s.p.a.r.k (stimulating peculiar abilities to rear knowledge) ·...

1 S.P.A.R.K (Stimulating Peculiar Abilities to Rear Knowledge)

I. PROJECT ABSTRACT

S.P.A.R.K proposes to launch a 21st Century Community Learning Center to meet the needs of 200

students in grades K-12 in attendance of the Gary Community School Corporation that has been

identified as a target area through 21st CCLC guidelines. The program is headed by two previous

site coordinators of a 21st CCLC grant recipient. S.P.A.R.K seeks to provide a comprehensive

service delivery system that meets the academic, physical, psychosocial, and cultural needs of the

scholars who reside in the CIty of Gary. The student population is high in poverty; 100% are

eligible for free/reduced lunch. Many of the extracurricular activities of the community schools

have been minimized or cut due to funding. Which in turn leaves the students without structured

activities during out-of school hours. Much time is spent at childcare facilities or home alone

under the supervision of older siblings. This program seeks to address this problem and provide

another resource to the families of the community.

We propose a program that provides targeted academic tutoring services in math and reading

that incorporate Stem based activities, sports and recreation,performing arts and

social/emotional support. The center will partner with the Gary Youth Service Bureau to provide

gyms and parks for recreation. We have also partnered with Girls Scouts of Greater Chicago and

NWI to provide mentoring and social skill building for girls between the ages of 5-17. We will

also provide mentorship opportunities for our young men through the P.R.A.Y Foundation.

Students will also have opportunities to join a variety of high-interest clubs and enrichment

activities. Our goals are to improve the academic performance of all participants, increase

parental engagement, expose and prepare students for college and careers and decrease the


number of disciplinary issues.

II. COMPETITIVE PRIORITY POINTS (up to 15 points)

S.P.A.R.K proposes to service the students of the Gary Community. The students in this

community recieve 100% free/reduced lunch. 8 out of the 10 Gary Community Schools

have received an F rating, which is considered a targeted area according to the 21st CCLC

guidelines. In order to meet the needs of the students being serviced S.P.A.R.K has

partnered with the following entities: Gary Youth Service Bureau, Girls Scouts of Greater

Chicago NWI, P.R.A.Y Foundation, New Horizon. Through the partnership of community

based organizations, the program will be able to provide four program sites, gym and

parks for recreation, mentoring, and social service. This program will provide both STEM

activities, performing arts and recreation College and Career Readiness programming as

demonstrated in our program design and activity plan.

III. NEED FOR PROJECT (5 points)

A. The Gary Community School Corporation as a whole receives 100% free/reduced

lunch. Gary Community School Corporation on average received a F on the 2016-2017 A-F

Accountability Report Card; with only two of the ten schools receiving scores above an F. On

average less 30.92% of the scholars passed the ELA portion of the ISTEP and 21.06% in Math. This

data is closely related to College Readiness. S.P.A.R.K goal is to close the achievement gaps and

promote academic growth through evidenced based programming and curriculum. Based on

research presented by the IDOE, a student is increasingly more likely to achieve proficiency with

each additional year they achieve High Growth.


B. The academic, social and recreational resources for students are limited. The

extracurricular activities that were once provided by the public school system are limited or

nonexistent. Many of the afterschool activities work in isolation of one another. This grant will

help enhance our afterschool programming to provide a rigorous, research-based tutoring

program focused on increasing math and reading growth.

C. Needs and services were identified through extensive conversations among

administrators, teachers and support staff, parents of current students, and community

partners. Through the crafting of our Culture of Achievement Plan, a Root Cause Analysis was

performed using data from ISTEP, NWEA, DIBELS, Acuity, ACT, PSAT, and ECA as well as

classroom observations and an analysis of the school’s intervention strategies, curriculum

maps, professional development, and teacher collaboration. The school identified math

achievement as a major growth area for K-8 and literacy as the first priority in 9-12. The entire

area also identified a greater need to invest families in an equal partnership and culture of

collaboration.We, then, formed an advisory board comprised of building principals, Title I

Coordinators, parent representatives, and community partners to design a plan to boost

academics and family engagement.

IV. PARTNERSHIPS/COLLABORATIONS (5 points)

A. S.P.A.R.K will partner with the Gary Youth Service Bureau. Their entity will provide

three facilities and snacks to the student’s being serviced in the program. This community partner

is a key component in the success of the program outcomes in the City of Gary. This means they

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will not require any additional costs for their curriculum, materials, or programming and they will

agree to our teacher rate of $25/hour. Polished Pebbles and P.R.A.Y. Foundation are two youth

empowerment organizations geared towards young women and young men, respectively, (ages

8-18) to provide character education, mentorship, and cultural awareness programming. Gary

Youth Services Bureau, who has also agreed to provide their athletic training services and

coaching to our scholars at the teacher rate, will work with our at-risk athletes to build their

physical wellness as well as their character and motivation through hard work and competitive

sports.

B. S.P.A.R.K., is committed to build a symbiotic relationship between the school’s

existing Response to Intervention cycle and the CLC academic program in a mutually beneficial

collaboration. Response to Intervention is the school’s protocol for providing timely research-

based intervention to students at risk of academic failure. All RTI assessment tools will be made

available to the CLC for progress monitoring of regular attendees in reading and math

achievement. In return, the CLC tutoring services will become an extension of the RTI intervention

services by providing an additional layer of intervention to Tier 2 and Tier 3 students. Gary Youth

Services Bureau has also committed to all building expenses including rent and utilities for the

CLC by providing Park pavilions and recreational space to run its programs.

Youth Services Bureau will use The Child and Adult Care Food Program funding to provide

healthy snacks.

Additionally, S.P.A.R.K. will be able to absorb half of the transportation costs of bussing students

home after the program each day. The partners we have established were already identified as


stakeholders within the community. They are connected to the S.P.A.R.K. through a variety of

networks including board members, parents, teachers, and school leaders. They support the

S.P.A.R.K.s’ mission to prepare students for college through a rigorous, arts- infused program.

These stakeholders contributed to the planning and design of the program and were involved in

discussions that were had about the needs of our students and families. They helped investigate

best practices and align performance measures to program goals

S.P.A.R.K (Stimulating Peculiar Abilities to Rear Knowledge) 6

V. PROGRAM DESIGN AND IMPLEMENTATION (30 points)

Program Goals Program Objectives Program Activities Performance Measures

Assessment Strategies

1.) Improve 1.1) Increase reading 1.1.) Tutoring – Homework 1.1a) Spring 1.1) NWEA (K-8) student comprehension assistance, Benchmark proficiency rates academic achievement among Reader’s Theater (K-12), on NWEA will 1.2) English 10 ECA achievement regular participants. ACHIEVE 3000 (2-12),

Reading A to Z (K-8) increase by 5% from fall 1.3) ISTEP

1.2) Increase vocabulary and improve writing

1.2.) Tutoring – vocabulary specific activities,

proficiency rates in ELA and Math during Year 1.

1.4) High school transcripts records

proficiency Homework assistance, One-on-one reading, 1.1b) Regular

1.5) Average daily attendan

1.3) Increase Reading A to Z participants mathematics will grow at achievement among 1.3.) Tutoring – math least 1.25 regular participants. specific, Homework help, reading levels

Think Through Math on NWEA from 1.5) High school students (grades 4-8), IXL Math fall to spring. have the opportunity to (PreK – make up missing credits Geometry), VersaTiles 1.2) 70%

1.5) Credit recovery program, tutoring and homework assistance, APEX

of regular attendees will pass the Reading portion of the English 10 ECA and 8th Grade ISTEP.

1.3) The percent of students passing math on the ISTEP will increase by 3%

1.4.a) 60% of regular program participants who failed at least one class in the past year will recover a minimum of 40% of credits missed in the


past year by (1) taking additional credits beyond the current schedule as outlined in the student’s “graduation plan”; or (2) enrolling in credit recovery during the 2013-2014 school year.

1.4.b) 60% of regular program participants will earn a minimum of 10 credits during


year 1 of the program.

1.4.c) 75% of regular program participants in their fourth year of high school will graduate from high school within six months of their “grade-level cohort.”

1.5) 70% of the total students enrolled in the CLC will attend at least 60 days or more during the school year.

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Program Goals Program Objectives Program Activities Performance Measures As 2) Improve student behavior

2.1) Decrease the number of disciplinary infractions

2.2) Decrease the number of out-of-school student suspensions

2.3) Decrease the number of expulsions

2.1) Counseling opportunities – Adult and Child Services, Mentorship and Character Education – Polished Pebbles and P.R.A.Y., Group workshops, Responsive Classroom and DDMS model, Parent workshops, wellness workshops,

2.2) In-school suspension, Mentor program

2.3) Alternative to Expulsion, afterschool probationary model

2.4) Cultural experiences Structured Recreational opportunities – Youth Services Bureau

2.1) The number of disciplinary infractions will decrease by 10% from the same time in the previous year.

2.2) The number of out-of-school student suspensions will decrease by 10% from the same time in the previous year.

2.3) The number of student expulsions will decrease by 10% from the same time in the previous year.

2.4) 60% of afterschool parent surveys will report a noticeable improvement of their regular CLC attendee.

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Program Goals Program Objectives Program Activities Performance Measures As 3) Increase family 3.1) Increase the 3.1) Parent workshops 3.1) 60% of parents of 3. involvement number of adult learning

opportunities for parents

3.2) Equip high school parents to guide their high school student through each year in preparing them for college entrance

3.3) Increase the number of opportunities for whole family engagement

on topics including: children’s mental health and wellness, positive discipline techniques, effective literacy best practices, new ways of teaching math, using technology to leverage your child’s learning, resume writing, creative writing

3.2) Monthly educational nights for parents on what they need to do for their child during each year of the H.S. process. The format would vary between workshop, roundtable discussion, and town hall meetings.

3.3) “Family Fun Night Series” - open gym family volleyball, open gym family basketball, family line dance, family wellness night, family make-it-take-it night

regular attendees will attend at least 3 out of 7 parent workshops.

3.2) Parent surveys report a greater confidence in navigating their child’s developmental and educational needs and a deeper engagement in the school’s culture of achievement.

3.3) Attendance at Family Fun Nights will increase by 10% each quarter from fall to winter to spring.

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Program Goals Program Objectives Program Activities Performance Measures As

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4) Increase the 4.1) Ignite early 4.1) Implement Jr. 4.1) 60% of regular 4. number of STEM elementary students’ FIRST Lego League for attendees participating in the ru problem-solving and project-based

passion for science. grades 1st – 3rd .

STEM Jr FIRST Lego League program will improve their

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opportunities for 4.2) Improve upper presentation skills on science students elementary and middle

school students’ scientific knowledge, methods, and thought process.

4.3) Create opportunities that empower high school students’ to consider STEM subjects as attainable and interesting degree and career choices

4.2) FIRST Lego League for grades 4th – 8th

4.3) FIRST Tech Challenge for grades 9-12

topics from fall to spring of the program and report an increased passion for science.

4.2) 60% of regular attendees participating in the FIRST Lego League program will improve their science knowledge by 20% from fall to spring.

4.3) 60% of regular attendees participating in the FIRST Lego League program will consider science careers as an interesting option based on a career interest survey.

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Program Goals Program Objectives Program Activities Performance Measures As 5) Students will be better prepared for college and career

5.1) Students will visit college campuses and investigate college requirements and process

5.2) Students will create and implement an educational, career, and personal plan

5.3) Increase the number of students involved in civic engagement

5.1) College Bound Tour – visit 3-5 colleges allowing scholars to experience college life, journal writing, virtual investigation, and application process

5.2) Mentor program matching business leaders with students, career tech program, job shadowing, career speakers, eportfolios, career inventories, Entrepreneur Night

5.3) Students will participate in service learning projects and community events

5.1) At least 60% of high school students enrolled in the CLC will participate in Indiana college bound tour.

5.2) At least 60% of regular attendees enrolled in the college prep track will have completed their educational, career, and personal plan and created a portfolio documenting their completed activities

5.3) 60% of regular attendees enrolled in the college and career readiness program will research, design, and implement a service learning project

5.4) 50% of regular program participants pursuing a college-prep track will earn a minimum composite score of 18 or higher on ACT during the school year.

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C. S.P.A.R.K. has a rigorous plan for recruitment, enrollment, and retention as well

as specific strategies for identifying and meeting students’ individual needs. S.P.A.R.K.

will begin recruitment for summer programming in April. The program director and

school administrators will analyze data from a variety of sources, including those who are

at risk of retention, those who did not pass ISTEP, and who did not demonstrate

adequate growth on the NWEA, and create a priority list of students targeted for

mandatory summer school. Phone calls and meetings will take place throughout the

month of April and May until at least 90% of students on the priority list have been

enrolled. Any extra spots will be made available in the final two weeks of school to the

rest of the population. Summer Advantage has research-based curricula as well as pre-

and post-tests to identify students’ individual needs and place them in the correct

academic level. Transportation will be provided and activities including art, music,

drama, gym, field trips, and service projects are incorporated into the program, aiding

attendance and retention.

Recruitment for the afterschool program will begin in July. Summer participants will

automatically receive enrollment packets and parents will meet with Program Director to sign a

program and family compact requiring their child’s enrollment into the afterschool program. K-2

students identified in the bottom quartile on the spring NWEA assessment, 3rd – 8th grade

students who did not pass the ISTEP and/or showed Low Growth on the ISTEP, and high school

students who are in danger of academic failure will be asked to enroll in the after school program.

Based on current data, we project that 120 elementary K-5 students and 75 middle


and high school students will be asked to enroll in the afterschool CLC.

Parents will be informed that transportation will be provided for their child to arrive

home safely each day and that the program is free of charge and includes a variety of

enrichment activities that will aid in their child’s social, physical, cultural, and psychological

development in addition to their academic improvement. Upon enrollment, parents, students,

and the S.P.A.R.K. will sign a program and family compact acknowledging the need for these

services based on the student’s current academic performance and a mutual, collaborative

agreement with a detailed list of actions that each party (parent, student, and school, and

S.P.A.R.K.) is committed to fulfill. S.P.A.R.K will also put an incentive program in place that

rewards students and parents with gift certificates from local businesses based on attendance.

S.P.A.R.K.l will use a triangulation of RTI universal screening data, ISTEP data, and

NWEA scores to identify each student’s academic needs and carefully place them in the

appropriate math and reading tutoring classes. Once placed, students will be regularly progress

monitored within their program using RTI assessment tools as well as the after school

curriculum assessment tools, which will be regularly shared with parents and the school day

teachers.

C.1. Students with Disabilities – Every effort will be made to accommodate for students

with special needs. The building are wheelchair and handicap accessible with a


S.P.A.R.K. will work with a special education teachers at the schools to create an afterschool plan

that aligns with student’s IEP. We are also committed to hiring at least one special education

licensed teacher to be on staff in the 21st CCLC program.

C.2. Title I Schools – Gary Community and Charter Schools are Title I school with 100% of

students eligible for free/reduced lunch. Section B describes our plan for recruiting those within

our population who are most at- risk and whose data illustrates that they are not on grade level

proficiency and/or identified as Low Growth on ISTEP or ECA proficiency. We anticipate that over

95% of students enrolled in the afterschool program will be free/reduced lunch eligible and we

plan to give priority to those families and continue recruitment efforts through phone calls,

letters, and meetings from our Program Director and school partners until the highest need

families have been reached.

C.3. Communication with Schools – The Gary Youth Services Bureau will be the liaison

for connecting with the schools and parents in the community. Their work with delinquency

prevention will provide seamless communication and sharing of data between the regular-day

teachers and the after school teachers to monitor student behavior progress. She will work with

the RTI team to insure a seamless alignment of in school interventions and out of school

interventions that will build upon each student’s strengths and systematically address each

student’s academic weaknesses.

C.4. Parent Involvement: S.P.A.R.K. plans to have our program coordinator collaborate

with the program director to promote educational development and literacy activities for adult


learners at no additional cost to the CLC. The program coordinator will

facilitates monthly parent meetings to update parents on important news. The monthly meetings

will be designed into adult learning workshops focused on topics that parents have requested and

that research suggests will improve student outcomes, including: speech development in the early

years (13 week course), positive discipline techniques, resume writing, word processing,

fundamentals of reading, financial literacy, your child’s developmental needs, new ways to teach

math, and healthy cooking. Each meeting will be held once in the morning and once in the evening

to accommodate the varied schedules of working parents. A similar parent education track will be

put into place for the high school wherein parents will attend monthly education nights that will

walk parents through each year of the high school process to highlight the most important things

to focus on for each year from ACT test preparation to college applications and financial aid. Lastly,

parents have complained that there aren’t enough low cost family activities within the community.

ILCS proposes to launch a series of six to eight “family fun nights” that focus on different themes

including: Open Gym Basketball, Family Line Dance Night, and Family Trivia Night.

C.5. USDA Approved Snacks: Gary Youth Services Bureau intends to provide a daily,

nutritious, USDA approved snack to after school attendees through the Child and Adult Care

Food Program under the

IDOE’s At-Risk Afterschool Meals fund. We will contract food services through an approved

vendor, Eat Enterprise, Inc at the cost of $0.81 per snack. The healthy snacks will be delivered

daily to S.P.A.R.K sites by the vendor and prepared each afternoon. Snacks will be distributed

each day within the first twenty minutes of the program.


C.7 Weekly Schedule:

After School Monday - Friday ENRICHMENT 2:00-3:00 pm – Power Hour (Homework Help) / Healthy Snack

3:00 – 4:00 – Academic Enrichment: Students will cycle through a range of classes and computer labs based on their grade level and academic needs.

K-1 Grades 30 min– K-1 Math Lab using IXL Math 30 min – K-1 Math Small Group Tutoring using Moving with Math 30 min – K-1 Reading Small Group Tutoring with Benchmark Reader’s Theater and/or Reading A to Z (based on phonics level) 30 min – Physical recreation using SPARK curriculum

2-8 Grades 45 min – Computer Lab time using IXL Math or Achieve3000 Reading 45 min – Small Group tutoring using Readers Theater or Moving with Math 30 min – Physical recreation using SPARK curriculum

High School 45 min – Achieve3000 or IXL Math Tutoring Class with 1-to-1 laptop program 30 min – Extracurricular activity (may extend beyond the afterschool program)

4:00-4:30 Evening Snack/Dinner

4:30 – 6:30 Students will have the opportunity to participate in an enrichment activity of their choice: Theatre Art Computer Programming Robotics Sports

Summer School Monday - Thursday Summer School – Fun Fridays 8:30 – 9:00 – Breakfast and Community Time 9:00 – 12:00 – Literacy and Math 12:00 – 1:00 – Lunch and Recess 1:00 – 3:00 – Enrichment Activities such as art, music, and gym 3:00 – Program Ends

8:30 – 3:00 – Field Trips, Inspirational Guest Speakers, and Other Enrichment Activities Including Family Days and Service Days

Hours and Weeks of 21st CCLC Program Operation for Students and Families School Year – Hours per day

Week day Before school

Week day After school

Weekend Days Evening

Hours with Students 0 4 0 1

Hours with Family Members 0 0 0 1 Number of days per week 0 5 0 5 Number of weeks 0 30 0 30 Total Program Hours 0 600 0 300

Summer – Hours per day Weekday Weekend Days Evening

Hours with Students 6.5 0 0 Hours with Family Members 1 0 0 Number of days per week 5 0 0 Number of weeks 4 0 0 Total Program Hours 150 0 0


C.6. Scientifically Based Research: The curricular programs selected for the 21st CCLC are all

research-based. Achieve3000’s literacy solutions are built on decades of scientific research into

how learners develop essential reading and writing skills. In addition, the programs are aligned to

Common Core State Standards. Achieve3000 meets students one-on-one at their individual

reading levels by providing differentiated non-fiction passages on a common topic, matched to

his/her Lexile and grade level standards1. Formative assessments aligned to standards are built

into the program to measure students’ Lexile growth and teachers use the data to provide

direct instruction and practice. As the student progresses, the rigor of the text is increased.

According to numerous studies, nonfiction text develops students’ knowledge of vocabulary,

literacy, and the world2 and acquisition of this background knowledge assists students in other

content area reading3. Achieve3000 literacy solutions use a five-step literacy routine proven to

improve vocabulary, comprehension and critical thinking skills, reading fluency, and writing skills

– and to keep students on track for college and career readiness. During this routine, students

receive pre-reading activities, nonfiction readings, and follow-up activities that are precisely

matched to their reading abilities. Each step is based on best practices that have evolved out of

decades of reading research. To develop effective habits of mind fostered by the CCSS initiative,

every article provides opportunities for students to practice three proven

1 Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Virginia: ASCD.

2 Anderson, E. & Guthrie, J.T. (1999, April). Motivating children to gain conceptual knowledge from text: The

combination of science observation and interest texts. Paper presented to the annual meeting of the American

Educational Research Association, Montreal, Canada.

3 Wilson, P.T., & Anderson, R.C. (1996). What they don’t know will hurt them: The role of prior knowledge in

comprehension. In J. Oransano (Ed.), Reading comprehension from research to practice (pp.31-48), Hillside, NJ:

Erlbaum


reading comprehension strategies – summarizing, generating questions, and setting the

purpose. According to Dr. Linda Kucan, as well as recommendations by the National Reading

Panel, effective vocabulary instruction provides multiple encounters with new words and

plentiful opportunities for students to use words in varied ways. The nonfiction articles in

Achieve3000 include reading-level-appropriate words, which are reviewed and reinforced in

pre-reading activities, including direct, explicit instruction, as well as follow-up activities.

IXL Math and Think Through Math are also aligned to CCSS and allow for easy

differentiation and individualized instruction. It provides standards-based math practice with

ongoing formative assessment. With the data-driven nature of the programs, a teacher can

identify a student’s strengths and pinpoint trouble spots, track improvement over time, and set

customized practice goals for each student. Additionally, the IXL Math has a built-in incentive

program where students collect ribbons and medals in a game-based interface, thus encouraging

participants to achieve “flow” as described by Mihaly Csikszentmihalyi from the University of

Chicago. Focus and concentration hold the key to achieving flow, the building blocks of which

are: clear goals every step of the way, immediate feedback to one’s actions, a balance between

challenges and skills, distractions are excluded from consciousness, there is no worry of failure,

and the sense of time becomes distorted. These strategies and qualities are often used in video

games and IXL Math harnesses elements of this theory to engage students. Think Through Math

has helped students learn to analyze and solve word problems by applying a pedagogy derived

from explicit instruction, gradual release, Riegeluth’s elaboration theory,

Rosch’s categorization by prototype, mastery learning from Bloom’s Taxonomy, Vygotsky’s zone

of proximal development, Tomlinson’s assessment and differentiation, and Ward and Sweller’s


worked examples. VersaTiles, Reader’s Theater are both IDOE approved curriculum.

VI. PROFESSIONAL DEVELOPMENT (5 points)

S.P.A.R.K. has selected Achieve3000 as the primary literacy blended curriculum for the

afterschool program. Their yearly on-site professional development (PD) days include

introduction and strategic use of the program as well as mid-year follow up to troubleshoot

issues and facilitate ongoing learning for staff. For Benchmark Education’s

Reader’s Theater curriculum, the budget reflects an initial training in year one to identify and

implement best practices amongst the program team.

There are detailed user guides for IXL Math as well as a tech support team available

through their website. The Moving with Math curriculum has detailed teachers’ guides that

provide ample guidance on how to implement the program. S.P.A.R.K. is committed to hiring

experienced, certified staff of the highest quality for the afterschool program to implement the

academic curricula with fidelity. Furthermore, the program director will provide daily support

and collect data through regular classroom observations and use this information to provide

feedback to teachers and staff.

The instructional staff will receive two hours of weekly training from S.P.A.R.K. highly

qualified teaching staff on Friday aligned to SIP priorities. Additionally, the S.P.A.R.K., 21st CCLC

will hold monthly staff meetings to provide opportunities for staff to analyze and share data,

assess progress towards program goals, troubleshoot common issues, and receive professional

development based on current needs identified within the program. During staff training days

held by S.P.A.R.K., after school teachers and staff will be invited to attend and participate in

collaborative meetings with regular school day teachers to discuss student progress and revise


individual learning plans for students. Additionally, the entire staff will attend the Indiana

Youth Institute Because Kids Count Winter Conference and Spring Trainings to acquire best

practices in running an effective after school program.


Professional Development Activities – Year 1 PD Activity PD Provider Relevant Program Objective Expected Staff Outcomes

Achieve3000 initial Achieve Increase reading comprehension Staff will use Achieve3000 and follow up training 3000 achievement among regular

participants. to differentiate reading texts for students in grades 2 – 12 to increase reading comprehension, fluency, vocabulary, and word knowledge.

Two hours of weekly PD on a range of topics aligned to SIP for instructional staff only

S.P.A.R.K., special education coordinator s , Title I team, and CCLC program director

-Increase mathematics achievement among regular participants. -Increase reading comprehension achievement among regular participants. -Decrease the number of disciplinary infractions -Students will create and implement an educational, career, and personal plan -High school students have the opportunity to make up missing credits

Staff will implement best practices in literacy, math, classroom management, and academic differentiation to meet the needs of all learners. High school staff will be able to successfully guide and motivate students in college and career readiness and credit recovery activities.

Monthly afterschool Program -Increase mathematics Staff will receive feedback staff meeting director achievement among regular

participants. -Increase reading comprehension achievement among regular participants.

on program-wide implementation, assess progress towards goals, and analyze data to adjust and inform instruction.

Two PD days S.P.A.R.K. staff and CCLC program director

-Increase mathematics achievement among regular participants. -Increase reading comprehension achievement among regular participants.

Staff will collaborate with regular day teachers to discuss student progress and adjust activities to align with each student’s learning plan.

Readers Theater Benchmark Increase reading comprehension Instructional staff will Training Education achievement among regular

participants. implement reader’s theater curriculum to improve students’ comprehension, vocabulary, fluency, and motivation.


May 2018 Orientation IDOE -Improve academic achievement in The program director will Training for program reading and math. acquire appropriate director and admin -Increase parental involvement and skills and knowledge to staff and Fall and adult learning opportunities implement 21st CCLC in Spring Training in -Improve student behavior. accordance to IDOE Indianapolis for -Prepare students for college and specifications. program director and career admin staff -Increase student access to hands-

on STEM activities Because Kids Count Winter Conference for afterschool staff, Leadership Institute for program director, and Spring Training for all staff

Indiana Youth Institute

-Increase reading and math achievement among regular attendees. -Decrease disciplinary referrals of regular attendees. -Increase adult learning opportunities for parents of regular attendees. -Increase student access to STEM activities.

After school staff will attend elective workshops aligned to their personal areas of growth to improve their students’ academic achievement, behavioral outcomes, and service to parents.


VII. EVALUATION (20 points)

In order to evaluate the impact of the program, a combination of qualitative and

quantitative data gathering techniques will be used. In keeping with the goals outlined in

Section V, quantitative data regarding student academic achievement will be gathered using

Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP), ISTEP data,

ACT scores, End of Course Assessments, report card grades, credit recovery rates, and student

transcripts reflecting credits earned. This data will be analyzed to determine whether the

performance measures described in Section V are being met.

In order to fully assess the impact of the center on student academic performance,

longitudinal data will be collected for each student participant. Using the IDOE data system,

ISTEP scores, ECA scores, credits earned per semester, discipline referrals, suspensions, and

expulsions will be tracked from two years prior to each student’s enrollment into the CLC, and

continuing through their time in the program. In this way, we will be able to evaluate the

impact of the program using each student as their own “control.” A comparison across

students will also be performed using data from a control group, matched for age, gender,

free/reduced lunch status and beginning ISTEP scores with those in the CLC. In keeping with

the program objectives to increase reading comprehension, vocabulary, and math

achievement, ISTEP scores for content areas will be studied separately and in the aggregate.

Using the NWEA MAP test, students will be tested at least twice a year and a growth

analysis will be performed. Their scores will be compared to national normed averages, and also

to a virtual control group of students that will be provided by NWEA, again matched for age,

income status and beginning MAP scores. The longitudinal data from ISTEP and NWEA will be


analyzed using hierarchical linear modeling to detect change across time, and using general

linear models, such as multiple regression and analysis of covariance, to determine the impact of

participant variables and school-wide variables on achievement.

Additional quantitative data will be provided by parent, teacher, and student surveys,

parent sign-in and attendance sheets, and student attendance averages. Student surveys will be administered quarterly at the CCLC, while parent surveys will be administered using a

combination of paper surveys available at the CCLC and web-based surveys to ensure a high

response rate. Survey content will address the quality of the program, impact on student

engagement with school, with a particular focus on student interest in STEM fields. Teacher

surveys will be administered on PD Days with time built in to the schedule to complete them.

Finally, qualitative data will be gathered from focus groups with parents, students, and

teachers. Focus groups will be performed at least twice a year and will offer students, teachers,

and parents the opportunity to provide context and background for the quantitative data being

gathered. Data from the teacher focus groups will be particularly valuable in addressing the

STEM performance goals and student behavior goals described in Section V.

Evaluation data will be collected on an ongoing basis in preparation for the local

external evaluator. Throughout the year, this data will be monitored by the program director

and formally discussed quarterly with school administrators. Using the data collected from

assessments and surveys, the afterschool team will complete the Indiana Quality Program Self-

Assessment (IN-QPSA) twice a year and use the results to prioritize Indiana Afterschool

Standards in order to make improvements to the afterschool program.


S.P.A.R.K.S 21st CCLC Performance Measures Year 1 Year 2 Year 3 Year 4 Spring proficiency rates (defined as those at 50%tile) on NWEA will increase by 5% from fall proficiency rates in ELA and Math.

Regular participants will grow at least 1.25 reading levels on NWEA from fall to spring.

70% of regular attendees will pass the

Spring proficiency rates (defined as those at 50%tile) on NWEA will increase by 10% from fall proficiency rates in ELA and Math.







Regular participants will grow at least 2 reading levels on NWEA from fall to spring.


Reading portion of the Reading portion of the Reading portion of the Reading portion of the English 10 ECA and 8th English 10 ECA and 8th English 10 ECA and 8th English 10 ECA and 8th Grade ISTEP. Grade ISTEP. Grade ISTEP. Grade ISTEP.

The percent of students The percent of students The percent of students The percent of students passing math on the passing math on the passing math on the passing math on the ISTEP will increase by ISTEP will increase by ISTEP will increase by ISTEP will increase by 3% 5% 7% 9%


60% of regular program participants who failed at least one class in the past year will recover a minimum of 40% of credits missed in the past year by (1) taking additional credits beyond the current schedule as outlined in the student’s “graduation plan”; or (2) enrolling in credit recovery during the 2013-2014 school year.

60% of regular program participants will earn a minimum of 10 credits.

75% of regular program participants in their fourth year of high school will graduate from high school within six months of their “grade-level cohort.”

50% of regular program participants pursuing a college-prep track will earn a minimum composite score of 18 on the ACT.













95% of students who participate in the program regularly for at least two years will graduate from high school within six months of their “grade level cohort.”

70% of the total 75% of the total 80% of the total 85% of the total students enrolled in the students enrolled in the students enrolled in the students enrolled in the CLC will attend at least CLC will attend at least CLC will attend at least CLC will attend at least 60 days or more during 60 days or more during 60 days or more during 60 days or more during

the school year. the school year. the school year. the school year.

VIII. SUPPORT FOR STRATEGIC PRIORITIES (5 points)


The program design for the 21st CCLC is closely aligned in goals, purposes,and mission of the

S.P.A.R.K Foundation. The design committee used the CAP as the launching point for discussing

the academic needs of the school, starting with the priorities for improvement in ELA and

Math. The subgroups most identified for improvement are the Bottom 25% and the Low

Growth subgroups according to ELA and Math ISTEP data. These groups will be required to

enroll in the afterschool program and the RTI process will facilitate the design and coordination

of the interventions these students receive during the school day and after school. The

curricula chosen for the afterschool program are research based and aligned to Indiana

Common Core State Standards. The emphasis on a smooth transition to the CCSS is also a

strategic priority in the CAP. Finally, the school has a strategic priority to empower parents to

work as collaborators and equal partners alongside school staff to achieve the best outcomes

for their students. This priority is also reflected in the program plans for improving family

engagement in Section V.

IX. SUSTAINABILITY PLAN (5 points)

S.P.A.R.K. is committed to providing a highly excellent 21st CCLC to its community and

stakeholders and will work to build a strong reputation that invites the support of the

community we serve. We believe that the best way to demonstrate the need and value of our

program is through concrete data that supports a story of success. At the end of our first year,

we plan to create and disseminate a report that quantifies the gains made by regular attendees

of the program using assessment data. We also plan to feature the voices of students and

parents who wish to give testimony to the efficacy of the program. This report will be widely distributed among parents and stakeholders and advertised on our website. We will attend community events, speak at city and local council meetings, and invite city officials and community members to visit and support the program. Our board of directors will use their diverse networking


channels to promote the program and solicit sponsorship and awards.

X. SAFETY AND TRANSPORTATION (5 points)

The program director of the 21st CCLC will uphold stringent safety protocols to maintain

the safety of the children attending the program. The program will take place inside three

recreational facilities and the building doors will remain locked at all times. No one will be

allowed entrance without undergoing proper security protocol, which includes using the

security buzzer to gain entry, naming the specific child to be picked up, showing proper

identification, and filling out the parent sign-out sheet. All personnel hired for the program will

undergo fingerprint and background checks and possess the appropriate teacher licenses.

Teacher’s assistants will possess college degrees or be Education majors whose degrees are in

progress.

XI. BUDGET NARRATIVE/BUDGET (5 points)

Year 1 Personnel Hourly

Wage Quantity Total

Hours Total Cost

Program Director (1) $30 1 492 $14,760 Teachers (2) $25 12 332 $99,600 Teacher Assistants $8 8 332 $39,840 SUBTOTAL $154,200

Transportation Costs for Students Days Rate Quantity Total Cost


Transportation home from program (3) 130 $190 2 $49,400 Transportation to service projects 4 $190 1 $760 SUBTOTAL

Supplies Price

$50,160

Quantity Total Cost Achieve3000 Literacy Solution (4) $58,340 0.5 $29,170 Think Through Math $22 150 $3,300 IXL Math $199 5 $995 Jr. FIRST Lego League Grades 1-3 $350 1 $350 FIRST Lego League Grades 4-8 $1,200 1 $1,200 FIRST Tech Challenge Grades 9 – 12 $1,500 1 $1,500 Reader’s Theater Content-Area Concepts Levels F-X (0-60) Sets A-D

$2,720

Robotics Programing K-12 $3,950 1 $ Reading Eggs $200 30 $6,000 SPARK Set #3 Afterschool manual, 3 yr. membership, sparkfolio, music CD $399

1 $399

SUBTOTAL

Contractual Qty

$49,584

Cost Total Cost Summer Advantage 60 $850 $51,000 College Bound In-State Tour (5) 1 $3,590 $3,590 SUBTOTAL

TOTAL DIRECT COSTS

Indirect Costs Cost

$54,590

$258,534

Fee for data collection $1,000 $1,000 Local Evaluation at 5% of total cost 15,204 $16,568 SUBTOTAL

Professional Development Training Cost

$17,568

Quantity Total Indiana Youth Institute Because Kids Count Winter Conference

$125 20 $2,500

Indiana Youth Institute Spring Training for Afterschool Staff

$40 20 $800

Achieve3000 Professional Development (6) $11,825 1 $15,525 Benchmark Reader’s Theater Professional Development

$3,000 1 $3,000

SUBTOTAL

GRAND TOTAL COST (7)

$21,825

$297,927 Food Costs (9) $.80 260 130 days $27,040


(1) The program director will also serve as site coordinator. The hours for this position were calculated by multiplying 12 hours/week for 26 weeks, plus 20 hours of PD and 160 additional hours (4 weeks) set aside for recruitment, enrollment two weeks prior to the start of the program and data analysis, collection, and final reporting two weeks post program conclusion.

(2) Teacher and Teacher Assistant hours were calculated by multiplying 12 hours/week for 26 weeks plus 20 hours of PD.

(3) GYSB will provide afterschool bus rate negotiated solely for the purposes of the 21st CCLC program.

(4) S.P.A.R.K. negotiated a 5-year contract with Achieve3000, with a 6th year free for 300-375 student, teacher, and parent licenses, Setup and LevelSet to be paid up front in two 50% installments in


Year 2 Personnel Hourly Quantity Total Total Cost

Wage Hours Program Director $30 1 492 $14,760 Teachers $25 12 332 $99,600 Teacher Assistants $15 8 332 $39,840 SUBTOTAL $154,200 Minus Title I Contribution $50000 $104,200

Transportation Costs for Students Days Rate Quantity Total Cost Transportation home from program 130 $190 2 $49,400 Transportation to service projects 4 $190 1 $760 SUBTOTAL $54,590

Supplies Price Quantity Total Cost Achieve3000 Literacy Solution (1) $58,340 0.5 $29,170 Think Through Math $22 150 $3,300 IXL Math $199 5 $995 APEX Credit Recovery Software License $200 30 $6,000 SUBTOTAL $39,465

Contractual Qty Cost Total Cost Summer Advantage 60 $850 $51,000 College Bound In-State Tour 1 $3,590 $3,590 SUBTOTAL $44,125

TOTAL DIRECT COSTS $248,415

Indirect Costs Cost Fee for data collection $1,000 $1,000 Local Evaluation at 5% of total cost 15,204 $15,920 SUBTOTAL $16,920

Professional Development Training Cost Quantity Total Indiana Youth Institute Because Kids Count Winter $125 21 $2,625 Conference


Indiana Youth Institute Spring Training for $40 21 $840 Afterschool Staff Achieve3000 Professional Development (2) $11,825 1 $15,525


SUBTOTAL $18,990

GRAND TOTAL COST (3) $284,325 Food Costs (4) $.80 260 130 days $27,040

(1) S.P.A.R.K. negotiated a 5-year contract with Achieve3000, with a 6th year free for 300-375 student, teacher, and parent licenses, Setup and LevelSet to be paid up front in two 50% installments in years 1 and 2.

(2) The price for the Achieve3000 professional development reflects ongoing annual professional development for 6 consecutive years at a special discounted price of two payments of $15,525 paid in years one and two of the 21st CCLC program.

(3) The per pupil cost of the afterschool and summer school program for the 21st CCLC budget request is $1,094 in the second year.

(4) The cost of providing USDA approved healthy snacks was not included in the total budget request number because GYSB will be acquiring reimbursement through the Child and Adult Care Food Program’s At-Risk Afterschool Meals funding source.


Wage Hours Program Director $30 1 492 $14,760 Teachers (1) $25 13 332 $99,600 Teacher Assistants $15 9 332 $39,840 Site Coordinator $32000 $20 4 400 SUBTOTAL $


Supplies Price Quantity Total Cost Think Through Math $22 150 $3,300 IXL Math $199 5 $995 APEX Credit Recovery Software License $200 30 $6,000 SUBTOTAL $10,295




Professional Development Training Cost Quantity Total


Indiana Youth Institute Because Kids Count Winter $125 23 $2,875 Conference Indiana Youth Institute Spring Training for $40 23 $920 Afterschool Staff


SUBTOTAL $3,795

GRAND TOTAL COST (2) $251,686 Food Costs (3) $.80 286 130 days $29,744

(1) We plan to increase the staff by two in year three to maintain a 13:1 student/teacher ratio in anticipation of an increase in enrollment as the program gains popularity and respect.

(2) The per pupil cost of the afterschool and summer school program for the 21st CCLC budget request is $880 in the second year.

(3) The cost of providing USDA approved healthy snacks was not included in the total budget request number becauseGYSB will be acquiring reimbursement through the Child and Adult Care Food Program’s At-Risk Afterschool Meals funding source.


Wage Hours Program Director $30 1 492 $14,760 Teachers $25 13 332 $99,600 Teacher Assistants $15 9 332 $39,840 SUBTOTAL $167,480 Minus Title I Contribution $50000 $117,480


Supplies Price Quantity Total Cost Think Through Math $22 150 $3,300 IXL Math $199 5 $995 APEX Credit Recovery Software License $200 30 $6,000 SUBTOTAL $10,295




Professional Development Training Cost Quantity Total Indiana Youth Institute Because Kids Count Winter $125 25 $3,125 Conference Indiana Youth Institute Spring Training for $40 25 $1000 Afterschool Staff


SUBTOTAL $4,125

GRAND TOTAL COST (1) $251,686


Food Costs (2) $.80 286 130 days $29,744 (1) The per pupil cost of the afterschool and summer school program for the 21st CCLC budget

request is $880 in the second year. (2) The cost of providing USDA approved healthy snacks was not included in the total budget

request number because ILCS will be acquiring reimbursement through the Child and Adult Care Food Program’s At-Risk Afterschool Meals funding source.

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s.p.a.r.k (stimulating peculiar abilities to rear knowledge) ·...

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