Insert Cover Page - Grant Experts
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Table of Contents
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|Grant Application Section |Page Number |
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|Cover Page………………………………………………………………………………………. |1 | |
|Table of Contents………………………………………………………………………………... |2 | |
|Program Summary and Abstract…………………………………………………………………. |3 | |
|Program Narrative……………………………………………………………………………….. |5-24 | |
| Needs and Resource Assessment………………………………………………………….. |5 | |
| Measurable Performance Objectives………………………………………………………. |8 | |
| Project Activities………………………………………………………………………….. |10 | |
| Collaboration and Partnerships……………………………………………………………. |17 | |
| Required Training and Staff Development………………………………………………… |18 | |
| Management Plan…………………………………………………………………………. |19 | |
| Project Evaluation………………………………………………………………………… |20 | |
| Application Priorities……………………………………………………………………… |22 | |
| Reasonable Costs/Budget and Budget Narrative………………………………………….. |22 | |
| Sustainability………………………………………………………………………………. |23 | |
|Partner Commitment Pages……………………………………………………………………… |25-32 | |
|Documentation of Nonpublic School/Public School Participation………………………………. |33 | |
|Budget Worksheet………………………………………………………………………………… |34 | |
|Budget Narrative………………………………………………………………………………… |35-39 | |
|Assurance Forms………………………………………………………………………………… |40-48 | |
|Appendices………………………………………………………………………………………. |49-94 | |
| Appendix A: List of Collaborative Partners………………………………………………... |51 | |
| Appendix B: Letters of Commitment/MOU……………………………………………… |52-55 | |
| Appendix C: Staff Qualifications & Resumes……………………………………………… |56-76 | |
| Appendix D: Job Descriptions of Key Staff……………………………………………….. |77-88 | |
| Appendix E: Supporting Documentation of Program and Partners Success……………… |89-91 | |
| Appendix F: Steps for Equitable Access…………………………………………………... |92-94 | |
Program Summary and Abstract
|Applicant Name: Reach For Tomorrow |Contact Name: Peter Underwood, Founder/Chair |
|Organization: Reach For Tomorrow |Phone: (703) 818-1425 |
|Address: 13888 Lewis Mill Way |Fax: (703) 266-5389 |
|Chantilly, VA 20151-2324 |Email: reachft@ |
|Name of each school and/or |% of students |% Limited English |Estimated # of |Estimated # of |Eligible |In Title I |
|site and |receiving free or |Proficient (LEP/NEP)|students to be |adults to be served |Title I |School |
|contact person to be served by 21st |reduced lunch or |students |served by 21st |by 21st 21st CCLC |School-wide |Improvement |
|CCLC |part of other | |CLC | |Building |( Y ) Yes |
|(Include contact phone |poverty indicator | | | |( Y ) Yes |( N ) No |
|number) | | | | |( N ) No | |
|School/Site |N/A |N/A |25 |75 |Y |Y |
|Project 2000 | | | | | | |
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|School/Site Contact Name | | | | | | |
|Bennie Adams | | | | | | |
|Academic Coordinator | | | | | | |
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|Phone Number | | | | | | |
|202-543-2309 | | | | | | |
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|For the entire grant— |
|Reading/Language Arts-Below Proficiency (SAT 9) |76% |
|Math-Below Proficiency (SAT 9) |93% |
|Science-Below Proficiency (NAEP & SAT) |92% |
Hine Jr. High (school-wide Title I) has a student population of 637 7th – 9th graders. Targeted students continually struggle to meet DC learning standards as is demonstrated in the fact that school is rated as “In Need of Improvement.” The most recent SAT 9 results reveal that 76% of Hine students do not meet proficiency in reading/language arts and 93% have failed to meet proficiency in math. It is also vital to note that 62% of targeted students qualify as “far behind” which means they have not met proficiency in 1(+) core areas for 3 or more consecutive years. This likely explains why Ward 6 schools report low college readiness levels among students – including very low math, reading, and science scores on the ACT and SAT exams (Ward 6 high school students’ average scores are 16 on the ACT and 35 on the SAT, compared to the national average of 20.9 for the ACT and 50 for the SAT).
Such low standardized test scores and chronic academic failure place Hine students among the poorest performing in DC and in the nation. Due to shrinking budgets and the lack of discretionary grant resources at the school level, there is little assistance outside of school hours in the form of tutoring and remediation available for students. With limited intervention, students increasingly fall further behind as dropout and other risk factors increase. Continued failure to succeed academically serves to decrease students desire to learn and stay in school. Student attendance at Hine, for example, has consistently been very poor with an average of one-third of enrolled students being tardy or absent on a typical school day. Frequent course failures are the consequence of combining both these limited academic skills and poor attendance leading to the fact that approximately 15% of Hine students have a history of grade retention.
With all of these risk-factors present, strong family support is needed to ensure that children stay focused on achieving academically. Unfortunately, most of these high-risk children are left to find their own recreation and relationships in the streets with six of every eight families reporting to either be a working single head of household or a two parent income/working family. Project 2000 conducts an after-school program but works with students throughout Ward 6 which does not allow them to accommodate the number of Hine students needing assistance. Because no other consistent after school programs are readily available, nearly all Hine students return to their neighborhoods, unsupervised by adults, during after school and summertime hours. According to DC law enforcement, 95% of “crime committed by juveniles” occurs immediately during after school hours in the target area and an average of 575-650 “serious” juvenile crimes occur during summer hours.
In order to address this widening gap in services for such a high-needs population, Reach For Tomorrow and Hine Jr. High brought together a diverse network of stakeholders, including public, private, and non-profit providers to collaboratively plan for the initial foundation of a consistent, sustainable, after-school program. In addressing the issues of chronic academic failure among Hine students, the RFT program will offer students a variety of scientifically research-based interventions that focus learning on the mastery of reading/writing, math, and science standards, as well as character education, through an inter-disciplinary, engaging medium. During the planning of this grant, the large percentage of students who were reported to be deficient in their reading abilities led the school principal and LSRT planners to re-evaluate their school-based reading interventions and identify gaps in current programming that could be addressed with RFT services. These students are in great need of remedial intervention in the area of reading and vocabulary; more concentration on word analysis, comprehension, and vocabulary during instructional time; as well as extended learning hours in the area of “reading for interest” and writing. RFT will address these gaps by providing intensive reading and study skills.
In preparing for this grant, the LSRT also evaluated the learning gaps in math and other core areas and matched these gaps with scientifically-based interventions that could be applied by the RFT program. It was clear from this process that Hine students are in great need of a scientifically-based remedial intervention in the area of math; more concentration on number sense, measurement and geometry, patterns, functions, and algebra during instruction time; as well as extended learning hours in math concepts. NAEP and classroom data show additional weaknesses in the area of science. The academic enrichment components of RFT will address these challenges and result in improved student achievement in classroom academics, improved test scores, reduced grade retention rates, and increased commitment to school and attendance.
DC police point out that local students are statistically more likely to be incarcerated or a member of a street gang than they are to graduate from high school. Research from CSAP and the National School Reform panel confirms that there is a strong link between the academic success of children and children’s resiliency to rebellious and delinquent behavior. Case studies also point to the fact that children who have both poor attendance and frequent school policy violations are more than twice as likely to drop out of school than their peers. (CSAP, 2002) RFT will address the many behavioral, delinquency, and health issues of students by offering a safe harbor for DC students to consistently convene that is supervised and enrichment oriented.
Measurable Performance Objectives
Reach for Tomorrow, Hine Jr. High School, Project 2000, parents, and other stakeholders have worked together for the past year to prepare this application for 21st CCLC funding. As the needs assessment indicated, nearly all of our students return to empty homes and high-risk neighborhoods after school each day – attributing to the high juvenile crime rate. RFT, in collaboration with Hine and Project 2000, will now offer a daily, structured, after school hours program alternative (with free busing) that will be accessible within the inner-city neighborhoods where Hine students live. Our consortium of partners has customized the RFT program to combine resources that create a service system that will attack and eliminate all of these risk factors. To combat poverty and under-education, for example, RFT will offer: school-to-career workshops and on-line courses for youth to set and accomplish college/vocational/career goals; college financial assistance planning and orientations to local vocational and higher ed programs for youth and families; adult basic education, adult literacy, GED, and jobs skills courses for families; opportunities for families to work and volunteer in the program; linkages with TANF and human/employment service agencies who will advocate for local families to obtain work and self-sufficiency. Poor parenting skills and health conditions will be attacked through monthly parenting skills classes and support groups; through our in-home visitations; and the daily physical education/meal provisions for students. To combat academic failure, low commitment to school, and delinquency – RFT will offer daily scientifically-based academic enrichments in reading, writing, science, and math to 225 7th -9th grade students who have been determined to be the most at-risk – based on poverty and poor state testing performance; mentoring; tutoring; service learning; and Life Skills that is validated through research to improve students’ commitment to school and reduce student drug use/alcohol/delinquency/dropout. The following measurable goals and objectives will guide us in fulfilling these tasks:
|Goal 1: To provide a safe, structured environment that will enable 100% of the 225 enrolled children to meet or exceed district and local |
|measures of academic proficiency in the areas of reading, writing, language arts, math, and science. |
|Objective 1: By the end of each grant year, > 75% of the 225 enrolled youth will complete > 30 hours of the RFT academic-focused courses. The|
|DC Adopted Standards Assessment/SAT/other testing results and source indicators will demonstrate a > 20% annual increase in the proportion of|
|RFT students who score at/above proficiency in the testing areas of reading/language arts, math, and science; therefore 100% of the active |
|student population will reach academic proficiency in all targeted academic areas by the end of the grant period (8/31/2010). |
|Goal 2: To provide a safe, structured after school program that will raise student achievement through eliminating risk factors (i.e., |
|delinquency, drug use, gang involvement) that are known to compromise students’ commitment to school. |
|Objective 2: Each program year, > 50% of the 225 enrolled youth will complete > 20 hours of the life skills/enrichment related workshops and |
|will demonstrate > a 20% improvement in the basic foundation areas for academic achievement and emotional well-being (confidence, school |
|attendance/persistence, organization) and significant reductions in reported drug use, teen pregnancy, gang involvement, truancy, crime, |
|school policy violations, and delinquency, as determined by the pre and post Foundations for Learning and Student Risk survey results of the |
|student cohorts. |
|Goal 3: To provide families (of student enrollees) with the tools and skills they need to support themselves, learning in the home, empower |
|their children to achieve high academic standards, and provide effective guidance so that children are better able to set and achieve |
|academic and life goals. |
|Objective 3: By the end of each program year, > 20% of the 125 families of enrolled children will demonstrate higher levels of family |
|management, educational attainment, career goals, community/family bonding, literacy, and time spent on quality learning activities with |
|their children after > 10 hours of participation in the RFT parent involvement activities (i.e., parenting skills classes, family literacy |
|and learning events, adult education and literacy classes, etc.). |
Project Activities
The RFT program design and budget have been developed to support the annual implementation of services to 225 7th – 9th grade students and 125 parents/caregivers of Hine Jr. High School, a high-poverty, Title I, “Needs Improvement” school. RFT will operate for 1 hour before every scheduled school day (during the school year period) in addition to 2 hours past every scheduled school day (during the school year period), 4 hours every Saturday and for 1 additional month (July) during the summertime, including a one week summer college immersion program. The Principal and staff of Hine have worked with RFT to develop guidelines to recruit and select their students to enroll into RFT. Poverty stricken students will be eligible to receive priority enrollment; however, students who are at risk of academic failure as measured by the state testing program will also be referred and encouraged to enroll. RFT staff will carry out an identification, referral, and recruitment process to assist these student populations with priority enrollment (parent approval and consent will be mandatory). Hine will host RFT enrollment fairs and booths sponsored on site during parent teacher conference days and referrals will also be made of high-needs students from school faculty, social services, and court services. RFT believes, that Hine has the capacity to serve all students seeking RFT services; however, every day living and housing issues, make it prudent to work with Project 2000, an after school program located in the public housing project from which many Hine students come, to develop an alternative site where participants can receive the same services (25 participants expected). Project 2000 will also serve as the focal point of the family services component of the program. Only the families of enrolled children will participate in the RFT family programming opportunities. Scoring priority will be based on the student’s poverty, and academic risk. Once a student is enrolled, a full-scale assessment will be conducted using school-ready data as well as assessment instruments from the partners’ curriculum programs. The Curriculum Support Coordinator will then develop an Individual Education Plan for each student and work with the teachers and partners to design an implementation schedule which still allows the student to work in areas of interest as well as in deficient areas. For those family members of students who wish to receive services, a family assessment will be conducted with the Family Specialist. An Individual Family plan will then be designed with the Curriculum Support Specialist and staff of Project 2000. For this family component, the Project 2000 site will operate 3 days a week for three hours between 9:00 am – 3:00 pm to allow easy adult family member access. Hine will also host two family night activities per month encouraging families to come and support each other.
In order to accommodate the number of students who will be attending the program at Hine during non-school hours and to establish a continuum of thematic academic enrichment services, RFT staff will operate 4 workshop style Academic Impact Centers (1. Math, 2. Science, 3. Reading/Writing, and 4. Cultural Arts) in separate, classroom/lab spaces that will enable students to explore and learn in a small group environment. Each of the areas will focus on one core curriculum area, but will use the on-line courses and curriculum of the partners to teach across the curriculum.
What follows is a summary of the programs, activities and curriculums the partners will be initiating within the RFT model:
Reach For Tomorrow
Reach for Tomorrow will work with its partners to establish a rewarding summer immersion program conducted on a university campus or military academy. Each student will be matched in a 1:5 adult to student ratio with a local mentor who is trained by RFT to build on this shared, unique experience. Mentors will supervise and work with the students not only to see that they get the most out of the trip, but to develop a personal relationship through which they can help the student in subsequent phases or elements of the RFT program. The shared experiences of the summer trip at a critical juncture in the students’ lives will help form and secure this bond. After the trip, mentors will continue to guide and assist their students' throughout their high school career, tracking their progress and helping them improve their chances of being accepted to a top college or service academy. The summer trip is an earned outcome and will be based on specific performance criteria achieved during the academic year as determined by RFT and its partners, which will incorporate improved attendance, academic achievement, and positive attitudes regarding education and their future role as "lifelong learners".
The selected students and their adult volunteers will live in the dormitory to experience college life first hand; attend academic labs in science and engineering; pilot light aircraft to understand the correlation between Algebra one, Chemistry, Physics, and Physiology; participate in challenging leadership, team building, and character development seminars; test their athletic abilities and strategic planning skills each evening using college resources such as their rock climbing wall, and learn what they must do to qualify for any college in America. The sample of activities included in the summer program which just ended in San Diego for a group of students from Chicago included: American Flyers-pilot planes and ground school; Blue Escape-Marine Biology Lab; Mad Science Lab; Mission Bay Aquatic Center-Kayak, Sail, Surf; Rock Climbing; Naval Aviation Depot; UCSD 1st Aid & CPR Training Lab; US Customs San Diego; UCSD Physics Lab; UCSD Neuroscience Lab; Padre National Baseball League Game; Night Recreation with UCSD Teams - volleyball, soccer, karate, & hip hop dance; Motivational Speakers.
This summer experience is a critical component of the subsequent academic tutoring and mentoring programs, as this serves as the initial short term goal for each student as well an opportunity to bond with their adult volunteer. We have found that providing an "immediate" reward such as a college immersion is essential to maintaining continued attendance and enthusiasm for the additional academic enrichment and remediation tools we offer. The local program manager will oversee the collection of the grading period outcomes (attendance and grades); manage adult volunteer selection and training, continue the motivation efforts for all student teams; coordinate with the after school tutorial staff on the desired outcomes for each student; receive trip planning schedule from RFT National Staff, and manage local student selection and preparation for the summer program.
RFT National staff will provide complete planning and oversight of the project with the University conference planning division, military facilities, and local area activity group coordinators to ensure that all participants will benefit from the program.
Hine Jr. High School
During program hours, RFT staff will operate 4 workshop style Academic Impact Centers in separate, in classroom/labs at the school that will enable students to explore and learn in a small group environment. For the first 30 minutes of each after school and summer program day, students will come together in a large group to eat a nutritious snack (note that for the morning period, students will receive breakfast), review learning objectives from the previous day, and discuss the learning topics and themes scheduled for each “Impact Center” for that day. Based on the enrollment demographics, students will be grouped by age and/or level – or will be vertically teamed as appropriate to the activity – as they engage in the Impact Center activities. Students will be encouraged to explore and select an Impact Center that aligns with their interests and learning needs. The child’s “choice” is an essential aspect to the program design because it encourages youth to think, reason, question, and experiment with new information. The Impact Centers will cover a series of lessons on a large variety of themes, content, and curricula which are infused with content building of the Peterson’s Get Wise and ExtraLearning packages. The Impact Centers will be facilitated in small groups with a pupil to adult ratio of no more than 10 to 1. RFT staff will offer those children with physical, emotional, and developmental disabilities, as well as LEP and other special needs populations, the opportunity to participate and learn through active engagement and inclusion in the program environment. Teachers, counselors, and staff who are trained in special education interventions/delivery systems, LEP education, and other special needs programming will be hired to provide culturally competent services, appropriate interventions per each child as based on IEP’s and performance data, as well as scaffold instructional approaches to vary instruction and supports to enhance the mastery of skills and content at each child’s level. Upon enrollment, targeted students will be directed to use the Peterson’s and ExtraLearning web-based software packages to develop an electronic academic portfolio. Portfolios will be used as an “intake” mechanism for students and staff to identify the special needs and supports that must be provided for each student to ensure equal access and maximize instructional effectiveness. The software requires students and staff to take full-scale assessments which can they be translated into a customized learning path for the individual student. Once the information is entered, the program develops a linear graph and chart that identifies strength areas and areas that need improvement/extra focus. Students (and staff) will systematically update the portfolios with new data from the school and program MIS systems/formal/informal assessment programs and will use the portfolios as a tool to select workshops and engage in RFT related activities that best meet student learning needs. This process enables and encourages youth to take responsibility for their achievement. Local level student achievement assessments will be ongoing through the schools’ reading/math informal testing as used in their selected reform models for portfolio updates.
Project 2000
The major program strategies that will be used by PROJECT 2000 to achieve the RFT mission include:
1. Study Hall - All program participants will be required to attend study halls which operate from 3:30 p.m. to 6:00 p.m., Monday through Friday. Adult and peer tutors will be available at study hall to assist scholars with homework assignments, test-taking skills development, computer instruction, research skills development and other academic support activities. On Saturdays, the Saturday Academy will operate from 9:00 a.m. to 3:00 p.m., and will conduct math and reading tutorials, scholar forum activities, field trips, SAT Prep workshops and other activities. All activities will originate at PROJECT 2000 House on Saturdays;
2. Mentoring - Each scholar will be assigned a staff Educational Development Mentor (EDM) who will serve as the scholar's primary academic advisor for the school year. The staff EDM will provide continuous monitoring of the scholar's academic progress, attendance and citizenship (in school & community). This will be accomplished through frequent meetings with the scholar, parent/scholar conferences, teacher conferences and close interaction with the staff of the RFT program. In addition to a staff EDM, PROJECT 2000 will also recruit adult volunteers to provide one-on-one or group academic mentoring for the scholars after undergoing RFT training.
3. Personal Development Seminars - All students will be required to participate in our Behavioral Health Program and attend monthly Interpersonal Skills Development Workshops which focus on issues relevant to black inner-city adolescents living in high risk environments. These workshops will be conducted by human service professionals, a woman for the girls and a man for the boys;
4. Summer Haven - A 6-weeks summer session will be conducted every year. All new 7th grade scholars will be required to participate in a transition program designed especially to prepare them for junior high school, 8th and 9th grade students may attend the RFT summer component or participate in the PROJECT 2000 Summer Youth Employment Program (DCSYEP) sponsored District of Columbia Division of Employment Services. Those scholars who are too young to participate in the DCSYEP, will attend morning math and reading workshops at PROJECT 2000 House and go on local field trips on the afternoon; and
5. Community Service - All scholars will be required to participate in the community service component of the program, and commit to providing 40 hours of community service to PROJECT 2000.
6. Family Services – Project 2000 House will open for 3 hours per day for 3 days per week between the hours of 9:00 – 3:00 and will work with the Family Specialist to provide Adult Basic Skills, GED, Job Skills, Parenting Skills, and family counseling to participating students parents/caregivers.
Peterson’s Test Prep
Peterson’s SAT, ACT, and PSAT Online Courses feature innovative, award-winning technology that will enable the teachers to deliver instruction that is totally customized to each individual student following these five steps:
Step 1: Diagnose each student’s strengths and weaknesses - At the beginning of each Online Course, the student will take a diagnostic test consisting of 35 to 50 questions which assess the student’s competencies in each of the Objectives that are tested on the related exam.
Step 2: Create a unique, Customized Learning Path - Using the results of the diagnostic test, the course will assign each student a unique series of lessons, each designed to teach that student at an appropriate level.
Step 3: Prioritize instruction - In order to achieve maximum impact, right away, when a course generates a Customized Learning Path for a student, it will place the lessons that student needs the most, first, so that the content can be built upon.
Step 4: Assess learning along the way -Students will take a five-question “topic quiz” directly after finishing each lesson. These topic quizzes will provide feedback to the student on what they’ve learned and where they still need practice.
Step 5: Provide realistic practice tests - In each course, after the student has completed their Learning Path, they will be able to take up to three full-length Practice Tests. These tests will be designed to closely simulate the test day experience, and allow the student to go into the real test feeling comfortable and confident. Crafted by experienced item writers, these practice tests will cover all of the Objectives that will be covered on test day.
Each Online Course will be accompanied by an Administrative Reporting Application designed to deliver comprehensive reports on student progress along many different criteria and in various levels of detail. In particular, teachers and administrators will be able to track individual and group progress on the tested Objectives. This will help teachers and RFT staff monitor student usage and results during the course to ensure the strongest possible outcomes.
The Get Wise Basic Skills Instructor Led Course is a classroom-based course based upon the initial assessment and customized Learning Path for students in seventh through ninth grades that strengthens basic skills in three areas: Math, Reading and Writing, and Verbal: Grammar, Spelling, Vocabulary. The course length will be 18 hours and will be organized into three 6-hour modules: (which the RFT teachers can divide into shorter sessions if necessary). The course includes student workbooks, a Teacher’s Guide, and online pre- and post-course assessment tests.
The RFT program will also implement GuidanceNet, Peterson’s newest online tool, which will provide staff, students and parents with convenient, one-stop access to high-quality resources and tools from college search to career planning programs, the GuidanceNet web site includes:
|High-powered searches |Unlimited online practice tests |
|College Search |SAT |
|Scholarship Search |ACT |
|Historically Black Colleges and Universities Search |PSAT |
|Colleges Want You |SAT II |
|Career Colleges Search |CLEP |
|Vocational-Technical Schools Search |GED |
|Career Resources (provided by Career Key) |Financial Aid Tools |
|Personality assessment quizzes |BestCollegeDeals® |
|Career search |EFC Calculator |
|Articles |Financial Aid FAQ |
|Resume-builder tool |Financial Aid literacy test |
GuidanceNet also includes access to: Online Books, Articles, the Guidance Desktop feature which will enable RFT staff to track students’ progress and monitor student activity, and My Planner—a place where students can save their schools of interest and other important information, so they can return to it as often as needed.
ExtraLearning
ExtraLearning Online is an online, individualized, self-placed K-12, Mastery Learning program which will allow the RFT teachers and staff to identify the functioning level of students in all subject areas and then create an Individual Program of Study (IPOS) to address the needs of each student. To ensure that each of the curriculum content areas from other programs and assessments works together with ExtraLearning, the Curriculum Support Coordinator will develop the IEP’s after taking all the assessments and student report data into account.
The Individualized Programs of Study will allow students who have fallen behind to catch up quickly by filling the gaps in their education and focusing on what they don’t know, rather than studying everything, including information they already know. The program delivers Instruction through an Educational Continuum in: Reading, Writing, Math, Science, Social Studies/Social Science, and Life Skills. The program is aligned to DC standards, is customizable to meet district standards, and meets the needs of No Child Left Behind legislation. ExtraLearning Online also offers a Comprehensive functioning content which includes Adult Education, Career Prep, Computer Training, and Life & SCANS Skills which will also be utilized in the adult/family component of the RFT program.
The content will be delivered through a variety of materials to address different learning styles, and the flexibility of the program will allow RFT teachers to add special projects, book reports, small group activities, and science experiments to the students’ portfolio. Content includes materials from Over 50 academic courses, Over 25 Life Skills courses, Over 1700 online Books, Over 5000 Internet Sites, and Over 20,000 Streaming Videos. It will also provide a management component for the teachers and RFT staff and will be available online for RFT students 24 hours a day, seven days a week.
Collaboration & Partnerships
The RFT consortium of partners has purposefully reinvented our entire education-based service network to meet the challenges identified throughout this proposal by implementing such strategies as whole child learning opportunities; moving from a time constrained to a performance-based system; embracing academic standards that are created by school and community stakeholders; and through what will be the initial provision of a comprehensive and community-based after school hours program, entitled Reach For Tomorrow. The RFT initiative is being jointly submitted for funding by the Reach For Tomorrow organization - who will act as the lead fiscal agent and manager of the grant – our long-time school partner, Hine Jr. High School, and community partner Project 2000. RFT is a highly motivated, fiscally solvent, 13 year old non-profit agency that annually serves hundreds of students, including students in Washington, DC, and that annually manages several hundred thousand dollars in discretionary grant and program funds. Hine Jr. High School has analyzed parent, teacher and student survey results over the previous few years to assist in identifying the strengths and limitations of its instructional and organizational effectiveness. The results indicate that Hine, through its commitment to success, is doing an effective job providing a variety of instructional strategies, assessment practices, and extended programs; however, student achievement and parental involvement still need to increase for its students to be successful. Project 2000 is an 17-year-old non-profit organization that annually serves 50 7th -12th grade DCPS students by providing them with an after school study hall, Saturday Academy, the Educational Development Mentors program (one-to-one mentoring between mentors and students), personal development seminars and community service opportunities. RFT, Hine and Project 2000 have worked together for the past 2 years to develop programs that enhance and increase the attitude, attendance, and achievement of students in DC schools. RFT will further be deployed by a large network of strongly committed joint partners who have spent the past year helping to plan and develop the RFT initiative. Other major partners that have joined the program will promote and help to facilitate the recruitment, instructional delivery, family counseling, and other components of RFT, as well as donate and deliver a variety of services and resources to RFT students, families, and staff, include Peterson’s Test Prep and ExtraLearning.
All of the partners listed have signed the required partnership forms and have developed a detailed MOU that clearly states each partner’s role, capacity, and contribution to the program. Our partners bring a wealth of expertise in planning and implementing alternative academic, prevention, and enrichment initiatives to the table and the expertise and resources will complement, support, and sustain a successful program.
Required Training & Staff Development
A significant need that revealed itself during the planning of this grant was the need for training and professional development among teachers of the target schools. Data from local level surveys indicated that only about 75% of local school teachers are highly qualified under NCLB; there is a 50% teacher turnover rate in our schools; 85% of core subject area teachers report the need to receive additional education and training in the content and standard areas of the subject matter they teach; and 86% of teachers report that they are in need of pedagogical skills development to improve the use of assessment, engagement, and instruction.
As part of the partnerships we’ve developed, each of the partners will be providing direct on-site training to the teachers and staff members in core curriculum content, on-line course management skills, Individual Education and Family Plan development, and assessment tools relative to the programs they support. The RFT staff will ensure that this training is comprehensive and coordinated so that teachers and staff understand all the capabilities of each program and how to work within the different curriculums to ensure the best possible outcomes for each individual student, and or family member.
Although 21st CCLC funds will only be used to cover the direct cost of training for RFT teachers and partner staffs, the RFT training offerings will indirectly address the qualification and development needs of all Hine Jr. High School teachers as well. As the majority of RFT staff will be teachers/administrators who are recruited from Hine, a cadre of highly qualified practitioners will be developed from the RFT trainings. We have also obtained the commitment from the Hine principal to recruit at least 1 teacher from each grade level to work in the program as a RFT teacher and Planning and Leadership Team member – who will complete all local and regional RFT trainings each year and develop a systemic plan for passing the knowledge and practice to other teachers. This high level of participation will advance these teacher leaders to be master practitioners who will have the knowledge and skills to replicate the RFT content and pedagogical trainings and coaching on their own school sites. These leaders will bring with them RFT produced instructional resources, lessons, supplements, assessments, and the ability to demonstrate best practices in teaching - to share with their peers through faculty seminars. The RFT program will, through continued efforts, promote and sustain the improved content knowledge and enhanced pedagogical practices of Hine teachers.
Management Plan
To ensure the program’s infrastructure, RFT and its partners will meet to continually develop, establish, and improve upon a solid, quality-based management structure to oversee program operations and to make appropriate modifications consistent with the goals and requirements of the grant. RFT will operate under the advisement of the LSRT, which will be comprised of representatives from each of the partnering agencies as well as the principals and teachers of local schools, DCPS, RFT staff, students, parents, trainers, and stakeholders. This management approach will allow for input, collaboration, and shared responsibilities between representatives of all of the institutions involved in RFT. The LSRT will meet for 1+ hour, monthly, to plan program activities and promotional events; develop and deliver information regarding funding sustainability efforts; disseminate program results and progress to community leaders and stakeholders to justify future and expanded support; and assess summative and formative evaluation reports and processes to identify programming strengths and reduce programming weaknesses. The RFT Director will report to both the Hine Jr. High School Principal and the LSRT Chair (a DCPS administrator) and will be responsible for sharing financial reports, evaluation results, and other pertinent data to the LSRT and Planning and Development Teams so that input and direction may be provided. This process will also ensure accountability of expenditures and progress. Program administrators will deploy the program within the principles of the management system which is recommended by the federal DOE for effective grant management. Specifically, RFT will apply an accountability system that uses the levels of checks and balances as indicated below.
|Program Governance |This will ultimately be the responsibility of the RFT Program Director, LSRT, and DCPS. The evaluation team will|
| |be responsible for collecting initial “outcome” indicator data to establish a baseline “profile” for the |
| |participant cohort. The Planning and Development Team will then work with the evaluator to establish mid-annual |
| |and annual benchmarks for performance/progress that align with the program objectives and outcomes. The profile |
| |and benchmarks will be compared at regular LSRT meetings to identify performance strengths, weaknesses, and |
| |needed modifications. Performance outcomes will be compiled in an annual outcome evaluation report which will be|
| |disseminated to the RFT Board, LSRT, DCPS, and stakeholders to hold the program accountable to the public and |
| |government for its progress. |
|Planning |This will be the responsibility of the Planning and Development Team and LSRT as they will meet on a monthly |
| |basis to review program findings, assess strengths and weaknesses, and engage in continuous planning of program |
| |events and training strategies for improvement. |
|Record Keeping/Reporting |This will be carried out under the advisement of the third party evaluator and Program Director. Program staff |
| |will be required to maintain process tracking measures (i.e., sign-in sheets, registration forms, etc.) to |
| |document the delivery of services. The Director will develop a monthly process evaluation report that will be |
| |submitted to the Planning and Development Team, LSRT and collaborating agencies that will detail the progress of|
| |activities in a project design chart format which can be easily compared to the “action plan” grant contract. |
| |These data will be used to determine if the promised activities have been carried out as contracted. |
|Monitoring |This will be the responsibility of the evaluator and program administrators. The evaluator will perform site |
| |visits to participating offices and training sites where she will check for appropriate process documentation, |
| |appropriate data collection techniques, proper fiscal handling and reporting techniques, and fidelity. The |
| |evaluator will develop and forward a list of recommendations for improvement after every site visit that will be|
| |immediately addressed to ensure compliance with the grant contract. Using local level standardized rubrics that |
| |assess effectiveness of instruction, curriculum, and environment, RFT teams will evaluate workshop content and |
| |instruction and provide feedback to instructors to enhance effectiveness. |
|Self-Assessment |This will primarily be the responsibility of the staff and LSRT. During key training activities, students and |
| |staff will be encouraged to complete and submit consumer satisfaction surveys (and participate in focus groups) |
| |that gather information on their level of access, “buy-in,” and satisfaction with the service. Feedback will be |
| |discussed at weekly staff meetings and LSRT meetings to assess the progress and quality of services. |
|Human Resources |This will be the responsibility of program administrators through the bi-annual evaluation of staff (using |
| |standardized evaluation instruments) as well as the district personnel department administrators who will be |
| |responsible for hiring, payroll, and related personnel issues. |
|Fiscal Management |This will be the responsibility of the Board and DCPS program officers who must approve all budget adjustments; |
| |the Program Director who must approve all purchase orders and expenditure requests of the staff; and the Hine |
| |Business Office department staff, who will assist in the submission of financial reports to DCPS as well as |
| |verify that PO’s/adjustments have appropriately followed these approval processes prior to expending program |
| |funds. |
Project Evaluation
A comprehensive summative and formative evaluation will be conducted as part of the grant program under the direction of Dr. Shelley Maberry (PhD in education research and 20 years evaluation experience) from the Resource Associates Evaluation Institute. Several program performance measures will be collected, tracked, and analyzed from the control and experimental groups throughout the 5 year program, which include:
|Student Achievement |Annual archival analysis of student qualitative portfolios; results from the DC Standards Assessment; SAT |
| |scores; ACT scores; RFT student report cards; end-of-year GPA; and course completion rates will be extracted |
| |from the school MIS systems and the above assessment output by the summer of each program year to establish |
| |baseline and comparison trend data for all experimental and control group students which will enable the |
| |evaluation team to analyze academic performance changes between subgroups of students. |
|Student Risk |Results from the Student Risk and Foundations for Learning Surveys which measure college/career aptitude, |
| |risk/resiliency, nutrition/health, alienation/rebelliousness, student confidence, persistence, organization, |
| |interpersonal relationships, cultural appreciation, and dropout resiliency indicators (note that both surveys |
| |will be completed by all students in the fall and spring of each year); analysis of student qualitative |
| |portfolios, annual school policy violation/dropout/truancy/absenteeism records collected from the MIS; annual |
| |juvenile crime reports/court referral data; student participation levels which include process documentation |
| |such as program attendance records, school attendance records, consumer satisfaction focus group reports, etc.|
|Family Risk |Parent Risk Survey data, which includes measures of parent literacy, parent involvement, family management, |
| |parent education levels, and parent attitude toward education - to be completed by families in the fall and |
| |spring of each year; bi-annual TABE and related testing results on literacy/educational achievement levels of |
| |families; analysis of qualitative Individual family plans; reported family linkages/referrals to social/human |
| |services; and family involvement levels through process documentation such as RFT attendance records, records |
| |of parent involvement at school events, focus group reports, etc. |
All of the performance measures, including the socio-economic/other characteristic data (i.e., home income, school attended, LEP, special needs, ethnicity, gender, Title I status, level of RFT attendance, etc.) of students and families will be obtained according to set annual/bi-annual data extraction/collection schedules. School technology staff will work with Dr. Maberry to set up an information sharing system in which the source indicator-based data (i.e., test scores, GPA, school attendance rates, etc.) will be automatically coded (for privacy), updated in a shared database, and tracked. Program specific survey instruments will be administered by the RFT Coordinator and Teachers (after staff complete training on data collection and privacy topics) using a coded ID system to protect subjects’ identity – and will be forwarded to Dr. Maberry within 2 weeks of the administration schedule. Both the source indicator data extracted from the MIS and the survey data will be added into a statistical software database to form a baseline and comparison profile for the control and experimental cohorts. Dr. Maberry will regularly aggregate these data via valid quasi-experimental evaluation techniques, including paired T-testing, ANOVA, etc. – comparing experimental with control groups, comparing data from year to year, and comparing data among/between ethnic, poverty, and other sub groupings (including outcomes based on RFT attendance levels). Dr. Maberry will develop bi-annual and annual progress reports of outcome findings and results. The LSRT and Planning and Leadership Teams (which include RFT and regular school day teachers, parents, partners, principals, and other stakeholders) will be charged with reviewing these evaluation reports and comparing findings with the RFT goals/objectives/outcomes to identify programming weaknesses; establishing and comparing mid-year and quarterly performance benchmarks to determine if progress is being made at an effective rate; and establish program changes modify and improve services – particularly student learning activities based on student needs data - so that they are fully aligned with the goals, objectives, activities, and projected outcomes detailed in this proposal.
Application Priorities
This application qualifies for 15 priority points due to the fact that:
1. RFT will serve Hine Jr. High School which is in Needs Improvement under Section 1116 of Title I
2. RFT will serve Hine Jr. High School which serves a student population of 75% or greater poverty
3. RFT will serve Hine Jr. High School with a program designed to enhance the academic, career, and social skills of students in grades 7 – 9 as indicated in the project activities.
Reasonable Costs/Budget and Budget Narrative
The attached budget has been developed by the LSRT grant planning team and a consortium of community and school stakeholders to accurately reflect the dollars needed to run the RFT program during the 2005-2006 grant period. The budget has been customized to align the requested grant dollars with identified school partner training, instructional materials, and staffing needs as well as provide detailed line items that reflect the promised in-kind resource commitments from our many community, business, and non-profit organizational partners. In order to successfully carry out and sustain RFT, we found, during the grant planning process, that it was essential to utilize and build upon existing resources in the Hine community. As demonstrated in the partnership descriptions table and MOU, a variety of donations have been promised as an in-kind match to the program, which totals $360,400 in community matching resources for the first year of the program. Other matching funding streams, which were not included in the budget due to the difficulty in identifying the nature as to the services at this point, include Enhancing Education Through Technology NCLB monies (covers the maintenance and use of RFT site computer equipment and instructional technologies); IDEA grant monies (covers the administrative support of the school and district Special Education Departments and teachers to assist with programming planning for children with special needs); USDA Federal School Lunch monies (to cover the partial cost of breakfast meals and snacks for the RFT students). Grant funds are requested primarily to support intensive capacity-building during an initial 5 year period (i.e., RFT staff professional development/planning time, cost of program start-up staff, curriculum purchases, establishment of RFT workshops, etc.). The LSRT anticipates that the overall impact of the grant - and the program itself – will continue long after this initial funding period is over as the program costs will steadily be infused into the operational infrastructure of the school, partners, and target community. Partner resources that will be applied to help fill the funding gap include such resources as foundation grants, volunteer manpower, donations of personnel time who are already covered by grant/operational revenue who will work in the program, etc.
The student population that will be served by the RFT program represents a group that is abnormally “at high-risk” of underachievement and school dropout within a general DC student population which is already at-risk due to high poverty and other factors described in the needs statement in the grant proposal narrative. Hine Jr. High, for example, serves 637 7th – 9th grade students of whom 96% live in poverty, 93% are under-proficient in math, 76% are under-proficient in reading/language arts, and 92% are under-proficient in science. Many of our children (62%) are considered to be “far behind” meaning that they have not met proficiency in 1 or more core academic subjects for 3 or more consecutive years. The following budget narrative provides full justification for each grant requested line item as well as a description of each in-kind cost line item from the district and its partners. As you will read, all budget request items will pay for staffing, materials, training, and other items related only to the implementation of the RFT program as it is described in the grant narrative. RFT has been specifically designed to link some of the most impoverished, highest-risk, “far behind” children of the District of Columbia with the full array of intensive interventions and supports they need in order to enhance academic achievement in the most cost-effective manner possible.
The direct cost benefit ratio is $1,498 per student and family participant ($524,372 in grant funds requested / 225 students + 125 families served per year) which is low due to DCPS and its partners’ commitment in covering much of the operational, facility use, and equipment costs of the program.
Sustainability
The proposed RFT program will be implemented in coordination with a variety of partners and related community initiatives, which have been committed to DCPS for each of the 5 program years and beyond the funding cycle to help sustain this vital initiative in the high-risk community surrounding Hine Jr. High for years to come.
RFT has established a motivated and highly-committed network of support that includes the involvement of school and community partners who have joined resources to deliver the program during the 5 grant years and beyond this funding period. The continual commitment of resources and buy-in for RFT will help us meet the sustainability requirements set by the district and federal government. During the planning phase of this program, LSRT members worked together to establish a comprehensive sustainability plan that will be implemented for the purpose of continuing programming and outside funding beyond the 5 year grant cycle. These strategies include: 1) RFT’s grant management team will be asked to coordinate a series of grant planning meetings with the LSRT, Planning and Development Team, and full staff of the RFT program that will cover grant reporting, accountability requirements, and funding sustainability requirements. Members will give at least one hour of their time, each month, to supporting the program by engaging in grant planning and development activities; 2) the grant management team will be asked to help facilitate a three-part training session with the LSRT, Planning and Development Team and RFT staff where it will review student achievement and performance data and indicators, existing RFT service strengths and weaknesses, and service goals and priorities as they relate to needs data and service gaps. The LSRT will be directed to re-design a logic model that aligns RFT service priorities with upcoming grant competitions and funding opportunities which will act as an annual “schedule” for grant development; 3) RFT and Planning and Development Team members will work with the LSRT to collaboratively request relevant RFP’s/RFA’s for grant competitions that could potentially sustain the RFT program beyond the funding cycle. All applications must be reviewed and approved by the LSRT which will serve as a process to ensure that funds will not supplant existing grant funds or be used to cover non-priority services; 4) RFT, in collaboration with the LSRT, will attempt to develop and submit at least four grant proposals for federal, state, and local funding, per year, in order to sustain or expand the RFT program at Hine; 5) RFT and the Planning and Development Team will work with the LSRT and partnering community agencies to identify internal and external funds that could be used to sustain the RFT program beyond the funding cycle. Funds may include Title IV/entitlement and other grant revenue that could be used to continue this essential initiative. In order to continue buy-in and support for the program, RFT and the LSRT will be responsible for making community presentations to stakeholder groups on the scientific results of the program and the program benefits for children and families. It is expected that the impact of the program will help to justify continuation among students, parents, the community, and its leaders.
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21st CCLC BUDGET WORKSHEET AND BUDGET NARRATIVE
Complete this form for the first three years of your program.
Agency/School Reach For Tomorrow Financial Contact Person Peter Underwood, Board Chair
Complete Street Address__13888 Lewis Mill Way, Chantilly , VA 20151
Phone 703-818-1425 Fax 703-266-5389 Email reachft@_____
| |Year 1 |Year 2 |Year 3 |
|Federal Funding Line Items |
|Personnel |
| Administrative salary (Program Director, RFT Coordinator) |$65,500.00 |$65,500.00 |$65,500.00 |
| Salary (teachers/family specialist/educational aides) |$74,800.00 |$74,800.00 |$74,800.00 |
| Fringe Benefits |$15,698.00 |$15,698.00 |$15,698.00 |
|Subtotal |$155,998.00 |$155,998.00 |$155,998.00 |
|Programmatic | | | |
| Travel reimbursement (meetings/conferences) |$13,044 |$13,044 |$13,044 |
| Equipment |$0.00 |$0.00 |$0.00 |
| Supplies/consumables (Part of Other packages) |$0.00 |$0.00 |$0.00 |
| Training (Part of Other packages) |$0.00 |$0.00 |$0.00 |
| Transportation |$10,467.00 |$10,467.00 |$10,467.00 |
| Evaluation |$45,600.00 |$45,600.00 |$45,600.00 |
| Contractual |$0.00 |$0.00 |$0.00 |
| Rental |$0.00 |$0.00 |$0.00 |
| Security |$0.00 |$0.00 |$0.00 |
| Other Expenses |$284,000.00 |$284,000.00 |$284,000.00 |
|Subtotal |$353,111.00 |$353,111.00 |$353,111.00 |
|TOTAL DIRECT COSTS |$509,109.00 |$509,109.00 |$509,109.00 |
| Indirect Cost |$15,263.00 |$15,263.00 |$15,263.00 |
|TOTAL FEDERAL FUNDING REQUESTED |$524,372.00 |$524,372.00 |$524,372.00 |
|Local Funding & Contributions Line Items (cash & in-kind costs not required, but encouraged) |
| Salary (administrative) |$0.00 |$0.00 |$0.00 |
| Salary (teachers) |$122,400.00 |$122,400.00 |$122,400.00 |
| Fringe Benefits |$0.00 |$0.00 |$0.00 |
| Supplies/Consumables |$0.00 |$0.00 |$0.00 |
| Travel reimbursement (meetings/conferences) |$0.00 |$0.00 |$0.00 |
| Equipment |$128,000.00 |$128,000.00 |$128,000.00 |
| Training |$0.00 |$0.00 |$0.00 |
| Transportation |$0.00 |$0.00 |$0.00 |
| Evaluation |$0.00 |$0.00 |$0.00 |
| Contractual |$0.00 |$0.00 |$0.00 |
| Rental |$0.00 |$0.00 |$0.00 |
| Security |$0.00 |$0.00 |$0.00 |
| Other (describe: Direct costs borne by partners including, |$110,000.00 |$110,000.00 |$110,000.00 |
|training supplies, travel, and staff time) | | | |
|TOTAL LOCAL FUNDING CONTRIBUTIONS |$360,400.00 |$360,400.00 |$360,400.00 |
|TOTAL PROGRAM BUDGET (FEDERAL + LOCAL) |$884,772.00 |$884,772.00 |$884,772.00 |
| |YEAR I |YEAR I |
|Budget Narrative |Grant Request |In-Kind |
|(Fiscal Year 2005-2006) | | |
|Reach For Tomorrow | | |
|21st Century Community Learning Centers | | |
|Personnel | | |
| | | |
|Program Director – (1.00 FTE). The purpose of the full-time Program Director position is to provide strategic |$45,000.00 |$0.00 |
|direction and to promote the 21st CCLC grant’s long-term academic achievement efforts and related student and | | |
|family improvement outcomes. The Program Director will be responsible for the following duties in addition to | | |
|those listed in the attached job description: coordinate and arrange for program orientation and program | | |
|related training for staff and volunteers; design, develop, and maintain program databases and records systems;| | |
|assist in the preparation of reports on RFT educational activities and events; appraise the grant's operations | | |
|and services to determine whether they support the vision and mission statements and commitments set in the | | |
|grant proposal and by the LSRT; supervise and evaluate RFT staff and volunteers; coordinate, help facilitate, | | |
|and oversee the development of promotional materials and consumer recruitment plans and efforts at the targeted| | |
|schools; establish the 21st CCLC Planning & Development Team and ensure its continual operation; and support | | |
|the LSRT in meeting sustainability goals and continual engagement of partners. The Director will report to the | | |
|Hine Jr.High School Principal and the RFT Board Chair. At this time, the individual who will fill the Program | | |
|Director position has not yet been identified. | | |
| |$20,500.00 |$0.00 |
|RFT Coordinator – (.50 FTE). The purpose of the part-time RFT Coordinator position is to facilitate and | | |
|coordinate the direct instruction components of the 21st CCLC RFT program. Working under the direct | | |
|supervision of the RFT Program Director (and under the leadership of the Hine Jr. High School Principal as with| | |
|all of the RFT staffing and volunteer positions), the RFT Coordinator will assist and facilitate all aspects of| | |
|the development and implementation of the 21st CCLC curricula and associated educational initiatives for the | | |
|RFT direct instruction staff. The Coordinator will also assist in the planning and development of the | | |
|curricular structure and facilitate the design, development, and publication of all educational support | | |
|materials for the RFT workshops – in addition to providing direct instruction of 21st CCLC workshops as needed.| | |
|The RFT Coordinator must be a certified teacher, hold a Bachelor’s Degree, and have a minimum of 3 years | | |
|experience in coordinating instructional enrichment programs in an educational environment. | | |
| | | |
|Certified RFT Teachers – (8 part-time Teachers) (17 hours/week x $30/hour x 40 weeks). The purpose of the RFT |$40,800.00 |$122,400.00 |
|Teacher positions is to provide direct instruction, assessment, and instructional enrichment activities to RFT | | |
|enrolled students. Part-time teachers will be scheduled to work at the Hine RFT site during the before school, | | |
|after school, and rotating Saturday periods. Teachers with certification and experience in the following areas | | |
|who are bilingual are preferred: LEP, Title I, Special Education, Early Child Development, Reading/Language | | |
|Arts, Mathematics, Science, Secondary and General Licensure. The RFT Teachers will report to and will be | | |
|directly supervised by the Program Director and RFT Coordinator. | | |
|In-Kind Justification: Please note that Hine Jr. High will cover the cost of six certified teachers and the | | |
|estimated in-kind commitment of educator time comes to approximately $122,400 of in-kind donated personnel | | |
|resources during the first year of the program. | | |
|Family Specialist – (.50 FTE). The purpose of the part-time Family Advocate position is to provide case |$24,000.00 |$0.00 |
|management, parenting skills classes, counseling, and related supports to the families of RFT enrollees. The | | |
|Family Specialist must hold a Masters Degree in Counseling or a related field with 5 years experience in | | |
|providing social services to targeted high-needs families (Bilingual in Spanish and English preferred). | | |
|Reporting to the Program Director, the Specialist’s duties will include, but are not limited to: | | |
|Facilitate family visits in the home, unless there is a safety reason, or unsolicited parent requests. | | |
|Welcome families into the program and share information about RFT family services. | | |
|Assess family goals and provide recommendation and referral for relevant community and program resources. | | |
|Provide crisis intervention as needed. | | |
|Maintain minimum monthly contacts- i.e. - phone calls, group activity or site visits to promote partnership | | |
|and provide for regular communication. | | |
|Monitor progress of each family’s service plan. | | |
|Promote family literacy and parenting skills through facilitation of evening classes/events. | | |
|Prepare and distribute follow up containing pertinent information requested by the family in a timely manner. | | |
|Work flexible hours to meet the needs of families. | | |
|Support the Program Director in planning and facilitating parent orientations to the program. | | |
|Coordinate parent meetings assisting parents to take leadership roles in their homes and communities. | | |
|Actively encourage parents to participate in the program - i.e. parent meetings, field trips, LSRT, and | | |
|workshop volunteer opportunities. | | |
|Work with parents to establish and maintain regular program attendance for their child. | | |
|Advocate and collaborate with community agencies to support child, family, and program outcomes. | | |
| | | |
|Educational Aides – (4 part-time Aides) (Stipend @ $2,500). The purpose of the RFT Educational Assistant |$10,000.00 |$0.00 |
|position is to support RFT teachers in producing a safe, healthy and nurturing environment and an academically | | |
|demanding after school program that will foster achievement and classroom performance and that will enable all | | |
|students to meet high academic expectations and develop critical thinking and problem-solving skills and a joy | | |
|of learning. The Educational Assistants are required to hold a Child Development Associate Credential, | | |
|Associates Degree, and/or a Bachelor Degree in child development or an education related field with 2 or more | | |
|years of experience in the care and education of young children in a group care or educational setting. As with| | |
|all staff, the Educational Assistants must pass a criminal background check and health screening. Key job | | |
|duties include, but are not limited to: | | |
|Assist RFT Teachers in the creation and implementation of a variety of learning environments and activities | | |
|that provide opportunities for students to develop to their fullest potential and achieve their learning | | |
|objectives. | | |
|Assist in the promotion and implementation of a dual language classroom setting and instruction. | | |
| | | |
|In-Kind Volunteer Tutors and Mentors – (50 part-time Volunteers from local community). Reach For Tomorrow has |$0.00 |$50,000.00 |
|over 12 years experience in recruiting and training mentors using on-going collaborations that have been | | |
|developed through community contacts and will recruit approximately 50 volunteer tutors and mentors to work in | | |
|the RFT program. Tutors will be responsible for working one-on-one with students in the morning tutoring | | |
|center; Mentors will meet weekly with their protégé’s and prepare them for the summer program. | | |
|Fringe Benefits of Personnel | | |
| |$15,698.00 |$0.00 |
|Fringe Benefits: Full time staff members (i.e., the Program Director), will receive fringe benefits at the | | |
|designated rate of 19% to cover medical, dental, retirement, FICA, workman’s compensation, etc. Part-time | | |
|employees (the remainder of the above listed staff) will receive benefits at the rate of 7.5%. Benefits for | | |
|in-kind staff cannot be calculated accurately due to the fact that each partner organization maintains a | | |
|different benefit plan and different rates based on volunteer/employee status. | | |
|Travel & Staff Development | | |
| |$12,120.00 |$0.00 |
|Foundations Inc. Beyond School Hours Conference: Every program year, 5 members of the RFT Planning and | | |
|Development Team and LSRT (Program Director, Coordinator, 2 Teachers, and 1 LSRT stakeholder representative) | | |
|will attend the Foundations Inc. Beyond School Hours Conference. The 2006 conference will take place in Dallas | | |
|TX, from February 19-26, and will require a $399 registration fee per attendee. Breakout sessions and keynote | | |
|presentations will cover such topics as: partnership building; effective after school programming methods and | | |
|strategies; exploration of the latest evaluation tools and curriculum used in 21st CCLC programs; developing a | | |
|funding strategy and sustainability plan; research and best practices related to 21st CCLC activities; | | |
|strategies for establishing an effective training program; and workshops on attracting, recruiting, and | | |
|retaining after school program staff and volunteers. We have created the following annual budget line item to | | |
|cover the travel, per diem (i.e., meals, lodging, ground transportation), and other costs for the 5 RFT/LSRT | | |
|staff and stakeholders to attend the conference (please cross reference budget narrative): (Single roundtrip | | |
|airfare from DC to TX = $450) + (Per diem rate of $175 per day x 9 travel/conference days = $1,575) + ($399 | | |
|registration fee per person) x 5 RFT attendees = $12,120 annual budget for attendance at the Beyond School | | |
|Hours Conference. | | |
| | | |
|21st CCLC Summer Institutes: Every program year, 5 members of the RFT Planning and Development Team and 5 |$430.00 |$0.00 |
|members of the LSRT (Program Director, Coordinator, 2 Teachers, LSRT representative) will attend 1 (of the 2) | | |
|Department of Education 21st CCLC Summer Institute. Costs for the 10 RFT staff/stakeholders to attend: (Metro | | |
|day passes = $6.50 per day x 2 days = $13) + ($15 per day x 2 training days = $30) + ($0 registration fee) x 5 | | |
|RFT attendees = $430 annual budget for attendance at the DC 21st CCLC Summer Institute. | | |
| |$494.00 |$0.00 |
|Regional Trainings: The RFA calls for grantees to budget an additional line item to cover the cost of at least | | |
|3 RFT staff members to attend at least 1 regional conference to be identified by the DC 21st CCLC office. We | | |
|have therefore created the following annual budget line item to cover the travel and per diem (meals, ground | | |
|transport), costs of the RFT Director, Coordinator, and 1 Teacher to attend such an event: (Metro passes = | | |
|$6.50 per day x 3 days = $19.50) + ($15 per day x 3 average conference days = $45) + (a projected average | | |
|registration fee of $100 per person) x 3 RFT attendees = $343.50 annual budget for attendance at the regional | | |
|training(s). | | |
| | | |
| | | |
|In-Service Training for RFT Staff from Partners, Education Experts, and Practitioners - Training is included |0.00 |$0.00 |
|as part of the RFT Summer Program, Peterson’s Learning Path, and ExtraLearning packages listed below in | | |
|Contract and Other Expenses. | | |
|Materials/Supplies | | |
| |0.00 |$0.00 |
|Instructional/Curricular Materials: Instructional/Curriculum materials are included as part of the RFT Summer | | |
|Program, Peterson’s Learning Path, and ExtraLearning packages listed below in Contract and Other Expenses and | | |
|will be available for use by RFT faculty and students. | | |
|Equipment | | |
| |$0.00 |$128,000.00 |
|In-kind Computer Stations: (30 New Computers per Academic Impact Station x $1,000 each x 4 stations = $120,000)| | |
|+ (8 New Computers in Project 2000 Family/Adult classroom x $1,000 = $8,000) | | |
|Hine Jr. High will provide computers for on-line curriculum and web based reporting and data tracking. | | |
|Contract & Other Expenses | | |
| | | |
|School Busing: $139.56 per activity route x an estimated 75 routes per year to enable student transportation |$10,467.00 |$0.00 |
|to/from their schools and homes = $10,467. | | |
| | | |
|Summer Program: (Approximately $1,000 per participant x 150 participants = $150,000) This includes all |$125,000.00 |$25,000 |
|travel, air fare, lodging, per diem, and programming activities. Students travel to various college/military | | |
|campuses with mentors to engage in hands-on learning and in activities designed to build self-confidence and | | |
|teamwork, are exposed to appropriate and approachable role models, and gain a personal appreciation of the | | |
|opportunities and rewards that education can bring. | | |
|In-Kind Justification: RFT will provide $25,000 of the total in-kind. | | |
| | | |
|On-Line Learning Path – Peterson’s Package: This set of programs will assist the team develop a unique, |$80,000.00 |$20,000 |
|Customized Learning Path using completely customized SAT, ACT, and PSAT Online Courses that respect the | | |
|differing learning needs of the individual. So, using the results of the diagnostic test, the course assigns | | |
|each student a unique series of lessons, each designed to teach that student at an appropriate level. The Get | | |
|Wise Basic Skills Instructor Led Course is a classroom-based course for students that strengthens basic skills | | |
|in three areas: Math, Reading/Writing, and Verbal. GuidanceNet, Peterson’s newest online tool, will provide | | |
|counselors, students and parents with convenient, one-stop access to high-quality resources and tools. It | | |
|includes high-powered college and vocational school search info, unlimited online practice tests (SAT, ACT, | | |
|PSAT, SAT II, AP, CLEP, ASVAB, GED), and Career Key Resources (Personality assessment quizzes, Career search, | | |
|Articles, Resume-builder tool). | | |
|In-Kind Justification: Please note that Peterson’s will cover the cost of on-site training for each component | | |
|of the package, including travel and staff time, discount pricing, and multiple site licensing to include | | |
|Project 2000. This comes to approximately $20,000 of in-kind donated personnel and resources during the first | | |
|year of the program. | | |
| | | |
|ExtraLearning: Extralearning Online is a comprehensive, self-paced, academic enrichment or enhancement program |$25,000.00 |$15,000 |
|that includes two components. The first is the academic component, which provides academic courses Reading, | | |
|Writing, Math, Science, and Social Studies. The second component is functional, and provides courses in | | |
|employment, consumer, life and social skills. It also includes access to E-books, online testing, CDs and | | |
|multi-streaming video lessons. The Curriculum Support Coordinator will also develop Individual Education Plans | | |
|for each of the participants and Individual Family Plans based on all available assessment tools, including the| | |
|Test of Adult Basic Education (TABE). | | |
|In-Kind Justification: The cost for these services is $200 per student but ExtraLearning will work with RFT to | | |
|provide these services at $125 per student. | | |
| | | |
|On-line Tutoring: ($200 per student x 225 students = $45,000) This innovative after-school program from |$45,000.00 |$0.00 |
|, Live Homework Help, provides access to hundreds of expert tutors, seven days a week for one-to-one | | |
|help in math, science, social studies and English via the Internet. provides complete service and | | |
|support, from technology setup and staff training to quarterly promotional materials, monthly reports and 24/7 | | |
|customer service. Students will be able to access assistance any time they need it, not just during the | | |
|programming hours. | | |
| | | |
|Third Party Evaluation Contract – (Lead Evaluator: 40 hours/month x 12 months x $95/hour) The school district |$45,600.00 |$0.00 |
|will contract with the Resource Associates Evaluation Institute to provide monitoring visits of grant staff and| | |
|ongoing monitoring of internal "process evaluation" policies and procedures. The agency will also be | | |
|responsible for developing outcome evaluation reports and establishing an outcome evaluation system with | | |
|assessment tool development, data aggregation, and related standard grant evaluation services. | | |
| | | |
|Reading Improvement and Study Skills Sessions and Training: Administered by the RFT Reading and Study Skills |$9,000.00 | |
|Specialist to work with all students, family participants, teachers, and staff with expected outcomes to triple| | |
|reading speeds within 60 days with 90% comprehension and to improve one letter grade. | | |
| | | |
|Indirect – designated indirect cost rate of 3% is requested to cover the cost associated with payroll |$15,263.00 |$0.00 |
|processing, fiscal management, and grant administrative cost at the RFT Board and school level. | | |
|Annual Totals |$524,372.00 |$360,400.00 |
ASSURANCES
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APPENDICES
Appendix A
List of Collaborative Partners
Collaborative Partners
Maria Dent, Assistant Principal
Hine Jr. High School
335 8th St., S.E.
Washington, DC 20003
(202) 698-3330
fax (202) 698-3350
madent59@
Bennie Adams, Program Director
PROJECT 2000 Incorporated
411 Eighth Street, SE
Washington, DC 20003
(202) 543-2309
fax (202) 543-2809
info@
Daniel Nelson II, Account Executive
Peterson’s Test Prep
Princeton Pike Corporate Center
2000 Lenox Drive
P.O. Box 67005
Lawrenceville, NJ 08648
(609) 896-1800
Daniel.nelson@
Rick Newell, Curriculum Support Coordinator
ExtraLearning Online
Remediation and Training Institute
604 Wolfe Street
Alexandria, VA 22314
(703) 683-7795
Fax (703) 683-6186
pnsports@
Appendix B
Letters of Commitment/
Memorandum of Understanding
Memorandum of Understanding
This document constitutes a Memorandum of Understanding (MOU) between Reach For Tomorrow and local partners regarding the District of Columbia Schools Reach for Tomorrow 21st Century Community Learning Centers Program Grant. Those local partners are: Hine Jr. High School, Project 2000, Peterson’s Test Prep, and ExtraLearing.
History
Reach For Tomorrow has worked with each of these local partners addressing the need to provide after school activities that enhance academic enrichment opportunities. For the purpose of the District of Columbia Schools Reach for Tomorrow 21st Century Community Learning Centers Program Grant, each of these groups indicated a willingness to work with Reach for Tomorrow to address the unique and varied concerns of this project should it receive grant funding.
Agency Roles and Responsibilities
Lead Agency
Reach For Tomorrow
Responsibilities:
1. To act as the Lead Partner and assume the responsibility for project management, completing progress reports, and conducting publicity and communications for the partnership. This will include employing a Program Director, a Coordinator, a Family Specialist and securing the services of an external evaluator for the duration of the Project.
2. To provide and operate a financial management system on behalf of the Partnership, which will maintain a comprehensive record of all transactions incurred. The system must be to a standard that is acceptable to an external Auditor.
3. To recruit, screen, and train volunteer mentors and tutors.
4. To organize the summer program component, including College Immersion.
5. To coordinate training program for all staff and volunteers within the partnership.
Local Partners
All local partners agree to provide those services detailed within this MOU. All local partners agree to coordinate the project activities of all local groups participating in their local portion of this project. All local partners agree to abide by federal and state guidelines regarding equal opportunity, Drug-Free Workplace and financial reporting.
Hine Jr. High School
Responsibilities:
1. To provide adequate space and curricular materials to allow for 200 students to participate in academic enrichment opportunities before and after school and on weekends.
2. To provide adequate space and curricular materials to allow for 50 parents/caregivers to participate in family counseling, adult education, and literacy opportunities one night every week.
3. To recruit volunteer mentors and tutors.
4. To provide eight (8) certified teachers with the purpose of providing direct instruction in core curriculum and on-line course management.
5. To ensure that teachers and staff participate in all training.
Project 2000
Responsibilities:
1. To provide adequate space and curricular materials to allow for 25 students to participate in academic enrichment opportunities before and after school, on weekends, and during the summer.
2. To provide adequate space and curricular materials to allow for 75 parents/caregivers to participate in family counseling, adult education, and literacy opportunities at least three (3) days per week.
3. To recruit volunteer mentors and tutors.
4. To ensure that staff participate in all training.
Peterson’s Test Prep
Responsibilities:
1. To provide Online SAT, PSAT, and ACT programs; Get Wise Basic Skills Instructor Led Course; and GuidanceNet.
2. To provide training for teachers and other partner staff on curriculum and on-line management and reporting functions.
ExtraLearning
Responsibilities:
1. To provide an on-line comprehensive, self-paced, academic enrichment or enhancement program including two components. The first is the academic component, which provides academic courses in Reading, Writing, Math, Science, and Social Studies. The second component is functional, and will provide courses in employment, consumer, life and social skills.
2. To conduct an initial assessment and develop an Individual Education Plan for each student in the program.
3. To work with the RFT Family Specialist in conducting the initial assessment and development of a Complete Family Plan for the parents/caregivers of each student in the program who choose to participate.
4. To conduct training on curriculum and course management.
Planning and Development Team
The planning and development team will oversee all phases of this project’s operation. Members of the team will include:
Reach For Tomorrow – Board Chair
Program Director
Family Specialist
Hine Jr. High School - Assistant Principal
Certified Teacher
Project 2000 - Program Director
Peterson’s Test Prep - Account Executive
Extra Learning - Curriculum Support Coordinator
(1 Mentor, 1 Tutor, 1 Parent, and 1 Student from the program will also be included)
This planning and development team will meet at least 1 time a month to coordinate with each local partner’s efforts.
Resources
As indicated in the grant proposal narrative, Reach for Tomorrow will contribute the following towards this project:
Staff time, summer programming
As indicated in the grant proposal narrative, Hine Jr. High School will contribute the following towards this project:
Staff time, building space, computers, curriculum materials
As indicated in the grant proposal narrative, Project 2000 will contribute the following towards this project:
Staff time, building space, curriculum materials
As indicated in the grant proposal narrative, Peterson’s Test Prep will contribute the following towards this project:
Training, supplementary materials, product discounts
As indicated in the grant proposal narrative, ExtraLearning will contribute the following towards this project:
Training, Development of Individual Education and Family Plans
Execution
I hereby agree to serve as the lead agency for my sections of this project, and I agree to abide by the terms and conditions contained in this Memorandum of Understanding between Reach For Tomorrow and my agency for the purpose of the District of Columbia Schools Reach for Tomorrow 21st Century Community Learning Centers Program Grant as indicated by my signature below.
|Reach For Tomorrow | | | |Founder/Board Chairman |
|Agency | |Peter Underwood | |Title |
| | | | | |
| | | | | |
|Hine Junior High | | | |Assistant Principal |
|Agency | |Maria Dent | |Title |
| | | | | |
| | | | | |
|Project 2000 | | | |Program Director |
|Agency | |Bennie Adams | |Title |
| | | | | |
| | | | | |
|Peterson’s Test Prep | | | |Account Executive |
|Agency | |Daniel Nelson II | |Title |
| | | | | |
| | | | | |
|ExtraLearning | | | |Curriculum Support Coordinator |
|Agency | |Rick Newell | |Title |
Appendix C
Staff Qualifications & Resumes
Resume
Mr. Peter Underwood
Reach For Tomorrow
Founder and Chairman of the Board
Peter K. Underwood
13888 Lewis Mill Way, Chantilly, VA 20151
703-818-1425 / reachft@
OCCUPATION
Pilot, American Airlines based in Washington, D.C. since 1998. From 1979 to 1988 flew for Eastern Airlines out of both Washington and New York. Served on active duty in the USAF at Fort Ord, California from 1978 to 1979 and as an F-4 pilot in the 78th Tactical Fighter Squadron at RAF Bentwaters, UK from 1975 to 1978. Graduated first in pilot training class 75-01/02 at Vance AFB in 1974 as a Distinguished Graduate.
EXPERIENCE
Since 1981, served as an Academy Liaison Officer interviewing hundreds of students throughout the Washington area. Developed an exercise program for applicants which was published by the USAF Academy for its 1900 Liaison Officers worldwide and in current use at the Marion Military Academy. Promoted to the rank of Lieutenant Colonel in the Reserve in 1993. Received two Meritorious Service Medals for work with students over 20 years. Retired in 1999with 26 years of service.
Elected as the Washington Vice Chairman of the Allied Pilots Association, the union serving over 10,000 pilots for American Airlines. Developed and implemented a disaster relief effort for south Florida after Hurricane Andrew. Over 35 tons of food, water, and supplies were airlifted within three days to the victims. Established a federal credit union for the pilots of American Airlines and their families which has grown to over $70 million in assets in less than four years. Served on the Board of Directors for three years between 1994 and 1996.
Founded Reach For Tomorrow, Inc. (RFT) a nonprofit organization dedicated to exposing youth to future possibilities by using relevant role models and existing assets. Since 1993 over 3.000 students have participated in an RFT program at a service academy, university, or military installation. Students live with cadet mentors, fly aircraft, compete on obstacle courses, and participate in interactive academic labs in science and engineering. Both United and American Airlines have donated airplanes and crews to support annual RFT educational trips. Additionally, the USAF has supported RFT programs using training missions to expose students to real occupations in service to the nation. The 1994 USAF Academy program was featured in the April 16, 1995 issue of Parade Magazine. Later that same year RFT was honored as the “Outstanding Nonprofit of the Year” in Washington, D.C. Named as Outstanding Liaison Officer for the Northeast Region by the USAF Academy in 1992. Named Air Liaison Officer of the Nation in 1998 by the USAF Academy and awarded a second Meritorious Service Medal for work with youth and the USAF. Featured in the American Way magazine as an “American Hero” in September 2000.
Annually since 1997 400 students in both Chicago area and Washington, D.C. participated in RFT summer programs which included the Air Force, Naval, and US Merchant Marine Academy, Kings Point, NY along with a week long experience in San Diego. There, students live in the dorms at UCSD, learn about the Navy, college admissions at the University of California, and attended interactive college level science labs. In 1998 active duty USAF cargo aircraft joined the Air National Guard by airlifting RFT students. The 1999 programs utilized C-9 Navy airlift sponsored by the U.S. Naval Academy. In July 1997 RFT was named an officially approved program by the Assistant Secretary of Defense for Reserve Affairs and an officially endorsed program by the Director of Defense Research and Engineering. In 2003 RFT added new programs at the University of Hawaii, Alaska, San Jose State, and Colorado State for students in the East Chicago, Chicago, Washington, DC, Clovis, NM, and San Diego areas.
PERSONAL DATA
Married with two children, ages 28 and 31
Has lived in Fairfax, VA area since 1980
EDUCATION
B.S. USAF Academy, 1973
USAF Air War College, 1998
Resume
Ms. Maria Dent
Hine Jr. High School
Assistant Principal
Maria Dent
1526 Tunlaw Road
Baltimore, Maryland 21218
(410)235-4023
Objective: Obtain Principalship with the District of Columbia Public Schools
Education:
Spring 1999 Johns Hopkins University, Baltimore, Maryland
Graduate Certificate in Administration and Supervision
Spring 1995 Coppin State College, Baltimore, Maryland
Master of Arts in Teaching, M.A.
Spring 1982 Coppin State College, Baltimore, Maryland
Management Science, B.S.
Experience:
HINE JUNIOR HIGH SCHOOL WASHINGTON, DC
DISTRICT OF COLUMBIA
Assistant Principal 2004-Present
• Work collaborately with the Principal to provide instructional and operational leadership to ensure the success of the educational process.
ALAIN LOCKE ELEMENTARY PHILADELPHIA, PA
AN EDISON PARTNERSHIP SCHOOL
Principal 2003-2004
• Provide leadership to fulfill school administrative role as site based manager, instructional leader, and builder of school culture.
MONTEBELLO ELEMENTARY-JUNIOR ACADEMY BALTIMORE, M D
CITY OF BALTIMORE
Assistant Principal 2002-2003
• Under the supervision of the building Principal, provide the instructional, operational, and administrative leadership necessary to ensure the success of the school. Also, participate in decision making and assumes the responsibilities of Principal when the Principal is not on site.
FATHER CHARLES A. HALL MIDDLE BALTIMORE, MD
ARCHDIOCESE OF BALTIMORE
Principal 1999-2002
• Provide instructional, operational and administrative leadership necessary to ensure the success of the school’s program.
DEPARTMENT OF EDUCATION BALTIMORE, MD
CITY OF BALTIMORE
Elementary School Teacher 1992-1999
• General Management and Instructional Leadership including:
1. Serve as Chairperson of the School Improvement Team
2. Prepared, coordinated, and provided assistance in developing School Improvement Plan
3. Coordinate the development, implementation and evaluation of the Parent Academy
4. Plan, coordinate and implement workshops for educators related to group dynamics.
COMPTROLLER OF THE TREASURY BALTIMORE , MD
(RETAIL SALES TAX)
STATE OF MARYLAND
Auditor 1986-1992
• Knowledge of auditing standards, theory and practices; skill in analyzing records, reports, and other business and financial documents; skill in determining compliance with or deviations from the provisions of statues or contracts; ability to establish and maintain effective working relationship with operational personnel and other staff.
Personal : References available upon request.
Resume
Rick Newell
Extra Learning
Curriculum Support Coordinator
PATRICK M. NEWELL, MA
5057 S. Fairplay St., Aurora, CO 80015 303-693-3481/303-905-7249 (cell)
STATEMENT OF QUALIFICATIONS
Educational Consultant, with 30 plus years experience, specializing in alternative secondary education settings. Primary consultant and trainer for the Remediation and Training Institute (ExtraLearning), a non-profit organization that provides computer assisted educational programs to all grade levels and Onlline Curriculum Director for the Reach for Tomorrow Foundation. Successfully trained the staffs of 76 alternative high schools across the United States to adapt these systems to the needs of their students.
Employment History
1999 to Present – Trainer/Consultant, Remediation and Training Institute, Alexandria, VA – Assist in the training and development of alternative high schools throughout the United States.
2002 to 2004 – Assistant Principal, Hartenbach Alternative High School, Aurora Public Schools, Aurora, CO.
1993 to 2004 – Chief G.E.D. Examiner, Aurora Public Schools, Aurora, CO.
1995 to 2002 – Continuing Education Specialist/Assistant Principal, Hartenbach Alternative High School, Aurora Public Schools, Aurora, CO – Assisted in the creation and development of an alternative high school. Responsible for the daily operation of the high school.
1993 to 1995 – Continuing Education Specialist, Lifelong Learning Center, Aurora Public Schools, Aurora. Managed the adult education programs for Aurora Public Schools.
1981 to 1993 – Social Studies Teacher – West Middle School, Aurora, CO.
1978 to 1981 – Social Studies Teacher – Ranum High School, Westminster, CO.
Education/Certifications
B.A., History and Geography, University of Colorado, Boulder, CO
M.A., Educational Administration, University of Colorado, Denver, CO
Colorado Professional Teacher’s License – current
Colorado Principal’s License - current
Awards and Recognition
Mountain and Plains Adult Education Association – Award of Excellence for the year 2000 – “for significant contributions to the enhancement of Adult Education in the State of Colorado.”
Colorado Department of Education – April, 2004 – “with Respect and Gratitude - For Years of Dedicated Service to Colorado’s Adult Education Community.”
Resume
Mr. Bennie Adams
Project 2000
Academic Coordinator
Resume
Mr. George Pregel
Reach For Tomorrow
Reading & Study Skills Specialist
George Pregel
Mr. Pregel has over 30 years experience as an Instructor & Counselor
▪ 1998-2004 Counselor/Study Skills (3+ yrs as Asst Professor) at USAF Academy Prep School
▪ Six years as an Air Force Instructor- (Mgmt/Leadership/Electronics)
▪ Master Instructor.
▪ Over 20 years as a College Instructor (Psych/Soc/Behavioral Science/Criminal Justice/)
▪ Training Officer for 10 years
▪ Branch Chief for Air Force Self Pacing Electronics (2 yrs).
• Produced higher grades while decreasing the amount of time in class/school.
• Saved millions of dollars for the Air Force (on record)
o All students, who use my suggested Tips, produced better grades.
o All had at least a 1/2 grade improvement, but most had a full grade move or more.
o Hundreds of AF Academy Prep School Students used my suggestions to improve grades.
o Reading rates of over 600 words per minute with 80-100% comprehension in 12 hrs.
o Many are reading 1,600 to 3,500 words per minute with 80-100% Comprehension.
Areas covered in training sessions:
o Introduction to lay out the presentation & to Motivate Students.
o Over 1,000 yrs of success through Focused Breathing.
o Reading Rate improvement with improved Comprehension.
o Steps to aid recall & understanding of what you have read/studied.
o Improved retention through periodic breaks, while studying.
o What we have found in the Diet, Exercise & Sleep Areas (great returns in all areas)
o Athletes rely on the big 3, shouldn't we? Relax, Vizualize & Focus.
o NADE & Academies use them (do you?) Mentoring, Extra Instruction & Peer Tutors.
o Greater insight to using Goals, Time Management & Prioritization
techniques.
o Mapping: How to improve studies, term papers, note taking, budgets, life, etc.
ALSO included:
Attitude & Motivation; What kind of learner am I;
Note Taking; Setting-up your study area/times;
Listening Techniques; Basic English Tips;
Vocabulary;
Basic math Tips;
The Body & Mind Connection.
Resume
Ms. Shelley Maberry
Resource Associates Evaluation Institute
Lead Evaluator
Shelley Maberry, PhD, MSEd, CHES
Office:
4226 Woodfield Place
Belleville, IL 62226
618-578-9360 (Mobile) 618-233-7455 (Office)
Fax: 866-414-0517 (Office)
Highlight of Qualifications
BACHELOR OF SCIENCE, MASTER OF SCIENCE IN EDUCATION, AND DOCTOR OF PHILOSOPHY IN EDUCATION
Certified Health Education Specialist (CHES)
Development of reports, newsletters, educational materials, brochures, ad copy and media releases/PSA’s
Grant research, grant writing, grant manager, and invited grant reviewer
( Staff hiring, training and supervision
( Volunteer recruitment, training and supervision
Wellness program planning, implementation and evaluation
Community needs assessment (Instrument design, implementation and data analysis)
Dialogue Group Facilitator, National Conference for Community and Justice Dismantling Racism Program
Substance awareness prevention programming
American Heart Association Instructor Trainer - CPR
10 years adjunct collegiate teaching experience - Health Education, CPR and First Aid
Computer proficiencies: Microsoft Word, Excel, Access, PowerPoint, Publisher, Internet
Education
Belford University
Doctor of Philosophy in Education
SOUTHERN ILLINOIS UNIVERSITY
Master of Science in Education
MAJOR: SCHOOL HEALTH
BACHELOR OF SCIENCE IN EDUCATION
MAJOR: HEALTH EDUCATION
MINOR: GENERAL SCIENCES, ENGLISH
TRAININGS/CERTIFICATIONS
STATE TEACHER CERTIFICATION BOARD
STATE OF ILLINOIS
CERTIFICATION NUMBER: 1191655, TYPE: 09 (SECONDARY)
SUBJECTS: HEALTH, ENGLISH AND GENERAL SCIENCES
CERTIFICATION NUMBER: 1196417, TYPE 39 (SUBSTITUTE)
NATIONAL COMMISSION FOR HEALTH EDUCATION CREDENTIALING, INC.
CERTIFIED HEALTH EDUCATION SPECIALIST: GRANTED APRIL 1998,
CHES NUMBER 6236
AMERICAN HEART ASSOCIATION
BASIC LIFE SUPPORT
INSTRUCTOR COURSE CARDIOPULMONARY RESUSCITATION
INSTRUCTOR TRAINER COURSE CARDIOPULMONARY RESUSCITATION
INSTRUCTOR COURSE HEARTSAVER FACTS®
AMERICAN LUNG ASSOCIATION
HUFF AND PUFF® (CHILDREN’S ASTHMA PROGRAM) FACILITATOR
AMERICAN CANCER SOCIETY
FRESHSTART® - SMOKING CESSATION FACILITATOR
COURSE IN WINNING (ABBREVIATED CARNEGIE COURSE)
STRATEGIES & METHODS OF CQI
FACILITATING CQI TEAMS
PROFESSIONAL EXPERIENCE
OCTOBER 2003 – PRESENT: CONSULTANT, RESOURCE ASSOCIATES EDUCATIONAL EVALUATION INSTITUTE, 413 NORTH AUBURN, FARMINGTON NM 87401. (CURRICULUM DEVELOPMENT, EDUCATIONAL EVALUATION, INCLUDES THE EVALUATION OF THE CHILLICOTHE SCHOOL DISTRICT TEACHING AMERICAN HISTORY GRANT)
JANUARY 2003 – AUGUST 2004: PROGRAM DEVELOPMENT MANAGER, LOCAL EVALUATOR, SOUTHERN ILLINOIS HEALTHCARE FOUNDATION, 8080 STATE STREET, EAST ST. LOUIS, IL 62203.
NOVEMBER 2002 – JUNE 2004: GRANT WRITER (QUARTER-TIME), THE WOMEN’S CENTER, INC., 610 S. THOMPSON STREET, CARBONDALE IL 62901.
MAY 1998 – SEPTEMBER 2000: ACADEMIC EDITOR, STAND: DRUGS AND SOCIETY AND PERSPECTIVES IN COMMUNITY HEALTH, COURSEWISE PUBLISHING, INC.
APRIL 1998 – MAY 1999: STAND: ISSUES IN HEALTH, AND COURSELINKS HUMAN SEXUALITY, EDITORIAL BOARD MEMBER, COURSEWISE PUBLISHING, INC.
JANUARY 1996 – JANUARY 2003: HEALTH EDUCATOR/LOCAL EVALUATOR, ST. JOSEPH MEMORIAL HOSPITAL, DEPARTMENT OF COMMUNITY HEALTH EDUCATION, 2 SOUTH HOSPITAL DRIVE, MURPHYSBORO, IL 62966.
DECEMBER 1994 - AUGUST 1996: CO-COORDINATOR, POWER AND CHOICE CAMPAIGN, JOHN A. LOGAN COLLEGE, SUBSTANCE AWARENESS PROGRAM, RR. #2, CARTERVILLE, IL 62918.
NOVEMBER 1990 - JUNE 1991: SALUKI VOLUNTEER CORPS TASK FORCE, PRESIDENTIAL APPOINTMENT BY DR. JOHN GUYON, SOUTHERN ILLINOIS UNIVERSITY, CARBONDALE, IL 62901.
AUGUST 1990 - AUGUST 1996: AND AUGUST 1986 - MAY 1988: INSTRUCTOR, DEPARTMENT OF LIFE AND SOCIAL SCIENCES, JOHN A. LOGAN COLLEGE, CARTERVILLE, IL 62918.
MARCH 1990 - SEPTEMBER 1991: SOUTHERN ILLINOIS DIVISION DIRECTOR, MARCH OF DIMES BIRTH DEFECTS FOUNDATION, SOUTHERN INDIANA - ILLINOIS CHAPTER, MARION, IL 62959.
JUNE 1989 - JULY 1989: SCIENCE & US HISTORY INSTRUCTOR, SUMMER SESSION, DIXON PUBLIC HIGH SCHOOL, DIXON, IL 61021.
JUNE 1989 - FEBRUARY 1990: SUBSTITUTE TEACHER, K- 12, ROCK FALLS TOWNSHIP HIGH SCHOOL, ROCK FALLS, IL 61071. ROCK FALLS ELEMENTARY DISTRICT #12, ROCK FALLS, IL 61071. STERLING COMMUNITY UNIT SCHOOL DISTRICT #5, STERLING, IL 61081.
AUGUST 1986 - MAY 1988: US HISTORY & ENGLISH INSTRUCTOR, & DEPARTMENT OF VOCATIONAL EDUCATION AND SPECIAL PROJECTS DIRECTOR, JOB TRAINING PARTNERSHIP ACT, JOHN A. LOGAN COLLEGE, CARTERVILLE, IL 62918.
AUGUST 1986 - MAY 1988: INSTRUCTOR, DEPARTMENT OF ALLIED HEALTH, JOHN A. LOGAN COLLEGE, CARTERVILLE, IL 62918.
MARCH 1986: CURRICULUM CONSULTANT, HUMAN SEXUALITY, OUR LADY OF MT. CARMEL, JUNIOR HIGH SCHOOL, HERRIN, IL 62948. CONSULTING INSTRUCTOR: CHERYL CLARK.
AUGUST 1985 - JULY 1986: GRADUATE ASSISTANT/INSTRUCTOR, DEPARTMENT OF HEALTH EDUCATION, SOUTHERN ILLINOIS UNIVERSITY, CARBONDALE, IL 62901.
MAY 1985: CURRICULUM CONSULTANT, DRUG EDUCATION PROGRAMMING, OUR LADY OF MT. CARMEL, JUNIOR HIGH SCHOOL, HERRIN, IL 62948. CONSULTING INSTRUCTOR: CHERYL CLARK.
JUNE 1984 - OCTOBER 1984: REPRESENTATIVE TO THE EMPLOYEE ADVISORY PANEL, MEDICARE PART B, BLUE CROSS AND BLUE SHIELD, MARION, IL 62959.
JANUARY 1984 - MAY 1985: BENEFICIARY REVIEW SERVICES, CARLE CLINIC SPECIALIST, MEDICARE PART B, BLUE CROSS AND BLUE SHIELD, MARION, IL 62959.
AUGUST 1983 - DECEMBER 1983: SUBSTITUTE TEACHER, K- 12, WEST FRANKFORT UNIT DISTRICT #168, WEST FRANKFORT, IL 62896.
ADDITIONAL PROFESSIONAL ACTIVITIES
PHLEBOTOMY TECHNICIANS TRAINING ACADEMY, MARION, IL 62959 CERTIFICATE OF COMPLETION, MAY 1995.CONCENTRATION AREA: PHLEBOTOMIST TECHNICIAN
SUBSTANCE ABUSE PREVENTION SPECIALIST
ALCOHOL AND OTHER DRUG ABUSE PROFESSIONAL CERTIFICATION ASSOCIATION, INC.
PREVENTION FIRST, INC.
PRESENTER
1998 ILLINOIS SOCIETY OF PUBLIC HEALTH EDUCATORS
ANNUAL MEETING, BLOOMINGTON. IL
INTERNSHIP SUPERVISOR
SOUTHERN ILLINOIS UNIVERSITY
DEPARTMENT OF HEALTH EDUCATION AND RECREATION
CARBONDALE, IL
FIELD DATA COLLECTION
GRANT FUNDED COLLABORATIVE PROJECT
NETHERLANDS INSTITUTE OF SOCIAL SEXOLOGICAL RESEARCH AND UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE
DR. LYNNE ROBINSON, ASSOCIATE PROFESSOR
CHARLOTTE, NC
GRANT REVIEWER
NATIONAL COLLEGIATE ATHLETIC ASSOCIATION (NCAA)
HEALTH AND SAFETY PROGRAM
MARY E. WILFERT, PROGRAM COORDINATOR
INDIANAPOLIS, IN
INVITED GRANT REVIEWER
US DEPARTMENT OF EDUCATION
BUREAU OF INDIAN AFFAIRS
WASHINGTON DC
MEDICAL CONTENT REVIEWER
EAGLE DESIGN AND MANAGEMENT, INC.
JOY NATHAN, PROGRAM MANAGER
BETHESDA, MD
KEY NOTE PRESENTER
2003 HEALTHY START GRANTEE MEETING
POST PARTUM DEPRESSION
WASHINGTON DC
GRANT REVIEWER
INSTITUTE FOR YOUTH DEVELOPMENT
LOLA MONTGOMERY, GRANT RESEARCH SPECIALIST
STERLING, VA
SELECT PUBLICATIONS*
STAND! DRUGS AND SOCIETY, SHELLEY WILKERSON SMITH, COURSEWISE PUBLISHING, INC., 2000.
PERSPECTIVES: COMMUNITY HEALTH, SHELLEY WILKERSON SMITH, COURSEWISE PUBLISHING, INC., 2000.
SHELLEY SMITH AND LATOYA ROWE. “PROBLEMS CAUSED BY TRYING TO ASSESS WHAT SEX IS …”.
COURSELINKS, COURSEWISE PUBLISHING, INC. MAY 1, 1999.
SHELLEY SMITH. “THE TOP 10 THINGS TO GIVE THIS NEW YEAR”. COURSELINKS, COURSEWISE PUBLISHING, INC. JANUARY 1, 2000.
SHELLEY SMITH. “TO CHES OR NOT TO CHES: THAT IS THE QUESTION (PART 1)”. COURSELINKS, COURSEWISE PUBLISHING, INC. MARCH 1, 2000.
SHELLEY SMITH. “TO CHES OR NOT TO CHES: THAT IS THE QUESTION (PART 2)”. COURSELINKS,
COURSEWISE PUBLISHING, INC. APRIL 1, 2000.
*PREVIOUS NAME: SHELLEY SMITH
EVALUATION EXPERIENCE
(1998 – PRESENT)
21ST CENTURY COMMUNITY LEARNING CENTERS EVALUATOR
CAMPBELL COMPLEX OAHU HI
EAGLE HEIGHTS ACADEMY YOUNGSTOWN OH
CARTER G WOODSON WINSTON-SALEM NC
HANCOCK FOUNDATION – HANCOCK NY
ENHANCING EDUCATION THROUGH TECHNOLOGY EVALUATOR
RAYMOND AND STAFFORD ELEMENTARY SCHOOLS, MAPLE HEIGHTS OH
EUCLID CITY SCHOOLS, EUCLID OH
LIMA UNITY ELEMENTARY, LIMA OH
COMPREHENSIVE SCHOOL REFORM EVALUATOR
RAYMOND ELEMENTARY, MAPLE HEIGHTS OH
WESTSIDE ELEMENTARY PAYETTE ID
UPPER LAKES UPPER LAKES CA
DIBOLL INDEPENDENT SCHOOL DISTRICT, DIBOLL TX
WHITE SETTLEMENT INDEPENDENT SCHOOL DISTRICT, WHITE SETTLEMENT TX ALL TRIBES CHARTER SCHOOL CA
MENTORING PROGRAM EVALUATOR
KIDS UNIQUE, NEW YORK NY
TAFT CITY SCHOOL DISTRICT, TAFT CA
COBB COUNTY SCHOOL DISTRICT, MARIETTA GA
IMPROVING LITERACY THROUGH SCHOOL LIBRARIES EVALUATOR
CLEVELAND SCHOOL DISTRICT, CLEVELAND MS
LIMA CITY SCHOOL DISTRICT, LIMA OH
TEACHING AMERICAN HISTORY EVALUATOR
CHILLICOTHE R-2 SCHOOL DISTRICT, CHILLICOTHE MO
DRUG FREE COMMUNITIES EVALUATOR
SKELLY SCHOOL DISTRICT WATTS, OK
TEXAS HIGH SCHOOL COMPLETION EVALUATOR
HEARNE INDEPENDENT SCHOOL DISTRICT, HEARNE TX
SMALLER LEARNING COMMUNITIES EVALUATOR
EVERMAN INDEPENDENT SCHOOL DISTRICT, EVERMAN TX
CAROL M WHITE PHYSICAL EDUCATION PROGRAM EVALUATOR
MAUI FAMILY YMCA, MAUI HI
PRINCE WILLIAM VA
ALEXANDER CITY PUBLIC SCHOOLS, ALEXANDRIA VA
TEMPORARY ASSISTANCE FOR NEEDY FAMILIES (TANF) EVALUATOR GRANTS/CIBOLA COUNTY SCHOOLS, GRANTS NM
TRANSITION TO TEACHING EVALUATOR
MOJAVE UNIFIED SCHOOL DISTRICT, MOJAVE CA
HEALTHY START ELIMINATING DISPARITIES EVALUATOR
SOUTHERN ILLINOIS HEALTHCARE FOUNDATION, E. ST. LOUIS IL
HEALTHY START INTERCONCEPTUAL CARE EVALUATOR
SOUTHERN ILLINOIS HEALTHCARE FOUNDATION, E. ST. LOUIS IL
IDHHS- POSTPARTUM DEPRESSION PILOT PROJECT EVALUATOR
SOUTHERN ILLINOIS HEALTHCARE FOUNDATION, E. ST. LOUIS IL
COMMUNITY ACTIVITIES
SUPER SITTER “BABY-SITTING” CLINIC – 1996 - 2003 JACKSON EXTENSION OFFICE
MURPHYSBORO, IL
S.I. CAMP FOR CHILDREN WITH DIABETES - 1996, 1997
SIU TOUCH OF NATURE
CARBONDALE, IL
MEMBER – 1996 - 2003
S.I. DIABETIC SUPPORT GROUP ORGANIZERS
CARBONDALE, IL
FACILITATOR – 1996 - 2003
“LOOKING AHEAD”
BREAST CANCER SUPPORT GROUP
MURPHYSBORO, IL
FACILITATOR – 2001– 2003
WEIGHT LOSS SURGERY SUPPORT GROUP
MURPHYSBORO, IL
PLANNING COMMITTEE MEMBER – 1997 - 2000
TEEN LEADER CONFERENCE
CARBONDALE, IL
JACKSON COUNTY - 1998, 1999
IPLAN 2000 STEERING COMMITTEE
JACKSON COUNTY HEALTH DEPARTMENT
MURPHYSBORO, IL
1998 KIDS SAFE SATURDAY
PLANNING COMMITTEE
JOHN A. LOGAN COLLEGE
CARTERVILLE, IL
MAP - MURPHYSBORO ADDRESSING PREVENTION - 1997, 1998
PROGRAM COORDINATOR
MURPHYSBORO HIGH SCHOOL
MURPHYSBORO, IL
COMPREHENSIVE SCHOOL HEALTH ADVISORY BOARD MEMBER
TRICO ELEMENTARY SCHOOL - 1996, 1997, 1998,
DESOTO GRADE SCHOOL - 1998, 1999
UNITY POINT COMMUNITY CONSOLIDATED SCHOOL DISTRICT 140 –
1998, 1999 MURPHYSBORO MIDDLE SCHOOL - 1998, 1999, 2000
BUILDING BRIDGES - 1998, 1999, 2000, 2001, 2002 DIALOGUE GROUP FACILITATOR
NATIONAL CONFERENCE FOR COMMUNITY AND JUSTICE
DISMANTLING RACISM PROGRAM
CARBONDALE, IL
IMPROVING AMERICA’S SCHOOLS ACT (IASA) TASKFORCE - 1999, 2000, 2001
MURPHYSBORO COMMUNITY UNIT SCHOOL DISTRICT #186
MURPHYSBORO, IL
21ST CENTURY COMMUNITY LEARNING CENTER – 2000, 2001, 2002
COMMITTEE MEMBER
MURPHYSBORO COMMUNITY UNIT SCHOOL DISTRICT #186
MURPHYSBORO, IL
PARENT STUDENT TEACHER ASSOCIATION (PSTA)
SCHOOL YEARS, 1998-99, 1999-2000, 2000-2001
EXECUTIVE COMMITTEE MEMBER AND SECRETARY
MURPHYSBORO MIDDLE SCHOOL
MURPHYSBORO, IL
Appendix D
Job Descriptions of Key Staff
Program Director
Job Description
Status: Full-Time
Reports to: Hine Jr. High School Principal and the Reach For Tomorrow Board Chairman
Objective: To provide strategic direction and promote the 21st CCLC grant's long-term academic achievement efforts and related student and family improvement outcomes.
Minimum Job Requirements:
The Program Director must hold a Bachelors Degree (with teacher certification preferred), a minimum of 5 years experience in school administration and/or direct instruction (Masters preferred), and exceptional knowledge of the adopted District of Columbia content standards with the ability to integrate the standards with 21st CCLC programming.
Duties and Responsibilities:
Leadership and Planning
1. Work with Hine Jr. High School Principal, the LSRT, and the 21st CCLC partners to develop written vision and mission statements for the grant program. Develop long-term implementation and sustainability plans that support the vision and mission statements.
2. Appraise the grant's operations and services to determine whether they support the vision and mission statements and commitments set in the grant proposal. Require changes where needed.
3. Keep up-to-date on educational issues and work to be knowledgeable in all concerns affecting the grant.
4. Coordinate and arrange for program orientation and program related training for staff and volunteers.
5. Design, develop, and maintain program databases and records systems; may assist in the preparation of reports on educational activities and events.
Overseeing and Controlling
1. Take appropriate action to safeguard the goals and activities of the grant.
2. Make decisions and establish policies that conform to the grant's requirements as well as applicable federal, district, and local laws.
3. Hire and supervise the RFT Coordinator, Teacher, Scientist-in-Residence, Family Advocate, and paraprofessional staff and volunteers in collaboration with the Hine school principal:
- Establish/update staff job descriptions
- Recruit, select, and hire staff
- Provide regular performance feedback throughout the year
- Conduct an annual performance review each year
4. Coordinate, help facilitate, and oversee the development of promotional materials and consumer recruitment plans and efforts at targeted schools.
5. Establish 21st CCLC Core Team and ensure its continual operation.
6. Deploy the sustainability strategies set by the LSRT so that the 21st CCLC program is absorbed into the operations of the schools and partner organizations as a long-term solution to academic/other targeted risk factors.
7. Work with Roosevelt High Principal and administrators to coordinate and facilitate the summer bridge 9th grade transition program on the high school campus.
Financial
1. Analyze the annual budget and financial proposals. Participate in discussions on major financial matters.
2. Regularly assess the grant's needs and make monthly reports to LSRT and other stakeholder bodies.
3. Work with the business manager to insure the grant has adequate operating capital.
4. Deploy financial accountability system where expenditures must be pre-approved by the Program Director to ensure their alignment with the grant budget narrative, and that budget adjustments must be approved by the district and grantor designees.
Communicating
1. Effectively communicate the grant's vision and mission with school and community stakeholders.
2. Maintain open communications with the Hine Jr. High School Principal.
3. Represent student and teacher interests by collecting data on their education/training needs and share information on the grant's goals and plans.
4. Other duties as assigned based upon grant and member needs.
Key behaviors to fulfill the Program Director job responsibilities:
- Actively patronize the grant and display active grant membership.
- Participate in all important staff discussions. Voice your opinion on decisions even if you are in the minority.
- Abide by and support all decisions reached by a majority vote of the principals (whether you voted for them or not) unless the actions are unethical, irresponsible, or illegal.
- Hold all matters involving the grant in confidence until they have been publicly disclosed, or unless the information is a matter of public record or common knowledge.
- Understand and analyze the grant's financial commitments.
- Require that written monthly financial reports and operating process reports comparing actual performance to last period and budget be provided to the school principals and LSRT for detailed review. Regularly analyze the grant's financial statements including ratio trend analysis and other key financial measures.
- Assess feasibility studies and analyze proposed changes and their implications for long-term success in achieving the 21st CCLC vision and mission.
- Establish and support policies that ensure that all individuals within the grant have the skills and knowledge needed to complete their functions.
- Work with the Hine School Principal to plan and conduct effective member meetings. Examples would be annual meetings or information meetings.
- Work with management to develop effective member and public relations programs.
- Analyze and approve policies and strategies for maintaining effective relations with other grants and government agencies.
- Represent the grant at public functions when requested.
RFT Coordinator
Job Description
Status: Part-Time
Reports to: RFT Program Director
Objective: To facilitate and coordinate the direct instruction components of the 21st CCLC program.
Position Summary:
Under the supervision of the RFT Program Director, the RFT Coordinator will assist and facilitate all aspects of the development and implementation of the 21st CCLC curricula along with associated educational initiatives for the RFT direct instruction staff. The Coordinator will assist in the planning and development of curricular structure and coordinate the design, development, and publication of all educational support materials for the units – in addition to providing direct instruction of 21st CCLC workshops as available.
Minimum Job Requirements:
The RFT Coordinator must be a certified teacher, hold a Bachelor’s Degree, and have a minimum of 3 years experience in coordinating instructional enrichment programs in an educational environment.
Duties and Responsibilities:
1. Assists RFT administration and faculty with the planning and development of relevant 21st CCLC curricula, case studies, field trips, and/or tutorials as appropriate to the grant program objectives, protocol, and standards.
2. Serves as liaison between faculty, tutors, and/or practitioners in all aspects of the production and delivery of curriculum and related materials; oversees the planning, production, and publication of both printed and computerized copy and materials.
3. Schedules, organizes, and facilitates the delivery of curriculum and other educational programming; presents or assists in the presentation of established curriculum, as appropriate to the individual position.
4. Coordinates and assists the RFT faculty in the implementation of all aspects of curricula and regularly monitors progress.
5. Coordinates and assists in the conduct of curriculum research as appropriate, in accordance with specified research protocol and procedures for the individual project.
6. Participates in curriculum training as appropriate; may attend and/or participate in related training programs and/or workshops.
7. Orders and purchases project supplies and materials for the curriculum via following the fiscal accountability and approval system of checks and balances.
8. Performs miscellaneous job-related duties as assigned.
9. Works with the Program Director to recruit, coordinate, screen, and supervise volunteers (i.e., mentors, tutors) from partnering organizations to help work in the program.
10. Coordinates co-teaching activities of the program with curriculum vendor trainers and practitioners.
11. Oversees and facilitates the establishment of a community of practice which will help to build sustainability of pedagogical skills learned in the program trainings.
Knowledge, Skills, and Abilities Required:
• Records maintenance skills.
• Knowledge of publishing processes, procedures, and techniques.
• Knowledge and understanding of curriculum research and development principles and procedures.
• Knowledge of supplies, equipment, and/or services ordering and inventory control.
• Knowledge of teaching methods, techniques, and standards.
• Ability to develop and deliver presentations and direct classroom instruction.
• Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community.
• Skill in organizing resources and establishing priorities.
• Ability to gather data, compile information, and prepare reports.
• Skill in the use of personal computers and related software applications.
• Ability to coordinate and organize meetings and/or special events.
RFT Certified Teacher
Job Description
Status: Part-Time
Reports to: RFT Program Director and RFT Coordinator
Objective: To provide direct instruction and instructional enrichment activities to RFT enrolled students.
Minimum Job Requirements:
Teachers must be certified by the District of Columbia and hold a minimum of one year of experience in working with Title I children in the targeted region. Teachers with certification in the following areas who are bilingual are preferred: LEP, Title I, Special Education, Early Child Development, Reading/Language Arts, Mathematics, Secondary and General Licensure. As with all staff, RFT Teachers must pass a criminal background check and health screening.
Duties and Responsibilities:
• Works with RFT students on a weekly basis to develop and update their electronic achievement portfolios while providing students with guidance and support in understanding how to track and improve their academic and classroom performance.
• Plans and implements a program of instruction during the after hours program that adheres to the district philosophy, goals and objectives as outlined in the adopted course study.
• Makes purposeful, enriched, and appropriate lesson plans that provide for effective teaching strategies.
• Plans and implements a program of study designed to meet the individual needs of students.
• Creates a classroom/other learning environment conducive to learning by employing a variety of appropriate teaching strategies and engagement techniques.
• Encourages student enthusiasm for the learning process and the development of good study habits.
• Provides progress and interim reports as required.
• Plans and prescribes purposeful assignments for paraprofessionals, tutors, and volunteers as needed.
• Recognizes learning problems and makes referrals as appropriate.
• Demonstrates a strong grasp of the content standards and subject matter presented, including learning and pedagogy related to the instruction of students who may have second language barriers or who may have other special needs.
• Uses effective oral and written expression.
• Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge for continual improvement of the program curriculum.
• Assists in the ongoing curriculum revision process, including the revision of written courses of study.
• Becomes acquainted with supplemental services and community resources beneficial to students as an extension of regular instructional activities.
• Develops, in accordance with district school guidelines, reasonable rules of student behavior and appropriate techniques that are consistently applied.
• Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.
• Upholds and enforces board policy, administrative procedures, and school rules and regulations, and is supportive of them to the public.
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
• Strives to communicate the positive aspects of our after school program to the public in word and deed.
• Works cooperatively with parents and regular school day teachers to strengthen the educational program for RFT children.
• Establishes and maintains cooperative relationships with other staff members.
• Continues professional growth through attendance at workshops, seminars, conferences, and/or advanced course work at institutions of higher learning.
• Maintains membership in appropriate professional organizations.
• Cooperates with the administration in planning appropriate inservice training programs at the program level.
• Attends staff, department, and Core Team meetings as required.
• Evaluates accomplishments of students on a regular basis using multiple assessment methods such as teacher made tests, samples of students' work, mastery skills check lists, criterion-referenced tests, etc.
• Makes appropriate adjustments in the instructional program that are data driven to meet student needs.
• Respects the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and applicable laws.
• To be familiar with and abide by all personnel policies and program procedures as specified in the Employment Manual and the Staff Handbook, including reporting of suspected internal or external child abuse or neglect.
RFT Family Specialist
Job Description
Status: Part-Time
Reports to: RFT Program Director and Project 2000 Board
Objective: To provide case management, parenting skills classes, counseling, literacy, and related supports to the families of RFT enrollees.
Minimum Job Requirements:
The Family Advocate must hold a Masters Degree in Counseling or a related field with 5 years experience in the social service field with targeted families. Prefer bilingual in Spanish and English. As with all staff, the Family Advocate must pass a criminal background check and health screening.
Duties and Responsibilities:
1. Family Partnership Building
• Facilitate home visits in the home, unless there is a safety reason, or unsolicited parent requests.
• Welcome families into the program and share information about RFT family services.
• Assess family goals and provide recommendation and referral for relevant community and program resources.
• Provide crisis intervention as needed.
• Maintain minimum monthly contacts i.e. - phone calls, group activity or site visits to promote partnership and provide for regular communication.
• Monitor progress of each family’s service plan.
• Promote family literacy and parenting skill through facilitation of evening classes and events.
• Prepare and distribute follow up containing pertinent information requested by the family in a timely manner.
• Work flexible hours to meet the needs of families.
2. Parent Involvement and Community Partnerships
• Support the Program Director in planning and facilitating parent orientations to the program.
• Coordinate parent meetings assisting parents to take leadership roles in their homes and communities.
• Actively encourage parents to participate in the program i.e. parent meetings, field trips, LSRT, and workshop volunteer opportunities.
• Work with parents to establish and maintain regular program attendance for their child.
• Advocate and collaborate with community agencies to support child, family, and program outcomes.
3. Prevention and Early Intervention
• Maintain regular contact with children in the after school workshop settings.
• Participate in developmental screenings and referral processes.
• Maintain on-going contact with teaching staff in order to share relevant home information and gain information regarding child performance in the classroom.
• Provide information relative to health and nutrition requirements: support families in completing vaccination, physical, dental and nutrition screenings
• Document all significant parent contacts and home visits.
• Document support consultation to teachers regarding particular concerns with families at scheduled staffings and Core Team meetings.
• To be familiar with and abide by all personnel policies and program procedures as specified in the Employment Manual and the Staff Handbook, including reporting of suspected internal or external child abuse or neglect.
Physical/Mental Abilities and Processes:
• Frequent significant decisions and problem solving abilities.
• Ability to work as a team member collaborating with parents and community resources.
• Frequent driving for home visits sometimes in outlying areas (must have valid driver’s license).
Educational Aide
Job Description
Status: Part-Time
Reports to: RFT Coordinator and Hine Jr. High School Principal
Objective: To support RFT teachers in producing a safe, healthy and nurturing environment and an academically demanding after school program that will foster achievement and classroom performance and that will enable all students to meet high academic expectations and develop critical thinking and problem-solving skills and a joy of learning.
Minimum Job Requirements:
Child Development Associate Credential, Associates Degree, and/or a Bachelor Degree in child development or an education related field with 2 or more years of experience in the care and education of young children in a group care or educational setting. As with all staff, the Educational Aides must pass a criminal background check and health screening.
Duties and Responsibilities:
1. To assist RFT Teachers in the creation and implementation of a variety of learning environments and activities that provide opportunities for students to develop to their fullest potential and achieve their learning objectives.
2. To assist in the promotion and implementation of a dual language classroom setting and instruction.
3. To promote respect for culturally and linguistically diverse families and children.
4. To work collaboratively with teaching and grade-level teams and other staff to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
5. To monitor the health, safety, physical, emotional welfare and individual needs of the children and ensure they are under adult supervision at all times.
6. To build and maintain a trusting relationship with children and their families and maintain ongoing communication with parents and families
7. To assist in the guidance and discipline of children according to district, program, and school policies.
8. To attend all regularly scheduled team planning and evaluation meetings and staff development sessions.
9. To participate collaboratively and professionally with parents and other staff to promote the general health and well-being of all students.
10. To be familiar with and abide by all personnel policies and program procedures as specified in the Employment Manual and the Staff Handbook, including reporting of suspected internal or external child abuse or neglect.
Volunteer Tutor
Job Description
Status: Part-Time
Reports to: RFT Coordinator
Objective: To support RFT teachers and staff in producing a safe, healthy and nurturing environment and an academically demanding after school program that will foster achievement and classroom performance and that will enable all students to meet high academic expectations and develop critical thinking and problem-solving skills and a joy of learning.
Minimum Job Requirements:
Significant credit towards a Child Development Associate Credential, Associates Degree, and/or a Bachelor Degree. As with all staff, the Tutors must pass a criminal background check and health screening.
|Duties and Responsibilities: |
|1. Provide academic assistance to assigned students, either in a group or individually. |
|2. Establish liaison with the teacher and work under the teacher's direction, if necessary to assist the student. |
|3. Attend periodic training sessions given by RFT staff members to increase competency in working with students. |
|4. Be responsible for maintaining records on each student who is being tutored, including follow-up and periodic assessment. |
|5. Provide evaluations and other reports as requested by the RFT staff. |
|6. Help students develop positive attitudes toward learning and studying. |
|7. Help students develop self-confidence, raise self-concept, and reduce anxiety or fear of failure in academic work. |
|8. Help students develop a high level of motivation in academic areas. |
|9. Assist students in achieving a better understanding of specific subject material and in improving academic capabilities in |
|designated areas. |
|10. Help students develop the study skills necessary for academic success. |
|11. Establish and maintain rapport with the assigned student(s). |
|12. Serve as a role model for students being served. |
|13. Assist in designing and implementing workshop cooperative projects. |
|[pic] |
Volunteer Mentor
Job Description
Status: Part-Time
Reports to: RFT Coordinator
Objective: To establish one-to-one, meaningful, lifelong relationships with high-needs children – which will foster each child’s ability to meet school, life, social, and college/career goals.
Minimum Job Requirements:
Must be at least 20 years old with a high school diploma. As with all staff, Mentors must pass a screening and training process as well as a criminal background check and health screening.
|Duties and Responsibilities: |
|• Experience and/or strong desire to work with youth. |
|• Can provide a cultural role model for a young person. |
|• Have life experience that you can relate when working with a young person. |
|• Become a positive role model, friend, and consistent part of a young person’s life. |
|• Provide evaluations and other reports as requested by the RFT staff. |
|• Help students develop positive attitudes toward learning and studying. |
|• Help students develop self-confidence, raise self-concept, and reduce anxiety or fear of failure. |
|• Help students develop a high level of motivation in social and academic areas. |
|[pic] |
Mentor Commitment:
• Make a 12-month commitment.
• Meet with your protégé 2-3 hours/week at the RFT site.
• Call your protégé at least 1 other time during the week.
• Document your relationship by completing all paperwork and turning it into RFT staff on a monthly basis.
• Communicate at least 2 times a month with RFT staff.
• Attend 15 hours of mentor training prior to meeting your protégé.
• Attend bi-monthly RFT support/training sessions for Mentors.
Application and Screening Process:
• Fill out an application that you can obtain by calling the RFT office or attending a Mentor Program Orientation.
• 2 written or verbal references.
• Interview with RFT staff.
• Criminal background check (fingerprint clearance).
• Complete 15 hours of initial Mentor training
Appendix E
Supporting Documentation of
Program and Partner Success
.Reach For Tomorrow.
Assessing Shifts in Student Attitudes about Science: A Study of the Reach For Tomorrow Program at UCSD
Noah Finkelstein, Ph.D. & Tatiana Gay
Laboratory of Comparative Human Cognition – University of California, San Diego
Summary: The purpose of this study was to assess shifts in student attitudes. The results of this study of 120 Chicago 9th graders show significant positive shifts in attitudes for the incoming high school students who participated in the physics segment of RFT. These results demonstrate RFT’s effectiveness as a motivating agent for these students.
Factor Analysis for the Reach For Tomorrow Questionnaire
Paul Shaw
University of California, San Diego
This factor analysis study was conducted on the reliability of one of RFT’s surveys that is given to participants after their initial RFT summer experience. This particular survey was conducted with a group of RFT students from Washington DC during their freshman year of high school who had participated in the San Diego summer program in 1998.
The conclusion is that the survey is scientifically well-designed and the results of the survey, which received 52 responses, indicate that most of the RFT students start the program, enjoy it, appear to be motivated, and complete high school. It is common to have parents and teachers describe an attitude improvement in the majority of RFT participants.
ExtraLearning.
David L. Hartenbach High School (Aurora, Colorado)
An entire High School was created around the Extralearning program to serve between 130 – 150 students. The Extralearning program allows the students to go as fast or as slow as they need in order to succeed. As a result of this program, Hartenbach High School became the first school in the Aurora Public Schools district to demonstrate Adequate Yearly Progress (as determined by the Colorado Department of Education) in the 2002-03 school year. Hartenbach High School has also been evaluated by the Colorado Department of Education, in the category of Average, based upon the Colorado Student Achievement Program (CSAP) test scores. That is equal to the highest rating any high school in the district received for the 2003-04 school year. All of the students had dropped out of other high schools.
Based upon the Test of Adult Basic Education (TABE), the students at Hartenbach High School who demonstrated progress averaged the following gains for the 2002-03 school year:
3.22 Grade levels in Reading
2.22 Grade levels in Writing
3.01 Grade levels in Math
This in a student body where 23.3% of the students were reading below a 7th grade level, 32.6% were writing below a 7th grade level, and 37.2% of the students were below the 7th grade level in Math.
Other articles:
• West Middle School
• What is Adequate Yearly Progress
• Aurora Public Schools Results for High Schools /2003
• Colorado Department of Education AYP Report for Hartenbach High School
• Results for West Middle School Class
• Rocky Mountain News - Hartenbach High School - July 2001
• Rocky Mountain News - Colorado Report Card
• Report from Hartenbach High School to the Aurora Public School District
Appendix F
Statement of Equitable Access
Statement of Equitable Access
The Board of Directors of Reach for Tomorrow and its partners all serve an academically, culturally, and racially diverse student population and are committed to equal access and treatment for all students, employees, and the general public. With respect to this commitment, RFT’s board policy of nondiscrimination guides and governs decision making at all levels. Our policies incorporate the following principles: the Board of Directors shall not discriminate against students, parents or guardians of students, employees, applicants, contractors, or individuals participating in board and/or school sponsored activities. The Board is committed to the provision of equal access in all student, employment and business programs, activities, services and operations that are deployed or provided directly by the Board, as well as those operated or provided by another entity on behalf of the Board under contractual or other arrangements. This policy is established to provide an environment free from discrimination and harassment based upon age, race, color, disability, gender, marital status, national origin, religion, or sexual orientation.
Moreover, in accordance with the Americans with Disabilities Act, the 21st CCLC grant applicant and its partners will provide appropriate accommodations so that the proposed RFT program is accessible to students, families, and staff with disabilities. Specifically, all partners are committed to implementing ten (10) specific strategies for ensuring equal access to and participation in the RFT program for students and their families, staff of partnering agencies, and employees. The following steps will be deployed with the intent to reduce and eliminate access barriers based on gender, race, national origin, color, disability, and age to maximize participation in the grant program:
1. Develop and administer a pre-participation survey with training/event/workshop/activity registration materials to identify special access requirements – such as wheel chair access, signers, and interpreters for program participants, as needed.
2. Develop and implement a strategy plan that will address the identified special access needs indicated by program registrants prior to every event and large group training/workshop session. All program-related sessions should be held in ADA accessible facilities.
3. Coordinate and offer cultural sensitivity and ADA training for program staff, as recommended by the partner’s Personnel Departments.
4. Hire, recruit, and involve individuals from ethnic minority groups, bilingual individuals, consumers, and individuals with disabilities to plan, implement, and evaluate program services, to the greatest extent possible.
5. Develop or acquire and disseminate culturally relevant and sensitive curriculum and information materials that can be understood and accessible to all potential participants, regardless of their unique challenges.
6. Offer transportation vouchers for LSRT advisory members of the program and participants who must use personal or public transportation to attend meetings, activities, and workshops, as needed.
7. Offer language/other interpretation and bilingual services for consumers and others as needed and appropriate.
8. Offer onsite childcare for individuals who must bring their children to program training events and activities (as available).
9. Arrange for assistive technology devices to translate materials for participants in need of such services.
10. Post information materials, schedules of events, and program assessments on the internet – which will enable assistive computer devices to interpret the materials for users. Ensure all potential users have direct access to these resources through the provision of usable workstations and school computer labs, to the greatest extent possible.
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