2017-478-E Finance - Chapel Hill-Carrboro Public School Foundation - Outside Agency Performance Agreement

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DocuSign Envelope ID:F9ADA870-944A-40DD-98D0-3DB55F3AD8E5 EXHIBIT A PROVIDER'S OUTSIDE AGENCY APPLICATION students will be in elementary school; some will be middle school students. Standardized test scores and reporting will be used as indicators. g) Describe the credentials of the program manager and other key staff. (Ex. Identify Program Manager and credentials, describe training provided to volunteers, etc.) The Public School Foundation Program Services Manager (PSM) will oversee the requests for specific funding from different schools for the afterschool tutoring funding. The current PSM has been in this position for over a year and has been a grant proposal reviewer and implementer for over 20 years. The teachers/staff who will implement the afterschool tutoring programs at the individual schools are all state-certified elementary and middle school educators. Many have specific training, especially in literacy (ex. Understanding by Design, Institute for Learning-Principles of Learning, Reading Recovery, Augustine Literacy training). h) Describe the specific period over which the activities will be carried out and include an implementation timeline. A request for proposals for afterschool programming for the 2017-18 will have three deadlines: April 30, 2017; September 30, 2017; and January 31, 2018. Afterschool programs will occur throughout the 2017-18 school year, with evaluations and reports due June 2018. 1) Why is funding this program a good investment for the community? How does funding this program add value to the community? (250 words OR LESS) In a recent publication in the NY Times (April 2016), the Chapel Hill-Carrboro City School District was reported to have the second highest achievement gap (i.e., the gap between academic achievements of white students versus students of color) in the nation. In 2014-15, 42 percent of black students and 47 percent of Latino students passed end-of-grade and end-of-course tests, compared to over 90 percent of white students in the CHCCS District. Research analyzing data from across the country confirms that socio-economic status plays the biggest role in predicting how students will do in school. Research further shows that purposeful afterschool tutoring is a good way to help at-risk students connect the classroom to the real world, build relationships with school staff, and extend their limited experiences—all things that can work to narrow the achievement gap. By providing tutoring opportunities to these children, narrowing the achievement gap, and having our most fragile students be successful in school, we create a more equitable community. j) Describe what would happen if requested funding is not awarded at all or if a reduced allocation is recommended. If funding is not awarded (or if a reduced allocation is recommended) then the PROGRAM INFORMATION 1/27/2017 11:04:56 AM Page 14 of 22