Dodger Academy Afterschool Program

Application Information

Applicant Serving as Fiscal Agent (Applicant Agency):

Dodger Academy Afterschool Program

County:

Webster

Amount Requested:

$150,000

Director of Agency:

Contact Name:

Erin Brookshire

Agency Name:

Dodger Academy

Phone:

515-574-5863

Fax:

515-574-5813

Email:

Grant Contact/Project Director: 

These fields will appear blank of the previous question was answered "Yes" and the Grant Contact/Project Director is the same as the Director of Agency. 

Contact Name:

Agency Name:

Phone:

Fax:

Email:

DUNS Number:

825784838

Is the Grant Contact/Project Director the same contact as the Director of Agency?

Yes, the Grant Contact/Project Director is the same as the Director of Agency

945 S. 18th St, Fort Dodge 50501

Address:

,

Address:

Data Collection and Evaluation Contact:

Contact Name:

Edward Gronlund

Phone:

563-528-0844

Fax:

Email:

945 S. 18th St, Fort Dodge 50501

Address:

Fiscal Contact:

Contact Name:

Brandon Hansel

Phone:

515-576-1161

Fax:

515-576-1988

Email:

109 N 25th St. , Fort Dodge 50501

Address:

Iowa 21st Century Community Learning Centers Request for Applications FY22

Past Grantee Supplemental Application Information

Have you ever been in non-compliance (received a letter notice from Iowa Department of Education stating non-compliance) with 21CCLC rules and regulations in the past three years? 

No

Did you meet your attendance goals for the past two years? (21CCLC funded sites are required to meet their attendance goals at a rate of 70% in year one and 80% by year three)

Yes

Please provide your enrollment numbers for the last three years of your previous 21CCLC grant.

2018-2019: 54
2019-2020: 82
2020-2021: 83

Please provide your average daily attendance for the last threes years of your previous 21CCLC grant.

2018-2019: 38
2019-2020: 78
2020-2021: 68

Did you meet your academic goals for the past two years?

Yes

How many of your local evaluation goals did you meet over the past two years?

50%

How much have office referrals been reduced over the past five years of your grant?

Less than 50%

After 5 years, how many community partners for sustainability have been recruited?

Less than 10

Have you exceeded the snack requirement, by providing a full meal?

No

Have you participated in required committee work in the last year? Attended:

Some Meetings (3-5)

Have you attended required Professional Development in the last year? Attended:

Some Meetings (5-9)

How many parent engagement meetings did you have in the last year of your most recent 21CCLC Grant?

12

How many field trips did you provide in the last year of your most recent 21CCLC Grant?

0

Have you provided children with the required snack?

Yes

Are you charging program fees to families?

Yes

Form Documentation

Legal Status of Applicant
Request for Competitive Priority
Minority Impact Statement
Private School Consultation Meeting Log
Sustainability Plan
Past Grantee Sustainability Form (if applicable)
Community Partner Official Notice
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Assurances & Agreements Required of All Applicants
Collaborative Signatures

MOUs

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Proposal Narrative

Abstract (Not scored)

The number of students served:

85

The total amount requested per year:

$150,000

The total amount per student:

$1,764.70

The Dodger Academy after school program provides a safe, engaging educational experience for TK-5th grade students through the Fort Dodge Community School District during after school hours. These grant goals include student attendees showing growth in both math and reading. The Dodger Academy after school program is open to all students but will target the students who may need additional academic help, in order for them to perform at the same level as their grade level peers. The program is offered at a centrally located elementary building, so parents are able to pick students up as late as 6:00 PM in order to accommodate their work schedules.

Previously, our 21st Century After School grant funded Dodger Academy program, had only been opened to only Butler Elementary students. However, this program has recently opened up to all TK-5th grade students throughout the Fort Dodge Community School District. Transportation is being provided from each elementary school to one centrally located elementary for the program each day by the Fort Dodge Community School District. Students from all elementary schools come together to engage in an hour of academic learning, learning centers, recreational activities, snack, interest based clubs and a variety of other enriching educational experiences.

The emphasis of Dodger Academy is age appropriate learning activities tied directly to the Iowa Core Curriculum and the school day instruction. Daily attendance and engagement during the academic “Power Hour” is expected. During this time, students are grouped by grade level with teachers who are provided with educational materials linked to the regular school day in reading, math and Social Emotional Learning (SEL) standards. Throughout the year, the program director meets with classroom teachers and interventionists to determine how to better support the needs of the students who participate in the program.

Before the “Power Hour”, the provided snack and social time help children relax from the stress of the school day, grow mentally, physically, socially and emotionally. After students are able to unwind a little bit, “Power Hour” commences. It has been separated into four components that focus on reading, math, SEL and writing. Student stress and anxiety with learning can be reduced when the learning is educational and engaging yet not overwhelming. All activities are planned, structured and supervised by professional staff for an organized program.

Community agencies are an invaluable source of programming while service clubs provide financial support. We have also utilized volunteers in the past, however, due to COVID-19 pandemic and the school district guidelines from the past year and a half, we were unable to have them help with our program. However, for the 2021-2022 school, those restrictions have been lifted and we are working to have them join us again. Community collaboration and professional staffing with direct ties to the regular school day will lead to even higher quality programming. The Dodger Academy Program will operate with consistency to the school calendar from 3:00-6:00PM each day.

Student Needs Assessments (20 possible points) 

Student Needs

Needs for at-risk families have been identified using school and community data:

Need 1: At-risk students within the Fort Dodge Elementary Schools need early and ongoing academic assistance to meet and/or maintain and extend reading proficiency and education extension for math and STEM.

Need 2: At-risk students within the Fort Dodge Elementary Schools need an atmosphere where they feel safe, connected, engaged, welcomed and valued.

Need 3: Families within the Fort Dodge Elementary Schools need an opportunity to engage in experiences to build their capacity to support their child’s learning and development outside of school.

Objectives/Goals:

Goal 1: Students who attend the Dodger Academy program will increase their literacy and math skills.

Objective 1.1: Increase by 5% the number of Dodger Academy students moving towards literacy proficiency. The program will measure and track the literacy growth of students attending 50% or more of the program days annually. The norm-referenced FAST Comprehensive literacy screener assessment will be used to measure student progress on a continuum from persistently at risk to proficient.

Objective 1.2: Increase by 5% the number of Dodger Academy students moving towards mathematics proficiency. The program will measure and track the mathematics growth of students attending 50% or more of the program days annually. The norm-referenced FAST comprehensive mathematics screener assessment will be used to measure student progress on a continuum from persistently at risk to proficient.

Goal 2: Students who attend Dodger Academy after school program will have better school attendance.

Objective 2.1: Reduce by 5% the number of Dodger Academy students who are chronically absent annually. Chronic absence is defined as a student who is absent more than 10 school days annually.

Goal 3: Dodger Academy’s program for participating students will build the capacity of their families through the program’s engagement activities to support these students’ learning outside of the school setting.

Objective 3.1: 75% of families who participate in the Dodger Academy family

engagement activities annually will report a positive engagement response. Family engagement will be measured using the Family Engagement Survey.

Goal 4: Social-Emotional learning will be addressed for all students attending Dodger Academy through integrated literacy and SEL curriculum.

Objective 4.1: Between pre (September) and post (May) assessment, the number of students in the "needs" range according to the FAST assessment will decrease by 5% for students who attend the program a minimum of 50% of the time.

Student Needs Assessment

2.1 Evidence of Student Need

Need 1: At-risk students, TK through 5th grade within the Fort Dodge Elementary Schools need early and ongoing academic assistance to meet and/or maintain reading and math proficiency.

The Fort Dodge Community School District (FDCSD) includes four elementary buildings and one early childhood center. Each of the elementary buildings are school-wide title one buildings with free and reduced percentages ranging from 40.97% to 73.47%. The early childhood center serves two sections of TK and 12 sections of Kindergarten, which are included in the Dodger Academy program. Butler Elementary, which serves as the location for our program, has the highest number of students attending and it also has 73.41% of students qualifying for free or reduced lunches. Butler Elementary is also designated as “Priority”, whereas, one of our schools are designated as “Needs Improvement” school, two are designated as “Targeted” schools and the Early Childhood Center is designated as “Acceptable” according to the Iowa School Report Card.

In 2019-2020 we had 77.5% of our students proficient in math and reading combined; and we had 62% proficient in the 2020-2021 school year. When investigating the data for disproportionality, the elementary schools have a negative difference in proficiency levels between the students who do not qualify for F/R lunch and those who do.

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The Dodger Academy program will assist the elementary schools in addressing this disproportionality in data related to the proficiency levels of students at risk and those who are not by engaging students in differentiated learning experiences during “Power Hour” each day after school. Collaborative efforts between classroom teachers and Dodger Academy staff will allow instructional strategies and materials to be planned and facilitated to support and extend specific student learning needs directly from the classroom needs.

Need 2: At-risk students within the Fort Dodge Elementary Schools need an atmosphere where they feel safe, connected, engaged, welcomed and valued.

Chronic absenteeism is a contributing factor to the academic proficiency levels within the elementary schools across the FDCSD. On average across the elementaries and the early childhood center (only including the TK and Kindergarten classrooms that participate in the program) there is a 18.39% chronic absenteeism rate (absent for 10+ days per year) for the 21-22 school year. Also shown is the info for the 19-20 and 20-21 school year. During 19-20, the average chronic absenteeism rate across the district was 8.5% and the rate for 20-21 was 12.4%. Data for all three years is skewed because in 19-20, school was shortened by 2.5 months due to COVID and in 20-21 students had an altered learning schedule for part of the school year due to COVID as well.

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Research conducted by Attendance Works, has indicated that good afterschool programs can not only improve academic performance but also influence school-day attendance by providing an atmosphere where students feel safe, connected, engaged, welcomed and valued through socialization opportunities in a supervised venue, linking effort and results, developing persistence through engagement in challenging activities, providing consistent contact with caring, stable adults and increasing a sense of belonging at school. Research shows that students desire to come to school when these opportunities are provided.

Need 3: Families within the Fort Dodge Elementary Schools need an opportunity to engage in experiences to build their capacity to support their child’s learning and development outside of school.

The majority of the families within the Fort Dodge community are employed, as the unemployment rate in Fort Dodge is 3.1%. However, the poverty rate is 15.5%, as compared to the state average of 5.3% and the state average of 12.8%, respectively.

Following the school day, the FDCSD will use district school buses to transport students from other schools to one centrally located elementary school at no additional cost to families. This will allow families to have high quality child care with an educational focus while they continue their work day. By having the school district provide transportation, it ensures that the 59% of our enrolled students, who attend a different building, are arriving safely to the after school program. Without transportation and our program, these students would be left unattended. We have discussed having a transportation option home for our students but our transportation department has found it difficult to get staff who are willing to transport students home after programming has commenced in the evening. However, if we were to find reliable staff to do so, it would be very helpful for some families.

According to the United States Census Bureau, 90.1% of the population in Fort Dodge have earned a high school degree or higher, with only 22.8% earning their BA or higher. Research shows the discrepancy in the knowledge of grade level standards and how parents support their children at home. This proposal supports building the capacity of our families, at all levels of education, by making them aware of their child’s data, engaging them in strategies that will directly impact these data and providing them feedback in using the strategies.

2.2 Engagement of External Stakeholders

The needs, goals and objectives for the Dodger Academy program were collaboratively identified. Initially, the FDCSD Director of Elementary Education compiled district academic achievement data (both recent and historical), attendance data and behavioral data. These data were then analyzed by a group of parents, representatives from community groups, partners with the program, school administrators and directors. This collaborative effort provided an opportunity for each stakeholder to share perspectives from engagement with other community organizations as an attempt to fulfill the community need for this type of service while meeting the needs of the FDCSD students. Parents utilized this opportunity to report what their students tell them each day about their learning and how it could be improved. Program staff members would also report their student’s behavior during the activities (engaged or not engaged) and what they were saying afterwards. This provided valuable insight into what and how students actually think and feel.

After needs were established, constituents investigated the data further to develop sustainable, measurable, achievable, results-focused and time-bound goals. It was important for the team to consider all attributes of these goals to make the most enhanced impact on the students within the FDCSD as well as the partnerships developed within the community.

Project (24 possible points) 

3.1-3.3 Program Goals, Objectives and Activities Link to Student Need

Activities to Meet Identified Need 1: At-risk students within the Fort Dodge Elementary Schools need early and ongoing academic assistance to meet and/or maintain and extend reading proficiency and education extension for math and STEM.

Goal 1: Students who attend the Dodger Academy program will increase their literacy and math skills.

Objective: Ensuring that every student has access to a USDA approved nutritional snack before beginning activities will help them stay focused during their learning and activities.

Activities: Upon arriving at our program, all students have access to a USDA approved nutritional snack. We cannot force them to take the snack but we encourage all students to partake.

Objective 1.1: 5% of students who attend the Dodger Academy program at least 50% of the time will move from a more at risk category of the FAST Comprehensive assessment score to a less at risk category. (Persistently At Risk to At Risk; At Risk to Proficient)

School Counselor: our school counselor and At Risk staff creates engaging social-emotional learning videos, powerpoints and provides literacy for students that help them grow as learners.

Seesaw is an app students use to demonstrate and share their learning. It is interactive and engaging for students as there are a variety of ways they can utilize the app.

Epic! is a computer based reading program that allows students access to age appropriate/ grade specific books. It has built in tools such as “Read to me” and “dictionary look up”. It can also track the students reading progress

Prodigy Math allows students to learn different math skills while playing a game. It connects in class learning to at home practice.

Objective 1.2: 5% of students who attend the Dodger Academy program at least 50% of the time will move from the At Risk category of the FAST Comprehensive assessment score to a less at risk category. ( Persistently At Risk to At Risk; At Risk to Proficient)

STEM will integrate science, math, literacy and engineering skills into real-world problems.

Math kits contain manipulatives and games that engage and help the students acquire new skills, practice just learned skills or refresh ones they may have forgotten.

STEM VEX- IQ Robots make interactive devices, build contraptions and create “game floors”. The kits contain programmable electronic modules with easy to use pieces that snap together to create a robot, which can be programmed to complete a variety of tasks. This enhances student coding capabilities.

Activities to Meet Identified Need 2: At-risk students within the Fort Dodge Elementary Schools need an atmosphere where they feel safe, connected, engaged, welcomed and valued.

Goal 2: Students who attend Dodger Academy after school program will have better attendance throughout the school year.

Objectives:

Activities:

Objective 2.1: 5% of students who were chronically absent (locally defined as absent more than 10 school days) during the previous academic year, will reduce absences to not chronically absent during the following academic school year.

Byron V. Garrett’s Empowering Students through Social-Emotional Learning equips students with the skills and tools they’ll need to be successful in every aspect of their life. This program enhances learning by building and fostering students' confidence, using structured conversations to provide students with multiple ways to look at difficult issues and engaging families with techniques and strategies to support social and emotional learning development at home.

Leader in Me is an evidence based, comprehensive model that builds leadership and life skills in students, creates a high trust school culture and lays the foundation for sustained academic achievement.

Goal 4: Social-Emotional Learning will be addressed for all students attending Dodger Academy through integrated literacy and SEL curriculum.

Objective 4.1: Between pre (September) and post (May) assessment, the number of students in the "needs" range according to the FAST Comprehensive Assessment will decrease by 5% for students who attend the program a minimum of 50% of the time.

Growth Strategies based on the FAST assessment and comprehensive SEL system, offer hundreds of growth strategies available at various grade levels and in different settings including universal, small group, individual and take-home. We also collaborate with our school counselor and At Risk staff to see where we can help students improve

Activities to Meet Identified Need 3: Families within the Fort Dodge Elementary Schools need an opportunity to engage in experiences to build their capacity to support their child’s learning and development outside of school.

Goal 3: The staff within Dodger Academy will build the capacity of families to support their children's learning outside the school setting.

Objectives:

Activities:

Objective 3.1: 75% of families who participate in each Dodger Academy family engagement event, will report a positive response (strongly agree or agree) as calculated by the Family Engagement Capacity Building Survey.

Dr. Karen Mapp Scholastic Literacy Events engage and empower families to support their children’s academic achievement. Literacy events feature interactive activities with practices and strategies that maximize reading and writing success.

3.4 Linking Program to School-Day Instruction:

Program goals and activities were developed with school staff and the elementary curriculum director to align with the school day. We hold collaborative meetings as needed with TK-5th grade level teachers and the Director of Elementary Education to align to the school day curriculum. The program director has direct access to the material that district teachers use in their classroom on a daily basis. She has received training on how to access and implement the materials. Dodger Academy utilizes school staff which includes certified teachers and paras. These staff members have been trained in the math and reading curriculum that are used during the school day and the programming aligns with Iowa Core Standards. If students are struggling with a certain concept, we re-evaluate the material and go back a few steps to ensure the foundational concepts are completely understood.

3.5 Organization Experience:

Dodger Academy has been in place for fifteen years and we currently offer homework assistance, recreational activities and STEM. Our arts/crafts, SCOUTS of America, nutrition and culture club that align with the district’s curriculum, had been placed on hold due to not being able to utilize the volunteers that have worked with our program in the past due to COVID-19 and our school district's guidelines on not allowing guests into our building. For the 2021-2022 school year, the restrictions on guests and volunteers has been lifted and Dodger Academy is working to gain volunteers in the same capacity that we have had previously.

The program currently has certified teachers, paraprofessionals and high school helpers as paid employees. Some employees have been recruited from youth treatment centers as they provide a background knowledge that is helpful in working with at risk students. Dodger Academy provides the staff professional development to continue staff learning and build their capacity. Our partners from the community are also able to provide unique opportunities for our students.

Research Base (5 possible points)  

4.0 Strong Research Base for Proposed Activities

Quality afterschool programs can provide safe, engaging environments that complement the school day by promoting learning to improve student outcomes. The Iowa Department of Education (2009) put together a brief entitled: Afterschool in Iowa: A summary of survey findings about the benefits, issues and demand in Iowa which highlighted cost and availability of afterschool programs as well as transportation being the most-often cited barriers. All of which will be addressed within the Dodger Academy program.

The focus on an academic extension of the classroom will be a highlight of the program.

Students will engage in STEM (science, technology, engineering and mathematics) activities through the Iowa Scale Up Program (we are currently using the VEX-IQ Robots, StoryTime Stem Bee Bots and FIRST LEGO League Explore). When the volunteers come in and work with our students, they make STEM relatable to the age group they are working with and make it engaging for the participants by providing hands-on activities. Dodger Academy staff is present during the activities to help ensure quality instruction and that is being implemented with fidelity. According to the Journal of Stem Education: “Innovations and research, incorporating engineering into the elementary school experience provides ways of connecting, applying and reinforcing knowledge of math, science and design” (Rogers & Portsmore, 2004). Research has shown that early exposure to STEM initiatives and activities positively impacts elementary students' perceptions and dispositions (Bagiati, Yoon, Evangelou, & Ngambeki, 2010; Bybee, & Fuchs, 2006).

Literacy and math experiences beyond the school day are of utmost importance in an afterschool program. The Iowa Afterschool Alliance highlights literacy strategies that work to contribute to higher literacy achievement, and Dodger Academy will engage students in individualized instruction, learning through play and performance and reading aloud. In a report by the Afterschool Alliance, What does the research say about afterschool in The Promising Afterschool Programs Study, a study of about 3,000 low-income, ethnically-diverse elementary and middle school students, found that those who regularly attended high quality programs over two years demonstrated gains of up to 20 percentiles and 12 percentiles in standardized math test scores respectively, compared to their peers who were routinely unsupervised during the after school hours. According to Expanding Minds and Opportunities, in recent years, a growing number of program evaluations have indicated that participating in well-designed and implemented afterschool programs can enhance mathematics test scores and grades, school attendance, and student engagement in learning. Moreover, successful programs tend to have the most significant effects for students most at risk of failing in core subjects, such as math and reading, or dropping out of school (Afterschool Alliance, 2011; Little, 2009).

Management and Sustainability Plan (20 points) 

5.1 Staffing, Professional Development, Leadership and Volunteerism

Certified teachers, paraprofessionals, substitutes, retired staff, general staff and volunteers are recruited from the Fort Dodge Community School District and the community. High school employees serve as mentors to the students as well as help plan enrichment activities. We have recently started partnering with LifeWorks, which offers Supportive Employment for persons with disabilities that face barriers to independence and integration into employment. Pay for all staff is comparable to similar positions with the district, which helps support the retention of all staff. Dodger Academy along with FDCSD Human Resources Director, will implement Reasonable Assurance Letters. This letter is provided to employees that have met or exceeded the program expectations and it guarantees their job the following school year as long as they want it and the funds are available for their position.

Activities are staffed to provide the greatest benefit of our students and their families. We will provide academics in a 1-to-10 ratio. Educational enrichment activities have a 1-to-15 ratio. Recreational activities will have a 1-to-20 ratio. All project staff leading academic activities will be certified teachers or meet Title I guidelines for paraprofessionals. When we have college volunteers available to us, they are pursuing a degree in elementary education and already have child development experience. Staff are paired with the same students each day to provide consistency and strong relationships with the students.

Strong program leadership is an imperative component of the Dodger Academy program. Not only will the program director plan and organize activities for TK-5th grade students attending the program but she will also maintain alignment with school day instruction by ensuring collaborative efforts with certified school staff to support high quality programming. The program director will also advocate for the program throughout the community by sharing celebrations, data and highlights of the program with stakeholders to continuously build partnerships with organizations that can support the program both financially and through in kind efforts.

Professional development is essential for continued improvement of the program. A minimum of 10 hours of training will be provided per academic year. The program director and the director of elementary education will collaborate to ensure Dodger Academy program staff engage in professional development that is organized by the school district for alignment with the school district curriculum and instructional goals. Job embedded professional development will be another key component with ongoing instructional coaching to support program staff with instructional practices and routines that are engaging, research based and implemented with fidelity. Professional development focus will be: CPR and first aid, blood borne pathogens, Coronavirus Awareness, Common Illness Prevention, Youth Suicide Prevention, mandatory child abuse reports and sexual harassment, best practices in reading, math and SEL. The Iowa Professional Development Model will be used to plan, implement and evaluate professional development activities. These professional development experiences will be provided by school district staff, online, AEA staff or other qualified consultants.

5.2 Accessibility in Transportation, Communication and Facilities

The Dodger Academy Program will work collaboratively with the Fort Dodge Community School District to organize and provide safe transportation through the FDCSD bussing system. Students will be transported, free of charge, from their home elementary to the centrally located elementary school where the Dodger Academy after school program will be held. Parents are responsible for ensuring that their child is picked up from our program each evening. We have discussed having a transportation option home for our students but our transportation department has found it difficult to get staff who are willing to transport students home after programming has commenced in the evening. However, if we were to find reliable staff to do so, it would be very helpful for some families.

The centrally used elementary building is licensed by the Department of Human Services, with regular visits and consultation as part of this licence to ensure safe and accessible services for all students. All buildings are ADA compliant and can accommodate students with disabilities to be part of the after school program. Any area of the school that will be utilized for the Dodger Academy after school programming will be accessible to ensure inclusion of program facilities for all students. Regular safety drills will be conducted as part of the program routine so all students and staff are prepared for situations as necessary.

The Dodger Academy program director has created a Facebook page to post program highlights, family engagement opportunities and program announcements. The program director also provides information about what is happening in Dodger Academy to each school that we serve, so it can be included in each school’s monthly newsletter. The newsletter will be shared with families, the FDCSD staff and included on the FDCSD website.

Monthly meetings will be held with the Dodger Academy Advisory Board, in which fiscal, programming, community and staffing celebrations and needs are discussed. The board will collaboratively plan for future programming and continue to keep sustainability of the program as a top priority. The program director will facilitate quarterly meetings with service clubs to keep them abreast of programming celebrations and needs to ensure continuing partnerships. Ongoing collaborative efforts between program and school staff will support the alignment of the program to school goals and curricular efforts.

5.3 Organizational Structure

The Fort Dodge Community School District provides the leadership, fiscal management and building usage for this program. The district practices sound fiscal management and has the necessary financial accounting and administrative resources available to manage the program. A copy of the most recent audit report is available upon request. The FDCSD Human Resource Department will post all position openings for the Dodger Academy program and will include a staff anticipated participation survey in the return to school packet that will be sent to all district employees. This survey will determine how many staff members are interested in assisting the Dodger Academy program throughout the school year. Job descriptions for the program director, teachers and paraeducators are on file at the FDCSD human resource office. A worker rules agreement has been reached for pay and hours worked. Providing a program which will impact the goals of the Fort Dodge Community School District, while utilizing the expertise of the district staff shows sound judgement.

The program director has begun her third year as the Dodger Academy director. Her consistency and leadership has ensured a quality program for all students and families across the FDCSD. She will continue to collaborate with the Dodger Academy Advisory Board, the building administrator, the director of elementary education and the Dodger Academy staff to work toward continued improvement of the program. The Dodger Academy Advisory Board not only includes administrative staff but members from our community partnerships and parents whose child(ren) attend Dodger Academy. Their insight and perspectives are highly valued as they help sustain our program.

5.4 Continuous Improvement, Sustainability and Effective Use of Public Resources

The program administrator, the Dodger Academy board committee and community leaders have diligently addressed the issue of sustainability in an effort to provide financial support for the Dodger Academy program with the goal to provide an after school program for all TK-5th grade students throughout the Fort Dodge Community School District. Historically, United Way of Greater Fort Dodge has partnered with the Dodger Academy Program with funding ranging from $12,000-$18,000, depending on local contributions. However, due to COVID-19, we were unable to receive any funding from them for 2020. We did apply for another grant for 2021 and received $10,000. The Fort Dodge Noon Kiwanis also contribute an additional $1,200 annually. The Golden K Kiwanis provide $1,000 annually to the program. An anonymous donor within the community has also provided between $5,000 and $10,000 annually to the program. 40% of the program director’s salary is paid by the FDCSD.

The FDCSD transportation department provides safe, affordable and reliable transportation for all students who come from their home schools to the centrally located Dodger Academy program. Elementary school facilities are provided free of charge.

The program director will reach out to local community organizations to share program celebrations and programming needs to identify the need for continued support of the program. The director will continue to build partnerships with community organizations that can visit the program to provide experiences for the students they would not normally be able to experience (taekwondo, dance, gymnastics, STEM, cultural experiences, nutrition, etc.). These partnerships will enhance programming and student background knowledge simultaneously. The school website, social media and newsletters will be used to reach the broader community, parents, youth and partners. Continued growth of partnerships and volunteerism will support sustainability with the decrease of grant funds.

The program evaluation will help drive the areas of growth and development of the program. The evaluation will be shared electronically, in hard copy and through presentations with potential community partners and parents to ensure the program is continuing to improve and sustain regardless of grant funding. The goals and objectives will be reviewed regularly by the program director and the Dodger Academy Advisory Board. Three times during the school year, the screening data will be collected and analyzed to determine the impact the program is having on student achievement and social emotional well being. These data will be shared with stakeholders as well as current and potential community partners to demonstrate the impact.

Continuous improvement of our program will be guided by the comprehensive evaluation plan. The program has identified 4 factors for sustainability:

  1. The FDCSD receives over $1,000,000 in federal and state dollars that are used to benefit our youth in specific developmental areas. These include Title 1, Title IIA, Title III and Title IV. The FCSD will consider these funding sources as well to continue the program.
  2. A minimal fee will be changed to participating families to make up the difference between available funding and expenses.
  3. Private, corporate, federal and other state grants will be researched and applied for. Fundraisers will be planned and carried out by Dodger Academy staff. Although large amounts of money are not usually earned through fundraisers, they will raise awareness in the community.
  4. Current Dodger Academy community partners have both human and financial resources in place and have committed to the financial responsibility of sustaining their activities.

Communication Plan (5 possible points)

Partnerships (10 possible points) 

7.1 Effective Collaborative Process and Partners

Dodger Academy is based on existing partnerships with the community and successful collaboration to serve students in our community. Our program will utilize funding and contributions of partners to offer a wide range of activities and programs to our elementary students and their families.

  • United Way supports Dodger Academy by giving a monetary donation each year in order to help the program run successfully.
  • Golden K Kiwanis provides a monetary donation of $1,000 for sustainability purposes.
  • Noon Kiwanis provides a monetary donation of $1,000 to continue to support the programs sustainability
  • Art Club- Dodger Academy staff provides an engaging art curriculum once a week for our students.
  • Drama Club- Amber Rouse, a drama teacher, provides an engaging Drama curriculum once a week for our students. She also has 5 to 10 volunteer high school students with her each week so that the children have mentors to look up to.
  • K-Kids Kiwanis- Julie Pingel, a member of Noon kiwanis, provides 3rd,4th & 5th grade students opportunities to volunteer in their community. The goal is to introduce students to service clubs to understand the needs within the community and look for ways to make a positive difference.
  • Webster County Health Department provides engaging activities monthly for the students involving nutrition, fitness and health.
  • Iowa Wild Hockey team has donated equipment to provide students with skills instruction for playing hockey
  • Iowa Central Community College provides ongoing ESL, high school equivalency, and Adult Education classes free of charge to the community.

All partners have agreed to provide and sustain services with Dodger Academy. Community partners have representation on Dodger Academy’s advisory committee and are active and committed to the sustainability of Dodger Academy. By participating in or helping with our community partner’s events throughout the year, Dodger Academy will actively be working towards sustaining these partnerships. Not only is this open to staff but students as well.

7.2 Engaging Partners Over the Life of the Grant

The Dodger Academy director will continue to meet monthly with the program board members. She will continue to prepare meeting agendas, plan events, recruit new partners and inform members of the community of the need for after school programming.

Dodger Academy’s goal is to establish and maintain meaningful partnerships with the community to provide a variety of engaging activities to our students. The director will maintain the partnerships as well as continue to establish new partnerships. One way to reach new partners is to join the Greater Fort Dodge Growth Alliance which supports community development and partnerships. The partners would be able to provide relevant feedback to help guide the future of the program and ensure sustainability. This would also provide valuable feedback on the program’s curriculum and activities, while offering a fresh perspective for community outreach. Recognition of partnerships and their work with Dodger Academy will be publicized through Facebook, school newsletters, local newspapers and local radio stations.

Evaluation (10 possible points) 

8.1 Evaluator Expertise

Dr. Edward Gronlund has 40 years of experience as an educator and after his retirement has been involved with program design and evaluation for 16 years. He has collaborated in the development of the program objectives and he will provide evaluation services that are required by the grant. He has facilitated data collection and analysis for numerous projects including those that use federal or state funds.

The process evaluation provides data on how well the program is functioning on a daily basis. These data will support daily programming continuation or changes necessary in the program. The following chart shows process evaluation tools program staff will utilize to demonstrate they have provided all promised activities.

Process Evaluation:

Measurement Tool

Frequency of Use

Who will administer

Use of data

Frequency charts: tardy/ attendance, activity participation

Each time an activity takes place; monthly for tardy/attendance

Dodger Academy program director, program staff

Verify tardy/attendance; Activity involvement; State/fed reporting

Surveys: data on effectiveness of activities offered (academic, SEL, family engagement)

End of the year and at family engagement events

Dodger Academy program director and program staff

Modify activities, data for state/fed reporting

Focus Groups: data from a sample of participants

Monthly

Dodger Academy program director

Modify activities, celebrate successes

One-to-One Contact: forms record conversations with students, parents, teachers and partners

As needed

Dodger Academy program director, program staff


Modify activities, celebrate successes

Observation: forms to record observe staff and activities

Formal-2 times per year; Informal-as needed

Dodger Academy program director

Modify activities, celebrate successes

Our outcome evaluation will be used to determine whether or not our efforts are having a positive impact on the academic performance and social-emotional well being of the students.

Outcome Evaluation

Measurement tool

Frequency of Use

Formative Assessment System for Teachers (FAST)

Three times per year

FAST Comprehensive Assessment for students

Three times per year

Family Engagement Surveys

Following Each Family Engagement event

8.2 Using Evaluation Results

The Dodger Academy director is charged with reviewing evaluation data and making necessary changes to the implementation of the program. Weekly reviews allow for a quick and effective response. At monthly board meetings, relevant evaluation data will be shared for further review and refinement. The results will be published on our Facebook page and have on file for anyone to look at upon request.

The evaluation plan aligns with the goals, objectives and program activities which have been highlighted within the grant application. Increasing awareness of the program will be a continued goal in order to obtain support and ultimately make connections that will increase student participants, volunteers, activities, materials and funding opportunities. Evaluation results will be shared, as detailed within our communication plan, to ensure all stakeholders are aware of the impact of the program.

Budget Narrative (10 possible points) 

9.1 Necessary and Reasonable Cost

In this narrative, we provide information detailing proposed activities relating to Dodger Academy’s needs, goals and objectives. Every item below has been budgeted to provide these activities for students and their families.

Personnel

Portion of director salary and benefits

$31,000

Afternoon Dodger Academy Staff

$95,000

21 CCLC Funds: All calculations for personnel include hourly wage and benefits (FICA, IPERS, etc.) based on position. Salaries are appropriate for duties performed and set in accordance with district policies. A full time (200 day contract; 60% 21CCLC funds) program director will oversee the program. A portion of the director’s salary is expensed here. Program staff will supervise academic, enrichment, recreational and family engagement activities with the program.

In Kind: 40% of the director’s salary will be paid using At-Risk district dollars. Community partners will provide staff for their activities.

Staff Travel

travel

$0

There will be no local staff travel charged to this grant.

Materials

Literacy Materials:

$1250 per year

Math/STEM materials:

$1250 per year

Social-Emotional Learning:

$1250 per year

Family Engagement: (Karen Mapp Scholastic Literacy Events, Family engagement material)

$1250 per year

Afternoon program materials

$5000.00

We have budgeted for new literacy and math (STEM) curriculum materials to enhance the programming.

Professional Development

State Required Trainings (1 person X 2 days X 2 trainings per year)

$2000

Dodger Academy Staff time (20 staff X 15 hours X $14)

$5500

Portion of Director’s Salary (8%)

$2480

Program staff will attend all state grant training as required. The estimate includes meals, lodging, mileage and wages. Dodger academy staff will participate in a minimum of 10 hours of professional development. A part of the Program Director’s salary is budgeted here since a portion of her duties involve staff training. Professional development meets the 5% minimum required.


Student Transportation

Transportation cost (driver, gas)

$5500

Budgeted funds will be used to provide bus transportation after school everyday to from their home school to Dodger Academy. Transportation costs are below the 8% maximum.

Evaluation

Stipend for Evaluation

$6000

Portion of Project Director Salary

$2,480

We will use an outside evaluator for compilation of data and creation of the evaluation report. A part of the Program Director’s salary is budgeted here since a portion of her duties involve program evaluation. Our evaluation budget does not exceed the 4% minimum.

Administrative/Indirect Costs

Portion of Project Director Salary (8%)

$2480

The director’s administrative duties include overseeing the site budget, staff supervision, interaction with program and school staff and public relations. Other administrative costs-payroll, fiscal oversight by the district’s business manager, etc. are provided in-kind by the school district. Administrative costs are less than the 8% maximum allowed by the grant

9.2 Funding will Supplement, not Supplant, Existing Funding

Our current program is funded by paid supply fee, monthly enrollment fees, donations and fundraisers. The program director will continually seek out and pursue new community partners and donors. In addition, At Risk funds from the school district are used for 40% of the director’s salary and our community partners contribute staff and materials for their activities. All current funding sources will continue with a new 21CCLC grant, eliminating any conflict with supplanting.

Supplemental Materials

View Document

Before School (BS) Site Operations

Estimated Start Date:

August 24, 2022

Estimated End Date:

May 29, 2023

Total Number of Service Days:

N/A

Total hours of Before School services per typical week:

N/A

Monday 

Tuesday

Wednesday

Thursday

Friday

Start Time 

End Time 

Hours 

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Saturday

N/A

N/A

N/A

After School (AS) Site Operations

Total hours of After School services per typical week:

15

Total Number of Service Days:

180

Estimated End Date:

May 27, 2022

Estimated Start Date:

August 24, 2021

Monday 

Tuesday

Wednesday

Thursday

Friday

Start Time 

End Time 

Hours 

3:00 PM

3:00 PM

3:00 PM

3:00 PM

3:00 PM

6:00 PM

6:00 PM

6:00 PM

6:00 PM

6:00 PM

3

3

3

3

3

Saturday

N/A

N/A

N/A

Summer (SUM) Site Operations

Monday 

Tuesday

Wednesday

Thursday

Friday

Start Time 

End Time 

Hours 

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Saturday

N/A

N/A

N/A

Estimated Start Date:

May 30, 2022

Estimated End Date:

August 19, 2022

Total Number of Service Days:

N/A

Total hours of Summer services per typical week:

N/A

Adult Family Member Services

All 21CCLC programs are required to host a minimum of four family-centered events each year. A general rule of thumb is one per quarter. Examples of events include back-to-school celebrations, literacy nights, family game nights, recreational events, guest speakers, and so on. 

Describe Frequency, Duration, and Dosage:

4 per year, 1.5 hours family reading night, jumpstart January memeory jar , year end celebration, STEM showcase

Estimated Total Number of Adult Family Members Served:*
Total Number of Family Events*
School Name

Butler Elementary

4

60

Form D1: 21CCLC Application Funding Request Summary
 

21CCLC TOTAL FUNDING REQUEST 

(Before and/or After School and Summer Program Funds) 

1

Number of program sites included in this application:

85

Total number of students being served (all sites for one year):

$150,000

Total first-year funding request (all sites):

Total three-year funding request (all sites):

$450,000

FUNDING FOR EACH SITE INCLUDED IN THIS APPLICATION 

NOTE: A program site may serve students from many schools. For example, a location that serves students from three (3) different schools would be considered one Program Site. 

Name of Program Site(s) 
Year 1 Funding Request 
Year 2 Funding Request 
Year 3 Funding Request 
Total Funding Request 
(3-year total) 
Number of Students Served per site per year 

Dodger Academy

$150,000

$150,000

$150,000

$450,000

85

School Year

Name of Program Site(s) 
Year 1 Funding Request 
Year 2 Funding Request 
Year 3 Funding Request 
Total Funding Request 
(3-year total) 
Number of Students Served per site per year 

N/A

N/A

N/A

N/A

N/A

N/A

Summer School

Form D4: Applicant Agency’s Fiscal Resource Information 

It is recommended that each applicant, including school districts, public entities, or government agencies, possess sufficient fiscal resources in order to start up and operate the program being requested for a period of up to three months. Please indicate if you are a public entity or a private/non-profit by checking the appropriate box below and then use the text box at the bottom of the page to answer the questions regarding fiscal resources for start-up costs and operational costs. 

Public Entity

In the textbox below, please describe your funding sources that can be used to start up and operate the program for up to three months. For example, public entities should include their budget line item number, account numbers, or any other applicable references. Private organizations should describe cash, lines of credit, emergency loans, etc. Fiscal resource information should be specific (e.g., bank or lender names; name of the holder of the account).

 

* Note: If you do not have the financial resources available equal to the amount of funding you are requesting, you do not have the financial capacity for this project. Agencies that do not have adequate fiscal resources on hand are eligible to participate in the application process. However, the applicant must describe in this section the agency’s plan to secure the necessary fiscal resources for this program application. 

Dodger Academy will continue to use family fees to help maintain our program. We are also continuing to seek out community and private donors to make contributions to our program

To view Forms D2 and D3, click the "View Document" buttons below. PDF versions are included at the end of this document but the information may not be split into multiple pages. 
 

Basic Service Components

If location for the program is different from the school where children attend, list both below:

School or Site/Building Name:

Butler Elementary

School or Site/Building Name:

School or Site/Building Name:
Do you plan to provide any of the following to meet the nutrition/food access needs of students?

Snack (required by federal statute)

Do you plan to follow best practices?

No, we propose to charge parent fees. Note: According to Federal rules, program fees are considered income and must be disclosed and deducted from costs on the quarterly claim form. See Financial Guidance for details. Programs that charge fees must submit their enrollment forms on an annual basis to the SEA for an equity review.

 
 

Site Information 

2022-2025 Site Profile 

Butler Elementary

School/Agency Name:

School Name
(can apply for up to 3 sites) 
School-Wide Information 

Grades Served by School 

Total Enrollment 

Free and Reduced Lunch Rate 

# Targeted Students 

Grades Served by Program 

BS

AS

SUM

Target Schools

Butler

1-5

425

73.4

1-5

N/A

33

N/A

Duncombe

1-5

475

73.4

1-5

14

Early Childhood Center

Pk-K

408

55.6

Tk-K

12

Total:

N/A

59

N/A