HomeMy WebLinkAboutContract 17020~/2B/2003 16:0~ 763-52B-450B
MINNIEO?A
DEPARTMENT
COMMUNITY EDUC~TIDH
1~4)0 HIGHWAY ~6 WEST
ROSEVILLE, MN 55113-42tl
PA~E
T: (S§I)
'rrY: (ssi) Sa~-Bm
http:l/oll.ltate.mfl.
02
Msroh 6, 2003
TO:
ludy Ymto~
Columbia He/ghts ISD #13
1440 4~ Aw NE
Columbia Heighls MN ~:9i21
FROM:
Mir~ota Dept of Childrm,
1 $00 W Hwy 36
P. oseville MN $$113
T~lq~ho~¢: 651-$ 82-8356
Fsx: 651-582-8499
l!mail:
2]? Century Community Learning Center Grant
F, ncloeed is · cop7 of your executed grant oontruot between Columbts Heights 1SD #13 fmxi thc
IV[inn~om DeparUncnt of Childrm. Families & Learning (CFI,) for your files. I em also sending t
contract with the oriainol siimIure. Pleesc make sure this one is delivered to lmur business office.
You will note thst tho ~tion clste (day it was signed by our Assisumt Cmmnission~) was
M~ch 3, 11003.
As of that cxecutim date, you may begin incurrin~ expenses for ~hts grant. Bxpcnditurm may not
go back to Ibc first of the year, cven though tlug is thc date mentioned in the contract body and on
the financial rcporth'tg form~ Thc cnd~ng date of the contract will remain unchanlped. Funds must
be expcnda] by the last date of 2003.
Enclosed also is a financial reporting f~i~ to be filled out and returned by April 30*, 2003. Thc
report~g period it sh~ld covcr is from the execution date to March 31, 2003. Oriidnally w~ had
said that at this ~ ~ would also send'a progress reporting form. Since this is still in the draft
stage, ~ will tske the liberty of getting that to you in the near ~.
If ~ ha~ ~y questions, please contact n~ by phone ~ email. I will serve as lmur fu~t point of
cmtsct and ref~ y~ on, ffneed be.
m
03/28/2803 16:82 763-528-4589 COMMUNITY EDUCATION
MN DI~ARI~ENT O~ CN1LDR~N, FAMII.~S & I;~sAItNINO
I~10 HIC~iWAY 3~ WEST '
~kq~s'V~J~-: MN $~] IJ.
GRAN CONTRACT/GRA.N AGREEMENT ("Agreement")
S~c'! Autho'r'~d AFnt
03
1 21st CCLC -2003-00061
Acceoat DM # ! Fund: 300 AS~3c. F,3~'' Oqn: 4'/1 ? Ap~. 46! Ammmt' St 80,000.00
A~oum Dkt it 2 P, Md: Ajun~. Oqm: Appc Anmunt:
JK~4mt DL~ # .~ Fund:
- e_ -,, bdjvJdulsi~nlnscmifluf, ndshm~becume, mba~durumui~l. SY'Mi~iS~ta~',{j,l~1j,~l~,Oj,
::-.'..~'.',.'.~': ".'D ="' '
THIS A .GR~, which sbnll be interpreted punuant to the laws olive State of Minnesola, between the Slate of Minnesota
(STATE} acting tlu, ou~ i~ Minn,otn Departm~ of Chitdren, Familia'& Letming (DEPARTMENT), _~ Columbia Heiah~s lSD
#13 Commmsit~ Educnlion Department, 1440 49~h Avenue NE, Columbia Heights, MN. 55421 MN Tax ID. No. 8000183 Fcdoral
Employer ID. No. 41-60000~0 (GRANTEE), witnenelfi that:
WHEREAS, the DEPARTME]~ k ~ufl~ri~l ~ n~e a grant for the puq~ose of: .
WH-~, Oft, AN'FEE prepnmJ and submitted ~ccordiu~ to pertinent iuidelims ss prnpossl or a workplan for a Brant for the above
~ksimd project; AND
WHEREAS, GRANTEE represents iht it i.s duly qualified, willing, and prepared to undemke nad complete the project ot work pith
which is attached hereto as ATTACHMENT A (hereinafter "PROJECT");
WHEREAS, tho DBPAR.~ m~d the Olt. AN'~E desire to formally a~ee upon the peffommnco of ~he PROJECT described
NOW, ~RI~, IT IS AGREED by and. between the pnrties as follows:
L
TERMS OF fERIrORMANCE. The objectives, scope, and methods of the PROJECT are stated i~ ATFA~ A the
terms of which me incorpom~d heroin.
CONSIDERATION AND TERMS OF PAYMENT.
RD.0163t-i I
2,~01
M&I~I~M ~menls: 0f al~licable). GRANTEE cent~ t~t the followin$ matching requirement for the Grant will
be m~t by GRANTEE (fill in match ~ or ffnone, enter none):
21't Century Community Learning Centers FORM lA
CONTRACTING AGENCY & ADDRESS: PROGRAM CONTACT AGENCY & ADDRESS:
(The agency with whom a contract is executed) (If different than the Contractinl~ A~ency)
Columbia Heights Public Schools
Community Education Department
1440 49th Avenue NE
Columbia Heights, MN 55421
Authorized $ilpmtory Name and Title: Cgntact Name and Title:
Dr. Nancy Kaldor, Superintendent Judy Yantos, Community Education Director
Telephone number: Fax number: Tglephone number: Fax number:
763-528-4500 763-571-9202 763-528-4508 763-528-4509
e-malh e-mail: yantosj @colheights.kl 2.mn.us
Contracting Agency Contracting Agency Federal
MN Tax ID~: Employer ID~: Project Start Date: Project End Date:
8000183 416000080 January 1, 2003 June 30, 2005
t
FILL IN THE TOTAL AMOUNT REQUESTED FROM THE STATE OF MINNESOTA
~ 21st Century Community Learning Centers I
$
641~639
PRO~JECT INFOR
List the county or counties this project primarily serves:
Anoka
Projects that are city or neighborhood-based should name them
below:
MATION
Please check as many as apply:
__ __ Establishment of a new program
X Expansion of an existing program
X Continuation of an existing program for
which current funding is no longer available
State Legislative District Numbers:
House: ~52A
Senate: 52
Project Summnry: ~ the ~o~e, argeted population and intended hnpa~ of the project in the space
below. Please be brief- no more than 150 words reconunended.
Sixteen community partners in the Columbia Heights School District, which serves the densely
populated communities of Columbia Heights, Hilltop, and the southern third of Fridley, collaborated to
submit this grant request. We are requesting continuation of a 21st Century Program at Central Middle
School, expansion of the program to the district's three elementary schools, and continuation of after-
and out-of-school programming through the City of Columbia Heights.
Our targctcd population is high-risk children and youth, K-8o' grade, whosc families are impacted by
the increasing poverty rates in our community. All four schools arc Title I with poverty ratcs over 51%.
Highland Elementary school, with 19% of our targeted population, is designated "in need of
assistance." Our programs are designed to improve school attendance, homework completion,
classroom participation, and school behavior. As they have for current 21st Century participants, we
expect our programs will also help improve social skill development and self-esteem.
214 Centu~ Community Learning Centers
Page 1 of 22
121 Century Community Learning Centers
Program Assurances
FORM lB
Assurance is hereby provided that:
The program will take place in a safe and easily accessible facility.
The eligible school(s) will provide required student data to the community partner and to the
funder. A memorandum of agreement to this effect, signed by all partners, will be required to be
on file with the contracting agency.
The program will target students who attend schools eligible for Title 1 school-wide programs.'
The community will be given .notice of an intent to submit an application and that the application
will be available for public review after submission of the application.
Funds granted for this program will not supplant federal, state, local or non-federal funds.
The proposed program was developed and will be carried out in active collaboration with the
schools the targeted students attend.
A final evaluation plan will be submitted within six months of receiving the grant award.
Certification/Signatures
We, the undersigned, certify that the information contained in this application is complete and
accurate to the best of our knowledge; that the necessary assurances of compliance will be met;
and, that the indicated agency designated in this application is authorized to administer this grant.
We further certify that the assurances listed above have been satisfied and that all facts, figures,
and representation in this application are correct to the best of our knowledge.
Signature of CommUnity Agency Executive Director or
Designated ,a~d~istr31mr.~ . t
Signa..t ..~ of Scho61 S~pedn-~na'cnt or Designated
Admiig~trator _~' I_/ .
x
Date
Dag
21a Centu.ry Community Learning Centers
.. Page 2 of 22
ORGANIZATION OVERVIEW
FORM
The mission of Columbia Heights Public Schools Community Education Youth Program is to
enhance youth success and positive growth by providing a variety of quality programs in safe,
accessible environments. For over twenty years it has provided programs for children and youth.
In 1994, it became a partner in the Southern Anoka County Community Consortiumwa
community collaborative formed in response to community concerns about increasing at-risk
behaviors by children and youth, and rising rates of juvenile crime and vandalism. The purpose
of the Consortium was to facilitate partnerships that would bring about positive social change.
Realizing that the schools couldn't solve the problems alone, Columbia Heights Community
Education joined in collaborative efforts to provide after school programs for high-risk, 6th - 8th
grade middle school youth and their families. Their target population was high-risk students, e.g.,
children and youth who were failing or having trouble in school, getting into trouble after school,
or had no safe place to go after school. In 1998, Columbia Heights Community Education
received a 21~t Century grant, and for the past four years they have provided a wide variety of
high quality programs focused on education, fine arts, developmental, and recreational activities.
Our experience and success with these programs are proof of our capacity to implement the
activities proposed in this request. Wilder Foundation's most recent (2000-2001) evaluation of
the 21s~ Century Program at Central Middle School shows that after school enrichment programs
are making an impact. Of the 655 students who participated, ,28.5% showed improvement in their
math and readin~ erades while an average of 46.5% maintained their grades. Teacher surveys
indicated that 34% of 21st Century_ students showed improvement in class participation and 28%
improved their completion of homework to the teacher's satisfaction.
Our partner organization for this request, the City of Columbia Heights, has also been working
with high-risk youth for many years. In 1996, they secured state after-school enrichment funding
for youth ages 9-14, and have received continuation funding every year since. Their programs
are run through the City Recreation Department and are primarily focused on out-of-school
activities (weekends, school breaks, and the summer months).
Although no formal evaluation has been done on the activities offered through the city's after
school enrichment programs, we do know these programs are popular; 90% of the time programs
are completely full. Program feedback also indicates that 90% or more of participants feel their
self-esteem, social, and leadership skills have improved. In addition, data from the Columbia
Heights Police Department show the most serious crimes (e.g., homicide, rape, robbery,
aggravated assault, burglary, larceny, auto theft, and arson) declined 24% from 2000 to mid-
October 2002. Lesser crimes, however, (e.g., other assaults, vandalism, and crimes related to the
use of drugs and alcohol, etc.), increased by 10% for the same time period. Our goal will be to
improve our outreach to youth that are not currently enrolled in after- and out-of-school activities
in hope of continuing to impact crime and vandalism in our school district.
One of the hallmarks of our strong partnership is our level of inclusiveness in decision-making.
The programs offered, in this grant reflect strong community involvement and commitment to
quality after- and out-of-school activities. In the past year, we've brought together elementary
principals, staff, parents, participating students, representatives from the various programs, and
the coordinators of both grants to provide input, both for 21st Century programming and for
214 Century Community Learning Centers
Page 3 of 22
youth sports and activity budget cuts under consideration by the school district. We also brought
together a diverse group of community representatives to serve on a District Finance Committee
for the purpose of reviewing and making ~o~endations regarding the budget and programs.
The contracting agency, Columbia Heights Community Education, is responsible for organizing
programs and activities based on input from a number of community sources. Its director, Judy
Yantos, has over 27 years of experience working with youth and youth programs, and currently
directs the 21st Century program. Community Education works closely with its primary partner,
the City Recreation Department, and our joint collaborative partners include educational,
governmental, community, non-profit, civic, private, and faith-based organizations.
Parent advisory councils provide input to the Community Education Advisory Council. That
Council also solicits input from the Southern Anoka County Community Consortium and the
Values First Community Advisory Council--both of which include parents, school staff, and
community business leaders. The City Council and School District Board also meet together
once a year to discuss issues related to keeping our children safe and providing quality activities.
We expect that the long history of continued collaboration between Community Education and
the City of Columbia Heights, as well as our other community partners, will be the key to
sustaining quality out-of-school programming once this grant ends. All parmers in this
collaborative share the vision of giving our children opportunities to be all they can be--
academically, socially, and emotionally. They also know that it is ultimately their responsibility
to ensure that programs that help improve academic performance, increase skills, and keep our
children safe are maintained.
However, a $2 million cut in the school district's 2002-03 budget has significantly impacted our
plans for building a sustainable program. One result of the budget cut was a substantial increase
in fees for sports and co-curricular activities. Far more students than expected applied for
scholarships so they could participate. We expect that the climbing poverty rate in the
community will continue to impact families and that we will not be able to count on program
fees as a source of sustainable revenue, at least for the foreseeable future.
That said, we do intend to take a proactive approach over the next two and a half years and
organize current collaborative stakeholders to build a solid local funding base. We have already
had success in leveraging funds for youth programs locally and obtaining significant gra0ts
focused on youth development. For instance, the Anoka County Children and Family Council
has secured two grants from The McKnight Foundation, totaling close to a million dollars, to
stengthen the assests of children and families through projects such as after-school programming,
mentoring, child care, diversity fairs, tutoring, and youth boards.
Using the concept of the "20% rule" discussed in "Balanced and Diversified Funding--A
Formula for Long-Term Sustainability for After School Programs", (Anita J. Fletcher, Ph.D.,
2001), we hope to pool financial resources for at least one-fourth of the programs' operational
costs by the end of the grant. Stakeholders will be asked to commit cash and in-kind services to
support the programs. As an example, Columbia Heights Schools levied for after-school
enrichment dollars in 2002 ($24,710) to help sustain the Central Middle School after-school
program. We will also continue to write grant requests to state and national foundations, and
possibly seek program-specific funding from state or federal programs.
21* Century Community Learning Centers
Page 4 of 22
NEEDS ASSESSMENT
FORM
3n. EHgible Populations
District #/ School Enrollment Poverty Rate for Number of youth
School Name/ designated 'in Totals for School (Use to be involved in
Community need of School or proportion eligible programming
assistance'? Targeted for free/reduced
Yes or No Grade Levels lunch)
Highland Elementary Yes K-5 (393) 53.9% 125
Valley View Elementary No K-5 (467) 54.6% 125
North Park Elementary No K-5 (496) 51.6% 125
Central Middle School No 6-8 (727) 56.5% 300
City of Columbia
Heights -- 625 -- 625
Total number of schools Number of 'in Enrollment Number of Iow Number of youth
involved: need of totals: income schools: targeted:
sehool~ Schools-2083
4 I City-625 4 1275
3b. Please describe other evidence that supports the need for the proposed program.
The Columbia Heights School District includes the cities of Columbia Heights, Hilltop, and the
southern third of Fridley--all fully developed first ring suburbs bordering northeast Minneapolis.
Demographic data for the school district has changed considerably over the past five years and is
currently more similar to an urban core community than an outer-ring suburb. For instance,, free
and reduced lunch percentages have risen from a grade/middle school average of 34% in 1998 to
54% in 2002. (Columbia Heights School District Food Services Dept.) All three of our elementary schools
and our middle school are Title I schools. Highland Elementary, with 19% of our targeted
population, is designated "in need of assistance" under Title I.
The rising poverty rate in our district (as indicated by the 16% rise in free/reduced lunch rates)
has been accompanied by an increase in students of diverse ethnic and racial backgrounds.
African American and Hispanic student percentages have almost doubled in the past five years
while Caucasian student percentages have decreased over 10%. tct.4ss Data Analysis, MN Dept. CFL)
Currently, 28% of the district's students are non-white and 24 world languages are spoken. The
rate of students receiving Limited English Proficiency services has more than doubled in five
years--from 4% in 1998 to 9.8% in 2002. (Ib&L)Many of these students have immigrated with
their families from underdeveloped countries that are in political turmoil. They face enormous
barriers in learning new customs and rules, not to mention trying to achieve academically.
Other indicators of increasing stress on families in our school district include statistics on
housing assistance for low-income families, and a high mobility index. There are 184 Section 8
Housing certificates and 151 families on the Section 8 waiting list. The average annual income of
Section 8 families is $10,000. Of families living in poverty in our school district, 28% have
children under the age of 18. (2000 Census) The current school district mobility index is 23%
(Student database, TSI$, MARS$) which means that in 2001 approximately one quarter of the student
body transferred into or out of the district or between schools.
21 ~ Century Community Learning Centers
Page 5 of 22
Increasing rates of poverty, lack of affordable housing, high mobility rates, and an increasingly
diverse population requiring community services that just can't keep up with the demand, are the
major factors that impact at-risk families in our school district. They are also the factors that
seem to be impacting the positive results that the current 21st Century program programming has
had over the past four years. As shown in the Overview, an average of 37% of current program
participants either maintained or showed an improvement in math and reading grades, and an
average of 31% showed improvement in class participation and completion of homework.
However, the most recent Minnesota Comprehensive Assessment (MCA) Achievement Tests
show there is still great need for programming that will increase students' academic achievement
and performance on test scores. On average, 61% of 3rd and 5th grade Limited English
Proficiency students, and 56% of students eligible for free or reduced lunch, scored at or below
grade level in Mathematics and Reading. State achievement level definitions indicate that these
children need additional or supplemental instruction and homework to improve comprehension
levels.
Additional indicators for the MCA tests show students from diverse backgrounds and with
special needs are struggling to succeed. For 3rd and 5~ grades, 57% of African American
students, 50% of Hispanic students, and 76% of special education students test at or below grade
level in Mathematics and Reading. At Central Middle School for grades 6-8, only 57% passed
the Math Basic Skills Test (state average: 74%); 69% passed the Reading Basic Skills Test (state
average: 80%). Attendance records also show that 35% of the students at Central Middle School
have excessive absences (10 or more unexcused absences in a school year). In addition, during
2001, 15% of the Middle School students were suspended.
The parmership outlined in this proposal is focused on serving those high-risk students in our
community who have been impacted by the rising poverty rates and increased stress on families.
The programs offered will address both their academic and social needs.
COMMUNITY PARTNERSHIPS
FORM
Organization Type of Contact Person Organization Role
Name Organization ,
X SchooVDis~ct Judith Yantos, Project Provide high quality,
Columbia a Private non-profit Director 76315284508 comprehensive
Heights Public c~ Faith-based Kristin Gast, Project programs for after- and
organization Coordinator out-of-school activities
Schools a Public agency
Community o Other 763/528-4514 for children K-8 grades
Education at 4 sites
Cl School/District Keith Windschitl, Director of Provide high quality
City of Columbia ci Private non-profitPark and Recreation after- and out-of-school
Heights Park and o Faith-based 763/706-3732 (including summer)
organization Kelly Becker, CHASE recreational and skill-
Recreation X Public agency
~a Other Coordinator building activities for
763/706-3736 children al~es 9-13
21 * Century Community Lzaming Centers
Page 6 of 22
X School/District Bill Streff, Principal-Central Provide space,
Columbia ca Private non-profitMiddle School 7631528-4705 custodial coverage for
Heights Public ca Faith-based ~ath~rin~~ Page, Principal- youth events, volunteer
organization
School District ca Public agency Highland Elem. 763/528-4405 faculty advisor for Key
# 13 ca Other Kathy Kaiser, Principal- Club, and in-kind
Valley View Elem. secretarial services
7631528-4205
Richard Dick, Principal-
North Park Elem. 763/528-4305
rn School/District Walt Fehst Provide facility space
City of Columbia r~ Private non-profit763/706-3610 and use of city vehicles
Heights ~a Faith-based
organization
X Public agency
ca Other
~2 School/District Marsha Tubbs Provide a summer
Columbia ca Private non-profit763/706-3690 LIBRA reading
Heights Public ~a Faith-based
organization program and a teen
Library X Public agency read week
ca School/District Bill Roddy Provide security at
Columbia rn Private non-profit763/706-3754 Teen Night events and
Heights Police ca Faith-based
organization talk to youth about
Department X Public agency safety and anti-drug use
ca School/District Julie Suchy, Collaborative McKnight Foundation
Anoka County ca Private non-profitCoordinator funding for diversity
Children and ca Faith-based 763/323-6034 training, youth
organization
Family Council ca Public agency development, Courage
X Other Retreat
ca School/District Barbara Warren, Program City, county and school
Values First ca Private non-profitDirector district joint powers
ca Faith-baaed 763/717-9671 group that promotes
organization
ca Public agency core community values,
X Other asset development and
youth service
opportunities
cl School/District Chuck Dettman Community
Columbia ca Private non-profit763/782-7311 organization that
Heights/Fridley ca Faith-based
organization sponsors our high
Kiwanis ca Public agency school Key Club, a
X Other youth community
service organization
ca School/District Lisa Roberts Y-Start after school
Emma B. Howe X Private non-profit 612/782-7211 program, building self-
YMCA- ca Faith-based confidence and
organization
Northeast ca Public agency leadership skills
ca Other
Century Community Learning Centers
Page 7 of 22
ca School/District Bruce Fenway Provides in-kind
International ca Private non-profit~511636-3300 products for our
Paper Company ca Faith-b~ed · Homeless Youth Sleep-
organization
rn Public agency Out
X Other
ca School/District Christine Jones, Manager- Medtronic Foundation
Medtronic, Inc. n Private non-profit Comm. Affairs, Medtronic staff recruit employees
and ca Faith-based Foundation to volunteer in all 3
organization
Medtronie o Public agency 763/505-2637 elementary schools to
Foundation X Other Carol Riaeh, Patient Website read to low-achieving
Content Manager students. Carol Riach
763/514-3036 serves on the
Community Education
Advisory Council
O School/District Mary Guy Instruct youth in the
AT&T ca Private non-profit6511493-5100 Cable Camp summer
Broadband ca Faith-based
organization program. A~sist in
rn Public agency editing, camera views,
X Other etc.
O School/District Rick Mros Disc jockey and lights
O Private non-profit 763/780--2275 show for Teen Nights
Northern Lights ra Faith-based
DJ organization
ca Public agency
X Other
ca School/District Vivian Thomlinson Homework help and
Community ca Private non-profit763/788-9009 tutoring afternoons one
United Methodist X Faith-based 763/572-1177 day/week for
organization
Church o Public agency neighborhood youth.
o omer Windsock East After
School Program,
games, and crafts
ca School/District Dan Couliard Intramural sports
Immaculate r-, Private non-profit 763/788-9062 program
Conception X Faith-based
organization ,
Catholic School ca Public agency
21' Century Community Learning Centers
Page 8 of 22'
MEASURABLE GOALS
FORM
Targeted Goal Indicator Identify the
Goal targeted
population
REQLRRED I. Improve school attendance Excessive absences (10 or more 6th.8th
for children with excessive unexcused absences per year) Grade
absences, will decrease from 35% to 28% Central
of children participating in the Middle
21st Century Program by June 30, School
2004.
X 2. Improve homework 70% of students participating in K-8th
completion and classroom homework labs will show Grade
participation, improvement in homework Ali four
completion and classroom schools
participation by June 30, 2004.
X 3. Improve classroom behavior 78% or more of Central Middle 6th.8th
and social skill development of School students participating in Grade
high-risk youth by maintaining after-school enrichment activities Central
or increasing their participation will improve their classroom Middle
in current after-school programs behavior and social skill School
offering a range of high quality development by June 30, 2004.
enrichment activities.
X 4. Increase the safety and social 20% of students at each of the K.5th
skill development of high-risk three elementary schools will Grade
children by offering a range of participate in new after- and out- at all three
high quality after- and out-of- of-school activities by June 30, elementary
school enrichment activities. 2004. schools
X 5. Contribute to positive youth 90% or more of. children and Youth ages
development by continuing youth participating in after- and 6-14
oro_m'ams that promote skill out-of-school activities will enrolled in
development through creative, report higher self-esteem and city-
recreational, athletic, social, ~mprovement in social skill sponsored
and other enrichment activities, development by June 30, 2004. programs
21= Century Community Learning Centers
Page 9 of 22
WORK PLAN
FOR~ 6
1) Improve school attendance for 6th-8"' grade middle school students that are participating in the
21st Century Program and have excessive absences.,
'~'~'~" .~ ~.... ~ ~'~. ~,~
· ~,~ ,~'~- * --,~.. ~..
, ~... P~.*~.V.~ .,~..~
' ~' ~e ~"*'~ ..... ~ "5' '~
.........
. ~', ~ ~ .. ~-%.~ . , .... ~.~
Provide 21s~ Century
continuation programming for
high-risk middle school
students, e.g., AM/PM
General and English
Language Learner (ELL)
Homework Labs, Computer
Class, Red Cross Babysitting
Class, Art Class, Fitness
Room, Boys Choir, Jazz
Band, Drama Club, Student
Council, Academic Detention,
and Academic Triathlon.
50O
students/
year
30 sessions
/week x 32
wks = 960
scssions/yr
40 min -
1.$ hr
/session
1-4 days/wk
for 32 wks
January 1,
2003 - June
30, 2005
while school
is in session
Central
Middle
School Site
Leader
Instructor
for each
program
If students are provided a variety of high quality after- and out-of-school programming focused on
academic improvement and social adjustment, they will miss fewer days of school. Studies have
repeatedly shown that children who attend after school programs miss fewer days of school and
those who attend more than one program show greater benefits, e.g., better interpersonal and
conflict resolution skills, better peer relations, and higher academic achievement. (Fact Sheet on
School-age Children '~ Out-of-school Time, NIOST, March 2001) ,
Staff, parents, and students reviewed the programs offered through the current 21s~ Century grant
and determined that the programs outlined in this goal need to be continued. These are the
programs that meet the greatest need and have been most popular. They provide varied and
flexible activities that are age-appropriate, challenging, intensive, and of sufficient structure and
duration. (Afterschool Programs, McKnight Foundation, October 1999) Surveys of student participants
indicate 98% liked the 21~t Century program, 94% looked forward to attending the program, and
95% felt comfortable talking with 21u Century staff. Academic outcomes show that students who
regularly attended the program showed academic progress in their math and reading grades,
OPA's and on Basic Standard Tests. Records also indicate that 21u Century students had 42%
fewer excessive absences and 50% fewer suspensions than non-program students.
21 = Century Community Learning Centers
Page 10 of 22
2) Improve homework completion and classroom participation for students participating in
homework labs.
~.:ii:x,~:.:~;.· ...... :'. ~ ,. ~ , . .......
Continue Engiish Language 260 @ 4 sessions/ 40 mtn/ 4 days/wk Site I_~ader
Learner (ELL) and AM/PM CMS/yr wk x 3 labs session for 32 wks: at each
genera] homework labs at x 32 wks = school
Central Middle School 75 @ 384 sess/yr January 1,
(CMS). each of 2003 - June Instructor
3 clem. 4 sessions/ 30, 2005 for each
Expand ELL and general Schools wk x 2 labs while school homework
homework programs to three =225/yr x 3 schools is in session, lab
elementary schools, x 32 wks =
Total= 768 sess/yr
If children are given opportunities to strengthen academic skills through homework support, they
will have better homework completion, better class participation, better school behavior, and
higher test scores. (Fact Sheet on School-age Children's Out-of-school Time, NiOST, March 2001)
Homework labs are in response to the fact that the youth targeted by this grant receive little or no
support from their parents. Many parents work, speak limited or no English, or otherwise cannot
give their children the time and support they need to complete their homework. Programs are
effective because they emphasize consistent, positive relationships and interactions between the
children and well-trained, responsive, culturally competent and emotionally supportive adults.
(Afterschool Programs, McKnight Foundation, October 1999)
Low staff to student ratios (1/15), and the opportunity to work in small groups or with peer tutors
enhances learning. Program staff communicate with school staff regularly and work together to
help youth who are in need of special attention.
(Making an Impact on Out.of-School Time, NIOST, June. 2000).
21 ' Century Community Learning Centers
Page 1 ! of 22
3) Improve classroom behavior and social skillideVelopment of high-risk 6th-8th grade students at
the middle school by maintaining or increasing their participation in current after-school programs
o~ffefing a ran.ge, of high ~ualit~
Continue after-school
programming that meets the
creative, social, emotional,
and physical needs of
students, e.g., Computer class,
Red Cross Babysitting, Art
Class, Jazz Band, Boys Choir,
Student Council, Fimess
Room, and Drama Club.
enrichmenl
455
students
per year
activities.
16 sessions/
wk x 32 wks
= 512
sessions/
year
1.5 hr/
sessions
1-4 days/wk
for 32 wks:
January 1,
2003 - June
30, 2005
while school
is in session.
Central
Middle
School Site
Leader
Instructor
for each
program
If high-risk students participate in quality after-school enrichment programs, usually out-of-reach
for lower income families, their school behavior and social skill development will improve. They
will be less likely to "act out" because they have a sense of belonging and because they have
opportunities to explore new and challenging interests and participate in meaningful service-
learning projects. Studies show that students participating in enrichment programs have better
school behavior, are more "well-rounded", have better peer relations and conflict resolution skills,
are more grounded emotionally, develop decision-making skills, are less likely to use drugs, and
are also less likely to become teen parents. (Fact Sheet on School-age Children's Out-of-school Time, NIOST,
March 2001)
Youth participating in these enrichment programs are given choices among a variety of youth-
centered and age-appropriate activities. (Afterschool Programs, McKnight Foundation, October 1999)
They are given opportunities to enhance their creativity and express themselves through art and
drama. They learn skills that will address their need for earned income and initial paid
employment experience (babysitting, computer). They learn to work as part of a team or explore
and develop new interests and talents (Jazz Band, Boys Choir). They learn leadership skills,
cooperation, and community service through the Student Council. And, finally, they have the
opportunity to build their self-esteem and a positive body image through Fitness Room activities.
(Makin$ an Impact on Out-of-School Time, NIOST, June 2000)
21 ~ Century Community Learning Centers
Page 12 of 22
4) Increase the safety and social skill development of h~gh-risk children at each of the three
elementar schools b l!,g~,~u~ after- and out-of-school enrichment activities.
"'~ ~ · ~ ..~..~' ..~i.,2.~ ~:~'~
g *. .~;- "~'; .~ ~' .,' a ...... '*- :'., ." -..: ,' ' · :'.
' ?,4,: 3 .--,'. '
~ ~¢~;, 9'~.,:'~.~...... ~..~, ~ ~.',.¢, ..%~:;; ,,.
' ~ " ..... "'""' '"" ....... ~ ..... ' .... ".~'~'"'"'~'"" ~e,a ~ ..:" :.-?,. '.'
~ ~3~a~')'0 '' ~>:~':5~ "~O~,., .'"" "' ',L.¢ :'~'¢~.. ~ ..... 1~2~*~::) t~.~ ~l~x¢~.:,'~'~t~q~'"' ~ .... :' ~.~:~'~:"~'~*.~, ;~'':~ ~,~.;~> ~x';~,.'2'" ," '..., '. .. ·
new ~er- ~d out-of- Total Total 75 2 day~wk - Site ~ader
h~l ~m~s ~at m~t ~e you~ at ~ssions ~ minute - A~, ~ma at each
~afive ~d s~i~ ~11 3 3 ~h~ls 2 hour & Spanish; elementary
velopment n~ of K-5~ ~h~ls ~l/ye~ sessions 6 closes- school
~ sm~nm, i.,., ~ CI~, ~ 571/~ T~hnology;
ma Club, Su~er 5 ~y~wk in Instructor
a~ic~d Crop for 5~ summer - for each
~m, Sp~ish Cl~s, ~d ~ Crop; pro,am
chnology ~b for students J~u~ 1,
· eir p~n~. 2ffi3 - June
30, 2~5
g
If quality after- and out-of-school programs are offered to high-risk elementary students, then they
will be able to go to safe places where they can explore their interests, enjoy time with friends, and
participate in structured and spontaneous activities. They will also have the opportunity to develop
social and emotional skills that lead to meaningful relationships with adults and peers. (Making an
Impact on Out-of-School Time, NIOST, June 2000)
Past experience with after- and out-of-school programs, and input from thc three elementary
principals, staff, parents, and students, helped us develop an effective programming plan for the
three elementary schools in Columbia Heights. Programs and activities are designed to be age-
appropriate, yet challenging and are tailored to meet specific needs. They will complement the
formal learning of the school day with activities focused more on children's social development.
(AJterschool Programs, McKnight Foundation, October 1999) Programs will be offered in the safety of the
elementary schools that the children attend during the day, will be staffed by teachers who arc well
trained, caring, and culturally competent, and will provide transportation hOme after the activities.
(Making an Impact on Out-of-School Time, NiOST, June 2000 &)
The Summer Music/Band Camp will help prepare 5th graders for 6th grade music and band.
Technology Lab is designed for students and parents without computers at home to learn to use
the computer together. Art Class and Drama Club will be project/production focused and will
serve a different set of students in each 8 and 10 week session. Spanish Class will be offered
before and after school to English speaking students who want to learn Spanish so they can
communicate better with the high population of Hispanic students in the district.
21" Century Community Learning Centers
Page 13 of 22
5) Contribute to positive youth development by continuing programs that promote skill
development through creative, recreational, athletic, social, and other enrichment activities offered
through the City of Columbia Heights Recreation Department.
'" ~' '~~,_g.~: ,.~5, ..'.:-'r';' .'-'," .... ..'.
[~"~;~ ~ .~'&a'~,:~q~.' ~'~J '.~ ~,~., .....
~!, and 17 Sessions Houm 14 dayffwk Youth
d summer pro~a~ v~ by v~ by x 32 wks for Enhchment
· e sem~ ~tivity activity: after-sch~i C~rdinator
I 1,7~ from 1, 1.5-50 activities;
child~n 3 -~y ~ogram
in 2~1
6-14, e~ping trip 14 day~wk Coordinator
mo~es; We to 55/ye~ from June- for some
~fivifies; esfi~m for ~er- August for pm~ams
s~; ~at ~ ~h~l summer
aent; 8~ ~fivities. ~tivities.
pup~t undu~
h~mr lica~ To~ Janu~ 1,
)mputer you~ ~timat~ 2~ - June
IS; ~n will ~ssion~ 30, 2~5 (see
~elp; ~d emoll in ~2 "Note" ~
writing Pr°~ ~get
~ 2~3- Narmtive)
2~
Continue 4 after-school
13 out--of-school
pro_j~ams that meet the
physical, social, and
emotional needs of
ehildrerVyouth, ages
e.g., crafts; games;
sports; recreational
indoor and outdoor
leadership develol
community service;
show productions;
group; field trips;
and technology skills;
dances; homework hel
reading, poetry,
contests.
Studies show that if high-risk children and youth are offered a variety of challenging and fun after-
and out-of-school, community-based programs in safe, adult-supervised environments, they will
have better social skills and higher self-esteem. They will have better peer relationships and
emotional adjustment, will learn to resolve conflicts peacefully, and will develop new interests and
hobbies. They will have improved school behavior and better grades and test scores. After-school
and out-of-school activities are also linked to a drop in crime and decreased incidence of
depression, pregnancy, and smoking. (Making an Impact on Out-of-School Time, NIOST, June 2000 & ) &
(Fact Sheet on School-age Children's Out-of-school Time, NIOST, March 2001)
21 = Century Community Learning Centers
Page 14 of 22
Since 1996, when the City of Columbia Heights received its first after-school enrichment funds, it
has collaborated with a number of community partners, as well as Columbia Heights Public
Schools Community Education, to provide comprehensive after- and out-of-school programming.
Currently, seven community partners help provide quality experiences for children and youth ages
6-14, primarily during the summer months and on non-school days.
These community-based projects are linked to several best practice attributes. With the guidance
of supportive adults, they build multiple "real world" competencies, such as leadership, teamwork,
and community service skills. (Afterschool Programs, McKnight Foundation, October 1999)
Examples of this include the Y-Start and Teens-N-Togetherness (TNT) programs. The Cable
Camp teaches youth computer and technology skills and the LIBRA and Teen Read Week
programs help hone reading and writing skills
All of the programs meet the best practice attribute of being varied and flexible, age-approp~ate,
challenging, intensive, and of sufficient structure and duration. (Afterschool Programs, McKnight
Foundation, October 1999) Windsock East is an after-school homework help, craft and recreational
program that meets 2 days a week at the Community United Church. Youth Enrichment Season
(YES) and Teens-N-Togetherness (TNT) are very popular summer park programs that provide
crafts, games, community service projects, and outdoor activities 4 days a week throughout the
summer.
August Adventure Days and the Camping Trips are summer day and overnight programs that give
kids a chance to learn new physical skills and work together as a team. Puppet Wagon and
Moonshoe Players Theater build creative talents as children work together throughout the summer
to produce their own shows. Non-school Day Field Trips, and Wild Wednesdays offer kids year-
round recreational and educational outings throughout the metro area. Movies-Games-Pizza,
Tuesday Movie Fun, .and Teen Night provide regular times year-round when kids can get together
to socialize. Intra-murais include 50% of the student body at a private catholic school in after-
school sports pro~;rarns throu~,~hout thc school year.
21" Century Community Learning Centers
Page i 5 of 22
Transportation to and from out-of-school programs is an issue for the majority of our targeted
students. For many of them, one or both of their parents work or don't own a vehicle. Providing
transportation home following after-school activities is necessary to keep children safe and
encourages more of them to participate.
To accommodate different school day hours (North Park Elementary begins and ends an hour later
than the other district schools), as well as the expected increase in the number of students
participating in the expansion of our after-school activities, we plan to provide two activity buses.
The buses will run Monday through Thursday at 4 and 5 PM and will follow a North and South
route that drops off students as close to their homes as regular school buses. Both buses are under
adult supervision when boarding.
Currently, the Columbia Heights School District provides a 5 PM activity bus that picks up students
at all four school sites. We have budgeted for a 4 PM activity bus to serve those students whose
activities end earlier and to alleviate overcrowding on the current 5 PM bus. It is critical that we
provide this earlier bus for students. Currently they have to wait for the 5 PM bus or choose not to
attend activities because of the busing schedule.
The City of Columbia Heights Recreation Department uses a variety of transportation options for its
out-of-school programming. These include contracting with the Columbia Heights School District
for use of district owned buses and staff drivers; utilizing its own 15-passenger van; and contracting
with the Fridley Voigts Bus Company when school district buses are not available. For the YMCA
Y's Start program, students are picked up at Central Middle School, transported to the class site, and
delivered directly to their homes by YMCA staff using the organization's 15-passenger van.
Many of the children targeted for this grant live in families that lack the financial resources to
provide after-school and summer child care, or enroll their children in fee-based recreational and
enrichment activities. These children must fend for themselves--staying home alone, or hanging out
with other kids in unsupervised, often unsafe, environments. By collaborating with the city to
continue our current programming and develop new programs for our elementary school children,
we intend to make sure that all children who want to participate in after- and out-of-school
enrichment programs are given the opportunity. No child will be turned away for any reason.
We remove barriers and ensure participation in a number of ways outlined below, but one very
important way we do this is to provide a wide variety of programs and activities that children
perceive as fun, challenging, and interesting. Our children come from a number of different ethnic
backgrounds and also practice different religions. If a child's religion forbids an activity like
dancing, they have other options to socialize with friends, such as going to a movie, or joining in a
book club. We try to recruit instructors that are well qualified, culturally sensitive, and already have
good relationships with high-risk children and youth. We offer programs during non-school hours,
including weekends and evenings and during school breaks and the summer. Fees are covered in our
budget for activities that require supplies or entrance fees.
21" Century Community Learning Centers
Page 16 of 22
All after-and out-of-school activities offered by Community Education will take place in the safety
of the four schools. Two adults monitOr th6 halls at all times as well as when activity buses are
loaded. Programs through the city are offered at the schools, churches, the YMCA, the city library
and the community center. Field trips and other activities use volunteers to maintain a 1/10 ratio of
chaperones to participants.
Multi-lingual g~l.l, instructors staff all English Language Learner (ELL) homework labs. Languages
spoken by those instructors include French, Spanish, German, Swahili, and Arabic. Spanish-
speaking instructors are hired to work in the summer programs. Translators are on call and many
students with secondary language skills serve as translators.
Special needs students are welcomed. We currently serve students with Autism, Attention Deficit
Disorder and Attention Deficit Hyperactivity Disorder. Several instructors, both for the city and
school programs, have special education backgrounds. The Program Coordinator for the City
programs, besides having a background in special education, is also proficient in American Sign
Language. All of the four schools were recently remodeled to meet state accessibility requirement.~.
There are push-button elevators at ali four schools on all floors. The school district has a special
needs bus available through special education and the city has a wheelchair accessible car and van.
For students dealing with emotional problems, we have counselors available and a social worker
comes in once a week.
We advertise the 21st Century Program in a number of ways. At school open houses and parent-
teacher conferences, there is always a program representative available to answer questions and
hand out informational brochures about the different programs and activities. When teachers identify
children in need of enrichment programs, we try to make a personal contact with their parents and
discuss issues such as transportation and work schedules. Both the school district and city web sites
always have up-to-date information. Programs are advertised in flyers given to ali students, the
school newsvapers, and during the daily public address announcements at the schools. The city
sends out a quarterly newsletter to every household in the district listing available programs and also
makes flyers, brochures, and posters available at locations where kids hang out. Representatives
from city programs also come to the schools to talk about their summer and non-school day
activities and advertise in the local newspapers.
21 ~ Century Community Learning Centers
Page 17 of 22
EVALUATION PLAN
FORM 7
Describe below your preliminary evaluation plan. Preliminary plans must include: (a) Identification of the staffing
and percentage of budget allocated to evaluation. Co) Identifications of data to be collected and processes to gather
this data. (c) Description of how the parmership will share the results of the evaluation with the broader community
and use them to refine, improve and strengthen the program or activities and to refine performance measure.
Applicants awarded funds will be expected to develop and submit an evaluation plan within 6 months according to
specifications to be provided at a mandatory training session in January 2003. This preliminary evaluation plan
below provides description of the key evaluation and data collection requirements for this grant.
a. Conducting the Evaluation
1. How do you a~ticipate your evaluation will be With external With internal Both
conducted? (Circle one.) evaluator evaluation staff X
2. What percent of your total project budget is allocated Grant Funds Cash/In-kind Total Grant & Match
to evaluation? Match
10% 13% 23%
b. Data Collection Plans
Programs will report the following m
Data to be colleO, ed
1. Number of youth who participate in the
program
2. Number of hours of program exposure
for different types of activities
3. Indicators of customer satisfaction with
the program by participants or key
stakeholders (youth, parents--for younger
youth), and partnms
4. Documentation of working together by
~attners in I~oject
5. Measures of desired impact- list Goal
number
duplicated information semi-annually.*
Preliminary Plan to collect this
information (Le. type of tool or
method--survey, program logs, sign-
in shee~ etc.)
Attendance records; Access
computer program
Access Program
Teacher surveys; Student
surveys; Parent surveys
Planning Team Minutes
Access Program
How often will this
information be collected?
Daily attendance; monthly
collection of attendance
Monthly collection
Annually
Monthly
Monthly
c. Sharing and Use of Data
Plan Items
1. Plan for reviewing data with staff and
partners to strengthen program
implementation
2. Plan for making evaluation data
available to the public (required activity)
Description
Planning Team Meeting
PowerPoint presentations;
Written report
Timeline for review and
release of information
Semi-annually
Annually
*Additional information may be required based on federal funding requirements
21" Century Community Learning Centers
Page 18 of 22
I PROJECT BUDGET: Requested & Matched Funds - Part A
FORM 8AI
Budget Period: 1/1/2003 - 6/30/2005
Line Item Detail Grant Match
Director's Salary (5% of 1 FTE)* $ 13,116 $ 28,452
Coordinator's Salary (7 hours per day/214 days per year)* 89,062 --
Instructors Salaries (Hourly for four schools)* 246,931 24,710
Clerical Salary (15% of I FTE)* ' 16,720 3,546
City of Columbia Heights Park and Recreation Staff Budget: (1.5 Years)* 85,032 56,008
*See detail attached
TOTAL ..... $ 4507861 $ 112,716
Line Item Detail Grant Match
Wilder Research has agreed to continue as the formal evaluator. Richard $ 58,330 $ 7,544
Chase is the contact person. 10% of the grant has been allocated for the
evaluation. The Coordinator does a lot of the data gathering prior to
submitting to Wilder Research.*
The City of Columbia Heights Park and Recreation contracts with*: 22,908 12,765
· AT&T Broadband for a Cable TV Camp
· Community Methodist Church for an after-school program
· Northern Lights Disc Jockey for Teen Nights
· Columbia Heights Police for Security for Teen Nights
· YMCA for the Y-Start Program
· Columbia Heights Public Library for their LIBRA Summer Reading
· Immaculate Conception School for an intra-mural program.
· TOTAL $ 81~38 $ 20,~09
Line Item Detail Grant Match
MCEA (Minnesota Community Education Association) Fall Conference $ 3,000 $ 750
for 5 staff (Coordinator and 4 Lead Site Staff) @ an average of $500 per
staff for conference, mileage and lodging
MRPA Summer Staff Training Workshop @$25/per person for five 650 163
people; Staff Training Supplies @$50/per session for four sessions
TOTAL $ 3,650 $ 913
2 i ~ Century Community Learning Centers
Page 19 of 22
Travel/Transportation·
Line Item Detail Grant Match
Activity Bus for four schools: ($28/hour x 1.5 hours/day - school year)* $ 28,983 $ 7,246
Non School Day Buses for field trips and Summer Wild Wednesdays 8,415 2,104
($28/hr x 376 hours)
TOTAL $ 37~398 $ 9,350
Equipment over $$,000 per unit
Line Item Detail Grant Match
TOTAL
Line Item Detail Grant Match
TOTAL
Line Item Detail Grant Match
Community Education $ 45,000 $ 11,250
City of Columbia Heights 23,492 5,873
School Year program expenses include cooking, instructional and craft
supplies, fees so students can compete in academic competitions, summer
admission fees, camping site rentals, food for events, after-school snacks,
and theater and drama supplies
TOTAL $ 68~492 $ 17~123
Other Experises ,(itemize)
Line Item Detail Grant Match
TOTAL $ 641,639 $ 160,411
TOTAL GRANT FUNDS REQUESTED $ 641,639
21a Century Community Learning Centers
Page 20 of 22
PROJECT BUDGET: Requested and Matched Funds - Part B
FORM 8B ]
Salary and Fringe
Community Education Director's Salary:
· Grant request is for 5% of the Director's salary over 2.5 years plus 25% fringe.
· Grant request includes a 3% salary increase beginning July 1, 2003, and a 3% increase for the
2004-05 fiscal year.
· Base Salaryforfirst half of funding year: $81,000
Matching funds for the Director's salary are:
· $13,930 from the Youth Development Levy
· $14,522 from the Community Education Levy/State Aid
· The Community Education Director is co-advisor for our youth community service group.
· The Director is also matching 5% of her time out of Community Education Levy/State Aid
monies. She is responsible for the overall supervision of the 21st Century Program.
Coordinator's Salary:
· Grant request is for I laTE 21st Century Coordinator @ 214 days per year, 7 hours per day
over 2.5 years plus 25% fringe benefits. The grant request includes a 3% salary increase
beginning July 1, 2003, and a 3% increase for the 2004-05 fiscal year.
· Base salaryforfirst halfoffunding year: $27,500
/~nstructor's Salaries:
· 'xx Grant request is for 10,975 hours of instructor time at 4 schools. We adhere to the best
~oracfice of hiring licensed teachers to instruct. ,
,,* Base salary for first half of funding year: $22.$0 per hour (set by teacher s union contract)
ia* ~Vlatch consists of $24,710 from Columbia Heights Public Schools levied through the new
,~J .~/outh after-school legislation to support the current Middle School 21st Century Program.
· Grant request is for 15% of I FFE Community Education Secretary. The Secretary
works 8 hours/day for 239 days/year for 2.5 years plus fringe benefits.
· Grant request includes a 3% salary increase beginning July 1, 2003 and a 3% increase for the
2004-05 fiscal year.
· Base salaryforfirst halfoffunding year: $34,416
· Matching funds (in-kind) come from the Community Education Levy/State Aid monies.
· She will give another 10% of her time to the 21st Century program due to the increased
demand for payroll management, facilities requests, data collection for the evaluation, and
registration of participants.
City of Columbia Heights Park and Recreation Staff Salaries: Park and Recreation Coordinator:
· Grant request is for .5 b'TE Coordinator for 1.5 years plus 40% fringe benefits.
· Annual salary: $30,000
21 '~ Century Community Learning Centers
Page 2 i of 22
Hourly Staff:
· Grant request is for 8 staff at $i2/l~oUr i~or 17 non-school days and teen night events
during the school year.
· It also includes 26 staff at $12/hour for 4 to 8 weeks of summer youth programming for
Wild Wednesday field trips (12 trips), TNT/YES Summer staff (8 weeks), Moonshoe
Theater Summer staff (4 weeks), Puppet Wagon Summer staff (8 weeks), and Camping
Trip Summer staff (2 trips).
Consultant/Contracted Services
Continuation of an evaluation contract with Wilder Research.
· The funds will provide 1,425 hours of evaluation at $42 per hour.
· We have requested 10% of the entire grant amount for evaluation.
City of Columbia Heights: The City contracts with many different organizations for after-school
enrichment programs and teen events:
· AT&T Cable Camp: $30/hour x 24 hours x 2 staff x 4 sessions ($5,760)
· Community United Methodist Church: Windsock East After School Program- $1,500 for
food and supplies
· Northern Lights Disc .loekey for Teen Nights: $450/event for 8 events = $3,600
· Columbia Heights Police: Security for Teen Nights - $40/hr x 3.5 hours/event x 8 events
· Immaculate Conception School: Intramural Sports Program - $1,500
· Emma Howe NE YMCA: Y Start program - Lead staff at $15/hr x 3 hrs x 2 sessions/wk x
50 weeks - $4,500 plus 7.65 fringe -- $4,844; Assistant Staff at $8/hr for same schedule
$2,583; supplies at $500.
· Columbia Heights Library Reading Program: $1,500 for supplies
· Matching funds will be provided through Community Education Levy/State Aid monies and
current After School Enrichment (}rant Funds that the City is receiving.
Training
· Match for training comes from the current Community Education Levy/State Aid monies and
current after-school enrichment grant money the City is receiving for this year.
Transportation
· The school district is requesting funds to operate a second activity bus for the 21st Century
Program. The cost is calculated on $28/hour for 1.5 hours per day for the school year.
· Matching funds come from school district funding of the first bus and the current after-school
enrichment grant that the city receives.
Program Expenses
· Matching funds come from the Community Education Levy/State Aid monies and the current
after-school enrichment monies that the city receives.
Note: The City of Columbia Heights is funded for its after-and out-of-school programs by a state
After School Enrichment grant through December 3 l, 2003. Therefore, this request includes
funding for their programs for 1.5 years, from January 1, 2004 - June 30, 2005.
21 = Century Community Learning Centers
Page 22 of 22