, stakeholders and partners, parents, and youth. All tools are
aligned with the Indiana Afterschool Network Quality Program Standards. The IN-QPSA and
site observations will be utilized to assess the quality of programming. The Center will also
collect program attendance for both youth and their parents for their various activities. A data
collection plan with data sources and timeline can be found below.
B. Data Collection Plan
Table 8. Data Collection Plan
Data Source Collection Timeframe
Responsible Party
Math and English/LA grades School records January, May/June Center, Thrive
Local Assessment proficiency School records January, May/June Center, Thrive
ISTEP scores School records Summer (upon release)
Center, Thrive
Kindergarten readiness (ISTAR-KR and curriculum-based assessment)
School records, Program records
Fall, Spring Center, Thrive
School Attendance School records January, May/June Center, Thrive
Classroom Behaviors School records, Teacher Survey
January, April, May
Center, Thrive
Student perceptions and satisfaction Student Survey April Thrive
Parent perceptions and satisfaction Parent Survey April Thrive
Program attendance- student and parent Program records Continuous Center
Program quality Site visits, IN-QPSA
October, January, March
Thrive
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Stakeholder perceptions and satisfaction Staff/Stakeholder Survey
May Thrive
C. Annual Reporting. Thrive will provide on-going technical assistance and feedback to the
21st CCLC. After fall data has been collected and entered, Thrive will provide the Center with a
snapshot of the current data so they may make adjustments to programming if needed. The
annual report will be submitted in accordance with the grant requirements and will include the
required Executive Summary, analysis of performance measures, and information from the IN-
QPSA regarding program quality. After the first year, longitudinal information will be included
for any returning students. The fourth and final evaluation for Cohort 9 will include information
covering the entire grant period.
D. Use of Results for Program Improvement. The Center will utilize the annual evaluation
and the IN-QPSA to make necessary adjustments or improvements to their programming in order
to better serve their students and families. The IN-QPSA process will include feedback gathered
from the various stakeholders connected to the Center. The IN-QPSA team will include
representatives of these stakeholders including the school, 21st CCLC partners, parents, and
youth. Upon completion of the annual evaluation, Thrive will meet with the LIFE Staff and its
advisory board to discuss recommendations or improvements for the next year.
E. Required Data from Schools. Thrive will work with LIFE and the school administrators
to ensure there is understanding of the required data and timelines for collection. The Center is
school-based and administered by the school district, so the collection of academic data and
teacher surveys can be coordinated easily. The school will provide the following data for
individual students: English/ELA grades, math grades, local assessment scores, ISTAR-KR,
ISTEP+ scores, behavioral data, school day attendance, and teacher surveys.
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E. Early Learning Programs. Not applicable.
F. Required Performance Measures. The Center proposes the following required performance
measures for its Cohort 9 21st CCLC. Performance measures for elementary students will be
tracked for those attending 60 or more program days. Performance measures for middle school
students will be tracked for those attending 45 or more program days.
Table 9. Required Performance Measures
English/Language Arts & Math Performance
Spring proficiency rates on the English/Language Arts portion of the local assessment will increase from fall proficiency rates by 3% in each year of the program.
Spring proficiency rates on the Math portion of the local assessment will increase from fall proficiency rates by 3% in each year of the program.
VIII. Support for Strategic Priorities
The LIFE CCLC directly addresses the Indiana Academic Standards in English/Language
Arts and Math and the Indiana After School standards. The Academic Standards will be
addressed using multiple programmatic strategies (academic enrichment, tutoring, homework
support) and scientifically validated curriculum LitART LEARN. The curriculum has an
alignment document produced by the publisher that indicates how the curriculum components
and strategies correspond to Indiana Academic Standards in ELA. Monthly, a calendar of
activities that extends the school-day activities will be developed by the Program Director. The
calendar will be reviewed each month during staff meetings between the school-day teaching
staff and LIFE CCLC staff. Curriculum activities will be reviewed and their correspondence to
the Indiana Academic Learning Standards and School Improvement Goals will be noted on the
plan.
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LIFE is aligned to the School Improvement Plan for TIS/GMS through links between the
CCLC program goals and objectives and the goals and objectives in the School Improvement
Plan. For example, LIFE Goal 1 is to improve academic achievement. CCLC program objectives
address reading and language arts and math achievement, which are also goals listed in the
TIS/GMS School Improvement Plan. The benchmarks and targets in the LIFE are similar to goal
targets in the TIS/GMS School Improvement Plan. In addition, several of the strategies proposed
in the TIS/GMS School Improvement Plan will also be implemented with LIFE staff. For
example, the program will implement learning by blending subjects, there will be collaboration
time and professional learning communities, and the same assessments are used to measure
student progress in both programs.
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IX. Sustainability Plan
School reform research and after school evaluations show that intervention and support
programs need to be sustained and intensive to make a measurable difference in the lives of
students and families. Our sustainability objective is to establish a self-sustaining high quality
after-school learning program by the end of the grant funding period. The Program Director is
responsible for securing commitments and monitoring available financial support. Our
sustainability approach starts with two key partners who contribute substantial value to the
CCLC Program. GSC and the three libraries provide in kind facilities, staffing, professional
development, and management support to the LIFE CCLC Program. CCLC participants will not
be charged fees under any circumstances, instead will use a combination of strategies to meet our
sustainability goal. Applying for Grant Funds. CCLC will prepare one or more grant
applications per year to local, state, and federal organizations such as the Mott Foundation.
Becoming Essential. GSC may choose to use Title I funds to support or expand the CCLC
Program if it proves to be an effective strategy for increasing student learning and meeting
school improvement goals. Identifying New Partners and Supporters. We will publicize our
results and invite partners, community agencies, and businesses to make monetary contributions
or to increase in-kind support. Reducing Expenses. The proposed budget intentionally keeps
staffing costs low and we will explore strategies for reducing expenses to offset grant reductions
in years 3 and 4.
GSC has developed a strong sustainability plan that will enable the program to sustain the
number of children served throughout the final years of the grant when funds are reduced.
Sustainability is built into the plan through inkind contributions of space, equipment, and some
supplies that will be provided to the LIFE by GSC. The sustainability plan is described below:
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Table 10. LIFE 21st CCLC Sustainability Plan Year 1 Implement program as indicated by application and budget, conduct public awareness events, develop
new partnerships, evaluate and modify program, research additional state, local, and federal funding opportunities.
Year 2 Implement program and modify in response to evaluation data to improve program outcomes. Establish one or more new community partnerships, seek additional grants, conduct public awareness events, explore additional programming that can be added through the support of from corporations.
Year 3 Reuse materials when possible to reduce program costs continue to implement program and continuous improvement activities, build and sustain new collaborations, seek additional funds for program year 4.
Year 4 Utilize funds received from grants and other collaborating sources to sustain the Program service levels, increase the level of community engagement and support for the program, align services to new funding requirements while meeting 21st Century CCLC regulations, continue to implement program and continuous improvement activities.
X. Safety and Transportation
A. The LIFE Program will be located on the GMS campus. GMS students are dismissed
directly to the program at the end of the school day. TIS will be transported by bus at district
expense to GMS at the start of each LIFE after school day. GSC will provide bus transportation
home for students. LIFE will operate five buses each with a unique route to reduce the amount
of travel time. The buses will depart from the school at 6:00pm and the longest route will take
no more than 45 minutes to complete. The specific routes will be determined after enrollment to
keep travel times to a minimum. At the end of each program day, LIFE staff will sign-out each
student to a bus driver using a student roster specific to that bus. Students who do not ride the
bus will be released to an adult identified on their enrollment form using a student sign-out
procedure that requires a signature at pick-up.
To ensure the safety and security of students, parents will be required to sign-out their
child each day. Staff will be trained to check identification. Other safety measures include
adherence to a ratio of 1 adult for every 10 students including during field trips and off-site
experiences. All staff and volunteers will be required to pass a criminal background check
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before they are allowed to volunteer within the program or act as a field trip chaperone.
Volunteers will never be left alone with children. Students will never be allowed to leave the
program except with a parent or authorized representative.
LIFE staff will be hired through an interview and verification process that includes a
review of qualifications via transcripts, certification/diploma, driver’s license, criminal
background check, drug testing, sexual offender registry, child welfare checks, health/TB
examination, CPR/First Aid training, and other pre-employment requirements. Employee
records will be kept in a locked employee personnel file. The staffing plan is as follows:
Table 11. Staffing and Management Plan Program Director
Qualifications: Bachelor’s Degree and 2 yrs. of experience in similar role. Duties: Ensure implementation of program in alignment with regulations, develop policies and procedures, compile and summarize reports, supervise site coordinators and volunteers, conduct training and orientations, ensure staff and child files are maintained, facilitate communication between schools and partners and the program staff, provide professional development training and data entry.
Site Coordinator
Qualifications: Bachelor’s Degree and 2 yrs. of experience in similar role. Duties: Responsible for daily operations of the program, coordination and delivery of services, assure staff meet ratio requirements, assure safety and security of children, oversee drop-off and pick-up of children, ensure field trips are completed and emergency procedures are in place, participate in staff training, communicate with school-day teachers.
LIFE Teachers Qualifications: Certified Teacher Duties: Assist in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, attend professional development training.
LIFE Assistants Qualifications: Enrolled in college level education program or current paraprofessional. Duties: Assist teachers in the daily operations of the program, assist in coordination of service delivery, supervise children, implement program activities, attend professional development training.
Tutors Qualifications: National Honors Society Member Duties: Deliver high quality tutoring sessions for students in need of additional assistance, participate in professional development, supervise small groups of students, maintain records of tutoring services provided
Advisory Council The advisory council will be comprised of administrators at targeted schools, community service partners, business representatives, youth representatives, parents, and other partners. The Advisory Council will meet quarterly, engage community partners, align the program with other efforts in the community, and assist in program evaluation and quality improvement.
B. A safe facility will be maintained by TIS/GMS and by GSC. The Site Coordinator will
complete a monthly health and safety checklist that reflects the Indiana Afterschool Network
Top Ten Standards on Safety Health and Nutrition.
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XI. Budget Narrative
Personnel: The LIFE Program Director oversees the 21st CCLC 40 hours per week for 40 weeks
at $25.00 per hour at a total cost $40,000. The Program Director (PD) will hold a master’s
degree in education. The Site Coordinator will assist the PD and manage the day to day
operation of the LIFE Program at $22 per hour, 20 hours per week for 40 weeks. Five certified
teachers will work after school for 3 hours per week for 36 weeks Monday - Friday at $20.50 per
hour. Five LIFE Assistants will work after school for 3 hours per week for 36 weeks Monday -
Friday at $10.50 per hour. A Nutrition Aide will prepare and serve snacks at 15.00 per hour for
10 hours per week for 40 weeks. The total for personnel salaries is $187,600.
Fringe Benefits: None. Travel: Travel costs for three staff to attend two state conference and one
national training at a total cost of 1,775. Transportation: Transportation home will be provided
from the LIFE program by five buses at a rate of $50 per trip, per bus, for the 180 days of school
for a total cost of $45,000. Equipment: None. Total for equipment is $6,000.00 Supplies:
Supplies for family literacy nights; literacy curriculum including teacher notebooks, book
collections, and student response guides for grades 3-8, STEM Kits, after school writing
curriculum, and after school program supplies. Total supplies are $46,740. Contractual: Thrive
Nonprofit Solutions will conduct the LIFE 21st CCLC Program evaluation at a total contract cost
of $12,000. Professional Development and Training: Professional development for the Program
Director and Site Coordinator, Teachers, assistants, and tutors in literacy, the Indiana Academic
and After School Standards, LitART, STEM, working with parents, LIFA program goals. and
other topics. Professional Development costs are $6,085. Other: Data collection fee of $800.
Total Budget request of $300,000 for the first year of operation.
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APPENDIX
1. Memorandum of Understanding
2. Evidence of Previous Success
3. Equitable Access and Participation
GreencastleSchoolCorporationStatementofEquitableAccess
TheGreencastleSchoolCorporationhasastrictlyenforcedpolicytoensureequalaccessfor,andprohibitdiscriminationagainst,studentsorstaffmembersbasedongender,race,nationalorigin,color,disabilityorage.Weserveanacademically,culturally,andsocio-economicallydiversepopulationofchildrenandfamilies.GreencastleSchoolCorporationandtheBoardofEducationarestronglycommittedtoequalaccessandtreatmentforallstudents,families,employees,andthegeneralpublic.TheGreencastleSchoolCorporationandprogrampartner(s)willmakeallreasonableeffortstoensureaccesstomaterialsandpresentationswithintheprogrambystaff,parents,andstudents.TheGreencastleSchoolCorporationboardpolicyofnondiscriminationguidesandgovernsdecisionmakingatalllevels.Suchpoliciesincorporatethefollowingprinciples:thecorporationandboardshallnotdiscriminateagainstchildren,parentsorguardiansofchildren,employees,applicants,contractors,orindividualsparticipatinginboardand/oragencysponsoredactivities.Thecorporationandboardiscommittedtotheprovisionofequalaccessinallchild/family/employmentandbusinessprograms,activities,services,andoperationsthataredeployedorprovideddirectlybytheboard,aswellasthoseoperatedorprovidedbyanotherentityonbehalfoftheboardundercontractualorotherarrangements.Thispolicyisestablishedtoprovideanenvironmentfreefromdiscriminationandharassmentbaseduponage,race,color,disability,gender,maritalstatus,nationalorigin,religion,orsexualorientation.Thefollowingstepswillbecarriedoutwiththeintenttoreduceandeliminateaccessbarriersbasedongender,race,nationalorigin,color,disability,andagetomaximizeparticipationinthegrantprogram: o Hire,recruit,andinvolveindividualsfromsocialandethnicminoritygroups,multi-lingualindividuals,
consumers,andindividualswithdisabilitiestoplan,implement,andevaluateprogramservices,tothegreatestextentpossible.
o Allgrantprogram-relatedsessions/activitiesshouldbeheldinAmericanswithDisabilitiesAct(ADA)accessibleandcompliantfacilities.
o Ensuregenderequalitybyusingstrategiestoencouragefullparticipationofallstudentsinsubjectareasthathaveahistoryofunderrepresentationbygender.
o Developoracquireanddisseminateculturallyrelevantandsensitivecurriculumandinformationmaterialsthatcanbeunderstoodandaccessibletoallpotentialparticipants,regardlessoftheiruniquechallengesorbackgrounds.
o Offermulti-lingualservicesforconsumersandothersasneededandappropriate.o Offeronsitechildcareforindividualswhomustbringtheirchildrentoprogramtrainingeventsand
activities(asavailable).o Arrangeforassistivetechnologydevicestotranslatematerialsforparticipantsinneedofsuchservices
(asavailable).o Offertransportationvouchersforadvisorymembersoftheprogramandparticipantswhomustuse
personalorpublictransportationtoattendgrantmeetings,activities,andworkshops,asneededandifavailable.
o Postinformationmaterials,schedulesofevents,andprogramassessmentsontheinternet–whichwillenableassistivecomputerdevicestointerpretthematerialsforusers.Ensureallpotentialusershavedirectaccesstotheseresourcesthroughtheprovisionofusableworkstationsand/orcomputerlabs,tothegreatestextentpossible.
Thesestrategiesandprovisionswillhelptoensurethefollowingprinciplesarereflectedinourworkwithchildrenandthecommunity:valuingdiversityandsimilaritiesamongallpeoples;understandingandeffectivelyrespondingtoculturaldifferences;willingnesstocontinuallyengageinculturalself-assessmentattheindividualandorganizationallevel;makingadaptationstothedeliveryofservices;andinstitutionalizingculturalknowledgeandavenuesforimprovementinprogrammingandservicedelivery.