ymca of kokomo indiana application...decrease egg laying as daylight decreases. students will...

YMCA of Kokomo Indiana

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Form 1 – Cover Page: 2017 Sub-grant Application – Attachment A

Applicant Information Contact Person

Name of

Applicant: (name of

fiscal

agent)


Name: Lisa A. Gauger

Title:

Mission Advancement Director Address:

114 N. Union Street Agency

Name: YMCA of Kokomo Indiana

Kokomo, IN 46901 Email: [email protected]

Phone: 765-457-4447

Fax: 765-457-4440

If LEA

(school

corporation

, charter

school):

County: Howard

Corp # 3460 School # 2895

School #

School #

Program Director of 21st CCLC

Name: ChristieTate

Email: [email protected]

Phone:

Fax: 765-236-2070

765-236-2078

Did you use a professional grant writer to

complete this application? YES or NO

If yes, please provide Name of Grant Writer:

Funding Information:

Funds Requested:

Year 1 $147,900

Year 2 $147,900

Year 3 $140,505

Year 4 $133,480

Total $569,785

DO NOT WRITE BELOW – FOR IDOE USE ONLY:

Funds Approved:

Yr. 1

Yr. 2

Yr. 3

Yr. 4

TOTAL

Authorized Representative Information:

Type Name of Representative: Karl Stoneking

Title: CFO

Tel # 765-457-4447

Fax # _7_6_5_-_4_5_7-_4_4_4_0


I HEREBY CERTIFY that, to the best of my knowledge, the

information contained in this application is correct, the

agency/agencies named in this application and in the

partnership commitment form have authorized me as their

representative to file this application.

Signature of Authorized Representative (if school

corporation, must be signed by the Superintendent, if

charter school, by the charter school administrator)

Date signed: December 14, 2017

mailto:[email protected]



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

Applicant Name:

YMCA of Kokomo Indiana Contact

Name:

Lisa A. Gauger

Organization:

YMCA of Kokomo Indiana Phone:

Fax:

765-457-4447

765-457-4440

Address: 114 N. Union

Street Kokomo, IN

46901

Email:

[email protected]

Name of School to be Served

by 21stCCLC (including

School # and School

Corporation)

Has this

school been

served before

under a

previous 21st

CCLC grant?

% Free

and

Reduced

Lunch

%

Identified

English

Learner

Students

Estimated # of Students

that will attend the

program at least 45 days

or 60 days to be served

Per School Year

Y1 Y2 Y3 Y4

School has

grade of

D/F

(indicate

“D/F” if

yes)

Estimated

number of

Students

with

Disabilities

to be served

Taylor Elementary School Corp #3460 School #2895

YES

NO

60.48%

45

YE

S

"F"

3% 60

25

5

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

YES

NO

45

60

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



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

Applicant Name:

YMCA of Kokomo Indiana Contact Name:

Lisa A. Gauger

Organization:


Phone:

Fax:

765-457-4447 765-457-4440

Address: 114 N. Union Street Kokomo,IN 46901 Email: [email protected]

Name of Community Learning

Center/Site

(e.g. Franklin High School, Boys

& Girls Club )

Location

(Street Address)

City

Taylor Elementary School

3750 East County Road 300 South

Kokomo

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



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Form 4 – Population Served Checklist – Attachment D

Applicant Name:

YMCA of Kokomo Indiana Contact Name:

Lisa A. Gauger

Organization:

YMCA of Kokomo Indiana Phone:

Fax:

765-457-4447

765-457-4440

Address: 114 N. Union Street

Kokomo, IN 46901 Email:

[email protected]

Populations Served (check all that apply):

❑ Pre-School √ Elementary School

❑ Middle School

❑ High School

❑ Adult

Services: (check all that apply):

√ Reading or Literacy

√ Mathematics

√ Science

√ Arts and Music

√ Tutoring or Mentoring

❑ English Language

Learning

Services

❑ Pre AP and/or AP Course

Development

√ Service Learning

√ STEM (Science,

Technology,

Engineering &

Math)

√ Recreational

√ Telecommunication

& Technology education

√ Library Services

❑ Services for Adults

√ Youth Development

❑ Drug & Violence Prevention

√ Character Education

√ Global Literacy

√ College & Career Readiness

Operating Hours: (check all that apply):

√ After-school □ Summer

❑ Intercession ❑ Fall Break

❑ Spring Break

❑ Weekend √ Before-School


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

Applicant Name: YMCA of Kokomo Indiana

Contact

Name:

Lisa A. Gauger

Organization: Partner: Taylor Community

Schools Phone:

Fax:

765-457-4447 765-457-4440



Date Activity Description

Program Start Date

Summer 2018

School Registration Events Collaboratively market the YMCA After

School program at the promotional booth in

school’s lobby and via school’s

communications with parents. Curriculum Development Art Academy collaborates on developing

curriculum for STEAM week, infusing Art

activities in curricula on a monthly basis. Site Set Up Review Transportation Plan, Safety & Risk

Management, Emergency Preparedness, and

other logistics pertaining to space at the

Taylor Annex. Prepare office, bathrooms,

gymnasium, cafeteria, and outdoor space

prior to program start date.

Fall 2018

Open House Collaboratively market the YMCA After

School program at the Annex and via

school’s communications with parents.

Showcase program’s progress and success.

Spring 2019

Program Assessments Gather feedback from students, parents, and

school staff. This will inform YMCA on

areas to develop and leverage. Program Presentation to School

Board YMCA staff presents program’s outcomes

to Superintendent and School Board, to

communicate progress and additional

support needs from the school.

Program End Date

Note: A minimum of

130 days are required for

a 21st CCLC program.


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Contact Name: Lisa A. Gauger

Organization: Partner: Crown Haven

Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date August 2018 weekly

Summer 2018

Fall 2018 Chickens: Winter Wonders Children learn why chickens don't lay

eggs in the winter and how they can help

them continue to lay eggs. Chickens

decrease egg laying as daylight

decreases. Students will experience a

scenario, where they must help a chicken

farmer get his chicken to lay eggs. Kids

will apply the knowledge of daylight

hours to engineering a flashlight home

for the chicken to increase egg

production by using artificial light. Animal Spies Students receive data sheets, these are used to

help record their behavioral observations in

animals. This activity is taught on a

progression. As the students progress, they’ll

apply knowledge of focal and scan sampling

to design a behavioral experiment with the

animals. Students will then compare data

collections to identify differences. How we see Students will explore the world through the

eyes of nocturnal animals with night goggles,

they’ll learn the challenges (and benefits) of

having monocular vision like horses and

goats. Habitats and Hypothesis Testing Students must use critical thinking to

determine if the hypothesis makes sense.

Then, test the hypothesis to see if the animal

behaves as the student suspected. Students

will have a chance to tweak and refine the

hypothesis.

Spring 2019 Rabbits: Beat Bunny Boredom Students will learn about enrichment and

how it can help animals cope with their

environments - to increase the expression

of natural behaviors. For example,

students can design an enrichment toy (a

ball that dispenses treats) that promotes

natural rabbit behaviors such as nosing


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and hopping. The activity will help

students learn valuable animal welfare

science concepts and animal behavior. Traveling Animals Students will learn about map reading and

how animals travel. Students will apply this

knowledge to build their own migration

maps. How we eat Students will match the real-life animal teeth

with the food that animal eats and learn how

the teeth help the animal eat. Colors and Critters Students will apply their knowledge by

mixing various colors and textiles to obtain

the color of the rabbits in the classroom.

Program End Date

Note: A minimum of




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Contact

Name:

Lisa A. Gauger

Organization: Partner: Boy Scouts of America

Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date August 2018 meeting weekly

Summer 2018

Fall 2018 STEM 101 Participants will learn the basics of

STEM in Scouting, and talk about the

activities for the year and how they will

relate to STEM. Start NOVA Awards Each award (four total) covers one

component of science, technology,

engineering or mathematics. Raingutter Regatta Participants will learn the mechanics of

how to craft a sailboat using all the

aspects of STEM. The goal is to use air

to move their boat down the “gutter”

style track the fastest. Other activities as set forth by the

pack and troop leader

Spring 2019 Pinewood Derby Participants will learn how to craft

and build a pinewood racing car

using all the aspects of STEM. The

goal is to use gravity to move their

car down the track tosee whose care

is the fastest. Start Super NOVA awards These awards recognize in-depth

achievements in STEM-related

exploration and require earning three or

more Nova awards. Other activities as set forth by the

pack and troop leader

Program End Date May 2018

Note: A minimum of




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Contact

Name:

Lisa A. Gauger

Organization: Partner: Transform Consulting

Group

Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date

Summer 2018

Evaluation The above named agency agrees to

collaborate in a planned effort to accomplish

the full objectives of this program and

comply with all requests from the lead

agency.

Fall 2018





agency.

Spring 2019





agency.

Program End Date

Note: A minimum of




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Organization: Partner: Child Care Solutions

Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date

Summer 2018

Fall 2018

Training Support Child Care Solutions staff plan scheduled

site visits to assess training needs. Child

Care Solutions observe staff and students’

interactions, behaviors and curriculum

implementation. A training plan developed

including training topics, dates, and

recommended curricula materials for

YMCA staff. Curriculum Support Based on Child Care Solutions Training

Plan for YMCA staff, curricula materials

listed can be retrieved from Child Care

Solutions Lending Library.

Spring 2019

Training Support Child Care Solutions staff plan scheduled

site visits to assess training needs. Child

Care Solutions observe staff and students’

interactions, behaviors and curriculum

implementation. A training plan developed

including training topics, dates, and

recommended curricula materials for

YMCA staff. Curriculum Support Based on Child Care Solutions Training

Plan for YMCA staff, curricula materials

listed can be retrieved from Child Care

Solutions Lending Library.

Program End Date

Note: A minimum of




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Contact

Name:

Lisa A. Gauger

Organization: Partner: Kokomo Howard County

Public Library

Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date

Summer 2018

Family Engagement Seasonal themed family nights will be at the

library and Taylor Annex for our families. Curriculum Support The library’s innovative literacy outreach

tools Bookmobile and Imagination Playground

visits the program site 2 times per month.

Through the Bookmobile, program staff select

curriculum based books. The student’s adult

caregivers are given the opportunity to check

out books via Bookmobile, that supports

literacy at home. The library’s Imagination

Playground is a 105-piece big blue block set

that supports creative play through a hands on

STEM makerspace learning experience.

Fall 2018













Spring 2019







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Program End Date

Note: A minimum of





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Applicant Name: YMCA of Kokomo

Indiana


Organization: Partner: United Way Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date

Summer 2018

Fall 2018

United Way Presentation YMCA program staff present United

Way funded program progress to CEO.

Presentation includes measurables,

outcomes, impact stories, and additional

funding support needs. Curriculum Support Based on presentation, United Way

supports program’s need by facilitating

community round tables that presents

new partnership opportunities, and

funding support.

Spring 2019

Program End Date

Note: A minimum of 130 days are required

for a 21st CCLC program.


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Contact

Name:

Lisa A. Gauger

Organization: Partner: Girl Scouts of Central

Indiana

Phone:

Fax:

765-457-4447 765-457-4440




Program Start Date

Summer 2018

Curriculum Support Girl Scout troop at the Taylor Annex

engages female students in STEM activities.

Participants will learn the basics of STEM

in Scouting, and talk about the activities for

the year and how they will relate to STEM.

Fall 2018






Spring 2019






Program End Date

Note: A minimum of




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I. PROJECT ABSTRACT

The Kokomo YMCA has a rich history of serving the youth in Howard County. We are

committed to nurturing the potential of kids from all walks of life. The Y has partnered with the

Taylor Community School Corporation, where we are committed to serving 35 Kindergarten-

Fifth Graders at Taylor Elementary School in Kokomo with school-year programming. Our

priority emphasis will be STEM programming. Taylor School serves a diverse population as well

as a large population of disadvantaged children. Taylor is a low-performing school with

substantially lower state test scores than most elementary schools in Indiana. Participants in the

program include children whose parents simply need child care, along with children identified by

school representatives who will benefit from the services of the program due to low state test

scores.

The YMCA staff will work with the school administration and teachers to provide opportunities

for high- quality academic and personal enrichment, and will engage adult family members

through educational and personal development activities. The nine activity components are: 1.

Academic Support - Tutoring, Math and Literacy Enrichment. 2. Health & Wellness. 3.

Leadership Development - Community Collaborations. 4. Service Learning. 5. College and

Career - Collaboration with Schools and Local Colleges. 6. Art Education -Collaboration with

the Taylor School Art Institution and Art Association. 7. Global Learning - A variety of

activities. 8. 21st Century Skills - STEM activities, Taylor School Robotic Team Collaboration

9. Family and Parent Involvement - Literacy Classes and Family Events.

Key people involved in the project include the Principal and Vice Principal of Taylor

Elementary. Their expertise and support have been, and will continue to be, crucial in the

project. Our YUSA technical advisor, who is an expert in Early Learning Development


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Achievement Gap and STEM Programming, will be a key person to assist us in assessing the

fidelity and quality of the project to include data management. In addition, key to the project are

the President of the Howard County Community Foundation, and the Manager of the Alliance &

Chamber Operations from the Greater Kokomo Economic Development Alliance. The Senior

Program Director, Child Care Development Director and one of the Board of Directors of the

YMCA have also been crucial in the development of the program.

Working with school staff, including our school liaison, will help ensure our program stays

aligned with the goals of Taylor Elementary School Improvement Plan (SIP). We have identified

the following outcomes: 1. Work with the school to lower the communication disconnect

between the school and the families it serves by engaging them in joint activities and community

events. 2. YMCA trained staff will use the iPad Lexia and Pearson Scott Foresman reading

curriculum to help students improve their reading level. 3. Working with the school, YMCA

Staff will be trained in STAR Reading and Math assessment to help monitor student’s reading

level and achievement. 4. Individualized tutoring programs will be set up for each student. The

outcome is for spring proficiency rates on ELA and math portion will increase from fall

proficiency rate each year. 5. Assist in lowering the rate of absenteeism by 3% through student

incentives. 6. Improve student preparation and behavior through College/Career Readiness and

21st Century Programming.


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II. COMPETITIVE PRIORITY POINTS

The Kokomo YMCA has existed in our community for over 142 years. Over the course of these

years, the YMCA has developed strong and deep relationships with community organizations,

schools, and many other key organizations. As we continue to expand our programs outside of

our walls, our partnerships and collaborations continue to grow. At the YMCA one of our great

strengths is to call together key players to problem solve for the good of our community. In late

2016 the Y established a new partnership with the Taylor School Corporation. Taylor

Elementary School serves a high poverty rate population of students. The free and reduced lunch

rate is 60.48 percent. The school struggles with low test scores and low academic rankings. In

2017, Taylor Elementary school fell from a C rating to an F rating in their state accountability

grade. The school struggles with attendance as well. As a result of this, the YMCA saw an

opportunity to reach out and collaborate with the school system.

A YMCA of the USA Core Supports Assessment was completed. The results of the YMCA Core

Assessment established and confirmed the need for a program in the Taylor School Corporation.

A meeting was called with the Taylor Elementary School Principal and our YMCA Early

Learning Center Development Director. The Principal presented results from a parent needs

survey. The Taylor School Corporation’s analysis of their results, along with the Y’s Core

Assessment results, verified the need for an academic enrichment Before and After school

program at the school site and a partnership began.

A. Organizational Priority Points

The YMCA’s organizational Priority is 1. New Applicant who has never received 21st CCLC

funds. The need for a Before and After school program at Taylor School in Kokomo is evident.


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B. Programming Priority Points

The programming priority that we have chosen is STEM (Science, Technology, Engineering and

Math). We have chosen STEM programming because it aligns perfectly with Taylor Community

School. Taylor Community School is a technology school. Running a before - and afterschool

program that has a strong STEM program component enhances our partnership. In our

curriculum, STEM programming will take place three times per week for at least one hour per

session. In order to monitor the performance and progress of our STEM program, the Indiana

AfterSchool Network Specialty Standards will be utilized. The intended outcome is to increase

our rating to “meet standards” in all areas. To meet the professional development criteria, our

staff will attend two state required conferences: 1. 2018 Indiana Summit on Out of School

Learning. 2. The Indiana Youth Institute Kids Count Conference. We will receive further

training in STEM Education Coalitions’ NPASS Model, as well as the Y-USA’s STEM

framework. Our program also utilizes the Indiana Academic Standards, and the Y-USA’s

standards to ensure that our program is high quality and meeting the needs of the children being

served.


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III. NEED FOR PROJECT:

A. Describe the need for the project and provide supporting data as evidence.

Taylor Elementary has a high poverty rate, diverse population, poor attendance, uninvolved

parents and a state grade of an F. Taylor is in the bottom 10% of Indiana elementary schools in

student test scores. School Demographic: 51% of the students live in poverty. The free/reduced

lunch rate is 60.5%. The student mobility rate is 12.3%. The ethnic distribution is 75% White,

12% Bi -Racial, 6% Black, 6% Hispanic, 1% Asian. There are 272 females and 251 males.

Achievement Data: The number of 3rd graders passing the ISTEP in 2017 in English/Language

Arts (ELA) was 52.2%, Math was 30.9 percent, and passing both ELA and Math was 30.4%. The

number of 4th graders passing was 51.5% for ELA, 26.5% for Math and 24.5% for both ELA

and Math. The number of 5th graders passing was 52% for ELA, 32.1% for Math and 26.2% for

both ELA and Math. 15 % of the students failed READ-3. 7.6% of the students were held back

in 2016. Behavior Data: 7% of students miss 15 or more days of school. The percentage

receiving Disciplinary Actions are: In school suspension .5%, out-of- school suspension,

expulsions, arrests, referral to law enforcement are all 0%.

B. Describe the currently available out-of-school time programming for the students and

their families in the targeted school areas and summarize service gaps to be addressed by

the project.

The following are licensed centers that offer before and/or after school care. They are not official

partners with Taylor, and are not located near the school campus. Dream Makers: 15 minutes

from Taylor. Offers after school care and day off care. Transportation is not provided. The cost is

$142/wk. Crossroads: 20 minutes from Taylor. Transportation is provided from the school.

Registration is $150. Before and after care is $30/wk. The cost for both before and after care is

$52/wk. Microchips: 20 minutes from Taylor. Before and after school care are offered. The cost


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is $86/wk for both before and after care, or $52 for before and $64 for after care only.

Service gaps to be addressed are cost and transportation barriers, and out-of-school expanded

enrichment programming.

C.

School /Grade

Levels Served Current Programs (services, time, days, #

students)

Expansion/enhancement programs (New services, time days, #

students.)

Taylor Community

School Kindergarten -

5th Grade

Before & After School

Care -Monday through

Friday. -6:00AM-9:00AM and -3:00PM-6:00PM -Currently 10 students -Tutoring, STEM,

Service Learning. -Parent Advisory.

Before and After School Care. -The cost per session is $10. -A sliding scale will be used to assist low income families. -Flexible scheduling from week to week. -Held at the Taylor School Annex Building. (School Campus) -Expanded enrichment programming to include: academic support,

health and wellness, leadership development, service learning,

college and career, art education, global learning, 21st Century

skills. -Family and parent engagement events.

D. Describe how the needs and services were identified and how partners were involved in

assessing the needs and services in the community.

The process of identifying needs and services for our project began with a Y-USA Core Supports

Assessment that was completed by the Y staff. Information was submitted to Y-USA and results

were provided. The scorecard was reviewed by our Y-USA technical advisor and the results

were shared with our advisory committee and Taylor School administration. The Principal and

Vice Principal of Taylor were involved in the assessment. A needs assessment survey was

mailed to the parents. The school’s results provided further evidence of a need for the program.

Other partners involved in the assessment process are listed in the Partnership/Collaboration

section.


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IV. PARTNERSHIPS/COLLABORATIONS

The Kokomo YMCA has a long rich history of strong collaborations and partnerships in our

community. One of our greatest strengths is to call together key players to problem solve for the

good of our community.

Over a year ago, our YMCA developed a partnership with the Taylor School Corporation.

Taylor had a need for a Before and After School Program. As a result of this need, a strong

collaborations has developed between the school and the YMCA. Taylor School generously

provides us with the facilities that will house our 21st CCLC program. Transportation,

equipment and marketing are also provided by the school corporation. The facility provided by

the school is called the Annex building and it includes: 2 classrooms, bathrooms, gymnasium,

cafeteria, enclosed outdoor space and office space for the Site Director with the potential to add

more classrooms as needed. The school system is providing the transportation for the children.

There are several partners that are involved in our program. In the area of Staff Development

and Training are: Child Care Solutions, which is Howard County's Child Care Resource and

Referral Agency. They will provide school age child care professional development

opportunities to YMCA program staff. Trainings will provide various YMCA support curricula

and staff development. Program staff will collaborate with Child Care Solutions to better identify

appropriate trainings to serve children’s academic needs. They also have a School Age specialist

on staff that will provide specialized program observation, visits, and trainings for our site. Child

Care Solutions has a Lending Library, books and activity boxes available for our use. YUSA also

provides staff development courses that are available to our staff. They also provide grants and

professional development scholarships that cover the cost of travel, conference fees, etc.

Scholarships can be applied for on an annual basis. Federal/State/Local Programs-


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We accept Child Care Development Fund (CCDF) voucher. This helps subsidize the cost of after

school care and helps with long-term sustainability. Funds from CCDF vouchers assist our

program due to the high percentage of kids that qualify for free/reduced lunches. We also

receive CACFP (Child and Adult Care Food Program) at our sites. This removes cost barriers

and help to provide nutritious snack.

We will be partnering with other state and local community members to provide a well-rounded

program and curriculum. Partners providing us with in-kind support are the following: The Boy

& Girl Scouts will partner with us by bringing STEM programming to our children. They will

provide weekly and bi-weekly programming. They will also be providing us with a STEM

Mobile, which will greatly enhance our program curriculum. The Kokomo Public Library will

provide programming literacy and other materials. They will also provide us the use of their

Imagination Playground. United Way of Howard County will not only bring STEM

programming in, but will also link our families to events that are happening outside of our site

and will assist with family engagement activities. The United Way is one of our strongest

partnerships. They have a vested interest in programs supporting youth development, youth

education, and childhood obesity prevention. Our YMCA received $115,000 last year to help

support youth programming. Additional funds will be requested and will help support our 21st

CCLC program. Crown Haven is one of our unique partners. They will be providing our program

with STEM activities as well as exposing the children to animals and special activities. Our

location will also provide us with a unique partnership with the Titan Art Academy. The Titan

Art Academy is housed in half of the Taylor Annex building that our program is located. The

Academy will allow us to add art into our curriculum in a multitude of ways. We are very

excited that our program will focus on the needs of our students, while also providing a variety


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of well-rounded activities and experiences. The MOU for Taylor Schools covers the use of the

Titan Art Academy. After the first year of the program the Howard County Community

Foundation will be a full partner of the YMCA and will be a large piece of our sustainability

plan.

Purdue Extension and the Kokomo Master Gardeners were not able to sign a formal MOU with

us for the first year of the grant cycle, but they will still be providing activities and plan to sign

an MOU for years 2-4. Purdue Extension, who was involved in our needs assessment, will assist

with a variety of weekly programming to include nutrition education, STEM and art activities.

The Kokomo Master Gardeners will provide STEM and other outdoor projects.


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V. PROGRAM DESIGN AND IMPLEMENTATION

A. Goals, Objectives, Performance Measures, Activities & Assessments

PROGRAM

GOALS PROGRAM OBJECTIVES

PROGRAM ACTIVITIES

PERFORMANCE MEASURES

ASSESSMENT STRATEGIES

1 )

Improve Academic

Achievement

1.1 Increase

English

Language Arts

(ELA)

comprehension

achievement

among

regular

participants

1.2 Increase

mathematics

achievement

among

regular

participants

1.1 a) Staff will use

iPad Lexia and

Pearson Scott

Foresman reading

curriculum.

1.1 b) 2 hours per

day will be devoted

to targeted tutoring

and homework help.

1.2 Provide daily

academic

enrichment

learning activities in

math by trained

staff using research

based After School

Kidz Math

curriculum

1.1 a) 60% or more of

regular participants will improve their score on the ELA

assessment (ISTEP or

STAR).

1.1 b) Spring proficiency rates on the ELA portion of

ISTEP or STAR

assessment (pending

grade) will increase from fall proficiency rates each

program year.

1.2 Spring proficiency

rates on the math

portion of ISTEP or

STAR Math

Assessment will

increase from fall

proficiency rates each

program year.

1.3 Through tutoring

and homework help

students will see an

improvement in

identified areas by at

least one grade level as

identified by the

student’s teacher and

school liaison. 2.1 70% of RAPs will

1.1. Pre and post

tests in reading program.(ISTEP

and STAR early literacy and reading assessment) .

1.2. Pre and post

tests and feedback

through school

liaison with Math. .

1.3 Report card

grades and teacher

feedback as

gathered by the

school liaison


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2) Improve Student Behavior

3) Increase Family Engagement

2.1 Increase

Student Behavior

through

college/career

preparation.

2.2 Improve 21st

Century Skills

programming.

2.3 Use outside

sources to help

improve student

behavior

3.1 Increase

families’ feelings of

positive connection with

their child’s

school

2.1 Utilize partners

to help improve

student behavior

through

programming

dealing with

college/career

readiness.

2.2. Work with

students on team

building and conflict

resolution/problem

solving skills.

2.3 Use Positive

Behavioral

Intervention &

Supports (PBIS)

Bully Prevention

tool.

3.1 Family Engagement Events including program celebrations

see an increase in at

least one area of the

Deveraux Student

Strengths Assessment

(DESSA).

2.2. 70% of students

increase self-

confidence and

interpersonal

communications.

2.3 All students will be

assessed and students

will be placed into

three tiers of needed

supports. Students will

be moved from

3.1 60% or more of

families will report

child is more excited to

learn and they are

more engaged in their

child’s learning. 3.1 a) 60% or more of

families will report

using literacy-building skills at home 3.1 b) 100% of the families will commit to

reading at home with

their child.

2.1. Pre and Post

testing in DESSA

2.2. Pre and post

youth survey using

the IN-QPSA

stakeholder

surveys.

2.3 Utilize tools

offered through

PBIS such as the

Student Perception

Survey to assess the

effectiveness of the

tool; use additional

tools offered

through PBIS as

needed.

3.1. Pre and post

family survey using

the IN-QPSA

stakeholder

surveys.


47

4). Increase STEM

awareness and

skills

3.2 Increase

families’ use of

evidence-based skills to support literacy at home

4.1 Increase

Math ISTEP

scores among all

students in our

program

4.2 Increase

enjoyment of

STEM activities

and utilize

partners for

STEM

Programming

3.2 a) Family Reading Nights with targeted practice using literacy

building skills. 3.2 b) Family commitment to reading at home 3.3 Family

engagement

activities will be

held once per month

4.1 Use academic

enrichment activities

and tutoring to

improve students

Math scores

4.2 Utilize outside

research-based

curriculum to help

increase knowledge

and enjoyment of

STEM activities

4.1 50% of all students

will pass the Math

section of the ISTEP

test (depending on

their grade) or will

increase Math

comprehension using

Afterschool Kidz

Math.

4.2 Use curriculum

from NASAIgnite!

And Jr First Lego

League to increase

enjoyment of and

knowledge of STEM

topics.

3.2 Pre and post

family survey using

the IN-QPSA

stakeholder

surveys.

4.1 Pre and Post

tests and feedback

from teachers

through the school

liaison with Math

4.2. Use Indiana

Afterschool

Network Specialty

Standards program

assessment to

increase by at least

one level across the

board, and Pre and

Post surveys

through IN-QPSA.


48

B. Evidence of Previous Success

Our program will be operating under the YMCA of the USA’s (YUSA) After School Signature

Program (ASP). This program is utilized by many YMCA’s across the country. The program

operates under a stable model with proven results. We are currently utilizing this model, but

21st CCLC funding will allow us to expand our capacity, as well as give us the tools to utilize

the full model. The ASP model has a staffing structure that includes a full-time Site Director.

The Site Director is housed at the partner school, and is a part of the school's leadership team.

This creates a solid partnership with the partner school. There is also a School Liaison who is

dually employed with the partner school and the YMCA. The Liaison’s primary function is to

bridge the gap between the school and our program. The Liaison communicates with the teachers

of the students enrolled in the program about the following topics: Student tutoring needs,

behavioral needs and family involvement. This helps create a better understanding of the culture

of the partner school. To assist in program success, there are also trained tutors, general program

staff and volunteers.

The YUSA ASP utilizes a combination of open enrollment for all interested families in

coordination with purposeful student recruitment. In order to better educate and inform families

about our program, our staff is required to be present at the following events: registration nights

prior to the start of school, parent/teacher conferences, open houses, ‘Meet the Teacher’ nights,

special events and sporting events. We frequently send flyers, postcards and emails to families

throughout the school year as well. To inform families about our open enrollment, we host

several information meetings throughout the year. We will also utilize our site director and

school liaison to purposefully recruit students who are in need of our program. They will work

along with the partner school administration, teachers, aides and counselors, to identify students


49

who have the following issues: Poor attendance records, behavioral problems, low test scores,

are in remediation, need social-emotional skills or other needs as identified by the school. These

students will be encouraged to participate in the program. To encourage high rates of program

attendance, the YUSA ASP model has regular meetings with each family. The purpose of the

meetings are to address any needs. There is also a reward system put into place that enhances

program attendance.

To help ensure that students receive the academic support needed to demonstrate improved

academic achievement, our program will take advantage of our staffing structure. The structure

will help develop a close partnership with the school. Because we will be working so closely

with the partner school, students and tutors/staff will have all of the needed tools. All staff will

be trained as tutors to ensure that activities done with the students meet strict academic standards

and will help advance their knowledge base. Additional staff will be hired and trained

specifically as tutors. As a result of the nine program components the YUSA ASP program has

in place, a well-rounded academic based program has been established. In addition we will be

using the curricula of the following programs to add in extra academic support: myOn Reader,

Afterschool Kidz Math, NASA Ignite!, Jr. First Lego League. Community partners, as well as

resources of the partner school will be used to enhance our academic programming. If the staff

begin to notice a gap in student achievement or a need to increase support in a certain area,

additional curricula will be added, and the staff of the partner school will be consulted by the

school liaison for additional support. To ensure that our program aligns with the Indiana

Afterschool Network Standards we will be utilizing the IN-QPSA. We will be using it to access

our own program as the year progresses, as well as using the 4 stakeholder surveys to allow our

parents, students, staff and community partners to access our program. We will also be utilizing


50

the Weikart School Age Program Quality Assessment that is available to us through the YUSA

ASP.

Our program will use the following research based curriculum to help ensure that our students

will increase academic achievement, along with the programs used by our partner school. This

includes the technology based reading programming of Lexia and Pearson Scott Foresman

systems. We will also be utilizing the following programs in the following ways: Student

literacy- we will be using myOn Readers, Math- we will be using Afterschool KidzMath, and for

STEM- we will be using NASA Ignite! and Jr. First Lego League. We will also be

supplementing our programming with YMCA of the USA programs for STEM, Healthy Eating

and Physical Activity (HEPA), Fit for Kids, and After School Readers.

C. Design Requirements

1. To ensure that our program is meeting the needs of students with disabilities we will

inform parents of our inclusiveness. An inclusion statement is in the parent handbook,

and all staff are trained on inclusion prior to employment. The school liaison will work

with the partner school in order to identify and recruit student who need our program

regardless of any factors (gender, race, national origin, color, disability, or age) including

reaching out to parents who have a low literacy rates through phone or face-to-face

communication.

2. Taylor Community Schools is a Title I school. Students will be recruited through open

enrollment for all interested families in conjunction with purposeful student recruitment.

To educate and inform families about the program we require that staff are present during

registration nights prior to the start of school, parent/teacher conferences, open houses,

‘Meet the Teacher’ nights, special events, and sporting events. We frequently send flyers,


51

postcards, and emails home to families throughout the school year. Several information

meetings are hosted throughout the year to inform families about our open

enrollment. We will also utilize our site director and school liaison to purposefully

recruit students who are in need of our program. They will work with the partner school

(school administration, teachers and aides, school counselors) to identify students who

have poor attendance records, behavioral problems, low test scores, are in remediation,

have a need for social-emotional skills improvement, or other needs as identified by the

school to join our program.

3. To disseminate information about our program to potential families we will require that

staff are present during registration nights prior to the start of school, are available during

parent/teacher conferences, open houses, ‘Meet the Teacher’ nights, special events, and

sporting events. We frequently send flyers, postcards, and emails home to families

throughout the school year. Several informational meetings are hosted throughout the

year in order to let families know about our open enrollment. Our site director and school

liaison will also work with the partner school to recruit students that are in need of our

programming as outlined above. Phone or face-to-face contact will be available for

parents that may need that type of contact.

4. Because we are using the YMCA of the USA’s Afterschool Signature Model, a Memo of

Understanding has been signed between our organization and Taylor Community

Schools. The MOU states that the school will allow our School Liaison to have access to

student records including but not limited to: attendance records, report cards, ISTEP

records, behavior reports and school improvement plans. Our school liaison and site

director will make sure that both the students, teachers and other school staff are kept


52

apprised of activities that are taking place in our program, and that our staff are aware of

what is occurring during the regular school day. The school will be invited to all family

engagement activities.

5. To promote parental involvement, family literacy, and family educational activities our

program will include the following: Family engagement activities at least every other

month, utilization of our community partners to help create activities and classes that will

benefit our families, useful information from the school and parent surveys to help us

create a curriculum, family cooking classes in cooperation with Purdue Extension,

financial literacy classes, activities that correlate with our academic enrichment activities

and activities that are identified as needed by our families and available through our

community partners. A Parent Advisory Committee (PAC) will advise the Site Director

on monthly family activities per feedback from parent evaluations. The YMCA

encourages this inclusive feedback approach to ensure working families are involved in

the decision making process. The PAC exists to provide a channel for parental input on

location, time and date of the events, leading to an increase in participation at family

engagement activities. At least twice a year, the PAC will arrange an evening meeting

with program parents/guardians.

6. Our program will strive to ensure that the students are provided with healthy snacks. We

will applying for the Child and Adult Care Food Program (CACFP) through the IDOE

Office of School and Community Nutrition & USDA at the Gold Award level, as this

program sets forth guidelines for healthy and delicious meals and snacks. We will also

follow the YMCA of the USA’s standards for ‘Healthy Eating and Physical Activity

(HEPA)’- which promotes healthy habits among students. Our program will create


53

weekly menus for an afterschool snack that cover at least two food groups daily, and food

will be purchased weekly by the staff. Our partner school provides space in their kitchen

for food storage and preparation, and a space for distribution and students to eat

in. Breakfast will be provided to the students through the partner school every day.

7. Tentative Weekly Schedule

Before School

6:00 - 7:00am Wrap-up any activities from the day before & thinking games

7:00 - 8:00am Homework Help & prepare for school, Literacy

AfterSchool

3:30-4:00pm Snack & Homework Help

4:00-5:00pm Tutoring (Tues & Thurs), STEM (Mon, Wed, Fri)

5:00 - 5:30pm Rotate Physical Activity, Service Learning, Art, & 21st Century Skills

weekly.

5:30 - 6:00pm Rotate Leadership Development, College/Career Readiness, & Global

Learning weekly.


54

Hours and Weeks of 21st CCLC Program Operation for Students and Families

School Year - Hours per day

Week Day

Before School

Week Day

After School

Weekend Days Evening

Hours of Students 2 2.5 0 0

Hours with Family Members 0 0 0 2

Number of Days per week 5 5 0 1

Number of Weeks 43 43 0 5

Total Program Hours 430 537.5 0 10

NO SUMMER CARE OFFERED THROUGH THE 21st CCLC

8. Our program will incorporate the 21st CCLC logo into all of our printed material. The

YMCA Marketing & Communications Director will be trained on the proper use of the logo.

YMCA leadership staff will check all printed materials for both the correct use of the logo and

the correct 21st Century Community Learning Center site identification for our program. A press

release will initiate our marketing plan, highlighting the funding support from the 21st CCLC

grant and community impact. Ongoing marketing and communication strategies include

showcasing the 21st CCLC grant’s impact via social media posts, association wide promotions,

website highlights and promotion videos.


55

VI. PROFESSIONAL DEVELOPMENT

To provide quality programs, the YMCA requires all staff working with children to be properly

trained prior to employment. To ensure that our programs remain at the highest level, staff are

required to continue receiving professional development of a regular basis. The staff of the 21st

Century Community Learning Center/YMCA of the USA After School Signature program will

be trained and will receive the required professional development relating to their position. The

staff will complete at least 20 hours of professional development. In order to receive the training,

our program will require the following.

Prior to employment, each staff member is required to complete a series of trainings

including Child Abuse Prevention (also done annually), staff orientation and program

training that covers both 21st CCLC and Y-USA ASP, Achievement Gap orientation,

Principles of Youth Development, After School Signature Program Component Training

and Curriculum Training (covering all curricula being utilized), Student and Program

Model Evaluation Training (covering all evaluation tools being used including Weikart,

DESSA, IN-QPSA, and the IAN STEM speciality standards). Staff will also be required

to take the State of Indiana Health & Safety Orientation (all 4 modules). The pre-

employment trainings cover nineteen hours of training materials; and will be completed

during a staff meeting and online before school starts.

Training in First Aid, CPR and Bloodborne Pathogens will be provided by trained staff,

on an annual basis, through the American Safety and Health Institute.

Twice a year, during fall and spring breaks, when school is not in session, the 21st CCLC

staff will come together for a full day of professional development training provided by

various local partners and agencies. Topics to be covered will include child


56

development, appropriate activities, family engagement, child learning styles, and the

literacy programs used by the school (Lexia and Pearson Scott Foresman).

The School Age Specialist from our local Child Care Resource & Referral and Child

Care Solutions will provide specialized professional development opportunities for all of

our staff who work with school aged children throughout the entire school year based on

the needs identified by the school and site staff.

Since our program will be partnering with a technology school and we have identified

STEM as a priority for our program, we will be offering additional trainings in National

Partnership for Afterschool Science (NPASS), Out of School Time STEM models that

are provided to our program through the YMCA of the USA.

Any curriculum model that is being utilized in our program will also have additional

training opportunities.

Each of our staff members will be enrolled in the Indiana Afterschool Network Academy

for Out of School Learning. This will allow staff to pursue areas of interest to the

students and themselves.

Staff members will be encouraged to attend conferences and to supplement their

professional development. Choices include Indiana Youth Institute Kids Count

Conference, Child Care Solutions Conference, Indiana Afterschool Network Conference,

and other conferences as they are offered.

Our site director will help guide staff members towards trainings that will be of interest to both

the staff as well as the children. By providing a wide range of professional development formats,

topics, and learning styles, and also allowing for choices, we are hoping to engage the staff in

selecting trainings that will offer a variety of activities for the children. Site director and other


57

director level staff will also get training in administration and leadership skills in order to

successfully lead and guide their staff. As staff may turn over throughout the course of the year,

they will be asked to do all pre-employment training as previously identified as well as all other

trainings as available or within the first 30 days of employment.

Professional Development Activities – Year 1

Professional Development

Activity Provider of

Activity Relevant Program

Objective Expected Staff Outcomes

Child Abuse Prevention Praesidium Inc. and

Early Learning Indiana

online training

Student Safety To make sure that every student

in our program is in a safe

learning environment

Staff Orientation &

Training YMCA of Kokomo

staff & site director Program Quality To ensure that our program

meets all needed standards for

both the 21st CCLC and the

YUSA ASP

Achievement Gap

Orientation YMCA of the USA Program Quality To ensure that our program



YUSA ASP

Principles of Youth

Development YMCA of the USA Program Quality To ensure that our program



YUSA ASP

Afterschool Signature

Program Component

Training & Curriculum

Training

YMCA of the USA Program Quality To ensure that our program



YUSA ASP


58

Student & Program

Model Evaluation

Training

YMCA of the USA Program Quality and Evaluation To ensure that our program



YUSA ASP

CPR, First Aid,

Bloodborne Pathogens American Safety &

Health Institute Student Safety To make sure that every student



Family Engagement Child Care Solutions Bridge the gap between the

parent and school in accordance

with the School Improvement

Plan

To ensure that our program, the

school, and our families can

work together to make sure that

our students have a healthy

home and learning environment

School supplied literacy

programs (Lexia,

Pearson Scott

Foresman)

Taylor Community

Schools staff Support school efforts to raise

ELA standardized test scores to

at least 60% passing

To help staff understand school

supported literacy programs

NPASS OST STEM

model YMCA of the USA Support school efforts to raise

student Math and Science scores

to at least 50% passing on

standardized test

To help staff understand this

model of STEM curricula

IAN Academy Modules Indiana Afterschool

Network Support school effort to raise

student’s academic levels while

also increase staff knowledge

levels

To further staff knowledge in

the chosen training areas

IYI Kids Count

Conference Indiana Youth Institute Support school effort to raise



levels



IN AEYC Conference Indiana AEYC Support school effort to raise



levels




59

Child Care Solutions

OST trainings as offered Child Care Solutions Support school effort to raise

students’ academic levels while

also increasing staff knowledge

levels



Health & Safety

Orientation (all 4

modules)

Early Learning

Indiana’s Partnership

for Early

Learning/Child Care

Solutions

Student Safety/Program Quality To make sure that every student




60

VII. EVALUATION

A. Evaluation Plan Submit a strong evaluation plan that will shape the development of the program

from the beginning of the grant period. The plan should be:

○ Consistent with the Program Design and Implementation features proposed in Section V.

○ Should identify the individual and/or organization that have agreed to serve as the evaluator for

the program and describe their relevant qualifications.

Transform Consulting Group (TCG) will partner with Kokomo YMCA to provide evaluation

services for the 21st CCLC grant. TCG is the current evaluator for another 21st CCLC grant

administered by Wabash YMCA. Amanda Lopez, MSW, currently leads the evaluation and

research efforts conducted by TCG. Ms. Lopez has worked as a program evaluator for out-of-

school time programs for the past nine years. TCG’s evaluation work has focused primarily on

after school programs, summer programs, literacy tutoring programs, college and career

readiness programs, and early learning programs. TCG’s evaluation work involves helping

organization’s set clear goals and SMART measures, developing a logic model, analyzing data to

determine impact and helping use data to make data-informed decisions.

The description of the evaluation design should include:

●The type of data to be collected;

Our evaluation design includes measuring daily participant attendance, student demographics,

math and reading grades, and math and reading assessment results. We also collect qualitative

data regarding parents’ level of engagement at school, whether children view school differently

after participating in the summer program, behavior in class, improved attentiveness in class, and

class participation.

The goals and objectives of the program have been developed to be consistent with

Indiana’s statewide goals and objectives as defined by IDOE. Specific performance measures are

aligned with each objective to describe how progress towards the overarching goals will be


61

measured. Details are included in Section V in the Program Design and Implementation table.

●When the data will be collected;

TCG will develop a “Data Management Plan and Schedule” that outlines each performance

measure, when the data will be collected for each measure, by whom, where the data will be

stored and when data will be analyzed and available for reporting purposes. For example,

assessment data is completed by the school three times per year (beginning of the year, middle of

the year and end of the year), and grades are updated quarterly, so those measures will be

available at those times from the school. Pre- and post- surveys will be completed at the

beginning and end of the program year. This plan will be shared with the Program Director, and

used by TCG to track and monitor the evaluation of the program.

In addition to participant-level data (attendance, grades, etc.) and survey data collected by the

program staff, TCG will also conduct at least two site visits. Visits will also be conducted for the

proposed program to provide a greater level of feedback related to program quality and to

provide information for the IN-QPSA self-assessment process. These visits will include

interviews with staff, observations of program activities, and collection of program documents

(e.g. lesson plans, program policies). TCG has an office and staff located in Wabash County, so

site visits will be easily scheduled.

●What instruments will be used for data collection;

The student assessment data - STAR and ISTEP - as well as student grades will be collected

from the schools. TCG will distribute the teacher survey and the parent and student surveys from

IN-QPSA. They will be distributed with an explanatory cover letter. EZ reports is used for the

input and storage of data and help with aggregation. The parent and youth survey from the IN-


62

QPSA will be completed at the end of the program year. The IN-QPSA will be completed with

the program at the end of the program year to inform changes for the next program year.

At the beginning of the program each year, TCG will prepare a “Data Management Plan and

Schedule” for the program. This plan will include all data collection and submission deadlines

throughout the year, the parties responsible for each data collection element, and how the data

will be transmitted to TCG for analysis (e.g. email, EZ Reports, U.S. postal service). The table

below displays the expected data collection timeline for the 2018-2019 school year.

Taylor Elementary 21st CCLC Program Evaluation Tools and Timeline

What we will be

evaluating

Data Tool Responsibility Timeline

Youth Enrollment / Demographics

Y 21st CCLC Enrollment Form; Data share with schools

Site Director and Teachers collect the data; TCG analyzes

Once enrollment targets have been met and complete student roster

Attendance Attendance Forms/ EZ Report

Site Director and Teachers collect the data; TCG analyzes

Daily, submitted weekly

Youth Academic Outcomes

STAR Assessment; ISTEP Site Director and Teachers administer assessments; TCG analyzes;

Beginning of the Year, Middle of the Year, End of the Year

Program Fidelity / Quality

IN-QPSA TCG collects the data during site visits and analyzes

Late Spring / Early Summer

Client Satisfaction Parent, Teacher and Youth surveys

TCG administers and analyzes data

During last week

●What steps will be taken to utilize evaluation data to drive program improvement.

Two-four weeks at the end of each program year, TCG will coordinate a meeting to make a

program improvement plan based on the evaluation findings. This will coincide with the

development of the detailed annual report, which will also include recommendations. The

Program Director, Taylor Elementary School principal, Taylor Elementary vice principal, and

site Director all be invited to attend. This meeting will take place annually in June-July. The

discussion will be focused on continuous quality improvement and how the school can utilize the


63

data to make improvements to the program, such as additional professional development for

staff, change in weekly schedule, and/or change in curriculum. TCG will help guide the school in

using the data to inform these improvements that help them accomplish their goals and

objectives.

B. Annual Reporting. At the end of each year of the program, the external local program evaluator

is required to prepare and submit to IDOE a detailed report that includes the following

information:

○ Evidence of program quality (using Indiana’s After School Standards and Indiana Academic

Standards);

○ Student attendance trends; and

○ Progress toward each of the stated performance measures included in Section V.

At the end of the program’s fourth year, this report must include aggregated data across all four

years of the grant.

In June/July of each year of the project, TCG will prepare and submit to the program a detailed

summary report that describes evidence of program quality, student attendance trends, progress

towards each of the program’s stated performance measures included in section V. The report

will include a summary of the program’s strengths and areas for improvement. The IN-QPSA

will be used to validate the program quality (using Indiana’s After School Standards) and help

inform the recommendations for improvement. The report will be structured to align with the

Evaluation Report Template to submit to IDOE.

Data collected during the first year will help form an understanding of the current “baseline” for

the program against the performance measures established. As the program progresses, year-

after-year data will be presented to track trends and progress over time to inform future

programming and ensure accomplishment of goals. At the end of the fourth year, TCG will

prepare and submit a summary report, which will include aggregated data across all four years of

the grant.


64

C. Required Data from Schools. For state evaluation and federal reporting purposes, IDOE 21st

CCLC will require submission of student information such as grades, state assessment test scores

(ILEARN or ISTEP+), credits earned (high school students only) and a teacher survey completed

by the student’s class teacher.

Kokomo YMCA has a data sharing agreement with the school district. Once the program has

started and the youth recruitment targets have been met, TCG will meet with Kokomo YMCA

and the school to confirm the timeline for sharing the data. TCG will confirm the roster of

students enrolled in the 21st CCLC program. The school staff will pull all requested academic

and school-related indicators including test scores, grades, attendance records, and behavior

information. The data will be provided to Kokomo YMCA and TCG 2-3 weeks after they are

available to the schools.

Data will be analyzed by TCG and then shared with Kokomo YMCA and IDOE for reporting

purposes. Data that are required for entry in EZ Reports are then entered into the system. The

school will also administer the Teacher Survey with a cover letter. The leadership at the school is

very supportive of implementing the program and following the evaluation requirements. They

will assist in ensuring timely receipt of the requested data and a high participation in the teacher

survey for a representative sample.

D. Early Learning Programs.

N/A

E. Required Performance Measures. Programs are required to include a subset of academic and

attendance performance measures in their evaluation plan. These measures should be included in

Section V. The relevance of these measures and strategies for their measurement should be

described in this section.

Note: All performance measures are measured for regularly attending participants (RAPs)-

60 days for elementary and 45 days for middle and high school. Required 21st

CCLC Elementary School & Middle School Performance Measures English/Language Arts &

Math Performance


65

Required performance measures are included in Section V. As shown in the table, the Math and

English measures for school-age children are based on STAR Assessment and ISTEP scores.

These measures will assess the extent to which students’ exhibit growth (as a group) across the

school year and any changes to make to the programming. It is expected that rates of success will

increase with each subsequent year of the grant. The targets set for the 2018-2019 school year

represent a starting point from which growth is expected. The attendance performance measures

included in the table correspond with the program’s attendance targets specified earlier in the

application and IDOE’s goals. The STEM performance measures include the required measures

from IDOE. The data will be tracked per the Data Management Plan and Schedule.

VIII. SUPPORT FOR STRATEGIC PRIORITIES

To fully support our partner school and its’ School Improvement Plan (SIP), we will focus on

several curriculum items to include: English Language Arts, Math, STEM, and technology based

learning. Our partner school utilizes iPads in their classrooms and for home based learning. To

create continuity between the school and home, our program will also utilize iPads. The SIP

states that our partner school has an outcomes goal of improving their standardized test scores by

4% each year. To assist with growth in test score percentages, we will be utilized our school

liaison to align after school activities with the school day learning. The school liaison will be

collecting data on each student in our program. Data will include standardized test scores and

report card grades. The liaison will work directly with the teachers to make sure each of the

student’s individualized needs are being met. Our site director will also be working with the


66

school administration to create a curriculum that fully aligns our program with the SIP and

school day learning. The SIP also identifies Parent and School Disconnect as a major barrier to

student performance. Our curriculum includes helping the school to address this problem,

through our family engagement activities. We have also identified STEM as one of our program

priorities. Our program curriculum has a number of well-rounded STEM activities that will be

designed for improving Math and Science scores of the students. We will be coordinating all of

our curriculum and activities with the teachers and administration of the school system through

our school liaison, who is dually employed between the school system and the YMCA.

Our program will be aligned with Taylor Community School’s SIP, as well as with the Indiana

Academic Standards. All staff will be trained in the Academic Standards during Orientation. The

Indiana Afterschool Network training modules will be used to train staff on a regular basis. The

standards align with the academic standards and the School Improvement Plan. Our staff is

currently receiving training in Lexia, Pearson Scott and MyOn Readers. These are the evidence

based methods and curriculum that are used by our partner school. Our site Director/School

Liaison works for the school as well as the YMCA, so they will be housed on the school campus.

This will enhance our communication and alignment with the school district and the YMCA.


67

IX. SUSTAINABILITY

If our Y is to best serve the community, we must continue to identify alternative revenue sources

and philanthropic funding for critical mission-based programs. We are excited about our

partnership with Taylor Community Schools. Community partners have been engaged in our

work, so that we can continue to grow our mission based, non-revenue programming. Our

sustainability plan includes partnerships, potential partnerships and future funding sources. Our

Y has a long history of serving the needs of low-income children and families in our service area

through programs and membership. Every year, the Kokomo YMCA gives away more than

$221,000 in scholarships for memberships and programs. We work side by side with partner

agencies to better serve low-income families. The YMCA’s Annual Campaign is the Y’s primary

vehicle for raising sustainable charitable gifts from members and the community to ensure that

the Y has the resources to make an impact in our community. Funds raised through the campaign

will be designated towards the 21st CCLC program as needed. The Y also has a sliding pay scale

to assist low-income families. This allows families to pay as little as one dollar per session. In

addition, there are also families who will be paying full fees. These funds will be set aside

starting in year 1 to help subsidize the program.

We accept Child Care Development Fund (CCDF) vouchers to help offset the program costs and

assist with long-term sustainability. We also receive CACFP (Child and Adult Care Food

Program) at our sites. This helps cover the cost of healthy snacks at the sites.

Because we use the YMCA of the USA After School Signature Program Model, a program that

focuses on closing Achievement Gap, we are eligible to apply for other grants and funding

sources to assist with program sustainability. The United Way of Howard County is a partner of

YMCA. They have a vested interest in programs that support youth development, and childhood


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obesity prevention. The YMCA received $114,300 last year to help support youth programming.

In the 2019 budget cycle additional funds will be requested to support the 21st CCLC program.

Impact, outcomes and measurables are crucial for funding.

Our Community Foundation of Howard County in another partner and future funder. Because

there is such a need for quality out of school care in our community, the Community Foundation

highly supports quality programs. Matching funds will be available to support quality out of

school programming. The partnerships along with the available grants will be a part of our

sustainability plan. All of the partners and funding sources will contribute to the goal of

sustaining our program.

To increase capacity over the course of the grant, especially in year one, we will do targeted

communication and recruitment for the 21st CCLC site. The site director and school

administration will work together to increase our enrollment number. Part of the role of the

school liaison is to work with the school to identify students with poor academics, attendance,

and family involvement. Once these students are identified, the school liaison will work with

families to recruit them to our program and set the academic outcomes.


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X. SAFETY AND TRANSPORTATION

The Program at the Taylor Community Schools is located at the Taylor Titan Annex school

building. The Annex building itself is not a part of the school, but is housed on the school

campus. Taylor Schools have generously given us two classrooms, access to the cafeteria,

gymnasium and the bathrooms. Because the program is not housed in the Taylor elementary

school, students are bused to the Annex building after school by Taylor’s bus transportation

service. Parents are responsible for picking up their children at the Annex building. In the

morning, parents are responsible for dropping their kids off at the Annex. The children are then

bused to the elementary school for classes. The morning hours are 6:00AM-9:00AM and the

evening hours are from 3:00PM-6:00PM. This helps meet the scheduling and transportation

needs of the working families. In the spring of 2018, through a grant, the YMCA will have the

ability to provide transportation from the Annex building directly to the student’s homes if the

family is in need of the service.

Our safety measures mirror those of the Taylor Schools, and meet the Indiana State Child Care

Licensing Standards. All of the Taylor school buildings have a keycard entry system. To be

permitted into the building you are required to be buzzed in from the front office, where ID’s are

checked. All visitors are required to sign in. The procedure at the Annex building is the same.

Our staff is issued cards to the Annex building. As parents enter to pick up their children, the

staff checks ID’s and permit the parents into the facility. Parents must sign their children in when

dropping them off in the morning, and out when picking them up in the evening.

All of our personnel hired to work at the center meet the requirements set by our agency. All

staff must pass a criminal history background check, which is done by the YMCA Human


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Resources Department. The results of the background checks are kept in each employee’s

personnel folder. The files are kept locked in cabinets in the HR office at the Y. Our Childcare

Director works along with the HR Department to verify that all employees hired meet the

requirements of our organization and that the employees have all the required licenses and

certifications to include: National Background check, Child Abuse Prevention, CPR/First Aid,

Bloodborne Pathogens, HEPA Standards and Sex Offender registry cross checks.

The safety of the facility is maintained through the use of the Indiana Afterschool Network Top

Ten Standards on Safety. The staff checks the space on a daily basis to help ensure that it

remains a safe place for the children. The Site Director is responsible for ensuring that all staff

are following proper supervision ratios for the children. All equipment, including the outdoor

play space material, is checked weekly for safety and stability. Any problems are reported to the

school immediately.


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XI. BUDGET NARRATIVE

Our budget was created with the intent of making sure that the needs of our site are met, as well

as aligning with the Y-USA After School Signature Program (ASP) that we are using. As per the

ASP model and best practices to meet the needs of our students, we have a full time site director

that will be housed at our partner school. We also have a school liaison who will be dually

employed by both the school and our program whose duties it will be to work with the students

of our program, and the partner school to make sure that our students are getting the academic

tutoring that is individualized to their needs. We will also have staff that are dedicated to making

sure that the students are being properly supervised according to state ratios, and to deliver the

program components and curricula; in the morning they are referred to as “teachers” and after

school they are “enrichment instructors”. We also will have dedicated tutors who will be trained

for and come in specifically to meet the academic needs of our students. For the first two years

we expect to pay them, but as the program goes on we hope to have more volunteers. We will

have a data entry assistant whose sole duty it will be to take the data that is collected by the site

director, school liaison, and other staff and enter it into our various data management portals for

Y-USA, the grant, and our curriculum/evaluation tools. We also have hours for our leadership

staff dedicated to this program including our Early Learning Director (who will oversee the site

director), our Senior Program Director (who helps with general program oversight on an

organizational level), and our Mission Advancement Director (who will help with grant writing

and oversight). In years three and four we expect those hours to decrease.

In our equipment needs, we added in general equipment as well as curriculum items. Since our

partner school is a technology school, with iPads for every student. So we budgeted in iPads and

cases for our site to align with the type of learning that the school is doing. Some of the


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curriculum pieces that we are using will be available on them, as well as other enrichment

pieces; in years three and four we decreased this cost to replace anything that is broken. We also

budgeted for laptops to aid in data collection as well as curriculum use; in years three and four

we decreased this cost. The software and curriculum equipment that we budgeted for is myOn

Reader, After School Kidz Math, and JR First Lego League supplies and kits; we decreased costs

and equipment was purchased.


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