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I. PROJECT ABSTRACT
S.P.A.R.K proposes to launch a 21st Century Community Learning
Center to meet the needs of 200
students in grades K-12 in attendance of the Gary Community
School Corporation that has been
identified as a target area through 21st CCLC guidelines. The
program is headed by two previous
site coordinators of a 21st CCLC grant recipient. S.P.A.R.K
seeks to provide a comprehensive
service delivery system that meets the academic, physical,
psychosocial, and cultural needs of the
scholars who reside in the CIty of Gary. The student population
is high in poverty; 100% are
eligible for free/reduced lunch. Many of the extracurricular
activities of the community schools
have been minimized or cut due to funding. Which in turn leaves
the students without structured
activities during out-of school hours. Much time is spent at
childcare facilities or home alone
under the supervision of older siblings. This program seeks to
address this problem and provide
another resource to the families of the community.
We propose a program that provides targeted academic tutoring
services in math and reading
that incorporate Stem based activities, sports and
recreation,performing arts and
social/emotional support. The center will partner with the Gary
Youth Service Bureau to provide
gyms and parks for recreation. We have also partnered with Girls
Scouts of Greater Chicago and
NWI to provide mentoring and social skill building for girls
between the ages of 5-17. We will
also provide mentorship opportunities for our young men through
the P.R.A.Y Foundation.
Students will also have opportunities to join a variety of
high-interest clubs and enrichment
activities. Our goals are to improve the academic performance of
all participants, increase
parental engagement, expose and prepare students for college and
careers and decrease the
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number of disciplinary issues.
II. COMPETITIVE PRIORITY POINTS (up to 15 points)
S.P.A.R.K proposes to service the students of the Gary
Community. The students in this
community recieve 100% free/reduced lunch. 8 out of the 10 Gary
Community Schools
have received an F rating, which is considered a targeted area
according to the 21st CCLC
guidelines. In order to meet the needs of the students being
serviced S.P.A.R.K has
partnered with the following entities: Gary Youth Service
Bureau, Girls Scouts of Greater
Chicago NWI, P.R.A.Y Foundation, New Horizon. Through the
partnership of community
based organizations, the program will be able to provide four
program sites, gym and
parks for recreation, mentoring, and social service. This
program will provide both STEM
activities, performing arts and recreation College and Career
Readiness programming as
demonstrated in our program design and activity plan.
III. NEED FOR PROJECT (5 points)
A. The Gary Community School Corporation as a whole receives
100% free/reduced
lunch. Gary Community School Corporation on average received a F
on the 2016-2017 A-F
Accountability Report Card; with only two of the ten schools
receiving scores above an F. On
average less 30.92% of the scholars passed the ELA portion of
the ISTEP and 21.06% in Math. This
data is closely related to College Readiness. S.P.A.R.K goal is
to close the achievement gaps and
promote academic growth through evidenced based programming and
curriculum. Based on
research presented by the IDOE, a student is increasingly more
likely to achieve proficiency with
each additional year they achieve High Growth.
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B. The academic, social and recreational resources for students
are limited. The
extracurricular activities that were once provided by the public
school system are limited or
nonexistent. Many of the afterschool activities work in
isolation of one another. This grant will
help enhance our afterschool programming to provide a rigorous,
research-based tutoring
program focused on increasing math and reading growth.
C. Needs and services were identified through extensive
conversations among
administrators, teachers and support staff, parents of current
students, and community
partners. Through the crafting of our Culture of Achievement
Plan, a Root Cause Analysis was
performed using data from ISTEP, NWEA, DIBELS, Acuity, ACT,
PSAT, and ECA as well as
classroom observations and an analysis of the school’s
intervention strategies, curriculum
maps, professional development, and teacher collaboration. The
school identified math
achievement as a major growth area for K-8 and literacy as the
first priority in 9-12. The entire
area also identified a greater need to invest families in an
equal partnership and culture of
collaboration.We, then, formed an advisory board comprised of
building principals, Title I
Coordinators, parent representatives, and community partners to
design a plan to boost
academics and family engagement.
IV. PARTNERSHIPS/COLLABORATIONS (5 points)
A. S.P.A.R.K will partner with the Gary Youth Service Bureau.
Their entity will provide
three facilities and snacks to the student’s being serviced in
the program. This community partner
is a key component in the success of the program outcomes in the
City of Gary. This means they
http:collaboration.We
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will not require any additional costs for their curriculum,
materials, or programming and they will
agree to our teacher rate of $25/hour. Polished Pebbles and
P.R.A.Y. Foundation are two youth
empowerment organizations geared towards young women and young
men, respectively, (ages
8-18) to provide character education, mentorship, and cultural
awareness programming. Gary
Youth Services Bureau, who has also agreed to provide their
athletic training services and
coaching to our scholars at the teacher rate, will work with our
at-risk athletes to build their
physical wellness as well as their character and motivation
through hard work and competitive
sports.
B. S.P.A.R.K., is committed to build a symbiotic relationship
between the school’s
existing Response to Intervention cycle and the CLC academic
program in a mutually beneficial
collaboration. Response to Intervention is the school’s protocol
for providing timely research-
based intervention to students at risk of academic failure. All
RTI assessment tools will be made
available to the CLC for progress monitoring of regular
attendees in reading and math
achievement. In return, the CLC tutoring services will become an
extension of the RTI intervention
services by providing an additional layer of intervention to
Tier 2 and Tier 3 students. Gary Youth
Services Bureau has also committed to all building expenses
including rent and utilities for the
CLC by providing Park pavilions and recreational space to run
its programs.
Youth Services Bureau will use The Child and Adult Care Food
Program funding to provide
healthy snacks.
Additionally, S.P.A.R.K. will be able to absorb half of the
transportation costs of bussing students
home after the program each day. The partners we have
established were already identified as
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stakeholders within the community. They are connected to the
S.P.A.R.K. through a variety of
networks including board members, parents, teachers, and school
leaders. They support the
S.P.A.R.K.s’ mission to prepare students for college through a
rigorous, arts- infused program.
These stakeholders contributed to the planning and design of the
program and were involved in
discussions that were had about the needs of our students and
families. They helped investigate
best practices and align performance measures to program
goals
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V. PROGRAM DESIGN AND IMPLEMENTATION (30 points)
Program Goals Program Objectives Program Activities Performance
Measures
Assessment Strategies
1.) Improve 1.1) Increase reading 1.1.) Tutoring – Homework
1.1a) Spring 1.1) NWEA (K-8) student comprehension assistance,
Benchmark proficiency rates academic achievement among Reader’s
Theater (K-12), on NWEA will 1.2) English 10 ECA achievement
regular participants. ACHIEVE 3000 (2-12),
Reading A to Z (K-8) increase by 5% from fall 1.3) ISTEP
1.2) Increase vocabulary and improve writing
1.2.) Tutoring – vocabulary specific activities,
proficiency rates in ELA and Math during Year 1.
1.4) High school transcripts records
proficiency Homework assistance, One-on-one reading, 1.1b)
Regular
1.5) Average daily attendan
1.3) Increase Reading A to Z participants mathematics will grow
at achievement among 1.3.) Tutoring – math least 1.25 regular
participants. specific, Homework help, reading levels
Think Through Math on NWEA from 1.5) High school students
(grades 4-8), IXL Math fall to spring. have the opportunity to
(PreK – make up missing credits Geometry), VersaTiles 1.2) 70%
1.5) Credit recovery program, tutoring and homework assistance,
APEX
of regular attendees will pass the Reading portion of the
English 10 ECA and 8th Grade ISTEP.
1.3) The percent of students passing math on the ISTEP will
increase by 3%
1.4.a) 60% of regular program participants who failed at least
one class in the past year will recover a minimum of 40% of credits
missed in the
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past year by (1) taking additional credits beyond the current
schedule as outlined in the student’s “graduation plan”; or (2)
enrolling in credit recovery during the 2013-2014 school year.
1.4.b) 60% of regular program participants will earn a minimum
of 10 credits during
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year 1 of the program.
1.4.c) 75% of regular program participants in their fourth year
of high school will graduate from high school within six months of
their “grade-level cohort.”
1.5) 70% of the total students enrolled in the CLC will attend
at least 60 days or more during the school year.
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Program Goals Program Objectives Program Activities Performance
Measures As 2) Improve student behavior
2.1) Decrease the number of disciplinary infractions
2.2) Decrease the number of out-of-school student
suspensions
2.3) Decrease the number of expulsions
2.1) Counseling opportunities – Adult and Child Services,
Mentorship and Character Education – Polished Pebbles and P.R.A.Y.,
Group workshops, Responsive Classroom and DDMS model, Parent
workshops, wellness workshops,
2.2) In-school suspension, Mentor program
2.3) Alternative to Expulsion, afterschool probationary
model
2.4) Cultural experiences Structured Recreational opportunities
– Youth Services Bureau
2.1) The number of disciplinary infractions will decrease by 10%
from the same time in the previous year.
2.2) The number of out-of-school student suspensions will
decrease by 10% from the same time in the previous year.
2.3) The number of student expulsions will decrease by 10% from
the same time in the previous year.
2.4) 60% of afterschool parent surveys will report a noticeable
improvement of their regular CLC attendee.
2. H a tra in su ex
2. pa ad qu
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Program Goals Program Objectives Program Activities Performance
Measures As 3) Increase family 3.1) Increase the 3.1) Parent
workshops 3.1) 60% of parents of 3. involvement number of adult
learning
opportunities for parents
3.2) Equip high school parents to guide their high school
student through each year in preparing them for college
entrance
3.3) Increase the number of opportunities for whole family
engagement
on topics including: children’s mental health and wellness,
positive discipline techniques, effective literacy best practices,
new ways of teaching math, using technology to leverage your
child’s learning, resume writing, creative writing
3.2) Monthly educational nights for parents on what they need to
do for their child during each year of the H.S. process. The format
would vary between workshop, roundtable discussion, and town hall
meetings.
3.3) “Family Fun Night Series” - open gym family volleyball,
open gym family basketball, family line dance, family wellness
night, family make-it-take-it night
regular attendees will attend at least 3 out of 7 parent
workshops.
3.2) Parent surveys report a greater confidence in navigating
their child’s developmental and educational needs and a deeper
engagement in the school’s culture of achievement.
3.3) Attendance at Family Fun Nights will increase by 10% each
quarter from fall to winter to spring.
re sh w
3.
3. re N
Program Goals Program Objectives Program Activities Performance
Measures As
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4) Increase the 4.1) Ignite early 4.1) Implement Jr. 4.1) 60% of
regular 4. number of STEM elementary students’ FIRST Lego League
for attendees participating in the ru problem-solving and
project-based
passion for science. grades 1st – 3rd .
STEM Jr FIRST Lego League program will improve their
in pr
opportunities for 4.2) Improve upper presentation skills on
science students elementary and middle
school students’ scientific knowledge, methods, and thought
process.
4.3) Create opportunities that empower high school students’ to
consider STEM subjects as attainable and interesting degree and
career choices
4.2) FIRST Lego League for grades 4th – 8th
4.3) FIRST Tech Challenge for grades 9-12
topics from fall to spring of the program and report an
increased passion for science.
4.2) 60% of regular attendees participating in the FIRST Lego
League program will improve their science knowledge by 20% from
fall to spring.
4.3) 60% of regular attendees participating in the FIRST Lego
League program will consider science careers as an interesting
option based on a career interest survey.
4. Kn pr
4. In pr
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Program Goals Program Objectives Program Activities Performance
Measures As 5) Students will be better prepared for college and
career
5.1) Students will visit college campuses and investigate
college requirements and process
5.2) Students will create and implement an educational, career,
and personal plan
5.3) Increase the number of students involved in civic
engagement
5.1) College Bound Tour – visit 3-5 colleges allowing scholars
to experience college life, journal writing, virtual investigation,
and application process
5.2) Mentor program matching business leaders with students,
career tech program, job shadowing, career speakers, eportfolios,
career inventories, Entrepreneur Night
5.3) Students will participate in service learning projects and
community events
5.1) At least 60% of high school students enrolled in the CLC
will participate in Indiana college bound tour.
5.2) At least 60% of regular attendees enrolled in the college
prep track will have completed their educational, career, and
personal plan and created a portfolio documenting their completed
activities
5.3) 60% of regular attendees enrolled in the college and career
readiness program will research, design, and implement a service
learning project
5.4) 50% of regular program participants pursuing a college-prep
track will earn a minimum composite score of 18 or higher on ACT
during the school year.
5. ra Bo
5. po pr
5. le tra
5.
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C. S.P.A.R.K. has a rigorous plan for recruitment, enrollment,
and retention as well
as specific strategies for identifying and meeting students’
individual needs. S.P.A.R.K.
will begin recruitment for summer programming in April. The
program director and
school administrators will analyze data from a variety of
sources, including those who are
at risk of retention, those who did not pass ISTEP, and who did
not demonstrate
adequate growth on the NWEA, and create a priority list of
students targeted for
mandatory summer school. Phone calls and meetings will take
place throughout the
month of April and May until at least 90% of students on the
priority list have been
enrolled. Any extra spots will be made available in the final
two weeks of school to the
rest of the population. Summer Advantage has research-based
curricula as well as pre-
and post-tests to identify students’ individual needs and place
them in the correct
academic level. Transportation will be provided and activities
including art, music,
drama, gym, field trips, and service projects are incorporated
into the program, aiding
attendance and retention.
Recruitment for the afterschool program will begin in July.
Summer participants will
automatically receive enrollment packets and parents will meet
with Program Director to sign a
program and family compact requiring their child’s enrollment
into the afterschool program. K-2
students identified in the bottom quartile on the spring NWEA
assessment, 3rd – 8th grade
students who did not pass the ISTEP and/or showed Low Growth on
the ISTEP, and high school
students who are in danger of academic failure will be asked to
enroll in the after school program.
Based on current data, we project that 120 elementary K-5
students and 75 middle
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and high school students will be asked to enroll in the
afterschool CLC.
Parents will be informed that transportation will be provided
for their child to arrive
home safely each day and that the program is free of charge and
includes a variety of
enrichment activities that will aid in their child’s social,
physical, cultural, and psychological
development in addition to their academic improvement. Upon
enrollment, parents, students,
and the S.P.A.R.K. will sign a program and family compact
acknowledging the need for these
services based on the student’s current academic performance and
a mutual, collaborative
agreement with a detailed list of actions that each party
(parent, student, and school, and
S.P.A.R.K.) is committed to fulfill. S.P.A.R.K will also put an
incentive program in place that
rewards students and parents with gift certificates from local
businesses based on attendance.
S.P.A.R.K.l will use a triangulation of RTI universal screening
data, ISTEP data, and
NWEA scores to identify each student’s academic needs and
carefully place them in the
appropriate math and reading tutoring classes. Once placed,
students will be regularly progress
monitored within their program using RTI assessment tools as
well as the after school
curriculum assessment tools, which will be regularly shared with
parents and the school day
teachers.
C.1. Students with Disabilities – Every effort will be made to
accommodate for students
with special needs. The building are wheelchair and handicap
accessible with a
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S.P.A.R.K. will work with a special education teachers at the
schools to create an afterschool plan
that aligns with student’s IEP. We are also committed to hiring
at least one special education
licensed teacher to be on staff in the 21st CCLC program.
C.2. Title I Schools – Gary Community and Charter Schools are
Title I school with 100% of
students eligible for free/reduced lunch. Section B describes
our plan for recruiting those within
our population who are most at- risk and whose data illustrates
that they are not on grade level
proficiency and/or identified as Low Growth on ISTEP or ECA
proficiency. We anticipate that over
95% of students enrolled in the afterschool program will be
free/reduced lunch eligible and we
plan to give priority to those families and continue recruitment
efforts through phone calls,
letters, and meetings from our Program Director and school
partners until the highest need
families have been reached.
C.3. Communication with Schools – The Gary Youth Services Bureau
will be the liaison
for connecting with the schools and parents in the community.
Their work with delinquency
prevention will provide seamless communication and sharing of
data between the regular-day
teachers and the after school teachers to monitor student
behavior progress. She will work with
the RTI team to insure a seamless alignment of in school
interventions and out of school
interventions that will build upon each student’s strengths and
systematically address each
student’s academic weaknesses.
C.4. Parent Involvement: S.P.A.R.K. plans to have our program
coordinator collaborate
with the program director to promote educational development and
literacy activities for adult
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learners at no additional cost to the CLC. The program
coordinator will
facilitates monthly parent meetings to update parents on
important news. The monthly meetings
will be designed into adult learning workshops focused on topics
that parents have requested and
that research suggests will improve student outcomes, including:
speech development in the early
years (13 week course), positive discipline techniques, resume
writing, word processing,
fundamentals of reading, financial literacy, your child’s
developmental needs, new ways to teach
math, and healthy cooking. Each meeting will be held once in the
morning and once in the evening
to accommodate the varied schedules of working parents. A
similar parent education track will be
put into place for the high school wherein parents will attend
monthly education nights that will
walk parents through each year of the high school process to
highlight the most important things
to focus on for each year from ACT test preparation to college
applications and financial aid. Lastly,
parents have complained that there aren’t enough low cost family
activities within the community.
ILCS proposes to launch a series of six to eight “family fun
nights” that focus on different themes
including: Open Gym Basketball, Family Line Dance Night, and
Family Trivia Night.
C.5. USDA Approved Snacks: Gary Youth Services Bureau intends to
provide a daily,
nutritious, USDA approved snack to after school attendees
through the Child and Adult Care
Food Program under the
IDOE’s At-Risk Afterschool Meals fund. We will contract food
services through an approved
vendor, Eat Enterprise, Inc at the cost of $0.81 per snack. The
healthy snacks will be delivered
daily to S.P.A.R.K sites by the vendor and prepared each
afternoon. Snacks will be distributed
each day within the first twenty minutes of the program.
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C.7 Weekly Schedule:
After School Monday - Friday ENRICHMENT 2:00-3:00 pm – Power
Hour (Homework Help) / Healthy Snack
3:00 – 4:00 – Academic Enrichment: Students will cycle through a
range of classes and computer labs based on their grade level and
academic needs.
K-1 Grades 30 min– K-1 Math Lab using IXL Math 30 min – K-1 Math
Small Group Tutoring using Moving with Math 30 min – K-1 Reading
Small Group Tutoring with Benchmark Reader’s Theater and/or Reading
A to Z (based on phonics level) 30 min – Physical recreation using
SPARK curriculum
2-8 Grades 45 min – Computer Lab time using IXL Math or
Achieve3000 Reading 45 min – Small Group tutoring using Readers
Theater or Moving with Math 30 min – Physical recreation using
SPARK curriculum
High School 45 min – Achieve3000 or IXL Math Tutoring Class with
1-to-1 laptop program 30 min – Extracurricular activity (may extend
beyond the afterschool program)
4:00-4:30 Evening Snack/Dinner
4:30 – 6:30 Students will have the opportunity to participate in
an enrichment activity of their choice: Theatre Art Computer
Programming Robotics Sports
Summer School Monday - Thursday Summer School – Fun Fridays 8:30
– 9:00 – Breakfast and Community Time 9:00 – 12:00 – Literacy and
Math 12:00 – 1:00 – Lunch and Recess 1:00 – 3:00 – Enrichment
Activities such as art, music, and gym 3:00 – Program Ends
8:30 – 3:00 – Field Trips, Inspirational Guest Speakers, and
Other Enrichment Activities Including Family Days and Service
Days
Hours and Weeks of 21st CCLC Program Operation for Students and
Families School Year – Hours per day
Week day Before school
Week day After school
Weekend Days Evening
Hours with Students 0 4 0 1
Hours with Family Members 0 0 0 1 Number of days per week 0 5 0
5 Number of weeks 0 30 0 30 Total Program Hours 0 600 0 300
Summer – Hours per day Weekday Weekend Days Evening
Hours with Students 6.5 0 0 Hours with Family Members 1 0 0
Number of days per week 5 0 0 Number of weeks 4 0 0 Total Program
Hours 150 0 0
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C.6. Scientifically Based Research: The curricular programs
selected for the 21st CCLC are all
research-based. Achieve3000’s literacy solutions are built on
decades of scientific research into
how learners develop essential reading and writing skills. In
addition, the programs are aligned to
Common Core State Standards. Achieve3000 meets students
one-on-one at their individual
reading levels by providing differentiated non-fiction passages
on a common topic, matched to
his/her Lexile and grade level standards1. Formative assessments
aligned to standards are built
into the program to measure students’ Lexile growth and teachers
use the data to provide
direct instruction and practice. As the student progresses, the
rigor of the text is increased.
According to numerous studies, nonfiction text develops
students’ knowledge of vocabulary,
literacy, and the world2 and acquisition of this background
knowledge assists students in other
content area reading3. Achieve3000 literacy solutions use a
five-step literacy routine proven to
improve vocabulary, comprehension and critical thinking skills,
reading fluency, and writing skills
– and to keep students on track for college and career
readiness. During this routine, students
receive pre-reading activities, nonfiction readings, and
follow-up activities that are precisely
matched to their reading abilities. Each step is based on best
practices that have evolved out of
decades of reading research. To develop effective habits of mind
fostered by the CCSS initiative,
every article provides opportunities for students to practice
three proven
1 Tomlinson, C.A. (1999). The Differentiated Classroom:
Responding to the Needs of All Learners. Virginia: ASCD.
2 Anderson, E. & Guthrie, J.T. (1999, April). Motivating
children to gain conceptual knowledge from text: The
combination of science observation and interest texts. Paper
presented to the annual meeting of the American
Educational Research Association, Montreal, Canada.
3 Wilson, P.T., & Anderson, R.C. (1996). What they don’t
know will hurt them: The role of prior knowledge in
comprehension. In J. Oransano (Ed.), Reading comprehension from
research to practice (pp.31-48), Hillside, NJ:
Erlbaum
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reading comprehension strategies – summarizing, generating
questions, and setting the
purpose. According to Dr. Linda Kucan, as well as
recommendations by the National Reading
Panel, effective vocabulary instruction provides multiple
encounters with new words and
plentiful opportunities for students to use words in varied
ways. The nonfiction articles in
Achieve3000 include reading-level-appropriate words, which are
reviewed and reinforced in
pre-reading activities, including direct, explicit instruction,
as well as follow-up activities.
IXL Math and Think Through Math are also aligned to CCSS and
allow for easy
differentiation and individualized instruction. It provides
standards-based math practice with
ongoing formative assessment. With the data-driven nature of the
programs, a teacher can
identify a student’s strengths and pinpoint trouble spots, track
improvement over time, and set
customized practice goals for each student. Additionally, the
IXL Math has a built-in incentive
program where students collect ribbons and medals in a
game-based interface, thus encouraging
participants to achieve “flow” as described by Mihaly
Csikszentmihalyi from the University of
Chicago. Focus and concentration hold the key to achieving flow,
the building blocks of which
are: clear goals every step of the way, immediate feedback to
one’s actions, a balance between
challenges and skills, distractions are excluded from
consciousness, there is no worry of failure,
and the sense of time becomes distorted. These strategies and
qualities are often used in video
games and IXL Math harnesses elements of this theory to engage
students. Think Through Math
has helped students learn to analyze and solve word problems by
applying a pedagogy derived
from explicit instruction, gradual release, Riegeluth’s
elaboration theory,
Rosch’s categorization by prototype, mastery learning from
Bloom’s Taxonomy, Vygotsky’s zone
of proximal development, Tomlinson’s assessment and
differentiation, and Ward and Sweller’s
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worked examples. VersaTiles, Reader’s Theater are both IDOE
approved curriculum.
VI. PROFESSIONAL DEVELOPMENT (5 points)
S.P.A.R.K. has selected Achieve3000 as the primary literacy
blended curriculum for the
afterschool program. Their yearly on-site professional
development (PD) days include
introduction and strategic use of the program as well as
mid-year follow up to troubleshoot
issues and facilitate ongoing learning for staff. For Benchmark
Education’s
Reader’s Theater curriculum, the budget reflects an initial
training in year one to identify and
implement best practices amongst the program team.
There are detailed user guides for IXL Math as well as a tech
support team available
through their website. The Moving with Math curriculum has
detailed teachers’ guides that
provide ample guidance on how to implement the program.
S.P.A.R.K. is committed to hiring
experienced, certified staff of the highest quality for the
afterschool program to implement the
academic curricula with fidelity. Furthermore, the program
director will provide daily support
and collect data through regular classroom observations and use
this information to provide
feedback to teachers and staff.
The instructional staff will receive two hours of weekly
training from S.P.A.R.K. highly
qualified teaching staff on Friday aligned to SIP priorities.
Additionally, the S.P.A.R.K., 21st CCLC
will hold monthly staff meetings to provide opportunities for
staff to analyze and share data,
assess progress towards program goals, troubleshoot common
issues, and receive professional
development based on current needs identified within the
program. During staff training days
held by S.P.A.R.K., after school teachers and staff will be
invited to attend and participate in
collaborative meetings with regular school day teachers to
discuss student progress and revise
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21 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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individual learning plans for students. Additionally, the entire
staff will attend the Indiana
Youth Institute Because Kids Count Winter Conference and Spring
Trainings to acquire best
practices in running an effective after school program.
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22 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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Professional Development Activities – Year 1 PD Activity PD
Provider Relevant Program Objective Expected Staff Outcomes
Achieve3000 initial Achieve Increase reading comprehension Staff
will use Achieve3000 and follow up training 3000 achievement among
regular
participants. to differentiate reading texts for students in
grades 2 – 12 to increase reading comprehension, fluency,
vocabulary, and word knowledge.
Two hours of weekly PD on a range of topics aligned to SIP for
instructional staff only
S.P.A.R.K., special education coordinator s , Title I team, and
CCLC program director
-Increase mathematics achievement among regular participants.
-Increase reading comprehension achievement among regular
participants. -Decrease the number of disciplinary infractions
-Students will create and implement an educational, career, and
personal plan -High school students have the opportunity to make up
missing credits
Staff will implement best practices in literacy, math, classroom
management, and academic differentiation to meet the needs of all
learners. High school staff will be able to successfully guide and
motivate students in college and career readiness and credit
recovery activities.
Monthly afterschool Program -Increase mathematics Staff will
receive feedback staff meeting director achievement among
regular
participants. -Increase reading comprehension achievement among
regular participants.
on program-wide implementation, assess progress towards goals,
and analyze data to adjust and inform instruction.
Two PD days S.P.A.R.K. staff and CCLC program director
-Increase mathematics achievement among regular participants.
-Increase reading comprehension achievement among regular
participants.
Staff will collaborate with regular day teachers to discuss
student progress and adjust activities to align with each student’s
learning plan.
Readers Theater Benchmark Increase reading comprehension
Instructional staff will Training Education achievement among
regular
participants. implement reader’s theater curriculum to improve
students’ comprehension, vocabulary, fluency, and motivation.
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23 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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May 2018 Orientation IDOE -Improve academic achievement in The
program director will Training for program reading and math.
acquire appropriate director and admin -Increase parental
involvement and skills and knowledge to staff and Fall and adult
learning opportunities implement 21st CCLC in Spring Training in
-Improve student behavior. accordance to IDOE Indianapolis for
-Prepare students for college and specifications. program director
and career admin staff -Increase student access to hands-
on STEM activities Because Kids Count Winter Conference for
afterschool staff, Leadership Institute for program director, and
Spring Training for all staff
Indiana Youth Institute
-Increase reading and math achievement among regular attendees.
-Decrease disciplinary referrals of regular attendees. -Increase
adult learning opportunities for parents of regular attendees.
-Increase student access to STEM activities.
After school staff will attend elective workshops aligned to
their personal areas of growth to improve their students’ academic
achievement, behavioral outcomes, and service to parents.
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24 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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VII. EVALUATION (20 points)
In order to evaluate the impact of the program, a combination of
qualitative and
quantitative data gathering techniques will be used. In keeping
with the goals outlined in
Section V, quantitative data regarding student academic
achievement will be gathered using
Northwest Evaluation Association (NWEA) Measures of Academic
Progress (MAP), ISTEP data,
ACT scores, End of Course Assessments, report card grades,
credit recovery rates, and student
transcripts reflecting credits earned. This data will be
analyzed to determine whether the
performance measures described in Section V are being met.
In order to fully assess the impact of the center on student
academic performance,
longitudinal data will be collected for each student
participant. Using the IDOE data system,
ISTEP scores, ECA scores, credits earned per semester,
discipline referrals, suspensions, and
expulsions will be tracked from two years prior to each
student’s enrollment into the CLC, and
continuing through their time in the program. In this way, we
will be able to evaluate the
impact of the program using each student as their own “control.”
A comparison across
students will also be performed using data from a control group,
matched for age, gender,
free/reduced lunch status and beginning ISTEP scores with those
in the CLC. In keeping with
the program objectives to increase reading comprehension,
vocabulary, and math
achievement, ISTEP scores for content areas will be studied
separately and in the aggregate.
Using the NWEA MAP test, students will be tested at least twice
a year and a growth
analysis will be performed. Their scores will be compared to
national normed averages, and also
to a virtual control group of students that will be provided by
NWEA, again matched for age,
income status and beginning MAP scores. The longitudinal data
from ISTEP and NWEA will be
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25 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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analyzed using hierarchical linear modeling to detect change
across time, and using general
linear models, such as multiple regression and analysis of
covariance, to determine the impact of
participant variables and school-wide variables on
achievement.
Additional quantitative data will be provided by parent,
teacher, and student surveys,
parent sign-in and attendance sheets, and student attendance
averages. Student surveys will be administered quarterly at the
CCLC, while parent surveys will be administered using a
combination of paper surveys available at the CCLC and web-based
surveys to ensure a high
response rate. Survey content will address the quality of the
program, impact on student
engagement with school, with a particular focus on student
interest in STEM fields. Teacher
surveys will be administered on PD Days with time built in to
the schedule to complete them.
Finally, qualitative data will be gathered from focus groups
with parents, students, and
teachers. Focus groups will be performed at least twice a year
and will offer students, teachers,
and parents the opportunity to provide context and background
for the quantitative data being
gathered. Data from the teacher focus groups will be
particularly valuable in addressing the
STEM performance goals and student behavior goals described in
Section V.
Evaluation data will be collected on an ongoing basis in
preparation for the local
external evaluator. Throughout the year, this data will be
monitored by the program director
and formally discussed quarterly with school administrators.
Using the data collected from
assessments and surveys, the afterschool team will complete the
Indiana Quality Program Self-
Assessment (IN-QPSA) twice a year and use the results to
prioritize Indiana Afterschool
Standards in order to make improvements to the afterschool
program.
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26 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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S.P.A.R.K.S 21st CCLC Performance Measures Year 1 Year 2 Year 3
Year 4 Spring proficiency rates (defined as those at 50%tile) on
NWEA will increase by 5% from fall proficiency rates in ELA and
Math.
Regular participants will grow at least 1.25 reading levels on
NWEA from fall to spring.
70% of regular attendees will pass the
Spring proficiency rates (defined as those at 50%tile) on NWEA
will increase by 10% from fall proficiency rates in ELA and
Math.
Regular participants will grow at least 1.5 reading levels on
NWEA from fall to spring.
75% of regular attendees will pass the
Spring proficiency rates (defined as those at 50%tile) on NWEA
will increase by 15% from fall proficiency rates in ELA and
Math.
Regular participants will grow at least 1.75 reading levels on
NWEA from fall to spring.
80% of regular attendees will pass the
Spring proficiency rates (defined as those at 50%tile) on NWEA
will increase by 20% from fall proficiency rates in ELA and
Math.
Regular participants will grow at least 2 reading levels on NWEA
from fall to spring.
85% of regular attendees will pass the
Reading portion of the Reading portion of the Reading portion of
the Reading portion of the English 10 ECA and 8th English 10 ECA
and 8th English 10 ECA and 8th English 10 ECA and 8th Grade ISTEP.
Grade ISTEP. Grade ISTEP. Grade ISTEP.
The percent of students The percent of students The percent of
students The percent of students passing math on the passing math
on the passing math on the passing math on the ISTEP will increase
by ISTEP will increase by ISTEP will increase by ISTEP will
increase by 3% 5% 7% 9%
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27 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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60% of regular program participants who failed at least one
class in the past year will recover a minimum of 40% of credits
missed in the past year by (1) taking additional credits beyond the
current schedule as outlined in the student’s “graduation plan”; or
(2) enrolling in credit recovery during the 2013-2014 school
year.
60% of regular program participants will earn a minimum of 10
credits.
75% of regular program participants in their fourth year of high
school will graduate from high school within six months of their
“grade-level cohort.”
50% of regular program participants pursuing a college-prep
track will earn a minimum composite score of 18 on the ACT.
70% of regular program participants who failed at least one
class in the past year will recover a minimum of 40% of credits
missed in the past year by (1) taking additional credits beyond the
current schedule as outlined in the student’s “graduation plan”; or
(2) enrolling in credit recovery during the 2013-2014 school
year.
70% of regular program participants will earn a minimum of 10
credits.
80% of regular program participants in their fourth year of high
school will graduate from high school within six months of their
“grade-level cohort.”
60% of regular program participants pursuing a college-prep
track will earn a minimum composite score of 18 on the ACT.
80% of regular program participants who failed at least one
class in the past year will recover a minimum of 40% of credits
missed in the past year by (1) taking additional credits beyond the
current schedule as outlined in the student’s “graduation plan”; or
(2) enrolling in credit recovery during the 2013-2014 school
year.
80% of regular program participants will earn a minimum of 10
credits.
85% of regular program participants in their fourth year of high
school will graduate from high school within six months of their
“grade-level cohort.”
70% of regular program participants pursuing a college-prep
track will earn a minimum composite score of 18 on the ACT.
85% of regular program participants who failed at least one
class in the past year will recover a minimum of 40% of credits
missed in the past year by (1) taking additional credits beyond the
current schedule as outlined in the student’s “graduation plan”; or
(2) enrolling in credit recovery during the 2013-2014 school
year.
85% of regular program participants will earn a minimum of 10
credits.
90% of regular program participants in their fourth year of high
school will graduate from high school within six months of their
“grade-level cohort.”
75% of regular program participants pursuing a college-prep
track will earn a minimum composite score of 18 on the ACT.
95% of students who participate in the program regularly for at
least two years will graduate from high school within six months of
their “grade level cohort.”
70% of the total 75% of the total 80% of the total 85% of the
total students enrolled in the students enrolled in the students
enrolled in the students enrolled in the CLC will attend at least
CLC will attend at least CLC will attend at least CLC will attend
at least 60 days or more during 60 days or more during 60 days or
more during 60 days or more during
the school year. the school year. the school year. the school
year.
VIII. SUPPORT FOR STRATEGIC PRIORITIES (5 points)
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28 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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The program design for the 21st CCLC is closely aligned in
goals, purposes,and mission of the
S.P.A.R.K Foundation. The design committee used the CAP as the
launching point for discussing
the academic needs of the school, starting with the priorities
for improvement in ELA and
Math. The subgroups most identified for improvement are the
Bottom 25% and the Low
Growth subgroups according to ELA and Math ISTEP data. These
groups will be required to
enroll in the afterschool program and the RTI process will
facilitate the design and coordination
of the interventions these students receive during the school
day and after school. The
curricula chosen for the afterschool program are research based
and aligned to Indiana
Common Core State Standards. The emphasis on a smooth transition
to the CCSS is also a
strategic priority in the CAP. Finally, the school has a
strategic priority to empower parents to
work as collaborators and equal partners alongside school staff
to achieve the best outcomes
for their students. This priority is also reflected in the
program plans for improving family
engagement in Section V.
IX. SUSTAINABILITY PLAN (5 points)
S.P.A.R.K. is committed to providing a highly excellent 21st
CCLC to its community and
stakeholders and will work to build a strong reputation that
invites the support of the
community we serve. We believe that the best way to demonstrate
the need and value of our
program is through concrete data that supports a story of
success. At the end of our first year,
we plan to create and disseminate a report that quantifies the
gains made by regular attendees
of the program using assessment data. We also plan to feature
the voices of students and
parents who wish to give testimony to the efficacy of the
program. This report will be widely distributed among parents and
stakeholders and advertised on our website. We will attend
community events, speak at city and local council meetings, and
invite city officials and community members to visit and support
the program. Our board of directors will use their diverse
networking
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29 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
Knowledge)
channels to promote the program and solicit sponsorship and
awards.
X. SAFETY AND TRANSPORTATION (5 points)
The program director of the 21st CCLC will uphold stringent
safety protocols to maintain
the safety of the children attending the program. The program
will take place inside three
recreational facilities and the building doors will remain
locked at all times. No one will be
allowed entrance without undergoing proper security protocol,
which includes using the
security buzzer to gain entry, naming the specific child to be
picked up, showing proper
identification, and filling out the parent sign-out sheet. All
personnel hired for the program will
undergo fingerprint and background checks and possess the
appropriate teacher licenses.
Teacher’s assistants will possess college degrees or be
Education majors whose degrees are in
progress.
XI. BUDGET NARRATIVE/BUDGET (5 points)
Year 1 Personnel Hourly
Wage Quantity Total
Hours Total Cost
Program Director (1) $30 1 492 $14,760 Teachers (2) $25 12 332
$99,600 Teacher Assistants $8 8 332 $39,840 SUBTOTAL $154,200
Transportation Costs for Students Days Rate Quantity Total
Cost
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Transportation home from program (3) 130 $190 2 $49,400
Transportation to service projects 4 $190 1 $760 SUBTOTAL
Supplies Price
$50,160
Quantity Total Cost Achieve3000 Literacy Solution (4) $58,340
0.5 $29,170 Think Through Math $22 150 $3,300 IXL Math $199 5 $995
Jr. FIRST Lego League Grades 1-3 $350 1 $350 FIRST Lego League
Grades 4-8 $1,200 1 $1,200 FIRST Tech Challenge Grades 9 – 12
$1,500 1 $1,500 Reader’s Theater Content-Area Concepts Levels F-X
(0-60) Sets A-D
$2,720
Robotics Programing K-12 $3,950 1 $ Reading Eggs $200 30 $6,000
SPARK Set #3 Afterschool manual, 3 yr. membership, sparkfolio,
music CD $399
1 $399
SUBTOTAL
Contractual Qty
$49,584
Cost Total Cost Summer Advantage 60 $850 $51,000 College Bound
In-State Tour (5) 1 $3,590 $3,590 SUBTOTAL
TOTAL DIRECT COSTS
Indirect Costs Cost
$54,590
$258,534
Fee for data collection $1,000 $1,000 Local Evaluation at 5% of
total cost 15,204 $16,568 SUBTOTAL
Professional Development Training Cost
$17,568
Quantity Total Indiana Youth Institute Because Kids Count Winter
Conference
$125 20 $2,500
Indiana Youth Institute Spring Training for Afterschool
Staff
$40 20 $800
Achieve3000 Professional Development (6) $11,825 1 $15,525
Benchmark Reader’s Theater Professional Development
$3,000 1 $3,000
SUBTOTAL
GRAND TOTAL COST (7)
$21,825
$297,927 Food Costs (9) $.80 260 130 days $27,040
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31 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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(1) The program director will also serve as site coordinator.
The hours for this position were calculated by multiplying 12
hours/week for 26 weeks, plus 20 hours of PD and 160 additional
hours (4 weeks) set aside for recruitment, enrollment two weeks
prior to the start of the program and data analysis, collection,
and final reporting two weeks post program conclusion.
(2) Teacher and Teacher Assistant hours were calculated by
multiplying 12 hours/week for 26 weeks plus 20 hours of PD.
(3) GYSB will provide afterschool bus rate negotiated solely for
the purposes of the 21st CCLC program.
(4) S.P.A.R.K. negotiated a 5-year contract with Achieve3000,
with a 6th year free for 300-375 student, teacher, and parent
licenses, Setup and LevelSet to be paid up front in two 50%
installments in
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32 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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Year 2 Personnel Hourly Quantity Total Total Cost
Wage Hours Program Director $30 1 492 $14,760 Teachers $25 12
332 $99,600 Teacher Assistants $15 8 332 $39,840 SUBTOTAL $154,200
Minus Title I Contribution $50000 $104,200
Transportation Costs for Students Days Rate Quantity Total Cost
Transportation home from program 130 $190 2 $49,400 Transportation
to service projects 4 $190 1 $760 SUBTOTAL $54,590
Supplies Price Quantity Total Cost Achieve3000 Literacy Solution
(1) $58,340 0.5 $29,170 Think Through Math $22 150 $3,300 IXL Math
$199 5 $995 APEX Credit Recovery Software License $200 30 $6,000
SUBTOTAL $39,465
Contractual Qty Cost Total Cost Summer Advantage 60 $850 $51,000
College Bound In-State Tour 1 $3,590 $3,590 SUBTOTAL $44,125
TOTAL DIRECT COSTS $248,415
Indirect Costs Cost Fee for data collection $1,000 $1,000 Local
Evaluation at 5% of total cost 15,204 $15,920 SUBTOTAL $16,920
Professional Development Training Cost Quantity Total Indiana
Youth Institute Because Kids Count Winter $125 21 $2,625
Conference
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S.P.A.R.K (Stimulating Peculiar Abilities to Rear Knowledge)
33
Indiana Youth Institute Spring Training for $40 21 $840
Afterschool Staff Achieve3000 Professional Development (2) $11,825
1 $15,525
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34 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
Knowledge)
SUBTOTAL $18,990
GRAND TOTAL COST (3) $284,325 Food Costs (4) $.80 260 130 days
$27,040
(1) S.P.A.R.K. negotiated a 5-year contract with Achieve3000,
with a 6th year free for 300-375 student, teacher, and parent
licenses, Setup and LevelSet to be paid up front in two 50%
installments in years 1 and 2.
(2) The price for the Achieve3000 professional development
reflects ongoing annual professional development for 6 consecutive
years at a special discounted price of two payments of $15,525 paid
in years one and two of the 21st CCLC program.
(3) The per pupil cost of the afterschool and summer school
program for the 21st CCLC budget request is $1,094 in the second
year.
(4) The cost of providing USDA approved healthy snacks was not
included in the total budget request number because GYSB will be
acquiring reimbursement through the Child and Adult Care Food
Program’s At-Risk Afterschool Meals funding source.
Year 3 Personnel Hourly Quantity Total Total Cost
Wage Hours Program Director $30 1 492 $14,760 Teachers (1) $25
13 332 $99,600 Teacher Assistants $15 9 332 $39,840 Site
Coordinator $32000 $20 4 400 SUBTOTAL $
Transportation Costs for Students Days Rate Quantity Total Cost
Transportation home from program 130 $190 2 $49,400 Transportation
to service projects 4 $190 1 $760 SUBTOTAL $50,160
Supplies Price Quantity Total Cost Think Through Math $22 150
$3,300 IXL Math $199 5 $995 APEX Credit Recovery Software License
$200 30 $6,000 SUBTOTAL $10,295
Contractual Qty Cost Total Cost Summer Advantage 60 $850 $51,000
College Bound In-State Tour 1 $3,590 $3,590 SUBTOTAL $54,590
TOTAL DIRECT COSTS $232,525
Indirect Costs Cost Fee for data collection $1,000 $1,000 Local
Evaluation at 5% of total cost 15,204 $14,366 SUBTOTAL $15,366
Professional Development Training Cost Quantity Total
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35 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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Indiana Youth Institute Because Kids Count Winter $125 23 $2,875
Conference Indiana Youth Institute Spring Training for $40 23 $920
Afterschool Staff
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36 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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SUBTOTAL $3,795
GRAND TOTAL COST (2) $251,686 Food Costs (3) $.80 286 130 days
$29,744
(1) We plan to increase the staff by two in year three to
maintain a 13:1 student/teacher ratio in anticipation of an
increase in enrollment as the program gains popularity and
respect.
(2) The per pupil cost of the afterschool and summer school
program for the 21st CCLC budget request is $880 in the second
year.
(3) The cost of providing USDA approved healthy snacks was not
included in the total budget request number becauseGYSB will be
acquiring reimbursement through the Child and Adult Care Food
Program’s At-Risk Afterschool Meals funding source.
Year 4 Personnel Hourly Quantity Total Total Cost
Wage Hours Program Director $30 1 492 $14,760 Teachers $25 13
332 $99,600 Teacher Assistants $15 9 332 $39,840 SUBTOTAL $167,480
Minus Title I Contribution $50000 $117,480
Transportation Costs for Students Days Rate Quantity Total Cost
Transportation home from program 130 $190 2 $49,400 Transportation
to service projects 4 $190 1 $760 SUBTOTAL $50,160
Supplies Price Quantity Total Cost Think Through Math $22 150
$3,300 IXL Math $199 5 $995 APEX Credit Recovery Software License
$200 30 $6,000 SUBTOTAL $10,295
Contractual Qty Cost Total Cost Summer Advantage 60 $850 $51,000
College Bound In-State Tour 1 $3,590 $3,590 SUBTOTAL $54,590
TOTAL DIRECT COSTS $232,525
Indirect Costs Cost Fee for data collection $1,000 $1,000 Local
Evaluation at 5% of total cost 15,204 $14,366 SUBTOTAL $15,366
Professional Development Training Cost Quantity Total Indiana
Youth Institute Because Kids Count Winter $125 25 $3,125 Conference
Indiana Youth Institute Spring Training for $40 25 $1000
Afterschool Staff
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37 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
Knowledge)
SUBTOTAL $4,125
GRAND TOTAL COST (1) $251,686
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38 S.P.A.R.K (Stimulating Peculiar Abilities to Rear
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Food Costs (2) $.80 286 130 days $29,744 (1) The per pupil cost
of the afterschool and summer school program for the 21st CCLC
budget
request is $880 in the second year. (2) The cost of providing
USDA approved healthy snacks was not included in the total
budget
request number because ILCS will be acquiring reimbursement
through the Child and Adult Care Food Program’s At-Risk Afterschool
Meals funding source.
Structure BookmarksFigureFigureFigure