SECTION IV: PROJECT APPROACH (20 TOTAL POINTS)
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Application Question
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Grantee Response
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Pts. Possible
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Pts. Awarded
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Reviewer Notes
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How will your project support Thrive’s goals to increase STEM successes for children birth to five and/or their parents/families in a culturally responsive way?
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EPIC's STEM project will support goals to increase math/science success for children and their families in culturally appropriate ways by including bilingual/bi-cultural people on the Planning Committee, incorporating pictures and customs in the bilingual books and materials with which EPIC's children can identify, and providing materials for home use.
EPIC's classroom instruction utilizes a Dual Language Learning approach for children who speak Spanish at home. This approach supports the child's continued development in Spanish and begins instruction in English in preparation for kindergarten. Staff interactions with families, both formal and informal, are conducted in the language most comfortable to the family. Family Nights are conducted in both English and Spanish. EPIC's employees are experienced in multicultural interactions; most are also fluent or functional in Spanish.
To help prepare their children for kindergarten, parents/guardians are often told to read to them and teach them numbers, letters, and problem-solving skills. If parents lack the skills and/or the appropriate, culturally relevant materials to follow this advice, they will not read to or work with their children. This project will provide those fun, creative math and science materials for home learning to reinforce what takes place in the classroom and at Family Nights.
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10
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How does this project represent an innovative approach that is unique to the learning of children and/or families?
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Today, early learning agencies must meet a lengthy array of requirements. Using checklists and documentation, agencies work diligently to achieve compliance, often at the expense of mindfully connecting the various required activities so that they reinforce enjoyable learning activities for children and their families. This project represents innovation and uniquely supports STEM learning for children and families by coordinating, integrating, and systematizing classroom, Family Nights, Parent-Teacher Conferences, and child goal-setting activities related to the three proposed STEM modules. Modeling with learning materials at Family Nights and sending them home will reinforce classroom learning and give parents the skills and tools needed to effectively work with their children and develop their role as the most important teacher their child has. Child goal setting will reinforce the entire process.
Both adult educational attainment and children's learning level must be taken into account. Through these integrated modules, children are more likely to succeed. By selecting themes that are familiar to children in their everyday lives, such as apples, EPIC will build on existing knowledge. As EPIC provides parents positive practical experiences working with their children, families are more likely to continue their involvement with their children's education in kindergarten and beyond.
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5
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EPIC, a non-profit community agency, will engage partners and community members through a STEM Planning Committee that will include at least one preschool teacher, a kindergarten teacher, Community Pediatrician Dr. Pearson, Writer/Data Analyst Mary Lou Shefsky, an EPIC Policy Council member and parent, and an EPIC administrator. The Committee will formally meet at least four times during the planning process and communicate via email between meetings. In the planning stage, EPIC will pilot test the three modules in the West Valley School District with three classrooms (53 children). This will allow time for staff and family feedback and module revisions based on experience in the community before full implementation for all enrolled children in 2015-16.
Along with community volunteers (Dr. Pearson, CWFM Residents Physicians participating in "My Healthy Heart" activities, Mary Lou Shefsky, a kindergarten teacher and a parent on the Planning Committee, and Joe Harlington,) this project will be driven by data related to the activities--feedback and assessment. What EPIC learns from the project will drive ongoing utilization of the modules and wider sharing in the community through Educational Service Districts 105 and 171, with possible incorporation into their early learning READY SET STEM curriculum
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5
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Project Approach Total Points
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20
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SECTION V: PROJECT TIMELINE (10 TOTAL POINTS) - PLEASE REFER TO THE PROJECT TIMELINE ON THE NEXT PAGE FOR REFERENCE.
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Application Question
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Grantee Response
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Pts. Possible
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Pts. Awarded
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Reviewer Notes
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Proposed Planning Activities
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EPIC's STEM project will support goals to increase math/science success for children and their families in culturally appropriate ways by including bilingual/bi-cultural people on the Planning Committee, incorporating pictures and customs in the bilingual books and materials with which EPIC's children can identify, and providing materials for home use.
EPIC's classroom instruction utilizes a Dual Language Learning approach for children who speak Spanish at home. This approach supports the child's continued development in Spanish and begins instruction in English in preparation for kindergarten. Staff interactions with families, both formal and informal, are conducted in the language most comfortable to the family. Family Nights are conducted in both English and Spanish. EPIC's employees are experienced in multicultural interactions; most are also fluent or functional in Spanish.
To help prepare their children for kindergarten, parents/guardians are often told to read to them and teach them numbers, letters, and problem-solving skills. If parents lack the skills and/or the appropriate, culturally relevant materials to follow this advice, they will not read to or work with their children. This project will provide those fun, creative math and science materials for home learning to reinforce what takes place in the classroom and at Family Nights.
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5
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Proposed Implementation Activities
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EPIC's STEM project will support goals to increase math/science success for children and their families in culturally appropriate ways by including bilingual/bi-cultural people on the Planning Committee, incorporating pictures and customs in the bilingual books and materials with which EPIC's children can identify, and providing materials for home use.
EPIC's classroom instruction utilizes a Dual Language Learning approach for children who speak Spanish at home. This approach supports the child's continued development in Spanish and begins instruction in English in preparation for kindergarten. Staff interactions with families, both formal and informal, are conducted in the language most comfortable to the family. Family Nights are conducted in both English and Spanish. EPIC's employees are experienced in multicultural interactions; most are also fluent or functional in Spanish.
To help prepare their children for kindergarten, parents/guardians are often told to read to them and teach them numbers, letters, and problem-solving skills. If parents lack the skills and/or the appropriate, culturally relevant materials to follow this advice, they will not read to or work with their children. This project will provide those fun, creative math and science materials for home learning to reinforce what takes place in the classroom and at Family Nights.
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5
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Project Timeline Total Points
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10
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Proposed Planning Activities
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Anticipated Outcomes
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Start & End Dates
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Revise books for each topic.
Lead: Mary Lou Shefsky, Writer (unpaid for this activity)
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Have drafts of four revised bilingual (English-Spanish) books reflecting local culture and knowledge base of families and children, e.g., “Healthy Apples” book will tell the story of the role of science in growing and harvesting apples. All four books will have “Activities to do with your child” sections in all four books.
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By October 1, 2014
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Form STEM Planning Committee and schedule to meet four times during planning process. Lead: Karri Livingston, EPIC Associate Director for School Readiness
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Have a well-rounded Planning Committee (at least one preschool teacher, a kindergarten teacher, a community pediatrician, the EPIC Writer, a Policy Council member or other parent, and an EPIC administrator) and launch the planning process. We will schedule at least four meeting dates.
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October 1 - 15, 2014
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Clearly define goals/objectives for each of the three topics; approved by Planning Committee. Lead: Karri Livingston
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Have the key elements for each topic identified so that they will be included in the curricular development.
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October 1 – 31, 2014
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First of three TS GOLD assessments on enrolled children, 2014-15 (Yearly program requirement). Lead: Karri Livingston
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Attain baseline TS GOLD data on enrolled children prior to pilot testing of materials in three classes (63 children)
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October 15 - 31, 2014
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Draft aligned curricula for classroom and Family Nights; approved by Planning Committee. Lead: Karri Livingston
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Working drafts of practical teaching tools and processes for classroom and hands-on Family Night learning in math and science.
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October 1 – November 30, 2014
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Select and purchase materials for pilot testing. Lead: Karri Livingston
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Materials selected, approved by Planning Committee, and purchased for pilot testing
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October 1 – November 30, 2014
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Develop survey tools
Lead: Mary Lou Shefsky
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Document the pilot testing experience, including feedback regarding what children have learned about math and science; preliminary review of TS GOLD data comparing pilot-tested children and all others.
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November 1 – 30, 2014
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Pilot test the three topics; survey participant teachers/families:
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“What Shapes and Numbers Do You See?” (SHAPES)
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“My Healthy Heart” (MHH)
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“Healthy Apples” (APPLES)
Lead: Karri Livingston & Mary Lou Shefsky, Contracted Data Analyst
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Small groups of teachers, other staff, children and families will experience the planned topics/curricula/materials to provide feedback on feasibility, practicality, degree of fun learning, and effectiveness of curricula for learning
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November 15, 2014 – February 28, 2014
Family Nights SHAPES: Nov. 18
MHH: Jan. 27
APPLES: Feb. 24
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Second of three TS GOLD assessments on enrolled children 2014-15 (Yearly program requirement). Lead: Karri Livingston
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Attain second set of TS GOLD data on enrolled children after pilot testing of materials in three classes (63 children)
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February 15 – 28, 2015
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Analyze pilot testing data. Lead: Mary Lou Shefsky
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Initial data analysis of pilot test process, including preliminary comparison of TS GOLD data differences between pilot and non-pilot children.
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March 1 – 31, 2015
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Adjust books and other materials, activities, and curricula into the final modules based on feedback. Lead: Karri Livingston
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Improved curricula and activities with fun, practical materials related to the math and science topics.
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March 1 – 31, 2015
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Implementation Activities
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Anticipated Outcomes
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Start & End Dates
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Third of three TS GOLD assessments on enrolled children 2014-15 (Yearly program requirement). Lead: Karri Livingston
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Attain third set of TS GOLD data on enrolled children after pilot testing of materials in three classes (63 children)
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May 1 – 15, 2015
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Prepare/purchase needed materials for full implementation, including printing of adjusted books. Lead: Karri Livingston
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Classroom and Family Night materials will be organized and set for distribution during pre-service training of teachers and staff
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April 1 – August 14, 2015
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Train all teachers/staff on the three modules for integration into the classroom, Family Night Schedule, and child goal setting. Lead: Karri Livingston
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Teaching/staff will be prepared to utilize math and science curricula and materials in the classroom, at Family Nights, and during Parent-Teacher Conference child goal setting
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August 15 – September 14, 2015
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First of three TS GOLD assessments on enrolled children, 2015-16 (Yearly program requirement). Lead: Karri Livingston
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Attain baseline TS GOLD data on enrolled children prior to implementation of math/science modules
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October 15 - 31, 2015
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Conduct activities throughout program, reaching approximately 300 children/families. Lead: Karri Livingston
Assess experience (teacher and family feedback). Lead: Mary Lou Shefsky
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Fun learning experiences in math and science for children and families in the classrooms, at Family Nights, and in the homes. Collect teacher and parent feedback after each module completed.
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November 1, 2015 to February 15, 2016
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Second of three TS GOLD assessments on enrolled children, 2015-16 (Yearly program requirement). Lead: Karri Livingston
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Attain second set of TS GOLD data on enrolled children prior after math/science modules in classrooms and family nights
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February 15 – 28, 2016
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Assess local TS GOLD, any relevant WaKIDS data; compare to previous year and State data. Lead: Mary Lou Shefsky
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Evidence of children’s achievement in school readiness, including groups of children who had no new activities, pilot-testing activities, and implementation activities.
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March 1 – 31, 2016
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Share STEM program experience and outcomes with community partners, including Educational Service District 105 Early Learning Program for possible inclusion in “READY, SET, STEM” kits.
Lead: Karri Livingston
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Wider distribution of stimulating materials and curricula that interest and prepare children in math and science, support parent engagement and literacy development, and help children learn.
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March 1 – 31, 2016
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Prepare final report.
Lead: Mary Lou Shefsky
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Documentation of the project and outcomes .
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March 15 – 31, 2016
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SECTION VI: BUDGET AND ATTACHMENTS (7 TOTAL POINTS )
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Application Question
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Grantee Response
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Pts. Possible
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Pts. Awarded
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Reviewer Notes
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What is the total operating budget for your organization?
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$2,740,439
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1
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For each key budget category, describe how you will use the funds requested to implement the project described.
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PLANNING STAGE: Travel money during planning allows staff presence in West Valley School District (selected for pilot testing). Supplies for the Planning Committee allow the Committee to meet and review potential materials for suitability and select for pilot testing in three classrooms. Internal printing supports what is most economical for limited reproduction of training and activity modules. Full dinners at Family Nights will increase participation and model good nutrition. Take-home materials for families and initial book printing will allow full pilot testing of the modules. Data Analyst contract, beginning in PLANNING and continuing through IMPLEMENTATION, is critical for the evaluation component and final report.
IMPLEMENTATION STAGE: Internal printing economically provides staff with training and activity modules for implementation in all classrooms. Materials will be sufficient to cover all classrooms and Family Night activities, that include STEM manipulatives and additional stethoscopes to cover EPIC's current modest supply. Take-home materials allow parents to work with children at home and support activities to work toward goal attainment for each child. Final book printing economically provides bilingual books to all children. Planning Committee supplies support the final program wrap-up.
INDIRECT CHARGES cover director and fiscal involvement in carrying out the grant activities.
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6
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Budget and Attachments Total Points
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7
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