Loading...
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