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A grant proposal for the21st Century Community Learning CentersDISCRETIONARY GRANT FUNDING COMPETITION

JJumpump SStarttartA community-wide initiative and scientifically-based model program that will enable low income,

high-risk children to gain the skills and abilities they need to be successful, life long learners and to enhance the literacy and life skills of their parents and family members so that they may become self-sufficient leaders in their homes and the greater Oahu community

A community-wide partnership between…

Boys and Girls Club (co-applicant) Iroquois Point Elementary School Leeward College Ewa Beach Elementary School

Gear Up Ewa Elementary SchoolDrug Free Hawaii (Lei Ilima) Kaimiloa Elementary School Ka Pa Hula ‘o ‘Ilima Pohakea Elementary School

Ewa Beach Chevron McDonald’sDr. Stephen Marble Campbell High School

Joint Venture Education Forum - Education Liaison US Pacific CommandPeer Education Program Ilima Intermediate School

Oahu Big Brothers Big Sisters

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Jump Start…A community-wide initiative to effectively raise student achievement 2

Campbell Complex – 21st Century Community Learning Centers

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Insert Complex Are Superintendent signature forms here



Abstract: In joint partnership with the Oahu Boys & Girls Club, the Campbell Complex (LEA) is proposing to operate a 21st Century Community Learning Centers model program

and academic achievement initiative, entitled “Jump Start,” that will serve 7 of Hawaii’s most impoverished, high-risk schools:Campbell High (a school-wide Title I, “probationary/did

not meet standards” entity with 45% of students receiving free/reduced lunches and 9% of students registered as English as a Second Language (ESL)); Ilima Intermediate (a

school-wide Title I, “needs improvement” entity with 50% of students receiving free/reduced lunches and 9% registered as ESL);Ewa Beach (a school-wide Title I, “needs

improvement” entity with 51% of students receiving free/reduced lunches and 8% registered as ESL);Iroquois Pt. Elementary (a school-wide Title I, “probationary/did not meet

standards” entity with 53% of students receiving free/reduced lunches and 9% registered as ESL);Pohakea Elementary (a school-wide Title I, “corrective action” entity with 74% of

students receiving free/reduced lunches and 13% registered as ESL);Ewa Elementary (a school-wide Title I, “needs improvement” entity with 51% of students receiving free/reduced

lunches and 13% registered as ESL); and Kaimiloa Elementary (a school-wide Title I, “corrective action” entity with 67% of students receiving free/reduced lunches and 12%

registered as ESL). The 7 targeted schools - and the impoverished “weed-and-seed” at-risk communities that they serve - support an ethnically homogenous student population of which

over 70% are Pacific Islanders (or members of a traditionally under-served minority group); over 55% of students are enrolled in the free and reduced lunch program; and more than

74% of students are under-proficient in reading and literacy. Performance data further reveal that these targeted students are at high risk of academic failure in nearly all core subject

areas; are at significant risk of chronic absenteeism and school dropout risk factors; and are incessantly demonstrating violent and delinquent behavior that compromises the safety of

the greater Oahu community, at large. The purpose of the proposed Jump Start initiative is to combat and eliminate these risk factors through the development and deployment of a

comprehensive after school program that will offer the academic enrichment and support that our children need to meet and exceed state standards of learning as well as make positive

and healthy life choices. The Campbell Complex leadership and its stakeholder planning team have selected 3 physical Jump Start sites ( on the Ewa Beach , Ewa , and Ilima

campuses) that will annually serve a total of 700 Campbell Complex students (K-12 th grade) in an after school program environment, which will operate five days a week for three hours

per day (from September through May of each year). Moreover, the program will annually serve 350 K-12 th grade students who will attend a one month summer program which will also

operate for five days a week for three hours per day. In addressing the issues of academic failure among targeted students, the Jump Start program will offer participants a plethora of

scientifically research-based interventions. Students struggling with reading will be encouraged to participate in the fun, technology-based Jump Start Reading and Four Block groups

where they will engage in vocabulary and word exploration, paired/group reading and storytelling activities, as well as explore fun writing and book publication opportunities. Those

students who are interested in exploring math and science concepts will participate in an inter-active workshop series following the Discovery Science curricula and MathFacts technology

from Renaissance Learning. These curricular mediums are designed to integrate games, students’ interests, team projects, and real life issues with practical learning in the standards and

foundation areas of math and science. For those students struggling to meet classroom learning goals, an intense, one-on-one after school (and before school) tutoring center will

additionally be offered so that students may complete regular day coursework or homework and have an opportunity to master foundational core content. All learning activities will be tied to

the rigorous learning standards of the state of Hawaii and the Campbell Complex but will be disguised in enjoyable, engaging group activities and challenges that are age appropriate,

culturally/linguistically relevant, exciting, and fun for all! In addressing the many behavioral and delinquency issues of target area students, Jump Start will offer enrollees the following,

scientifically-based and curriculum-based interventions: Students will complete the Peer Education or Connecting Youth with Families prevention education course series in which they will

learn empathy, life skills, decision making skills, and alcohol/tobacco/drug resistance skills. Students will additionally participate in the Fit for Life PE challenge workshop where they will

develop skills in communication, nutrition, cooking, decision-making, conflict resolution, risk taking, self-health, teamwork, and affirmation. Students will be offered the opportunity to

complete a course series on “Youth Development” in which they will learn about goal setting and motivation as they work in teams to develop and deploy meaningful, community-based

service learning projects as well as participate in the continuous planning and assessment of the Jump Start initiative. Mentoring will further be offered to several high-risk students, each

year, in partnership with the Oahu Big Brothers/Big Sisters Chapter. Moreover, the Jump Start staff will offer a comprehensive school-to-college and career program component that will

encourage young students to begin now – working towards higher education goals and self-sufficiency – thus combating the cycle of underachievement and poverty in the high-risk,

impoverished Oahu community. Students will have the opportunity to engage in job shadowing projects; complete college and career inventories that will help them articulate their interests

and strengths; and attend matriculation/scholarship information sessions and career fairs at local institutions of higher education so that they truly understand the connection between

academic work and the real world. Finally, a parent involvement component will be offered in partnership with Leeward College and several state-supported initiatives. The Jump Start

family service system will offer parenting skills education, comprehensive family literacy and family read aloud opportunities, job skills training, and ESL/GED/ABE/adult literacy



opportunities for parents and family members of enrolled students so that they have the skills to support their children’s life and academic endeavors. Snacks for children, busing to and

from the program sites, transportation assistance and childcare for parents, and bilingual staff will be provided to further support working parents and children access all of these

programming options. The complex anticipates a variety of positive outcomes from the Jump Start program, which include a significant improvement in student performance levels (higher

test scores and course completion rates), enhanced parent engagement and literacy, and a better school climate (higher attendance rates, increase parental involvement, reduced dropout

rates, reduced school policy violations). These outcomes represent 4 of the 5 components that comprise the essence of No Child Left Behind. Jump Start program is inclusive of an

evaluation component in which scientific findings that document these outcomes will help to continually improve upon these best practices and justify the continuation and replication of the

program throughout the Oahu community and beyond the grant funding cycle. The Jump Start program and its comprehensive service components are built upon the scientifically-validated

best practices of adopted school reform interventions and educational research in order to improve upon the social, emotional, academic, and physical functioning of each participant and

his/her family. In essence, our philosophy is that it takes a healthy body, healthy mind, as well as a community and network of support to raise achievement. This holistic approach to school

improvement will help transform what are now the lowest performing schools within the state into centers of educational excellence so that…No Oahu Child Is Left Behind!

Need: In joint partnership with the Oahu Boys & Girls Club (BGC), the Campbell Complex (CC) is requesting grant funding, from the State Department of Education, to establish a 21 st

Century Community Learning Centers model program and academic enrichment initiative, entitled “Jump Start.” The Jump Start program will operate as a vehicle for enhancing the

academic achievement, performance, and literacy skills of high-risk Oahu students and their families. The Jump Start program represents the continuation of a comprehensive, community-

wide improvement initiative that began in FY 2001 with a needs assessment and planning process coordinated by the Campbell School Improvement Taskforce (CSIT). The taskforce is a

stakeholder body comprised of complex administrators, schools, colleges, residents, churches and 501(c)(3) agencies, business and political leaders, parents, and students. Taking the

lead on the Jump Start initiative were two strong leaders (CC and BGC) that set out to accomplish the taskforce’s mission of combating poverty and illiteracy through the establishment and

coordination of an academic enrichment and family literacy service system in the greater Oahu community. The 8 square mile target region that is served by the Campbell Complex is

inclusive of 7 high-risk, school-wide Title I, “School Improvement” schools and hosts one of the most impoverished, high-risk resident populations within the state. Language barriers,

immigration, poverty, and escalating community crime and violence prevent our residents from thriving. The lack of resources to address these risk factors has been the driving force behind

the Jump Start planning initiative, which was carried out by the CSIT as follows: Step 1-Data Review-The CSIT members joined the teaching and administrative staff of CC Title 1 schools

in a series of needs assessment and planning sessions. Representatives from the county, city, district, and CC offices provided existing needs data to those in attendance from various

sources which included standardized test data, attendance/truancy records, school policy violation records, police-juvenile crime reports, free and reduced lunch records, Title I data,

demographic/language proficiency data, parent needs data, school physical/mental health reports, as well as classroom level data (i.e., GPA, dropout reports). The attendees utilized these

data sources to compile a general “needs profile” for Campbell Title 1 students and families. Step 2-Resource Inventory-A resource inventory was then performed by the CSIT for the

purpose of identifying existing community resources and service gaps in the complex’s designated service region. Input was provided by approximately 25 community-based and public

non-profit entities (i.e., police department, colleges, schools, churches) who were asked to describe existing services and after school programming resources for local youth and families.

The information that was gathered painted a grim picture of high needs coupled with diminishing resources. According to the inventory results, there is one after school program currently

available in the region; however, this program is limited to serving high school dropouts. Enrolling only 25 former high school students a year, the program’s offerings are further limited to

career readiness counseling and vocational internship opportunities. The local Gear Up office reported to provide periodic presentations (2 to 3 per year) in schools covering

professional/college/career topics. Gear Up also offers occasional tutoring to secondary students during school hours. Leeward College was further identified as the only provider of GED,

adult basic education (ABE), and adult literacy services in the area. The college struggles, however, to maintain consistent enrollment which can be attributed to childcare barriers and

transportation for adults. Classes are offered sporadically during daytime hours, which makes it almost impossible for working adults to attend. The inventory points to no other routine

family literacy, parent involvement, job readiness, or family skills development activities being offered in the region. Contrary to the lack of consistent extended day programming for local

children and families, the inventory was useful in identifying potential partner resources that could be committed to create a Jump Start service system. Public entities, such as Leeward

College, as well as community-based and faith-based entities from all areas of the target region, have agreed to join this effort through the leveraging of new and existing resources. Step

3-Program Development-Through a series of meetings attended by the school staff, CC administrators, teachers, parents, and CSIT members - the Jump Start target service population

was selected based on the “greatest need” (as defined by test scores and Title I data). Planners agreed that the children and families of Campbell High School, Ilima Intermediate School,

Ewa Beach Elementary, Iroquois Pt., Pohakea, Ewa, and Kaimiloa Elementary School should be primarily targeted for services during the first five program years due to the extraordinary

poverty and academic needs of consumers. Each potential programming element was then openly discussed, assessed, and aligned with risk factors and needs data of the targeted



children and families of these schools. Programming elements were researched by a sub-committee of school and community representatives to verify scientific validity and effectiveness at

meeting (1) the needs of similar populations as well as (2) meeting the performance goals and indicators set by the state. The grant narrative that was developed by this sub-committee

was presented, reviewed, 100% approved, and endorsed by several stakeholder groups, including the CSIT, the CC/school-based leadership bodies, and school faculty. The culmination of

this planning effort has led the CSIT to develop a comprehensive, customized model for a community-wide, sustainable, after school hours programming infrastructure that will be deployed

with 21st Century Community Learning Center grant funds, existing operational monies, and leveraged community resources from over 15 partnering organizations.

The Campbell Complex (LEA) and BGC (a community-based organization) are jointly requesting grant funding to collaboratively deploy the Jump Start model as a school reform vehicle

to effectively serve Hawaii’s most impoverished, high-risk, K-12 students and their families (competitive priority). The Campbell Complex leadership and its stakeholder planning team have

selected 3 physical Jump Start sites (on the Ewa Beach, Ewa, and Ilima school campuses) that will annually serve a total of 700 Campbell Complex

students (K-12th grade) and families in an after school program environment. Our key partner, the Boys and Girls

Club, will work hand-in-hand with our sites and schools as its staff hosts and facilitates the special site-based

science and technology learning centers as well as the intense tutoring components of the program. The after

school Jump Start program will operate five days a week (Monday-Friday) for three hours per day (from

September through May of each year). Moreover, Jump Start will serve an additional 350 K-12th grade students

who will attend a one month summer program. “Summer Jump Start” will also operate for five days a week for

three hours per day. Again, the three physical sites will serve their own Title I students/families as well as the Title

I students/families of the following school-wide Title I, “school improvement” schools: Kaimiloa, Pohakea,

Iroquois Pt., and Campbell High. The three physical sites are public school buildings that are well equipped,

highly-accessible, ADA compliant, and in full compliance with all state and local school-age care licensing.

School demographics are as follows:

Targeted Participating School Name

Campbell High Iroquois Pt. Elementary

Pohakea Elementary

Kaimiloa Elementary

Ewa Beach Elementary

Ewa Elementary Ilima Intermediate

Physical Jump Start site to where students will be

bused

Ilima Intermediate Site

Ewa Beach Elementary Site



Students will remain at the Ewa Beach campus

Students will remain at the Ewa

campus

Students will remain at the Ilima campus

# of students from school projected to participate in

the after school and summertime programs

100 (after school program) + 50

(summertime) = 150 total students

annually



annually



annually


(summertime) = 150 total students annually


(summertime) = 150 total students annually



annually



annually

School Title I & free/reduced %

100% School-Wide Title I,

45% Free & Reduced Lunch

Rate


53% Free & Reduced Lunch Rate



100% School-Wide Title I, 67% Free &

Reduced Lunch Rate





Rate



RateState Achievement Rating Probationary / did

not meet standardsProbationary / did not

meet standardsCorrective Action Corrective Action Needs Improvement Needs

ImprovementNeeds Improvement

Current Enrollment 2,102 832 562 747 549 818 959Capacity indicators of the

school in regards to hosting the program

Limited janitorial staff available after hours; antiquated technology; antiquated library resources; limited space for physical fitness activities; limited administrative staff onsite after

school/summertime hours to monitor the program

Full janitorial staff available; close by “centralized” location for the identified participating schools; safe busing available for the children; fully equipped libraries; sufficient computer labs; outdoor play area; gymnasiums; onsite administration available to support deployment

The targeted region that will be served by Jump Start is the 8 square mile, Campbell Complex public school zone. This region is located in the southwest area of the Island of Oahu and is

inclusive of the following communities: Ewa Beach, Ewa, and West Loch. Isolated from the high dollar tourist resorts and a far cry away from the common stigma of island wealth and

luxury; this target region is comparable, economically, to a depressed third world country. The children and families who reside in the Campbell area lack modern amenities, such as



running water, housing, electricity, telephones, food, clothing, and shelter. Illiteracy, unemployment, and poverty are key factors that prevent our community from prospering. Of the 43,700

residents who populate the Campbell region, the majority reside in blighted, graffiti encompassed, crime and drug infested streets and neighborhoods. The remainder lives in the more

rural, agricultural poverty pockets of the Island. The Campbell Complex serves a total of 6,416 students from the target region, of which 7.4% reside in TANF-public assistance households.

Moreover, 10% of Campbell children reside in military housing which generates many issues for the local school system in itself – ranging from an escalating mobility rate to poverty (a

large portion of military families are forced to go on welfare due to limited wages). Furthermore, a large percentage of those children served by the complex (70%) are Pacific Islanders or

are members of traditionally under-served language minority groups. There is also a significant immigrant population in the area (10%) that consists of non-English speaking, first

generational families from the Philippines and America Samoa. Pacific Island and immigrant families constantly struggle to master the English language. They find that it is nearly

impossible to thrive in this local economy that is increasingly demanding computer and academic skills that they just do not have. With a 16% unemployment rate and with 55% of the target

area resident population considered to be “low-income” or “poverty/below poverty,” resource poor public and community-based service agencies wrestle to meet the unique needs of local

children and families. Research confirms that poverty, in itself, contributes to the academic failure of children because poor families often cannot afford educational resources for their

children or they cannot participate in academic supportive activities with their children due to under-education, illiteracy, or other poverty-induced barriers (i.e., transportation, childcare).

Many families of the target region specifically lack the literacy skills needed to help their children with academics and homework. One recent study, for example, revealed that 10% of

parents of Campbell students report to have less than a 9th grade education and 43% have less than a 12th grade education. Approximately fifty percent of parents are reported to read

and write at a “literacy level II” rate; 25% at a “level I” rate; and 25% of parents are reported to be “illiterate” and completely lacking in reading and writing skills. Disaggregated data reveal

that poor, native and immigrant families represent the majority (85%) of the population that is reported to be illiterate. According to this census data, if Campbell Complex students follow in

their parents’ footsteps, less than 53% will ever graduate from high school; less than 82% will ever earn an Associates Degree in college, and less than 5% will ever earn a Bachelors

Degree. The only program that is addressing the issues of “adult under-education” in Oahu is hosted at Leeward College which offers adult basic education and ESL. Despite the fact that

more than 400 target community families could benefit from these services, the college reports that only a handful of adults are registered for these classes at any one time. The reasons

behind this low enrollment are due to the lack of transportation to the site (the college is not in walking distance for most residents); the lack of child care availability during adult classes

(most Campbell families have a disproportionately large number of child care age children and can not afford formal child care); and residents’ lack of knowledge regarding scholarships

and financial aid opportunities that cover the costs of enrollment and textbooks. Moreover, there are few formalized vocational education and job skills training opportunities offered at the

small college.

The culmination of the above community disorganization problems paints a clear picture of the service gaps and family needs in the targeted region. It is our vision to create a seamless

service system that will empower families of Title I children with the literacy and life skills they need to be successful, productive citizens. It is also our intent to establish a comprehensive,

consistent safety net for local families so that they don’t fall through the cracks in the existing fragmented service system. Under Jump Start funding, resources from Leeward College, as

well as resources from other community partners that specialize in social and educational support services, will be combined to provide a more comprehensive approach to adult literacy

that offers basic family literacy training as well as easy to access adult basic education, technology skills development, GED, and ESL opportunities for the families of impoverished children

who will be enrolled in the Jump Start program. Child care, transportation support, and dual language staff will be just a few of the strategies that we will use to enhance parent participation.

Approximately 11% of target population students come from poor, single-female heads of households – many of whom are either on TANF or are forced to work two or even three jobs to

survive. The poor economy forces many working adults to make a long daily commute (of up to 2 hours each way) to more prosperous areas of the Island. Hours lost in the commute or an

“over committed” workday prevents both single and dual working families from helping their children with academics. Most of our students who do not have access to the limited after

school programs available in the community, take the school bus home to an empty house during a time when research shows juvenile crime rates triple. The 2002 Oahu United Way

Community Assessment report confirmed that students from our target area spend an average of 4 hours per day alone, for 5 days a week. It is undeniable that students feel the pressure

of not having a nurturing parent at home and often develop independent living skills to cope with the absence of their parents during a large part of the after school hours. Long work hours

and poverty barriers further limit parent involvement and family management abilities. For example, the Campbell Complex’s most recent School Quality survey indicated that less than

35% of complex parents report to be involved in their child’s school academics. Poor parenting skills are further reflected in the disproportionately high rates of child abuse and neglect in

the area. The percent of child protective services interventions is 19% in the general region, which far exceeds the national average of 5%. In fact, several of the cities encompassed in the

complex zone have some of the highest rates of abuse/neglect in the state. One local city was recently cited by the state as having one of the highest “preventable child death” rates in the

nation.



Our local children further struggle to access health care as a projected 91% of targeted children use school-based nurses as their primary care and 61% of local children are not

immunized by age two. Many children come to school sick, have vision and dental problems, and suffer from sleep deprivation and hunger. As physical education and recreational activities

are not readily available during the school day, local children struggle to be healthy and fit. Ultimately, these factors make it difficult for kids to concentrate on academics. Coupled with

limited funds on the school level and lack of personnel, the only organized parent involvement opportunity that even exists at many of the schools consists of a monthly PTSA meeting.

Furthermore, most local parenting skills education programs are targeted for public mental health system clients and former incarcerated adults as opposed to the general at-risk

population. There truly are more “service gaps” than “services” in the Campbell region to help locals gain the skills they need to raise and care for their children in a safe, positive

environment. Jump Start will help fill these gaps by helping families gain literacy, enriched parenting skills, personal growth, and learn strategies for supporting their children academically.

Poverty and illiteracy are predominating paradigms that may never be broken by the many young Campbell Complex children who carry on the tradition of poor performance in school.

The five elementary schools that will participate in the Jump Start program each offer a casebook example of how poverty and under-performance are linked in the local education system.

The 5 “school-wide” Title I elementaries host a combined student population of 3,362 K-6 th grade children of which 59% receive Free and Reduced

lunches and 7.4% reside in TANF-public assistance households. Nearly all of these students continuously struggle

to meet state learning standards as is demonstrated in the schools’ state ratings of either “Needs Improvement,”

“Corrective Action,” or “Probationary/Did Not Meet Standards.” Reading is the most challenging area for our

youngsters to master, as demonstrated in the following chart:

Hawaii State Assessment Results, 2002Targeted Participating School Name Iroquois Pt. Elem. Pohakea Elem. Kaimiloa Elem. Ewa Beach Elem. Ewa Elem.

% of students not meeting proficiency in reading 66% 82% 74% 75% 74%% of students not meeting proficiency in math 94% 97% 94% 86% 85%

SAT 9 Results, 2002% of students not meeting benchmarks in reading 23% 27% 26% 29% 29%

% of students not meeting benchmarks in math 23% 25% 29% 17% 25%As with the majority of Island schools that host disproportionately high ESL populations, it is undeniable that Campbell students struggle the most to master reading and language

comprehension skills. Nine percent of students from the five elementary schools are considered ESL. Not surprisingly, only one out of every five students is able to read at grade level with

the average student reading at three grade levels below where he/she should be. The output of our 2002 DIBLES testing reveals the following student populations to be at-risk of early

reading difficulties: Kindergarten - Learning Gap Domains : Initial Sounds - 58% of students at-risk; Letter Naming - 50% at-risk; Phonemic Segmentation - 39% at-risk; Nonsense Words -

31% of students at risk. Grade 1 - Learning Gap Domains : Letter Naming - 29% at risk; Phonemic Segmentation - 30% at risk; Nonsense Words - 32% at risk; Oral Reading - 41% of

students at risk. These and other data reveal that reading difficulties start well before local children ever sit down to a state test. Additional DIBLES testing results for Kaimiloa Elementary

indicated that only 38% of entering Kindergarten children can write their first names (only 7% can write their last name); only 2% can identify alphabet letters; and only 16% can identify

basic shapes. Moreover, on the most recent PPVT testing report taken at Kindergarten entry, the average performance of Oahu children was only at the 10 th percentile on the national

norm. Local teachers report that the following factors lead to these low performance trends and a pathway of future academic failure for our young students: an estimated 22% of local

children have no formal education prior to entering Kindergarten; limited use of the English language at home; most children are not introduced to print or literacy rich environments until

they attend school -- with some children not being enrolled until 1st or 2nd grade.

The fact that over 74% of our elementary school students are deficient in their reading abilities has encouraged the complex to re-evaluate school-based reading interventions and

identify gaps in current programming. As is required in preparing our annual NCLB application, a thorough assessment on student achievement in the area of reading was recently

performed by local school improvement taskforce teams. The assessment revealed that local children are in great need of a scientifically-based remedial intervention in reading; more

concentration on word analysis, comprehension, and vocabulary during instructional time; as well as extended learning hours in the area of reading so that struggling children have the

opportunity to catch up to their peers. Each of these areas has been highlighted in our complex and school-based improvement plans. The proposed Jump Start program will therefore

address these priorities and learning needs of students in the area of reading by providing scientifically-validated reading interventions that are proven to significantly raise student

achievement in each of these areas as well as enhance the reading performance of our ESL population. The program will additionally host an annual “Kick Start” summertime workshop for



young children transitioning into our school system from local headstarts and preschools. This workshop will literally “Kick Start” our at-risk students into a pathway of gaining and mastering

early reading and literacy skills.

An analysis of disaggregated state achievement test data by our site and complex level school improvement taskforce teams further reveals student learning deficits in a variety of

testing areas in math. Alarmingly, on the 2002 Hawaii State Assessment, only 18% of local elementary children met or exceeded proficiency standards in math. Cumulative data

from the Hawaii State Assessment output reveal that our elementary students struggle the most in the mathematical areas of number sense, measurement, algebra, computation, and

geometry strands. To address these issues, a few local teachers now use the STAR Math system to identify learning gaps among their students. In addition, teacher-created mock SAT 9

and Hawaii assessment math quizzes are now being incorporated into classroom instruction. Although these reforms are beginning to show improvements in student performance, they are

not being implemented across the board due to recent budget cuts. Our schools believe that much more must be done to help low performing students catch up with their peers as well as

support all students to achieve at higher levels. During this past school year, our school improvement taskforce teams used the School Improvement Process for accreditation by the

Western Association of Colleges and Schools (WACS) (or the Standards Implementation Action Plan process) to identify particular learning gaps in math and other core areas and match

these gaps with scientifically-based interventions and recommendations. During this process, our staff collected and analyzed four years of student achievement data and reviewed a

volume of research on best practices for curriculum, instruction, and learning interventions. The findings of this analysis process is mirrored in not only our school improvement plans, but is

also mirrored in the comprehensive interventions and components proposed in the Jump Start program. It is clear from this process that Campbell children are in great need of a

scientifically-based remedial intervention in the area of math; more concentration on number sense, measurement and geometry, probability and statistics, patterns, functions, and algebra

during instructional time; as well as extended learning hours in math concepts. The proposed Jump Start program will address the learning needs of Campbell students in the area of math

by providing additional instruction time targeting each of these learning areas that will be based on the scientifically-validated and state/CSR standards/competency aligned MathFacts and

Accelerated Math curricular packages.

Low state standardized test scores and chronic academic failure place Campbell Complex students among the poorest performing in Hawaii. Due to dwindling budgets and the absence

of discretionary grant resources at the school level, there is no help during after school hours in the form of tutoring and remediation available for local students to close the gaps in core

learning areas so that they may be successful at advanced course work. Instead, a “snowball effect” commonly takes place…with limited intervention, students increasingly just get more

and more behind as dropout and other risk factors increase. This continuous failure to achieve academically deprives students of the desire to learn and stay in school. The “lack of

commitment” to education is reflected in the low attendance rates of our schools (90% average attendance rate at the 5 elementaries) and the high number of policy violations on the school

campuses which rob our children of vital instructional time.

Campbell High and Ilima Intermediate are the two remaining schools that will be served by the Jump Start program. Both schools are “school-wide Title I” and both are rated as “school

improvement” as neither school has consistently met state measures of adequate yearly progress on state testing. Combined, these secondary schools serve 3,054 7 th through 12th

grade students of which 48% are enrolled in the Free and Reduced Lunch program. Analysis of standardized test

scores indicates that our secondary age students are struggling to meet state learning standards with many students

demonstrating some of the lowest reading, language arts, and mathematics scores within the state. The following

chart describes the percentage of local secondary age students who currently are under-proficient in core subject

areas: Hawaii State Assessment Results, 2002

Targeted Participating School Name Ilima Intermediate Campbell High School% of students not meeting proficiency in reading 62% 65%

% of students not meeting proficiency in math 87% 89%SAT 9 Results, 2002

% of students not meeting benchmarks in reading 25% 45%% of students not meeting benchmarks in math 30% 44%

There is limited help in the form of tutoring and remediation available for secondary students on the campuses. Research indicates that students who fall below the national norm on

standardized testing are 55% more to likely to fail core academic courses and earn credits toward graduation. Solidifying this trend, in the 2002-2003 school year, approximately 45% of

Ilima Intermediate School graduates who transitioned to Campbell High failed basic Algebra and did not earn credit for graduation. The failure to achieve in the classroom justifies the high

student dropout rate in the Campbell Complex. Our dropout rate of 21% is significantly higher than the state dropout rate of 10% as well as the national dropout rate of 6%. It is a growing



trend in the local educational system for many ninth grade students to experience difficulties in making the adjustment from the middle school. Indicators include the high number of

discipline referrals, poor attendance (1/5 of students absent in a typical school day), and disproportionately high grade-level retention rates. In 2002-2003, for example, 6% of the

transitioning 9th grade population was retained for failing three or more subject areas. The large size (over 2,000 students) and departmentalized structure of Campbell High are additional

factors that contribute to an educational climate in which failure is common and students feel unattached to the school. The high number of different students encountered daily by each

teacher and the high number of different teachers assigned to each student creates an environment in which the individual student who is at risk of academic failure becomes anonymous.

It is, for example, very typical that the average teacher at the high school has a workload involving over 300 students each semester which is equivalent to 600 students each year. There is

little possibility in this current operating structure that teachers could even learn the names of all of these students, let alone their academic and other needs. Anonymity deprives students

of the close interpersonal relationships with teachers and administrators that build the belief that someone knows them well and cares about their welfare. Being in a caring human

community is a necessary ingredient in students’ personal commitment to academic excellence and regular attendance. Due to the ever-present transition issues at Campbell High, the

Jump Start program will target services towards the future high school students of Ilima Intermediate who are struggling to succeed in school. The program will also offer a variety of tutoring

and other remedial interventions and support to Campbell High 9 th graders (and older students) who are having a hard time making the transition or who are demonstrating school dropout

risk factors.

Despite the vast academic and other needs of our children, our community lacks the resources to help turn our kids around. Continuous academic failure combined with the added risk

factors described above leads to frustration, alienation, and rebelliousness. It is an unfortunate fact that the high-risk elementary and secondary age children of our 7 participating Title I

schools are left to find their own recreation and companionship in the streets of Oahu. Because there are no consistent after school programs available in the community, nearly all

Campbell students return to their high-crime neighborhoods and homes, unsupervised by adults, during after school and summertime hours. The lack of supervision during after school

hours and the delinquency risk factors present among our kids are two key ingredients in the recipe for disaster. The behavioral offenses reported on the participating school campuses,

alone, indicate significant delinquency problems and the high-risk nature of the target student population. Last year, the 7 campuses reported that 35% of complex students were Class A

Policy Violators (burglary, robbery, weapons offenses, violence, drug dealing); 40% were Class B Policy Violators (disorderly conduct, trespassing); 9% were Class C Policy Violators

(cutting class, insubordination, smoking); and 12% were Class D Policy Violators (contraband offenses). This delinquent behavior is not isolated to the school campuses by any means.

According to local law enforcement, 95% of “crime committed by juveniles” occurs during immediate after school hours. In the targeted “weed and seed” community of Oahu, police

incarcerated 115 juveniles last year during after school hours for serious crimes ranging from rape to assault. Moreover, an average of 200 juvenile induced crimes occur during

summertime in the target community, which ranges from burglary to drug possession. The proposed Jump Start program will aim to combat these delinquency factors by promoting and

enhancing the development of boys and girls by instilling a sense of competence, usefulness, belonging, and self-value. The program staff will team up with our local Big Brothers Big

Sisters, Drug Free Hawaii, and several other community partners to offer site-based mentoring, conflict resolution skills training, and prevention education for at risk and high-risk students

so that behavioral problems may be addressed early – before students dropout or transition into the juvenile justice system.

In school year 2000-2001, the Campbell Complex schools endeavored to increase student achievement by adopting Comprehensive School Reform (CSR) models approved by the

state and federal government. Several of our schools have adopted the First Steps CSR model, as well as the Success For All, American’s Choice, and Talent Development. These CSR

models successfully demonstrate reliable research and effective practices, emphasizing basic academic and parent involvement. In the past few years, the complex schools have focused

their schoolwide efforts on literacy. Schoolwide reading campaigns, 2-hour literacy blocks, time for silent reading, and promoting parent/community Read Aloud events are some examples

of our efforts to date. Teachers have also undergone extensive staff development in the areas of reading and writing by their curriculum staff. Nevertheless, after several years of

implementation and significant success, student achievement in reading (and other core areas) are still not proficient on the Hawaii State Assessment. Something more must be done to

help our children read and achieve at higher levels. Research from the National After School Alliance as well as from our CSR model developer partners confirms that children who

participate in structured after school enrichment programs - that are offered with significant intensity and duration - gain higher grades in school, attend school more often, are more likely to

resist drug and alcohol, and have more positive attitudes toward education than their peers. The CSIT needs assessment process revealed that there are only very limited “pockets” of after

school programming being offered to local children and families. There are also no scientifically-based education or intervention programs offered to local youth to address or prevent the

escalating juvenile delinquency and drug problems reported by school and police officials. It is undeniable that Campbell students are at high-risk for education failure 66% do not meet

proficiency in reading and 82% are under-proficient in math. School reform research from SEDL points to extended instruction time, remediation, and assessment-based instruction as the

key ingredients to addressing such broad achievement issues. (SEDL, 1999) Limited funds and resources have prevented schools from providing these needed services. Remediation is

mostly limited to periodic direct instruction in reading on most campuses and there are no site resources available to cover the costs of tutors, extended day instruction, or student

agendas/portfolio materials. The proposed Jump Start program has, therefore, been designed by a group of community and school stakeholders to fill these service gaps by uniquely

addressing the holistic academic performance, behavioral, and support needs of local students as a long-term, comprehensive solution for our community. In essence, our philosophy is Jump Start…A community-wide initiative to effectively raise student achievement 11


that it takes a healthy body, healthy mind, as well as a community and network of support to raise achievement. The program will operate on 3 centrally-located, public school campuses

and will serve 1050 low achieving students each year – offering safe and structured, after school (and summertime) programming so that kids are not loitering crime-ridden neighborhoods

or left unsupervised in their homes. The culmination of an after school, standards-aligned, academic and enrichment-based intervention and a summertime workshop exploratory series will

serve to combat the many problems that are preventing our youth from achieving at high levels. The after school and summertime period is an ideal time to provide students with positive

academic enrichment and other supportive interventions that are not offered during the school day. As reading is the primary academic problem of targeted students, the proposed Jump

Start program will consistently offer struggling students the opportunity to participate in the fun, technology-based Jump Start reading group where they will engage in innovative,

scientifically-based, literacy interventions that follow the Accelerated Reader and Read Now curriculum. These literacy programs challenge youth to read appropriately leveled books of

interest; demonstrate comprehensive thinking skills through games and mini-quizzes (which enable them to gain points for free snacks and supplies from the Jump Start store); and work

one-on-one with an ESL/Literacy Specialist to read together and complete fun exercises and word attacks that stress mastery of oral language, print awareness, and phonics. Jump Start

students may also participate in the fun “Four Blocks” age-appropriate, reading and literacy workshops where they will engage in leveled and guided reading, technology-based vocabulary

and word exploration, fun writing and book publication opportunities, and self-selected reading activities. Research proves that extended instructional time in reading and writing will

increase student achievement in the areas of comprehension, vocabulary, phonemic awareness, and oral language as well as increase students’ abilities to meet state reading standards.

Secondly, as complex and school staff have identified student learning gaps and poor test performance in math, the Jump Start program will tap into some of the most qualified math

(and science) professionals in the state from the local college and partnering organizations to facilitate inter-active workshops for students based on the MathFacts, Accelerated Math, and

Discovery Science curriculum. Exploratory workshops in math and science will be designed to integrate games, students’ interests, and real life issues with practical learning and problem

solving in the content areas of math, science, and technology. Moreover, for those students struggling to meet classroom learning goals, an intense, one-on-one after school tutoring center

will additionally be offered that incorporates achievement portfolios and standards-based, diagnostic-prescriptive approaches to learning in core subject areas (i.e., reading, math, writing).

Tutoring will be offered as an ongoing service so that students may complete regular day coursework and homework and have an opportunity to master foundational core content. Each of

the Jump Start academic enrichment activities will be tied to the rigorous learning standards of the state and the Campbell Complex but will be disguised in enjoyable, engaging group work,

games, and challenges that are innovative, exciting, and fun for all! The academic enrichment components of Jump Start will produce a variety of positive results among participating

children, which will include improved achievement in classroom academics, improved test scores, reduced grade retention rates, and increased commitment to school and attendance.

Campbell Complex students additionally struggle with many problems that go beyond academics. From fights to drug possession to classroom disruptions, each of the behavioral

offenses that occurred last year on targeted school campuses robbed students of learning and instructional time. Unfortunately, there are limited resources available to help local youth

break out of this cycle. Other than a 6 week DARE course offered to 5 th graders at one elementary school, there is no other prevention education provided to children and there are very

limited counseling resources available in the community for youth. Research from CSAP and the National School Reform panel confirms that there is a strong link between the academic

success of children and children’s resiliency to rebellious and delinquent behavior. Case studies also point to the fact that children who have both poor attendance and frequent policy

violations are more than twice as likely to drop out of school than their peers. (CSAP, 2002) The Jump Start program will provide children with the tools and skills they need to be

successful, healthy, safe, resilient learners. Specifically, the following scientifically-based interventions will be offered during the structured 15 hour/week extended day period: (1) Students

will complete either the Peer Education/Eli Ilima or Connecting Youth With Families prevention education course series in which they will learn empathy, life skills, decision making skills,

and alcohol/tobacco/drug resistance skills. This education opportunity will help children resist risky and delinquent behavior and understand the importance of staying in school and living

drug-free lives. (2)Students will be offered the opportunity to take a course series on “Youth Development” from our partner, Leeward College Gear Up (in-kind), in which they will learn

about goal setting and motivation as they work in teams to deploy meaningful, community-based service learning projects. (3)Students will engage in fun yet rigorous workshops in the

areas of Polynesian art, drama, language appreciation, citizenship, and culture which will challenge them to enhance social developmental and academic skills that tie to Hawaii state

content standards. Limited funds and accountability efforts have precluded schools from consistently offering music and art to students in the past. Research from the ASA, however,

supports the significance of art enrichment. Children who regularly engage in art and cultural education demonstrate higher levels of critical and ordered thinking skills; moreover, children

who regularly engage in art education at an early age demonstrated enhanced oral language development, literacy, self-esteem, interpersonal skills, and cultural awareness. (ASA, 2002)

To be facilitated by our local partner, Ka Pa Hula ‘o ‘Ilima (in-kind), the Jump Start art, drama, and cultural exploration opportunity will enhance creativity and provide an engagement

medium for children to demonstrate concept mastery in these developmental areas as well as gain social and decision making skills as they work in groups to build their creativity and

artistic talents. (4)A mentoring program will additionally be offered to high-risk students that will be facilitated by our local partners from Big Brothers Big Sisters (in-kind). Mentoring is

proven to increase student commitment to school, increase academic achievement levels, and reduce dropout risk factors. (5)Led by our partners from the Boys and Girls Club (in-kind),

Jump Start children will also engage in physical fitness opportunities and group recreational challenges – which will offer youth the opportunity to make positive connections with their peers



and increase their physical health, nutrition, fitness levels, leadership skills, and self-confidence. Each of the above Jump Start activities is appropriate to meet the specific needs of the

target population and is proven, through research, to reduce the identified risk factors among minority and impoverished populations. Our community-based partners from Leeward College

Gear Up will further offer a comprehensive school-to-college and career programming component that will support local students to set and gain future college/career goals and self-

sufficiency – thus combating the cycle of underachievement and poverty in the Oahu community. Students will have the opportunity to engage in job shadowing projects, complete college

and career inventories that will help them articulate their interests and strengths, and attend matriculation/scholarship information sessions and career fairs at local institutions of higher

education.

Finally, a parent involvement component will be offered in partnership with Leeward College, Strengthening Hawaii Families, and Drug Free Hawaii. These partners have agreed to

cover the cost of their staff to offer monthly parenting skills education, comprehensive family literacy education/prime time family reading programming, job skills training, and

ESL/GED/ABE opportunities for parents and family members of enrolled Jump Start Title I students so that they have the skills to support their children’s life and academic endeavors.

These multiple family interventions will directly result in higher literacy levels among families, increased parent involvement in school and in their children’s lives, improved parenting skills,

and increased linkages between families and public support services. Snacks for children, busing to and from the program site, transportation assistance, free childcare, and bilingual staff

will be provided to further support working parents and children access the programming options, as needed. Jump Start staff will further integrate dual language approaches in student and

family learning centers as well as learning/exploration in the area of Native Hawaiian culture to further address the needs and interests of all learners.

Program Design: The Jump Start program will offer both an after school and summertime component which will operate at three physical school sites but will serve student populations

(via intra-complex busing) from a total of 7 Title I, “School Improvement” schools: Campbell High, Ilima Intermediate, Ewa Beach, Iroquois Pt., Pohakea, Ewa, and Kaimiloa. The

after school program will operate for 15 hours per week from September through May on the three sites. The

summer component will run for one month (15 hours per week) in July. The following chart summarizes the

enrollment pattern for each site:Site Name Lima Intermediate Ewa Beach Ewa

*After School Enrollment(2:30 PM – 5:30 PM)

200 7th-12th grade students will be enrolled in the after school program

400 K-6th grade students will be enrolled in the after school program


*Summertime Enrollment(noon – 3:00 PM)

100 7th-12th grade students will be enrolled in the after school program



*Family Component(one evening per month, 2-3 hours)

300 families of enrolled youth will participate in at least one family activity

600 families of enrolled youth will participate in at least one family

150 families of enrolled youth will participate in at least one family

*please note that the actual programming hours may vary from site to site.

Please note that the complex provides its assurance that the children from the 7 Title I school-wide, school improvement schools (and their families) will be targeted and prioritized for enrollment into the 21st Century program. The Principals and staff of the 7 participating schools have agreed to use established guidelines to recruit and select their students to priority

enroll into the extended day program. Students who attend one of the 7 schools and who are from low-income families as measured by the schools’ Free/Reduced lunch lists will be eligible

to receive priority enrollment into the program. Students who attend one of the targeted schools who are at risk of academic failure as measured by the state testing program will be

encouraged to enroll. Staff of the 7 sites will carry out an identification, referral, and recruitment process that targets these student populations for priority enrollment (parent approval and

consent will be mandatory in the enrollment process). The schools will host Jump Start enrollment fairs and booths sponsored on the school sites during parent teacher conference days.

Please also note that referrals will be made of targeted students from school faculty, social services, and court services as described in our partnership letters, attached. CC has requested

that Ewa Beach, Ewa, and Ilima schools host the physical Jump Start programs due to these schools’ capacity strengths described in the chart, above. Both CC and all participating

schools believe that the 3 large and well equipped physical campus sites have the capacity to serve all students seeking services; however, if there are staff shortages and capacity issues,

a waiting list and scoring rubric will be used to prioritize and facilitate enrollment. Scoring priority will be based on the student’s enrollment in a target school, poverty, and academic risk.

Only families of enrolled children will be invited to participate in the family programming opportunities. The 3 physical sites are centrally located throughout the complex geographic area for easy access via busing for site and feeder schools. Please see the demographic overview chart in the needs section for detailed information on the enrollment and feeder pattern of each

site. The 4 “feeder” sites have also agreed to periodically host workshops and activities for variety and sharing of resources.

On each physical site, approximately 3-4+ workshop style learning stations will be set up at separate, divided areas of the campus that will enable students to learn in a small group

environment. For the first 15 minutes of the program day, students will come together in a large group to review and discuss behavior rules and practice self-control exercises, sing songs,

review learning objectives from the previous day, and discuss the learning topics and themes scheduled for each “learning station” for that day. Based on the enrollment demographics,

students will be grouped by age and/or level to engage in activities that best address their needs. Students will be encouraged to explore and select a learning center that aligns with their

interests and learning needs. The child’s “choice” is an essential aspect to the program design because it encourages youth to think, reason, question, and experiment with new



information. The learning centers will cover a series of lessons on a large variety of themes, content, and curricula which are literacy focused and that align with state content standards. The learning centers will be facilitated in small groups with a pupil to teacher ratio of no more than ten to one. Jump Start staff will offer children with physical, emotional, and

developmental disabilities, as well as ESL and other at-risk populations, the opportunity to participate and learn through active engagement in their environment. Teachers, counselors, and

staff who are trained in special education interventions/delivery systems, ESL and bilingual programming, and other high-risk population programming will be hired to provide culturally

competent services, appropriate interventions per each child as based on IEP’s and performance data, as well as scaffold instructional approaches to vary instruction and supports to

enhance the mastery of skills and content at each child’s level. The following annual program matrix further describes the specific goals, objectives, and activities of the Jump Start program

and how it will operate on the 3 physical sites (please note that this matrix will be repeated each year). The timeline of the program is estimated to be 1/14, 2004 through 1/15,

2005,06,07,08:

Long Range Goal I: By the end of the 5 program years, 100% of the K-12 Title I students enrolled in the Jump Start program will score at or above proficiency in reading, writing, and math on the Hawaii State Assessment.Objective: Each program year, a minimum of 50% of the 700 selected “high-risk” children from each of the 7 Title I schools will complete at least 25 (school year) hours of the Jump Start academic-focused workshops (to be hosted for 1.5 hours after each school day on the physical sites) and will demonstrate at least a 15% increase in English (Reading), writing, and math achievement, as determined via t-Test comparative analysis of the Hawaii State Assessment and Stanford 9 test scores of the student cohorts.Activity: Upon enrollment into the program, the targeted Title I students will be directed to use the STAR software package to develop an electronic academic portfolio. Portfolios will be used as an “intake” mechanism for students and staff to identify the special needs and supports that must be provided for each student to ensure equal access and maximize instructional efficacy. The software requires students and staff to enter information on student standardized test scores, IEP goals, STAR reading and math scores, classroom test scores, attendance, behavioral performance, and course grades. Once the information is entered, the program develops a linear graph and chart that identifies strength areas and areas that need improvement/extra focus. These “quality” tools are then used to track performance either electronically or by hand. Such output will be printed and used in hard copy form to comprise each student’s academic portfolio. Students will be required to continually update their portfolios. This process enables and encourages youth to take responsibility for their achievement. Local level student achievement assessments will be ongoing through the schools’ reading/math informal testing as used in their selected reform models for portfolio updates. Communication of these data with homeroom teachers will be carried out on a regular basis and given to priority.Activity: A 27 week long (1.5 hrs/day for 5 days/week) Jump Start Reading Workshop series will be offered for at least 300 students per school year (teacher-pupil ratio: 1-to-5) who are struggling to meet reading standards. During the workshop, children will primarily explore the scientifically-based Read Now instructional technology which will initially help to asses student reading gaps and mastery of academic standards through high graphic, engaging computerized activities. Based on identified problem areas and student learning styles, the technology will engage the learner in games and activities that target his/her specific learning needs. The solution offers continual monitoring of the learner’s mastery levels so that he/she is continually driven to learn at more challenging levels. Prescriptive output will be used by the Jump Start literacy staff to form the content of additional Read Now activities and interventions, which may take form via paired or group reading, phonic games and practice, and word attack games. Participating youth will also have access to the library to select an appropriate, “leveled” book that aligns with their interests in which they will read by themselves or with a Literacy/ESL Specialist. Utilizing the Accelerated Reader (AR) and Accelerated Vocabulary (AV) software programs, students will test their comprehension levels as they complete games and mini quizzes on the books they have read and words they have learned. Children will be able to use their AR/AV points to purchase books, nutritious snacks, and academic games at the student union store. The above literacy interventions are scientifically-based and proven to increase students’ mastery of reading standards and writing proficiency on state testing. The interventions are well rooted in child development and computer interface research. Read Now and AR/AV are based on the findings of NRC’s Preventing Reading Difficulties (Snow, 1998) and the Institute of Child Literacy, tying learning activities to emergent literacy, phonemic awareness, phonics, fluency, vocabulary, comprehension, genre, motivation (and state standards). The interventions use a carefully structured whole/part/whole approach to reading instruction. Learners are explicitly taught phonics, decoding, and comprehension skills in the context of a wide range of authentic fiction, non-fiction and environmental text. Activity: A 27 week long (1.5 hrs/day for 5 days/week) Jump Start Four Block Enrichment Workshop series will be offered for at least 300 students per school year (teacher-pupil ratio: 1-to-5). Using the Four Blocks framework and the Fluent Reader resource guides, staff will provide literacy development and guidance in a variety of whole class, small group, and partner paired formats. Using various types of reading materials that are centered around each student’s interests (i.e., magazines, trade books), guided reading will focus on comprehension as children learn to predict what might happen and discuss how it impacts the learning process. Students will learn about the story elements of characters, setting, and plot as well as practice organizing and comparing information learned from informational text. Children will also experience daily read-alouds and time for reading books of their choice and on their own level. In a large group format (groups will be selected based on reading level and age), staff will read level appropriate books to students and engage in story reflection and retelling exercises. Youth will also have access to the library to select an appropriate, “leveled” book that aligns with their interests in which they will read by themselves or in pairs. Please note that our local partner, Renaissance Learning has agreed to donate additional books for children and their families to use at the site and in their homes. During the workshop, students will also complete a variety of fun, mini-lessons from the Accelerated Writing/Grammar/Spelling packages that provide them with a model of what writers do (based on the six trait writing method) and allow children to explore writing themes and approaches that align with their interests. Several sites will host a complete children’s book publishing center with computers, software, printers, and book binding machines for staff and children to use to create dual language books for the children to take home and share with their parents. Volunteer Literacy and ESL Specialists from Ka Pa Hula ‘o ‘Ilima and the Joint Venture Education Forum will facilitate several lessons on writing themes that range from starting a new piece, finishing a piece, revising, editing, and illustrating. This “Four Blocks” literacy approach is recommended by the Federal DOE-Panel of Best Practices as an effective, balanced approach for literacy development. Five years of research collected from schools that predominately serve low income (>90%), minority (>90%) students and that use the intervention consistently demonstrates that children receiving Four Blocks literacy instruction have higher state achievement scores/passage rates, higher oral language and vocabulary skills, and higher writing assessment scores than non-intervention comparison groups. (Cotton, 2001)Activity: The 18 week long (1.5 hrs/day for 5 days/week) Math Exploration Workshop series will be offered for at least 300 students per school year (teacher-pupil ratio: 1-to-5). Volunteer faculty members from Leeward College and its Gear Up program have agreed to prepare and facilitate these lessons. Those students struggling with math concepts will participate in this inter-active workshop series which is based on the scientifically-based MathFacts/Accelerated Math instructional software which integrates fun games, students' interests, and real life issues with practical learning in the standards and foundation areas of math. During the workshops, students will concentrate on mastering number sense, measurement and geometry, probability and statistics, patterns, functions, and equations. The learning components of the math group include: (1) computerized skills inventories and games containing problems representative of each grade level that enable the teacher to reliably and accurately determine what a student knows and what the student should be working on to improve; (2) sequential skills outlines to provide each teacher with a complete overview of the sequential order of development of computational skills correlated with specific grade levels; and (3) skills and practice exercises that incorporate fun team-based projects and computerized games that aim to teach, review, and re-teach skills, and measure retention or the need for further practice. These tools will help to direct staff to work with each student on completing meaningful projects and lessons – concentrating on those areas that need improvement the most. Manipulatives, cooperative learning, and technology will be just a few of the instructional mediums we will use to engage and interest children in math. Ten years of research confirms that students who receive additional instruction time in the proposed math interventions consistently score higher on their relative Hawaii Achievement Tests and on the SAT 9 with significant gains shown in the areas of geometry, measurement, number sense, and computation. Students of all backgrounds and ethnicities were assessed with higher test scores being common to each sub intervention group. Activity: A 9 week long (1.5 hrs/day for 5 days/week) Discovery Science Workshop series will be offered for at least 100 students per school year (teacher-pupil ratio: 1-to-10). Following the age-appropriate, literacy and math-focused Discovery Science curriculum, students will work in teams of 4 to complete a variety of adventure projects. The projects are literacy rich and cross-curricular – challenging student teams to work together to read and comprehend an informational passage on such topics ranging from magnets, weather systems, computer microchips, robots and lasers, to environmental science, coral reef restoration, and pollution issues. Teams are then challenged to engage in further research and exploration to solve issues and real life problems related to the passage. Problems are solved using math concepts, writing exercises, computer software, outdoor exploration/observation, cooking exercises, video documentary projects, field trips, the internet, and scientific methods. Please note that the Boys and Girls Club has agreed to provide access to its nearby technology center for students to use to complete their team projects. The Discovery Science curriculum has been used and replicated in schools throughout the country with Title I and ESL student populations similar to those of Campbell. Participants demonstrate higher test scores in the areas of science, math, and reading and show improved



comprehensive thinking and teamwork skills, as assessed via state achievement tests. Dual language and bilingual specialists will be available to support ESL children in the learning and exploration process.Activity: An ongoing tutoring center will be offered during the full after school period on all sites. The Ilima Intermediate site has also agreed to extend tutoring on its site for up to 45 minutes each morning before school starts for its Jump Start students and the enrollees whose campuses are next door. Students struggling to meet classroom learning goals in multiple areas will have access to this intense, one-on-one tutoring service. The tutors will incorporate achievement portfolios and standards-based, diagnostic-prescriptive approaches to learning in core subject areas (i.e., reading, math, language arts, etc.) as well as tutorial based on the students’ CSR reading and math programming and methodology. The tutors will document reading and learning progress and will follow students from grade to grade, each year, as we incorporate looping strategies into the staffing of the programs. Ongoing tutoring will be offered so that students may complete regular day coursework and homework and have an opportunity to master foundational core content. These services will also help children who are absent and truant catch up with their assignments and learning that was missed. Tutors will maintain consistent communication with regular day teachers (via e-mail and student agenda’s) to discuss student progress and academic needs. Professionals from the community and our local partner organizations (Boys and Girls Club and Gear Up) have agreed to give of their time to support the tutoring service. Specifically, these agencies will recruit, train, and cover the costs of at least 25 tutors to consistently work in the site-based tutoring centers. Research through CSAP and SAMHSA prescribes tutoring as a scientifically-based intervention that is proven to increase and improve student attendance, self-esteem, classroom behavior, GPA, and achievement test scores. These results are replicable among Title I and non-Anglo populations similar to the proposed target population. (CSAP, 2000)Outcomes: The SAT 9 and Hawaii State Assessment test scores from the participant group will annually be compared to the scores from a control group using a paired T-test method. It is hypothesized that the scores of the participant group will demonstrate a statistically significant increase over those of the control group in the areas of reading, writing, and math. Goal II: To provide a structured after school and summertime program that will offer additional support services to meet the identified health, social service, cultural, and recreational needs of the high-risk, Campbell Complex consumer population.Objective I: Each program year, a minimum of 50% of the 700 selected “high-risk” Title I school children will complete at least 25 hours of the life skills related workshops (to be hosted for 1.5 hours after each school day on the sites) and will demonstrate at least a 30% improvement in the basic four foundations for achievement and emotional well-being (confidence, persistence, organization, interpersonal relationships), as determined via t-Test comparative analysis of the pre and post Foundations for Learning and Student Risk survey results of the student cohorts.Activity: A 9 week long (1.5 hrs/day for 5 days/week) Prevention Education Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10) that follows a scientifically-based, age appropriate curriculum (please note that the Eli Llima/Smart Moves curriculum will be offered to 7 th and 8th “at-risk” grade girls; Peer Education will be offered to all elementary kids; and Connecting Youth with Families will be offered to secondary age students). Volunteer prevention specialists from the local Drug Free Hawaii, Peer Education Program, and the Boys and Girls Club have agreed to prepare and facilitate these lessons. The three curricular mediums that will be used are age appropriate and designed to teach children empathy, life skills, decision-making skills, alcohol/tobacco/drug resistance skills, gang resistant skills, conflict resolution, anger management and goal setting skills so that they can make healthy, positive choices. These prevention education packages are SAMHSA approved and are proven, through research, to enhance resiliency among students and reduce the likelihood that students will choose to do drugs and engage in risky, delinquent behavior. (SAMHSA, 2002)Activity: A 9 week long (1.5 hrs/day for 5 days/week) Youth Development Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10). Volunteer leadership assistants from our partners at Leeward College Gear Up have agreed to prepare and facilitate these lessons on goal setting and motivation as based on Leadership & Service Learning for Life curriculum. Students will be broken into teams of no more than 5 members to engage in community assessment, planning, and coordination of team-designed community-based service learning projects. Such projects may include landscaping and blanket quilting for the benefit of the local homeless shelter, developing radio and video PSA’s to announce the harmful effects of alcohol and drugs, developing a cultural mural for display at a local library, or organizing a blood drive benefiting the local clinic and hospitals. Two students per each site will also be identified and invited to attend monthly CSIT planning meetings. These students will work with community stakeholders to continually plan and assess the Jump Start program in a cycle of continuous improvement. Service learning is an effective instructional strategy that facilitates character education as well as civic education. Research findings from three major, national studies show that service learning is associated with significant increases in: civic engagement, civic attitudes, social connection, acceptance of diversity, competence/self-esteem, protection against risky behavior, and academic achievement. Students with behavioral problems who actively participate in service learning opportunities additionally showed significant decreases in their self-reports of social alienation and rebelliousness (Calabrese & Schumer, 1986) and significant increases in school attendance and “commitment to school” on an attitudinal scale.Activity: An adult-to-student mentoring service will be provided in which at least 5 identified, high-risk students will be matched with screened and trained mentors as made possible by our partners from the Big Brothers Big Sisters Chapter. Volunteer mentors from BB/BS will visit their mentees on a weekly basis, onsite, where they will actively participate in the student’s learning activity centers and spend time with the students - sharing issues, empathy, and support. Research from CSAP and the national Big Brothers and Big Sisters organization shows that students who are mentored are 64% more likely to have a more positive attitude towards school; 58% more likely to achieve higher grades; 60% more likely to have improved relationships with peers and adults; and 64% more likely to report increased levels of self-esteem. The Campbell Complex anticipates similar outcomes from this innovative intervention. Activity: A 9 week long (1.5 hrs/day for 5 days/week) Career Exploration Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10). Members of our local Leeward College have agreed to prepare and facilitate these lessons. A series of workshops will be offered to older students that are based on the federal “Gear Up” career readiness education curriculum. Students will engage in age appropriate learning activities in which they complete computerized, online career interest inventories; complete eight year academic/college/career plans and course recommendation schedules; take field trips to the local college to complete an orientation on financial aid, scholarship, and registration opportunities; attend local college and career fairs; and explore text and video trade books on various career opportunities and on the benefits of post-secondary/vocational education. Based on the results of the career inventories and the children’s interests, participating students will be grouped into small teams to participate in a bi-annual job shadowing day. Each team will be assigned to job shadow a local professional/community member who will be recruited from our partners at Ka Pa Hula ‘o ‘Ilima, the Joint Venture Education Forum, Gear Up, McDonald’s, and Ewa Beach Chevron. During their job shadow, students will be required to complete a journaling assignment on the profession, job duties, and skill requirements of the profession. Outcomes: The fall and spring scores on the Foundations for Learning Survey and the Student Risk Survey from the participant group will be compared using a paired T-test. It is hypothesized that the spring scores will be statistically higher in the developmental areas of confidence, persistence, organization, and interpersonal relationships, compared to the fall scores. Also, a pre/post analysis of student self-reports on the Student Risk Survey will be performed to indicate that students demonstrate lower levels of behavioral and alcohol/drugs/tobacco use risk factors. Objective II: By August 2004, a minimum of 50% of the 350 selected “high-risk” Title I children will complete at least 15 hours of the *Summertime Enrichment workshops (to be hosted for 3 hours, Mon-Fri during the summer month of July) and will demonstrate at least a 20% improvement in their art skills, cultural awareness, physical fitness, early literacy, and/or school readiness skills, as determined via t-Test comparative analysis of the pre and posttest Foundations for Learning survey results (and the STAR Early Learning assessment scores) of the student cohorts.*Please note that not all sites will follow the same July schedule and may have different start and stop dates. Activity: A 4 week long (1.5 hrs/day for 5 days/week) Art Explorers Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10). Art and dance instructors from Ka Pa Hula ‘o ‘Ilima have agreed to prepare and facilitate this series on native art, music, culture, and drama. Students will learn how to draw and paint using the Monart and other common methods. Students will also complete internet-based learning lessons on art and culture; explore traditional Polynesian language/conversational language, culture, art, dance, and music; learn native singing methods and explore traditional musical instruments; and attend special fieldtrips to community theatre, festivals, and cultural arts events that are held during the summer session.Activity: A 4 week long (1.5 hrs/day for 5 days/week) Fit for Life Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10) that will enable students to engage in team-based physical challenge activities and group sports. PE instructors and coaches from the Boys and Girls Club have agreed to prepare and facilitate this series. Physical fitness activities will follow the Fundamentals of Fitness guide from DOE, which emphasizes cardiovascular endurance, muscular strength, muscular endurance, flexibility, and optimal body composition. Team and individual fitness activities will include “fitness” follow the leader, hop-scotch, skills drills, ball toss, ball kicking games, target toss circuits, and music and motion. Classroom lessons will further cover the nutrition pyramid, healthy eating habits, label reading, and the importance of exercise and nutrition. In small teams, students will work in the school kitchen to prepare healthy, well-balanced meals and practice healthy cooking strategies based on USDA guidelines. Volunteer coaches will help facilitate sports activities for students (in-kind) that may include swimming, soccer, and other team sports that emphasize fitness and team-building skills. Leisure sports may include golf (etiquette), fishing, and rock wall climbing. Please note that participating youth will have the opportunity to earn an elective credit for their participation. Research proves that students who are physically healthy are more likely to perform well in school. Teamwork and problem solving skills additionally articulate better performance in the classroom as students work on academic team projects and academic challenges that require higher levels of communication and reasoning.Activity: A 2-to-4 week long (1.5 hrs/day for 5 days/week) Summer Bridge Workshop will be offered on the Campbell High School campus for at least 25 students who will be transitioning into high school, each Fall. The intent of the workshop is to enhance the success of pre-attending 9 th grade students when school begins, since they should be much more prepared for the high school environment. The workshop will contain 3 learning strands in academic, social, and high school environment domains. Teachers will develop 6 modules within each strand so that students will have exposure to 18 hands-on



activities. Topics may include: Academic-a high school scavenger hunt; math day; study skills focus day; transcript analysis; a panel discussion with high school students; placement testing. Social-student group and team building challenges; citizenship workshops; and a grooming for high school success course. Environment-tours of the campus; overview of policies and procedures; introduction to extracurricular activities and school clubs. The provision of such a Freshman Seminar has been proven, through the published research of the Southwest Education Consortium and federal Comprehensive School Reform program, to significantly increase transitioning students’ ability to pass core subject courses, complete learning assignments, and maintain positive attitudes toward school.Activity: A 4 week long (3 hrs/day for 5 days/week) Kick Start Workshop will be offered on the Ewa Campus for at least 25 young students who will be transitioning into Kindergarten in the Fall. Local Head Starts and preschools in the area have agreed to (1) recruit the children from their centers to participate and (2) volunteer in the Kick Start program to coordinate workshops and activities for the children to help ease the transition and collaboratively discuss transition strategies with the children’s future teachers. The intent of Kick Start is t o enhance the literacy development and comprehensive learning of young children so that they are high achievers in the public school system. Kick Start may offer several of the following activities during this engaging workshop period: (1) Meeting Time: children come together in a large group to review the daily learning theme and what the children have learned during the previous day. (2) Small Group Workshop Activities: content specific workshop stations will be set up at separate, divided areas of the classroom that will enable students to explore and learn in a small group environment. Workshops will cover a wide range of hands-on learning activities which includes math, science, language development, literacy and writing, dramatic play, cooking, physical health and development, creative arts and music, games and manipulatives, and drawing. (3) Story Time: teachers and visiting parents will read an age-appropriate, “big book” to the children in a large group and encourage them to predict story endings and participate in reflection activities. (4) Language and Literacy Learning: Children will be broken up into small groups to complete writing workshops, inventing new dialogue/retelling stories, and develop or learn poems and songs. (5) Music and Games: teachers will lead the group of children in fun, language rich music and play opportunities. Children in this program will be given a state-approved readiness assessment before and after the 4 week session. This information will be shared with kindergarten teachers who will track student progress. A learning advocate will also be assigned to follow the participant children from grade to grade – school to school. This person can be a significant family member, school personnel, or surrogate parent to help keep the children on track with their learning goals. Kick Start will result in emergent literacy and mastery of early learning among participating children and will serve to prepare participants for Kindergarten success in all core areas.Outcomes: The pre and post scores of the Foundations for Learning Survey and the DIBLES/Early Learning assessment from the participant group will be compared using a paired T-test. It is hypothesized that the spring scores will be statistically higher in the areas of art skills, cultural awareness, physical fitness, early learning domains, literacy, and/or school readiness, compared to the fall scores. Within the Jump Start reforms, resources from our partners at Leeward College, the Parent Community Network program, Drug Free Hawaii, and the local Primary School Adjustment

Project will further be re-aligned to provide a comprehensive intervention system to address parenting and illiteracy risk factors among the parents of enrolled Title I children. In-kind

resources from our state funded Parent Community Network program will be used to recruit a Family Advocate who will make an in-home visit to the families of high-risk students to

complete a quarterly needs assessment instrument (Parent Risk Survey) and provide literacy packets (books, magazine subscriptions, child development and health information) to use in

the home. This assessment process will help the Advocate identify the specific literacy, education, job skills, and social service needs of each family as well as potential access barriers

(i.e., childcare, disability, transportation). Based on these data, the Advocate will work with each family to develop an individualized Family Service Plan that prescribes the family to one or

more personal growth opportunities that will be regularly and consistently offered by the following partners and Jump Start staff: (1) Volunteer Literacy Specialists from the Parent

Community Network Program have agreed to coordinate a family literacy workshop series that will operate for two hours, one night per month, on the program sites (childcare, bilingual

workshops, and transportation assistance will be offered to accommodate working parents, as needed). These Make It-Take It workshops are designed to strengthen – through a series of

didactic and interactive parent-child activities – the parent’s role as a literacy mentor and educator in the child’s life. Every session, parents will learn about a particular “genre” of literature

and will receive donated “leveled” children’s books and adult reading materials on the genre as well as engage in fun activities and “family homework” assignments. Families will also

complete lessons on establishing literacy rich environments, how to read with their children, and will take special trips to the local library so that they may select engaging reading materials

together. Sessions will additionally offer training in the areas of math and science through games, exploration, and adjoined family learning activities. (2) One evening each month (for two

hours/evening with childcare and multi-language groups available as needed) will be dedicated to assisting families to develop parenting skills that contribute to enhanced family

functioning, life success, and family management. As will be coordinated and facilitated by our partner, Drug Free Hawaii (in-kind), participating parents will complete education lessons,

hands-on activities, and an interactive “group sharing and caring time” on the following topics: family communication skills and roles, parent leadership, rule setting strategies for children,

strategies for setting high expectations and clear messages regarding academic performance, life skills for balancing family and work, parental strategies for providing positive

reinforcement and guided support for children, and the child development cycle: infusing strategies into parenting practices that enhance the cognitive/language, social/emotional, physical,

affective, and adaptive skills of children. (3) A series of adult education classes will also be coordinated by Leeward College on a weekly basis (childcare, bilingual staff, and transportation

assistance may be offered). Prior to enrollment, parents will be asked to complete a pre literacy/adult education assessment (TABE, SORT, ESLOA, and/or Laubach Inventory). The results

of the assessments will be used to determine the course schedule for each adult. All courses and textbooks will be offered free of cost while the participant gains college credit and credit

towards welfare-to-work hours as required by TANF. According to the recommendations of the college faculty, the following courses may be offered in a small group environment: Basic

Adult Literacy, Intermediate/Advanced Literacy, ESL, GED, and Tackling the Job Skills. Please note that all curriculums used by the college and our partners are approved by the State

Department of Education to be scientifically-based. The Laubach adult literacy system is considered a best practice by the National Center for Family Literacy as a scientifically-based,

effective intervention for teaching native Hawaiian and second language learners and “challenged” adults how to read and write the English language. (NCFL, 2002)

Some Jump Start sites may additionally offer an onsite parent involvement activity that is targeted for the parents of K-3 students, entitled Parents and Children Together Time

(PACTT). As will be coordinated by our volunteer partners from the complex’s Morning Play program, parents will join their children in non-judgmental, child-directed play and reading

exercises in the classroom and outdoors. The purpose of this one hour/week intervention is to empower parents as their child’s first teacher by building on their strengths to support

learning. PACTT sessions consist of the following components: (1) Children Plan: Before the parent enters the classroom, the children develop a plan for what they will do. (2) Children



communicate their plans: Parents are presented with the plan. (3) Parents and children play: The parent follows and participates in the child’s play. (4) Circle time: The families participate

as a group in songs, finger plays, reading books, etc. This time is used to model learning activities that can transfer to the home. (5) Debriefing: Parents and children discuss what activities

they did, how they felt, and their accomplishments. PACTT is recommended as a “best practice” by the NCFL and DOE Even Start. Research from USDOE provides evidence that parents

involved in PACTT spend more time reading with their children - and PACTT children, regardless of ethnicity or income level, show significant improvements in all literacy domains (DOE,

2002).

Every goal, objective, and outcome of the Jump Start program is designed to accomplish the operational priorities of the participating schools as set in their school improvement plans as

well as in their CSR model implementation action plans. The participating schools have set several common goals in their most recent school improvement plans. The first goal calls for

“improving student achievement.” Within this broad goal, all of the schools have set objectives/priorities that describe how they plan to achieve the goal. The first priority among the sites

generally states “students will receive increased instructional time in scientifically-based reading, writing, and math interventions.” The proposed Jump Start program will accomplish this

priority by offering enrolled students an additional 15 hours of instruction, per week, in remedial and enriched math, writing, and reading interventions. The Jump Start program has also set

specific objectives and outcomes that require a measurable percentage of students to meet proficiency or above in the areas of reading and math by the end of the program. A continuous

evaluation process will track student performance in these areas to ensure that the outcomes are being met and to determine the effectiveness of the selected interventions. Another priority

set by the schools calls for the “establishment of tutoring services.” At this time, only a limited number of students in the community have access to the periodic Gear Up tutoring services

which are only offered on one campus during the school day. The Jump Start program will re-align Gear Up and other community resources to accomplish the priority set by schools by

offering a daily tutoring opportunity in which students will work one-on-one with trained, competent tutors to complete their homework assignments and work on content areas in which they

need extra assistance. Tutors will hold students accountable for finishing and comprehending their assignments. A third priority from the school improvement plans calls for the schools to

“provide enrichment learning in such areas as art, music, and personal growth, that enables students to grow their skills and interests in the developmental domains.” As more emphasis

has been placed on accountability and core learning areas, students spend less and less time during the regular school day in physical education and enrichment. One purpose of the

Jump Start program is to tie children’s learning in the areas of arts, music, physical fitness, service learning, and prevention with academic standards. As children read about the rich

Polynesian culture in their art workshops, for example, they may engage in a fun cooking assignment that stresses mathematical measurements and time management. As children

participate in team sports challenges, they will gain gross and fine motor skills as well as deductive reasoning and problem solving skills. All aspects of learning will be aligned with state

standards, yet disguised within fun games and dynamic exercises that articulate with children’s interests. A second goal that is common among the schools on their improvement plans

reads “increase parental involvement.” The priorities of the schools call for this goal to be accomplished through increased family literacy and parenting skills workshops. The Jump Start

program will meet this priority by using in-kind resources to recruit a Family Advocate to work with the families of enrolled Jump Start youth, at each site, to identify and provide resources

that address the families’ specific education and personal growth needs. Partnerships with local agencies will enable each site to carry out a comprehensive parent involvement program

that is inclusive of parenting skills classes, educational workshops, family literacy time, and adult literacy and adult basic education courses.

Each of the academic enrichment workshops, described above, will follow a scientifically-based curriculum that has been selected by the schools and the planning taskforce in an effort

to compliment the schools’ curriculum. The Jump Start staff will use information gathered from the schools’ existing curriculum/instructional maps, course descriptions/learning objectives,

scope/sequence, and state/local standards to create a unique set of instructional and learning priorities for each workshop that will drive the workshop content. Jump Start staff will be

required to create lesson plans and instructional calendars that align with the schools’ curriculum and learning activities as well as the Jump Start priorities. For example, during the regular

school day, fourth grade students may be working on fractions in math. During the extended day program, math workshop instructors will meet the newly established Jump Start priority of

“learning to use fractions” through concentrating on lessons that may involve pizza making with measurement exercises or kite construction projects. The Jump Start Program Director will

hold instructors accountable for ensuring that learning is not random – but purposefully aligned with school, complex, district, and state standards, priorities, and CSR model competencies.

The director and site coordinators must approve all workshop lesson plans prior to the workshop start date. Teachers and parents from each participating school will regularly be asked to

provide input and feedback on workshop content through quarterly observations and lesson plan review to continually improve the efficacy of learning. The curriculum of the extended day

program will therefore be an extension of the school day curriculum with hands-on, enrichment elements added to make learning challenging and fun.

The Jump Start program and its proposed activities will meet the “principles of effectiveness” guidelines described in the authorized NCLB statute. The first principle requires an

assessment of objective data regarding the need for before and after school programs and activities in schools. As described above, the complex and the CSIT collected and assessed

objective reports from public/community entities (i.e., schools, CBO’s) as well as standardized assessment data from the complex central office to determine that the children of the 7

Campbell Complex Title I schools are among the highest risk of academic failure, delinquency, and poverty within the region. Focus groups and a scientific resource scan process were Jump Start…A community-wide initiative to effectively raise student achievement 17


conducted by the CSIT to further gather qualitative data on the need for an after program. From these activities, stakeholders confirmed that the school staff, children, and parents are in

strong support of the proposed after school/summertime program as they actively participated in the selection of the scientifically-based interventions and activities that comprise the Jump

Start service system. The second principle requires that performance measures be established that aim to ensure quality academic/enrichment opportunities. As thoroughly described in

the evaluation section of this proposal, performance criteria has been established and the program staff will recruit Dr. Rob Kadel (education and evaluation specialist) to work closely with

program staff to collect, aggregate, and analyze objective, quantitative, and qualitative data to determine the progress of achieving these measures on a summative and formative basis to

drive program reform and improvement efforts. The performance measures include, but are not limited to: promotion rate, student performance as based on state achievement test scores

in each core area, course passing rate, grade point average, course grade in core subject classes, daily attendance rate, occurrence of “re-enrollment or dropout,” student attitudes toward

educational achievement, school policy violations, juvenile justice involvement/crime, parent literacy, parent involvement levels, and parent attitudes toward educational achievement.

Appropriate statistical tests will be performed to determine if significant progress has been made in these areas among the participant population compared to a control population. The

third principle requires that scientifically-based research be used that provides evidence that the program/interventions will help students meet achievement standards. As described above,

the program will operate in a learning center environment with each “workshop” being based on a state standards-aligned, scientifically-based curriculum and a scaffolding instructional

approach. In addition to diagnostic-prescriptive tutoring and remediation based interventions, the program will offer learning centers that concentrate on the core subjects of math, writing,

and reading and which are project and team-based to peak the students’ interest and creativity. Learning in these areas will be tied to state and local achievement standards and a

scaffolding-based instructional system will be deployed at every learning center that empowers the instructor to use a “data-driven-decision-making” approach and quality tools to

continually assess children’s mastery of content standards and instructionally plan according to those areas that need improvement. Every intervention has been researched by an

accredited university/third party evaluation team - with statistically significant results being published in mainstream journals and accepted via a peer review process. The researched

benefits of these interventions align with the objectives of the federal statute as well as the performance criteria above. Therefore, a group of children who consistently participate in every

aspect of the proposed program will, according to scientific research, demonstrate positive statistically significant gains in each of the performance measure areas listed above. Please read

the program design matrix and the Adequacy of Resource Section for a detailed description of the hypothesized impact per each intervention as well as a description of how local resources

and agencies will help to carry out the program as a community-wide approach to school improvement.

As you will read in the Adequacy of Resource Section, below, the Campbell Complex has established a community-wide network of support that includes the involvement of over 15

agency partners who have committed over $2,919,700 in donations and in-kind resources to the program. The continual commitment of resources and buy-in for Jump Start will help us

meet the sustainability requirements set by the state and federal government. During the planning phase of this program, CSIT members worked together to establish a comprehensive

sustainability plan that will be deployed for the purpose of continuing programming and funding beyond the 5 year grant cycle. Sustainability strategies will include:The complex’s grant

management team will offer to coordinate a series of grant planning meetings with the team and full staff that will cover grant reporting, accountability requirements, and funding

sustainability requirements. Attendees will sign a pledge of support document - indicating that they will give at least one hour of their time, each month, to supporting the program by

engaging in grant planning and development activities.The grant management team will facilitate a three-part training session with the team where it will review student achievement and

performance data and indicators, existing service strengths and weaknesses, and service goals and priorities as they relate to needs data and service gaps. The team will be asked to re-

develop a logic model that aligns service priorities with upcoming grant competitions and funding opportunities which will act as an annual “schedule” for grant development. CSIT

members will work with the grant writing team to request relevant RFP’s/RFA’s for grant competitions that aim to sustain the Jump Start program beyond the funding cycle. All applications

must be reviewed and approved by the team which will serve as a process to ensure that funds will not supplant existing grant funds or be used to cover non-priority services. The team

will attempt to develop and submit at least four grant proposals for federal, state, and local funding, per year, in order to sustain or expand the program. Funding, for example, may be

requested from the national DOE Mentoring Program competition as well as the Reading First grant competition.The CSIT will work with the collaborating schools, complex, and

community agencies to identify internal and external funds that could be used to sustain the program. Funds may include Title IV/entitlement and other grant revenue that could be used to

continue this essential program. In order to continue buy-in and support for the program, the CSIT will be responsible for making community presentations to stakeholder groups on the

scientific results of the program and the program benefits for children and families. The impact of the program will justify continuation among the community and its leaders.

Adequacy of Resources: The proposed activities will be implemented in coordination with a variety of partners and related community initiatives including the following: Leeward College Gear Up has agreed to host the college and career planning workshops, youth development workshop, tutor training and recruitment services, and adult education/GED/ESL

services.Drug Free Hawaii has agreed to provide parenting skills training sessions with key school personal, community leaders, and parents. The group will also facilitate several

prevention education lessons for secondary students. Boys and Girls Club has agreed to provide $30,000 per year in donated resources as the agency coordinates the recreation



workshops, facilitates the after school tutoring services, covers partial costs of tutors, and provides full access to its technology center for use in the math and science workshops. Ka Pa Hula ‘o ‘Ilima has agreed to coordinate the art workshops as well as provide additional instruction in hula, Hawaiian language, and chant. Ewa Beach Chevron and McDonald’s are

businesses that have agreed to support the professional job shadow day through a donation of their staff time. They have also agreed to provide access to their businesses to support service

learning projects as well as offer student/family internship opportunities for job skills development. Peer Education and Reconnecting Youth with Families have agreed to host the

prevention education workshops for participating youth. Big Brothers Big Sisters has agreed to host and coordinate the mentoring program on each of the sites. The agency has also

agreed to recruit, train, and cover the costs of site tutors for an annual in-kind donation of $10,000 per year. Dr. Stephen Marble (local education specialist) has agreed to provide coaching

to staff and teachers to build learning center content that is focused on improving student performance/developing a sustainable school renewal plan through the after school initiative (a

$5,000 in-kind donation). The Joint Venture Education Forum Education Liaison - US Pacific Command, Renaissance Learning, and Resource Associates Evaluation Agency have agreed to host a series of staff training sessions that covers such topics as multicultural issues, curriculum development/management, evaluation compliance, instructional strategies,

and best practices of reading and math instruction (a $25,000 in-kind donation). Campbell Complex, Leeward District, and Schools have agreed to provide existing state program and

entitlement resources to cover the PACTT and Family Advocate costs, school snack costs, full access to technology and facilities, and a variety of other expenses outlined in the budget

narrative.

In order to successfully carry out and sustain the proposed program, it is essential to utilize and build upon existing resources in the Oahu community. As demonstrated in the partnership

descriptions above, a variety of donations have been promised as an in-kind match to the program, which totals more than $2,919,700 in community matching resources. Funding streams

from which these resources come from include federal Community Development Block Grant monies (covers the donated space of public facilities), federal Enhancing Education Through

Technology NCLB monies (covers the maintenance and use of site computer equipment and instructional technologies), federal IDEA monies (covers the administrative support of the LEA

Special Education Department to assist with programming planning for children with special needs), federal Title I and Title IV monies (applied to cover the staff time of partnering agencies

to facilitate parenting skills and Make It-Take It programming); USDA Federal School Lunch program to cover food and snacks, allocated Department of Education dollars (to be applied by

the post-secondary institution to cover the full cost of adult literacy, adult basic education, and ESL courses for the parents of enrolled children), and CSR grant dollars (applied to cover the

costs of training and support from School Renewal Specialists, model developers, and school site level CSR implementation specialists). As described below, other funds may be sought

from NCLB discretionary sub-grant competitions, such as Reading First, to further support the proposed program in the areas of reading and literacy. Cost-efficiency through local resource-

leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a generally resource-poor community setting. Grant

funds are requested primarily to support intensive capacity-building during an initial 5 year period (i.e., teacher professional development/planning time, program start-up staff, curriculum

purchases, establishment of courses). The CSIT anticipates that the overall impact of the grant - and the program itself – will continue long after this initial funding period is over. There was

no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for the services. The complex has requested a declining multi year

budget in which it will pick up a higher percentage of the matching costs, each year, until the program is infused into its operational budget. The student population targeted in the proposed

program represents a group that is abnormally “at/high-risk” of underachievement within a general student population which is already at-risk due to high poverty and other factors

described in the problem statement. The Jump Start program has been designed to directly provide these students and their families with the full array of intensive interventions and

supports they need in order to enhance academic achievement in the most cost-effective manner possible. Specifically, the complex is requesting grant funding in the total amount of

$2,291,492 (this includes all 5 years) and has acquired resources to match the request in the amount of $2,919,700. Program implementation costs are relatively low, considering the

significance of the long-term outcomes of the services to be provided. The direct cost benefit ratio is $218 per student and family participant ($2,291,492 in grant funds requested/5250

students + 5250 families served over the 5 year period) which is low due to the complex and its partners’ commitment in covering much of the operational, facility use, and equipment costs

of the program. The grant expenses will cover the support and direct services personnel and minor supply costs to implement the program.

The Jump Start program is further designed to align and comply with the state’s Best Practices for School-Age Care Programs and the recommendations of SDE for the management of

school-age care programs. Highly qualified and trained staff will ensure that the pupil-to-staff ratio is never more than 10:1, that the learning environment is fully inclusive – age appropriate

– and child-focused, and that children are safe and cared for by certified, professional, culturally competent adults. Grant funds will be used to cover a full-time Program Director who must

hold a Bachelors Degree in education (certified, Masters preferred) and a minimum of 5 years experience in school administration and/or direct instruction. The Director will be responsible

for facilitating the CSIT and working with site Principals and coordinators to hire, monitor, and supervise all staff. Each of the 3 physical sites will employ a Site Coordinator who will oversee

day-to-day program operations, training, and who will report to the Principal and Program Director. The Site Coordinator must be a certified teacher, hold a Bachelor’s Degree, and have a



minimum of 3 years experience in coordinating instructional enrichment programs in an education environment. The program will employ one full-time Family Advocate (Bachelors/Masters

Degree in Counseling or a related field with 5 years experience in social service with targeted families) who will rotate from site to site to coordinate and oversee parenting classes and

family literacy activities. The sites will also employ several part-time certified teachers to provide direct instruction (BA/BS with current teacher’s certificate/license). Part-time educational

assistants will be employed to provide enrollment/registration support and co-facilitation of learning stations. The educational assistants (and tutors from volunteer agencies) must have a

GED or high school diploma with a recommended two years of documented higher education or an Associates Degree. All staff must pass a TB, fingerprint, and Criminal Records check.

The assistants are also recommended to have six credit hours in child development and be CPR/First Aid Certified. It is projected that 4-8+ volunteers will be recruited to work on each site,

providing tutoring, mentoring, and other meaningful services. CC has entered into partnership agreements with several local churches and community-based agencies to recruit, screen,

train, and monitor volunteers (seniors and professionals). Volunteers must complete the ACF screening form which requires a report on one’s medical, education, criminal, and personal

information and pass a background check. Volunteers may not work alone with a child unless supervised by a paid staff member.

All volunteers will receive free training on CPR/First Aid, school safety policies, listening and communication skills, and will be invited to attend all regular staff training events for personal

and professional growth. Please note that volunteers are required to hold the same minimum qualifications as the assistants or teachers depending on their service role.

The Program Director will use the Hawaii School-Age Performance Assessment instrument as a tool for assessing the professional development needs of staff and volunteers. This

instrument requires that the Program Director to perform quarterly monitoring visits/observations and also requires the teacher, paraprofessional, and volunteer staff to report (twice each

year) on their competence/mastery level of deploying particular content and lessons as well as meeting after school care performance standards in six key operational areas. The

responses from the instrument are then compiled and applied to a pre-designed rubric that prescribes professional development content. The CSIT, principals, and program leadership will

engage in a full day strategic planning session with a training specialist from our partner, Renaissance Learning, to review these staff responses and indicated training needs. Leadership

members of this cohort will attend all state grantee meetings, the regional National Center for Community Education and Mott Foundation After School Alliance Conferences, as well as the

2-day national 21st Century Community Learning Centers training in Washington DC to investigate sustainability strategies, best practices in family literacy research, preschool readiness

activities, training in learning advocacy and building community partnerships. Information gathered from these events will be disseminated and presented to staff at the site level.

Upon award, the Program Director will host a 2-hour orientation session that will be delivered to both staff and families of the 7 participating schools which will introduce them to the

Jump Start program and challenge them to participate in the planning and staffing of the program. Each year, Renaissance will utilize input from these meetings and data from the

performance assessment to customize the following training events for the combined Jump Start and school site staff (with these required trainings being built into PDP goals): ( 1) Over the

course of the 5 program years, Renaissance Trainers will facilitate up to 8 full days of training for school and program staff members that will concentrate on the MathFacts and Accelerated

Math instructional interventions and how they are best used in a student centered learning environment. Using small group and hands-on approaches, staff attendees will learn and practice

curriculum design strategies, technical applications and classroom integration, best practices and scaffolding instructional strategies, lesson planning, using assessment tools, reporting,

and how to use output reports as parent and teacher communication tools. (2) Over the 5 program years, all staff will additionally complete up to 4 full training days that covers the use and

content of the proposed Literacy and Writing curricular packages. This practitioner led training series will be delivered via whole group training and will focus on strategic writing methods

and how to best prepare students for the state writing exam. The trainer practitioners will guide staff through various writing strategies which will include brainstorming, outlining, rough draft,

proofreading/editing, and publishing. Staff will have the opportunity to practice with various writing prompts: descriptive, informative, persuasive, compare/contrast, classify, research, and

personal letter. The training will ultimately help our staff to become better instructors of writing across the curriculum in grades K-12. (3) Staff will also complete up to 8 full days of training

on the Read Now comprehensive and remedial literacy intervention. Staff will learn how to appropriately and effectively implement Read Now as attendees are introduced to the Read Now

philosophy, early literacy and reading research, curriculum components, and curriculum delivery best practices. Included in this training series will be an intense Language and Literacy

seminar that covers the newest reading and brain research and its impact on the areas of scaffolding instruction, phonological awareness, oral language, print awareness, and alphabet

knowledge. Renaissance Learning has agreed to provide several additional days of “practitioner coaching” as its practitioners model instructional strategies and “best practices” in the Jump

Start learning centers. While onsite, practitioners will observe/evaluate existing classroom instruction (by means of skills/competency assessments and observation tools) and offer non-

judgmental feedback and recommendations to staff and leadership to support the continuous improvement process. Each practitioner coach will regularly provide mentoring and

individualized coaching to Jump Start staff through quarterly scheduled classroom observations, instructional demonstrations, regular meetings and troubleshooting, and ongoing support.

Several local community partners have also agreed to facilitate a variety of training sessions, in-kind, which include: (1) Drug Free Hawaii (Lei Ilima) has agreed to provide in kind

Strengthening Hawaii Families training sessions with at least 10 key school personal, community leaders, and parents at an in-kind donation of $3,000. (2) Dr. Stephen Marble has agreed

to provide coaching to staff and teachers to build learning center content that is focused on improving student performance/developing a sustainable school renewal plan through the after Jump Start…A community-wide initiative to effectively raise student achievement 20


school initiative (a $5,000 in-kind donation). (3)The Joint Venture Education Forum Education Liaison US Pacific Command has agreed to host a series of staff training sessions that covers

such topics as multicultural issues, presentations on staff development issues, and curriculum development/management (a $10,000 in-kind donation). Feedback from staff will be gathered

after each training and coaching session and will combined with those data collected from the professional development needs assessment instruments to drive the planning of future

training sessions. Staff may earn college credit and/or CEU’s, which will enhance participation levels and support staff to meet their credentialing and/or PDP goals.

Management Plan: The Jump Start program will functionally operate under the continued advisement of the CSIT, which is comprised of representatives from the partner entities (listed

above) as well as the principals of participating schools, CC students, parents, churches, cultural agencies, community centers, colleges, CC administrators, and businesses. The CSIT will

expand its membership to include additional stakeholders from the targeted schools (i.e., teachers, student participants, support staff) and community as it meets monthly to collaboratively

(1) plan program activities and media events, (2) develop and deliver funding sustainability efforts (i.e., grant proposal development, fundraisers), (3) disseminate program results and

progress to community leaders and stakeholders to justify future and expanded support for the program, and (4) assess summative and formative evaluation reports and processes to

identify programming strengths and improve programming weaknesses in a cycle of continuous improvement. The Jump Start Program Director will act as the group co-chair and will be

responsible for sharing financial reports, formal evaluation results, and other pertinent data to the larger CSIT so that input and direction may be provided on future programming and

planning efforts. This process will also ensure accountability on expenditures and grant progress. The CSIT forum represents a think tank of practitioners and stakeholders that serve to

connect the community with schools. It is through this “connectedness” and “regular involvement” that the program will be sustained via community buy-in and commitment of supportive

resources. Please also note that the CSIT is committed to involving youth in the program assessment and development process. It is our belief that “Jump Start” will belong to the

community and children it serves; therefore, such stakeholders should be empowered to mold and form the initiative so that it serves them well. As described in the program design section,

two students per each site will be identified and invited to attend monthly CSIT planning meetings. These students will work, hand-in-hand, with community stakeholders and schools to

continually plan and assess the Jump Start program through this and many other forums.

The CSIT will establish a sub-committee of multi-cultural community members, parents, and representatives from the target service community to meet regularly to review, modify, and

approve all program-related promotional and curricular materials to ensure that they are culturally relevant with pictures, language, content, and phrases indigenous to the local community.

Materials must be linguistically appropriate to the target population and easy-to-comprehend for literacy challenged individuals. Media representatives from NPS, Honolulu Advertiser,

KGNB Channel 7, and KHNL Channel 8 have agreed to work with staff and sub-committee members to develop press releases, arrange for interviews and feature stories on the program,

and provide donated display advertising to announce the program, registration process, and hours of operation in their cultural and mainstream newspapers and radio mediums. The Jump

Start staff will work with the sub-committee to develop and arrange for mass printing of multi-language, easy-to-read and comprehend informational flyers/brochures and program

registration materials. These materials will invite student registration as well as parent/community membership on the CSIT. Bilingual presentations, telephone calls, and in-home visits will

also be performed to invite attendance of hard-to-reach populations including home schoolers. Information will be sent home with every child to share with his/her parents on a quarterly

basis. The materials may also be disseminated in the mail-outs and bulletins of local churches and community centers. Informational bilingual posters and flyers will be posted at the

participating schools (and in school newsletters), local private schools, human and social services departments, community clinic sites, churches, and by means of door-to-door

dissemination in the targeted community. Ewa, Ewa Beach, and Ilima campuses will each host a designated program office with posted hours/activity schedules and an open door policy

where families are encouraged to “drop in.” The centers will coordinate regular Open House days where the community can tour the site and receive programming information. Upon the

release of annual program results, the staff and stakeholders of the program will continue to work with the media and local agencies to disseminate information on the impact of the

program. Results will be presented to the local Board of Education, City Council, and other governing groups as a strategy for increasing future support for the program.

The complex offers its assurance that the community has been given notice of its intent to submit for 21 st Century grant funding and that the application is available for public review after submission of the application to the public, parents, and stakeholders. During the implementation phase, after each planning meeting, minutes will be recorded and posted for public viewing at each school. As the lead fiscal agent of the grant, the Campbell Complex is a public LEA that operates with the mission to enhance the learning, academic achievement, and lifelong success of

Oahu children and families. System and school level improvement plans are the driving forces that establish our goals, specify implementation strategies, and chart our progress.

Collectively, the school system leadership has multiple persons who have assumed active roles in professional organizations and are routine consultants/speakers, which include America’s

Choice CSR Specialists, Talent Development Train-the-Trainers, and Renaissance Content Specialist. Individuals and participating schools have been honored for successful programs by

receiving awards such as the federal Title VI Grant that established a complex wide writing initiative; a Kellogg’s Foundation grant that created linkages between local secondary schools

and the community; and several Comprehensive School Reform grants that have enabled 5 of our campuses to establish CSR model programs and reforms. Each of the aforementioned

grants resulted in statistically significant improvements in the academic and school performance of target population children and has operated under the guidance of scientifically-based



programming and school reform methods of effectiveness. The complex has extensive experience and success in managing after school programs through collaborations with community

based organizations. The complex has managed several Oracle, Gear Up, and military technology grant programs which currently covers the cost of homework assistance, technology, and

tutoring during school hours. Annual performance documented that students improved their scores on standardized tests, homework completion, classroom behavior, and desire to go to

school. Dr. Rob Kadel, Evaluator and Implementation Consultant, has designed and managed over $10 million in successful federal 21 st Century programs and has been recognized as a

National After School Ambassador. The Campbell Complex is one of the largest complexes in the state, with over 6,000 students distributed across 8 schools. The Campbell Complex is a

fiscally solvent public agency. The complex has an internal management infrastructure to support grant programming for improvement initiatives which includes a School Renewal

Specialist, Resource Teachers, Complex Implementation Teams, Curriculum Coordinators, and a grant contract management team with the capacity to facilitate large grant awards that

meet accountability requirements. School and system leadership personnel are the role models who set the stage for dramatic and positive scientifically-based school reform. Complex

leaders, employees, parents, and community all subscribe to the belief that all children can learn; that rigorous standards (a raising of the bar) are required for excellence; that learning

should be active, integrated, personalized, and continuous; that safe schools and a positive climate enhance learning; and that everyone in the community has a responsibility for

education. Our joint applicant, the local Boys and Girls Club, has designed and successfully provided after school programming for over 13 years in the targeted complex region. Most

recently, the Club has established a permanent facility to support technology centers for youth (which will be used by the Jump Start enrollees). The agency also regularly coordinates

volunteer work programs and job readiness programming with local secondary schools as well as delivers Smart Moves and social services related programming to high-risk youth in the

community. Through the organized CSIT forum, the BGC and CC collaboration represents a school improvement think-tank that has effectively brought the best practices and ideas of local

education specialists and the community together to collaboratively plan for education renewal in this traditionally under-served, impoverished community. BGC and CC support a grant

development and management staff of education practitioners, which includes comprehensive school reform specialists, special ed and ESL specialists, and grant programming

administrators.

The Campbell Complex provides its assurance that funds will be used only supplement, not supplant federal, state, and./or local funds and resources.

For the Jump Start program, the complex will utilize a multi-level accountability and management infrastructure which requires a system of “checks and balances” from key administrators,

staff, and stakeholders of both agencies: Fiscal Management: The CC finance department, the CSIT, and the Jump Start administrators will collaboratively work together to oversee the

grant budget and expenditures. Site level staff will use hard copy PO Request Forms that require them to list needed materials and supply items and associated dollar amounts. These

forms must be signed-off by the Program Director who will be required to compare the requests with the budget contract line items to ensure requests are allowable and have been

approved by the state. Copies of PO’s and receipts of purchase will be kept on file to document expenditures. Budget adjustments, carry over, and line item debits/credits will be tracked by

the finance department according to GAAP. This information will be used to compile monthly budget reports which will be presented to the CSIT for assessment and approval. Process Management : Every Jump Start activity will be charted and assigned a set of appropriate “tracking measures” that documents progress and performance (i.e., sign in sheets, copies of

portfolios). The Site Coordinator will be responsible for maintaining these process evaluation tracking measures on file as evidence of activity progress and efficiency. The Director will

compile these documents to develop monthly process evaluation reports which will be disseminated to the CSIT. The reports will detail the progress of activities and their milestones in a

chart format which can be compared to the site “action plans.” During CSIT meetings, the progress that is documented in the reports will be compared to “promised” contractual obligations

to determine progress and focus. Outcome Management: Data collected from survey instruments and site-based assessments will be coded, aggregated, and scaled by the evaluator in

order to establish a baseline “profile” of the participant cohorts. The CSIT will establish mid-annual and annual benchmarks for performance/progress that align with the Jump Start goals,

objectives, and outcomes. As these data profiles are updated twice per year utilizing new data collected from sites, the profile outcomes will be compared to the benchmarks and

performance outcomes of the program at regular meetings to identify performance strengths, weaknesses, and needed modifications. Monitoring: The evaluator will perform four monitoring

visits to the site office where he will compare process tracking, outcome evaluation, and fiscal documentation to benchmarks, reports, state reporting requirements, and the grant contract.

Information gaps will be documented and used by staff and the CSIT to make program improvements.

The Campbell Complex provides its assurance that the program will be carried out in active collaboration with the schools the students who attend. A communication network will be

established to help integrate Jump Start programming with school day programming. Schools will create a “core team” (comprised of school day and Jump Start staff representatives) to

meet approximately twice a month to discuss the progress of individual students, programming concerns, homework/other issues, progress and student/stakeholder needs, and

collaboratively plan and participate in joint training activities. “Non-core” team teachers and after school staff members will be invited to attend the meetings to discuss concerns about

individual students, as well. Each core member will act as a “communication liaison” - responsible for sharing information on the progress of the program and announce upcoming events at

staff faculty meetings to acquire continual buy-in from the full staff of the schools and ancillary program. Every 9 to 18 weeks, the Jump Start staff will commit to completing an informal,



simple, one page form that describes enrollees’ attendance, academic progress, performance, and behavior issues – which will be sent to teachers in order to strengthen and facilitate

communication. Jump Start staff will also review and place comments in student agendas (or homework notebooks) to further enhance communication between teachers, parents, and

program staff. Once every nine weeks, the Jump Start staff will send out formal student performance reports to parents and regular day staff that articulates the behavioral, academic, and

participatory performance of students in each workshop (performance will be based on standardized rubrics, portfolio analysis, and assessment scores). School Principals will co-chair the

core teams and will help to report updates and progress to the larger CSIT body to ensure accountability. The Campbell Complex provides its assurance that the program will take place in a safe and easily accessible facility. The complex’s “state approved contract buses” will be used to provide full after hours and summertime busing for participating students. These buses

will transport the students from the participating Title I schools, to the 3 physical site, and then to their regular bus stops at the end of each program day. Moreover, students will be

transported to/from their regular bus stops to the sites during the summer program. Because there is a large population of students who reside in the neighborhoods that surround the 3

centers, we may arrange for crossing guards to be on duty for up to 45 minutes after the program ends each day to ensure that the children are safe. Please note that the 3 physical

program host sites and their outdoor facilities meet all state licensing standards for school-age childcare as well as safety standards set by the government. The facilities (and their outdoor

play areas) are fully ADA accessible and provide wheelchair ramps, brail signs, and assistive technology to maximize access. The Campbell Complex provides its assurance that the program will primarily target students who attend schools eligible for Title I schoolwide programs and the families of these students; please see the recruitment and enrollment description above in the program design for additional information. All targeted students will be selected from the NCLB student database and by free and reduced lunch lists. All parents will authorize both their consent for services and their qualification to this project. Please see the scope of work matrix in the attachments of this proposal to read a thorough “scope of work” implementation plan that describes the activities, timelines, staffing responsibilities, and milestones of Jump Start. Evaluation: A thorough and comprehensive program evaluation will be conducted as part of the Jump Start program under the direction of Dr. Rob Kadel, from Resource Associates

Evaluation Institute. The proposed evaluation was designed in compliance with GPRA requirement to use performance indicators to set goals for the program. Several program outcome

indicators will be tracked and analyzed throughout the 5 year program. The outcome indicators for the program are: grade promotion rate, “achievement” (Hawaii State Assessment and

Stanford 9 achievement test scores), “early learning and literacy” (DIBLES/other local assessments), course passing rate, grade point average, course grade in core subject classes,

job/school readiness levels, college readiness aptitude, daily attendance rate, occurrence of “re-enrollment or grade retention,” student attitudes toward educational achievement, school

policy violations, juvenile justice involvement/crime, parent literacy, parent involvement levels, and parent attitudes toward educational achievement. Dr. Kadel will utilize a variety of

surveying and data gathering techniques to measure each of these indicators and domains. For example, Dr. Kadel will use the LEA adapted Parent Risk Survey to measure parent

attitudes toward educational successes, parent involvement levels, parent literacy, as well as family management and communication skills levels. The Student Risk Survey and the

Foundations for Learning Survey will also be used to measure student attitudes toward educational successes, drug and alcohol risk factors, alienation and rebelliousness risk factors, life

skills/social skills, arts/creativity and cultural awareness, self-health levels, and resiliency risk factors. Source indicator data collected from the complex’s management information system

will also help Dr. Kadel track state testing performance, attendance, policy violations, and the remainder of the indicators. Applying methodologically sound data aggregation techniques to

the above quantitative sources, Dr. Kadel will determine if the following outcomes are met: (Outcome 1) The SAT 9 and Hawaii State Assessment test scores (including the writing exam)

from the participant group will annually be compared to the scores from the control group using a paired T-test. It is hypothesized that the scores of the participant group will demonstrate a

statistically significant increase over those of the control group in the areas of reading, writing, and math. (Outcome 2) The fall and spring scores on the Foundations for Learning Survey

and the Student Risk Survey from the participant group will be compared using a paired T-test. It is hypothesized that the spring scores will be statistically higher in the developmental areas

of confidence, persistence, organization, and interpersonal relationships, compared to the fall scores. Also, a pre/post analysis of student self-reports on the Student Risk Survey will be

performed to indicate that students demonstrate lower levels of delinquency and alcohol/drugs/tobacco risk factors. (Outcome 3) The pre and post scores on the Foundations for Learning

Survey and the DIBLES assessment from the participant group will be compared using a paired T-test. It is hypothesized that the spring scores will be statistically higher in the areas of art

skills, cultural awareness, physical fitness, early learning domains, literacy, and/or school readiness, compared to the fall scores. The target population/group is defined as the 1050

students who have received program services. The control group will be comprised of approximately 200 local non-enrolled students who will be selected from schools that are also

located in the target area and are demographically and economically similar to the target group. Each program year, Dr. Kadel will develop a comprehensive and cumulative progress

report that articulates the impact of the program on student achievement using sound statistical and evaluation methods.

A consumer and staff satisfaction evaluation system will also be employed under the advisement of Dr. Kadel. During every key program activity (i.e., summer classes, family literacy

sessions), consumers will be encouraged to complete and submit consumer satisfaction surveys that measure their level of access, “buy-in,” and satisfaction with the service. Moreover,

the Program Director will facilitate two focus group sessions (one for staff and one for student and parent consumers) where attendees will discuss access and implementation strengths

and weaknesses and provide recommendations for improvement. Survey and focus group data will regularly be reviewed by staff and stakeholders during formal meetings so that feedback Jump Start…A community-wide initiative to effectively raise student achievement 23


may be applied to modify and improve upon program strategies in a cycle of continuous improvement. Process evaluation will be conducted on a formative and summative basis in the

management and delivery of services. Techniques to be used in gathering process evaluation data will focus on questionnaires, survey forms, and interviews. These techniques will be

developed to focus on quality of processes and their effectiveness in achieving program goals and objectives. Jump Start staff will also be responsible for maintaining day-to-day process

evaluation tracking measures (i.e., sign-in sheets, minutes of meetings, student progress reports) on file as evidence of activity progress and efficiency. The Program Director will be

responsible for compiling and disseminating monthly process evaluation reports to the CSIT, evaluator, Board of Education, Core Teams, and others so that progress is continually

assessed.

Progress that is documented will be compared to “promised” contractual obligations (i.e., proposed goals, objectives, activities) to determine what has been accomplished and what needs

to be accomplished. Under the advisement of Dr. Kadel, program administrators will implement the following strategies to ensure high quality, consistent performance monitoring: (1) The

Program Director will develop a process evaluation report each month that may be submitted to the CSIT, the school board, the complex administrative offices, schools, and collaborating

agencies. The report will detail the progress of activities in a project design rubric format which can be easily compared to the “management plan” grant contract. (2) Dr. Kadel will perform

quarterly site visits to participating offices and the service site where he will check for appropriate process documentation, appropriate data collection techniques, proper fiscal handling and

reporting techniques, and fidelity. Dr. Kadel will develop and forward a list of recommendations for improvement after every site visit that will be addressed by staff to ensure compliance

with the grant contract and for continuous improvement. (3) Consumer satisfaction data will be collected and discussed at weekly staff meetings and CSIT meetings to assess the progress

and quality of services. Utilizing Baldrige quality tools (i.e., Plus Delta, Force Field Analysis) the staff will continuously identify strengths and weakness in the delivery of services and work

with complex administrators, the Department of Education, and Dr. Kadel to make reasonable modifications to maximize the efficiency and positive impact of services.





Attachments…

ATTACHMENT A

ScopeofWorkMatrix



SCOPE OF WORK MATRIX

Goal: By the end of the 5 program years, 100% of the K-12 Title I students enrolled in the Jump Start program will score at or above proficiency in reading, writing, and math on the state achievement assessment.Measurable Objective: Each program year, a minimum of 50% of the 700 selected “high-risk” children from each of the 7 Title I schools will complete at least 25 (school year) hours of the below Jump Start academic-focused workshops (to be hosted for 1.5 hours after each school day on the physical sites) and will demonstrate at least a 15% increase in English (Reading), writing, and math achievement, as determined via t-Test comparative analysis of the Hawaii State Assessment and Stanford 9 test scores of the student cohorts.

Outcome and Tools to Measure Outcome:The SAT 9 and Hawaii State Assessment test scores from the participant group will annually be compared to the scores from a control group using a paired T-test method. It is hypothesized that the scores of the participant group will demonstrate a statistically significant increase over those of the control group in the areas of reading, writing, and math.

Specific Activity Timeline Who will be responsible for this activity?

Milestones How will progress for this activity be

measured?The CSIT will develop and disseminate an informational letter on the Jump Start model and programming effort to all parents of Campbell Complex students, complex and district administrators, staff, local business owners, churches, and representatives from local colleges/universities and CBO’s. The letter will provide these stakeholders with an opportunity to pre-register for membership on the CSIT program steering committee. The chairman will review the returned pre-registration forms and select approx. ten individuals to be committee members. The committee must be gender and racially balanced and include at least one parent, school principals, one former or current student, representatives from Leeward College, one district administrator, and at least one local business owner or administrator. The committee members must commit to meeting on a monthly basis so that they may participate in strategic planning and continual assessment of the program.

1/04 (repeated annually)

CSIT Chairman, Ewa and Ilima Principals

CSIT membership will be expanded by 10 members

-Pre-registration forms, copies of invitational letters, minutes of meetings, mailing lists, on file

The CSIT will establish a work description and announcement for the Coordinator and Program Director positions. The CSIT Chairman will disseminate the work announcement internally and via newspaper advertisement. The Chairman will work with the CSIT to interview, assess, contract, and train a qualified administrative staff team.


CSIT Chairman, Ewa and Ilima Principals

Jump Start administrative staff will be hired by February 2004

-Job announcements, advertisements, personnel files, resumes, timesheets, personnel evaluations

Administrative representatives from the complex, district, and BGC central offices will work with the Program Director to organize and deliver an accountability training for the administrative staff of the Jump Start program that will cover the topics of (a) establishing and maintaining a process evaluation paperwork system, (b) accounting/billing procedures, (c) discussion on the evaluation and reporting requirements of staff, and (d) discussion on the role and responsibility of the school and the school district in regards to the contracted Jump Start objectives, activities, and reporting requirements. During the meeting, the evaluator will set up the quarterly monitoring schedule and data collection protocol to be carried out throughout the 5 year program.


Program Director, Evaluator

An accountability training will be delivered to all program staff and key administrators of partnering agencies

-Sign-in sheets, training handouts, copies of evaluation and reporting protocol/procedural manual

The Site Coordinator and Jump Start Program Director will work together to recruit a team of certified teachers, qualified educational assistants, and volunteers to establish and operate the Jump Start after school and summertime program on the 3 sites. Staff will operate the after school program on every school day (Monday-Friday) for 3 hours past the end of the school day and the summer program during the month of July for 15 hours per week.

2/04 – 7/049/04 – 7/059/05 – 7/069/06 – 7/079/07 – 7/089/08 – end of program year

Program Director, Site Coordinators

Staff will be hired to operate the after school and summer time program

Program will operate for 15 hours per week

-Job announcements, -Advertisements, -Personnel files, -Resumes, -Personnel evaluations,-Student registration systems and protocol, on file



The program and school staff will develop culturally appropriate, bilingual informational materials about the program benefits and learning opportunities to disseminate to staff, CSIT members, and parents at faculty meetings, open houses, parent-teacher conferences, and via mail outs. A minimum of 1050 students and their families will be recruited and enrolled in the program.


Site Coordinators Process-based Results

1050 students and their families will enroll in the program each year

-Registration forms, -Sign-in sheets, -Activity/dissemination tracking reports

The Program Director will schedule 1 to 2 days of professional development and practitioner coaching from Renaissance Learning as described in the training section of the program narrative.

1/04, 4/041/05, 4/051/06, 4/061/07, 4/071/08, 4/08

Program Director, Renaissance Training Team

Process-based Results

Full staff will complete at least 8 hours of training, each program year

-Registration forms, -Sign-in sheets, -Professional develop needs assessment output

Upon enrollment into the program, the targeted Title I students will be directed to use the STAR software package to develop an electronic academic portfolio. Portfolios will be used as an “intake” mechanism for students and staff to identify the special needs and supports that must be provided for each student to ensure equal access and maximize instructional efficacy. The software requires students and staff to enter information on student standardized test scores, IEP goals, STAR reading and math scores, classroom test scores, attendance, behavioral performance, and course grades. Once the information is entered, the program develops a linear graph and chart that identifies strength areas and areas that need improvement/extra focus. These “quality” tools are then used to track performance either electronically or by hand. Such output will be printed and used in hard copy form to comprise each student’s academic portfolio. Students will be required to continually update their portfolios. This process enables and encourages youth to take responsibility for their achievement.


Teachers Process-based Results

Enrolled students will develop and update an achievement portfolio, each year

Outcome-based Results

-Students will know their performance levels-Students will be able to identify learning gaps and engage in workshops that address gaps-Student academic performance will increase in core areas

-Copies of portfolios, on file-Sign-in sheets for students-Pre/post assessment of achievement data

A 27 week long (1.5 hrs/day for 5 days/week) Jump Start Reading Workshop series will be offered for at least 300 students per school year (teacher-pupil ratio: 1-to-5) who are struggling to meet reading standards. During the workshop, children will primarily explore the scientifically-based Read Now instructional technology which will initially help to asses student reading gaps and mastery of academic standards through high graphic, engaging computerized activities. Based on identified problem areas and student learning styles, the technology will engage the learner in games and activities that target his/her specific learning needs. The solution offers continual monitoring of the learner’s mastery levels so that he/she is continually driven to learn at more challenging levels. Prescriptive output will be used by the Jump Start literacy staff to form the content of additional Read Now activities and interventions, which may take form via paired or group reading, phonic games and practice, and word attack games. Participating youth will also have access to the library to select an appropriate, “leveled” book that aligns with their interests in which they will read by themselves or with a Literacy/ESL Specialist. Utilizing the Accelerated Reader (AR) and Accelerated Vocabulary (AV) software programs, students will test their comprehension levels as they complete games and mini quizzes on the books they have read and words they have learned. Children will be able to use their AR/AV points to purchase books, nutritious snacks, and academic games at the student union store.



300 students will complete the Reading Workshop, each year


-Student reading proficiency scores will increase-Student writing proficiency scores will increase

-Copies of student work-Sign-in sheets for students-Progress reports for students-Pre/post assessment of achievement data-Copies of teacher lesson plans

A 27 week long (1.5 hrs/day for 5 days/week) Jump Start Four Block Enrichment Workshop series will be offered for at least 300 students per school year (teacher-pupil ratio: 1-to-5). Using

2/04 – 5/049/04 – 5/059/05 – 5/06


300 students will

-Copies of student work-Sign-in sheets for students



the Four Blocks framework and the Fluent Reader resource guides, staff will provide literacy development and guidance in a variety of whole class, small group, and partner paired formats. Using various types of reading materials that are centered around each student’s interests (i.e., magazines, trade books), guided reading will focus on comprehension as children learn to predict what might happen and discuss how it impacts the learning process. Students will learn about the story elements of characters, setting, and plot as well as practice organizing and comparing information learned from informational text. Children will also experience daily read-alouds and time for reading books of their choice and on their own level. In a large group format (groups will be selected based on reading level and age), staff will read level appropriate books to students and engage in story reflection and retelling exercises. Youth will also have access to the library to select an appropriate, “leveled” book that aligns with their interests in which they will read by themselves or in pairs. During the workshop, students will also complete a variety of fun, mini-lessons from the Accelerated Writing/Grammar/Spelling packages that provide them with a model of what writers do (based on the six trait writing method) and allow children to explore writing themes and approaches that align with their interests. Several sites will host a complete children’s book publishing center with computers, software, printers, and book binding machines for staff and children to use to create dual language books for the children to take home and share with their parents. Volunteer Literacy and ESL Specialists will facilitate several lessons on writing themes that range from starting a new piece, finishing a piece, revising, editing, and illustrating.

9/06 – 5/079/07 – 5/089/08 – end of program year

complete the Four Block Reading Workshop, each year


-Student reading proficiency scores will increase-Student writing proficiency scores will increase

-Progress reports for students-Pre/post assessment of achievement data-Copies of teacher lesson plans

The 18 week long (1.5 hrs/day for 5 days/week) Math Exploration Workshop series will be offered for at least 300 students per school year (teacher-pupil ratio: 1-to-5). Those students struggling with math concepts will participate in this inter-active workshop series which is based on the scientifically-based MathFacts/Accelerated Math instructional software which integrates fun games, students' interests, and real life issues with practical learning in the standards and foundation areas of math. During the workshops, students will concentrate on mastering number sense, measurement and geometry, probability and statistics, patterns, functions, and equations. The learning components of the math group include: (1) computerized skills inventories and games containing problems representative of each grade level that enable the teacher to reliably and accurately determine what a student knows and what the student should be working on to improve; (2) sequential skills outlines to provide each teacher with a complete overview of the sequential order of development of computational skills correlated with specific grade levels; and (3) skills and practice exercises that incorporate fun team-based projects and computerized games that aim to teach, review, and reteach skills, and measure retention or the need for further practice. These tools will help to direct staff to work with each student on completing meaningful projects and lessons – concentrating on those areas that need improvement the most. Manipulatives, cooperative learning, and technology will be just a few of the instructional mediums we will use to engage and interest children in math.



300 students will complete the math workshop, each year


-Student math proficiency scores will increase-Student grades in math will improve

-Copies of student work-Sign-in sheets for students-Progress reports for students-Pre/post assessment of achievement data-Copies of teacher lesson plans

A 9 week long (1.5 hrs/day for 5 days/week) Discovery Science Workshop series will be offered for at least 100 students per school year (teacher-pupil ratio: 1-to-10). Following the age-appropriate, literacy and math-focused Discovery Science curriculum, students will work in teams of 4 to complete a variety of adventure projects. The projects are literacy rich and

2/04 – 5/049/04 – 5/059/05 – 5/069/06 – 5/079/07 – 5/089/08 – end of


100 students will complete the Discovery Workshop, each year

-Copies of student work-Sign-in sheets for students-Progress reports for students-Pre/post assessment



cross curricular – challenging student teams to work together to read and comprehend an informational passage on such topics ranging from magnets, weather systems, robots and lasers, to environmental science, coral reef restoration, and pollution issues. Teams are then challenged to engage in further research and exploration to solve issues and real life problems related to the passage. Problems are solved using math concepts, writing exercises, computer software, outdoor exploration/observation, cooking exercises, video documentary projects, field trips, the internet, and scientific methods. The Discovery Science curriculum has been used and replicated in schools throughout the country with Title I and ESL student populations similar to those of Campbell. Participants demonstrate higher test scores in the areas of science, math, and reading and show improved comprehensive thinking and teamwork skills, as assessed via state achievement tests. Dual language and bilingual specialists will be available to support ESL children in the learning and exploration process.

program yearOutcome-based

Results-Student math proficiency scores will increase-Student social studies grades will increase-Student science grades will increase-Student literacy levels will increase-Students “commitment to school” levels will increase

of achievement data in all core areas-Copies of teacher lesson plans

An ongoing tutoring center will be offered during the full after school period on all sites. The Ilima Intermediate site has also agreed to extend tutoring on its site for up to 45 minutes each morning before school starts for its Jump Start students and the enrollees whose campuses are next door. Students struggling to meet classroom learning goals in multiple areas will have access to this intense, one-on-one tutoring service. The tutors will incorporate achievement portfolios and standards-based, diagnostic-prescriptive approaches to learning in core subject areas (i.e., reading, math, language arts, etc.). Ongoing tutoring will be offered so that students may complete regular day coursework and homework and have an opportunity to master foundational core content. These services will also help children who are absent and truant catch up with their assignments and learning that was missed. Tutors will maintain consistent communication with regular day teachers (via e-mail and student agenda’s) to discuss student progress and academic needs.


Teachers , Tutors Process-based Results

At least 50 students per site will complete a minimum of 4 tutoring sessions


-Student math proficiency scores will increase-Student social studies grades will increase-Student science grades will increase-Student literacy levels will increase-Student GPA will increase-Student attendance will increase

-Copies of student work-Sign-in sheets for students-Progress reports for students-Pre/post assessment of achievement data in all core areas-Pre/post assessment data on GPA-Student attendance data

Goal: To provide a structured after school and summertime program that will offer additional support services to meet the identified health, social service, cultural, and recreational needs of the high-risk, Campbell Complex consumer population.Measurable Objective: Each program year, a minimum of 50% of the 700 selected “high-risk” Title I school children will complete at least 25 hours of the life skills related workshops (to be hosted for 1.5 hours after each school day on the sites) and will demonstrate at least a 30% improvement in the basic four foundations for achievement and emotional well-being (confidence, persistence, organization, interpersonal relationships), as determined via t-Test comparative analysis of the pre and post Foundations for Learning and Student Risk survey results of the student cohorts.

Outcome and Tools to Measure Outcome:The fall and spring scores on the Foundations for Learning Survey and the Student Risk Survey from the participant group will be compared using a paired T-test. It is hypothesized that the spring scores will be statistically higher in the developmental areas of confidence, persistence, organization, and interpersonal relationships, compared to the fall scores. Also, a pre/post analysis of student self-reports on the Student Risk Survey will be performed to indicate that students demonstrate lower levels of behavioral and alcohol/drugs/tobacco use risk factors.



measured?



A 9 week long (1.5 hrs/day for 5 days/week) Prevention Education Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10) that follows a scientifically-based, age appropriate curriculum (please note that the Lei Lima curriculum will be offered to intermediate girls; Peer Education will be offered to all elementary kids; and Connecting Youth with Families will be offered to secondary age students). The three curricular mediums that will be used are age appropriate and designed to teach children empathy, life skills, decision-making skills, alcohol/tobacco/drug resistance skills, gang resistant skills, conflict resolution, anger management and goal setting skills so that they can make healthy, positive choices.


Teachers, Volunteer Prevention Education Specialists


150 students will complete the prevention education courses, annually


-Reduced drug/alcohol/tobacco use among students-Reduced number of policy violations-Increased attendance-Increased commitment to school

-Sign-in sheets, -Copies of student work, -Lesson plans

A 9 week long (1.5 hrs/day for 5 days/week) Youth Development Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10). Volunteer leadership assistants from partner agencies have agreed to prepare and facilitate these lessons on goal setting and motivation as based on Leadership & Service Learning for Life curriculum. Students will be broken into teams of no more than 5 members to engage in community assessment, planning, and coordination of team-designed community-based service learning projects. Such projects may include landscaping and blanket quilting for the benefit of the local homeless shelter, developing radio and video PSA’s to announce the harmful effects of alcohol and drugs, developing a cultural mural for display at a local library, or organizing a blood drive benefiting the local clinic and hospitals. Two students per each site will also be identified and invited to attend monthly CSIT planning meetings. These students will work with community stakeholders to continually plan and assess the Jump Start program in a cycle of continuous improvement.



-150 students will complete the youth development workshop, each year-6 students will participate on the CSIT, each year


-Student attendance will increase-Student “commitment to school” and positive attitude will increase-School policy violations will decrease-Student reports of drug and alcohol use will decrease

-Copies of student work-Sign-in sheets for students-Progress reports for students-Pre/post assessment of behavioral risk survey data-Pre/post assessment data on GPA-Student attendance data-School policy violation data

An adult-to-student mentoring service will be provided in which at least 5 identified, high-risk students will be matched with screened and trained mentors as made possible by our partner agencies. Volunteer mentors will visit their mentees on a weekly basis, onsite, where they will actively participate in the student’s learning activity centers and spend time with the students - sharing issues, empathy, and support. Research from CSAP and the national Big Brothers and Big Sisters organization shows that students who are mentored are 64% more likely to have a more positive attitude towards school; 58% more likely to achieve higher grades; 60% more likely to have improved relationships with peers and adults; and 64% more likely to report increased levels of self-esteem. The Campbell Complex anticipates similar outcomes from this innovative intervention.


Teachers, Volunteer Mentors


6 students will receive mentoring services, each year


-Student attendance will increase-Student “commitment to school” and positive attitude will increase-School policy violations will decrease-Student reports of drug and alcohol use will decrease

-Sign-in sheets for students and mentors-Screening and training files on each mentor-Mentor’s notes and files on students-Pre/post assessment of behavioral risk survey data-Pre/post assessment data on GPA-Student attendance data-School policy violation data

A 9 week long (1.5 hrs/day for 5 days/week) Career Exploration Workshop series will be offered for at least 150 students per

2/04 – 5/049/04 – 5/05


-Sign-in sheets, -Lesson plans,



school year (teacher-pupil ratio: 1-to-10). A series of workshops will be offered to older students that are based on the federal “Gear Up” career readiness education curriculum. Students will engage in age appropriate learning activities in which they complete computerized, online career interest inventories; complete eight year academic/college/career plans and course recommendation schedules; take field trips to the local college to complete an orientation on financial aid, scholarship, and registration opportunities; attend local college and career fairs; and explore text and video trade books on various career opportunities and on the benefits of post-secondary/vocational education. Based on the results of the career inventories and the children’s interests, participating students will be grouped into small teams to participate in a bi-annual job shadowing day. Each team will be assigned to job shadow a local professional/community member. During their job shadow, students will be required to complete a journaling assignment on the profession, job duties, and skill requirements of the profession.

9/05 – 5/069/06 – 5/079/07 – 5/089/08 – end of program year

At least 150 students will complete the Gear Up course and job shadowing activity, each year


-Student attendance will increase-Increase in students’ college and career readiness-Student “commitment to school” and positive attitude will increase-School policy violations will decrease-Student reports of drug and alcohol use will decrease

-Copies of student journals, -Student attendance data-School policy violation data

Measurable Objective: By August 2004, a minimum of 50% of the 350 selected “high-risk” Title I children will complete at least 15 hours of the Summertime Enrichment workshops (to be hosted for 3 hours, Mon-Fri during the summer month of July) and will demonstrate at least a 20% improvement in their art skills, cultural awareness, physical fitness, early literacy, and/or school readiness skills, as determined via t-Test comparative analysis of the pre and posttest Foundations for Learning survey results (and the STAR Early Learning assessment scores) of the student cohorts.

Outcome and Tools to Measure Outcome:The pre and post scores of the Foundations for Learning Survey and the early learning assessment from the participant group will be compared using a paired T-test. It is hypothesized that the spring scores will be statistically higher in the areas of art skills, cultural awareness, physical fitness, early learning domains, literacy, and/or school readiness, compared to the fall scores.

A 4 week long (1.5 hrs/day for 5 days/week) Art Explorers Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10). Students will learn how to draw and paint using the Monart and other common methods. Students will also complete internet-based learning lessons on art and culture; explore traditional Polynesian language, culture, art, dance, and music; learn native singing methods and explore traditional musical instruments; and attend special fieldtrips to community theatre, festivals, and cultural arts events that are held during the summer session.

7/047/057/067/077/08


-150 students will complete the art workshop, each year


-Knowledge of arts and arts appreciation level increases-Cultural awareness increases-Motor and fine motor skills development increases

-Sign-in sheets for students -Progress reports of students-Pre/post assessment data on the Foundations for Learning survey

A 4 week long (1.5 hrs/day for 5 days/week) Fit for Life Workshop series will be offered for at least 150 students per school year (teacher-pupil ratio: 1-to-10) that will enable students to engage in team-based physical challenge activities and group sports. Physical fitness activities will follow the Fundamentals of Fitness guide from DOE, which emphasizes cardiovascular endurance, muscular strength, muscular endurance, flexibility, and optimal body composition. Team and individual fitness activities will include “fitness” follow the leader, hop-scotch, skills drills, ball toss, ball kicking games, target toss circuits, and music and motion. Classroom lessons will further cover the nutrition pyramid, healthy eating habits, label reading, and the importance of exercise and nutrition. In small teams, students will work in the school kitchen to prepare healthy, well-balanced meals and practice healthy cooking strategies based on USDA guidelines. Volunteer coaches will help facilitate

7/047/057/067/077/08


150 students will complete the Fit for Life Workshop, each year


-Motor and fine motor skills development increases-Increase in physical fitness skills




sports activities for students (in-kind) that may include swimming, soccer, and other team sports that emphasize fitness and team-building skills. Leisure sports may include golf (etiquette), fishing, and rock wall climbing. A 2-to-4 week long (1.5 hrs/day for 5 days/week) Summer Bridge Workshop will be offered on the Campbell High School campus for at least 25 students who will be transitioning into high school, each Fall. The intent of the workshop is to enhance the success of pre-attending 9th grade students when school begins, since they should be much more prepared for the high school environment. The workshop will contain 3 learning strands in academic, social, and high school environment domains. Teachers will develop 6 modules within each strand so that students will have exposure to 18 hands-on activities. Topics may include: Academic-a high school scavenger hunt; math day; study skills focus day; transcript analysis; a panel discussion with high school students; placement testing. Social-student group and team building challenges; citizenship workshops; and a grooming for high school success course. Environment-tours of the campus; overview of policies and procedures; introduction to extracurricular activities and school clubs. The provision of such a Freshman Seminar has been proven, through the published research of the Southwest Education Consortium and federal Comprehensive School Reform program, to significantly increase transitioning students’ ability to pass core subject courses, complete learning assignments, and maintain positive attitudes toward school.

7/047/057/067/077/08


25 students will complete the transition workshop, each year


-High grade passage rates-Increased commitment to school-Enhanced school readiness


A 4 week long (3 hrs/day for 5 days/week) Kick Start Workshop will be offered on the Ewa Campus for at least 25 young students who will be transitioning into Kindergarten in the Fall. Our volunteer partners have agreed to (1) recruit the children from their centers to participate and (2) volunteer in the Kick Start program to coordinate workshops and activities for the children to help ease the transition and collaboratively discuss transition strategies with the children’s future teachers. The intent of Kick Start is to enhance the literacy development and comprehensive learning of young children so that they are high achievers in the public school system. Kick Start may offer several of the following activities during this engaging workshop period: (1) Meeting Time: children come together in a large group to review the daily learning theme and what the children have learned during the previous day. (2) Small Group Workshop Activities: content specific workshop stations will be set up at separate, divided areas of the classroom that will enable students to explore and learn in a small group environment. Workshops will cover a wide range of hands-on learning activities which includes math, science, language development, literacy and writing, dramatic play, cooking, physical health and development, creative arts and music, games and manipulatives, and drawing. (3) Story Time: teachers and visiting parents will read an age-appropriate, “big book” to the children in a large group and encourage them to predict story endings and participate in reflection activities. (4) Language and Literacy Learning: Children will be broken up into small groups to complete writing workshops, inventing new dialogue/retelling stories, and develop or learn poems and songs. (5) Music and Games: teachers will lead the group of children in fun, language rich music and play opportunities. Kick Start will result in emergent literacy and mastery of early learning among participating children and will serve to prepare participants for Kindergarten success in all core areas.

7/047/057/067/077/08


25 students will complete the Kick Start workshop, each year


-Improved literacy skills-Enhanced scores on developmental assessments in key early learning domains-Enhanced school readiness

-Sign-in sheets for students -Progress reports of students-Pre/post assessment data on the early learning assessment

Goal: To provide the families of enrolled youth with the tools and skills they need to support learning in the home, empower their children to meet high standards, and provide effective guidance and support so that children are able to excel at accomplishing life and academic goals.



Measurable Objective:By the end of each program year, a minimum of 25% of the 1050 families of enrolled children will demonstrate higher levels of family management, education attainment, community/family bonding, and time spent on quality learning activities with their children after participating in the evening parent involvement activities (as documented through pre/post analysis of the Parent Risk Survey).

Outcome and Tools to Measure Outcome:The Parent Survey pre/post results will demonstrate higher levels of parent literacy, parent involvement, family management, and more positive attitudes toward educational achievement among participating families.



measured?

The 3 physical sites will establish a Jump Start program office that will post office and operational hours and provide a centralized center where families can receive information and interact with staff. The schools will maintain an open door policy where families feel welcome and are encouraged to drop in. The 3 centers will additionally host regular Open House Meetings where parents and day staff can tour the site and receive programming information and talk with Jump Start staff about their students’ participation and performance levels.

Throughout 5 year program timeline

Site Coordinators Process-based Results

-At least 500 parents will attend a minimum of one quarterly open house


-Parent visitation to the school sites will increase-Parent involvement levels will increase

-Pre/post assessment of the Parent Risk Survey-Visitor logs

A parent education series will operate on the 3 sites for two hours, one night per month for every program month. These Make-It Take-It evenings are designed to strengthen – through a series of didactic and interactive parent-child activities – the parent’s role as a literacy mentor and educator in the child’s life. Parents will learn about a particular “genre” of literature and will receive “leveled” children’s books and adult reading materials (donated by the local public library) on the genre as well as engage in fun activities and “family homework” assignments. Families will complete lessons on establishing literacy rich environments, how to read with their children, and will take special trips to the local library so that they may select engaging reading materials together. Sessions will additionally offer training in the areas of math and science through games, exploration, and family learning activities.


Family Advocate Process-based Results

At least 25% of family members of enrolled children will attend at least 1 evening session, each year


-Parent involvement levels will increase-The amount of time parents spend reading with their children will increase-Student achievement will increase in reading

-Pre/post assessment of the Parent Risk Survey-Pre/post assessment of student achievement scores-Sign-in sheets

One evening each month (for two hours/evening on the sites) will be dedicated to assisting families in developing parenting skills that contribute to enhanced family functioning and life success. As will be coordinated and facilitated by the Family Advocate as based on the CSAP scientifically-based Parenting Skills curriculum, participating families will complete education lessons, hands-on activities, and an interactive “group sharing and caring time” on the following topics: family communication skills, parent leadership, rule setting, setting high expectations regarding academic performance, balancing family and work, positive reinforcement, and the child development cycle: enhancing the cognitive/language, social/emotional, physical, affective, and adaptive skills of children.



At least 25% of family members of enrolled children will attend at least 2 parenting skills sessions, each year


-Parent involvement levels will increase-Family management levels of parents will increase-Family bonding and related resiliency factors will increase-Student reports of

-Pre/post assessment of the Parent Risk Survey-Pre/post assessment of school policy violations-Sign-in sheets



drug and alcohol use will decrease

An adult education class series will be coordinated by the local community college faculty (childcare, bilingual staff, and transportation assistance will be offered). Prior to the start of the Jump Start program, parents/family members of enrolled students will be asked to complete a pre literacy/adult education assessment (TABE, SORT, ESLOA, Laubach Inventory) in their home which will be administered and proctored by a college Literacy Specialist. The results of the assessments will be used to determine the course schedule for each adult. All courses and text books will be offered free of cost while the participant gains college credit and credit towards welfare-to-work hours as required by TANF. According to the recommendations of the college faculty, the following courses may be offered in a small group environment: (a) Basic Adult Literacy: Trained adult literacy coaches from the college will work one-on-one with those family members who read at – or below - a third grade level. Adults will be offered tutoring that is based on the Laubach, thirteen lesson skill books I and II. Skill book I teaches one name and one sound for each letter in the alphabet plus the writing of small and capital letters and numerals, word attachment, and comprehension skills. Skill book II teaches simple skills of punctuation, structural analysis, and comprehension as well as vocabulary and basic writing. (b) Intermediate/Advanced Literacy: Thirty, one hour lessons covering reading and writing content will be offered at the intermediate and advanced level for adults who read at the fourth through eighth grade level. Courses cover main idea/plot/setting of reading assignments, classical biography, short stories, classical poetry, autobiographies, commentary as well as the writing process. (c) ESL: Thirty, one hour lessons covering English As A Second Language will help the participant learn to speak, read, and write English. Grammar patterns are taught inductively with formal concepts of grammar being introduced gradually. (d) GED: The Pre-GED 2002 software will provide users with a complete diagnostic, instructional, and prescriptive program for adults reading at the fifth through eight grade level, in the content areas of literature and the arts, writing, science, social studies, and math. Instructional practices include drill and practice, tutorial, branching, simulation, and application. (e) Tackling the Job Skills: This 16 lesson life-skills curriculum will teach participants how to: establish personal and occupation goals; control one’s attitude and utilize attitude as a tool for accomplishing goals; understand how work is beneficial to oneself and family; effectively work in a team; identify what job/career one qualifies for and what steps must be taken to attain employment; complete an employment application; dress/groom for work; engage in a job interview; develop a word processed resume; and manage money/credit.



At least 20 family members will complete at least one ABE related course, each year


-Parent education levels will increase-Parent literacy levels will increase

-Pre/post assessment of the Parent Risk Survey-Pre/post assessment of parents’ grades-Sign-in sheets

Some Jump Start sites may additionally offer an onsite parent involvement activity that is targeted for the parents of K-3 students, entitled Parents and Children Together Time (PACTT). PACTT will lead parents to join their children in non-judgmental, child-directed play and reading exercises in the classroom and outdoors. The purpose of this one hour/week intervention is to empower parents as their child’s first teacher by building on their strengths;enhance parental awareness of how children learn and to expose parents to tools and techniques that support learning; and provide models of positive adult/child communication and interaction. Each session will consist of the following components:Children Plan: Before the parent enters the classroom, the children develop a plan for what they will do with their



At least 20 parents will attend a minimum of 2 PACTT sessions


-Parent involvement levels will increase-The amount of time parents spend reading with their

-Pre/post assessment of the Parent Risk Survey-Pre/post assessment of student achievement scores-Sign-in sheets



parents.Children communicate their plans: Parents enter the classroom and are presented with a plan for the parent/child activity time. This can be communicated in many creative ways, such as writing the plan on uniquely shaped paper that coordinates with the theme that is being focused on.Parents and children play: The child is the leader of the activity. The parent follows and participates in the child’s play. The emphasis is to enjoy the fun of learning through play.Circe time: The families participate as a group in songs, finger plays, reading books, etc. This time is used to model learning activities that can transfer to the home. Activities might include taking a child’s dictation, using everyday events to promote early literacy skills such as grocery shopping or cooking with recipes, and playing games made from materials commonly found in the home.Debriefing: Debriefing will be done at the end of Circle Time and will enable parents and children to discuss what activities they did, how they felt, and their accomplishments.

children will increase-Student achievement will increase in reading

The final evaluation report will be compiled and submitted to the CSIT, the public, and school leadership for interpretation and review each program year according to the deadline set by the State Department of Education. A presentation of findings will be delivered to these stakeholders by the evaluator, soon after, and input will be requested so that results may be used to drive continuous improvement.

ATTACHMENT B

LettersofSupport



Insert all mou and letters here



ATTACHMENT C

ResumesofProposedStaff



Resume of Dr. Rob KadelProposed Evaluator



Insert other resumes here



ATTACHMENT D

OrganizationChart



Campbell Complex – Boys & Girls Club 21st Century Learning Centers ORGANIZATIONAL CHART



Jump Start CSIT Stakeholder Forum

Complex Superintendent

Principals of non-physical sites Principals of Ewa, Ewa Beach, and Ilima

Boys & Girls Club Executive Director

Jump Start Program Director

Jump Start Certified Teachers

Jump Start Ed. Assistants

Jump Start Volunteers

Jump Start Site Coordinators

Campbell Complex Board of Directors

ATTACHMENT E

Budget



BUDGET NARRATIVE(FISCAL YEARS 2004-2009)

CAMPBELL COMPLEX21ST CENTURY COMMUNITY LEARNING CENTERS

JUMP START PROGRAM

Please note that the budget narrative is not counted against the 20 page application narrative limit, as confirmed by Dr. Takenaka from SDE

Budget Line Items

Description and JustificationYEAR IGrant

Amount Request

YEAR 2Grant

Amount Request

YEAR 3Grant

Amount Request

YEAR 4Grant

Amount Request

YEAR 5Grant

Amount Request

In-kind Amount

Donated to the Program

1. Program PersonnelProgram Director – (1.00 FTE @ 8 hours/day x $18/hour x 45 weeks). Program Director must hold a Bachelors Degree with teacher certification and a minimum of 5 years experience in school administration and/or direct instruction (Masters preferred). The Program Director will be responsible for supervising staff, maintaining communication with core teams and principals, and organizing programming schedules. The complex will attempt to absorb the position within its system of operations using discretionary and other operational funds by year five.

$32,400.00 $32,400.00 $32,400.00 $32,400.00 $0.00 $32,400.00

Program Coordinators – (3 Part Time Coordinators)(.45 FTE per Coordinator) = (1.35 FTE @ 3.5 hours/day x $17/hour x 45 weeks). Each of the 3 physical sites will employ a Site Coordinator who will oversee day-to-day program operations, training, and who will report to the site Principal and Program Director. The Site Coordinator must be a certified teacher, hold a Bachelor’s Degree, and have a minimum of 3 years experience in coordinating instructional enrichment programs in an education environment.

$40,163.00 $40,163.00 $40,163.00 $40,163.00 $0.00 $0.00

Certified Teachers – (12 Part Time Teachers)(.45 FTE per Teacher) = (8.10 FTE @ 3.5 hours/day x $17/hour x 45 weeks). Five part-time teachers will be scheduled to work on each program site during the after school and summertime programs. Teachers must be certified by the State of Hawaii and hold a minimum of one year of experience in working with Title I children in targeted region. Teachers will be responsible for facilitating key workshops during the extended day and summer program. By year six, the complex will attempt to absorb these positions within its system of operations using discretionary and other operational funds.-In-Kind Justification: Please note that several of our community partners have provided documentation that they will cover the cost of additional educators/professionals from their agencies to help facilitate student learning stations on the 3 sites. The Campbell Complex has specifically received promises of 2,700 hours of donated time by local educators. Based on the pay scales of our partnering agencies, the total in-kind commitment of teacher time comes to $57,400 per year, in-kind (x 5 years = $287,000).

$160,650.00 $160,650.00 $160,650.00 $160,650.00 $157,000.00 $287,000.00



Education Aides – (6 Part Time Aides)(.25 FTE per Aide) = (1.50 FTE @ 3 hours/day x $8/hour x 45 weeks). Aides must meet the education requirements discussed in the program narrative, as well as pass a criminal background check and health screening. Aides will be responsible for supporting teachers in updating student portfolios, assisting with program record keeping, and helping to prepare the workshop environment for the children. By year five, the complex will attempt to absorb these positions within its system of operations using discretionary and other operational funds.

$32,400.00 $32,400.00

$32,400.00 $32,400.00 $0.00 $32,400.00

In-Kind Tutors – (25 Part Time Tutors)(.25 FTE per Tutor) = (6.25 FTE @ 3 hours/day x $6/hour x 45 weeks). Our local partners from Gear Up, Leeward College, and the Boys and Girls Club have agreed to recruit approximately 25 tutors to work on the 3 sites. The tutors must meet the education requirements discussed in the program narrative, as well as pass a criminal background check and health screening. Tutors will be responsible for working one-on-one with students in the tutoring center. This in-kind donation equals $101,250 per year x 5 years, for a total of $506,250.00.

$0.00 $0.00 $0.00 $0.00 $0.00 $506,250.00

In-Kind Family Advocate – (1.00 FTE @ 8 hours/day x $19/hour x 48 weeks). The Family Advocate must hold a Bachelors/Masters Degree in Counseling or a related field with 5 years experience in the social service field with targeted families. The Advocate will rotate from site to site to coordinate and oversee parenting classes and family literacy activities. Please note that funds from the Parent Community Network and LEA state programs have been combined to cover the Advocates’ time and expenses. This in-kind donation equals $36,480 per year x 5 years, for a total of $182,400.00

$0.00 $0.00 $0.00 $0.00 $0.00 $182,400.00

2. Fringe Benefits of Personnel-FTE Fringe Benefits: Includes Program Director ($32,400 x 32.22%) = $10,439.00

-Casual Employee Benefits: Includes Program Coordinators ($40,163 x 1.66%) + Certified Teachers ($160,650 x 1.66%) + Educational Assistants ($32,400 x 1.66%) = $3,871.00

$14,310.00 $14,310.00 $14,310.00 $14,310.00 $2,500.00 $0.00

3. Staff Development Renaissance Learning Training Team has agreed to coordinate the following annual training events: (1)Renaissance Trainers will facilitate a total of 8 training days for school and program staff members (over the 5 year period) that will concentrate on the MathFacts and Accelerated Math instructional interventions and how they are best used in a student centered learning environment. Using small group and hands-on approaches, staff attendees will learn and practice curriculum design strategies, technical applications and classroom integration, best practices and scaffolding instructional strategies, lesson planning, using assessment tools, reporting, and how to use output reports as

$71,108.00 $71,108.00 $47,405.00 $23,703.00 $23,707.00 $33,000.00



parent and teacher communication tools. (2)Renaissance Trainers will facilitate approximately 4 full days of training (over the 5 year period) that covers the use and content of the proposed Literacy and Writing curricular packages. This practitioner led training series will be delivered via whole group training and will focus on strategic writing methods and how to best prepare students for the state writing exam. The trainer practitioners will guide staff through various writing strategies which will include brainstorming, outlining, rough draft, proofreading/editing, and publishing. Staff will have the opportunity to practice with various writing prompts: descriptive, informative, persuasive, compare/contrast, classify, research, and personal letter. The training will ultimately help our staff to become better instructors of writing across the curriculum in grades K-12. (3)Renaissance Trainers will facilitate 8 full days of training (over the 5 year period) on the Read Now comprehensive and remedial literacy intervention. Staff will learn how to appropriately and effectively implement Read Now as attendees are introduced to the Read Now philosophy, early literacy and reading research, curriculum components, and curriculum delivery best practices. Included in this training series will be an intense Language and Literacy seminar that covers the newest reading and brain research and its impact on the areas of scaffolding instruction, phonological awareness, oral language, print awareness, and alphabet knowledge. (4)Renaissance Learning has agreed to provide 16 additional days of “practitioner coaching” as its practitioners model instructional strategies and “best practices” in the Jump Start learning centers. While onsite, practitioners will observe/evaluate existing classroom instruction (by means of skills/competency assessments and observation tools) and offer non-judgmental feedback and recommendations to staff and leadership to support the continuous improvement process. Each practitioner coach will regularly provide mentoring and individualized coaching to Jump Start staff through quarterly scheduled classroom observations, instructional demonstrations, regular meetings and troubleshooting, and ongoing support. Please note that the training fees include travel, expenses, consultants’ time, and training materials for staff. In-kind Justification: Renaissance Learning has agreed to cover $15,000 in training expenses as documented in their attached letter of intent.-Drug Free Hawaii (Lei Ilima) has agreed to provide in kind Strengthening Hawaii Families training sessions with at least 10 key school personal, community leaders, and parents at an in-kind donation of $3,000.-Dr. Stephen Marble has agreed to provide



coaching to staff and teachers to build learning center content that is focused on improving student performance/developing a sustainable school renewal plan through the after school initiative (a $5,000 in-kind donation)-The Joint Venture Education Forum Education Liaison US Pacific Command has agreed to host a series of staff training sessions that covers such topics as multicultural issues, presentations on staff development issues, and curriculum development/management (a $10,000 in-kind donation)4. Supplies

Parenting Skills curriculum; book giveaways. Costs will be absorbed by year four.

$2,500.00 $2,500.00 $2,500.00 $0.00 $0.00 $0.00

Summer Bridge handout materials, copy toner, incentives for participants (movie tickets, pencils, calculators).

$2,700.00 $2,700.00 $2,700.00 $2,700.00 $2,700.00 $0.00

Discovery Science curriculum and manipulatives. Costs will be absorbed by year four.

$400.00 $400.00 $400.00 $0.00 $0.00 $0.00

Student book publishing stations (includes 8 computer workstations at each site, $800/station + 3 HP Laser printers, $500/printer) + 3 binder machines, $250/machine). Costs will be absorbed by year three.

$21,450.00 $21,450.00 $0.00 $0.00 $0.00 $0.00

Kick Start manipulatives and 50 books for early learning stations

$1,500.00 $1,500.00 $1,500.00 $1,500.00 $1,500.00 $0.00

Art supplies (easels, pens, chalk, crayons, drum/instrument making materials)

$1,500.00 $1,500.00 $1,500.00 $1,500.00 $1,500.00 $0.00

Pencils, paper, file folders, printer cartridges. $7,000.00 $7,000.00 $7,000.00 $5,000.00 $5,000.00 $0.00

Read Now Solutions - Base Package (includes annual user license and tech support fees)

$26,388.00 $26,388.00 $26,388.00 $4,398.00 $4,398.00 $0.00

Headphones for Fluent Reader $1,797.00 $1,797.00 $1,797.00 $300.00 $300.00 $0.00

STAR Early Literacy School License Kit $3,591.00 $3,591.00 $3,591.00 $599.00 $599.00 $0.00

STAR Early Literacy 50 Student Expansions $284.00 $284.00 $284.00 $48.00 $48.00 $0.00

Accelerated Reader Super Kit (includes 1,000 quizzes, STAR Reading)

$4,498.50 $4,498.50 $4,498.50 $750.00 $750.00 $0.00

Custom Title Disk - Substitution Fee $1,170.00 $1,170.00 $1,170.00 $195.00 $195.00 $0.00

Accelerated Reader 50 Student Expansion $1,919.70 $1,919.70 $1,919.70 $320.00 $320.00 $0.00

STAR Reading 50 Student Expansion $1,919.70 $1,919.70 $1,919.70 $320.00 $320.00 $0.00

Additional Accelerated Reader Quizzes $6,192.00 $6,192.00 $6,192.00 $1,032.00 $1,032.00 $0.00

Literacy Skill Quizzes - PPPC $834.00 $834.00 $834.00 $139.00 $139.00 $0.00

Accelerated Math Super Kit (incl 5 libraries, Star Math, and Accel Scanner)

$14,571.00 $14,571.00 $14,571.00 $2,429.00 $2,429.00 $0.00

Accelerated Math Starter Kit (incl. 5 libraries; Accel Scanner)

$2,009.00 $2,009.00 $2,009.00 $335.00 $335.00 $0.00

Accelerated Math 50 Student Expansion $1,920.00 $1,920.00 $1,920.00 $320.00 $320.00 $0.00

STAR Math 50 Student Expansion $1,920.00 $1,920.00 $1,920.00 $320.00 $320.00 $0.00

Accelerated Math Scan Cards - pk of 1000 $1,755.00 $1,755.00 $1,755.00 $293.00 $293.00 $0.00

MathFacts in a Flash Kit $1,678.00 $1,678.00 $1,678.00 $280.00 $280.00 $0.00

Math Facts in a Flash 50 Student Expansion $1,067.00 $1,067.00 $1,067.00 $178.00 $178.00 $0.00

Accelerated Writer Economy Kit- includes one full mode

$8,878.00 $8,878.00 $8,878.00 $1,480.00 $1,480.00 $0.00

Accelerated Writer Scan Cards - Rating Practice (500 pk)

$263.00 $263.00 $263.00 $44.00 $44.00 $0.00

Accelerated Writer Scan Cards - Classmate $410.00 $410.00 $410.00 $69.00 $69.00 $0.00



Ratings (1000 pk)Accelerated Writer - Additional Teacher's Guides $1,796.00 $1,796.00 $1,796.00 $299.00 $299.00 $0.00

Accelerated Writer - 50 student expansions $1,422.00 $1,422.00 $1,422.00 $237.00 $237.00 $0.00

Accelerated Grammar and Spelling - Economy Kit $7,188.00 $7,188.00 $7,188.00 $1,198.00 $1,198.00 $0.00

Accelerated Grammar and Spelling - 50 student expansions

$1,422.00 $1,422.00 $1,422.00 $237.00 $237.00 $0.00

AccelScan Scanners $18,114.00 $18,114.00 $18,114.00 $3,019.00 $3,019.00 $0.00

-In-Kind Supplies: Please note that several of our community partners have provided documentation that they will cover the cost of the prevention education curriculum, Gear Up curriculum, and Fit for Life curriculum and workshop costs. Moreover, the complex will provide the program with full access to its site based computer labs (60 computers x $950 per computer). This in-kind donation equals $67,000 per year x 5 years, for a total of $335,000.00

$0.00 $0.00 $0.00 $0.00 $0.00 $335,000.00

5. EquipmentNo equipment is needed for the program $0.00 $0.00 $0.00 $0.00 $0.00 $0.007. Other ExpensesSchool Busing - 2 buses @ $30/activity trip x 200 trips. Please note that busing expenses will be minimal each year as the non-physical site schools will be encouraged to frequently facilitate “satellite” workshops on their campuses to reduce costs.

$6,000.00 $6,000.00 $6,000.00 $6,000.00 $0.00 $0.00

Travel - requirement for 2 professional staff to attend 2 day annual 21st Century grantees meeting in Washington DC = $600 in airfare x 2 persons + Per Diem of $125.00 / day / 2 staff x 2 days-Grant requirement for 3 staff to attend regional professional development trainings. $.32/mile x 100 miles x 2 days = $64.00; Per Diem of $125.00/day x 3 staff x 2 days

$2,514.00 $2,514.00 $2,514.00 $2,514.00 $2,514.00 $0.00

In-Kind: Snacks- $1/student for 1,050 students x 45 weeks. Snacks will represent an in-kind donation from the complex’s free and reduced school lunch program. This in-kind donation equals $236,250.00 per year x 5 years, for a total of $1,181,250.00.

$0.00 $0.00 $0.00 $0.00 $0.00 $1,181,250.00

In-Kind: Rental Space and Utilities – equivalent rental for 7,000 sq. ft. = $2,000.00 per month + $200.00 per month utilities x 10 months for an in-kind donation, x 3 sites. This in-kind donation equals $66,000.00 per year x 5 years, for a total of $330,000.00.

$0.00 $0.00 $0.00 $0.00 $0.00 $330,000.00

Third Party Evaluation Contract – (Lead Evaluator: 40 hours/month x 12 months x $95/hour) = $45,600) (Research Assistants: (3) 20 hours/month x 12 months x $10/hour = $7,200 ). The complex will contract local evaluation agency, Resource Associates, to provide quarterly monitoring visits of grant staff and ongoing monitoring of internal "process evaluation" policies and procedures. The agency will also be responsible for developing process and outcome evaluation reports and establishing an outcome evaluation system with assessment tool development. Fee includes an annual $2,500 set aside for the air and land travel of the evaluation

$55,300.00 $55,300.00 $55,300.00 $45,000.00 $40,000.00 $0.00



team.Indirect – the complex is not requesting indirect funding

$0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Annual and Cumulative Totals

$564,902 $564,902 $519,749 $386,679 $255,260 $2,919,700



21st CCLCYear by Year Budget

SY 2004 to 2008Personnel Description No. FTE Federal

Costs 2003-2004

Federal Costs 2004-

2005

Federal Costs

2005-2006

Federal Costs

2006-2007

Federal Costs

2007-2008

Subtotal

“A” Funds: certified/classified FTE positions

Program Director – (1.00 FTE @ 8 hours/day x $18/hour x 45 weeks). Program Director must hold a Bachelors Degree with teacher certification and a minimum of 5 years experience in school administration and/or direct instruction (Masters preferred). The Program Director will be responsible for supervising staff, maintaining communication with core teams and principals, and organizing programming schedules. The complex will attempt to absorb the position within its system of operations using discretionary and other operational funds by year five.

1 1.00 $32,400 $32,400 $32,400 $32,400 $0.00 $129,600

“A1” Funds: hourly, casual, retiree,

substitutes, stipends, temporary contract

employee

Program Coordinators – (3 Part Time Coordinators)(.45 FTE per Coordinator) = (1.35 FTE @ 3.5 hours/day x $17/hour x 45 weeks). Each of the 3 physical sites will employ a Site Coordinator who will oversee day-to-day program operations, training, and who will report to the site Principal and Program Director. The Site Coordinator must be a certified teacher, hold a Bachelor’s Degree, and have a minimum of 3 years experience in coordinating instructional enrichment programs in an education environment.

3 1.35 $40,163 $40,163 $40,163 $40,163 $0.00 $160,652

Certified Teachers – (12 Part Time Teachers)(.45 FTE per Teacher) = (8.10 FTE @ 3.5 hours/day x $17/hour x 45 weeks). Five part-time teachers will be scheduled to work on each program site during the after school and summertime programs. Teachers must be certified by the State of Hawaii and hold a minimum of one year of experience in working with Title I children in targeted region. Teachers will be responsible for facilitating key workshops during the extended day and summer program. By year six, the complex will attempt to absorb these positions within its system of operations using discretionary and other operational funds.

12 8.10 $160,650 $160,650 $160,650 $160,650 $157,000 $799,600

Education Aides – (6 Part Time Aides)(.25 FTE per Aide) = (1.50 FTE @ 3 hours/day x $8/hour x 45 weeks). Aides must meet the education requirements discussed in the program narrative, as well as pass a criminal background check and health screening. Aides will be responsible for supporting teachers in updating student portfolios, assisting with program record keeping, and helping to prepare the workshop environment for the children. By year five, the complex will attempt to absorb these positions within its system of operations using discretionary and other operational funds.

6 1.50 $32,400 $32,400 $32,400 $32,400 $0.00 $129,600

Fringe Benefits

-FTE Fringe Benefits: Includes Program Director ($32,400 x 32.22%) =

N/A N/A $14,310 $14,310 $14,310 $14,310 $2,500 $59,740



$10,439.00

-Casual Employee Benefits: Includes Program Coordinators ($40,163 x 1.66%) + Certified Teachers ($160,650 x 1.66%) + Educational Assistants ($32,400 x 1.66%) = $3,871.00

Subtotal $279,923.00 $279,923.00 $279,923.00 $279,923.00 $159,500.00 $1,279,192.00 Contracts &

MOA’sThird Party Evaluation Contract – (Lead Evaluator: 40 hours/month x 12 months x $95/hour) = $45,600) (Research Assistants: (3) 20 hours/month x 12 months x $10/hour = $7,200 ). The complex will contract local evaluation agency, Resource Associates, to provide quarterly monitoring visits of grant staff and ongoing monitoring of internal "process evaluation" policies and procedures. The agency will also be responsible for developing process and outcome evaluation reports and establishing an outcome evaluation system with assessment tool development. Fee includes an annual $2,500 set aside for the air and land travel of the evaluation team.

N/A N/A $55,300 $55,300 $55,300 $45,000 $40,000 $250,900

Subtotal $55,300 $55,300 $55,300 $45,000 $40,000 $250,900Professional

Develop-ment

(1)Renaissance Trainers will facilitate a total of 8 training days for school and program staff members (over the 5 year period) that will concentrate on the MathFacts and Accelerated Math instructional interventions and how they are best used in a student centered learning environment. (2)Renaissance Trainers will facilitate approximately 4 full days of training (over the 5 year period) that covers the use and content of the proposed Literacy and Writing curricular packages. (3)Renaissance Trainers will facilitate 8 full days of training (over the 5 year period) on the Read Now comprehensive and remedial literacy intervention. (4)Renaissance Learning has agreed to provide 16 additional days of “practitioner coaching” as its practitioners model instructional strategies and “best practices” in the Jump Start learning centers. Fees include travel, expenses, consultants’ time, and training materials for staff.

N/A N/A $71,108 $71,108 $47,405 $23,703 $23,707 $237,031

Subtotal $71,108 $71,108 $47,405 $23,703 $23,707 $237,031Supplies Parenting Skills curriculum; book

giveaways. Costs will be absorbed by year four.

N/A N/A $2,500 $2,500 $2,500 $0.00 $0.00 $7,500

Summer Bridge handout materials, copy toner, incentives for participants (movie tickets, pencils, calculators).

N/A N/A $2,700 $2,700 $2,700 $2,700 $2,700 $13,500

Discovery Science curriculum and manipulatives. Costs will be absorbed by year four.

N/A N/A $400 $400 $400 $0.00 $0.00 $1,200

Student book publishing stations (includes 8 computer workstations at each site, $800/station + 3 HP Laser printers, $500/printer) + 3 binder machines, $250/machine). Costs will be absorbed by year three.

N/A N/A $21,450.00 $21,450.00 $0.00 $0.00 $0.00 $42,900

Kick Start manipulatives and 50 books for early learning stations

N/A N/A $1,500.00 $1,500.00 $1,500.00 $1,500.00 $1,500.00 $7,500



Art supplies (easels, pens, chalk, crayons, drum/instrument making materials)

N/A N/A $1,500.00

$1,500.00 $1,500.00 $1,500.00 $1,500.00 $7,500

Pencils, paper, file folders, printer cartridges.

N/A N/A $7,000.00 $7,000.00 $7,000.00 $5,000.00 $5,000.00 $31,000

Read Now Solutions - Base Package (includes annual user license and tech support fees)

N/A N/A $26,388.00 $26,388.00 $26,388 $4,398.00 $4,398.00 $87,960

Headphones for Fluent Reader N/A N/A $1,797.00 $1,797.00 $1,797.00 $300.00 $300.00 $5,991 STAR Early Literacy School License Kit N/A N/A $3,591.00 $3,591.00 $3,591.00 $599.00 $599.00 $11,971 STAR Early Literacy 50 Student Expansions

N/A N/A $284.00 $284.00 $284.00 $48.00 $48.00 $948

Accelerated Reader Super Kit (includes 1,000 quizzes, STAR Reading)

N/A N/A $4,498.50 $4,498.50 $4,498.50 $750.00 $750.00 $14,996

Custom Title Disk - Substitution Fee N/A N/A $1,170.00 $1,170.00 $1,170.00 $195.00 $195.00 $3,900 Accelerated Reader 50 Student Expansion

N/A N/A $1,919.70 $1,919.70 $1,919.70 $320.00 $320.00 $6,399

STAR Reading 50 Student Expansion N/A N/A $1,919.70 $1,919.70 $1,919.70 $320.00 $320.00 $6,399 Additional Accelerated Reader Quizzes N/A N/A $6,192.00 $6,192.00 $6,192.00 $1,032.00 $1,032.00 $20,640 Literacy Skill Quizzes - PPPC N/A N/A $834.00 $834.00 $834.00 $139.00 $139.00 $2,780 Accelerated Math Super Kit (incl 5 libraries, Star Math, and Accel Scanner)

N/A N/A $14,571.00 $14,571.00 $14,571 $2,429.00 $2,429.00 $48,571

Accelerated Math Starter Kit (incl. 5 libraries; Accel Scanner)

N/A N/A $2,009.00 $2,009.00 $2,009.00 $335.00 $335.00 $6,697

Accelerated Math 50 Student Expansion N/A N/A $1,920.00 $1,920.00 $1,920.00 $320.00 $320.00 $6,400 STAR Math 50 Student Expansion N/A N/A $1,920.00 $1,920.00 $1,920.00 $320.00 $320.00 $6,400 Accelerated Math Scan Cards - pk of 1000

N/A N/A $1,755.00 $1,755.00 $1,755.00 $293.00 $293.00 $5,851

MathFacts in a Flash Kit N/A N/A $1,678.00 $1,678.00 $1,678.00 $280.00 $280.00 $5,594 Math Facts in a Flash 50 Student Expansion

N/A N/A $1,067.00 $1,067.00 $1,067.00 $178.00 $178.00 $3,557

Accelerated Writer Economy Kit- includes one full mode

N/A N/A $8,878.00 $8,878.00 $8,878.00 $1,480.00 $1,480.00 $29,594

Accelerated Writer Scan Cards - Rating Practice (500 pk)

N/A N/A $263.00 $263.00 $263.00 $44.00 $44.00 $877

Accelerated Writer Scan Cards - Classmate Ratings (1000 pk)

N/A N/A $410.00 $410.00 $410.00 $69.00 $69.00 $1,368

Accelerated Writer - Additional Teacher's Guides

N/A N/A $1,796.00 $1,796.00 $1,796.00 $299.00 $299.00 $5,986

Accelerated Writer - 50 student expansions

N/A N/A $1,422.00 $1,422.00 $1,422.00 $237.00 $237.00 $4,740

Accelerated Grammar and Spelling - Economy Kit

N/A N/A $7,188.00 $7,188.00 $7,188.00 $1,198.00 $1,198.00 $23,960

Accelerated Grammar and Spelling - 50 student expansions

N/A N/A $1,422.00 $1,422.00 $1,422.00 $237.00 $237.00 $4,740

AccelScan Scanners N/A N/A $18,114.00 $18,114.00 $18,114 $3,019.00 $3,019.00 $60,380 Subtotal $150,056.90 $150,056.90 $128,606.90 $29,539.00 $29,539.00 $487,798.70

Equipment None Requested N/A N/A $0.00 $0.00 $0.00 $0.00 $0.00 $0.00Subtotal $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Others School Busing - 2 buses @ $30/activity trip x 200 trips. Please note that busing expenses will be minimal each year as the non-physical site schools will be encouraged to frequently facilitate “satellite” workshops on their campuses to reduce costs.

N/A N/A $6,000.00 $6,000.00 $6,000.00 $6,000.00 $0.00 $24,000

Travel - requirement for 2 professional staff to attend 2 day annual 21st Century grantees meeting in Washington DC = $600 in airfare x 2 persons + Per Diem of $125.00 / day / 2 staff x 2 days-Grant requirement for 3 staff to attend regional professional development trainings. $.32/mile x 100 miles x 2 days = $64.00; Per Diem of $125.00/day x 3 staff x 2 days

N/A N/A $2,514.00 $2,514.00 $2,514.00 $2,514.00 $2,514.00 $12,570

Subtotal $8,514.00 $8,514.00 $8,514.00 $8,514.00 $2,514.00 $36,570.00 Total Request $ 564,902 $ 564,902 $ 519,749 $ 386,679 $ 255,260 $ 2,291,492



ATTACHMENT F

GEPA





GEPA RequirementsManagement Assurance of Accessibility: Both co-applicants are committed to taking at least ten (10) steps to

ensuring equal access to and participation in the program for consumers, staff of partnering agencies, and employees. The

following steps will be implemented with the intent to reduce access barriers based on gender, race, national origin, color,

disability, and age to maximize participation, as necessary:

1. Develop and administer a pre-participation survey with training/event/workshop registration materials to identify special access

needs – such as wheel chair access and need for interpreter.

2. Develop and implement a strategy plan that will address the identified special access needs indicated by registrants prior to

every event and large group training/event/workshop sessions. All training sessions must be held in ADA accessible facilities.

3. Coordinate and offer cultural sensitivity and ADA training for program staff.

4. Hire, recruit, and involve individuals from ethnic minority groups, bilingual individuals, consumers, and individuals with

disabilities to plan, implement, and evaluate program services.

5. Develop or acquire and disseminate culturally relevant and sensitive curriculum and information materials.

6. Offer transportation vouchers for Advisory Committee members and families who must use public transportation to attend

meetings, activities, and workshops.

7. Offer interpretation services for consumers and others as needed and appropriate.

8. Offer free onsite childcare for individuals who must bring their children to program activities as appropriate.

9. Arrange for assistive technology devices to translate materials for participants in need of such services.

10. Post information materials, schedules of events, and program assessments on the internet – which will enable assistive

computer devices to interpret the materials for users.

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