the starke county youth club, inc. · ian ost summit $75.00 3 staff members $ 225 iyi kids count...
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49
Form 2 – List of Schools to be Served by 21st CCLC – Attachment B
Applicant Name:
Contact
Name:
Organization: Phone:
Fax:
Address:
Email:
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
YES
NO
45
60
YES
NO
45
60
YES
NO
45
60
YES
NO
45
60
YES
NO
45
60
YES
NO
45
60
Note: If more space is needed, please include this chart on a separate piece of paper
IreneOval
IreneOval
IreneOval
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50
Form 3 – List of 21st CCLC Program Centers/Sites – Attachment C
Applicant Name: Contact Name:
Organization: Phone:
Fax:
Address: Email:
Name of Community Learning
Center/Site
(e.g. Franklin High School, Boys
& Girls Club )
Location
(Street Address)
City
Note: If more space is needed, please include this chart on a separate piece of paper
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51
Form 4 – Population Served Checklist – Attachment D
Applicant Name:
Contact Name:
Organization: Phone:
Fax:
Address:
Email:
Populations Served (check all that apply):
❑ Pre-School ❑ Elementary School
❑ Middle School ❑ High School ❑ Adult
Services: (check all that apply):
❑ Reading or Literacy
❑ Mathematics ❑ Science
❑ Arts and Music ❑ Tutoring or Mentoring ❑ English Language
Learning Services
❑ Pre AP and/or AP Course
Development ❑ Service Learning
❑ STEM (Science,
Technology,
Engineering &
Math)
❑ Recreational
❑ Telecommunication &
Technology education
❑ Library Services ❑ Services for Adults ❑ Youth Development
❑ Drug & Violence Prevention
❑ Character Education ❑ Global Literacy ❑ College & Career Readiness
Operating Hours: (check all that apply):
❑ After-school □ Summer
❑ Intercession ❑ Fall Break ❑ Spring Break
❑ Weekend □ Before-School
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Form 6 – Timeline of Activities for Year 1 of the Grant – Attachment F
Applicant Name:
The Starke County Youth Club, Inc.
Contact Name: Irene Szakonyi
Organization:
The Starke County Youth Club, Inc.
Phone: Fax:
574-772-1600 x1851
Address:
P. O. Box 442 Knox, IN 46534
Email: info@thescyc.org
Date Activity Description Program Start Date
June 2018
Ongoing Staff Meetings Twice monthly meetings connected to performance and grant goals
Summer 2018 Publicity and Recruitment
Collaboration with partners for recruitment.
Summer Programs Summer programs M-Th for 4 hours per day, with STEM, wellness, and fine arts content.
Professional Development
Summer and Fall Orientation, management training, CPR/1st Aid, STEM, Lego.
Data Collection Summer program data collection – surveys and attendance. August 2018 School Year Programs
Start Academic and enrichment activities: STEM, language arts, recreation, socialization, and community service hosted M-Fri, for a minimum of 2.5 hours per day.
Fall 2018 Campaign / Fundraiser Direct mail, phone, and fundraisers Evaluation and Site
Visits Limelight observation site visits, workgroup sessions, data collection, EZ Reporting, Advisory Council
Professional Development
IYI Because Kids Count Conference, Collabornation Webinars for Management and afterschool training
Advisory Council Diverse group of stakeholders to review evaluation data, brainstorm, and recommend changes based on results
Spring 2019 Professional Development
IAN OST Summit, IYI Workshops, Collabornation Webinars
Evaluation Data collection and monitoring (grades, attendance, assessments), surveys (teacher, family, and student), EZ Reports data entry
Staff Evaluation Performance Reviews and IN-QPSA Campaign / Fundraiser RadioThon fundraiser Program End Date
May 2019
Note: A minimum of 130 days are required for a 21st CCLC program.
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Applicant Name
Applicant Federal ID Number
Grantee DUNS#
Budget CategoriesPersonnel
Fringe Benefits
Travel
Transportation
Equipment
Supplies
Contractual
Professional Development & Training
Other
Total Direct Costs
Indirect Costs
Contractual (not included in ICR)
Total
21st Century Community Learning Centers Budget Summary
Reimbursement will only be made for charges specificially permitted under the scope of funding and in accordance with Indiana State Law under the approved grant agreement.
Project Year 1
Federal Agency: U.S. Department of Education -- Pass-Through Entity: Indiana Department of EducationCFDA: 84.287 -- Federal Award I.D. # S287C150014 -- Fiscal Year of Award: 2016
Project Year: 2018-2019 -- Cohort: 9, Year: 1The Starke County Youth Club, Inc.
35-2108731624000209
If applicable to your grant - *Indirect Cost Information (To Be Completed by Your Business Office ):If you are requesting reimbursement for indirect costs, please answer the following questions:(1) Do you have an Indirect Cost Rate Agreement approved by IDOE Office of School Finance? __Yes __ No(2) If yes, please provide the following information:School Year Period Covered by the Indirect Cost Rate Agreement: From: 6 / 1 /2018 To: 5/ 31 /2019
$102,737.75
$16,212.44
$2,909.40
$13,360.00
$0.00
$3,900.00
$9,900.00
$980.00
$0.00
$0.00
$0.00
$0.00
$150,000
IreneText BoxAttachment G
IreneSticky NoteUnmarked set by Irene
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Object Category Activity Description Cost Per Item QuantityQuantity
Description if needed
Total
Program Director 20.00$ 1040 52wk, 20hr/wk $ 20,800
Site Coordinator 16.00$ 2080
52wk,20 hr/wk, 3 persons 33,280$
Site Coordinator 15.00$ 780
52 wk, 15 hr/wk, 1 person 11,700$
Instructors 10.00$ 1803.6
167 dates, 2.7 hrs per day, 4 people 18,036$
Aides 7.50$ 1252.5
167 dates, 2.5 hrs per day, 3 workers 9,394$
Certified Teachers 15.00$ 520
130 dates, 2 hours per day, 2 persons 7,800$
Instructors - Summer 9.00$ 192
16 dates, 4 hours per day, 3 persons 1,728$
-$ -$
$102,738
FICA $ 0.08 $102,738 7,859$ Fringe Benefits - contribution for Site
Coordinators (2) $ 8,353.00 1 8,353$ -$ -$ -$
$ 16,212
IYI Hotel 107 4 2 nights, 2 rooms 428$
IYI Meals 13 62 days; 3 people;
dinner 78$ IYI Parking 13 2 1 vehicle; 2 days 26$ IYI Mileage 0.38 280 106$
OST Summit Hotel 107 4 2 nights, 2 rooms 428$
OST summit Meals 13 62 days; 3 people;
dinner 78$ OST Summit Parking 13 2 1 vehicle; 2 days 26$
OST Mileage 0.38 280 106$
Site Visits and Meetings 0.38 1800150 miles/mo x 12
months 684$
Fringe
Benefis
Subtotal
Travel
21st Century Community Learning Centers - Cohort 9, Year 1Applicant Name: The Starke County Youth Club, Inc.
Directions: Please enter each item to to be funded into the appropriate funding category. All components (Description, Cost Each, and Quantity) must be completed for the budget to be approved. Please use "Quantity Description if needed" as necessary to explain the cost items. The Subtotals and Total Budget will calculate automatically. Input all numbers
Personnel
Subtotal
IreneText BoxAttachment G
-
Startup and Orientation Meetings 0.38280
280 miles round trip x 2 trips 106$
Regional Meetings 0.38160
80 miles round trip x 2 trips 61$
Summer Institute Hotel (out of state) 199 3 3 nights, 1 room 597$
Summer Institute Meals 13 63 days, 2 people,
dinner 78$ Summer Institute Mileage $ 0.38 280 106$
$ 2,909
Student Transportation $ 40.00 334 2 bus/day x 167 13,360$
-$ -$
$ 13,360
-$ -$ -$ -$
$ -
Program Supplies: pencils pens, markers,
sanitizer, organizers, first aid kits, consumables for education and
enrichment activities. 60 65 65 students 3,900$ -$ -$ -$
$ 3,900
EZ Reports Data Collection 800 33 sites, 800 per
site 2,400$
Limelight Evaluation 150000 0.05 5% of grant award 7,500$ -$ -$
$ 9,900
IAN OST Summit $75.00 3 staff members 225$
IYI Kids Count Conference $ 185.00 3 staff members 555$ CPR/First Aid training 50.00$ 4 staff members 200$
-$ -$
$ 980
-$ -$
Professional
Development &
TrainingSubtotal
Other
Supplies
Subtotal
Contractual
Subtotal
Transportation
Subtotal
Equipment
Subtotal
Subtotal
IreneText BoxAttachment G
-
-$ $ -
-$
$150,000
-$ -$
$ -
$150,000
Total Year 1
Total DirectSubtotal
Indirect Costs Subtotal
Other
Subtotal
IreneText BoxAttachment G
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Object Category Activity Description Cost Per Item Quantity
All staff are paid according to the SCYC wage scale. The Program Director salary is based $20/hour, for 52 weeks. A
partial amount is requested. Site Coordinators are paid according to the SCYC wage scale. The
maximum work week is 40 hours. Instructors work during the school year and summer programs for 3-
4 hours per day. Aide hours and wages vary. The maximum rate is $9.25 per hour and is based on a maximum 15 hours per week during the school
year.
SCYC pays the employer's share of Social Security and Medicare taxes based on 7.65 % of payroll expenses and provides health
insurance benefits to full time site coordinators.
SCYC figures travel costs in alignment with the current state travel policy.
SCYC has an agreement with school corporations to provide
transportation in kind, and at a reduced rate. Our rural nature causes this to be a large expense.
This figure is supplies for three sites. The supplies are based on the target number of students, the rate at which they will be consumed,
and the number of anticipated projects.
Supply costs include basic items like pencils, pens, markers, calculators, and copy paper, plus necessities like hand sanitizer,
paper towels and first aid kits. Activities are interactive and require consumables; a cooking club requires fresh foods, napkins and
utensils to reinforce nutrition, math and science concepts. Fine arts classes require paints, sculpting materials and various art mediums to allow maximum experimentation. STEM projects utilize rulers,
straws, tape, stopwatches, tennis balls, flour, motors, pipes and zip ties to explore concepts, build rockets, and engineer vehicles. The
Site Coordinator is responsible for purchasing supplies and retaining itemized receipts in accordance with SCYC financial policies and
Generally Accepted Accounting Principles (GAAP).
Line 56
Line 26-39
Line 43
Line 6-12
Line18-19
IreneText BoxAttachment G
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Object Category Activity Description Cost Per Item Quantity
SCYC reports to the Indiana Department of Education using the mandated system, EZ Reports. This cost is figured at $800 per site. Limelight Analytics is our proposed evaluator. The cost is 6% of the
total budget.
The professional development plan includes mandatory trainings and opportunities for all levels of staff. Line 70-72
Subtotal
Subtotal
Line 63-64
Subtotal
IreneText BoxAttachment G
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Applicant NameApplicant Federal ID Number
Grantee DUNS#
Year 1 150,000$ Year 2 150,000$ Year 3 135,000$ Year 4 127,500$
Total: 562,500$
Project Year 1 Project Year 2 Project Year 3Project Year
4Total
$ 102,738 $ 102,738 98,000$ 92,000$ 395,476$
$ 16,212 $ 16,212 7,760$ 7,260$ 47,445$
$ 2,909 $ 2,909 2,000$ 1,500$ 9,319$
$ 13,360 $ 13,360 13,360$ 13,360$ 53,440$
-$
$ 3,900 $ 3,900 3,000$ 2,500$ 13,300$
$ 9,900 $ 9,900 9,900$ 9,900$ 39,600$
$ 980 $ 980 980$ 980$ 3,920$
-$
$ 150,000 150,000$ 135,000$ 127,500$ 562,500$
-$
-$
$ 150,000 150,000$ 135,000$ 127,500$ 562,500$
Professional Development & TrainingOther
Total Direct Costs
Indirect Costs
Contractual (Not included in ICR)
Total
Fringe Benefits
Travel
Transportation
Equipment
Supplies
Contractual
Budget Categories
Personnel
35-2108731624000209
Amount Requested:
21st Century Community Learning CentersFour Year Budget Request Summary
Federal Agency: U.S. Department of Education -- Pass-Through Entity: Indiana Department of EducationCFDA: 84.287 -- Federal Award I.D. # S287C150014 -- Fiscal Year of Award 2016
Project Year: 2018-2019 -- Cohort: 9The Starke County Youth Club, Inc.
IreneText BoxAttachment G
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IreneText BoxAttachment H
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The Starke County Youth Club, Inc.
I. Abstract
For today’s young people the world is rife with challenges and opportunities. Afterschool
hours are the peak time for juvenile crimes and risky behaviors. Adolescents still need guidance,
academic support, and caring relationships after school. Hundreds of families count on The
Starke County Youth Club, Inc. (SCYC) to provide safe, educational, and engaging
programming. Our families want the best for their kids, but the effects of poverty and rural
isolation make it hard to achieve. Those barriers are no match, however, for the energy,
compassion, skill, and commitment of the SCYC team of board, staff, and volunteers.
In 2001, SCYC began youth development services. The quality and scope of programs has
grown continuously. The SCYC mission of supporting children and families informs concrete
strategies for academic and personal growth to create success at school, at work, and in life.
The data collected for three schools in this proposal (Knox Community Middle, North Judson –
San Pierre Jr./Sr., Oregon-Davis Jr./Sr.) illuminates how our students need and deserve
additional support to prevent academic failure. Over 49 percent of students at these schools
qualify for free and reduced price lunch! Students performed poorly on state and local
assessments, showing that a high quality, academically rigorous program is warranted. SCYC
remains accessible and affordable. Research-based curriculum, standards based lesson plans,
diverse and interactive math, language, and STEM projects, plus a strong focus on homework
and tutoring make student achievement possible. Fine arts, life skills, and socialization complete
a format where good choices and good outcomes are possible. Our club language and family
focused events include the community and build relationships that last.
The proposed SCYC 21st Century Community Learning Center has three broad goals:
• Increase Academic Achievement (including Language, Math, STEM, and Summer)
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The Starke County Youth Club, Inc.
• Improve Student Behavior Outcomes
• Increase Family Involvement
Limelight Analytics will partner with SCYC to provide evaluation services. In addition to
clear and achievable performance measures to monitor student academic progress, qualitative
data will be collected through surveys of parents, teachers, students, and staff. An Advisory
Committee will review results and brainstorm plans for refinement.
The Starke County Youth Club, Inc. requests funding through the 21st Century Community
Learning Centers Program to bridge the gap and serve 60 middle/high school students who will
attend 45 days or more per year at the only afterschool program of its kind in our community.
The program will operate both afterschool and summer sessions at three locations, with STEM
activities to ignite the imagination and family events, focused on participation and education.
This proposal encourages the coordination of local, state, and federal resources to engage our
community, students, families, and schools.
.
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The Starke County Youth Club, Inc. 1
II. Competitive Priority
The Starke County Youth Club, Inc. (SCYC) is a nonprofit youth development agency
supporting children and families in rural Indiana. As the only afterschool program of its kind in
Starke County, SCYC hosts activities in three distinct school districts: Knox Community
Schools, North Judson – San Pierre Schools, and Oregon-Davis Schools. The relationships
between SCYC and each corporation, established during the organization’s inception in 2001,
have been mutually beneficial. School superintendents served as founding members of the
agency. School employees have served on the board of directors and as staff for SCYC
throughout our history. The partnerships continually grow and mature. This application is
submitted with the commitment of the Knox Community School Corporation, North Judson –
San Pierre School Corporation, Oregon-Davis School Corporation and the Starke County Youth
Club, Inc..
Each public school corporation is Title I eligible according to the Indiana Department of
Education. The schools served in this proposal are rural and low income and exceed the
eligibility requirement for free and reduced lunch. Each school records a free and reduced lunch
rate above 49 percent, as shown in Table 1, with many of the students living in poverty.
A. Organization Priority Points - Each district served by SCYC qualifies as rural and two
qualify as low income when using the Rural Low-Income School (RLIS) and the Small,
Rural School Achievement (SRSA) eligibility list. Each school’s community hosts a
population of less than 5,000 people. According to the 2016 Census population estimate,
the population of each is as follows: Knox - 3597, North Judson – 1772, Hamlet – 800.
The county spans an area of over 300 square miles. There is a lack of public
transportation, a dearth of cultural activities, no higher education institution within the
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The Starke County Youth Club, Inc. 2
county, and limited workforce resources. This community struggles to build a robust
economy and an educated citizenry. Statewide, the percentage of children in poverty is
20.4 percent. That figure is higher in Starke County at 23 percent (Kids Count Data Book,
U.S. Census Bureau, Housing and Household Economic Statistics Division, Small Area
Estimates Branch). According to the Indiana Department of Workforce Development’s
September 2017 figures, Starke County had an unemployment rate of 4.3 percent. That is
significantly higher than the statewide rate of 3.6 percent. Economic factors are further
examined in Section III. Need for Project.
B. Programming Priority Points - This application proposes year-round, hands-on STEM
programming during all years of the grant. Research-based curriculum, engaging robotics
programming (LEGO Mindstorms, NASA, SeaPerch), and necessary professional
development to improve the execution of activities will be utilized. The Indiana
Afterschool Network STEM Specialty Standards will be incorporated to gauge
effectiveness internally and to improve outcomes. Indiana Academic Standards are an
integral part of the activity plans and evaluation practices. The performance measures
required for this program component are shown in Table 5. They incorporate measures for
summer and STEM, including whether regular participants have an increased awareness
and interest in STEM careers. This program component is planned for a minimum of 3
hours each week and is further demonstrated in Section V. Program Design and
Implementation.
III. Need for Project
A. Need – Creating a community of lifelong learners has challenges in every community
across the state. Detailed review of the data for our local students show a clear need for
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The Starke County Youth Club, Inc. 3
this project related to both poverty level and academic achievement. Starke County’s
intensely rural nature, history of multigenerational poverty, and educational attainment
rates create abundant barriers that impact our kids and families. The schools served have
free and reduced lunch rates well above the 40 percent eligibility standard, each topping
49 percent. Educational attainment rates in the community are lagging. In our county,
only 41.1 percent of adults over 25 have a high school diploma, and only 10 percent have
earned a bachelor’s degree or higher. (Source: US Census Bureau, 2011-2015 American
Community Survey) There were 13 juvenile delinquency case filings in 2016. (Source:
Indiana Supreme Court, Division of State Court Administration) Additionally, according
to The Indiana State Department of Health, Epidemiology Resource Center, Data Analysis
Team, the birth rate for mothers ages 15-19 per 1000 females in Starke County is well
above the state rate, at 27.9. Demographic information is demonstrated in Table 1. The
school listing is provided in Attachment B. The behavioral indicators for our students
including graduation and attendance rates are shared in Table 2. Table 3 presents the
evidence that there is a dramatic need for improvement in the performance of our students
on state assessments.
The presence of SCYC programs is clearly warranted. The analysis indicates children
and families deserve accessible, affordable, and high quality programs to combat the
negative effects of rural isolation and limited resources. The positive relationships
children experience at SCYC battle this disheartening data. Our young people require
proactive relationships with adults who care and academic support in order to define their
future, make healthier choices, and create personal success. SCYC effectively serves this
purpose as the only afterschool program of its kind Starke County.
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The Starke County Youth Club, Inc. 4
B. Current programs – Table 4 includes the currently available and proposed programming
at SCYC. Our Cohort 8 21stCCLC program serves elementary students at three locations.
Our Cohort 7 program expires in May of 2018. At the beginning of this grant term, no
middle/high school sites at SCYC are covered by the 21stCCLC program without this
grant. At least 60 middle / high school students across Starke County will be served for
45 days or more under this proposal. This goal is reasonable and based on SCYC’s past
recruitment and retention illustrated in our evidence of previous success, Appendix B. In
2016, over 65 students attended the program for 30 days or more, with a history of
serving 60 students for 45 days or more. This project promotes additional STEM
programming at each site with clearly defined academic objectives and aligned
professional development. Tutoring will be available at all locations on a one-on-one basis
during the school year. This project increases the access and amount of time students are
School Enrollment % F/ R Lunch Caucasian Hispanic Multiracial, African American, or Other
Knox Middle School 464 53.26% 91.6% 6.3% 2.1% North Judson – San Pierre Jr. / Sr. High School
520 49.91% 91.9% 6% 2.1%
Oregon-Davis Jr. / Sr. High School
264 49.43% 90.2% 7.2% 2.7%
Corporation 2015-2016 Graduation Rate
2015-2016 Out of School Suspensions
2015-2016 Mobility Rates
2016-2017 Middle School (Jr/Sr High) Attendance Rates
Knox 88.9% 61 11.5% 95.6% North Judson –San Pierre 91.5% 37 12.7% 93.5% Oregon-Davis 77.8% 38
13.9% 92.7%
Knox North Judson Oregon-Davis Grade LA Math Science LA Math Science LA Math Science 6th Grade ISTEP 65.1% 51% 54.7% N/A – 6th grade is Elementary at these two districts. 7th Grade ISTEP 61.5% 46.9% N/A 51.4% 36% N/A 42.1% 28.9% N/A 8th Grade ISTEP 50.6% 32.9% N/A 59.5% 48.6% N/A 41.2% 38.2% N/A 2016-2017 % passing both portions of ISTEP
39.5% (Grades 6-8)
37.8% ( Grades 7-8)
26.4% ( Grades 7-8)
Table 2. Student behavioral data (Source: Indiana Department of Education, Annual Performance Report)
Table 1. Demographic and Free and Reduced information for Knox, North Judson- San Pierre and Oregon-Davis School corporations (Source: Indiana Department of Education)
Table 3. Percentage of students passing ISTEP during 2016-2017 (Source: Indiana Department of Education)
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The Starke County Youth Club, Inc. 5
exposed to academic strategies detailed by each school. Family services are offered with
dedicated adult education through our GEAR Up activities (Guidance, Education, and
Resources).
C. Expansion or Enhancement
Schools / Grades Current Programs Expansion / Enhancement Knox Community Elementary School (Grades K-5)
Academics and enrichment offered M-F from 2:40 – 5:40 pm, serving 70 students daily.
Not included in this proposal.
Knox Community Middle School (Grades 6-8)
Academics and enrichment M-F from 3:05– 5:40 pm. Cohort 7 expires May 2018.
Serves 25 students with academics (homework, tutoring, math, and language), and enrichment (arts, recreation, character development, STEM) during the school year for at least 160 days. Summer programs M-Th for 4 hours per day, for four weeks. Year-round STEM programming with hands-on activities including robotics. Parent involvement opportunities weekly, with 5 GEAR Up sessions each program year.
North Judson – San Pierre Elementary School (Grades K-6)
Academics and enrichment offered M-F from 2:15 – 5:15 pm, serving 30 students daily.
Not included in this proposal.
North Judson – San Pierre Jr./Sr. High School (Grades 7-8) with programs to be hosted at North Judson Elementary School site.
Academics and enrichment M-F from 2:35– 5:15 pm. Cohort 7 expires May 2018.
Serves 10 additional students with academics (homework, tutoring, math, and language), and enrichment (arts, recreation, character development, STEM) during the school year for at least 160 days at the elementary site. Summer programs M-Th for 4 hours per day, for four weeks. Year-round STEM programming with hands-on activities including robotics. Parent involvement opportunities weekly, with 5 GEAR Up sessions each program year.
Oregon – Davis Elementary School (Grades K-6)
Academics and enrichment offered M-F from 2:20 – 5:15 pm, serving approximately 30 students daily
Not included in this proposal.
Oregon – Davis Jr./Sr. High School (Grades 7-12)
Academics and enrichment M-F from 2:40 – 5:15 pm. Cohort 7 expires May 2018.
Serves 25 students with academics (homework, tutoring, math, and language), and enrichment (arts, recreation, character development, STEM) during the school year for at least 160 days. Summer programs M-Th for 4 hours per day, for four weeks. Year-round STEM programming with hands-on activities including robotics. Parent involvement opportunities weekly, with 5 GEAR Up sessions each program year.
D. Needs Assessment–This project is a direct answer to student needs identified by data analysis
and the school corporations’ input. School leaders, including superintendents and principals,
were part of ongoing consultation as the proposal developed. Grades, ISTEP, and local
assessment data inform discussion with school personnel to establish targets for improvement
Table 4. Chart of current and expanded /enhanced SCYC programs
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The Starke County Youth Club, Inc. 6
and to support the program structure. Ongoing meetings with building level principals keep all
parties informed and aligned to the focus for each building. Moreover, the review of annual
teacher surveys helps define service gaps and needs. In a small community, strong
communication and collaboration help us reach our goals. Our partners, both school and
community based, and our clients provide critical information about our local student and
community needs. They provide input, share their own assessments, and provide an idea of the
scope of necessary service. Family perspective was gained through parent and student surveys
and indicate a continued need for services. Over 80 percent of SCYC families indicate that
SCYC helps their student be more interested in school and achieve better grades. Our students
report that they like the program (81 percent) and it helps them make healthy choices (76
percent). Additionally, over 90 percent of students believe SCYC helps them get their homework
done! Teachers surveyed overwhelmingly indicated that SCYC serves their student’s needs, that
they are satisfied with the program, and that they would recommend it to others (94 percent).
IV. Partnerships / Collaborations
A. Collaboration and Contributions - The central partnerships for this proposal are
between the three school corporations and SCYC. Each school corporation commits
tremendous in-kind support: use of school buildings including, but not limited to the
library, media center, gymnasium, classrooms, and office space. Custodial service,
equipment, utilities and internet are provided at no cost. The School Lunch Program and
USDA Summer Food Service Program are used by schools to provide a healthy snack and
summer meal to all SCYC attendees – valued at $9,000. The corporations provide
transportation service when needed (particularly in the summer) at a contracted cost. The
convenience of a school-based program with snack and transportation service reduces
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The Starke County Youth Club, Inc. 7
barriers to participation and creates a strong feeling of community. This is an effective
use of tax dollars that saves SCYC money! Partnerships with Purdue Cooperative
Extension Services, the Starke County Economic Development Foundation, and the
Starke County Public Library System leverage multiple lines of national, state, and county
tax funding to train staff, provide and implement programs and activities, and provide
supplies at a savings of $7,000. These partners each offer distinct in-kind program support
to SCYC as outlined in their Memorandum of Understanding. In specific, Purdue
Cooperative Extension Services provides research-based science curriculum and activities
to SCYC, implemented by the County Extension Director, Julia Miller, Extension
Educator - 4-H Youth Development. Starke County Public Library Head of Children and
Young Adult Services, Janine Tuttle-Gassere, hosts activities for SCYC members at the
Knox Library branch, and travels to our other sites to make sure that programs are
accessible to our students. The Starke County Economic Development Foundation and its
program, the Starke County Initiative for Lifelong Learning, work to connect industry to
SCYC for field trips, speakers, and STEM and robotics programs.
B. Partner Identification and Goal Attainment – The core partnerships in this proposal
have a history of collaboration that spans a decade. The founding members of The Starke
County Youth Club were not just members of the community, but school superintendents.
This nonprofit and the school systems share the goal of promoting student success.
Communication with school administrators and day school teachers, along with each
school’s assessment goals, are used to build the measures for this project. Ongoing
conversation is key to keeping all stakeholders aware of student progress toward
performance measures. We have an established method of collecting data for reporting in
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The Starke County Youth Club, Inc. 8
a timely fashion, facilitated by corporation data coordinators and principals with access to
this information. The children’s librarian served on the SCYC board and the Library has
been working cooperatively with SCYC since the program’s inception to provide literacy,
media literacy, and reading programs.
In 2014, a survey was conducted with CEOs of major U.S. corporations. They shared
that approximately 60 percent of job openings require basic STEM literacy, while 42
percent require advanced STEM skills. Unfortunately, 60 percent of U.S. employers
struggle to find qualified employees. (Council on Foreign Relations Independent Task
Force. 2012. U.S. Education Reform and National Security). Our local ISTEP data also
indicate the need for increased STEM activities, to improve the understanding of content,
and to develop a future workforce for science, math, engineering and technology. The
Purdue Cooperative Extension Services shares many of our goals related to science
education and interest in science careers, providing SCYC with programs, staff, and
supplies. The Starke County Economic Development Foundation has a focus for
Automation and Robotics training for older students and adults. The Starke County
Initiative for Lifelong Learning mission is to offer learning opportunities that create and
continuously develop a competent workforce. Their strategic plan includes goals related to
workforce development and education that are a perfect fit with SCYC STEM and
robotics activities, which provide a feeder for those education programs. Each partner
was involved in the design of our proposal through meetings and continued conversations.
Each partner serves on our Advisory Council to maintain long-term success of this
project. Our Applicant and Partner Commitment Forms are included as Attachment E.
The detailed commitments are noted in the Memorandums of Understanding, Appendix A.
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Goals Objectives Program Activities Performance Measures Assessment Strategies 1.Improve Academic Achievement
1.1 Increase math achievement for regularly attending participants (RAP)
1.2 Increase English / Language Arts achievement for regularly attending participants (RAP)
1.3 Increase summer learning opportunities
1.4 Increase STEM learning opportunities
1. a) Homework Help 1. b) Tutoring 1. c) Educational and enrichment activities (STEM, literacy, MyOn, fine arts and crafts, cooking, cultural awareness, community service, fitness, health and wellness, ATOD resistance and refusal, social and emotional learning) 1. d) STEM hands-on and web based activities, including LEGO Robotics, NASA, and SeaPerch 1. e) Purdue Cooperative Extension science activities (Science day and monthly programs) 1. f) Summer programs
1.1 60% of participants attending 45 or more days will reach their growth target by Spring 2019 on the ELA portion of the NWEA.
1.2 60% of participants attending 45 or more days will reach their growth target by Spring 2019 on the Math portion of the NWEA.
1.3 25% of regular program participants in high school will begin pursuing PSAT, ACT or accelerated course work (dual-credit, advanced placement, International Baccalaureate, etc.) during the 2018-2019 school year.
1.4 75% of regular program participants in their fourth year of high school will graduate within six months of their “grade-level cohort”.
1.5 50% of RAP students will demonstrate an increased awareness of STEM professions
1.6 50% of RAP Summer students (12 days attendance) will also demonstrate an increased awareness of STEM professions.
1.7 50% of RAP students will demonstrate increased interested in a STEM related career
1.8 50% of RAP Summer students (12 days attendance) will demonstrate increased interested in a STEM related career
1.9 50% of RAP summer students (12 days attendance) will be able to plan a healthy meal for one day.
1.1 NWEA 1.2 NWEA 1.3 School records 1.4 School records 1.5 Student Survey 1.6 Student Survey 1.7 Student survey 1.8 Student survey 1.9 Program activity
records / EZ Reports
2.Improve Student Behavior
2.1 Create a safe, enriching, learning environment
2.2 Increase positive classroom behavior and performance for regularly attending participants
2.a) Homework Help 2.b) Family events 2.c) Educational and enrichment activities 2.d) Professional development for direct service staff
2.1 75% of students will report that SCYC provides a safe environment.
2.2 20% of RAP students who need to improve their classroom behavior will improve as reported by their teacher
2.3 60 students will attend the after school program at least 45 days.
2.1 Student surveys 2.2 Teacher surveys 2.3 Program attendance
records / EZ Reports
3. Increase Family Involvement
3.1 Increase the number of family members participating in SCYC programs
3.2 Offer welcoming family activities
3.3 Offer educational activities for adult family members
3.a) Family education events (GEAR Up) 3.b) Family Friday events, including educational, social, and recreational activities
3.1 50% of RAP students will have an adult family member attend at least 2 Club events annually
3.2 75% of adult family members surveyed will report that SCYC provides a welcoming family environment.
3.3 Parent/Adult family member education will take place at least 5 times per year.
3.1 Family attendance logs maintained by program staff
3.2 Family surveys 3.3 Family/adult
attendance logs maintained by program staff
Table 5. Goals, Objectives, Activities, Performance Measures, and Assessment for the SCYC 21stCCLC Program
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V. Program Design and Implementation
A. Goals, Objectives, Activities, Performance Measures, and Assessment - The SCYC
21stCCLC addresses three broad goals: Improve Academic Achievement, Improve Student
Behavior, and Increase Family Involvement. Table 5 displays goals, objectives,
performance measures, activities, and assessment tools planned. These goals address
Indiana 21stCCLC Performance Goals and Indicators as described in Appendix A of the
Request for Proposals, as well as local standards. The specific activities are consistent
with the approved activities for the 21stCCLC program, focus on a community of high
poverty, and include tutoring, homework help, core educational services (math, language,
STEM), and varied, engaging enrichment programming like culture (art, drama, music),
health and nutrition (cooking, ATOD resistance, physical exercise), and recreation (social
time and games). These components are characteristic of high quality programs. They
look and feel different from the school day on purpose. Activities utilize research-based
curriculum, are aligned to Indiana Academic Standards, address established performance
measures, and follow school curriculum maps whenever possible. SCYC is responsive to
innovation and aligned to best practice. The proposed structure and curriculum is based
on research that these activities will help students meet academic achievement standards.
Of the recommended research-based curricula, SCYC has experience with and intends to
continue: SeaPerch (hands-on underwater robotics and marine engineering), MyOn (a
digital library), and NASA. These curricula have the strength of research studies to prove
that they will help students meet state and local academic achievement standards. SCYC
also uses PBS LearningMedia curriculum for English/language arts. The Education
Development Center recently examined the impact of PBS LearningMedia content on
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student performance. The study reported gains for students on assessments in science,
English/language arts, math, and social studies, with an added benefit of gains in critical
thinking skills. Over 146 research studies conducted over a span of 15 years by scholars
and researchers provide evidence that this content is effective. After-School Math
PLUS is another evidence-based program used at SCYC that provides fun, real-world
mathematics activities for students in grades 3 through 8. Each unit emphasizes identity
development, careers, role models, strategies for family involvement, and inclusion of
students with disabilities. SCYC utilizes the LEGO Mindstorms system for STEM and
robotics programming. This curriculum is built on the Next Generation Science Standards,
developed to improve science education for all students. These are a set of research-
based, K–12 science standards. The National Research Council, the National Science
Teachers Association, the American Association for the Advancement of Science, and
Achieve have developed the Next Generation Science Standards. The use of STEM
projects create opportunities for young people to develop other essential skills such as
creative thinking, problem solving, teamwork, communication, self-direction, innovation,
and the use of technology – the very skills employers know contribute most to success in
the workplace of the future.
The participants in SCYC programs experience education benefits (improvement on
state and local academic achievement standards in reading and math) and social benefits
(classroom performance, participation, and interest). The achievement gap – the disparity
in the performance of different groups of students – is particularly important in low-
income programs. Students from lower income homes don’t have the tools they need to
perform as well as their more economically stable counterparts. They begin school behind
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their friends from more economically advantaged families, and continue to fall further
behind as time goes on, especially without the support of engaging and educational
summer programs. Research from Deborah Lowe Vandell, Dean of the School of
Education at the University of California Irvine, found that when afterschool participation
was consistent, the achievement gap between low-income and high-income students was
eliminated. John Hopkins sociology professor Karl Alexander provides research that
verifies that kids from low-income families feel the effects of summer learning loss the
most. Over time, those impacts compound and contribute to a significant achievement
gap. Summer programs for Starke County kids are imperative. This proposal counters the
achievement gap by offering research-based, effective, high-quality service for 12.5 hours
each week during the school year, and 16 hours per week over the summer.
B. Evidence of Previous Success – With over 10 years of experience providing youth
development programs, the SCYC is poised to help children through this grant program.
Please see Appendix B for evidence of previous success. Qualitative data from family,
student, and parent surveys is also included in Section III, D. Needs Assessment.
C. Design Requirements
1. Targeted Students and Their Families – Attachment B provides the List of Schools
to be served through this proposal. They include Knox Community Middle School,
North Judson Jr./Sr. High School, and Oregon-Davis Jr./Sr. High School. School
corporations assist in identifying and recruiting students. A majority of families are
aware of SCYC services and many want to participate for multiple years. Recruitment
and retention are steady at SCYC and often result in a waiting list for service,
particularly for younger students. Students are identified by a number of factors,
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including classroom grades, assessment scores, and behavioral indicators. Registration
for the program is advertised through the school, local news, the SCYC website, and
social media. Recruitment events are held in conjunction with each school and in
multiple venues: sporting events, back to school nights, program displays at partner
locations, and parent/teacher conferences. Recruitment includes advertisement, partner
recommendations, and contact from the Site Coordinator. Family members of
registered students are recruited to participate through frequent in person chats and
telephone calls. Information about activities and family events is published monthly
in newsletter form, on the website, through social media, by mail, and in press
releases. Student invitations to family events are a successful family recruitment tool
crafted by young people for their adult family members.
Afterschool programming in this rural, low-income community is essential for
student and family success. As noted in Section II. Competitive Priority, the poverty
rate in Starke County is higher than the statewide rate, with 23 percent of kids living in
economic uncertainty. Moreover, the current countywide graduation rate is only 87.5
percent (Indiana Department of Education). Upon an in depth review of the academic
and assessment data in Tables 2 and 3, it is overwhelmingly clear that improvement is
needed. Afterschool programs can play a pivotal role in gaining positive outcomes for
young people.
2. Dissemination of Information – Communicating information about the scope and
availability of service in a format and process that is accessible to all stakeholders
necessitates multiple methodologies, displayed in Table 6.
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Method Audience Frequency Responsible Party Purpose Newsletters and Dashboards Members/Families/Staff/School Monthly Site Coordinator
Monthly newsletters summarize program activities, goals and accomplishments, and monthly schedules and locations. Newsletters also promote SCYC and build a funding base. Dashboards summarize program activities and accomplishments in easily understood formats.
Community at Large Quarterly Executive Director
Program Stakeholders Annually Program Director
Executive Director Website/Social Media/Email Members/Families/Community Monthly
Program Director Executive Director
The website allows audiences to view newsletters, locations and registration opportunities, program awards, and fundraising opportunities. Regular emails track/communicate both site and student accomplishments and needs.
Program Staff Daily Site Coordinator Day school admin/staff Weekly Site Coordinator Program Stakeholders Monthly Executive Director Press Release Members/Families/Staff/School
Quarterly Program Director Executive Director
Our rural community necessitates regular use of the press to both inform and build program participants, funders, and supporters. Community at Large/Stakeholders
Face to Face / Phone Members/Families Daily Site Coordinator
A vital foundation for program success, personal contacts allow a shared vision and clear understanding of the program’s execution of the vision and student progress. They provide the personal connection necessary for program sustainability. These include Chamber outreach, partnership luncheons, and corporate/business presentations.
Program Staff Daily Site Coordinator
Community at Large / Stakeholders Weekly Executive Director
Board Members
Day school admin/staff Daily Site Coordinator Program Director
Meetings Members/Families Weekly Site Coordinator Regularly scheduled, planned sessions for input, feedback, and problem solving play a vital role in the program's success and growth. Meetings are used to gather a diverse audience with the purpose of discussion of services and outcomes, planning, and development, including the Advisory Committee.
Program Staff Bi-Monthly Site Coordinator
Community at Large/School Staff Monthly Executive Director
Board Members
Program Stakeholders Annually Executive Director
3. Communication with Schools
a. SCYC has an ongoing relationship with St. Peter Lutheran School, the private
school in our county. This proposal was designed with consultation from that
school, as noted in Attachment H. Homeschooled families also have access to
information about the afterschool program through social media, news outlets, and
public communications.
b. An effective process is in use by SCYC in order to obtain the necessary student
academic records from partner schools. Families complete a Family Education
Table 6. Dissemination plan for the SCYC 21stCCLC.
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Rights and Privacy Act (FERPA) waiver upon registration in order to release
information for their student. This enables each school to share freely with SCYC
without privacy and confidentiality issues. Student assessment data and academic
records are obtained as described in the Memorandums of Understanding (Appendix
A). This is further explained in Section VII. Evaluation, C. Required Data From
Schools.
c. Distributing information about results and goals to all stakeholders is essential. The
varied communication formats are shown in Table 6. Limelight Analytics (our local
evaluator) formally presents results of the evaluation during an Advisory Committee
event. A member from each corporation has agreed to serve on that committee
(typically the Superintendent). The SCYC staff is embedded in school buildings,
with regular office hours and opportunities to share information with teachers daily,
and during meetings with principals monthly. Families receive information about
their individual student through contact with the Site Coordinator, and more general
information about the progress of the overall program through newsletters and
GEAR Up events.
d. The tracking of school-based academic assessments, alignment to the curriculum
map (where possible), the school improvement plan, and activities built on Indiana
State Standards ensure the alignment of in and out of school time efforts. These
goals are further demonstrated in Section V, Program Design and Implementation,
Table 5.
4. Parental Involvement, Family Literacy, and Educational Development – SCYC
encourages a common value, a lifelong love of learning. We believe children deserve
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a safe, organized, enriching environment with positive role models. Those role
models work for adult family members, too. The stronger our relationship with kids
and families, the better the outcome for all involved. These intentional relationships
build trust and achieve goals. Whether we are communicating face-to-face, through
phone calls, emails, social media, or newsletters, we create moments of accountability.
Events with adult family members are offered frequently and built into our program
model; they promote social involvement and relationship development as well as
education. To support meaningful family participation, activities are scheduled for
late in the program day once every week. The day of the week is chosen to best suit
family schedules at each location and many opportunities to participate are given.
SCYC hosts family orientation at each site to address our mission and purpose.
Orientation is the prime time to discuss our goals for their student in terms of
attendance, academic improvement, and personal growth. It also allows us to inform
families of our goals and personally invite them to come to two events per year. In
previous years, over 40 percent of our middle school students have achieved this goal.
Family GEAR Up events include orientation to the program and its goals, internet and
technology safety class, accessing and using online student data portals to keep
updated on student progress, sessions on keeping kids motivated to learn, and Family
Day to reduce drug, alcohol, and tobacco abuse/experimentation. Each year, we
survey adult family members about how we can provide additional services to them,
and what GEAR Up activities might benefit them. Presenters at these family events
come from the entire community, including the school, library, cooperative extension,
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and collaborating agencies. SCYC strives to improve the relationship of each family
and to encourage greater standards of success for members.
5. USDA Approved Snacks – Each school’s food service department prepares snacks
and meals according to the USDA and IDOE guidelines at no cost to SCYC. Snacks
(through the National School Lunch Program) are left in a mutually designated space
so that SCYC staff can serve children upon their arrival each afternoon. During the
summer, food service staff prepares and serves lunch to participating students through
the Summer Food Service program. (Appendix A, Memorandums of Understanding)
6. Weekly Schedule – The SCYC 21stCCLC will be available to students beginning in
June 2018. The calendar at each school corporation varies, so SCYC is responsive to
the differences. Summer and school year programs are planned to align to each
school’s calendar. Tables 7-10 reflect the daily, weekly, and summer schedules, as
well as cumulative hours for students and families. The program exceeds the minimum
operation requirements and provides over 12 hours of service each week. It should be
noted that program hours shift by 30 minutes on Fridays at Knox and Oregon-Davis
sites, due to those schools’ Friday schedules.
7. 21st Century Community Learning Center – SCYC will implement the use of the
correct terminology when speaking to the public or promoting the program in print
media or other advertising. This includes using the logo for 21stCCLC on our
brochures, website, fact sheet, and other materials.
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VI. Professional Development
The SCYC staff is composed of different experience levels and backgrounds, so the
professional development plan is necessarily varied and complex. The content applies to the
Hours and Weeks of 21st CCLC Program Operation for Students and Families School Year –Minimum hours per day Summer – Minimum hours per day
Weekday - Afterschool Weekday - Summer Students 2.5 4 Family members 1 1 Number of days per week 5 for students, 1 for family members 4 for students, 1 for family members Hours per week 12.5 16 Number of weeks 34 4 Total Program Hours 425 64
Monday Tuesday Wednesday Thursday Friday Homework and Tutoring
Debate Topic Health/Wellness College / Career Resistance Skills Media Literacy Current Events
Club 1 News Crew STEM Club STEM Club STEM Club Group Math and/or STEM Challenge
Club 2 Explore Club Fine Arts Explore Club Fine Arts Social and Emotional Learning Activity Club 3 Culinary Club Fitness Club Culinary Club Fitness Club Family Friday Club Café, Free Rec, Group Games
Sites Begin at School Dismissal Description of Activity 25 minutes
Homework and Tutoring
Check In, Snack, Club Café 25 minutes Group Discussion – Literacy: Current Events, College and Careers,
Resistance Skills, Media Literacy 15 minutes Group Summary / Announcements 1 hour Academic and Recreational Clubs -
STEM, Culinary, Art and Craft, Explore (Cultural Exploration) Fitness (Health and Wellness)
Club Café - Board games, card games, socialization. Students must have a C or better in core classes to gain access.
10 minutes Clean Up 15 minutes Group Time, Free Recreation, Dismissal
Summer Times Activity 8:00 - 8:10 a.m. Sign-in/Breakfast/ Announcements 8:10 – 8:55 a.m. SeaPerch / STEM/ Lego 8:55 – 9:15 a.m. Transition/Break 9:15 - 10:00 a.m. Enrichment - Craft, Culinary, Explore, Fine Arts 10:00-10:15 a.m. Transition and Change Time 10:15-11:30 a.m. Open Swim / Social Time / Technology 11:30-12:00 a.m. Lunch/Board Buses
Table 7. Hours and weeks for the SCYC 21stCCLC program.
Table 8. Weekly choices for the SCYC 21stCCLC program.
Table 9. Daily schedule and choices for the SCYC 21stCCLC afterschool program.
Table 10. Daily schedule and choices for the SCYC 21stCCLC summer program.
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needs of both direct service staff and management level, both new and veteran employees. A
high quality program needs both a strong research-based curriculum and staff who are trained to
meet student needs using that curriculum as well as implementing the program overall.
Professional Development Activities – Year 1 Professional Development
Activity
Provider of Activity Relevant Program Objective
Expected Staff Outcomes
Orientation SCYC Executive Director and Program Director
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
Knowledge of the mission, policies, discipline philosophy, and procedures of Club that creates a safer educational environment. Planned annually in Fall, a shortened version is presented to new hires during the year.
Staff Meetings
SCYC Site Coordinator / Director
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
Improved ability to plan enrichment activities that incorporate state standards leading to an increase in student achievement in math and English. Evaluation data is shared during staff meetings to increase knowledge of performance goals.
Afterschool / Management Training
National Afterschool Association
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
All staff - a large selection of webinars range from increasing core competencies, introduction to STEM resources, and improved administrative skills.
Indiana Out of School Time Summit
Indiana Afterschool Network
Varied Site Coordinators and Directors - Varied.
CPR/1st Aid/Universal Precautions
Lifeline Training 2.1, 3.2 On-site training to increase knowledge of safety protocols, and increase competency to perform emergency procedures to maintain a safe environment.
Child Abuse and Neglect
Department of Children’s Services
2.1, 2.2, 2.3, 3.2 On-site training for all staff about recognizing the signs of abuse and neglect and the process and responsibility for reporting.
Ages and Stages Purdue Cooperative Extension Services
1.1, 1.2, 2.1, 2.2, 3.2
Ages and Stages increases staff ability to plan activities for distinct age levels and to manage discipline issues in ways that are age appropriate. These activities increase student achievement.
Kids Count Conference
Indiana Youth Institute
Varied Site Coordinators and Directors - Varied.
STEM Training Click2Science 1.1, 1.2, 1.5, 1.6, 1.7. 1.8
Webinars introduce and expand staff knowledge of STEM curriculum, strategies for activity implementation and increasing student achievement.
LEGO LEGO Education Academy
1.1, 1.2, 1.5, 1.6, 1.7. 1.8
Online course on LEGO Mindstorms robotics curriculum series.
Summer Institute US Department of Education
Varied Director - Varied
Indiana Professional Development Academy
Collabornation 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
School Age Certificate Series includes cognitive development, bullying, character development, and a multitude of other topics. These increase staff ability to differentiate instruction, build objectives and strategies for a variety of learners that lead to better academic outcomes.
EZ Reports Indiana Department of Education
2.3, 3.1, 3.2, 3.3 Site Coordinators – online training to help improve reporting and data entry.
Table 11. SCYC 21stCCLC professional development plan.
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Table 11 reflects the professional development plan. The plan can be adapted over time to
meet the changing needs of students and staff, and to address the community and grant
objectives. Review of student data evaluation, on-site observations, our self-assessment (IN-
QPSA), and employee surveys will lead to those adjustments. Professional development
activities prepare, direct, and initiate staff to the afterschool model, specific curriculum, and best
practices. Some of the professional development is included to utilize research-based STEM
curriculum to its fullest potential. Additionally, these trainings focus on student success and
achievement of program goals.
VII. Evaluation
A. Evaluation Plan - Evaluation of the SCYC 21st CCLC programming provided will ensure
that both implementation and outcomes of the program are assessed and reported on for key
stakeholders. Implementation of high-quality out-of-school-time programming is verified
through annual site visits to each program site to compare observed program practices to
quality-based standards included in the Indiana Afterschool Standards. Interviews and
observations conducted during the site visits will provide much of the formative data,
although program staff will also collect and use self-assessment data using the IN-QPSA,
Indiana Quality Program Self-Assessment. Data from the IN-QPSA, combined with the site
visit reports from the external evaluator, will be used to determine the quality of
programming delivered to students and their families. Outcome assessment will focus on
addressing the extent to which the program is meeting its performance measures included in
Table 5, the Goals, Objectives, Activities, Performance Measures and Assessment table in
Section V, Program Design and Implementation. Data collection methods are noted in the
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“Assessment Strategy” column of the table presented in Section V, but are also described in
Table 12.
Limelight Analytics partners with SCYC to provide evaluation services for the Cohort
Nine 21stCCLC grant. Mindy Hightower King, Ph.D., Owner and President of Limelight
Analytics, will supervise all aspects of the evaluation, coordinate data collection, and work
closely with SCYC to ensure the results of the evaluation are used for continual program
improvement. Dr. King has worked as a program evaluator in applied school settings for the
past 18 years, and her work has focused primarily on afterschool programs, school wellness
initiatives, workforce development, and early childhood development. Dr. King’s evaluation
work in the afterschool arena has involved the assessment of high quality program
implementation practices in over 250 program sites in Indiana, Kentucky, and Ohio, the
assessment of academic and behavioral outcomes (in some cases through quasi-experimental
designs), and the development of self-assessment capacity among afterschool program staff.
She spent six years as the project director of the evaluation of the Indiana 21st CCLC
Statewide Initiative and four years as the project director of the Kentucky 21st CCLC
Statewide Initiative. In addition, she has directed the evaluations of more than 25 afterschool
programs in Indiana administered by both school districts and community-based agencies.
Although Limelight Analytics will coordinate all aspects of the evaluation, much of the
data related to the performance measures is collected and maintained by program staff in the
fall and spring of each year.
• Types of Data Collected – Daily attendance, demographics, math and reading grades, and
reading and math assessment results will be collected for each participant. In addition to
participant-level data (attendance, grades, etc.) and survey data (teacher, parent, and student
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Table 12. SCYC 21stCCLC data collection summary and timeline
surveys) collected by the program staff, Limelight Analytics will also conduct annual site
visits to each program site, which will include interviews with staff, observations of program
activities, and the collection of various program documents (e.g. lesson plans, program
policies). The goals and objectives of the program have been developed to be consistent with
Indiana’s 21stCCLC statewide goals and objectives as defined by the Indiana Department of
Education. Specific performance measures are aligned with each objective to describe how
progress towards the overarching goals will be measured. Table 5 included in Section V,
displays the program goals, objectives, performance measures, and a description of the data
that will be collected to address each performance measure.
Due Date Data Element Method of Reporting Fall 2018 Site Visits: Quality observations; Interviews with program staff
Data collected onsite by Limelight Analytics
January 2019
Participant Attendance & Student Demographics EZ Reports
April 2019
Participant Attendance & Student Demographics EZ Reports
April/May 2019 Administer Teacher Survey Enter in EZ Reports and return to Program Director Administer Parent Surveys
Administer Student Surveys Return to Program Director
June 2019
Participant Attendance & Student Demographics EZ Reports
Family-Focused Activity Records Return to Limelight Analytics
June 2019
Academic/school-based data: • Grades
• School Day Attendance • ISTEP+ (ILEARN)Scores
• Local Assessments
EZ Reports
• Data Collection Timeline – Data collection for the evaluation will occur throughout the
program year, although most analysis and reporting will be performed at the midpoint and
end of each school year. Program staff will collect student demographic information and
attendance on an ongoing basis. Academic data (e.g., grades, assessment scores) will be
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collected by program staff each semester and entered in EZ Reports or provided to Limelight
Analytics in Excel files transmitted securely to a designated data portal. These data will be
analyzed and results reported in the summer following each school year. Table 12 displays
the expected data collection timeline for the 2018-2019 school year.
• Data Collection Instruments – Several critical sources of data rely on existing data
collection instruments such as local and statewide assessments (NWEA, and
ISTEP+/ILEARN) and the statewide Teacher Survey instrument used by all Indiana
21stCCLC programs. Limelight Analytics will also develop Family and Student Surveys, and
customized site visit observation rubrics based on Indiana’s Afterschool Standards. Several
performance measures will also be collected and reported by program staff using “End of
Year Reporting” templates developed by Limelight Analytics.
• Utilizing Data for Program Improvement - Limelight Analytics will present results of the
evaluation at two points during each project year: (1) following the completion of the site
visits at mid-year and (2) at the end of each project year. Data collected through the site visits
will be reported to the Program Director and Site Coordinators during a “work group
session” in order to identify high-quality program practices and opportunities for improving
program procedures and activities. The objective of the work session will be to use the
information gathered from the site visits to develop specific strategies for program
improvement and to prepare for the self-assessment process using the IN-QPSA. Outcome
data (including progress towards the performance measures) will be presented to program
stakeholders at the end of each project year in a written report and through a group
presentation. Similar to the mid-year presentation of site visit results, Limelight Analytics
will present these results to key program stakeholders and assist in the facilitation of work
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sessions that involve brainstorming strategies for program improvement in areas identified
through the evaluation.
B. Annual Reporting - In July of each year of the project, Limelight Analytics will prepare and
submit a detailed annual report to the program and to IDOE that describes student attendance
trends, progress towards each of the program’s performance measures, and a summary of the
program’s strengths and areas for improvement. Data for the latter section of the report is
gathered through site visits and the program’s own self-assessment with the Indiana Quality
Program Self-Assessment (IN-QPSA) instrument. At the end of the end of the program’s
fourth year, Limelight Analytics will prepare and submit a final report to both the program
and to IDOE that includes aggregated data across all four years of the grant.
C. Required Data from Schools - SCYC has data sharing agreements with local school
districts that involve a timeline of data collection and verification activities. Each
parent/guardian signs a FERPA waiver for release of information upon registration. The
individuals who provide this data to SCYC vary by corporation. At Knox Schools, the
information is received from Josh Pugh, Principal, and Sara Morgan, Data Systems
Coordinator. At North Judson-San Pierre, this data is provided by Venita Cunningham, Data
Director / Corporation Assessment Coordinator / Title I Administrator. At Oregon-Davis
Jr./Sr. High, this information comes from Tim Pletcher, Principal. Data required for entry in
EZ Reports is requested by SCYC with an Excel spreadsheet in April of each year, and then
entered into the system upon receipt. All SCYC program sites will administer the Teacher
Survey currently required by the Indiana Department of Education. These surveys are
provided to each Site Coordinator with a cover letter, documenting the importance of the
survey. They are administered to school teachers with strong support from each building
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principal. School principals contact any teacher who has not completed a survey. This has
resulted in consistent Teacher Survey compliance of over 95 percent at all sites.
D. Early Learning Programs - This proposal does not target four-year-old children.
E. Required Performance Measures - SCYC has included the required performance measures
for each of the three program sites in the Goals, Objectives, Activities, Performance
Measures and Assessment table in Section V, Program Design and Implementation. As
shown in Table 5, the math and English measures are based on Northwest Evaluation
Association (NWEA) scores, the formative assessment instruments used by the three school
districts served by programming. These measures are of particular importance, as they assess
the extent to which students exhibit growth (as a group) across the school year. In particular,
these measures will demonstrate the extent to which the proportion of students passing these
assessments has grown over the course of the school year. These data will be collected from
school districts using the data sharing procedures described above in Section C. These data
will be tracked using the EZ Reports system and analyzed by Limelight Analytics at the end
of each school year.
VIII. Support for Strategic Priorities
In order to support the Indiana Academic Standards for English / language arts and math
achievement and to align with school curriculum in core subject areas, SCYC incorporates three
strategies. These strategies build on the foundation of extended learning time for students. The
school principals work in conjunction with SCYC to connect to priority goal areas that are
present at each site. Overarching goals are to improve reading comprehension and analysis with
technology like MyOn, through literacy activities, and writing applications. This includes a
focus on vocabulary and media literacy to help develop critical thinking about the messages and
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methodology of information they receive, research, writing, and presentation practice. Math
goals are to improve math computation, algebra and functions, and geometry and measurement
awareness through interactive math activities. Finally, STEM and summer goals support the
scientific method, with encouragement to create design solutions through the engineering process
and to promote awareness of STEM professions and curiosity about STEM topics to improve
critical thinking, vocabulary, problem solving, and logic.
• Homework Help – All students can participate in this portion for up to 2 hours to
accommodate sports and extra-curricular schedules. All daily homework assignments for
math and English/language arts will be addressed, in addition to other subjects. Students will
be encouraged to participate in reading and daily literacy activities. This session is purposely
long to assist students who need additional time. The Site Coordinator and support staff have
access to the online student data portals to maintain a close watch on missing assignments,
grades, and problem areas.
• Individual and Small Group Tutoring – One-on-one or small group sessions are devoted to
specific content area review and assistance for struggling students.
• Education and Enrichment Activities – A wide variety of educational, enrichment, and
family events to support attendance and inclusion in the educational process are planned.
These activities also address state standards and are constructed to include math, language,
and science concepts in an enjoyable and interactive format. SCYC refers to these activities
as “clubs” and each has an activity or lesson plan that includes Indiana academic standards.
Students can choose from high quality experiences in many clubs: STEM (Lego, NASA,
MaKeyMakey, DesignBuildDestroy, SeaPerch), Explore (cultural exploration), Arts (fine
arts and crafts), Fitness, Culinary, News Crew, and Club Café (social time for those with a C
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The Starke County Youth Club, Inc. 26
or better). These activities provide another platform for reading, vocabulary support, writing
practice, and content analysis. They support comprehension and vocabulary with writing,
reading, and public speaking, (MyOn, writing prompts, debates). Math goals are also
addressed through STEM projects and physical games that reinforce number sense,
operations and computation, problem solving, and measurement practice.
IX. Sustainability Plan
At SCYC, our goal is to be able to continue to address our mission indefinitely, no matter the
economy or the circumstances of our clientele. Long-term sustainability is difficult to achieve,
but a strong plan is established at SCYC to tackle it. The SCYC Board of Directors is crucial to
the strategy. A culture of philanthropy is evident, as 100 percent of the board members donate
to the agency. A diverse development plan is implemented annually to strengthen and build
revenue. It’s no surprise there are challenges to raising funds in one of the poorest counties in the
state (Bureau of Economic Analysis at the U. S. Department of Commerce), but SCYC continues
to make strides toward the goal of sustainability. SCYC receives almost $50,000 of in-kind
support from the community and school corporations. SCYC works with Purdue Cooperative
Extension and Starke County Public Library to provide programming in kind, and to increase the
frequency and duration of those programs.
The annual campaign is growing, increasing support in our local community. SCYC uses a
wide array of revenue vehicles: direct mail, individual solicitation, grant requests, foundation
relationships, and fundraisers. An annual radio-thon, broadcast on WKVI, our local radio station,
is a 6-hour promotional and pledge event dedicated to SCYC. Moreover, population segmented
phone-a-thons, a 5 K fun run fundraiser, online giving, payroll deduction, face-to-face
solicitations, small fundraisers with students and school staff, and an annual pastry sale raise
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funds. This allows SCYC to build a vibrant donor base. The development committee includes
extensive work by the Executive Director and community members.
The next direction for sustainability is two-fold. This year we will continue to discuss the
potential of leveraging Title I funds with our partner schools. We also intend to work with our
partners at the Economic Development Foundation to create an investment vehicle for our local
manufacturers. If this outreach is successful, we can grow our established endowment fund and
strengthen the long-term fiscal health of the organization. Those forever funds can be the seeds
for a lifetime of growth and success for Starke County kids.
X. Safety and Transportation
a. On Site Safety – SCYC uses a formal registration form that indicates parents, legal
guardians, emergency contacts, and authorized pickups. These are the only people
permitted to sign out a student and must present photo ID. SCYC enforces policies
regarding competence, police intervention, and the mandatory reporting of child abuse
and neglect. SCYC has established Safety and Emergency Procedures and a Universal
Precautions Plan. To facilitate safety and private communication of student information,
all staff members wear a handheld radio with an earpiece.
b. Hiring and Personnel – All positions at SCYC have established job descriptions. The
organizational chart is included as Figure 1. All potential employees undergo a
standardized hiring process. Screening includes a completed application, a personal
interview using a standardized question set, verification of work history, references,
required certifications, and a national, state, local and sex offender background check.
Annually, twenty percent of the SCYC workforce is background screened. SCYC also
submits all new employees for a child protective service background check. SCYC has a
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The Starke County Youth Club, Inc. 28
comprehensive records retention policy, with guidelines for filing of employee
information in personnel and confidential files that are maintained in a restricted area.
Staff members receive professional development as illustrated in Section VI, Professional
Development. CPR and 1st Aid certification is provided annually to all staff. In addition,
all sites host safety drills on a regular basis. These drills include tornado, fire, lockdown,
and missing student drills. SCYC enforces a 1:12 ratio to maintain safety in our highly
interactive centers.
c. Afterschool Standards – Indiana Rule 4.6 is used to create a checklist to determine safe
processes and locations for the SCYC 21stCCLC. Partnership with local schools provides
excellent, safe, clean, and comfortable facilities for programming and a process for
reporting any hazards for repair. Both indoor and outdoor facilities and equipment are
well maintained and adequately sized.
d. Location, Transportation and Schedule – SCYC programs are hosted in safe and
convenient school facilities. Use of facilities is noted in the Memorandums of
Understanding (Appendix A). Services are hosted for at least two and a half hours after
school dismissal and for four hours each day during the summer to assist working
families. SCYC is hosted in the Central Time Zone. Fortunately, many parents work in
Figure 1. SCYC organizational structure with required staff positions
The SCYC 21st CCLC Program Management Structure
Starke County Youth Club Board of Directors
Advisory Committee Evaluator
Assistant Site Coordinators
Certified Teachers,Instructors, Aides, and Volunteers
Coordinators Administrative Assistant
Program Director
Executive Director
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The Starke County Youth Club, Inc. 29
the Eastern Time Zone, allowing for timely pickup of their student. Families may also list
up to 10 adults who are authorized to pick up their student. During summer,
transportation is provided to all sites by school corporations. During the school year, our
Oregon-Davis site receives bussing. Our Knox and North Judson sites have never found
transportation to be a barrier to participation. In fact, in the past, SCYC struggled to have
enough families participate in transportation at those sites to run a bus. SCYC helps
arrange carpools and assistance for families who need it.
XI. Budget
Attachment G, the Grant Budget Summary, Budget Form, Details, and 4 Year Budget Form,
include the projected expenses for the SCYC 21stCCLC and are broken into the budget
categories required by the Department of Education. The Budget Form and Details pages
include additional explanation of the requested amounts. These amounts are reasonable in
relation to the number of students served (60) to maintain a safe, educational, and interactive
environment with reasonable student to staff ratios and appropriate management and oversight.
This budget has been developed through consultation with partners to ensure accuracy,
reasonability, and adherence to grant guidelines. The organization follows Generally Accepted
Accounting Principles, the State of Indiana Travel Policy, understands the importance of
EDGAR and Uniform Grants Guidance, and submits requests for reimbursement monthly.
SCYC is prepared to provide financial reports as required, with supporting documentation.
SCYC has a history of completing these to the expected standard in a timely manner, and
responding promptly to all requests and inquiries from the Indiana Department of Education.
The staff member responsible for fiscal matters is the Executive Director, Irene Szakonyi, who
has over 9 years of experience with this type of grant.
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Appendix B The Starke County Youth Club, Inc.
Evidence of Previous Success
The Starke County Youth Club, Inc. (SCYC) has successfully provided 21st CCLC
programming at three distinct Cohort 7 schools in Starke County: Knox Community Middle
School, North Judson Middle, and Oregon-Davis Jr./Sr. High School. Since 2013 SCYC has
establish
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