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FAMILIES AND EDUCATION LEVY

APPROVED ORGANIZATION OVERVIEW

Name: America SCORES Seattle Website: www.americascoresseattle.org

RFQ Area Approved (select all applicable):

College and Career Readiness

Expanded Learning Opportunities

Social, Emotional, Behav ioral, and Family Support

PROGRAM CONTACT INFORMATION

Individual’s Name: Carole Kelley

Cell Phone: 206.949.0701 Work Phone: 206.988.1000 Email: [email protected]

PROGRAM OVERVIEW

(Check all applicable)

Seattle Area(s) Served:

Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)

Special Populations Served:

English Language Learners

(ELLs)

Special Education OtherPlease specify:

Areas of Support:

Math/Science Reading/Writing Attendance College/Career Language Acquisition

Passing Core Courses Social, Emotional, Behav ioral, and Family Support

Service Delivery:

Before School After School During School Weekends School Breaks

Current Levy-Funded School Partners (if applicable): Roxhill

Key Program Strategies (Please provide a brief overview of program strategies including number of students served and program costs):

1. 1 1/2 hours after school, curriculum-guided poetry writing/language skills and playing soccer, cost=~ 160 3rd - 5th grade students,

1.4 FTE, (M-F), Sept. 17 - Nov. 30 & Mar. 25 - May 31= $215,000

2. 1 1/2 hours after school, curriculum-guided writing/language skills & playing soccer, cost= ~ 100 K-2nd grade students, 1.4 FTE, (T -

T), Jan. 14 - Mar. 14 = $70,000

3.

4.

5.

6.

Results Achieved (Bullets or Brief Description):

Improved Attendance - Presently meaured by comparing program attendance with with school atendance. Moving forward we

weil use district records for individual students to determine outcome achievement.

Reading Gowth - presently measured by our organizations' pre and post test and anesdotal evedence. Moving forward we will

use district records for individual students to determine outcome achievement.

ELL Proficiency - presently we measure this through our reading and writing pre and post tests. Moving forward we will use district

records (WELPA test scores)for individual students to determine outcome achievement.

Additional Notes:

Partnership Start and End Dates - for Maple: 8/2007 - ongoing

REFERENCE #1

School/Organization Name: Baiiley Gatzert Partnership Start and End Dates: 8/2009 - ongoing

Contact Person: Greg Imel Phone: (206) 252-2810 Email: [email protected]

REFERENCE #2

School/Organization Name: Maple Partnership Start and End Dates:

Contact Person: Patricia Hunter Phone: (206) 252-8310 Email: [email protected]

PROSPECTIVE SCHOOL PARTNERSHIPS

1



Name: Arts Corps Website: www.artscorps.org


College and Career Readiness Expanded Learning Opportunities Social, Emotional, and Family Support


Individual’s Name: Elizabeth Whitford

Cell Phone: 206-406-9811 Work Phone: 206-722-5440 Email: [email protected]

PROGRAM OVERVIEW



Northeast Northwest Central Southeast Southwest

Grades Served:

Elementary (K-5) Middle (6-8) High (9-12)


English Language Learners Other Please specify:

Areas of Support:


Passing Core Courses Social, Emotional, Behavioral and Family Support

Service Delivery:


Current Levy-Funded School Partners: Denny Middle School, Hamilton Middle School, Mercer Middle School, Madrona K-8, South Shore K-8,

Franklin High School, Interagency Academy, West Seattle High School


1. After-School Arts Education: Arts Corps delivers yearlong after-school classes through long term, sustainable partnerships with

schools and after-school programs. Arts Corps places teaching artists at a partner site to teach ongoing classes that develop

students’ imagination, critical thinking and persistence, improve school attendance and academic performance. After-school

classes typically meet for 48 hours per year. The typical class size is 15 and the typical annual class cost is $3,180 (fees negotiated).

2. School-day Arts Education: School-day programs foster a partnership between teaching artists and core subject classroom

teachers, igniting students’ academic learning as well as fostering their creative capacities. Class sessions focus on a creative

project that deepens learning in the arts and another subject area while developing students’ creative capacities. School-day

classes typically meet for 24 hours per year. The typical class size is 27 and the typical annual class cost is $2460 (fees negotiated).

3. Creative Schools Initiative: This program expands the impact of our existing programs proven to increase students’ persistence

and higher order thinking skills by replicating national best practices of school-wide arts integration effective at improving student

academic achievement, school climate and teaching practice. Teaching artists spend 20 hours each week contributing to an

arts rich environment by teaching in the classroom and in after school programs, and guiding exhibits and performances with

students. They collaborate closely with classroom teachers to create units and lessons that are rooted in student inquiry and

project based learning. The typical program serves 4-6 classrooms yearlong and the typical annual program cost is $24,000 (fees

negotiated).


Reading impact: 55% of students in a cohort of 4th and 5th grade elementary students at Van Asselt and Kimball Elementary

Schools who participated in Arts Corps after-school classes consistently through the 2010-2011 school year moved from Level 1 or 2

to Level 3 or 4 on the reading MSP, as compared to 30% improvement rate for a no Arts Corps comparison group.

Math impact: A cohort of Arts Corps students at Mercer Middle School who participated in Arts Corps classes consistently

between 2008-09 (as 6th graders) to 2010-11 (as 8th graders) consistently outperformed their non Arts Corps peers in math, with 67%

meeting standard in math (Level 3 or 4 on math WASL) in 2008-09, as compared to 48% of the no Arts Corps comparison group.

Attendance impact: 83% of 9th graders at Chief Sealth High School who participated in Arts Corps classes throughout 2009-10 had

fewer than 10 absences in that academic year, as compared to 55% of 9th graders not in Arts Corps programs.

Impact on 21st Century Skills development: Arts Corps’ classes are proven to develop five habits of mind central to the creative

process: critical thinking, imagination, reflection, risk-taking and persistence. These essential characteristics shape how we respond

to challenges or new situations and build a foundation for life-long learning.

REFERENCE #1

School/Organization Name: Madrona Middle School Partnership Start and End Dates: Fall, 2003 to present

Contact Person: Farah Thaxton Phone: 206) 252-3105 Email: [email protected]

REFERENCE #2

School/Organization Name: City Seattle Parks

& Recreation Department Partnership Start and End Dates: Fall, 2003 to present

Contact Person: Daisy Catague Phone: 206-615-0303 Email: [email protected]


Please list the school with whom you would be interested in partnering during school year 2013-2014 (see next page for list of schools):

1) All current partners (see above) 2) Orca 3) Aki Kurose 4) Sealth

2

Nome: Asion Counseling ond Refenol Service Websile: www.ocrs.org

RFQ Areo Approved (se/ecf ol/ opplícoble)'.

f College ond Coreer Reodiness Nî Exponded Leorning Opportunities ffi Sociol, Emolionql, Behoviorql, ond Fomily Support

lndividuol's Nome: Junko Yomozoki

Cell Phone: Emoil: [email protected] Phone: 206-695-7538

Seotile Rreo(s) Served:

fi Norlheost {î Northwesl lf Cenlrol ffi SoulheosT ffi Southwest

lî Etemenlory (K-5) ll tr¡ioote (¿-a) Nii Hish (ç-rz)

Grodes Served

Speciol Populotions Served:

ffi English Longuoge Leorners lî Speciql Educolion

Pocific Americon lmmiqronls/refuqees ond LGBT communiiies

ffi oll.rerPleose specify:Asion

Areos of Supporl:

l , Mqth/Science il Reoding/Writing $î Atlendonce $î College/Coreer

fi Possing Core Courses ffi Sociol, Emolionol, Behoviorol, ond Fomily Supporl

fi Longuoge Acquisition

Service Delivery:

ffi Before School $l AfierSchool ff ouring School fî Weekends ll7 School Breoks

Cunent Levy-Funded School Porlners (if opplicobte): WesÌ Seoltle High School

Key Progrqm Slrolegies (Pleose prov¡de o brief overview of progrom sfrolegies including number of sludenfs served ond progrom cosfs/ :

l. Comprehensive bicullurol ond billinguol services fo oddress sociol, emofionol, ond behoviorol issues: including lndividuolCounseling, Support Groups, Fomily Theropy, Psychiolric Evoluolions, Drug/Alcohol Assessment, Cose Monogemenl

2. Fomily & Porent Supporl Services thol ore cullurolly ond linguislicolly relevonl, including linkoges lo needed resources to buildhousehold stobilify

3. Educotion ond support for young people to promole posilive cullurol idenlily, heolfhy relofionships, ond civic engogement;4. Consultolion ond educotion for fomilies, school personnel, ond community members on cross-cullurol porenling issues, chollenges

focing recenl immigront/refugee fomilies; ond subsfonce obuse lreolmenl5. School ond communily-bosed services, includinq bolh in-school ond ofler-school ocl¡vilies

Resulls Achieved lBuíets or Brîef Descr'iption)'.Þ Oulcome qchievemenl for mentol heolih ond chemicol dependency services is trocked through indicolors over lime, compor¡ng

findings from inÌoke ossessmenl ond every 90 doys over lhe course of services. One exomple is the YEP where progress ondochievemenf by lhe youfh ore compored from ossessmenl. ln 2010 ond 2011, 471 youlh demonslroled fullillment of one or moreimprovemenl gools (s.toy engoged in treofmenl, improve school ollendonce, on trock for groduolion). Of lhe 250 youth thotwere enrolled inlo Chemicol Dependency treotment, 90% of lhe youth refoined in lreotmenl, ond75% completed lreotmenl.

> For clienls receiving menlol heolth services, success is kocked through review of progress on reoching service gools, engogemenÌin oge oppropriofe ocfiviÌies ond use of Tools such os lhe Children's Globol Assessment Scole (CGAS) which roles level offuncfioning on o heollh-illness conlinuum. Of lhe 714 clienls receiving menlol heollh counseling in 2009 qnd 2010, 95% ochievedsuccesses, hoving met ot leost one gool on lheir individuol treolment plon, engoging in on oge oppropriole octivily, such os

school, ond increosed or moinfoined o posilive CGAS score.

Addilionol Notes:Founded in 1973, Asion Counseling ond Refenol Service (ACRS) provides culturolly compeÌenl ond longuoge specific counseling ondprevenÌion services lorgeiing Asion/Pocific lslonder (APl) immigronl ond refugee fomilies. Speoking over 40 longuoges ond diqlecls, ACRSworks wilh vulneroble fomilies focing mulÌiple sÌressors such os longuoge ond culturol borriers, fomily ond generotionol lroumo, substonceobuse, domeslic violence, poverly, ond unemploymenl. We ossisl fomilies ihrough on orroy of ì 3 progroms. Stoff work with children, youth,porenls, schools ond communily groups to sirenglhen fomilies ond build copoble ond resilienl youlh. Our feom includes highly lroined,moslers level, licensed menlol heolth ond certified chemicol dependency professionols. Allhough our lorgei populolion ore APls, servicesore occessible lo youth reqordless of geogrophy, elhnicily, closs, gender, income, educolion, sexuol orienlotion, oqe, obility or longuoge.

3

ln 2010, ACRS provided menÌol heollh, chemicol dependency, ond/or cose monogement services 1o over 550 youlh, wilh on elhnic/rociolbreokdown: Asion (72%1, Africon Americon (ó%), Lotino/Hisponic (6%l ond Coucosiqn (16%). Of lhese clienls, over95%were low-income.Given the stigmo oround seeking counseling services, os well os borriers lo occess including odequote lronsporlotion, longuoge ondpoverly, our counselors meel youlh ond lheir fomilies ot school, home, ond in lhe communily. Whether il is the boskelbqll courl, communitycenler, pork, librory, or moll, ACRS counselors reoch out ond engoge youth in lheir conlexl.

ACRS offers o voriely of resources lo help young people succeed. ACRS is o licensed provider of menlol heollh ond substonce obuseservices ond provide services under Medicoid os well os privote insuronce. ln oddilion to our clinicol progroms, ACRS olso offers ossisÌoncewilh employment services, citizenship, nulrilion progroms, ond o limited housing ossislonce progrom. For more informofion oboul theseprogroms, pleose visii our websile ol www.ocrs.org.

School/Orgonizolion Nome: King Counly Chemicol Abuseond Dependencv Services Division

Porlnership Slort ond End Doles: Moy l, 2009 lo presenl

Contocl Person: Mr. Geoff Miller Phone: 206-263-8960 Emoil: geoff [email protected]

School/Orgonizotion Nome: Cily of SeollleHumon Services Depl. Porlnership Slorf ond End Doles:

"ÏAyl l- ,2oO\ io QeSeWtContocl Person: Dwight Mizoguchi Emoil: [email protected]: 206-386-1044

Pleose list Ìhe school wilh whom you would be inleresled in porlnering during school yeor 2013-201 4 (see next poge for /isf of schooþChief Seolth Soulh LokeClevelond

4



Name: Children's Home Society of Washington Website: www.childrenshomesociety.org






Individual’s Name: Cathy Garland


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:High

needs, underperforming students; students with family support/intervention needs

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Madrona K-8


1. Case Management - This strategy is designed to provide wrap-around case management support for struggling students (due to

academic/attendance issues, family conflict, or any other reason.) Case Managers work one-on-one with students and parents to

identify their needs, access community resources, improve parenting skills and address children's problem behaviors. Each

child/family has an individual service plan and goals and sessions can be held in the school, home or other community location.

This strategy is based on the highly successful Readiness to Learn program, which CHSW has offered in various parts of the state for

more than 15 years. Each Case Manager serves up to 40 students during the school year (20 at any given time.) The cost of

operating this strategy with one Case Manager is $70,000; the incremental cost of adding a second Case Manager is $50,000.

2. Parent Education & Support - CHSW works with parents one-on-one and in groups to improve their parenting skills using the

following evidence-based curricula: Triple P (Positive Parenting Program - Level 3), Positive Discipline, Strengthening Families, and

Parent-Child Home Program (for parents of young children and those with special needs for transitioning to pre-school and

kindergarten.) Schools can select from among the available curricula tailored to their needs. The cost of providing parent

education and support services to approximately 40 families over the course of the school year (with multiple curricula) is $30,000.

3.

4.

5.


Parent Education - 60% of students with attendance issues will have less than 5 absences/semester; 60% of students with skill

deficits will reach typical growth

Case Management - 75% of students with attendance issues will have less than 5 absences/semester; 75% of students with skill


Additional Notes:

REFERENCE #1

School/Organization Name: Madrona K-8 Partnership Start and End Dates: 2012 - current

5

Contact Person: Farah Thaxton, Principal Phone: 206-252-3100 Email: [email protected]

REFERENCE #2

School/Organization Name: City of Seattle -

Partnership start-end dates: 1991 - current Partnership Start and End Dates:

Contact Person: Wendy Holman Phone: 206-233-7090 Email: [email protected]



1) Any school in the NE or NW or central area of Seattle 2) 3) 4)

6



Name: Children's Home Society of Washington Website: www.childrenshomesociety.org






Individual’s Name: Cathy Garland


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:High

needs, underperforming students; students with family support/intervention needs

Areas of Support:



Service Delivery:




1. Case Management - This strategy is designed to provide wrap-around case management support for struggling students (due to

academic/attendance issues, family conflict, or any other reason.) Case Managers work one-on-one with students and parents to

identify their needs, access community resources, improve parenting skills and address children's problem behaviors. Each

child/family has an individual service plan and goals and sessions can be held in the school, home or other community location.

This strategy is based on the highly successful Readiness to Learn program, which CHSW has offered in various parts of the state for

more than 15 years. Each Case Manager serves up to 40 students during the school year (20 at any given time.) The cost of

operating this strategy with one Case Manager is $70,000; the incremental cost of adding a second Case Manager is $50,000.

2. Parent Education & Support - CHSW works with parents one-on-one and in groups to improve their parenting skills using the

following evidence-based curricula: Triple P (Positive Parenting Program - Level 3), Positive Discipline, Strengthening Families, and

Parent-Child Home Program (for parents of young children and those with special needs for transitioning to pre-school and

kindergarten.) Schools can select from among the available curricula tailored to their needs. The cost of providing parent

education and support services to approximately 40 families over the course of the school year (with multiple curricula) is $30,000.

3.

4.

5.


Parent Education - 60% of students with attendance issues will have less than 5 absences/semester; 60% of students with skill


Case Management - 75% of students with attendance issues will have less than 5 absences/semester; 75% of students with skill


Additional Notes:

REFERENCE #1

School/Organization Name: Madrona K-8 Partnership Start and End Dates: 2012 - current

7

Contact Person: Farah Thaxton, Principal Phone: 206-252-3100 Email: [email protected]

REFERENCE #2

School/Organization Name: City of Seattle -

Partnership start-end dates: 1991 - current Partnership Start and End Dates:

Contact Person: Wendy Holman Phone: 206-233-7090 Email: [email protected]



1) Any school in the NE or NW or central area of Seattle 2) 3) 4)

8



Name: Chinese Information & Service Center Website: www.cisc-seattle.org






Individual’s Name: Hueiling Chan

Cell Phone: Work Phone: 206-624-5633

x 4139 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:Chinese

and Vietnamese

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): N/A


1. Parent education classes specifically geared toward immigrant families with children. Topics may include supporting child

developmental needs, effective communication, positive discipline, using The Source, internet safety, and family engagement.

Cost for series of 8 classes for 15 families = $3,600.

2. Academic, emotional, individual and family support provided through an afterschool program. Activities include bilingual

homework guidance, academic enrichment activities, computer classes, regular communication with school teachers and

counselors, biligual literacy-based projects, family support and parent engagement case management services. Cost for 10

participants per academic year = $30,000.

3. Family outreach to Chinese immigrant families with children in Seattle Public Schools regardless of ELL status. Essentially case

management which would include home visits, participation in workshops in the home language, meeting basic needs such as

financial issues, housing, transportation, employment and connection to services if not offered internally through CISC. In addition,

we would arrange for family outings to promote college awareness and reinforce preparation and planning efforts. Cost per

family per year = $800.

4.

5.


Out of 25 sets of parents all 25 have increased involvement in their children’s education. 92% of the parents report improved

communication with teachers, counselors and principals.

93% reported that they have changed their parenting practices to support child social and emotional development. Our students

have demonstrated improvement in emotional and social relationship performance by 81%.

25 ELL students have an average of 7.66% gain in WLPTTII scores.

27 students served by CISC increased their MAP reading score by 8.62% and their MAP math score by 8.29%.

Additional Notes:

Chinese Information and Service Center offers a broad range of social, family, employment, education, and cultural programs to the

Chinese and other Asian communities in King County. Founded in 1972 by student volunteers to meet the needs of Chinese immigrants,

particularly seniors, CISC has grown to become one of the area’s largest and most effective providers of referral and direct services to

bilingual/bicultural individuals and families. In 2011, more than 20,000 people took advantage of programs that ease and enrich the lives of

youth, parents, and elders in the years immediately following immigration and well beyond.

Programs serving families and youth focus not only on promoting academic achievement, but bicultural identity development. CISC has a

long history of providing

9

family case management

youth development activities

family support and

parenting

in addition to traditional academic support to ensure that our youth succeed in school.

Working with the entire family system is crucial to ensuring the success of the individual student, particularly within immigrant communities.

CISC has an holistic approach to services, building on strengths within the family to create opportunities for growth and success in school

and in life. Helping families build bridges between cultures, communities and generations is a key goal in all of our programs

REFERENCE #1

School/Organization Name: Kimball Partnership Start and End Dates: Ongoing

Contact Person: Jeanne Kuban Phone: 206-252-7280 Email: [email protected]

REFERENCE #2

School/Organization Name: Tops Partnership Start and End Dates:

Contact Person: Ellen C. Riggs Phone: 206-252-3542 Email: [email protected]



1) Kimball 2) Maple 3) Bailey Gazert 4) TOPS 5)SWS

10



Name: City Year Seattle/King County Website: www.cityyear.org/seattle




Elementary Social, Emotional, Behav ioral, and Family Support Middle and High School Social, Emotional, and Behav ioral


Individual’s Name: Simon Amiel


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Denny International Middle School and Roxhill Elementary School


1. City Year Seattle/King County partners with six Seattle Public Schools: Denny International and Aki Kurose Middle Schools and

Roxhill, Emerson, Martin Luther King Jr. and Highland Park Elementary Schools, serving a total of 2,867 students. We focus primarily

on 3-8 graders. For school year 2012-2013, City Year Seattle/King County’s operating budget is $2,887,557; the budget for all of City Year’s education programs is $2,041,090.

2.

3. Providing Academic Support: through one-on-one and small group tutoring, City Year corps members conduct academic

activities that increase student learning by working directly with students who need assistance in math and literacy. 4. Providing Out-of-School Time Programming: Every day, Monday – Thursday, City Year corps members run before and after-school

programs to further support academic goals and promote attendance and positive behavior.

5. Providing Positive School Climate: City Year corps members facilitate lunchtime and recess programs that address conflicts like bullying and host family engagement events focused on math, literacy, and cultural appreciation.

6.

7.

8. 9.


� 3-5 grade literacy: 80% of students made gains, 49% improved a grade level or more, and 14% moved from behind grade level to

meeting or exceeding grade level over the course of the year. Progress charted based on the Measurement of Academic

Progress—MAP standardized test. � 3-5 grade math: 96% of students made gains, 59% improved a grade level or more, and 23% moved from behind grade level to

meeting or exceeding grade level over the course of the year. Progress charted based on the Measurement of Academic

Progress—MAP standardized test

� 6-8 grade literacy: 79% of students who were tutored one-on-one or in small groups improved their score on the start-of-year to end-of-year standardized reading Measure of Academic Progress (MAP) test and 32% moved from below grade level to at or

above grade level.

� 6-8 grade math: 67% of students who were tutored one-on-one or in small groups improved their score on the start-of-year to end-

of-year standardized math Measure of Academic Progress (MAP) test and 24% moved from below grade level to at or above grade level.

�

�

�

11

Additional Notes:

REFERENCE #1

School/Organization Name: Denny International Middle School

Partnership Start and End Dates: 9/2010 - Present

Contact Person: Jeff Clark Phone: 206.252.9005 Email: [email protected]

REFERENCE #2

School/Organization Name: Roxhill

Elementary Partnership Start and End Dates:

Contact Person: Sahnica Washington Phone: (206) 252-9570 Email: [email protected]



1) Emerson Elementary 2) MLK Jr. Elementary 3) Highland Park Elementary 4) Aki Kurose Middle School

12



Name: Communities In Schools of Seattle Website: www.seattle.ciswa.org






Individual’s Name: Shira Rosen


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:highest

risk for drop-out.

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Roxhill, Pathfinder K-8


1. 10% of the most challenged students at the school receive case management from a site coordinator. All supplies plus .5FTE =

$43,000; .75 FTE = $62,500; 1.0 FTE = $82,000 to cover all program startegies.

2. All case managed students develop a student success plan, with the site coordinator, that outlines ways to improve attendance,

behavior and coursework.

3. Families of these students receive support such as: parent/guardian education on student learning and accessing student data;

evening dinner and education sessions for specific ethnicities; information on entering elementary school or transitioning to middle

school; and, other areas of need identified by the school for families.

4. The Site Coordinator will access or create partnerships with other social service providers, businesses, community members and

community organizations to bring the community into the school to ensure the students gain the resources they need in all areas.

5. At least 8 school-wide activities are organized by the site coordinator and can include assemblies, field trips, speakers, and more

that touch at least 75% of students.


Of the case managed students:

* 100% will be promoted to the next grade or graduate

* at least 70% will Improve attendance, behavior, and coursework.

Community asset mapping for the school.

Enhanced and new relationships with community partners(nonprofits, businesses, community members, places of workship).

Additional Notes:

Case management may include tutoring, homework help, intensive math/reading support, attendance contracts, support groups, regular

check-ins, and more.

REFERENCE #1

School/Organization Name: Rainier Beach HS Partnership Start and End Dates: 2008 to present

Contact Person: Dwane Chappelle Phone: 206-252-6350 Email: [email protected]

REFERENCE #2

School/Organization Name: Roxhill


14

Contact Person: Sahnica Washington Phone: (206) 252-9570 Email: [email protected]



1) All schools, especially Emerson 2) Rainier View 3) Chief Sealth 4) Sanislo

15



Name: Community Day School Association (CDSA) Website: www.communitydayschool.org






Individual’s Name: Catherine Willis

Cleveland


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:Low

Income

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Beacon Hill International Elementary Schoo and Madrona K-8


1. Academic instruction in areas of Reading, Math, Science, and Language Acquisition

2. Hands-on experiental learning

3. Engaging families in the learning process

4. Positive Mentoring from culturally competent teachers whoa re skilled in lesson-planning

5. Guiding ties to kindergarten teachers and schools, & implementing K-3rd grade alignment

6. Learning self-efficacy and empathy through the arts

7. Promoting health and wellness, good nutrition, and exercise

8. Linking families to a host of supportive community partnerships & resources

9. Volunteers who engage with children & families both in and out of the classroom


MAP Scores as part of CDSA's Academic Achievement Program (AAP) -- Math: 72% of students who were a part of the AAP made

typical growth or more in math(an increase from 53%) . Reading: 71% of students who were a part of the AAP made typical

growth or more in reading (an increase from 44%). Attendance: 82% of students who were apart of AAP had fewer that 10 full-

day school absences

United Way of King County Parent & Teacher Surveys -- Over 90% of children improve both academically and socio-emotionally

Teaching Strategies Gold -- 98% of children meet developmental and learning expecations

GSV and Peabody Picture Vocabulary Test (PPVT) -- 91% of assessed children demonstrate progress/meet standard

Early Learning Network Information System (ELNIS) -- 85% of children with 85%+ attendance

United Way of King County Parent & Teacher Surveys -- 97% of children graduate CDSA's preschool Kindergarten ready

Additional Notes:

CDSA serves 850 school age children, ages 5-12, in 9 SPS locations. Our MONTHLY costs for 5 day per week afterschool academic and

enrichment learning, is $275. This tuition also includes nutritious snacks. The full day (from 7am to 6pm) cost for school closure days, is $35,

which covers academic and enrichment learning, a nutritious meal, snacks, and all field trips. We also support families in obtaining

resources and referrals, signing up for DSHS and City Subsidized Tuition, and assist in bridging communication with their school.

REFERENCE #1

School/Organization Name: Beacon Hill International School Partnership Start and End Dates: Continuing since 2005

Contact Person: Kelly Aramak, Principal Phone: 206.252.2700 Email: [email protected]

16

REFERENCE #2

School/Organization Name: Arts Corps Partnership Start and End Dates:

Contact Person: Lara Avis, Program Director Phone: 206.722.5440 Email: [email protected]



1) Hawthorne 2) Kimball 3) Leschi 4) Highland Park, Sanislo, and Maple

17



Name: The Danna K. Johnston Foundation Website: www.dannaKjohnston.org






Individual’s Name: Danna K. Johnston


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable):


1. We offer the following programs to increase the number of 9th graders promoting on time to 10th grade:

2. Successful Youth - a year-long, 9th Grade Academic Enrichment and College Awareness Program led by a 1.0 FTE On-Site

Program Coordinator. The Program Coordinator works closely with the 9th Grade Teaching and School Counseling Teams to

deliver the following programming components: Success Planning & Academic Intervention (including In classroom tutoring

support); College & Career Awareness & Study Skills Improvement Advisory Workshops; Lunch & Learn Workshop Series / College

Field Trips; Family Engagement Events - $2,000/student.

3. 9th Grade Summer Bridge Program - a 6-week math skill buildng and Academic Enrichment Summer Learning Program for 30

incoming 9th Graders, $2,185/student.

4.

5.

6.


2010/2011 – 11% improvement over their peers in on-time promotion from 9th to 10th grade

Summer 2012 - 24% average increase in core study skills (as measured by a pre- and post-assessment

2009/2010 – 100% on-time graduation rate compared to 70% for their peers; 83% enrolled in college within 1 year of graduating

compared to 49% of their peers

Additional Notes:

REFERENCE #1

School/Organization Name: Rainier Beach High School Partnership Start and End Dates: 9/5/2009 - current

Contact Person: Dwane Chappelle Phone: 206-252-6350 Email: [email protected]

REFERENCE #2

School/Organization Name: Communities In

Schools Partnership Start and End Dates:

Contact Person: Shira Rosen Phone: (206) 252-0008 Email: [email protected]

18



1) Rainier Beach High School 2) South Lake 3) Cleveland High School 4) Chief Sealth International

School

19



Name: Edge Foundation Website: www.edgefoundation.org






Individual’s Name: Tim Kniffin

Cell Phone: 206.234.2597 Work Phone: 206.631.7720 Email: tkniffin.edgefoundation.org

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Students At risk for dropping out with issues related to attendence, behavior and course completion

Students with executive functioning challenges, including those with ADHD

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): n/a (Currently working with schools in Tacoma and Highline School Districts)


1. Consistent weekly coaching sessions and follow up (individual, small group or a combination, depending on student eed)

2. Integration of coaching intervention within the school's student support system, including consultation and support

3. Training of guidance counselors and other school staff in using coaching techniques to help youth with executive functioning

challenges, including ADHD

4. Screening, assessment and evaluation tools to track student progress, along with consultation and support

5. Scope of Program: Up to 50 students at a cost of $75,000 (Flexible based upon school need)


Increased graduation rate (three times the expected graduation rate in the 2011-2012 pilot year)

Increased grade point average (36% increase in student GPA and 50% reduction in course failure in pilot year)

Decrease in problem behaviors (as measured by a modified version of Vanderbilt Assessment Scale/VAS)

Improved Learning and Study Skills (100% of students reported enhanced learning and study skills)

Improvement in motivation and concentration/reduction in anxiety (Learning and Studies Strategies Inventory/LASSI)

Additional Notes:

REFERENCE #1

School/Organization Name: Giadrone Middle School

(Tacoma Public Schools) Partnership Start and End Dates: Sept 1, 2011 to August 31, 2014

Contact Person: Zeek Edmond Phone: 253-571-5811 Email: [email protected]

REFERENCE #2

School/Organization Name: Big Picture High

School (Highline Public Schools) Partnership Start and End Dates:

Contact Person: Jeff Petty Phone: 206-631-7700 Email: [email protected]



1) Aki Kurose Middle School 2) Any Levy Funded Middle and High Schools 3) 4)

20



Name: Educators for Social Responsibility (ESR) Website: www.esrnational.org






Individual’s Name: Denise Wolk

Cell Phone: 401-255-8183 Work Phone: 617-492-1764

ext. 20 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:




1. Designing and Implementing an Effective Advisory/Postsecondary Planning Program: ESR helps schools to establish advisory

programs that play a central role in supporting college and career readiness and planning. Advisory is a fundamental structure for

middle and high school students to develop key life skills, metacognitive skills, and habits of learning in support of academic

achievement, postsecondary planning, and healthy development. Advisories provide the structure for students to have

opportunities to practice and rehearse these skills and habits in an authentic setting with a peer group that supports and learns

from one another. Advisories build a strong career-ready, college-going peer culture and create a personalized learning

environment where all students are well known by at least one adult through weekly small group meetings and one-to-one

interactions. 500 students/40 staff $41,500/year. 19 on-site days with staff.

2. Creating High-Performing, High-Achieving Classrooms: Prepares teachers to create safe, orderly, engaging, and rigorous

classrooms. It helps teachers learn a range of research-based instructional strategies, classroom practices, protocols, and

procedures for reaching and engaging all learners and implementing a problem-solving, restorative approach to classroom

management and discipline called Guided Discipline and Personalized Student Support. 500 students/40 staff $35,100. 16 on-site

days with staff.

3.

4.

5.


Student Outcomes: Increases in students’ academic persistence and performance, self-directedness, self-management, and

engagement in learning; Increases in students’ sense of belonging and attachment to school; Increases in average daily student

attendance and reductions in late arrivals, tardies during the school day, and class cuts;

Faculty Outcomes: Establishment of engaging classrooms and effective advisories; Development of strong relationships between

students and adults as the basis for supporting students’ personal, academic, and postsecondary development

School Outcomes: A safe, respectful, orderly, supportive classroom environment and learning-focused culture where ALL students

can excel academically; A strong career-ready, college-going culture in which all adults ensure that students complete grade-

level postsecondary milestones; Actively engaged families/allies in the postsecondary planning process; Increase in the number of

students that graduate with a postsecondary plan two years beyond high school, the number of students that are accepted by

at least two postsecondary institutions, and the number of students who enroll in college.

21

Additional Notes:

REFERENCE #1

School/Organization Name: Seattle Public Schools - Office of

College & Career Readiness Partnership Start and End Dates: Oct-Nov 2012

Contact Person: Janet Blanford Phone: 206-252-0184 Email: [email protected]

REFERENCE #2

School/Organization Name: Partnership Start and End Dates:

Contact Person: Phone: Email:



1) Interagency academy 2) Franklin HS 3) Eckstein MS 4) Chief Sealth and any other HS

22



Name: Educators for Social Responsibility (ESR) Website: www.esrnational.org



Expanded Learning

Social, Emotional, Behavioral, and Family Support


Individual’s Name: Denise Wolk

Cell Phone: 401-255-8183 Work Phone: 617-492-1764

ext. 20 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)Special Education Other

Please specify:

Areas of Support:


Passing Core Courses Social, Emotional, Behavioral, and Family Support

Service Delivery:




1. Designing and Implementing an Effective Advisory/Case Management System: Establish advisory programs that play a central

role in case management within a school. Advisory is a fundamental structure for middle and high school students to develop key

life skills, metacognitive skills, and habits of learning in support of academic achievement, postsecondary planning, and healthy

social and emotional development. Advisories create a more personalized learning environment where all students are well

known by at least one adult through weekly small group meetings and one-to-one interactions. Advisors also support students and

families with the transition from 5th to 6th and 8th to 9th grades. 500 students/40 staff $41,500/year. 19 on-site days with staff.

2. Creating High-Performing, High-Achieving Classrooms: Prepares teachers to create safe, orderly, engaging, and rigorous

classrooms. It helps teachers learn a range of research-based instructional strategies, classroom practices, protocols, and

procedures for reaching and engaging all learners and implementing a problem-solving, restorative approach to classroom

management and discipline called Guided Discipline and Personalized Student Support. 500 students/40 staff $35,100/year. 16 on-

site days with staff.

3. Building Effective Teams: Helps middle and high schools build effective grade-level teams that play a crucial role in case

management systems, often coupled with advisory and three-tier behavior systems. Schools will develop effective, high-

performing teams that: 1) hold collective responsibility for equitable access and opportunities for a cohort of students; 2) use data

to target and improve academic and behavioral supports and interventions for students; 3) increase student attachment to

school; and 4) improve learning and achievement for every student. 500 students/40 staff $23,100/year. 11.5 on-site days with staff

4. Establishing a Three-Tier, Restorative Approach to School-wide Discipline: ESR facilitates a data-informed process for reviewing,

revising and streamlining school-wide discipline and behavioral supports and interventions. The process uses the Positive

Behavioral Supports (PBS) three-tier framework to design and ensure opportunities, supports, and interventions for all students that

encourage positive behaviors. The three-tiered framework is based upon the recognition that different students need different

amounts and kinds of time, attention, and support to learn successfully and behave responsibly. ESR emphasizes a problem-

solving, restorative approach, rather than a punitive approach. It includes practices which range from guidance behavior

replacement sessions and peer mediation to alternatives to suspension. ESR will help strengthen school-wide essentials like the

code of conduct and referral system. 500 students/40 staff $62,500/year. 24.5 on-site days with staff.

5.


Examples of student outcomes: Increases in student efficacy, self-directedness, self-management, academic persistence and

engagement in learning; Greater student responsibility and accountability; Increases in students’ sense of belonging and

attachment to school; Increases in average daily student attendance and reductions in late arrivals, tardies during the school

day, and class cuts

Examples of faculty outcomes: Increases in comfort, commitment, and competencies to establish classroom learning

environments where teachers serve as “first responders”, who provide tier 1 and 2 behavior supports and interventions inside and

23

outside the classroom; Development of capacity to productively handle a wide array of adolescent behaviors; Development

and submission of annual classroom management plans that reflect a preventative, problem-solving, restorative practices

orientation with use of accountable consequences; Development of strong personal relationships among and between students

and adults as the basis for supporting students’ personal, academic, and postsecondary development

Examples of school outcomes: A safe, respectful, orderly, supportive classroom and school environment and learning-focused

culture where ALL students can excel academically by providing a range of instructional, academic, and behavior supports; A

classroom discipline and student support system that feels fair and supportive to students, effective to faculty, and supported by

administrators; A reduction in referrals and suspensions, generally, and in disproportionate referrals and suspensions for particular

groups of students; Increased family engagement

Additional Notes:

see brochure for additional descriptions and program information.

REFERENCE #1

School/Organization Name: Seattle Public Schools - Office of

College & Career Readiness Partnership Start and End Dates: Oct-Nov 2012

Contact Person: Janet Blanford Phone: 206-252-0184 Email: [email protected]

REFERENCE #2

School/Organization Name: Partnership Start and End Dates:

Contact Person: Phone: Email:



1) Interagency academy 2) Denny MS; Aki MS 3) Eckstein MS 4) Chief Sealth and any other HS

24



Name: Life Enrichment Group Website: www.lifeenrichmentgroup.org






Individual’s Name: Monika C. Mathews


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease

specify:Children of color, particularly African American, with multiple external barriers to learning.

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): YMCA


1. 2 hour daily after school enrichment which includes tutoring, mentoring & life skill development directly related to academic

success.

2. Additional support during advisory periods available.

3. 1:7 student/mentor ratio.

4. Group, individual & peer to peer mentoring

5.


Increased confidence in self and academic abilities.

Improved school attendance

Increased ability to think critically and make responsible life choices.

Academic improvemnet/grade progression

Connection to positive adult mentors and role models.

Cost- 20 students,( 2) .5 FTE, twice a week after school programming with flexible daily advisory options and various field trips and

community service throughout the duration of the program, Sept 1-June 1 $10,000.

Additional Notes:

REFERENCE #1

School/Organization Name: YMCA/Cleveland High School Partnership Start and End Dates: Sept 2009-June 2013

Contact Person: Kalayaan Domingo Phone: 206.252.7817 Email: [email protected]

REFERENCE #2

School/Organization Name: YMCA/ Aki

Kurose Middle School Jan 2012-June 2013 Partnership Start and End Dates:

Contact Person: Kristin Brewster Phone: 206.252.7700 Email: [email protected]



25

1) South Lake High School 2) Cleveland High School 3) Garfield High School 4) Chief Sealth High School

26

FAMILIES AND EDUCATION LEVY APPROVED ORGANIZATION OVERVIEW Organization Name: Literacy in the Community (LitCom) Website: www.freeliteracy.net RFQ Area Approved (select all applicable): College and Career Readiness and Planning X Expanded Learning Opportunities

Social, Emotional, Behavioral, and Family Support


Program Lead Name: William Jackson

Cell Phone: (206)618-6530 Work Phone: (206) 295-3695 Email: [email protected]

PROGRAM OVERVIEW Seattle Area(s) Served:

X Northeast X Northwest X Central X Southeast X Southwest Grades Served: X Elementary (K-5) X Middle (6-8) X High (9-12) Special Populations Served: X English Language Learners (ELLs) X Special Education X Other Please specify: African American/other underserved student Achievement Gap Areas of Support: X Math/Science X Reading/Writing Attendance College/Career X Language Acquisition

X Passing Core Courses Social, Emotional, Behavioral, and Family Support Service Delivery: X Before School X After School X During School X Weekends X School Breaks

Current Levy-Funded School Partners (if applicable): None

Key Program Strategies: As a State approved SES Provider, our goal is to aid schools in achieving student their learning goals. Digital handheld audio/video devices will be utilized and provided during student instruction in support of reading comprehension through recorded questions, fluency through modeling and math through real world applications. Groups of students will engage with learning Apps and with the tutor to increase skills in all subjects. Two students working together use the devices to pace for individual instruction. Pacing and repeat questions are particularly useful for ESL students. For those needing assistance in reading, Students and tutors access reading apps installed on the device and engage in book discussions and activities together to help improve reading fluency and word recognition by seeing and hearing the words. In groups of 2 to 4, students access audio books with the tutor and engage in book discussions, which also help to improve reading fluency and comprehension. For those needing assistance with math, students engage with the tutor and access math apps installed on the device to gain an understanding of concepts such as addition, subtraction, as well as fractions. While our first option is to use curriculum, software and tools available from schools, we also have many resources of our own including Houghton Mifflin SkillsTutor, www.skillstutor.com, Digital Education Software www.EASYESL.net and Apple iPod www.apple.com/ipod/

Please keep us informed of any questions, concerns and student progress at www.freeliteracy.net

REFERENCE #1

School/Organization Name: Federal Way School District Partnership Start and End Dates: 2006 through 2012

Contact Person: Dr. Reginald Reid Phone: 206 683-2036 Email: [email protected] REFERENCE #2

School/Organization Name: McIlvay Middle Partnership Start and End Dates: Early 2004 through 2008 Contact Person: Dan Dizon, Director of HR Operations/Recruitment Seattle School Phone: (206) 252-0377 Email: [email protected]

PROSPECTIVE SCHOOL PARTNERSHIPS Please list the school with whom you would be interested in partnering during school year 2013-14 (see next page for list of schools): 1) All schools District wide

http://www.skillstutor.com/

http://www.easyesl.net/

http://www.apple.com/ipod/



Name: Neighborcare Health Website: www.neighborcare.org






Individual’s Name: Colin Walker


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Highland Park Elem, Roxhill Elem, Dearborn Park Elem, Van Asselt Elem, Denny MS,

Mercer MS, Madison MS, Roosevelt HS, West Seattle HS & Chief Sealth HS. In addition to Levy Funded schools we also work with two MIDD/

King County funded programs: Seattle World School and Hamilton MS.


1. Neighborcare will provide mental health services aimed at reducing bio-psycho-social-behavioral factors posing barriers to

academic success and/or attendance including: individual, family, and/or group therapy, student or parent focused education,

awareness, and prevention activities, and staff education or mini-trainings. Services will be provided on-site, in coordination with

the school's academic plan.

2. Neighborcare will utilize therapeutic approaches, including one-on-one and family sessions, demonstrated as effective with

elementary/ middle school/ high school populations, including students with a history of trauma. Neighborcare will maintain a

caseload and coordinate care with other mental health providers.

3. Neighborcare will utilize its school-based support personnel, including Eligibility Specialists to coordinate access to other health,

wellness, housing, food, and social support resources for families in the community.

4. The specific scope of services for the social, emotional, behavioral, and family support program will be based on the school’s

identified needs and priorities, but Neighborcare intends to focus on working with any student who needs additional social,

emotional, or behavioral support and will benefit from individual or family mental health services.

5. Program costs vary depending on the school's priorities, preferred scope of work and the number of students in need. Cost for a .4

FTE mental health provider is $38,600 including salary and benefits for the provider, site level operations and administrative

overhead costs, which equates to a target number of approximately 32 students receiving continual services with a shorter to

moderate intensity of support. Incrementally this would equate to approximately 8 students per .1 FTE/$9,650.


Mental health services in schools, including those provided by Neighborcare, have been shown in studies and in practice to

reduce absences and improve academic readiness and performance.

Neighborcare's School-based Program continually reports on and meets all targets associated with SBHC Levy funding; including

state standardized test improvement, graduation rates, academically at-risk student identification, and SBHC user volumes.

In 2011, Neighborcare’s school-based program served 2,308 patients through 12,834 visits (51% were mental health visits). Among

the students served in 2011, 65% were non-white, 17% were uninsured, 6% were homeless, and 11% were English language learners.

There were 29 different languages reported by school-based patients in 2011.Of those patients with family income level

information on file, 68% were living below the federal poverty level (FPL) and 19% were living at or below 200% FPL. According to

the Levy data for the 2010-2011 school year, 58% of the students seen in Neighborcare’s SBHCs were enrolled in the free or

reduced price lunch (FRL) program.

In school year 2010-2011, out of the students using any SBHC or school nurse service in Seattle Public Schools, 1,230 12th graders

graduated (825 target) and 628 met MSP/HSPE standards that had not previously (175 target).

Neighborcare achieved all school-based grant targets in 2011, including funding measures associated with other site specific

program funding. Funding requirements set by the City of Seattle's Youth Mental Health Program were met, where 40 out of 48

27

students achieved goals associated with mental health delivery.

Additional Notes:

REFERENCE #1

School/Organization Name: Seattle Public Schools Partnership Start and End Dates: 1993-2012

Contact Person: Carmela Dellino Phone: 206-252-9575 Email: [email protected]

REFERENCE #2

School/Organization Name: Public Heallth

Seattle King County Partnership Start and End Dates:

Contact Person: TJ Cosgrove Phone: 206-263-8352 Email: [email protected]



1) Concord Elem. 2) John Muir Elem. 3) Emerson Elem. 4) Bailey Gatzert Elem./West Seattle Elem

28



Name: Neighborhood House Website: www.nhwa.org






Individual’s Name: Catherine Verrenti

Cell Phone:

Work Phone: 206.461.8430

x229 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


specify:Students with high needs, those that struggle academically and those that display early warning indicators

Areas of Support:



Service Delivery:




1. Kindergarten Transition Support - Includes a 4 week, 4 hours/day, summer kindergarten readiness program for children and family

engagement activities. One lead teacher and two aides can serve 20 children at the cost of $13,435. Research shows a high

correlation between parent involvement and student success in school, therefore, our kindergarten transition support includes

engagement activities for families that we will develop in coordination with school staff and teachers. Additionally, we will share

our own culturally and linguistically appropriate kindergarten transition materials with school staff and other early learning

providers to ensure that families have access to as much information as possible before school begins.

2. Prevention Focused Case Management Support (students with early warning indicators)- Core services will include academic

coaching, attendance interventions, grade counseling, as well as individual counseling, and home visits with varying frequency

based on student need. Duration 1 year; 1-2 hours per month with youth, 1 hour every four months with parents. Service can be

provided to 25 youth per FTE at a cost of $74,933 for both Prevention and Intensive Case Management.

3. Intensive Case Management Support (students with high risk indicators including failing classes, chronic absences, substance

abuse, suspensions) - Core services will include academic coaching, attendance interventions, grade counseling, as well as

individual counseling, drug/alcohol support, and monthly home visits with varying frequency based on student need. Duration 2

years; 1-2 hours per week with youth, 1 hour per month with parents. Service can be provided to 25 youth per FTEat a cost of

$74,933 for both Prevention and Intensive Case Management.

4. School and Family Connections (including Transition Support) -Since 2003 Neighborhood House has worked in 10 schools

collaborating with school staff to help immigrant/refugee students and their parents. Services include individual work with youth

and parents to connect them to community resources, help them access and understand how to use The Source, educate them

on what to expect when transitioning, assist with communication, develop first language tools to increase learning at home,

provide behavioral assistanceand provide information on what children should be doing to succeed in school and how to

support learning at home.1 hr per week with students, 2-3 hours per month with parents. Services can be provided to

approximately 30-40 families per FTE at the cost of $44,397.

5. Partnerships with Schools: As the lead agency for the place based strategy called High Point PROMISE, we have spent several

years working intensively to understand the needs of the schools that our children attend and deepening our level of

collaboration, communication and alignment with their work. This has included a focus on communication, data sharing, and

coordination of services to improve academic outcomes. As part of this work, we currently have an approved memorandum of

understanding and a data sharing agreement with Seattle Public Schools. We also sit on the Intensive School Partnerships work

group, helping to lead district policies governing and guiding school and community partnerships. Additionally, we work with

district staff dedicated to increasing parent involvement and communication at Title One Schools to increase parent participation

29

in the education process.


Case Management Support: For the past 5 years, Neighbhorhood House has been providing intensive case management services

to 50-60 high risk youth per year at Denny International and Aki Kurose Middle Schools. In the past two years, 96% of families

increased their level of connection to school; 89% of youth were connected to external support resources; 72% reduced the

number of classes they were failing; 60% improved their grades in math and 55% improved their grades in English. Program

evaluation has also reported that our services contributed to improvements in student behaviors, improved classroom

management and more timely behavior improvements.

Case Management Support: Neighborhood House anticipates that 72% of youth will reduce failing courses, 68% will improve

attendance and/or early warning indicators, and 48% will make progress on MAP reading and/or math assessments.

Kindergarten Transition Support: One-hundred percent of incoming kindergarten students served by Neighborhood House’s

Kindergarten Transition program at West Seattle Elementary School in 2011 were registered for kindergarten on-time as a result of

the assistance they received to help them complete the necessary paperwork and immunization forms.

Kindergarten Transition Support: Neighborhood House's Head Start programs focus on getting children kindergarten ready on

multiple levels. Our teachers ensure that children enter kindergarten with the knowledge and skills to be successful by using the

Teaching Strategies GOLD system that aligns with WaKIDS goals. We anticipate that 85% of the youth served will meet age level

expectations on WaKIDS.

School & Family Connections: In 2009-10, Neighborhood House worked with 3 other partners and district staff to serve 340

elementary students and their families through the Family and Community Engagement in Education program. This work resulted

in: 84% of the families served attending 2 or more academically focused family events; 66% of youth having less than 5 absences

during the 2nd semester; 7% of students increasing their MSP reading score and 12% increasing their MSP math score. We

anticipate that 78% of youth improving attendance, 50% of youth making progress on MAP reading and/or math, and 50% of ELL

youth will make gains on the WELPA.

Additional Notes:

REFERENCE #1

School/Organization Name: Denny International Middle

School Partnership Start and End Dates: Ongoing

Contact Person: Jeff Clark Phone: 206.252.9000 Email: [email protected]

REFERENCE #2

School/Organization Name: Seattle Public

Schools Partnership Start and End Dates:

Contact Person: Courtney Cameron Phone: 206.252.0513 Email: [email protected]



1) West Seattle ES 2) Chief Sealth HS 3) Bailey Gatzert ES 4) Aki Kurose MS

30



Name: Pi Plus Tutors Website: www.piplustutors.com






Individual’s Name: Alison Allen, Sr Prog. Mgr,

Brian Forster, President

Cell Phone: Work Phone: 855.747.5878

ext. 700&702

Email: [email protected]

[email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): NA


1. ELO Program: standards-based small-group instruction with 6:1 student/instructor ratio for K-12 students in math, reading/language

arts, science. Curriculum includes Everyday Math, Illuminations, Reading A-Z, DRA, engaging hands-on activities and

manipulatives. Program will take place after school, twice a week for 90 minutes each day.

2. College & Career Readiness: small-group academic instruction in math, reading/langage arts, science and/or college entrance

preparation. Academic instruction takes place after school and consists of small group instruction with 6:1 student/instructor ratio

for students in grades 6-12. The focus of the program is passing courses, improving state exam scores and keeping students'

engaged in school. College prep program offers a blended learning SAT/ACT prep approach, combining in-person instruction

with a state of the art online learning center, along with additional guidance to applying for college and financial aid.

3. Social, Emotional, Behavioral Support: targeted intervention program that combines small-group math, science,

reading/language arts instruction with social and life skills, parent/school involvement and individualized case management

support. Academic program will take place after school, twice a week for 90 minutes each day, in addition to parent

involvement and case management.

4. Number of students served at each location: minimum 20, max 40. Target per pupil allocation of $1800/student for 60 hours of

instuctional time. Estimated costs depending on enrollment: $36k-72k. 90minutes/day, 2x/week (M/W or T/TH) for 20 weeks. 3-6 PTE

Tutors, .5 FTE Site Cooridinator/Prg. Mgr.

5. College Test Prep program will be 8 weeks of instruction, 2 days per week, 2.5 hours per day. Family involvement and online

learning center will be supplemental.

6.

7.


29% growth in math based on 20 hours of instruction, noted by the average raw score increase in pre/post on MSP content areas.

23% growth in reading based on 20 hours of instruction, noted by the average raw score increase in pre/post on MSP content

areas.

More than a 200 point improvement (average) on SAT as a result of company's blended learning instruction model.

Improved attitude, confidence and participation in classroom.

Additional Notes:

Pi Plus Tutors is a NW-based, family owned educational services provider with a mission to connect passionate educators with inspired

students. Known as one of the largest SES providers in the state, Pi Plus provided tutoring services to nearly 1,000 low-income students in over

40 WA school districts during the 2011-2012 school year. Pi Plus uses diagnostic and formative assessments that are linked to current GLEs to

determine individual student learning plans and steer the course of instruction. Lessons are standards based and incorporate hands-on

31

activities, targeted intervention methods, as well as ELL instruction.

REFERENCE #1

School/Organization Name: OSPI - Title 1/LAP Partnership Start and End Dates: 9/2010 - 7/2012

Contact Person: Dr. Reginald Reid Phone: 360-725-6168 Email: [email protected]

REFERENCE #2


Schoos Partnership Start and End Dates:

Contact Person: John Hughes Phone: 206-252-0064 Email: [email protected]



1) All schools 2) 3) 4)

32



Name: Pi Plus Tutors Website: www.piplustutors.com






Individual’s Name: Alison Allen, Sr Prog. Mgr,

Brian Forster, President

Cell Phone: Work Phone: 855.747.5878

ext. 700&702

Email: [email protected]

[email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): NA


1. ELO Program: standards-based small-group instruction with 6:1 student/instructor ratio for K-12 students in math, reading/language

arts, science. Curriculum includes Everyday Math, Illuminations, Reading A-Z, DRA, engaging hands-on activities and

manipulatives. Program will take place after school, twice a week for 90 minutes each day.

2. College & Career Readiness: small-group academic instruction in math, reading/langage arts, science and/or college entrance

preparation. Academic instruction takes place after school and consists of small group instruction with 6:1 student/instructor ratio

for students in grades 6-12. The focus of the program is passing courses, improving state exam scores and keeping students'

engaged in school. College prep program offers a blended learning SAT/ACT prep approach, combining in-person instruction

with a state of the art online learning center, along with additional guidance to applying for college and financial aid.

3. Social, Emotional, Behavioral Support: targeted intervention program that combines small-group math, science,

reading/language arts instruction with social and life skills, parent/school involvement and individualized case management

support. Academic program will take place after school, twice a week for 90 minutes each day, in addition to parent

involvement and case management.

4. Number of students served at each location: minimum 20, max 40. Target per pupil allocation of $1800/student for 60 hours of

instuctional time. Estimated costs depending on enrollment: $36k-72k. 90minutes/day, 2x/week (M/W or T/TH) for 20 weeks. 3-6 PTE

Tutors, .5 FTE Site Cooridinator/Prg. Mgr.

5. College Test Prep program will be 8 weeks of instruction, 2 days per week, 2.5 hours per day. Family involvement and online

learning center will be supplemental.

6.

7.


29% growth in math based on 20 hours of instruction, noted by the average raw score increase in pre/post on MSP content areas.

23% growth in reading based on 20 hours of instruction, noted by the average raw score increase in pre/post on MSP content

areas.

More than a 200 point improvement (average) on SAT as a result of company's blended learning instruction model.

Improved attitude, confidence and participation in classroom.

Additional Notes:

Pi Plus Tutors is a NW-based, family owned educational services provider with a mission to connect passionate educators with inspired

students. Known as one of the largest SES providers in the state, Pi Plus provided tutoring services to nearly 1,000 low-income students in over

40 WA school districts during the 2011-2012 school year. Pi Plus uses diagnostic and formative assessments that are linked to current GLEs to

determine individual student learning plans and steer the course of instruction. Lessons are standards based and incorporate hands-on

33

activities, targeted intervention methods, as well as ELL instruction.

REFERENCE #1

School/Organization Name: OSPI - Title 1/LAP Partnership Start and End Dates: 9/2010 - 7/2012

Contact Person: Dr. Reginald Reid Phone: 360-725-6168 Email: [email protected]

REFERENCE #2


Schoos Partnership Start and End Dates:

Contact Person: John Hughes Phone: 206-252-0064 Email: [email protected]



1) All schools 2) 3) 4)

34



Name: Powerful Schools Website: www.powerfulschools.org






Individual’s Name: Tre' Maxie

Cell Phone: (206) 948-5607 Work Phone: (206) 722-

5543 ext. 102 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Beacon Hill International School


1. Learning Intervention - academic intervention for struggling readers. Overview: Collaborating with Teachers and Family Support

Workers, students who score significantly lower on the Reading MSP and/or reading MAP are targeted for our program and

receive supplemental reading support from a trained reading tutor for 30 minutes four days a week at school. Students receive

intensive individual instruction from the same reading tutor until they graduate out of the program. The tutors follow an explicit

curriculum that focuses on skills that are prerequisites for learning to read. Number of students: 18-36 per school. Cost: $41, 625 for

30 student spots/per year (Incremental= $1,387 per student)

2. After School - Engage students through expanded learning opportunities that focus on strengthening student esteem,

empowerment and expression. Overview: Powerful Schools offers a variety of school aligned after-school and summer classes

that are designed to promote the academic, social and emotional development of children. During the school year we provide

a site coordinator at each of our after-school sites to manage classes that are offered 2-3 times per week in two, one hour blocks.

Number of students: 75 students per session Cost: $20,250 (Incremental = $2,700 per 10 students served)

3. Tranistion & Readiness - prepare students/families for school and transition. Overview: Pre-K Approach- Identify low income & ELL

preschool students in the spring of their pre-K year that will likely need additional reading supports as they transition into and

through kindergarten. If these students matriculate to one of Powerful Schools Title 1 elementary school partners, they will be

targeted for early intervention and assessed for our Reading Intervention tutoring program—a 1:1 tutoring program that supports

the primary grade students who score the lowest on the State and District reading assessment test. 5th- Middle Approach- Powerful

Schools helps 5th graders and their families prepare for middle school through our Transition Nights, which provide an opportunity

for 5th graders and their families to ask questions to Powerful Schools alumni (now in middle school) about their middle school

experiences, while parents had a chance to engage with other parents and educators. Number of students: 50 students

Cost: Pre-K =$15,000 (Incremental = $1,500 per 5 students served) 5th-Middle= $9,375 (Incremental= $938 per 5 students served)

4. Support Family Engagement - Engage families and the community in supporting student learning; Empower families with the tools

they need to support their children’s academic success. Overview: Powerful Schools’ works with Family Support Workers to target

families for our multi-week series of family literacy classes designed to help parents, regardless of English proficiency, strengthen

their connection to their child’s school and learn ways to support their child’s education. The multi-week sessions start with a group

story sharing session. Through the sharing of stories, families quickly bond with other ELL Families, regardless of home language.

Number of students/participants: 50 Cost: $7,500 (Incremental= $750 per 5 students served).

5.

6.


Academic intervention for struggling readers =70% of Powerful Schools’ Reading Invention participants will meet or exceed their

MAP growth target

After School= 75% of students will report that as a result of their participation in afterschool activities they feel more motivated or

engaged to succeed in school. In addition, 75% of parents and teachers will report improved behavior and motivation toward

35

school as a result of program participation. 70% of students will meet/exceed reading MAP (reading classes only)

Transition & Readiness = 75% of the children transitioning into Kindergarten will be adequately prepared for elementary school

(based on WaKIDS). 70% of 5th graders will meet reading MAP.

Support Family Engagement= 90% of parent/guardians that attend Family Literacy and Motheread/Fatheread events will find

them useful; and 75% of parents/guardians will report a significant increase in the amount of time and frequency they are reading

at home.

Additional Notes:

REFERENCE #1

School/Organization Name: Beacon Hill International School Partnership Start and End Dates: 2002 - Current

Contact Person: Kelly Aramaki Phone: (206) 252-2700 Email: [email protected]

REFERENCE #2

School/Organization Name: John Muir

Elementary School 1992-Current Partnership Start and End Dates:

Contact Person: Awnie Thompson Phone: (206) 252-7400 Email: [email protected]



1) Open to talking with all Elementary Schools 2) Open to talking with all K-8's 3) 4)

36

Email completed forms to: FAMILIES AND EDUCATION LEVY

[email protected] APPROVED ORGANIZATION OVERVIEW

Name: Reading Partners Website: www.readingpartners.org






Individual’s Name:

Cell Phone: Work Phone: Email:

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:




1. Reading Partners recruits and trains community volunteers to work with students using proven support strategies. At each school

site, Reading Partners transforms a dedicated space into a fully stocked reading center through which 40-100 volunteer tutors

cycle each week. Our student-tutor pairs work together for 45 minutes twice a week, following an Individualized Reading Plan

tailored to that student’s particular needs and strengths. To execute the plan, tutors use a structured and research-validated

curriculum. We assess students throughout the year to monitor their progress towards pre-established achievement goals and to

help advise tutors on how to best support their student. With close oversight and assistance from senior staff, a trained Site

Coordinator is stationed at each site to provide daily coaching to volunteers and to serve as a liaison to teachers and school staff.

Reading Partners complements in-school tutoring with home involvement strategies like the Take Reading Home program, which

provides free age- and skill-appropriate reading materials for students to start home libraries. During the 2012-2013 school year

Reading Partners will serve 4,905 students. Reading Partners will launch programming in Seattle beginning in September 2013. In its

first year, Reading Partners will serve up to 60 students on 4 school campuses to impact a total of 240 students overall. The cost for

each school site is $97,214. Reading Partners will leverage private donations and request $80,000 from the Seattle Levy Fund for

each school.

2.

3.

4.

5.


Reading Partners has a strong track record of results and in 2011-2012 Reading Partners served 3,468 students nationally. Nearly

three in four (73%) Reading Partners target students finished the year closer to their target grade level, thereby narrowing the

achievement gap to their on-grade level peers. Moreover, 89% of students accelerated their rate of learning. To understand this

achievement, consider that before enrollment, Reading Partners students were gaining an average of only 0.6 months of reading

skills for every month in the classroom. With the supplementary instruction Reading Partners provides, students ended the year

gaining an average of 1.6 months of reading skills per month, more than doubling their rate of learning. Reading Partners is proud

that these measures of improvement have been very consistent for the past three years even while we have grown from 24

schools in 2009-10 to 67 schools in 2011-12.

37

mailto:[email protected]

Additional Notes:

REFERENCE #1

School/Organization Name: Think College Now Elementary

School Partnership Start and End Dates: September 2008 - present

Contact Person: Doran Catlin Phone: Email: [email protected]

REFERENCE #2

School/Organization Name: Los Arboles Partnership Start and End Dates: September 2008 - Present

Contact Person: Carla Haakma Phone: Email: [email protected]



1) Dunlap 2) Olympic Hills 3) Beacon Hill 4) Roxhill

38



Name: Tutoring ABC Website: www.tutoringabc.com






Individual’s Name: Mary Smith


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherLanguage: Somali

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Olympic Hills Elementary School


1. 2 hour daily afterschool tutoring, 10:1 student/provider ratio, Curriculum = After School Math by Scholastic and Reading A-Z,

cost = ~30 students, 3 FTEs, 2 hours per day (M-F), Sept. 1 – June 1 = $35,500.

2. 3 hour Saturday tutoring, 10:1 student/provider ratio, Curriculum = After School Math by Scholastic and Reading A-Z, cost = ~30

students, 3 FTEs, 4 Saturdays per month, Sept. 1 – June 1 = $6,500.

3.

4.

5.


78% of 6th grade level 1 and level 2 MSP math students (spring 2011) advanced 1 or more levels on spring 2012 MSP math test.

85% of 3rd – 8th graders served met or exceed annual MAP reading growth goals

Additional Notes:

REFERENCE #1

School/Organization Name: Highline Middle School Partnership Start and End Dates: Sept. 2010 – June 2012

Contact Person: Ethan Graham Phone: 222-222-2222 Email: [email protected]

REFERENCE #2

School/Organization Name: Olympic Hills Elementary Partnership Start and End Dates: Sept. 2012 - Current

Contact Person: Bob Jones Phone: 888-888-8888 Email: [email protected]



1) Eckstein 2) Whitman 3) 4)

39



Name: High School to College Navigation System Website: http://www.seattlecolleges.edu






Individual’s Name: John Lederer, Ed.D.

Cell Phone: Work Phone: 206-934-4110 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:College

Bound Scholarship and other low-income, first generation Seniors considering attending community college after graduation.

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): West Seattle


1. Place a professional College Transition Navigator in the high school to work with a graduating cohort of seniors from January of

their senior year through to the second quarter of college, the following January.

2. In the spring of the Senior year, provide COMPASS prep and testing with follow-on (weekend) academic support for students with

low-level math and English skills, to accelerate their path to college-level classes.

3. Get graduating students (focusing on College Bound students) oriented to college life and prepared to succeed as college

students.

4. Ensure that these students receive timely academic advising regarding course selection and access to college services.

5. Students can receive incentives for participation in college navigation activities.


At Chief Sealth and Cleveland HS, 40% of English/Math Boot Camp participants are able to move up one developmental class-

level prior to enrollment in college, greatly increasing their likelihood to persist and complete.

Analysis shows that participation in COMPASS prep improves placement accuracy for all students at all levels, reducing college

costs and increasing persistence.

Ninety percent of Sealth and Cleveland graduates who participated persisted to the end of their first year of college, much

higher than 69% retention rate for all South Seattle Community College students.

Students report that the help of the Navigator made it easier for them to transition to college and they appreciated the support.

Additional Notes:

The cost of providing these college navigation services to 50 graduating seniors is about $40,000 per high school per year. The Seattle

Colleges have additional resources to pay for student incentives. Please contact us for more information.

REFERENCE #1

School/Organization Name: Chief Sealth High School Partnership Start and End Dates: ongoing since 2010

Contact Person: Jol Raymond (Counselor) Phone: 206-252-8563 Email: [email protected]

REFERENCE #2

School/Organization Name: Cleveland High

School Partnership Start and End Dates:

40

Contact Person: Kalayaan Domingo Phone: 206-252-7817 Email: [email protected]



1) Ingraham HS 2) Franklin HS 3) Rainier Beach HS 4) West Seattle HS

41



Name: Sound Mental Health Website: www.smh.org






Individual’s Name: Terry Richardson


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


specify:Students identified with school performance difficulties, students with behavioral, social, emotional issues.

Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Mercer Middle School, Olympic Hills Elementary


1. School Support Care Coordinator- Integrated holistic approach to addressing complex needs of students struggling with

academic and behavioral health issues, with the goal of reducing truancy, suspensions and supporting improved academic

performance. Interventions include intensive Wraparound, Assessment and Referral and Consultation and Crisis Support. 0.5 FTE

MA/MSW level Clinician 20 hrs per week, 30 students served, Sept 1- Aug 31 (to provide continuity of care over summer months).

$43,210.

2. School Based Behavioral Health Clinician- Psycho-educational groups, individual and family therapy, case management, parent

support and caoching, coordination with school, behavior management, transition support and linkage for students entering

middle and high school, access to SMH psychiatric services. 0.2 FTE MA/MSW level Clinician, 8 hrs per week increment, 10 students

served, Sept 1- Aug 31 (to provide continuity of care over summer months). $12,800.

3.

4.

5.


70% of served students will have fewer than 5 abscences per sememster.

70% of served students will make annual typical growth on Reading MAP.

70% of served students will make annual typical growth on Math MAP.

80% of served students will have improved mood as measured by the Moods and Feelings Questionnaires (MFQ).

80% of served students will have improved social and school functioning as measured by Columbia Impairment Scale (CIF)-

Parent Version.

Additional Notes:

SMH has been providing services to Seattle School District for over 20 years. SMH is available to partner with any/all schools in the district.

REFERENCE #1

School/Organization Name: Mercer Middle School Partnership Start and End Dates: 9/1/2012- 8/31/2013

Contact Person: Chris Carter Phone: 206-252-8000 Email: [email protected]

REFERENCE #2

School/Organization Name: Olympic Hills


42

Contact Person: Helen Joung Phone: 206-252-4305 Email: [email protected]



1) All Elementary Schools 2) All Middle Schools 3) All K-8 Schools 4) All High Schools

43



Name: Southeast Youth and Family Services Website: seyfs.org






Individual’s Name: Jeri R. White, LICSW,

CMHS, EMMHS

Cell Phone: Work Phone: 206-721-

5542, ext. 11 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)


English Language Learners Special Education Other

Please specify:

Areas of Support:



Service Delivery:




1. Conducting intake assessments and providing accurate diagnosis and mental health therapy for children and youth; serve over

100 students per year at a cost of $100 per hour per student for up to 3 hours per week.

2. Providing Case Management

3. Providing Crisis Intervention as necessary

4. Providing Educational Support to all students served

5. Providing Juvenile Justice Intervention


Overall, we have been successful in demonstrating improvements across 5 domains of functioning-school, family, peers,

community, and individual/self. During the 2011 contract year, SEYFS provided services to approximately 35 youth and their

families through our city funded Youth Mental Health Program, 30 in our county funded Counseling Program, and 134 in our

Managed Care Mental Health Program. Our results include: 88% of children and youth participating in our services strengthen their

social skills, 91% of children and youth participating in our services improve their academic skills, 80% of children and parents

participating in our parenting and/or family services strengthen their parent/child interaction skills, and 88% of children and youth

participating in our mental health counseling strengthen their coping skills.

Additional Notes:

We currently, and/or historically, provide services to students in at least 20 schools in the District. Unable to check boxes above.

RFQ Area Approved: Social, Emotional, Behavioral, and Family Support; Seattle Areas Served: All 5 areas; Grades Served: All 3 grade

categories; Areas of support: All categories except college/career; Service delivery: All categories except weekends

REFERENCE #1

School/Organization Name: MLK Elementary Partnership Start and End Dates: Ongoing (at least 2 decades)

Contact Person: Gwendolyn E. Jimerson Phone: 206 252 6771 Email: [email protected]

REFERENCE #2

School/Organization Name: Rainier Beach HS Partnership Start and End Dates: Ongoing (at least 2 decades)

Contact Person: Dr. John German Phone: 206 391 2801 Email: [email protected]



1) Rainier Beach 2) South Shore 3) Interagency Academy 4) Martin Luther King, Jr.

44



Name: Team Read Website: www.teamread.org






Individual’s Name: Maureen Massey


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Beacon Hill, Olympic Hills, Roxhill


1. One-on-one reading tutoring, 1.5 hours a day, 2 days a week from mid-October to mid-May.

2. Focus on developing vocabulary, fluency and comprehension skills

3. Curriculum designed by SPS literacy specialists, aligned with classroom instruction

4. 30-35 2nd and 3rd grade students, who are reading significantly below grade level, served at each elementary school.

5. Each school is responsible for up to $10,000 of the $25-$35K program cost per school. The $10,000 cost for schools includes the Site

Coordinator pay ($3,800), student transporation ($3,000), student data tracking and program evaluation ($3,200).


More than 50% of students gain >1.5 grade levels in reading

Improved vocabulary, fluency and comprehension skills

Increased confidence in reading

Increased motivation to read at home

Additional Notes:

Principals report that their students love working with their teen tutors. They appreciate that Team Read tutors are as diverse as their 2nd

and 3rd grade readers.

REFERENCE #1

School/Organization Name: Broadview Thomson K-8 Partnership Start and End Dates: 2005-present

Contact Person: Wyeth Jessee Phone: 206-252-4080 Email: [email protected]

REFERENCE #2

School/Organization Name: Van Asselt Partnership Start and End Dates:

Contact Person: Po Tang Phone: 206-252-7500 Email: [email protected]



1) 2) 3) 4)

45



Name: Therapeutic Health Services Website: www.ths-wa.org






Individual’s Name: Ken Schlegel

Cell Phone: (206) 466-7758 Work Phone: (206) 323-

0930 x. 201 Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)

Special Education OtherPlease specify:Special

profiency in serving low-income youth and youth of color.

Areas of Support:



Service Delivery:




1. Behavior Management Intervention

2. Counseling that reinforces problem-solving skills to cope with day-to-day stressors, communication skills and active participation in

pro-social activities with the goal of improving life satisfaction and eliminating alcohol and substance use problems.

3. Individual & Group Counseling, Family Support, Parent Training

4. Case Management

5. Approximate cost to provide full-time, on-site mental health professional: $48,750/9 months


9Staff had contact with nearly 75% of Madrona K-8 students and had more intensive on-going contact with 30% of the students

during the 2011-2012 school year. Of these students, 65% showed improvement in their grades and 75% showed improved

behavior and decreased discipline issues. For the current school year, 65% of students who received intensive services in 2011

have zero absences, 35% have only one absence, and 65% are passing all of their classes.

During the year ending 6/30/2012 across all youth programs, 92% of our youth with emotional and behavioral disturbances

developed/strengthened their coping skills, we had 97% success for youth developing skills and competencies that support

positive development and 52% success for youth following through with treatment andabstaining from/reducing drug use.

Additional Notes:

REFERENCE #1

School/Organization Name: Madrona K-8 Partnership Start and End Dates: 2008-present

Contact Person: Farah Thaxton, principal Phone: (206) 252-3100 Email: [email protected]

REFERENCE #2

School/Organization Name: Interagency

Academy Partnership Start and End Dates:

Contact Person: Kaaren Andrews, principal Phone: (206) 321-0416 Email: [email protected]

46



1) Rainier Beach 2) Garfield 3) South Lake 4) Cleveland

47


APPROVED ORGANIZATION OVERVIEW Name: UW Dream Project Website: www.dreamproject.org



Individual’s Name: Jenee Myers Twitchell


PROGRAM OVERVIEW (Check all applicable)


Grades Served:


Please specify: College Bound Scholars, Low-income students, students who will be first in their family to attend college. Areas of Support:

Service Delivery:

Current Levy-Funded School Partners (if applicable): Chief Sealth International High School, Cleveland High School, Ida B. Wells School for Social Justice (Middle College), Ingraham High School, Rainier Beach High School Key Program Strategies (Please provide a brief overview of program strategies including number of students served and program costs):

1. Trained UW college student mentors provide 1-2 hours per week of direct in-school support and 1-2 hours per week of email/text/social media contact support to Juniors and Seniors, each week throughout the school year, around high school graduation requirements, college readiness, college applications, FAFSA completion, and any other postsecondary planning students require; cost= ~100-150 students per school, October-June, 3-4 hours per week each week = $21,200.

2. 3 large-scale weekend and after school events throughout the year; 1 brining high school juniors to a college campus for an all-day exploration field trip; 1 serving seniors at their school or on a college campus to complete college applications; 1 bringing seniors to a college campus to complete FAFSAs and scholarships; cost= ~100-150 students per school, October-June, total of 28 hours at events per student each year = $3,900.

3. 4.

Results Achieved (Bullets or Brief Description): Ø 85% of participating high school students at current partner high schools enroll in college right after high school graduation Ø 65% of participating high school students at current partner high schools complete the FAFSA Ø 70% of participating high school students at current partner high schools apply to 3+ colleges at the college application events.

Additional Notes:

REFERENCE #1

School/Organization Name: Rainier Beach High School Partnership Start and End Dates: Spring 2010-current

Contact Person: Dalisha Phillips Phone: 206-252-6380 Email: [email protected]

REFERENCE #2

School/Organization Name: Chief Sealth HS Partnership Start and End Dates: Spring 2006-current

Contact Person: Kory Kumasaka Phone: 206-252-8568 Email: [email protected]


Please list the school with whom you would be interested in partnering during school year 2013-2014 (see next page for list of schools): 1) Chief Sealth HS 2) Cleveland HS 3) Rainier Beach HS 4) Ingraham HS

College and Career Readiness Expanded Learning Opportunities Social, Emotional, Behav ioral, and Family Support

Northeast Northwest Central Southeast Southwest

Elementary (K-5) Middle (6-8) High (9-12)

English Language Learners (ELLs)

Special Education Other




✓ ✓ ✓ ✓

✓

✓

✓ ✓

✓

✓

✓ ✓ ✓ ✓

48



Name: Vietnamese Friendship Association Website: vfaseattle.org






Individual’s Name: Vu Le


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Refugee and Immigrant Families

Areas of Support:



Service Delivery:




1. After school program: Focuses on language, culture, and technology. 2 hours a day, four days a week. From Sept-June. 4 staff, 37

students. Curriculum is custom designed. Cost = $74,000.

2. Job training program: Focus on job training, internships, and parent education. From May to May, 1 FT Manager, 2 PT staff. Serves

20 families (20 students and 19 parents). Curriculum: Job Readiness Training Program for Immigrant/Refugee Youth & Families

Parent/Family Education Curriculum by Lepley & Associates, and Job Up: Job Readiness Training by Adeluisa ‘Dely’ G. Judal. Cost

= $93,000.

3. Summer Youth Program: Focus on culture and science exploration for elementary. Three days a week, 4 hours a day, from July to

August. 58 students, 6 instructuors, 6 interns. Curriculum from Pacific Science Center, and custom design. Cost = $10,000

4. Saturday English School: Focus on math and English skills. 4 hours every Saturday from October to June. 80 students, 48 service-

learners, 4 staff, 1 intern, 20 volunteers. Curriculum: edhelp.com and custom design. Costs = $38,500.

5. Summer Science Academy: Focus on science for high school. Four days a week from July to August. 100 students. 4 staff

(certified), 8 volunteers. Costs = $70,000.


Academic programs:86% showed an increase in English skills by one more or grade level using standardized measures.

Academic programs: Students showed a significant positive increase in their attitude toward Vietnamese and American culture.

Academic programs: 89% of students showed improvements in Math by one or more grade level, using standardized measures.

Academic programs: Students also showed significant positive increases in school attitude.

Job program: 100% of students demonstrated good job readiness skills based on supervisor and youth evaluations.

Job program: 100% of students completed Job Readiness Training

Job program: 95% of students successfully completed community service-learning project

Additional Notes:

The Vietnamese Friendship Association is a multi-service organization that: 1) supports students to be college or career ready, 2) strengthens

families to be self-reliant and successful, 3) develops leaders so the Vietnamese community is heart and represented, and 4) engages with

diverse communities to share our culture and learn from others.

REFERENCE #1

School/Organization Name: Seattle World School (formerly

the Secondary Bilingual Orientation Center) Partnership Start and End Dates: 2007-current

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Contact Person: Martin O'Callaghan Phone: 206.252.2200 Email: [email protected]

REFERENCE #2

School/Organization Name: Southeast

Education Coalition Partnership Start and End Dates: January 2012 - current

Contact Person: Katherine Barr Phone: 206.271.2872 Email: [email protected]



1) Wing Luke Elementary 2) Kimball 3) Maple 4) Seattle World School

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Name: Woodland Park Zoo- ZooCrew Website: www.zoo.org






Individual’s Name: Eli Weiss


PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:




1. 1.5-2hrs/week after school program. 12:1 stuent/provider ratio, Curriculum= after school STEM enrichment and conservation

content/activities, Program cost per school year= $8,000-$12,000 (depending on number of weeks and site specific details)

2. Engage middle school aged youth in enriching STEM (Science, Technology, Engineering, and Math) and conservation activities.

3. Through project-based learning we excite students about STEM subjects in school and inspire them to consider a broad range of

STEM careers.

4. We work in partnership with after school providers including YMCA and Seattle Parks and Recreation.

5. Student work on STEM/conservation projects and are mentored by WPZ staff. Culminating events include a quarterly trip to the

Zoo to share presentation with visitiors and staff.

6. We work with schools and partners to provide a program that meets needs of the individual school.


84% of 60 participants successfully completed the academic and participation requirements of 6 week program (Summer 2012)

91% of students designed and created successful research-based enrichment items (Summer 2012)

52 studnets from four sites developed origional conservation action projects and presented to visitors/staff at the Zoo(Fall 2012)

Over 200 youth served in 2012

Additional Notes:

Program goals include:

• Engage middle school aged youth from traditionally underserved communities in enriching STEM (Science, Technology, Engineering,

and Math) and conservation activities

• Foster ecological literacy, conservation action, and problem-solving skills in middle school youth through yearlong after school and

summer science programming.

• Excite youth about STEM subjects in school, prepare them for continued involvement in Woodland Park Zoo’s youth programs, and

inspire them to consider a broad range of STEM careers

REFERENCE #1

School/Organization Name: YMCA Partnership Start and End Dates: 9/15/2011-Current

Contact Person: Erica Mullen Phone: 206-322-6969 Email: [email protected]

REFERENCE #2

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School/Organization Name: Seattle Parks

and Recreation Partnership Start and End Dates:

Contact Person: Will King Phone: 206-423-1523 Email: [email protected]



1) Aki 2) Denny 3) Madison 4) Mercer

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1) Roxhill 2) Bailey Gatzert 3) Maple 4) HIghland Park

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Name: YMCA of Greater Seattle Website: seattleymca.org






Individual’s Name: Erica Mullen

Cell Phone: (26) 351-1998 Work Phone: Email: [email protected]

PROGRAM OVERVIEW



Northeast

Northwest

Central

Southeast Southwest

Grades Served:

Elementary (K-5)

Middle (6-8)

High (9-12)



(ELLs)


Areas of Support:



Service Delivery:


Current Levy-Funded School Partners (if applicable): Olympic Hills Elementary, Madrona K-8 (middle school), Madison MS, Hamilton MS,

Washington MS, West Seattle High School


1. Elementary School - full time Y director to partner with the school throughout day and after school, part time tutors work daily.

Provide one on one tutoring following Road to the Code curriculum for K-1 students during last hour of the day, each child gets 20

minutes of tutoring two times a week. After school program for 2 1/2-3 hours, for 2nd - 5th graders, reading, math, homework help,

enrichment and physical activities. 1 to 8-12 students. Use a range of curriculum depending on school. Parnter with school for

training of Y staff

2. Middle School - full time Y director to partner with school. Provide after school programs - typically 60-70% are academic or

academic support programs, 30-40% enrichment. Focus on target students, use a range of strategies to get recruit and retain

target students in after school programs. Activities are led by Y staff, school staff and Community Based Organizations. Additional

programs/support may include: Y staff has a "case load" of students to work with each week, family engagement activities, break

camps.

3. High School - full time Y director to partner with school. Provide after school programs focused on 9th and 10th grade students.

Programs include: homework centers, academic support and enrichment activities. Work closely with 9th grade teams to target

students for activities and support. Monitor overall student participation in OST programs (sports, church, clusbs, etc, not just those

provided by the Y). Connect students with service and college prep opportunities.

4.

5.


60-70% of target students participating in YMCA/OST programs

2011-2012 in 5 middle schools with YMCA partnerships, 220 YMCA CLC students (who were not also served by MSSP) passed MSP

298 students in middle school YMCA CLC participated 3 days a week or more for at least 3 month

approximately 70% of elementary YMCA CLC students participated 75% of the program days (5 days a week)

Increase number of students meeting MAP typical growht

Increase number of students meeting attendance target of absent no more than 5 days per semester

Increase in college prep skills as assessed by pre & post test

Additional Notes:

REFERENCE #1

School/Organization Name: West Seattle Elementary School Partnership Start and End Dates: 2009-present

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Contact Person: Vicki Sacco Phone: (2060 252-9450 Email: [email protected]

REFERENCE #2

School/Organization Name: West Seattle HS Partnership Start and End Dates:

Contact Person: Jennifer Kniseley, Assistant

Principal Phone: (206) 252-8800 Email: [email protected]



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