Child Development Division

(REVISED March 18, 2014)

GRANT APPLICATION

INSTRUCTIONS

FOR

CHIILD DEVELOPMENT DIVISION

AFTERSCHOOLCARE

GRANTS

REVISED - DUE

Friday, APRIL 11, 2014

Karen Scott

Vermont Afterschool, Inc.

123 Ethan Allen Avenue

Colchester, VT 05446

GENERAL INSTRUCTIONS

PLEASE BE SURE TO READ ALL DIRECTIONS AND QUESTIONS CAREFULLY.Applications mustinclude answers to each question, must include completed charts, be typed, and signed.

If you download or receive an electronic version of the application, you may type directly into the document and add as much space as you need. Please do not alter the question numbers. If you are not directly using the form, please make sure when presenting your Summary Plan that the numbers and title of the headings appear at the beginning of each section of the narrative.
Applicants may submit ONE CDD Afterschoolapplication. In the case of the Quality Improvement grants, one entity may submit for multiple sites.
You may submit electronically via e-mail, ormail the application.
Applications CANNOT be hand-delivered.
Memos of Understanding will be required within ten (10) days of grant award notification. A sample MOU is attached at the end of these instructions.
All regulated childcare programs must be in good regulatory standing with the Child Development Division in order to receive funding.
Applicants must be in good standing with respect to taxes due the State of Vermont.

Your application will be DISQUALIFIED if:

Application format is not followed.
The grant plan exceeds the number of pagesstated on the instructions (the number does not include the logic model, budget sheets or other required attachments).
All attachments are not included, i.e.,Logic Model (if applicable), Budget Summary and Narrative. Attachments willNOT be accepted after the application has been submitted.
Application is postmarked AFTER the REVISEDdeadline date:April 11, 2014.
The purpose of your grant request does not match any of the stated priorities for CDD/DCF grants.
You have reports overdue to CDD or VT Afterschool, Inc. for any previous grants.

APPLICATION INSTRUCTIONS (not all questions are included)

1. Name of organization: Fill in your organization name and your Vermont Tax ID or federal EIN number.

2. Mailing address: Fill out your complete mailing address.

3. Contact Information: Please name the contact person for this grant application and program, if funded. State the contact’s phone number and email address. If we have questions regarding the application, we will contact the person listed in this section.

4. Title of Project: Tell us the title of your program’s initiative that you are requesting funds for.

5. Grant Purpose: In one or two sentences, briefly tell us what the goal of your program is for this grant, i.e. what will these funds be used for.

6. Total amount requested: State the amount of money you are requesting. This needs to be the same amount in the total line in Column 1 on the Budget Summary Page. If the figures are different, the LOWEST number will be considered as your request.

7. Fiscal Agent: If your fiscal agent is different than your organization, please fill this out and give us the fiscal agent’s mailing address and their fiscal year. For example, the fiscal year could be January to December, July to June or October to September.

8. Currently licensed through CDD/DCF: Tell us if you are licensed by the Department for Children and Families. If you are funded, and providing childcare but not yet licensed, you will need to start the licensing process.

9. Private non-profit agency: Please indicate if you are a private, non-profit 501c3, a school or other public organization.

10. AHS Outcome Area: Check one outcome that your program will mainly address, like children ready for school, or children live in safe, supported families.

11. Number of children/individuals to be served: Please indicate the number of children/individuals you expect to serve in the coming year, by age, WITH THESE GRANT FUNDS(not your entire enrollment unless applicable).

12. From the number of children listed in #11 above indicate the number who are in one or more of these categories and will be served with these funds.

13. Grant received:indicate 21st Century grant status and other grants from the CDD.

Please read the final paragraph certifying that the information contained in this application is true and correct. Then sign and date the form.

TECHNICAL ASSISTANCE WEBINAR (OPTIONAL)

A Technical assistance webinarare scheduled for Thursday, March 27, 2014. Workshops are open to all prospective grantees. E-mail Karen Scott () to register. If you are awarded a grant, follow-up technical assistance will be held in the Fall to help grantees revise their logic model and indicators, evaluation instruments and data collection method to ensure successful reporting during their grant period, and success with their program.

ORGANIZATIONS ELIGIBLE FOR FUNDING:All organizations offering (or planning to offer) regulated, licensed afterschool care: public and private non-profit organizations, for-profit organizations, schools that offer afterschool programs, regulated center-based child care programs, playgroups, preschool programs, parent education and support programs, teen programs, training programs, etc.

PRIORITIES FOR FUNDING: Applicants who can comply with the following operational requirements will be given priority consideration:

Afterschool care services are available to participants year round, or are moving toward full-week (five days), full-year services with consideration for summer vacations and summer offerings.
Programs provide both daily before and afterschool care during the full school year calendar and full day services during the summer months as determined by local community needs. Hours of operation are designed to meet community need and aligned with school hours of operation.
The program is designed to serve parents who work or are in training programs for employment purposes and are therefore unable to care for their children during the before and/or after school hours.
If needed, the application addresses transportation to and from the afterschool care services, ensuring all students have access to the program.
If a public school is not the grantee, the public school(s) in the community is collaborating with the applicant to ensure continuity of services for the children to be served.
The program has policies and procedures in place to ensure services to children whose families are eligible for the CDD Child Care Financial Assistance program. The sliding fee scale for family eligibility for financial assistance can be obtained from the CDD website:

Collaboration Requirements:

Grant applicants must demonstrate their collaboration with other community resources in support of the program, including the area public school(s), for the development and delivery of services. This may include in-kind support.
Applicants must have documentation of family and community need for afterschool program services. This can include information from local community networks or organizations that are in support of this effort.
If there is an established program (or programs) in your community or service area that receives 21st Century Community Learning Center funds from the Vermont Agency of Education, and the 21-CCLC program plans to collaborate with the applicant, their involvement in the development of the proposal must be documented.
Formal collaborations must be documented with a “Memorandums of Understanding” (MOU).

Accreditation and/or Vermont STARS Requirement: All programs receiving grant funds are required to outline a plan to achieve the Vermont-STARS recognition status and/or an application for either accreditation or another national equivalent during the grant period.

If you have questions regarding a CDD Afterschool grant application, please contact Karen Scott (or at 802-355-2145).

CHECKLIST BEFORE SUBMITTING YOUR APPLICATION

Check to see that you have included all of the following in your completed application:

Signed Application Cover Page. The application cover pages MUST be fully completed.

All questions have been answered completely.

You have fully completed the budget summary sheet, including other funds going into the program.

Budget and budget narrative pages are complete

LOGIC MODEL OVERVIEW

Afterschool Start Up/Expansion Grants only

The following is information provided for the grantee to develop a successful Logic Model. This model satisfies the requirements of funders and other stakeholders who support these grants. The logic model will help the applicant answer the following questions:

What difference does your program make and for whom?
What changes in participants occurred because of your program?
Do the results justify the costs of the program?

The premises of the logic model:

What gets measured gets done.
If you measure results, you can tell success from failure.
If you see success, you can reward it.
If you see success, you can learn from it.
If yourecognize failure, you can correct it.
If you can demonstrate results, you can win public support.

There are four sections of a logic model:

Inputs – a resource dedicated to or used by your program, i.e. money, staff, volunteers, materials, etc.
Activities – type of service you provide to fulfill your mission. What you will do with the inputs and what happens totransform them into outputs
Outputs – the direct product of the program such as the number of classes taught, number of counseling sessions conducted, etc.
Outcomes – benefits to participants
Indicators – measures your outcomes (indicators are stated like your outcome, but they have a number in them)

There are three (3) types of outcomes – initial, intermediate and long term.

Short-term outcomesreflect the initial steps or first levels of intended achievement that can be achieved within a relatively short period of time (six months to a year). They are primarily changes in: knowledge, skills, or attitude. Examples of initial outcomes might include: “Increased knowledge of positive discipline techniques, increased motivation to succeed in school, or increased job readiness skills.

Intermediateoutcomes are the links between where the participant starts and what you hope they will achieve. They are primarily changes in applied skills and behavior. Examples of intermediate outcomes might include: increased use of positive discipline skills, improvement in school grades, completion of a job training course. You will be asked to report on intermediate outcomes for only those grants requiring a logic model (multi-year grants).

Long term outcomes (sometimes called goals or impacts) are broad statements of what you hope will be achieved in the long run. They are primary changes in status and conditions. Examples of long term outcomes might include: establishment of safe and supportive family environments, a decrease in the incidence of child abuse and neglect, promotion of healthy youth development, etc. Most grants will not be able to address long-term outcomes in the short time frame of these grant awards.

Outcomes need to be:

Achievable
Realistic
Measurable

The logic model is the vital conceptual look that links the needs of the people you work with, the results you want, the way you will work together to get those results, and the methods you will use to find out if those results are being achieve. Developing a logic model begins with the identification of your target population. This process involves describing the characteristics, personal goals, and needs of the families with whom you are working. Next, you will identify the end results that you and your families want to achieve. What are the changes you want to take place? How will things look different for them at the end of the process if you are successful? These are your desired outcomes. Finally, you will describe what you are doing, or plan to do, to achieve those outcomes.

The CDD Afterschool Care Grants have identified five outcomes for their grants. These outcomes are:

Pregnant Women, Young Children and Adolescents Thrive
Children are Ready for School
Children Succeed in School
Children Live in Stable, Supported Families
Youth Choose Healthy Behaviors

The AHS has created indicators for each of the above stated outcomes. One or more of these indicators MUST be stated on you logic model under the Initial Outcome. For example: “Families will receive home visits to assist them with every day challenges of having a newborn.” Indicator: “25 families with newborns will receive new baby visits.” Indicators for each of the outcomes above are:

Pregnant Women, Young Children and Adolescents Thrive:

Indicators:

# of pregnant women receive education on the importance of prenatal care
# of pregnant women receive prenatal care
# of families know about the availability of “new baby” visits for themselves and their newborn
# of families receiving “new baby” visits
# of parents/families have knowledge of the importance of having children at a healthy weight
# of children at a healthy weight
# of families have knowledge on the benefits of healthy nutrition choices
# of families accessing education on healthy nutrition choices
# of families providing healthy eating choices to their children and themselves
# of families educated/aware of the importance of having a primary care physician or pediatrician
# of families reporting they have a primary care physician or pediatrician
# of families have knowledge of high quality, licensed, registered child care services/agencies in their community
# of families accessing high quality, licensed, registered child care environment for their children
# of families have knowledge of the importance of having children in a safe before and/or afterschool program
# of children in a safe before and/or afterschool environment
# of participants have knowledge of proper nutrition
# of participants follow a healthy diet
# of participants have knowledge of the importance of a regular fitness program
# of participants follow/participate in a regular fitness program

Children Are Ready for School:

Indicators:

# of families/parents knowledgeable of age appropriate child’s developmental, emotional and social stages
# of children are developmentally, emotionally and socially ready for school
# of participants improve/show improvement of social/emotional skills
# of families/parents knowledgeable of high quality preschool services
# of families/parents knowledgeable about the importance of having their child in a high quality child care setting
# of families are aware have access to high quality preschool services
# of families knowledgeable of the importance of developmental screening for their children prior to preschool or kindergarten
# of families have access and use developmental screening services for their children prior to entering school
# of children are screened before preschool
# of participants knowledge of available (parenting) education classes/workshops in order to prepare children for school
# of participants accessing available (parenting) education classes/workshops in order to prepare children for school
# of participants/staff knowledgeable on the importance of professional development
#of participants/staff pursue higher education (college degree) in order to prepare children for school
# of participants/staff who pursue professional development (i.e., college degrees/classes, in-service training, seminars, educational classes, etc.) in order to prepare children for school
# of participants/staff obtain college degree
# of participants/staff knowledgeable of the importance of an improved curriculum/services for preschool children
# of staff/participants improve curriculum/services in order to prepare children for school

Children Succeed in School:

Indicators:

# of parents knowledge of the importance of children’s school attendance
# of students attend school regularly
# of children/students knowledgeable of the importance of improving their academic skills (reading, writing, math, etc.)
# of students with improved academic skills (reading, writing, math)
# of families/parents/students knowledgeable of the importance of obtaining a high school education, GED or high school equivalent
# of high school completion
# of children/students knowledgeable on the importance of appropriate social/emotional interpersonal skills
# of children with improved social/emotional interpersonal skills
# of families/parents knowledgeable of educational opportunities in their community or school
# of children having access and attending educational opportunities
# of children having access to afterschool programs
# of children attend afterschool program regularly (more than two days a week)
#of afterschool programs available
# of participants/staff knowledgeable on the importance of professional development (i.e., training, workshops, college/educational classes, etc.) to better prepare children to succeed in school
# of participants/staff pursue professional development (i.e., training, workshops, college/educational classes, etc.) to better prepare children to succeed in school

Children Live in Stable, Supported Families:

Indicators:

# of parents/families knowledgeable on the importance of providing a safe nurturing home environment for this child(ren)
# of parents/families providing a safe nurturing home environment
# of children in a safe nurturing home environment
# of parents knowledgeable on the importance of effective parenting skills
# of parents demonstrating improved effective parenting skills
# of parents/families knowledgeable on the importance of providing a stable home environment
# of parents/families providing a stable home environment
# of children with a stable home environment
# of parents knowledgeable of community resources
# of parents/families accessing available community resources
# of families knowledgeable of parenting classes in their community
# of families accessing parenting education classes/workshops
# of parents knowledgeable of appropriate children’s developmental stages
# of parents using appropriate discipline with their children
# of parents knowledgeable of the appropriate expectations for children depending on the child’s age
# of parents demonstrating appropriate expectations for their children depending on the child’s age
# of working parents/families knowledgeable of the benefits of having children attend afterschool programs
# of children with working parents participate in afterschool programs
# of children/students knowledgeable on the importance of appropriate social/emotional interpersonal skills
# of participants with increased appropriate emotional/social interpersonal behavior skills

Youth Choose Healthy Behaviors: