indianapolis public schools corporation application · indianapolis public schools corporation 120...

317-226-4936

P: 317-226-3723 / F: N/A

317-226-4936

49

Form 2 – List of Schools to be Served by 21st CCLC – Attachment B

Applicant Name: Contact

Name:

Organization: Phone:

Fax:

Address: Email:

Name of School to be Served

by 21stCCLC (including

School # and School

Corporation)

Has this

school been

served before

under a

previous 21st

CCLC grant?

% Free

and

Reduced

Lunch

%

Identified

English

Learner

Students

Estimated # of Students

that will attend the

program at least 45 days

or 60 days to be served

Per School Year

Y1 Y2 Y3 Y4

School has

grade of

D/F

(indicate

“D/F” if

yes)

Estimated

number of

Students

with

Disabilities

to be served

NO

45

60

NO 45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

Note: If more space is needed, please include this chart on a separate piece of paper

Crispus Attucks High School, School 718, Indianapolis Public Schools

Arsenal Technical High School, School 716, Indianapolis Public Schools

120 E. Walnut St., Indianapolis, IN 46204

Dr. Lewis FerebeeIndianapolis Public Schools Corporation

P: 317-226-4000 F: 317-226-4936

[email protected]

71.9%

76.3%

B

C

Indianapolis Public Schools Corporation

7.2% 8.5%

18.4%9.9% 350 370 390 410

150 165 185 200

50

Form 3 – List of 21st CCLC Program Centers/Sites – Attachment C

Applicant Name: Contact Name:


Fax:

Address: Email:

Name of Community Learning

Center/Site

(e.g. Franklin High School, Boys

& Girls Club )

Location

(Street Address)

City

Note: If more space is needed, please include this chart on a separate piece of paper



Dr. Lewis Ferebee

Crispus Attucks High School

Arsenal Technical High School

1140 Dr. MLK Jr. St.

1500 E. Michigan St.

Indianapolis, IN 46202

Indianapolis, IN 46202

P: 317-226-4000 F: 317-226-4936

[email protected]


51

Form 4 – Population Served Checklist – Attachment D



Fax:

Address: Email:

Populations Served (check all that apply):

❑ Pre-School

❑ Elementary School

❑ Middle School

❑ High School

❑ Adult

Services: (check all that apply):

❑ Reading or Literacy

❑ Mathematics

❑ Science

❑ Arts and Music

❑ Tutoring or Mentoring

❑ English Language

Learning Services

❑ Pre AP and/or AP Course

Development

❑ Service Learning

❑ STEM (Science,

Technology,

Engineering &

Math)

❑ Recreational

❑ Telecommunication &

Technology education

❑ Library Services

❑ Services for Adults

❑ Youth Development

❑ Drug & Violence Prevention

❑ Character Education

❑ Global Literacy

❑ College & Career Readiness

Operating Hours: (check all that apply):

❑ After-school □ Summer

❑ Intercession❑ Fall Break

❑ Spring Break

❑ Weekend □ Before-School

x

x

x

x

x


120 E. Walnut St., Indianapolis, IN 46204 [email protected]

P: 317-226-4000 F: 317-226-4936

Dr. Lewis Ferebee

x


53

Form 6 – Timeline of Activities for Year 1 of Grant – Attachment F



Fax:

Address: Email:

Date Activity Description

Program Start Date



Dr. Lewis Ferebee

P: 317-226-4000 F: 317-226-4936

[email protected]


Hire program director and site coordinators

Build Awareness of the 21st CCLC

programming

Professional Development Training

Start-Up Workshop/Regional IDOE Meetings

Transition current Director at Crispus Attucks to overseeing both sites. Hire site coordinators

for each site.

Finalize Budget and Annual PD Plan/Attend Regional IDOE Meeting TBA

IDOE Fall Orientation. MAC Open House, Crossroads Professional Development,

Session 1 Introduction to Transformative Education

8/6/2018 First day of school, program start date

Unpacking the 4 C's (community, culture, curriculum, commitment). MAC Event to

increase involvement/awareness with parents and the community.

04/01/2018

06/01/2018

03/01/2018

07/01/2018

08/15/2018

10/10/2018

11/14/2018

12/12/2018

Parent/Community Involvement Day, Crossroads Professional Development,

Session 2

Advisory Council Meeting, Crossroads Professional Development, Session 3

IDOE Regional Meeting, Crossroads Professional Development, Session 4

Parent/Community Involvement Day, Crossroads Professional Development, Session 5

MAC Advisory Council meeting. Panel of experienced staff/students create dialogue to

understand impact of the model.The model as it relates to emotional intelligence

and 10 choices of an empowered person.

Parents/Community members attend event to provide feedback/learn about MAC.

Praxis introduction, small group process for developing inquiry-reflection-action process.

09/12/2018

Re-invent the physical space used for the program

Inside Arsenal Tech a space will be reinvented and equipped to be used specifically for the after-school program that creates a more co-working friendly environment rather than a

classroom.

05/01/2018

IPS and Crossroads hold informational meetings regarding 21st CCLC implementation.

IPS will communicate opportunities through digital media (email, social media, website).

08/01/2018

Crossroads will provide PD training for all staff/faculty involved with implementation of

21st CCLC.

Hire Student MentorsInterview/hire student mentors who have been

identified as potential tutoring candidates based on their academic performance and leadership

abilities.

53-1

Form 6 – Timeline of Activities for Year 1 of Grant – Attachment F continued



Fax:

Address: Email:

Date Activity Description

Program End Date

Note: A minimum of 130 days are

required for a 21st CCLC program.



Dr. Lewis Ferebee

P: 317-226-4000 F: 317-226-4936

[email protected]


IDOE Spring Training Session

06/13/2019 Last day of school, program end date

03/01/2019

03/20/2019

05/01/2019

01/16/2019

Advisory Council Meeting, Crossroads

Professional Development, Session 6

MAC Advisory Council Meeting. Workshop for teachers to integrate

transformative education into existing models of instruction and learning.

IDOE Spring Professional Development Training.

Advisory Council Meeting. Community/

Parent Engagement Day

Parents/Community members attend event to provide feedback/learn about MAC. MAC

Advisory Council Meeting.

Year-End Celebration

Parents/Community members attend event to provide feedback/learn about MAC. MAC

Advisory Council Meeting.

06/12/2019

02/13/2019Private School

Engagement EventMeet with local private school

administrators seeking to engage in MAC partnership.

Advisory Council Meeting. Community/

Parent Engagement Day

Friends/family/community invited to celebrate student achievements and to learn

more about the impact of the MAC.

Applicant Name

Applicant Federal ID Number

Grantee DUNS#

Budget CategoriesPersonnel

Fringe Benefits

Travel

Transportation

Equipment

Supplies

Contractual

Professional Development & Training

Other

Total Direct Costs

Indirect Costs

Contractual (not included in ICR)

Total

If applicable to your grant -*Indirect Cost Information (To Be Completed by Your Business Office ):If you are requesting reimbursement for indirect costs, please answer the following questions:(1) Do you have an Indirect Cost Rate Agreement approved by IDOE Office of School Finance? __Yes __ No(2) If yes, please provide the following information:School Year Period Covered by the Indirect Cost Rate Agreement: From: 6 / 1 /2018 To: 5/ 31 /2019Approved rate ____%

$143,298.90

$30,101.10

$0.00

$0.00

$32,630.00

$1,870.00

$37,500.00

$32,500.00

$19,600.00

$297,500.00

$0.00

$0.00

$297,500.00

21st Century Community Learning Centers Budget Summary

Reimbursement will only be made for charges specificially permitted under the scope of funding and in accordance with Indiana State Law under the approved grant agreement.

Project Year 1

Federal Agency: U.S. Department of Education -- Pass-Through Entity: Indiana Department of EducationCFDA: 84.287 -- Federal Award I.D. # S287C150014 -- Fiscal Year of Award: 2016

Project Year: 2018-2019 -- Cohort: 9, Year: 1Indianpolis Public Schools Corporation

35-6002486075967992

Form 7 – Four Year Budget Form – Attachment G

Object Category Activity Description Cost Per Item Quantity Quantity Description if needed Total

EXAMPLE:Site Coordinators

12.00$ 5200 25 hours/week, 52 weeks per year, 4 site coordinators total $ 62,400

Program Director 30.00$ 2080 40 hours/week, 52 weeks per year 51,351$

Site Coordinator 20.00$ 10803 hours/day for 180 days per year, 2 site

coordinators total 19,948$

Student Salaries 16.50$ 4364 3 hours/day for 180 days per year student salaries 72,000$

$ 143,299

EXAMPLE:FICA (full-time)

Sum of the 'totals' line of all full time staff listed in

the above section 7.65% see details Multiplied sum of cell D and cell E in this line

FICA (full-time) $ 101,400.00 7.65% see details 7,757.10$

Health Insurance, etc (full-time) $ 79,800.00 18.00%

see details 14,364.00$

Program Director $ 79,800.00 10% Retirement % 7,980.00$

$ 30,101

EXAMPLE:iPad

$ 400.00 4For 'academic program' listed in program

narrative 1,600$

White-board tables $ 451.20 10 For Arsenal Technical HS 4,512$

Chairs $ 200.00 40 For Arsenal Technical HS 8,000$

Mobile White-boards $ 632.50 4 For Arsenal Technical HS 2,530$

55" Planar LED VidScreen $ 3,718.69 1 For Arsenal Technical HS 3,719$

TV Vidscreen Monitor $ 350.00 1 For Arsenal Technical HS 350$

Dell Optiplex 7040 Computers $ 850.00 2 For Arsenal Technical HS 1,700$ White-board Wall Porcelain Steel

Product $ 4,019.31 1 For Arsenal Technical HS 4,019$

Touch Screen Monitors $ 3,900.00 2 For Arsenal Technical HS 7,800$

$ 32,630

EXAMPLE:Program Supplies: (pencils,

calculators, hand sanitizer, etc.)$5.00 400 100 students/ 4 sites 2,000$

Markers 1.75$ 1000 For Arsenal Technical HS 1,750$

Erasers 12.00$ 10 For Arsenal Technical HS 120$

$ 1,870

EXAMPLE:Local Evaluation Services

200,000.00$ 6% % of award 12,000$

EXAMPLE:Contracted arts programming

$ 9,000.00 3 per site 27,000$

Contracted licensing for enterprise software $ 18,750.00 2 per site 37,500$

$ 37,500

EXAMPLE:Staff Trainings

$ 12.00 75 3 trainings for 25 staff members 900$

Training Staff/Students $ 32,500.00 1 7 sessions for students/staff 32,500$

$ 32,500

EXAMPLE:Staff Background Checks

$ 25.00 15 375$

Program Evaluation $ 18,000.00 1 Evaluation costs are required by CCLC18,000$

Data Collection Fee $ 800.00 2 CCLC required yearly fee per site 1,600$

$ 19,600

-$

$ 297,500

Indirect Costs $ 1,000 approved indirect cost

rate approved rate 1,000$ -$

$ -

$ 297,500

Equipment

Supplies

Contractual


SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

Total Direct

Indirect Costs

SUBTOTAL

SUBTOTAL

Other

21st Century Community Learning Centers - Cohort 9, Year 1Applicant Name: Indianapolis Public Schools

Directions: Please enter each item to to be funded into the appropriate funding category. All components (Description, Cost Each, and Quantity) must be completed for the budget to be approved. Please use "Quantity Description if needed" as necessary to explain the cost items. The Subtotals and Total Budget will calculate automatically. Input all numbers rounded to the nearest dollar amount. Please provide budget detail on the tabs provided for the budget categories.

SUBTOTAL

Personnel

Fringe Benefits

TOTAL YEAR 1

SUBTOTAL

SUBTOTAL

Line Category Activity Description Cost Per Item Quantity Quantity Description if needed Total

Program Director 79,800.00$ 0.0765 Percentage of salary 6,105$

Site Coordinator 10,800.00$ 0.0765 Percentage of stipend 826$


-$ -$ -$ -$

$ 7,757

Licensing Nexus (online portal), Compass (tracking), LC Manage

(staffing/scheduling/payroll)18,750.00$ 2 Cost of licensing per site/per year from

Crossroads Education, LLC 37,500$ -$ -$ -$ -$ -$ -$ -$ -$

$ 37,500

$ 90,514

Line 20 Fringe Benefits

SUBTOTAL

Line 86 Contractual

SUBTOTAL


TOTAL

Applicant Name


Grantee DUNS#


Fringe Benefits

Travel

Transportation

Equipment

Supplies

Contractual


Other

Total Direct Costs

Indirect Costs


Total



$19,600.00

$242,370.00

$0.00

$0.00

$242,370.00

$10,000.00

35-6002486075967992

Project Year 2$143,298.90

$30,101.10

$0.00

$0.00

$0.00

$1,870.00

$37,500.00

Indianpolis Public Schools



Project Year: 2018-2019 -- Cohort: 9, Year: 1





Site Coordinator 20.00$ 1080 3 hours/day for 180 days per year, 2 site coordinators total 19,948$

Student Salaries 16.50$ 43643 hours/day for 180 days per year student salaries 72,000$

$ 143,299








$ 30,101



Markers 1.75$ 1000 For Arsenal Technical HS/Crispus Attucks MACs1,750$

Erasers 12.00$ 10 For Arsenal Technical HS/Crispus Attucks MACs120$

$ 1,870


200,000.00$ 6% % of award 12,000$


$ 9,000.00 3 per site 27,000$


$ 37,500



Training Staff/Students $ 5,000.00 2 ongoing traning cost for new staff 10,000$

$ 10,000

EXAMPLE: Staff Background Checks

$ 25.00 15 375$



$ 19,600

-$

$ 242,370

Indirect Costs $ 1,000 approved indirect cost rate approved rate 1,000$ -$

$ -

$ 242,370 TOTAL YEAR 2

Total Direct SUBTOTAL

Indirect CostsSUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

Supplies

Contractual


Other

SUBTOTAL

Fringe Benefits



SUBTOTAL

Personnel





-$ -$ -$ -$

$ 7,757



Crossroads Education, LLC 37,500$

-$ -$

-$ -$

-$ -$

-$ -$

$ 37,500

$ 90,514 TOTAL

Line 86 Contractual

SUBTOTAL



SUBTOTAL

Applicant Name


Grantee DUNS#


Fringe Benefits

Travel

Transportation

Equipment

Supplies

Contractual


Other

Total Direct Costs

Indirect Costs


Total



$19,600.00

$242,370.00

$0.00

$0.00

$242,370.00

$10,000.00

35-6002486075967992


$30,101.10

$0.00

$0.00

$0.00

$1,870.00

$37,500.00









Site Coordinator 20.00$ 1080 3 hours/day for 180 days per year, 2 site coordinators total 19,948$


$ 143,299








$ 30,101



Markers 1.75$ 1000 For Arsenal Technical HS/Crispus Attucks MACs1,750$

Erasers 12.00$ 10 For Arsenal Technical HS/Crispus Attucks MACs120$

$ 1,870


200,000.00$ 6% % of award 12,000$


$ 9,000.00 3 per site 27,000$


$ 37,500




$ 10,000

EXAMPLE: Staff Background Checks

$ 25.00 15 375$



$ 19,600

-$

$ 242,370

Indirect Costs $ 1,000 approved indirect cost rate approved rate 1,000$ -$

$ -




SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

Supplies

Contractual


Other

SUBTOTAL

Fringe Benefits



SUBTOTAL

Personnel





$ 7,757




-$ -$

-$ -$

$ 37,500

$ 90,514 TOTAL

Line 86

SUBTOTAL

Contractual


Line 20

SUBTOTAL

Fringe Benefits

Applicant Name


Grantee DUNS#


Fringe Benefits

Travel

Transportation

Equipment

Supplies

Contractual


Other

Total Direct Costs

Indirect Costs


Total



$19,600.00

$242,370.00

$0.00

$0.00

$242,370.00

$10,000.00

35-6002486075967992


$30,101.10

$0.00

$0.00

$0.00

$1,870.00

$37,500.00







12.00$ 520025 hours/week, 52 weeks per year, 4 site coordinators total $ 62,400


Site Coordinator 20.00$ 10803 hours/day for 180 days per year, 2 site coordinators total 19,948$


$ 143,299








$ 30,101



Markers 1.75$ 1000 For Arsenal Technical HS/Crispus Attucks MACs

1,750$

Erasers 12.00$ 10 For Arsenal Technical HS/Crispus Attucks MACs

120$

$ 1,870


200,000.00$ 6% % of award 12,000$


$ 9,000.00 3 per site 27,000$


$ 37,500




$ 10,000

EXAMPLE:Staff Background Checks

$ 25.00 15 375$



$ 19,600

-$

$ 242,370

Indirect Costs $ 1,000 approved indirect cost

rate approved rate 1,000$ -$

$ -




SUBTOTAL

SUBTOTAL

SUBTOTAL

SUBTOTAL

Supplies

Contractual


Other

SUBTOTAL

Fringe Benefits



SUBTOTAL

Personnel





-$ -$ -$ -$

$ 7,757




-$ -$

-$ -$

-$ -$

-$ -$

$ 37,500

$ 90,514 TOTAL

Line 86 Contractual

SUBTOTAL



SUBTOTAL

NOTE: See Section V of the grant application narrative which states, in part, that, "During the grant application process, IPS has reached out to the private schools within the five miles of the participating high schools: Cristo Ray, Cardinal Ritter, and Scecina High Schools to gauge their interest in potential engagement." IPS will respond accordingly upon

receiving responses.

Form 8 – Equitable Participation - Private Schools – Attachment H

57

Form 9 – Assurances-Attachment I

21st Century Community Learning Centers

Program 2018 - 2022 Sub-grant Application

ASSURANCES

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

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

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

● It has the necessary legal authority to apply for and receive the proposed subgrant;

● The filing of this application has been authorized by the applicant’s governing body, and the

undersigned official has been duly authorized to file this proposal for and on behalf of the

said applicant, and otherwise to act as the authorized representative of the applicant in

regard to this application;

● The activities/services for which the assistance is sought under this subgrant will be administered

by or under the supervision and control of the applicant;

● The subgrant program will be operated in compliance with all applicable state and federal laws and

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

Board of Education and the IDOE;

● The subgrant program will take place in a safe and easily accessible facility;

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

● The subgrant program will be carried out as proposed in the application;

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

students attend and other community partners;

● The subgrant program will utilize a researched based curriculum that includes

professional development;

● The subgrant program will align out-of-school time efforts with in school priorities including

Indiana Academic Standards;

● The subgrant program will primarily target students who attend schools eligible for Title I school

wide programs and their families; or students who attend non-Title I schools that are high poverty

schools;

● The funds under the subgrant program will be used to supplement the level of State, local and other

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

programs and activities, and will not supplant Federal, State or local or non-Federal funds;

● The required information and reports will be submitted timely as requested by the Indiana

Department of Education;

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

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

CFR Part 200.

x

x

12/13/17

12/13/17

Indianapolis Public Schools 21st CCLC Grant Application

Page | 1

I. Project Abstract

The Indianapolis Public School Corporation (IPS) is the largest public school district in Indiana,

and is diverse in both population and choice. IPS is an agile, innovative educational organization

committed to academic excellence through individualized, relationship-based learning for Central

Indiana.

For IPS’s proposed implementation of the 21st Century Learning Center Grant, IPS has enlisted

the support of partner, Crossroads Education. This partnership has led to collaboration in the

planning and design of the Math Assistance Center, including the active participation of teachers,

principals, and student mentors.

IPS and Crossroads Education plan to provide an outstanding after-school peer-mentoring program

enabling the implementation of a mathematics learning commons in two of the four IPS High

Schools, Crispus Attucks and Arsenal Tech High Schools. This partnership is already established

and flourishing, as Crossroads Education has built and is supporting a Mathematics Learning

Commons in IPS’s Crispus Attucks High School – the first of its kind. This was accomplished

through a partnership with Indiana University and the Health Sciences and Career Opportunities

(HCOP) grant.

This Math Assistance Center, 21st Century Community Learning Center grant will serve 2,220

students with the following activities:

• Professional development for program staff to better serve students and their families;

• Peer-to-peer mentoring; and

• Parent engagement activities at the Centers.

Key outcomes of this program include increased academic success, improved student behavior,

and expanded parent engagement. IPS will assess program success through increasing passing


Page | 2

rates for ISTEP+ math assessments, an increasing number of students performing at grade-level,

rising attendance rates, fewer referrals for disciplinary actions, increasing awareness and

participation in PSAT, ACT or accelerated courses, and rising awareness of the program among

students, school faculty, parents, and community members.

II. Competitive Priority Points

The Indianapolis Public Schools Corporation (IPS) is the largest public school district in Indiana,

covering 80 square miles and serving 27,630 students. IPS is committed to serving their students

and meeting individual needs. Families of students enrolled in IPS experience high rates of poverty

in comparison to the state average, as indicated by the district’s high percentage of students

receiving Free and Reduced Lunch (FRL). Crispus Attucks High School and Arsenal Tech High

School individually, both have an over 70% FRL program participation1.

According to the Annie E. Casey Foundation, Indianapolis experienced a 41% increase in the child

poverty rate between 2005 and 2013.2 The greater Indianapolis region has a poverty rate of 21%

– nearly double the national average.3 Additionally, more than 1,800 of IPS’s over 27,000 students

were reported as experiencing homelessness.4 According to data collected by IPS, the mobility

rate for the student population across the district is 94.95% on average. IPS has a significant

1 https://compass.doe.in.gov/dashboard/overview.aspx 2 The Annie E. Casey Foundation (2014). Thirty-five Largest U.S. Cities Saw Increase in Child Poverty Rate Between 2005 and 2013. Retrieved from http://www.aecf.org/blog/thirty-five-largest-us-cities-saw-increase-in-child-poverty-rate-between/ 3 http://www.census.gov/quickfacts/table/PST045215/00,1836003 4 Indiana Department of Education. (2017). Homeless Enrollment . Retrieved from: http://www.doe.in.gov/student-services/data

https://compass.doe.in.gov/dashboard/overview.aspx

http://www.aecf.org/blog/thirty-five-largest-us-cities-saw-increase-in-child-poverty-rate-between/

http://www.aecf.org/blog/thirty-five-largest-us-cities-saw-increase-in-child-poverty-rate-between/

http://www.census.gov/quickfacts/table/PST045215/00,1836003

http://www.doe.in.gov/student-services/data

http://www.doe.in.gov/student-services/data


Page | 3

number of students living below the poverty line, a high student transience rate, and a relatively

high rate of student homelessness, demonstrating great need for additional supportive services.

The 2016-2017 IDOE report card grade5 for IPS is “D” – a grade that has been consistent for the

school corporation over the last four years. Crispus Attucks High School received a “B” and

Arsenal Tech High School received a “C.” Although the participating high schools do not have D

or F ratings, they demonstrate significant need outside of this limited measure. The average FRL

rate for Indiana is 40.6% – a much lower rate than those reported for Arsenal Tech (76.3%) and

Crispus Attucks (71.9%). Additionally, IPS reports a significantly lower graduation rate (77%)

than the overall graduation rate for Indiana (89%).6

IPS meets four of the nine application competitive priority points, as outlined below.

1) New applicant who has never received 21st CCLC funds;

2) Serving High School students: the 21st CCLC program offered through IPS will serve

students at Arsenal Tech and Crispus Attucks High Schools;

3) 90% of direct program staff are CPR certified: IPS requires that 100% of staff

(including program staff) are CPR certified;

4) At least 1 (one) youth participant will be a member on the program’s Advisory Board.

Lastly, IPS ensures that at least one youth participant will serve on the program’s Advisory

Board. The youth participant will be one of the students participating at the Math

Assistance Center (MAC) at Crispus Attucks or Arsenal Tech, which will ensure that

he/she is representative of the age range and population served by the 21st CCLC program.

5 https://compass.doe.in.gov/dashboard/screportcard.aspx?type=corp&id=5385 6 Indiana Department of Education Compass. (2017). Indianapolis Public Schools – Overview. Retrieved from: http://compass.doe.in.gov/dashboard/overview.aspx?type=corp&id=5385

https://compass.doe.in.gov/dashboard/screportcard.aspx?type=corp&id=5385

http://compass.doe.in.gov/dashboard/overview.aspx?type=corp&id=5385


Page | 4

Regarding programming priority points, the IPS program will address the focus on STEM

(Science, Technology, Engineering, and Math) skills. The MAC 21st CCLC embraces the culture

of STEM learning, IPS and Crossroads are excited to develop learning centers that embody the six

interconnected components of STEM outlined by the Department of Education. Those components

include engaging and networking communities of practice; accessible learning activities that invite

intentional plan and risk; educational experiences including interdisciplinary approaches to solving

grant challenges; flexible and inclusive learning spaces; innovative and accessible measures of

learning; and societal and cultural environments that promote diversity and opportunity in STEM7.

The programming will include STEM-related hands-on activities during each day, like

collaborative work groups, blended learning activities (crossing subjects to solve problems), and

through the peer-mentoring. These STEM-infused strategies will continue to be implemented

throughout the four-year grant period for the hours the center is open. Section VI describes the

professional development plans for the MAC 21st CCLC program staff including the Program

Director, Site Coordinators, and Peer Mentors. The STEM-related professional development

includes teaching STEM with technology, mathematics pedagogy, and transformative education.

Section VII describes how the MAC 21st CCLC addresses the Indiana Academic Standards and

the Indiana Afterschool Standards.

7 https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf

https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf


Page | 5

III. Need for Project

As a large and diverse district, IPS has identified need for additional student support services,

particularly regarding math literacy. Table 1, below, articulates socioeconomic and racial diversity,

and identifies areas for academic disparity. While Crispus Attucks has a B rating, only 6.8% of

students have passing grade for math, as reported on the IDOE Compass School Report Card.

Table 1: Student Academic Performance Data8 Arsenal Tech

HS Crispus Attucks

HS IPS Indiana

Enrollment (2017-18) 1,965 713 27,630 1,139,822 ISTEP+ Grade 10 2016-17 Math Only % Passing

13.4% 6.8% 9.5% 36.8%

ECA Percent Passing (2014-15) 49.5% 66.2% 45.0% 73.4% ECA Algebra I Only (2014-15) 54.5% 42.9% 36.9% 69.8% Graduates passing an AP Exam (2014-15)

10.3% 5.5% 8.2% 17.1%

Graduation rate (2015-16) 74.1% 97.2% 76.9% 89.1% Free and Reduced Lunch 76.3% 71.9% 72.7% 40.6% Student ethnicity 46.6% Black,

36.0% Hispanic 13.2% White

4.0% Multiracial

59.5% Black 32.5% Hispanic

4.2% White 3.5% Multiracial





In addition to academic rankings and test scores, IPS has undergone rigorous evaluation and

assessment at the high school level in the past several years to determine which high schools would

remain open during the consolidation transition from the current seven high schools to four high

schools in fall 2018. Both high schools engaged for this program offer a variety of out-of-school

programs for students, including athletic teams, fine arts clubs, faith-based groups, and college and

career readiness opportunities. While some tutoring services are available, no program is solely

focused on math curricula. With alarmingly low passing rates for mathematics, students of these

schools desperately need additional support. Math skills are necessary in some capacity for

virtually every career. Providing these additional services will help students find success in a

8DOE Compass School Data https://compass.doe.in.gov/dashboard/overview.aspx



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variety of pathways, and the necessary foundation for post-secondary opportunities. The MAC 21st

CCLC will expand and enhance the academic related after school programs outlined in Table 2.

Table 2: High School After School Activities at Crispus Attucks (CA) and Arsenal Tech (AT) Current Program Program Details Expansion/Enhancement

Brain Team I (AT)

Services: Academic quiz competition and development Meeting Frequency: bi-weekly Number of Participants: 5

Expand academic support opportunities, increase student participation.

Marker’s Space (AT)

Services: Technical and design skill development Meeting Frequency: Weekly Number of Participants: 3


Robotics (AT)

Services: Robotics and engineering skill development Meeting Frequency: Weekly Number of Participants:8


Tutoring (AT)

Services: One-on-one academic assistance Meeting Frequency: Varies by Student Number of Participants: 35

Expand math-tutoring opportunities and increase student involvement by hiring peer mentors, enhancing math skills of both mentors and program participants.

IU Bound and Purdue Bound (AT & CA)

Services: College readiness and financial literacy support; academic mentoring and advising Meeting Frequency: Bi-weekly, Number of Participants: 25

Enhance academic support opportunities to facilitate students’ successful transition to higher education.

National Honor Society (CA)

Services: Opportunities for growth in scholarship, leadership, service, and character development Meeting Frequency: Monthly, Number of Participants:15

Expand academic support opportunities and provide opportunities for student growth in the areas of scholarship, service, and leadership for peer mentors and participants.

CLD – Self-Discovery/Career Exploration (CA)

Services: Setting and achieving personal, educational, and career goals Meeting Frequency: Monthly, Number of Participants:30

Expand academic support opportunities to support achievement of personal, educational, and career goals.

IV. Partnerships/Collaborations

The Indianapolis Public School Corporation (IPS) has the unique ability to build and sustain

strong, meaningful partnerships with local and national organizations. These partnerships benefit

all parties involved – including the district, the community, business and nonprofit partners, and

students receiving the services – and are critical to implement and sustain the Math Assistance

Centers at Crispus Attucks and Arsenal Tech High Schools. On top of leveraging federal, state,


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and local programs, IPS is committed to working with Crossroads Education, an innovative

education design firm based in Indianapolis, Indiana to implement the Math Assistance Centers.

IPS already provides the physical learning space for the Crispus Attucks Math Assistance Center,

and will also provide the space for the additional Arsenal Tech center. As the centers are and will

be housed at the respective high schools, IPS is able to utilize their current transportation system,

providing students with transportation to school by bus, as well as transportation from school to

their home through an after-school activities bus system. This after-school activities bus system,

as described in Section X, is a daily service that transports students home following all after school

activities at 5:00 pm.

The MAC 21st CCLC program will leverage several federal, state, and local programs to achieve

program goals. For example, the two schools engaged for this programming, Crispus Attucks High

School and Arsenal Tech High School, are both Title 1 schools with a significantly high portion

of students from low-income families. In addition, all IPS after school programs provide snacks to

students offered through the Supplemental Nutrition Assistance Program and Temporary

Assistance for Needy Families Program. Distribution of these nutrition resources is further

described in Section V, Program Design and Implementation.

Crossroads Education, the primary partner for this application, was founded through a partnership

with Indiana University and the Indiana University Research and Technology Corporation.

Crossroads Education aims to enhance the US education system through strategic partnerships and

technology to create a new modern paradigm for collaborative learning. Crossroads believes this

shift will further enable schools to provide equitable access to all students regardless of geographic

location, socio-economic status, or racial backgrounds. Crossroads Education strives to support

the mathematical literacy of all students, leading to significant longitudinal impacts on


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communities by preparing a new generation of students to successfully compete for, build on, and

invent new careers in STEM fields.

As the primary partner, Crossroads Education has been an active participant in designing the

program and professional development planning for this grant application. Crossroads Education,

a proven partner, will support IPS and this MAC 21st CCLC program through the areas of

administrative support, planning and implementation, professional development training, and

software training and development. Details about the partnership between IPS and Crossroads can

also be found in the attached MOU, Form 5- Attachment E. Crossroads will provide equipment

and software consultation, administrative support, and assistance for peer tutor recruitment and

retention. A seasoned training resource for transformative education, Crossroads will provide

instruction for all staff regarding the philosophy and practice of collaborative learning, cultural

competency, and the incorporation of technology into the learning space. Crossroads’ proprietary

software package, Compass, will track tutoring activities, including the number of participants, the

number of unique and returning participants, and the amount of time spent during each visit to the

MAC. Nexus, an online portal for peer tutoring, will also be utilized, that gives students online

access to live peer tutors during Center hours. In addition, Nexus records all of the math problems

students have worked through in the online portal and uploads them into a searchable online

database that is accessible to students at any time.

Additionally, IPS will explore and assess additional opportunities for partnership during the grant

period. One prospective partner that has expressed enthusiasm for this program is EmployIndy and

their youth workforce initiatives including the Jobs for America’s Graduates (JAG) program. The

JAG program is already operating at the high schools serving junior and senior high students as a

dropout prevention program. This program encourages students to finish high school, pursue


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postsecondary education, and secure quality jobs that will lead to advancement down a viable

career pathway. JAG offers counseling, employability skills development, career association, job

development, and job placement services in order to support students’ transition into entry-level

jobs after either high school or postsecondary education. MAC 21st CCLC peer tutors will connect

with the JAG program to receive these services in order to improve their existing work at the MAC

and cultivate advanced skills for jobs in the future.

During the grant period, IPS also plans to engage additional partners to support program

sustainability following the four-year grant period through philanthropic support. As IPS has been

working to cultivate relationships with corporate partners, several have come forward to express

interest in potential partnership, including, but are not limited to, Salesforce, Eli Lilly, and IU

Health. These corporate partners have expressed their commitment to ensure continuation of the

supportive services and have the potential to contribute in areas such as student wages and

expansion funding.

V. Program Design and Implementation

The Indianapolis Public School Corporation (IPS) plans to sustain and implement two Math

Assistance Center 21st CCLC’s within two high schools: Crispus Attucks High School and Arsenal

Tech High School. The MAC 21st CCLC spaces will focus primarily on providing math support,

but will also provide tutoring support in all subject areas, particularly to provide blended learning

opportunities. Each MAC 21st CCLC will be structured according to the Crossroads Education

award-winning Learning Center model, which places special emphasis on the use of peer-to-peer

interactions and collaboration as the methodology for authentic learning. This idea of


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transformative education will be incorporated into the schools by establishing learning

collaborative learning spaces for students after school. These support spaces provide a type of co-

working space as an avenue for positive ‘second access’ to content, helping students to familiarize

themselves with course concepts following traditional pedagogy.

At the MAC 21st CCLC, peer mentors provide students with one-on-one math tutoring after school,

thus raising the math proficiency of both the student and the peer mentor. Students of any kind

may come in to the Center for assistance – including both those who may be struggling in math

courses, as well as those who are doing well and simply want to reinforce key concepts. By taking

advantage of these services, students take responsibility for their own learning through advocating

for themselves with peers, teachers, and other adults, collaborating with other students, and

increasing their opportunities for success in STEM courses and careers.

On top of deepening their understanding of math curricula, peer mentors will also gain valuable

technical and employability skills. The application and interview process to become a peer mentor

will provide students the opportunity to practice and develop professional interviewing and writing

skills. Once hired, they will attend orientation sessions covering pedagogy philosophy and

practice, cultural competency, and use of the Center software. This orientation will be

supplemented by continuous professional development throughout the school year, and will

encourage students to think inclusively and creatively to expand their own skillset and help their

peers rise to the challenge of excellence in math. In addition, all peer mentors will be required to

complete CPR and first aid training to help provide a safer environment at the MAC, while also

equipping students with a credential that may be an asset when seeking employment during the

summer or after their high school years.


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A. Goals, Objectives, Performance Measures, Activities and Assessment

In conjunction with Crossroads Education, IPS has identified general and STEM-related goals and

objectives to be reached by the program through the identified activities. IPS will assess progress

toward goals by tracking various performance measures, as indicated in Table 3 on the following

two pages. Striving for these goals and objectives will not only ensure the success of the program,

but will ensure students are receiving high quality services that will have significant impact on

their lives both in high school and after graduation.

Table 3: Goals, Objectives, Activities, Performance Measures, and Assessment Strategies for both MAC 21st CCLC Locations

Goa

l Program Objective Program Activities Performance Measures Assessment Strategies

Impr

ove

Aca

dem

ic A

chie

vem

ent 1.1) Increase the number

of students who meet or exceed State and local academic achievement standards in science and mathematics

1.2) Increase awareness and participation in PSAT, ACT or accelerated courses

1.3) Increase STEM-related course enrollment among regular participants.

1.a) Peer-to-peer mathtutoring

1.b) Peer mentorprofessionaldevelopment

1.c) Positive messagingto build studentawareness andunderstanding of PSAT,ACT or acceleratedcourse options

1.d) Blended learning ofmath and scienceconcepts through theuse of technology

1.1) 60% of regular participants will increase grades in math courses over the four academic terms per site

1.1) 25% of participants will increase ISTEP+ math scores by at least 5% at each high school

1.2) 50% of additional students will register for the PSAT, ACT or accelerated courses in each high school

1.1) Report card grades

1.1) ISTEP+ math and science test scores

1.2) Number of students registered for PSAT, ACT or accelerated courses

1.3) Number of students registered in STEM-related courses


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Table 3: Goals, Objectives, Activities, Performance Measures, and Assessment Strategies for both MAC 21st CCLC Locations (continued)

Goa

l Program Objective Program Activities Performance Measures Assessment Strategies

Impr

ove

Beh

avio

r 2.1) Increase self-advocacy and mindfulness 2.2) Empower academic responsibility in participants and leadership among peer tutors 2.3) Decrease the number of required disciplinary actions for student

2.a) Program staff and mentor training in social and emotional awareness and mindfulness 2.b) Positive messaging to emphasize the connection between becoming a peer mentor and receiving additional leadership opportunities

2.1) 75% of regular participants at each location will miss fewer than 5 days of school 2.2) 50% of teachers with students who regularly participate in Center activities will report perceived changes in classroom attitude and behavior per site 2.3) 25% fewer referrals or suspensions will be filed per school

2.1) Student surveys 2.1) Teacher Surveys 2.1) Attendance records 2.2) Participation measured by sign-in and length of visit 2.3) In-school and out-of-school suspensions and/or referrals

Incr

ease

Fam

ily In

volv

emen

t 3.1) Build student, parent, and community awareness of and participation in MAC Center services 3.2) Increase family awareness of PSAT, ACT or accelerated course offerings 3.3) Increase parental understanding of math concepts

3.a) Quarterly parent and community events to increase involvement in MAC and related services 3.b) Messaging and communication strategies specifically targeting parents through email/ social media/ handouts

3.1) 25% of parents with students participating at each MAC 21st CCLC will attend quarterly events 3.1) 35% usage rate will be reported for each site 3.2) 50% of families will report awareness and understanding of PSAT, ACT, or accelerated course offerings per site 3.3) 25% of parents will report increased understanding of math concepts for each high school

3.1) Parent surveys 3.1) Usage rates of the Centers per school 3.2) Number of students registered for PSAT, ACT or Accelerated Courses 3.3) Parent surveys

The MAC 21st CCLC sites are designed according to the Learning Commons (LC) model – a

model nationally recognized for successful collaborative learning spaces that promote creative

thinking, positive peer relationships, and individual student success. Indiana University-Purdue

University Indianapolis (IUPUI) created the unique model with a methodology focused on the


Page | 13

physical environment of a space and positive, structured peer-to-peer interactions to foster

authentic learning outside of the traditional classroom experience. IPS’s goal in implementing

MAC 21st CCLC spaces is to create additional co-working spaces that encourage all students to

take responsibility of their learning and strive for success at a young age, ultimately leading to a

wider array of potential careers and opportunities for success.

B. Evidence of Previous Success

IPS offers many different opportunities for students to participate in after school activities. Up

until the 2016-17 school year, most of the activities made available to students are through various

clubs. However, IPS had the opportunity to launch and implement a Math Assistance Center after-

school programing in the 2016-17 school year in Crispus Attucks High School. This is the first

Math Assistance Center developed in the district providing after school support by trained staff

and peer mentors. This after-school programming was made possible through the partnership and

program design of Crossroads Education, and funding from the Health Sciences and Career

Opportunities Grant. While this program has just been implemented for the past six weeks, the

program is already seeing preliminary success.

Recruitment and Retention Efforts

Crispus Attucks has actively recruited program participants by raising awareness to teachers,

students and parents. In the first six weeks of the program, there were 606 visits, from 244 students,

and the average duration of time spent at the center has been approximately 50 minutes. During

this initial implementation, the school communicated opportunities for participation in the after

school programming provided at the MAC 21st CCLC through announcements, emails, and word

of mouth from the school to parents, students, and teachers. Additionally, Crispus Attucks has seen


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a 35% usage rate, while typical usage rates of tutoring at high schools are around 12%9. For this

initial launch at Crispus Attucks, the school has been very open in their outreach to students

enrolled within the high school, and they have not specifically targeted a particular population.

However, in an effort to emphasize the availability of math support after school, as well as an

opportunity to recruit peer mentors, program staff for the MAC 21st CCLC have presented

information in the math classes at Crispus Attucks. This presentation in the classroom is not only

a strategy to recruit student participants, but to also help build awareness to a pipeline of peer

mentors. Additionally, MAC 21st CCLC program staff works with IPS to coordinate additional

communication through calling and outreach directly to parents as well as teacher trainings to

increase knowledge of what services are available at the center, and how it can benefit students,

and how to refer students to the program.

Retention for the program is built through establishing a sense of community and opportunity for

student personal and academic growth. The data collected through the programming at Crispus

Attucks shows a 35% usage rate, and the program will strive to maintain that and increase the

usage rate through the duration of the grant period. By building trust with students, and increasing

their success with personal and academic goals, this will ensure retention. Additionally, retention

efforts to maintain the peer mentors are also a critical strategy in the sustainability and meaningful

impact provided by the center. As the peer mentors will be paid staff of the center, there is an

automatic draw for retention in that capacity. Additionally, the Program Director and Site

Coordinators work to ensure confidence and accountability for the peer mentors.

9 file:///C:/Users/kriley/Desktop/IPS/21cclc/AA3PM_National_Report.pdf


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Successful Attainment of Academic Outcomes for Student Participants

While this programming at Crispus Attucks is still in the very early stages of implementation, it

shows promising signs for the program to continue at Crispus Attucks, and start at Arsenal Tech.

IPS is invested in providing the supportive services proposed within this project to best position

students for success in their personal and academic lives. The collaborative and integrative

approach that the Program Staff will lead through implementing this program will provide multiple

opportunities to measure success. Most importantly, by creating this community within the MAC

21st CCLC, students will build a sense of ownership and pride for investing in their time an energy

at the center. The structure of the center encourages extensive collaboration among students and

promotes idea sharing and helping others, even if a student is not a designated, paid mentor. By

building trust among the program participants, teachers, and staff, the MAC is cultivating an

environment for successful students.

Additionally, IPS ensures that students will have access to the resources necessary for success, as

the program staff will be well trained in various subjects, transformative learning, and

collaborative learning. All leadership from the Program Director, to Site Coordinators, and

ultimately through the Peer Mentors, will create a safe and welcoming learning environment to

support participants at any stage in their academic journey. Additionally, the creation of a

regularly-convening advisory council will allow stakeholders of all types – including student

participants – to reflect on Center practices and discuss ideas to improve and expand services, as

well as align and partner with other school or community activities. This advisory council will

support the decisions and development of program staff, and will be available to provide additional

resources and/or counsel. Program staff will be adaptable to support students struggling in entry-

level math, as well as provide support in advanced areas like calculus. In addition to expertise in


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relevant subjects, the program will incorporate a STEM blended learning approach to help build

students’ skills and ability to solve problems.

As identified as a Program Priority Point in Section II, STEM learning is a priority for the Center.

The Department of Education outlines six interconnected components of STEM in their STEM

2026: A vision for Innovation in STEM Education report10. These six components truly embrace

the type of learning environment that IPS and Crossroads hope to instill within the MAC 21st

CCLC, to provide the most conducive and supportive learning engagement strategy for students

to achieve their academic and personal goals. Examples of incorporating the six strategies include:

• Engaged and networked communities of practice: The 21st CCLC will create

communities for learning with peer-mentors and group mentoring.

• Accessible learning activities that invite intentional play and risk: The Center will have

interactive and creative activities available for students of all levels.

• Educational experiences that include interdisciplinary approaches to solving “grand

challenges”: While the Math Assistance Center is primarily focused on supporting

students with math; the peer mentors and site coordinators will also provide assistance in

other subjects. Activities will also include blended learning strategies whenever possible.

• Flexible and inclusive learning spaces: The Centers are intentionally designed to invite

interaction with an open floor plan and shared workspaces.

• Innovative and accessible measures of learning: The innovation becomes profound as

the center is able to engage and participate with students. The collaborative environment

10 https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf

https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf


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of the physical space, as well as the ability to access tutoring sessions online, after hours

provides a comprehensive and exciting approach to the way students are invited to learn.

• Societal and cultural images and environments that promote diversity and

opportunity in STEM: The working environment within the MAC 21st CCLC will foster

inclusion of all students, and provide awareness and outreach to opportunities in STEM.

C. Design Requirements

C.1: Targeted Students and their Families:

The MAC 21st CCLC programming articulated in this proposal targets low-income students and

families at Crispus Attucks and Arsenal Tech High Schools. Both schools served through this

program are Title 1 eligible, and are the only schools engaged in this after school programing for

the implementation of this initial programming. According to the IDOE compass data, both high

school student populations provide free and reduced lunch to over 70% of students.11 Within IPS

boundaries, nearly 16% of households have an income of less than $10,000, a quarter (25%) have

an income between $10,000 and $24,999; just over a quarter (29%) of households have an income

between $25,000 and $49,999; and just over 20% of households have an income over $50,00012.

As the majority population of students within IPS requires free and reduced lunch, IPS plans to

target all students, with a special focus on those struggling academically. IPS will make

opportunities available for all students, but prioritize for those with high needs, due to more

extreme situations at their homes.

The criteria and process for recruitment to participate in the program includes a comprehensive

and collaborative approach. Crispus Attucks used a variety of recruitment strategies during the

11 https://compass.doe.in.gov/dashboard/overview.aspx 12 SAVI. (2017). SAVI Community Profiles: Indianapolis Public Schools – Marion County. See Appendix A.



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initial implementation of their program, and similar strategies will be utilized to continue

recruitment at Arsenal Tech. Strategies include unique outreach to teachers, students, and parents

through various means of in-person meetings, school announcements and press releases, emails,

and additional announcements in regular school communications. As the majority of the

populations of both schools meet the criteria of requiring assistance for free or reduced lunch, they

are also seeking support to improve their academic standing. The recruitment process and applied

criteria to students is also multifaceted, as they will be recruited to the program to be participants,

and potential peer mentors. Table 4 below outlines specific strategies for recruitment and criteria

for engagement.

Table 4: Recruitment Process and Criteria for Participation Strategies Students Teachers Parents Recruitment Process

1. Program Director and Site Coordinator will schedule information sessions within math classes at the beginning of the school year, and periodically throughout the rest of the year. 2. Include information on morning announcements 3. Word of mouth from teacher recommendations 4. Utilize mass communication strategies through ConnectEd

1. Program Director and Site Coordinator will schedule information sessions with teachers at the beginning of the school year, and periodically throughout the rest of the year. 2. Program Director will also provide relevant updates and opportunities for partnership. 3. Program Director will also check in with teachers as part of the evaluation process to measure impact or changes in student behavior and academic performance.

1.Program Director and Site Coordinator will schedule information sessions with parents at the beginning of the school year, and periodically throughout the rest of the year.

Criteria for Participation

Participants: The primary focus will be towards students who qualify for FRL, and are not passing ISTEP+ math assessments. Peer-Mentors: The recruitment process will primarily come from teacher recommendations.

Primary focus on working with math teachers, but make information available to all teachers.

Primarily focus on parents with children who are performing below their grade level


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While this 21st CCLC programming will be implemented in Crispus Attucks and Arsenal Tech

High Schools, this program will also provide supportive strategies for high school students within

IPS. By utilizing Crossroad Education’s Nexus Virtual Learning Spaces, students can utilize an

online virtual learning space that connects all students, teachers, and tutors in one virtual space.

This addresses the barriers for students enrolled in the other two high schools, so that even without

the physical presence in their school, they are still able to gain access to the same services.

C.2: Dissemination of Information:

IPS will provide comprehensive and consistent communication with parents, students and

community members through the following means: community events and informational meetings

– after school/evening, parent phone calls, parent night at the center, ConnectEd voice messages

to all 10Th graders, Career Advisory Committees, and through school newsletters and press

releases. Additionally, information will be available on each school’s website to include

information regarding location, hours of operation, advisory council information, contact

information for the program director, site coordinators, and how to get involved with the MAC

21st CCLC.

C.3: Communication with Schools:

IPS will maintain close communication between the MAC 21st CCLC and Crispus Attucks and

Arsenal Tech staff. Information sessions will be held at the beginning of the year followed by

additional sessions held periodically throughout the year to communicate with teachers. These

sessions will provide teachers with information about the Centers and the philosophy behind them,

including introducing teachers to the technology available, online tutoring videos, mentor and

participant recommendation procedures, and Advisory Council information. In addition, these

sessions will provide a forum for teachers to give feedback and Center improvement


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recommendations. Ongoing communication with teachers and school faculty will be aided by the

fact that the Centers are located inside school buildings and program staff will be employed by

IPS. In addition, the Advisory Council will include IPS administrators and faculty of both high

schools, along with other community partners, businesses, and youth. As they are an extension of

the IPS staff, the program staff will receive all district and school-wide emails and

communications. Additionally, there will be regular meetings between the program staff, school

administrators, the Advisory Council, and teachers in math and other departments to aid feedback

and information sharing. The Program Director and Site Coordinators will work closely with high

school teachers to both identify students who could benefit from the after school program, as well

as to ensure alignment of afterschool support to meet the student’s needs in the classroom. Student

mentors will work with participants on specific, in school assignments and serve as a support

network to teachers and students, creating continuity between the in-school and out-of-school

activities.

During the grant application process, IPS has reached out to the private schools within the five

miles of the participating high schools: Cristo Ray, Cardinal Ritter, and Scecina High Schools to

gauge their interest in potential engagement. The communication from IPS informed the local

private schools of the proposed program, services, and targeted students. Additionally, IPS offered

to schedule meetings with the schools to share more information about the programming and

answer any questions. IPS will track their interest in the program, and if a partnership for

engagement is requested by a private school, IPS will address and assess the appropriate safety

and transportation issues as necessary.

Program Staff will also readily share student progress information with students, teachers, families

and the community as appropriate, without violation of privacy. The Program Director will work


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with the IPS communications team to appropriately highlight successes and achievements

connected to the program. The Program Director will also work with IPS communications team to

best share information to align with in school and out-of-school activities.

Within the MAC 21st CCLC student progress and attendance will be tracked in the Compass

learning center software application, which will be accessible remotely and make sharing

information with staff, families, and stakeholders seamless. Compass software is in compliance

with all safety regulations, including those required through FERPA, and uses the Amazon Web

Services safe and secure cloud. Compass software will track student usage and attendance, while

allowing IPS to solely house sensitive student information protected by Clever Inc. As the lead

applicant and LEA, IPS has access to necessary student academic records to monitor objectives

and provide statewide evaluation data. IPS guarantees the confidentiality of student records, and

has obtained parental permission. Students will also have access to the Nexus Virtual Learning

Space to allow them to access virtual tutoring during Center hours, and also access tutoring videos

at any time. This software is password protected and students must create a unique password to

register with their IPS email.

C.4: Parental Involvement, Family Literacy, and Related Family Educational Attainment: In

addition to providing open communication and accessible resources, both sites will host quarterly

events, opening the MAC 21st CCLC centers for a family night. Through assessments of the parents

through surveys, IPS will also identify their areas of interest for continued support, both for their

children participating in the program and the parents. IPS’s primary focus within the grant period

is to provide impactful mentoring and tutoring support to students through the grant. However,

IPS recognizes the severe need among their student’s families for educational support, and aspires

to be able to provide additional support to parents in the future (i.e. GED course support, etc.). IPS


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is also committed to hosting quarterly family nights, in coordination with PIT Days (Parent IN

Touch Days), to invite parents to explore and experience the MAC 21st CCLC. IPS will promote

parental involvement as participating students including the peer mentors will be able to show the

centers to their families and discuss the activities and work they complete during the after school

program. The family nights will feature special hands-on activities and workshops so that younger

children and adults can also participate and utilize the Centers’ features. The family nights will

occur during the evening so working parents are able to participate. The centers will also

communicate regularly with parents through emails, newsletters, and phone calls.

C.5: USDA Approved snacks for 21st CCLC Students: IPS follows the US Department of

Agriculture (USDA) and IDOE Office of School and Community Nutrition state requirements in

providing snacks and meals to students. Snacks will be made available to all program participants.

All participants will be able to go to their school cafeteria immediately after dismissal and pick up

a snack and bring it back to the Center. Snacks options include: fruits, vegetables, and other healthy

snacks in compliance with USDA and State guidelines.

C.6: Weekly Schedule: IPS will publish a readily available schedule of activities happening at the

MAC 21st CCLC on each school’s websites. As the programming will be implemented in the high

schools, all tutoring will take place immediately after school (approximately 2:30 p.m.) until 5:00

p.m., Monday through Thursday. The Centers will be available 2.5 hours a day for four days a

week for a total of 10 hours per week, exceeding the required eight hours for high schools. The

program will be operational during the regular school year and will not be open over summer or

extended breaks. Additionally, through the technology made available through the partnership with

Crossroads Education, virtual tutoring videos will be accessible to students around the clock


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through the Nexus Virtual Learning Space. Students will be able to log in using their IPS email

and a password of their choosing.

C.7: 21st CCLC Learning Center: The after school programs and physical spaces at Arsenal Tech

and Crispus Attucks will be branded as a Math Assistance Centers, 21st Century Community

Learning Center or MAC 21st CCLC. IPS will utilize their communication strategies to implement

awareness of the new program, and build name recognition. All communication and program

materials from IPS to students, parents, and the community will include the name and/or logo of

Math Assistance Centers, 21st Century Community Learning Center or MAC 21st CCLC. There

will be signage outside and inside the centers referencing they are Math Assistance Centers, 21st

Century Community Learning Center or MAC 21st CCLC.

VI. Professional Development Narrative

Professional development is critical for the stability and continuation of meaningful instructional

programming. IPS and partner, Crossroads Education, take deep pride in ensuring relevant and

meaningful professional development is available for all staff, so that they are able to increase their

capability of supporting students participating in the program. Educational inequity disempowers

and inhibits growth – therefore limiting possibility. A transformative approach to education and

pedagogy is critical for student success and can restore to rekindle hope and promise in the culture

of a school. Through an educational process that cultivates life-long empowerment and growth,

transformative education connects individual potential to community and societal possibilities. IPS

plans to engage the support of their partner, Crossroads Education, to provide onsite professional

development in addition to the professional development available through the Indiana Department


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of Education and the USDOE Summer Institute. IPS and Crossroads seek to support passionate

educators to better understand their content area and foster authentic learning for students.

A Professional Development Plan will be delivered on an annual basis, based on the needs of the

program staff and students. Ongoing professional development will be available and completed by

all MAC 21st CCLC Program staff, including the Program Director, Site Coordinators, and Peer

Mentors. The Program staff will be assessed by the Program Director, who will help identify the

needs and appropriate training levels for each staff member through individual interviews and

annual evaluations. The Advisory Council will provide input to the high school principal, who will

complete the annual evaluation of the Program Director. Additionally, through the evaluation

process of collecting feedback from students, parents, and teachers, the Program Director will

review and extract any themes that need to be addressed through a staff-wide professional

development opportunity. The breakdown of anticipated professional development trainings

completed per staff position are outlined in the table below:

Table 5: Professional Development Per 21st CCLC Position Staff Member

Professional Development Trainings To Be Completed

Program Director

• Designing and Executing Effective Program Management

• Computer Science and Software Development

• Parental Engagement and Educational Attainment

• Teaching STEM with Technology • Mathematics pedagogy

• Transformative Education • 21st CCLC Professional Development

Academy • IDOE Training (3 annual trainings

and 2 regional meetings) • USDOE Summer Institute • CPR/First Aide • Sexual Harassment

Site Coordinators

• Designing and Executing Effective Program Management

• Computer Science and Software Development

• Teaching STEM with Technology • Mathematics pedagogy • Transformative Education

• 21st CCLC Professional Development Academy

• IDOE Training (3 annual trainings and 2 regional meetings)

• USDOE Summer Institute • CPR/First Aide • Sexual Harassment

Peer Mentors

• Teaching pedagogy (collaborative learning)

• Software • CPR/First Aide

• Sexual Harassment • De-escalation conflict management

training


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Crossroads Education will expand capabilities of schools by providing training on math pedagogy

and the use of technology in the teaching and learning of mathematics. Training sessions for 21st

CCLC staff, by Crossroads will ensure a deep understanding of the at-risk position that faces

generationally under-resourced students. As, technology training is an especially critical element

of this programming, Crossroads will provide ongoing support to Program staff to instill the culture

of a collaborative learning model through the use of technology. All of Crossroads’ technology

resources are built to support this collaborative learning model, ensuring trainers are given ample

opportunity to become familiar the full suite of software to augment their culture and pedagogy.

VII. Evaluation

Identified Evaluator: Thomas P. Miller & Associates (TPMA) will be conducting the local, third-

party evaluation for the MAC 21st CCLC program. TPMA is built on a foundation of experts in

the fields of research and evaluation, education, philanthropy, workforce, and economic

development. TPMA has been privileged to work with school districts, universities, colleges,

education organizations, and consortia across the country, and has extensive experience evaluating

state and federal grants. Their evaluation portfolio includes serving as the third-party evaluator for

20 federal grants from the US Department of Labor and the US Department of Education, and

several multi-year foundation grants. These evaluation projects work with statewide consortia,

multi-state consortia, intra-state consortia, and single institutions. TPMA’s work on these projects

includes evaluation design, data collection, reporting, and assessment of program implementation

and impact. TPMA also has experience providing training and technical assistance for

performance measurement, evaluation data collection, data collection tool development, and using


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high-quality data for evaluation, and will provide IPS with technical assistance related to the

evaluation.

TPMA’s evaluation approach for the 21st CCLC grant will focus on providing a rich account of

what was accomplished with grant funds. In addition to capturing quantifiable evidence around

strategy effectiveness, the evaluation will also capture non-quantifiable outcomes, such as capacity

building and collaborative successes; put results into administrative and programmatic contexts;

and serve as a tool for continuous improvement and learning.

Evaluation Research Questions and Data Collection Tools: In order to evaluate the MAC 21st

CCLC program, TPMA’s evaluation plan will include a mixed-methods approach, and focus on

both the outcomes and implementation of the 21st CCLC program, as they relate to the outlined

goals established in this application. The table below outlines the primary research questions

related to each goal, and the data collection tools and timelines for collection that will be utilized

to answer the research questions. The primary research questions will attempt to both quantify

programmatic outcomes and study the qualitative findings related to implementation of the grant.

Additional research questions may be added throughout the project, as determined by both TPMA

and IPS.

Table 5: Primary Research Questions and Data Collection Tools Goal Research Questions Data Collection Tools

Outcomes: To what extent do participant grades in math improve over 4 academic terms? To what extent do participant ISTEP+ mathematics and science test scores improve?

Review of student academic outcome data, including grades from report card and ISTEP+ test scores

Implementation: To what extent does students’ awareness of PSAT, ACT, and other accelerated learning opportunities increase as a result of utilizing the MAC? In what ways do students use the MAC for math assistance? In what ways does tutoring in the MAC benefit the tutors?

Student surveys and tutor surveys Focus groups with students and 21st CCLC grant staff


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Goal Research Questions Data Collection Tools

Outcomes: To what extent to does student attendance improve? To what extent do student behavioral referrals decrease?

Review of school administrative data, including attendance records and behavioral referrals

Implementation: To what extent are students’ classroom behaviors perceived to improve?

Surveys for participating students, teacher survey Focus groups with students and 21st CCLC grant staff

Goal 3: Increase Family Involvement

Implementation: In what ways are parents engaged in the 21st CCLC program? To what extent are parents aware of PSAT, ACT, and other accelerated learning opportunities? To what extent are parents satisfied with the 21st CCLC program?

Surveys for parents Parent focus groups (if possible)

Key Evaluation Tasks: TPMA will answer the research questions outlined above throughout the

evaluation of the MAC 21st CCLC program through the utilization of the following key tasks.

These tasks and the outcomes research questions will also track the performance measurements

identified in Section V of this application.

Surveys: TPMA will administer annual surveys to students participating in the program, their adult

family members, and school day teachers to examine stakeholder perceptions of the impacts the

program has on the academic and personal development of the participating students. TPMA will

disseminate surveys near the halfway point and the end of the school year, so that any students and

families who join the program throughout the course of the year will be included in the survey.

Student surveys will focus on self-reported benefits of attending the 21st CCLC program, and why students

attended the after school program. Parent surveys will include perceived benefits for students, and

satisfaction with the program. Teacher surveys provide an opportunity to collect data on areas of need for

students, which may include academic performance, homework completion, and class participation, and


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the extent to which students made progress in these areas. When possible, an online version of surveys will

be used, and paper format will be available for family members who do not have adequate internet access.

Onsite visits: TPMA will visit the 21st CCLC program sites at both Crispus Attucks and Arsenal

Tech on an annual basis. These site visits will allow TPMA to gather in-person qualitative data

and observe program implementation first-hand. TPMA staff have completed the National

Institutes of Health training course, “Protecting Human Research Participants” and will ensure that

participants’ rights are protected, as well as participant confidentiality. Consent forms will be

utilized for participants in all focus groups.

• Focus groups: TPMA will conduct focus groups with program participants (with parental

consent), 21st CCLC program staff, and adult family members (if possible) to gather

additional formative feedback on the successes and challenges of the program,

recommendations for continuous improvement, and perceived impact of the program on

students’ academic and behavioral performance.

• Program Observation: While onsite, TPMA will observe programmatic offerings at each

school site and observe fidelity of implementation.

Outcome Data Review: TPMA will work with IPS leadership to collect the appropriate data to

measure the outcomes for program participants, as identified in the table in Section V, as well as

any other key data points of interest to IPS, as they relate to the 21st CCLC program. TPMA will

collect this data at the end of each program year, and at the beginning of the program, to serve as

a baseline. These data will include attendance rates for the program, demographic data, state

tests scores and grades in math and science, behavioral referrals, and other data points identified

in partnership with IPS. Data will be analyzed for each program site, and for the program as a

whole. TPMA will develop a data sharing agreement which will outline the data points to be


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collected; how the data will be collected, stored, shared, and destroyed; who will have access to

the data; how will the evaluator ensure secure data transfer; and the timelines for periodical test-

data sharing.

Analysis & Reporting: TPMA will conduct analysis of all collected evaluation data, and develop

annual evaluation reports that document progress towards grant outcomes, key findings from

surveys and focus groups, and recommendations for improvement.

Using Evaluation for Continuous Improvement: TPMA views evaluation as a tool for continuous

improvement, capacity building, and stronger program implementation. Throughout the

evaluation, TPMA will draw upon a Utilization-Focused Evaluation (U-FE) framework to build a

highly functional relationship between TPMA and stakeholders in the process. The U-FE

framework judges an evaluation based on its level of usefulness to the client. Adhering to the

framework, TPMA will conduct a collaborative evaluation process, in which stakeholders from

IPS and the 21st CCLC grant team will be engaged in the design, expectations, commitment, and

results of the evaluation. Frequent communication will allow project staff and IPS to rely on TPMA

for technical assistance as related to the grant. Throughout the collaborative evaluation process,

TPMA will provide IPS is evaluation findings that identify programmatic strengths, challenges,

progress towards outcomes, and recommendations based on stakeholder feedback and TPMA’s

education experience. These recommendations will be provided in annual evaluation reports, and

throughout the evaluation process as opportunities for improvement are identified.

Annual Reporting: TPMA will submit an annual evaluation report to IPS and IDOE that will

include evidence of program quality, as determined using the Indiana After School Standards and

Indiana Academic Standards, student attendance trends, and progress towards the identified

performance measures included in Section V of this application. In addition, the annual report will


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include key findings as related to the evaluation research questions, as well as outcome data from

each program year. Where appropriate, the evaluation report will include recommendations for

continuous improvement of the program. At the end of the four years of the grant, the final

evaluation report will include aggregated data from all four years of the grant.

Required Data from Schools: IPS understands that IDOE will require the submission of student

information including grades, state assessment scores, credits earned, and survey data from the

teacher survey. TPMA will assist IPS in providing survey responses, and other relevant evaluation

data that is necessary for submission to IDOE for state and federal reporting purposes. The 21st

CCLC program will utilize tracking software from Crossroads as a part of the data collection

progress for the program, and participant data from Compass Tracking and Analytics on center

usage and student outcomes will be utilized for reporting to IDOE and for the evaluation.

Early Learning Programs: Not applicable for this application; IPS is focusing on serving high

school students for this grant.

Required Performance Measures: IPS will pursue both of the available high school performance

measures for readiness and one for graduation. While the 21st CCLC programming is focused on

increasing student academic outcomes in math, the MAC will also equip students with the

opportunity to explore their future career pathways. As such, an increase in participation in the

PSAT, ACT, or other accelerated course work and an increase in participants pursing a technical

track are both well aligned to the goals of the 21st CCLC program for IPS. The graduation measure

will include 25% of program participants in their fourth year of high school will graduate within

six months of their grade level cohort. TPMA will work with IPS to track these performance

measures and will utilize data from these measures to further inform the evaluation of the program.


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In addition, the subset of academic, attendance, and behavioral performance measures outlined in

Section V will track success of the program, as it relates to the three goals of the MAC 21st CCLC

program: to improve academic achievement, to improve student behavior in the classroom, and to

increase parental engagement in the program. By tracking student test scores and grades, as well

as attendance records, behavioral referrals, and perceived classroom attitudes and behavior, IPS

and TPMA will be measuring progress towards grant goals. Measuring parents’ attendance rate at

program events and parents’ perceptions of the program will yield programmatic feedback and

parental engagement.

VIII. Support for Strategic Priorities

As outlined in the table below, the program will address all of the Indiana Academic Process

Standards for Mathematics.

Table 6: Indiana Academic Process Standards for Mathematics Standard Qualifying Activities PS.1: Make sense of problems and persevere in solving them.

Students will identify math problems they find difficult and, with help from a peer mentor, analyze the problem and identify possible solutions. Students may practice solution techniques on similar, simpler problems in order to see how they relate to more complex problems. Students may go back to solve complex problems using a different method in order to further understand the concepts and identify multiple pathways to the correct answer.

PS.2: Reason abstractly and quantitatively.

With the assistance of peer mentors, participating students will work through complex math problems by using only mathematical symbols and numbers, as well as through using representations such as units and properties, as appropriate for each problem.

PS.3: Construct viable arguments and critique the reasoning of others.

When working through complex math problems, students will understand and use stated assumptions, definitions, and previously established results to construct arguments. Peer mentors and students will take a critical eye to conjectures, logical progressions, and counterexamples to reach accurate conclusions. Students will also be able to compare and contrast plausible arguments, distinguish correct reasoning, and explain their rationale.

PS.4: Model with mathematics.

Students will organize, communicate, and solve math problems using white boards, smart boards, and online software. Students will create useful visual representations (diagrams, tables, graphs, flow charts, and formulas) to analyze mathematical relationships and draw conclusions. Students will interpret results and reflect on their suitability based on context.

PS.5: Use appropriate tools strategically.

Students will choose appropriate creative representation tools (whiteboards, smart boards, and online software) for each problem they set out to solve. Students will take advantage of mathematical resources, such as online software that will allow them to see how others have worked through similar problems, and use all of the tools available to enhance their understanding and application of mathematics, reasoning, and problem solving.


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PS.6: Attend to precision.

As they collaboratively work through problems orally and visually, participants and mentors will communicate precisely, with correct language, symbols, and definitions. Students will also specify units of measure and axes as appropriate. Working together, students will validate their results and report them with the appropriate degree of precision.

PS.7: Look for and make use of structure.

Student participants and mentors will identify patterns and structure to form an overview of complex math problems. They will use properties of operations and equality, organize and classify geometric shapes when necessary. Students will learn to see mathematical problems and figures as single objects and as composites of several objects.

PS.8: Look for and express regularity in repeated reasoning.

Student participants and tutors will collaboratively identify repeated calculations, methods, and shortcuts to create a rule or formula. Mentors and students will continually evaluate the reasonableness of their results, maintaining oversight of the process while attending to details.

The program will also address math course standards through peer mentoring for all students, at

every level, in grades 9 through 12. The MAC 21st CCLC programs also adheres to Indiana After

School Standards, as outlined below.

Table 7: Indiana After School Standards Human Relationships Standards 1, 3, 5, 6, 8, and 9 MAC 21st CCLC staff will be trained on cultural competency/understanding and pedagogy. Staff will engage youth with respect, acceptance, and appreciation, creating a welcoming, comfortable learning environment. Per IPS protocols, staff will set guidelines for student behavior, including expectations for collaboration, conflict, and resource sharing. Staff will help resolve conflict only after students attempt to find a positive outcome on their own. The Centers will empower mentors and students to take responsibility for their own learning, develop positive interactions with others, and take on leadership roles. Mentors will be challenged to improve their math and soft skills. Students who receive tutoring must take the initiative to seek help at the Center and will be encouraged to return and continue developing their math skills. Together, students will learn to respect, cooperate with, and accept one another’s differences. In order to support engagement, parents will be encouraged to attend Center tours, workshops, and family/community nights, as described in Section V: Program Design. Center staff will communicate with families through normal school communications and specific follow up to discuss grade improvements and opportunities. By providing bussing, the MAC is able to accommodate students regardless of personal transportation limitations. Indoor and Outdoor Environments Standards 10 and 11 The Centers will be arranged to encourage positive student and staff interactions, collaboration, and the use of various technologies when working on math curricula. Interaction spaces will be dispersed and movable to allow for minimal distractions, to be accessible to students with disabilities, and to fit a range of learning styles. Programming and Activities Standards 13, 14, 15, and 17 A quiet place for students to receive academic support, increase their understanding of Common Core standards, and complete homework, the MAC 21st CCLC programs will support and accelerate student learning. In collaboration with Crossroads Education, IPS designed the program based on best practices in youth development and education programming. The program will undergo continuous improvement by receiving feedback from mentors, school and Center staff, community members, and parents. By regularly communicating with parents regarding the opportunities and services available for the whole family, staff will enhance parent connections. Employment and soft skill training will position peer mentors for success in education and everyday life. The structure of the Math Assistance Centers will provide stability and autonomy for students, as they are able to work


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with peer mentors using a variety of techniques, such as pen and paper, table and wall-mounted whiteboards, smart screens, and online software. A sufficient amount of these materials will be provided at each location. Safety, Health, and Nutrition Standards 19, 20, 21, and 23 Per IPS regulations and additional safety measures, IPS commits to providing a safe, healthy environment for all students, as detailed further in Section X, Safety and Transportation. Administration Standards 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, and 38 Program policies and procedures will be continuously improved to respond to the needs of participating students and families. The Program Director and Site Coordinators will collaborate to provide sound financial management, mentor recruitment and retention, evaluation, and decision-making. Feedback will be gathered from students, faculty, staff, community members, and parents to inform program improvements. An appropriate amount of staffing will be present during all program activities. IPS staff undergo CPR training, interview measures including a background check, and professional orientation to ensure they are qualified to work with youth. Staff evaluations and training will be administered throughout the school year to ensure continuous professional development. Program staff will be informed of community resources to offer students and parents. Transportation will be provided daily to ensure the safety of all students. Visitors will be required to sign-in, and only immediate family members will be allowed to participate in program activities. Program staff will adhere to all policies and procedures outlined for IPS activities, including maintaining thorough and accurate files on students and staff members through the respective high schools and maintaining helpful communication with parents.

IX. Sustainability Plan

Indianapolis Public School Corporation (IPS) strives for excellence and sustainability of all

meaningful programming supporting the development and needs of students. During this grant

period, IPS plans to continue building out the capacity to support students in Crispus Attucks High

School, and will launch the Math Assistance Center at Arsenal Tech High School. IPS is strategic

in expansion of this after-school programming specifically in the high schools, as these students

have the greatest need. The restructuring of the high schools requires additional attention to

students to ensure they are able to make a smooth transition into a new setting, and prepare them

for success in academics and life after graduation. This after-school programming has proven to

be a vital strategy for student success at Crispus Attucks. Goals in year one include:

• Increased Capacity and Talent by hiring a Program Director for the IPS Math

Achievement Centers, two site coordinators (one for Crispus Attucks and one for Arsenal

Tech), and students for peer mentoring.


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o The recruitment process for these peer mentors will be completed on a rolling basis

by site coordinators and other peer mentors to ensure continued and consistent

participation after students graduate out of these roles.

• Establish additional philanthropic support by establishing these two MAC programs as

instrumental to high school math success and building current and developing relationships

for future funding requests to invest in this programming.

• Increased sustainability by leveraging existing partnerships. IPS has an established

relationship with Crossroads Education through the development of the Math Assistance

Center at Crispus Attucks in 2017. Through this funding opportunity from IDOE, IPS will

be able to not only sustain the work at Crispus Attucks, but also implement programming

for Arsenal Tech. IPS is also leveraging support from other funding opportunities for the

snacks provided to the students, funding for transportation, the investment in

comprehensive counseling strategies from the Lilly Endowment, and others.

This programming is essential to the supportive strategies for IPS students, and thus IPS will

absorb future costs into their annual budget to support the sustainability of this program, and

supplement support through additional funding sources of corporate partners, additional grants,

and expansion of partnerships. IPS has already begun to cultivate additional partners to support

efforts in the high schools, and will continue to cultivate donors and corporate sponsors to increase

the capacity for this work in the high schools. IPS hopes to eventually expand these centers to have

one site at each high school, to ultimately have four sites. IPS will actively pursue additional

resources, and hopes to be in a position to apply for 21st CCLC grant funding again in the future

to provide the catalyst in support of the other schools.


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X. Safety and Transportation

The MAC 21st CCLCs facilities are housed at IPS facilities, Crispus Attucks and Arsenal Tech

High Schools, and all personnel will meet the rigorous requirements set by the district. For

example, all supervisory staff (Program Director and Site Coordinators) will be required to pass a

background check, earn a CPR certification, and complete training on cultural competency, sexual

harassment, Child Protective Services reporting procedures, and bullying recognition and

response. Additionally, peer mentors will complete cultural competency training, and de-

escalation conflict management training, alongside pedagogy instruction. All visitors must sign-in

to the building and administrators will be on-site throughout the program period. In addition to the

standard IPS security measures, Indianapolis Police Department officers will monitor all buildings

throughout the afternoon and evening, ensuring the safety of student workers, student participants,

staff, and community visitors.

All IPS students are provided transportation to school in the morning by bus. Likewise, an after-

school activity bus is available to take all students home after the Math Assistance Center closes

at 5:00 pm, so all students will be able to participate regardless of family transportation limitations.

IPS believes in a safe and positive environment for its students, as detailed in their Student Code

of Conduct, which sets expectations and guidelines for students who stay after school. These

include anti-bullying policies, zero-tolerance of illegal substances, a dress code, cell phone use

policies, anti-discrimination and harassment, and an expectation of due process and appeal. These

guidelines provide students with an appropriate amount of structure and flexibility necessary for a

non-traditional learning environment like the Math Assistance Center.

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