**ABSTRACT**

**Absolute Priority #1:** Hand In Hand, Inc. (HIH) a
community/faith-based organization in Chicago, is proposing to expand
its Community Technology Center (CTC) to address the need for
supplemental instruction on the part of area high school students. HIH
will deliver educational services in partnership with Franklin High
School, one of the public high schools within a quarter-mile radius of
the HIH facilities.

**Absolute Priority** #2: This program will be a local program including
one CTC, one community/faith-based organization, one public high school,
and several area colleges and universities. The project will provide
supplementary instruction in the core academic subjects of reading,
language arts, and mathematics to low-achieving secondary school
students who are entering or enrolled in grades 9 through 12 and who
have academic skills significantly below grade level, or who have not
attained proficiency on State academic assessments as established by
NCLB. Supplementary instruction will be delivered after school from 3:00
p.m. to 6:00 p.m. each weekday and will use instructional strategies
that are based on practices that have proven effective for improving the
academic performance of low-achieving students. In addition, the CTC
staff will work in partnership with the HIH Parent Information Resource
Center to ensure that 600 local area residents have increased access to
technology and information resources.

**Competitive Preference Priority:** The project will serve 80 students
from Franklin High School, one of Chicago's low-performing secondary
school that has not met adequate yearly progress (AYP) for many years.
The state's criteria for AYP are a 45 percent passing rate on the
Illinois System of School Assessment (ISSA) in reading and a 35 percent
passing rate in mathematics. Franklin HS had ISSA passing rates of 2.9
percent in reading and 1.3 percent in mathematics in 2001-02 and passing
rates of 7.1 percent in reading and 0.7 percent in mathematics in
2000-01.

**[Goals and Expected Outcomes]{.underline}**

**Goal #1**: To improve the academic performance of academically needy
high school students.

-   Outcome #1a: 90% of project participants will be promoted for their
    next school year.

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-   Outcome #1b: 60% of eleventh graders will pass the ISSA in reading
    and mathematics.

**Goal #2:** To supply the language skills that students need as a basis
for reading, listening, thinking and participating successfully in the
classroom in order to remediate academic deficits.

-   Outcome #2: 90% of active participants make gains of 1-2 years, on
    average, in the foundational skills that are critical for reading
    and learning, stregthening their capapcity to learn in all subject
    areas.

**Goal #3:** To motivate students to attend school and persist through
graduation.

-   Outcome #3: Project participants attend school a minimum of 92% of
    school days.

**Goal #4:** To increase the rate at which students graduate from high
school.

-   Outcome #4: 95% of seniors will graduate from high school

**Goal #5:** To increase the rate at which students matriculate in
post-secondary education.

-   Outcome#5: 70% of "college ready" project participants will enroll
    in a program of postsecondary education for the fall term following
    their high school graduation.

## Table of Contents

Absolute Priority #1 1

Absolute Priority #2 1

Competitive Preference Priority 1

\(a\) Need for the Project 3

\(b\) Quality of the Project Design 6

\(c\) Quality of the Management Plan 9

\(d\) Adequacy of Resources 12

\(e\) Quality of the Evaluation 13

**Absolute Priority #1:** Hand In Hand, Inc. (HIH), a
community/faith-based organization in Chicago, is proposing to expand
its Community Technology Center (CTC) to address the need for
supplemental instruction on the part of area high school students. HIH
will deliver educational services in partnership with Franklin High
School, one of the public high schools within a quarter-mile radius of
the HIH facilities.

**Absolute Priority #2:** This program will be a local program including
one CTC, one community/faith-based organization, one public high school,
and several area colleges and universities. The project will provide
supplementary instruction in the core academic subjects of reading,
language arts, and mathematics to low-achieving secondary school
students who are entering or enrolled in grades 9 through 12 and who
have academic skills significantly below grade level, or who have not
attained proficiency on State academic assessments as established by
NCLB. Supplementary instruction will be delivered after school from 3:00
p.m. to 6:00 p.m. each weekday and will use instructional strategies
that are based on practices that have proven effective for improving the
academic performance of low-achieving students. In addition, the CTC
staff will work in partnership with the HIH Parent Information Resource
Center to ensure that 600 local area residents have increased access to
technology and information resources.

**Competitive Preference Priority:** The project will serve students in
Franklin High School, one of Chicago's low-performing secondary school
that has not met adequate yearly progress (AYP) for many years. The
state's criteria for AYP are a 45 percent passing rate on the Illinois
System of School Assessment (ISSA) in reading and a 35 percent passing
rate in mathematics. Franklin HS had ISSA passing rates of 2.9 percent
in reading and 1.3 percent in mathematics in 2001-02 and passing rates
of 7.1 percent in reading and 0.7 percent in mathematics in 2000-01.

> **(A) [NEED FOR THE PROJECT]{.underline}**
>
> ***(1) Serve students from low-income families***

In a comparison of the 100 largest school districts in the nation, the
Chicago City School District ranked 15^th^ highest in the percentage of
students eligible for free or reduced lunch,[^1] with 66.7 percent in
this category. In fact, among the 100 largest school districts in the
United States, the Chicago City School District was the only district in
which 100 percent of district schools were Title I eligible, a
designation based on high rates of family poverty*.*[^2]^i^

Among Chicago's 35 high schools, Franklin ranks 4^th^ highest in the
percentage of students who are eligible for free or reduced lunch. A
large majority (84.4 percent) of the 1,435 students who attend Franklin
High School come from low-income families[^3]^ii^ for a total of number
of 1,211 low income students, compared with 66.7 percent in Chicago,
28.1 percent in the state, and 35.8 percent in the nation (see Table 1
below).

Table 1. Low-income families: Ben Franklin HS, City School District,
State and Nation

+--------------------+-------------+-----------+------------+---------+
|                    | Franklin HS | Chicago   | Illin      | USA     |
|                    |             |           | ois[^4]^v^ |         |
+--------------------+-------------+-----------+------------+---------+
| > Free/reduced     | 84.4        | 66.7      | 28.1       | 35.8    |
| > lunch (%)        |             |           |            |         |
+--------------------+-------------+-----------+------------+---------+

> ***(2)** **Low performing Secondary School***
>
> The City school district is one of the lowest performing in the state
> and was among the 16 of its 501 districts designated as an Empowerment
> District by the state in July 2000. Among the City's 35 high schools,
> Franklin's composite score was second from lowest, making it one of
> the worst performing schools in both the city and the state.
>
> Franklin High School compares poorly with the state and the city on
> educational outcomes relating to state test results (ISSA passing
> rate, mean score, participation rate, advanced scores, below basic
> scores), college preparation (SAT combined scores, participation
> rates, and seniors planning to attend college), and other measures
> (attendance rate, dropout rate, retention rate). See Table 2 below.

#### Table 2. Educational Outcomes During the 2000-01 School Year[^5]

+-----------------------+----------------+-------------+-------------+
|                       | Franklin HS    | Chicago     | Illinois    |
+-----------------------+----------------+-------------+-------------+
| > State Test Results  |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > ISSA Passing Rate   | 3.5            | 20.9        | 56.3        |
| > (%)                 |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > ISSA Mean Score     | 1026           | 1150        | 1318        |
+-----------------------+----------------+-------------+-------------+
| > ISSA Participation  | 73.5           | 92.1        | 97.4        |
| > Rate (%)            |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > ISSA Advanced (%)   | 0.0            | 4.3         | 18.8        |
+-----------------------+----------------+-------------+-------------+
| > ISSA Below Basic    | 83.8           | 56.3        | 21.5        |
| > (%)                 |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > College Preparatory |                |             |             |
| > Results             |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > SAT Combined Score  | 673            | 829         | 992         |
+-----------------------+----------------+-------------+-------------+
| > SAT Participation   | 22.0           | 48.9        | 62.3        |
| > (%)                 |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > Seniors Planning to | 25.7           | 64.9        | 77.1        |
| > Attend College      |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > Non-Test Measures   |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > Attendance Rate (%) | 68.9           | 87.6        | 94.1        |
+-----------------------+----------------+-------------+-------------+
| > High School Dropout | 12.8           | 9.1         | 2.7         |
| > Rate (%)            |                |             |             |
+-----------------------+----------------+-------------+-------------+
| > Retention Rate (%)  | 30.0           | 12.3        | 1.5         |
+-----------------------+----------------+-------------+-------------+

Standard and Poors listed the following "comparative challenges" that
the City school district faces compared with the rest of the state based
on their 2000-01 outcomes data:[^6]^i^ Exceptionally below-average ISSA
mean score

-   Exceptionally below-average proportion of ISSA scores at or
    exceeding state standards

-   Well below-average proportion of ISSA scores in the Advanced level

-   Exceptionally above-average proportion of ISSA scores at Below Basic
    level

-   Exceptionally below-average SAT combined score

-   Well below-average SAT participation

-   Exceptionally below-average attendance rate

-   Exceptionally above-average high school dropout rate

-   Exceptionally above-average proportion of students retained in grade

-   Exceptionally above-average proportion of economically disadvantaged
    students

Based on Franklin High School's standing in relation to the other City
high schools these comparisons are even more dire. Franklin has had only
a handful of students score in the Advanced performance level on the
ISSA during the past several years and, similarly, their performance on
the SAT is exceptionally below that of the state.

##### (3) Students with Greatest Need for Supplementary Instruction

The overwhelming majority of students at Franklin HS have great need for
supplementary instruction, as indicated by their scores on State and
other local measures of school performance. Results of the eleventh
grade ISSA test indicate that only 8 of the 220 students performed at a
passing level. Of the 220 eleventh graders, 214 clearly need
supplementary instruction based on this test alone.

#### Table 3. Franklin HS Eleventh Grade Results on the ISSA [^7]^ii^

  -------------- -------------- -------------- -------------- --------------
                 Advanced       Proficient     Basic          Below Basic

  Number         0              8              28             184

  Percent        0.0            3.5            12.7           83.8
  -------------- -------------- -------------- -------------- --------------

Other indicators of the need for supplemental instruction and
supplemental motivational activities and guidance include the high
school dropout rates, retention rates, and low college going rates.
During the 2001-02 school year 12.8 percent of the students dropped out;
some of these 183 students may have persisted had they taken part in
supplemental instruction and guidance activities. Additionally, 30.0
percent, or approximately 430 students, were retained, another indicator
of great need for extra support. With only 41 of the school's seniors
planning to go to college in 2001, the remaining 120 would have
benefited from additional guidance and motivational activities.
Additionally, 100 percent of the school's students (N=1,435) have
excessive individual rates of absenteeism, another indicator of need for
motivation to attend and apply themselves at school.

#### Table 4. Franklin HS Dropout Rates for Grades 9 to 12 [^8]^iii^

+-----------+-----------+-----------+----------+-----------+----------+
|           | Grade 9   | Grade 10  | Grade 11 | Grade 12  | Total    |
+-----------+-----------+-----------+----------+-----------+----------+
| > Number  | 55        | 66        | 20       | 42        | 183      |
+-----------+-----------+-----------+----------+-----------+----------+
| > Percent | 8.9%      | 15.1%     | 9.1%     | 26.1%     | 12.8%    |
+-----------+-----------+-----------+----------+-----------+----------+

Based on the student outcomes data, it is evident that virtually all
students at Franklin HS have a compelling need for supplemental
instruction and motivational activities.

***(4**) **Access to Information Technology and Related Training for
Disadvantaged Adults***

The U.S. Census indicates that among the 1.5 million residents of
Chicago in 1999, 29 percent had attained less than a high school diploma
and 23 percent lived below the poverty line compared with 18 percent and
11 percent, respectively, in Illinois. The City's median family income
was \$37,036, only 75 percent of the state's median family income. In
1999, the City's unemployment rate (10.9 percent) was nearly twice that
of the state (5.7 percent).[^9]^x^

Among the City's inner city populations, these quality of life
indicators are even less favorable. Demographics of one such population
in North Central Chicago demonstrate the magnitude of the problem: (1)
of the 122,111 individuals living in this 14 square mile area, only
55,595 (46 percent) held a regular job or had legal income; (2) 44
percent were unemployed and/or receiving public assistance; (3) of the
working population, 44 percent lived below the poverty level; (4) 35
percent of households with children under 15 were receiving public
assistance; and (5) the per capita income in the area was only 76
percent of the City's per capita income.[^10] In 1999, the unemployment
rate in sections of North Central Chicago was 20.4 percent, nearly twice
the rate of the City's rate.[^11]^i^

**Table 5: Socioeconomic Characteristics of Illinois, Chicago, & N.
Chicago**[^12]**^ii^**

+----------------------+-------------+---------------+----------------+
|                      | **State of  | **City of     | **City         |
|                      | Illinois**  | Chicago**     | Census**       |
|                      |             |               |                |
|                      |             |               | **Tract 140**  |
+----------------------+-------------+---------------+----------------+
| Percent below        | 11.0 %      | 22.9%         | 91.1%          |
| poverty level        |             |               |                |
+----------------------+-------------+---------------+----------------+
| Per capita income    | 20,880      | 16,509        | 9,824          |
+----------------------+-------------+---------------+----------------+
| Median family income | 49,184      | 37,036        | 15,833         |
| in 1999 dollars      |             |               |                |
+----------------------+-------------+---------------+----------------+
| Persons 25+ without  | 18.1%       | 28.8%         | 48.3%          |
| high school diploma  |             |               |                |
+----------------------+-------------+---------------+----------------+
| Percent bachelor's   | 22.4%       | 17.9%         | 8.1%           |
| degree or higher     |             |               |                |
+----------------------+-------------+---------------+----------------+
| Unemployed           | 5.7%        | 10.9%         | 20.4%          |
+----------------------+-------------+---------------+----------------+

The unemployed and underemployed residents of the greater Chicago area,
specifically in low income neighborhoods, lack the resources and current
information needed to help them gain or improve employment to raise
their standard of living. While a plethora of information exists
regarding job openings, the job-search process, and how to development
one's career, chronically unemployed and underemployed individuals do
not have the basic skills, knowledge, or personal resources with which
to access and/or use this information effectively. Most do not have
access to PCs and/or Internet connectivity; but even those who do often
lack the expertise to navigate career information to their own best
advantage.

> **(B) [QUALITY OF THE PROJECT DESIGN]{.underline}**

(1) ***Instructional Services to Improve Participants' Academic
    Performance***

Through its proposed Community Technology Center (CTC) Fast ForWord
Labs, HIH plans to offer intensive instructional services in reading,
language arts, and mathematics three hours each weekday for 80 high
school students at-risk of failing in order to help them improve their
academic performance. Services will include outreach during the school
day and after school tutoring, mentoring, career/college guidance
activities, academic monitoring, and computerized instruction in
language skills, reading, mathematics, other high school subjects, and
SAT preparation. The services are designed to address the needs
identified in section above, and will offer sufficient hours per week,
scope of subject matter, and intensity of staff to student ratio and
instructional methodologies to ensure significant academic gains by
students who participate actively in the program.

(2) ***Strategies that Improve Academic Performance of Low Achieving
    Students***

Under the supervision of the CTC director, a professional guidance
counselor, and a school liaison, HIH's

academic coaches will each provide 10 students with individualized and
small group tutoring, mentoring, and

academic monitoring. The following strategies have proven effective with
at-risk, urban high school students and will be incorporated in the
Center to help each student make dramatic academic progress in one
school year.

-   **Coaching:** The HIH Community Technology Center will be staffed by
    "academic coaches," based on the National Football Foundation's
    "Play It Smart" model of academic support for high school student
    athletes. This model has been in place at several high schools
    throughout the country, including Franklin HS for the past three
    school years, and has proven to increase student athletes' grade
    point average, rate of participation in the SAT, and rate of
    involvement in community service activities.

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-   **Fast ForWord:** Based on advances in neuroscience and cognitive
    research to increase human potential, Fast ForWord is a patented,
    highly adaptive technology-based program available for grades K
    through 12, that rapidly builds oral language comprehension skills
    (e.g., phonemic awareness, auditory processing speed, phonological
    awareness, working memory, syntax, grammar, sequencing, and other
    critical skills) necessary to learn to read or to become a better
    reader. On average, students with language and reading problems make
    1 to 2 years gain in language skills after only 4 to 8 weeks of Fast
    ForWord training. Program participants will complete this program as
    the foundation for catching up to grade level in basic skills areas.
    See the Appendix for a synopsis of the scientific research on the
    dramatic improvements that have resulted from use of this program
    with at-risk, urban high school students.

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-   **Skills Bank 5:** Skills Bank 5 offers an online instruction
    website that provides a multitude of learning environments such as a
    cross-curriculum reading and social studies program, special
    education programs, specific reading or math programs, workforce
    training, study halls, pre-testing classes, etc. It covers core
    skills necessary to reach higher learning goals through over 1059
    lessons, assignments and activities including mid-level reading
    comprehension and vocabulary, writing, mathematics, language,
    algebra, science, information and workforce readiness skills. Skills
    Bank 5 is research­ based, includes core skills commonly found on
    standardized tests, and has been shown to increase student scores on
    state and national tests; the program aligns to state and national
    standards. Skills Bank 5 is self-paced and automatically
    personalizes instruction to help every student to reach core skills
    mastery. It has successfully proven to motivate and encourage
    students who do not 'fit' into traditional learning settings.
    Interactive and simple to use lesson formats and assignments "walk"
    students through a core skill within a subject area providing
    feedback and practice throughout the lesson. The program thereby
    decreases the number of students "at risk of failing" and increases
    positive results for entire schools or districts. Skills Bank 5 also
    remediates adults to re-enter the workforce or prepare for the GED.
    Diagnostic and prescriptive tests quickly identify each student's
    weak skill areas and prescribes individual instruction plans. Adult
    students can remain anonymous, work at their own pace feeling
    supported in their unique learning style, and receive feedback and
    helpful hints throughout the program.

    -   **Kaplan PSAT/SAT/ACT Prep:** The CTC will be equipped with
        PSAT, SAT, and ACT preparation materials to help project
        participants prepare for these tests. Features of the Deluxe
        edition of Kaplan's materials include: (1) Tips on effective
        note-taking, communication skills, developing a winning
        attitude, writing with pizzazz, tips on improving reading
        comprehension abilities, and memory tips and strategies. (2)
        Five full­ length SAT simulated tests, 2 complete PSAT writing
        section tests, and in-depth lessons and handy tips. (3) Two
        full-length ACT simulated test, and in-depth tutorials on Math,
        Verbal, and Science. (4) Newsweek's Guide to Colleges includes
        in-depth information on all the schools, direct links to over
        1,000 school websites, in-depth look into college majors and
        career choices, and College-Link application software. (5)
        Valuable information about the cost of college, how to finance a
        degree, and financial planning advice. (6) Test-taking skills
        analyzed by question type, topic and technique; over 2,700 test
        questions.

    -   **Reality Check:** Reality Check is an interactive CD-based
        video software program that can be adminsitered to a class or an
        individual activity. Utilizing a series of quizzes and lessons,
        Reality Check uses live action video, positive reinforcement,
        and repetition to cover core concepts offered in five major
        areas: **(a) Potential**: Everyone has potential through
        perserverance to do something they love and be successful at it.
        **(b) Career Ladder:** Students learn how a game plan will more
        effectively help them reach their career goals by disucussing
        how to connect their dreams to their career, major, classes, and
        goals. **(c) Motivation:** Students learn how to develop their
        motivation and a positive attitude. **(d) The Value of
        Education:** Reality Checkcompares a two-year degree in
        computers to a four-year degree in romance languages. Students
        learn that taxpayers pay a national average of \$5,300 per year
        per student. Over 12 years that is a total of \$63,600. Students
        are challenged to consider what they have to show for that much
        money. **(e) School vs. Work-Based Learning:** Reality Check
        compares the styles of both school-based and work-based learning
        and the fact that at the worksite, many people will be depending
        on each person to do a good job.

***(3)** **Strategies to Effectively Recruit and Retain Students***

Hand in Hand, Inc. has a track record of success in recruiting and
retaining community youth and area residents of all ages to take part
and persist in a variety of educational and social service programs.
Effective recruitment strategies are planned, including:

-   Outreach by members of HIH's parent organization, the Bethel Baptist
    Church, located two blocks from the HS and with a congregation of
    more than 2,000 members

-   Outreach by HIH's partner organizations, which include the Amachi
    Mentoring program and the National Football Foundation's "Play It
    Smart" Program

-   Referrals from Franklin staff, to be coordinated by a teacher who
    will be paid part time to work as liaison with the CTC staff

-   Advertising the program services and benefits through mailing of
    brochures and announcements to parents of the Franklin HS students

-   Advertising the program services and benefits through Parent
    Information Resource Center (PIRC) that serves 600 local community
    residents

-   Open houses for students and families

In order to ensure that this CTC will make an impact on the students who
are in greatest need of supplemental services, it is essential that the
project implement effective strategies for retaining students once they
have been recruited for the program. Effective project retention
strategies are planned and include:

-   Contract with the students articulating the importance of 95%-100%
    attendance.

-   Close monitoring of student attendance by project staff

-   Personal contact by the project staff, i.e., follow-up by telephone,
    visits at school, and/or visits at students' homes

***(4)** **Instruction Aligned with the Secondary School Curricula***

The School/CTC liaison will oversee alignment of the supplemental
instruction with the Franklin HS curricula. The Fast ForWord programming
improves students' basic language skills that help them learn to read
better and thereby can be seen as a support for all curricula. The
Skills Bank 5 software is designed to be aligned with the needs of the
student in relation to the curricula that each one pursues.

***(5) Professional Development for Personnel Who Provide Instruction to
Students***

All CTC project personnel who provide instruction to students will
participate in high quality, sustained, and intensive professional
development to ensure that they are (a) well-versed in the students'

curricula and project software and (b) understand and implement all
project goals and objectives.

> Table 6. Professional Development Plan

+----------------+----------------+-----------------+-----------------+
| **Topic**      | **Purpose**    | ###             | **Timeline**    |
|                |                | ### Responsible |                 |
+----------------+----------------+-----------------+-----------------+
| Staff          | Staff will     | CTC Project     | October 2003    |
| Orientation    | understand     | Director        |                 |
|                | their          |                 | 2 days.         |
|                | respective     | "Play It Smart" |                 |
|                | roles, project | Coach           | Ongoing Weekly  |
|                | goals,         |                 |                 |
|                | objectives,    |                 |                 |
|                | and procedures |                 |                 |
+----------------+----------------+-----------------+-----------------+
| Fast ForWord   | Staff will     | Scientific      | October 2003    |
|                | understand how | Learning        |                 |
|                | to use the     | Company         | 1 day on-site   |
|                | program to     | Representative  | plus            |
|                | maximize       |                 |                 |
|                | student        |                 | 14 mos. Phone   |
|                | learning       |                 | support         |
+----------------+----------------+-----------------+-----------------+
| Skills Bank 5  | Staff will     | Val par         | Nov. 2003       |
|                | understand how | International   |                 |
| Reality Check  | to use the     | Corporation     | 2 days on-site  |
|                | programs to    |                 | training.       |
|                | maximize       | CTC Project     |                 |
|                | student        | Counselor       | Ongoing Weekly  |
|                | learning,      |                 |                 |
|                | career         |                 |                 |
|                | development,   |                 |                 |
|                | and motivation |                 |                 |
+----------------+----------------+-----------------+-----------------+
| Kaplan SAT     | Staff will     | CTC Project     | Ongoing Weekly  |
| Prep           | learn to       | Director        |                 |
|                | instruct and   |                 |                 |
|                | monitor        | CTC Project     |                 |
|                | students in    | Counselor       |                 |
|                | use of         |                 |                 |
|                | career/college |                 |                 |
|                | exploration    |                 |                 |
|                | and test       |                 |                 |
|                | materials      |                 |                 |
+----------------+----------------+-----------------+-----------------+

**(C) [QUALITY OF THE MANAGEMENT PLAN]{.underline}**

**(1) Goals, Objectives, and Outcomes to be Achieved by the Proposed
Project**

**Goal #1:** To improve the academic performance of academically needy
high school students

-   Objective #1: To identify, recruit and select 80 project
    participants with greatest need for supplemental instruction based
    on their test scores, report cards, absenteeism, and recommendations
    of high school staff.

-   Outcome #1a: 90% of project participants will be promoted for their
    next school year.

-   Outcome #1b: 60% of eleventh graders will pass the ISSA in reading
    and mathematics.

**Goal #2:** To supply the language skills that any student needs as a
basis for reading, listening, thinking and participating successfully in
the classroom in order to provide early intervention for those students
who are academically at-risk.

-   Objective #2: CTC project participants engage in Fast For Word
    activity during two 100-minute sessions per week for 10-15 weeks.

-   Outcome #2: 90% of active participants make gains of 1-2 years on
    average, the foundational skills that are critical for reading and
    learning, strengthening their capacity to learn in all subject
    areas.

**Goal #3:** To motivate students to attend school and persist through
graduation.

-   Objective #3: Students develop career and educational plans based on
    completion of Reality Check assessments and Kaplan Career
    Exploration activities.

-   Outcome #3: Project participants attend school a minimum of 92% of
    school days.

**Goal #4:** To increase the rate at which students graduate from high
school.

-   Objective #4: Students develop motivation to persist and complete
    high school.

-   Outcome #4 95% of high school seniors will graduate from high
    school.

**Goal #5:** To increase the rate at which students matriculate in
postsecondary education.

-   Objective #5a: 90% of "college ready" project participants will
    receive assistance in applying for postsecondary admission and
    financial aid.

-   Objective #5b: 80% of high school juniors and seniors will prepare
    for and complete the PSAT and/or SAT.

-   Outcome #5: 70% of "college ready" project participants will enroll
    in a program of postsecondary education for the fall term following
    their high school graduation.

+-----------------------+-----------------------+-----------------------+
| > ***Activity***      | > **Responsible**     | > **Timeline**        |
+-----------------------+-----------------------+-----------------------+
| > Hire staff          | Project Director      | September 2003        |
+-----------------------+-----------------------+-----------------------+
| > Orientation staff   | Project Director      | October 2003          |
+-----------------------+-----------------------+-----------------------+
| > Professional        | Project Director,     | October - November    |
| > development         | Counselor,            | 2003                  |
|                       |                       |                       |
|                       | and company           | and ongoing           |
|                       | consultants           |                       |
+-----------------------+-----------------------+-----------------------+
| > Align project       | High School Liaison   | September - October   |
| > curriculum with     |                       | 2003                  |
| >                     |                       |                       |
| > state standards     |                       |                       |
+-----------------------+-----------------------+-----------------------+
| > Prepare student     | Play It Smart         | September 2003        |
| > recruitment         | Consultant            |                       |
| >                     |                       |                       |
| > materials           |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Recruit students      | Project Director,     | September - November  |
|                       | Counselor,            | 2003                  |
|                       |                       |                       |
|                       | Coaches, High School  |                       |
|                       | Liaison               |                       |
+-----------------------+-----------------------+-----------------------+
| Conduct intake        | Project Director &    | September - November  |
| assessment            | Project Counselor     | 2003                  |
|                       |                       |                       |
| with each student     |                       |                       |
+-----------------------+-----------------------+-----------------------+
| > Schedule weekly     | Project Director &    | > Ongoing             |
| > activities          | Counselor             |                       |
+-----------------------+-----------------------+-----------------------+
| Events are available  | PIRC Project Director | > Ongoing             |
| to adults and high    |                       |                       |
| school students       |                       |                       |
|                       |                       |                       |
| through PIRC on       |                       |                       |
| topics                |                       |                       |
|                       |                       |                       |
| ranging from          |                       |                       |
| parenting skills to   |                       |                       |
| job readiness and     |                       |                       |
| mental                |                       |                       |
+-----------------------+-----------------------+-----------------------+
| > Conduct weekly      | > Project Director    | > Ongoing             |
| > staff               |                       |                       |
| >                     |                       |                       |
| > meetings to assess  |                       |                       |
| > student             |                       |                       |
| >                     |                       |                       |
| > progress and needs  |                       |                       |
+-----------------------+-----------------------+-----------------------+
| > Mentor, tutor, and  | > Project Director,   | > Ongoing             |
| > assist              | > Counselor,          |                       |
| >                     | >                     |                       |
| > students with       | > Coaches             |                       |
| > software            |                       |                       |
| >                     |                       |                       |
| > programs            |                       |                       |
+-----------------------+-----------------------+-----------------------+
| > Conduct project     | > External Evaluator  | > Quarterly           |
| > evaluation          |                       |                       |
+-----------------------+-----------------------+-----------------------+

(3) Time commitments of the project director and other key personnel

+------------------------------------+--------+---------+-------------+
| **Personnel Position**             | **Nu   | **S     | **H         |
|                                    | mber** | tatus** | ours/Week** |
+------------------------------------+--------+---------+-------------+
| > Project Director                 | > 1    | Fu      | > 40        |
|                                    |        | ll-time |             |
+------------------------------------+--------+---------+-------------+
| > Project Counselor                | > 1    | Pa      | > 25        |
|                                    |        | rt-time |             |
+------------------------------------+--------+---------+-------------+
| > Project Coaches                  | > 10   | Pa      | > 20        |
|                                    |        | rt-time |             |
+------------------------------------+--------+---------+-------------+
| > High School Liaison              | > 1    | Pa      | > 10        |
|                                    |        | rt-time |             |
+------------------------------------+--------+---------+-------------+

(4) ***Qualifications of key project personnel***

[Personnel Position]{.underline}: Project Director

-   [Qualifications]{.underline}: Knowledge of computer technology,
    information science, and computer-assisted instruction. Excellent
    interpersonal, management, and communication skills; rapport with
    high school students; and knowledge of local community needs and
    services.

-   [Relevant training and experience]{.underline}: B.S. in Computer
    Science; 10 years experience in field of computer instruction; and
    some supervisory experience.

[Personnel Position]{.underline}: Project Counselor

-   [Qualifications:]{.underline} Knowledge of career and educational
    guidance; excellent interpersonal and communication skills; rapport
    with school students; and knowledge of local community needs and
    services

-   [Relevant training and experience:]{.underline} Masters in
    Counseling or related field; two years experience providing guidance
    in a school or community organization.

[Personnel Position]{.underline}: Project Coaches

-   [Qualifications:]{.underline} Ability to tutor, mentor, and
    encourage high school students; knowledge of local community needs
    and services.

-   [Relevant training and experience:]{.underline} Bachelors degree;
    enrolled in Masters in Education or related field.

[Personnel Position]{.underline}: High School Liaison

-   [Qualifications:]{.underline} Experienced teacher at Franklin High
    School; rapport with students; committed to student success; good
    communication skills and sense of community service.

-   [Relevant training and experience:]{.underline} Certified teacher
    with at least three years experience at Franklin High School

[Personnel Position]{.underline}: Project Consultant

-   [Qualifications]{.underline}: Knowledge of effective community
    outreach/recruitment and retention techniques with Franklin High
    School students.

-   [Relevant training and experience]{.underline}: M. Ed. In
    Psychology; four years experience in area of academic
    advising/tutoring/coaching; worked with local area high school
    students.

####### **(D) [ADEQUACY OF RESOURCES]{.underline}**

> ***(1) Adequacy of Support from the Applicant***

The applicant will provide a match valued at \$317,217 to ensure that
adequate facilities, computers, personnel, supplies, software,
furniture, security, and programming for community residents - including
the high school students - are available to effectively implement the
proposed CTC project. Included in the Appendix is a description of the
applicant's programs and services. These will be available as options to
project participants who meet the eligibility criteria of each program.

> ***(2) Project resources to improve academic performance of
> low-achieving students***

All project resources will be used for activities designed to improve
the academic performance of low-achieving students in reading or
language arts, and/or mathematics. Administrative services and costs
relating to the facility are all taken care of by the applicant. The
project resources pay for instructional staff and instructional
materials/supplies. Additional educational programming is provided by
the Parent Information Resource Center to help students deal with
problems they may face in their personal lives outside of school.

> ***(3)** **The budget is adequate and costs are reasonable***

The focus of this budget is to upgrade the computerized instructional
materials available to inner city youth and to

provide sufficient staff to work as one staff person for every 5 to 7
students. This population needs intensive, caring mentoring, monitoring,
and tutoring. The budget is designed to meet these educational goals of
the project.

> ***(4)** **Potential for continued support of** **the project***
>
> HIH has a long record of successful fundraising for its many vital
> programs. They have received large grants form the federal, state, and
> city governments as well as significant support from corporations,
> foundations and private individuals. The CTC project furthers the
> organization's mission "to break the vicious cycle of poverty in the
> lives of people" through education of area residents and therefore
> will remain a priority.
>
> **(E) [QUALITY OF THE EVALUATION]{.underline}**
>
> ***(1) Evaluation methods are feasible and appropriate to goals and
> outcomes***

Appropriate methods of evaluation will be administered, including both
quantitative and qualitative measures, to monitor participants' academic
and career development and to ensure that program services and
activities successfully support participants' needs. Quantitative
evaluation methods will include documentation of participants'
improvements using grade point averages (GPA's), grade level,
graduation, and matriculation into post­secondary education, SAT scores,
STAT 9 tests in English, Mathematics, and Reading, ISSA for grade 11 and
Magellan Career Assessment measures.

In order to evaluate effectively the delivery of project services and
activities, several qualitative evaluation techniques will be utilized.
Both staff and students will complete project designed evaluation
instruments to measure personal satisfaction, usefulness, and relevance
following each activity. All completed evaluations will be maintained in
the appropriate files in the Talent Search office.

All reports required by the U.S. Department of Education will be filed
on time. The Annual Performance Report evaluates achievement of project
objectives and specifies which students have been served.

> ***(2) Progress and outcomes on a range of appropriate performance
> measures***

A comprehensive evaluation process is planned to ensure the program's
success in meeting its objectives and the positive impact of the program
on each participant. The evaluation process will include the
intervention of an external evaluator at six points during the start up
year. The evaluator will assist the project in establishing a database
that reflects a self-study design to ensure that the project is on track
to accomplish both its CTC objectives and help the schools to meet the
standards set forth in the Empowerment Improvement Plan (i.e.,
improvement of standardized test scores, student attendance, and
behavior). The evaluation process will provide progress reports to allow
each component of the program to be modified to better serve the
participants. It will also provide an evaluation component to assess the
final impact of the project for subsequent years.

Information to complete the evaluations will be gathered from student
report cards, standardized test results, college admissions
confirmations, and teacher and counselor contacts. The program will be
adjusted to meet the students' changing needs.

*(3) **Independent, external evaluator***

HIH will engage the services of Mr. John Doe, President of Statewide
Management LLC, (resume attached in Appendix) to serve as independent
external evaluator. Mr. Doe has had many years of experience in
educational evaluation, development, and management. He has extensive
knowledge of the state's academic standards and the challenges and needs
of schools in North Chicago. Mr. Doe has a B.S. in Social Science and
more than 20 years experience with educational program evaluation.

*(4) **Rigorous evaluation design***

HIH has developed a rigorous evaluation design (see table below) that
will facilitate

completion of all federal reporting requirements and review of expected
outcomes. Using the data presented in the

needs assessment section of this proposal, the program staff will track
changes in ISSA scores, student attendance rates, the percentage of
students who take the SAT's, students' composite SAT scores,
availability of computer assisted learning opportunities and
availability of AP courses. Comparison of these outcomes with the
baseline data will be reported to the Department of Education in the
final report.

**Table 7. Evaluation Plan**

+-------------+-------------+-------------+-------------+-------------+
| **Goal#1:** |             |             |             |             |
| To improve  |             |             |             |             |
| the         |             |             |             |             |
| academic    |             |             |             |             |
| performance |             |             |             |             |
| of          |             |             |             |             |
| a           |             |             |             |             |
| cademically |             |             |             |             |
| needy high  |             |             |             |             |
| school      |             |             |             |             |
| students.   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| *           | **Time      | **Q         | **Qu        | **Staff     |
| *Evaluation | Line**      | uantitative | alitative** | Re          |
| Criteria**  |             | A           |             | sponsible** |
|             |             | ssessment** | **A         |             |
|             |             |             | ssessment** |             |
+-------------+-------------+-------------+-------------+-------------+
| #1a: 90% of | #1a: June   | 80 project  | Students'   | Project     |
| project     | 2004        | p           | fit with    | Director,   |
| p           |             | articipants | project     | Counselor,  |
| articipants | #1b: Summer | with        | will be     | External    |
| will be     | 2004        | greatest    | assessed by | Evaluator   |
| promoted    |             | need for    | their       |             |
| for their   |             | s           | motivation  |             |
| next school |             | upplemental | to          |             |
| year.       |             | instruction | participate |             |
|             |             | based on    | in the      |             |
| #1b: 60% of |             | their test  | program.    |             |
| eleventh    |             | scores,     | CTC staff   |             |
| graders     |             | report      | will        |             |
| will pass   |             | cards,      | monitor     |             |
| the ISSA in |             | a           | this        |             |
| reading and |             | bsenteeism, | weekly.     |             |
| m           |             | and         |             |             |
| athematics. |             | reco        |             |             |
|             |             | mmendations |             |             |
|             |             | of high     |             |             |
|             |             | school      |             |             |
|             |             | staff will  |             |             |
|             |             | enroll in   |             |             |
|             |             | project     |             |             |
+-------------+-------------+-------------+-------------+-------------+
| **Goal      |             |             |             |             |
| #2**: To    |             |             |             |             |
| supply the  |             |             |             |             |
| language    |             |             |             |             |
| skills that |             |             |             |             |
| any student |             |             |             |             |
| needs as a  |             |             |             |             |
| basis for   |             |             |             |             |
| reading,    |             |             |             |             |
| listening,  |             |             |             |             |
| thinking    |             |             |             |             |
| and         |             |             |             |             |
| pa          |             |             |             |             |
| rticipating |             |             |             |             |
| s           |             |             |             |             |
| uccessfully |             |             |             |             |
| in the      |             |             |             |             |
| classroom   |             |             |             |             |
| in order to |             |             |             |             |
| provide     |             |             |             |             |
| early       |             |             |             |             |
| i           |             |             |             |             |
| ntervention |             |             |             |             |
| for those   |             |             |             |             |
| students    |             |             |             |             |
| who are     |             |             |             |             |
| a           |             |             |             |             |
| cademically |             |             |             |             |
| at-risk.    |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| *           | **Time      | **Q         | **Qu        | **Staff     |
| *Evaluation | Line**      | uantitative | alitative** | Re          |
| Criteria**  |             | A           |             | sponsible** |
|             |             | ssessment** | **A         |             |
|             |             |             | ssessment** |             |
+-------------+-------------+-------------+-------------+-------------+
| 90% of      | Weeks 10-15 | CTC project | Students'   | All CTC     |
| active      |             | p           | expression  | staff and   |
| p           |             | articipants | of          | External    |
| articipants |             | engage in   | s           | Evaluator   |
| make gains  |             | ***Fast     | atisfaction |             |
| of 1-2      |             | ForWord***  | with the    |             |
| years, on   |             | activity    | CTC program |             |
| average, in |             | during two  | activities  |             |
| the         |             | 100-minute  | and with a  |             |
| f           |             | sessions    | sense of    |             |
| oundational |             | per week    | personal    |             |
| skills that |             | for 10-15   | acco        |             |
| are         |             | weeks.      | mplishment. |             |
| critical    |             |             |             |             |
| for reading |             |             |             |             |
| and         |             |             |             |             |
| learning,   |             |             |             |             |
| st          |             |             |             |             |
| rengthening |             |             |             |             |
| their       |             |             |             |             |
| capacity to |             |             |             |             |
| learn in    |             |             |             |             |
| all subject |             |             |             |             |
| areas.      |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| **Goal      |             |             |             |             |
| #3:** To    |             |             |             |             |
| motivate    |             |             |             |             |
| students to |             |             |             |             |
| attend      |             |             |             |             |
| school and  |             |             |             |             |
| persist     |             |             |             |             |
| through     |             |             |             |             |
| graduation  |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| *           | **Time      | **Q         | **Qu        | **Staff     |
| *Evaluation | Line**      | uantitative | alitative** | Re          |
| Criteria**  |             | A           |             | sponsible** |
|             |             | ssessment** | **A         |             |
|             |             |             | ssessment** |             |
+-------------+-------------+-------------+-------------+-------------+
| Project     | Weekly and  | Attendance  | Students    | All CTC     |
| p           | quarterly   | records     | develop     | staff and   |
| articipants |             |             | career and  | External    |
| attend      |             |             | educational | Evaluator   |
| school a    |             |             | plans based |             |
| minimum of  |             |             | on          |             |
| 92% of      |             |             | completion  |             |
| school      |             |             | of          |             |
| days.       |             |             | ***         |             |
|             |             |             | Magellan*** |             |
|             |             |             | career      |             |
|             |             |             | exploration |             |
|             |             |             | activities  |             |
|             |             |             | and         |             |
|             |             |             | ***Reality  |             |
|             |             |             | Check***    |             |
|             |             |             | a           |             |
|             |             |             | ssessments. |             |
+-------------+-------------+-------------+-------------+-------------+
| **Goal      |             |             |             |             |
| #4:** To    |             |             |             |             |
| increase    |             |             |             |             |
| the rate at |             |             |             |             |
| which       |             |             |             |             |
| students    |             |             |             |             |
| graduate    |             |             |             |             |
| from high   |             |             |             |             |
| school      |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| *           | **Time      | **Q         | **Qu        | **Staff     |
| *Evaluation | Line**      | uantitative | alitative** | Re          |
| Criteria**  |             | A           |             | sponsible** |
|             |             | ssessment** | **A         |             |
|             |             |             | ssessment** |             |
+-------------+-------------+-------------+-------------+-------------+
| 95% of      | June        | Seniors     | Ongoing     | All CTC     |
| project     |             | will have   | monitoring  | staff and   |
| seniors     |             | completed   | of          | External    |
| graduate    |             | all         | students'   | Evaluator   |
| from high   |             | r           | persistence |             |
| school      |             | equirements | in high     |             |
|             |             | for high    | school      |             |
|             |             | school      | course work |             |
|             |             | graduation. | and         |             |
|             |             |             | motivation  |             |
|             |             |             | to pursue   |             |
|             |             |             | po          |             |
|             |             |             | stsecondary |             |
|             |             |             | education.  |             |
+-------------+-------------+-------------+-------------+-------------+

[^1]: ^i^ Characteristics of the 100 Largest Public Elementary and
    Secondary School Districts in the United States:2000-2001. National
    Center for Education Statistics, [http://nces.ed.gov/pubs2002/100
    largest/table 09
    I.asp](http://nces.ed.gov/pubs2002/100 largest/table 09 I.asp),
    6/25/03

[^2]: ^ii^ Characteristics of the 100 Largest Public Elementary and
    Secondary School Districts in the United States:2000-2001. National
    Center for Education Statistics, [http://nces.ed.gov/pubs2002/100
    largest/table 09
    I.asp](http://nces.ed.gov/pubs2002/100 largest/table 09 I.asp),
    6/25/03

[^3]: ^iii^ 2001-2002 Illinois School Report Cards,
    [www.paprofiles.org/profiles/PrintProfile
    I.asp](http://www.paprofiles.org/profiles/PrintProfile I.asp),
    6/25/03

[^4]: ^iv^ Illinois in National Context, School Evaluation Services,
    Standards & Poors,
    [www.ses.standardandpoors.com](http://www.ses.standardandpoors.com/),
    6/17/03

[^5]: ^v^ School Evaluation Services, Standards & Poors,
    [www.ses.standardandpoors.com](http://www.ses.standardandpoors.com/),
    6/17/03

[^6]: ^vi^ Chicago School District, School Evaluation Services,
    Standards & Poors,
    [www.ses.standardandpoors.com](http://www.ses.standardandpoors.com/)[,]{.underline}
    6/17/03

[^7]: ^vii^ School Evaluation Services, Standards & Poor's,
    [www.ses.standardandpoors.com](http://www.ses.standardandpoors.com/),
    6/17/03

[^8]: ^viii^ School Evaluation Services, Standards & Poor's,
    [www.ses.standardandpoors.com](http://www.ses.standardandpoors.com/),
    6/17/03

[^9]: ^ix^ U.S. Census Bureau, *Census 2000*

[^10]: ^x^ Chicago University's Urban Data Center, Analysis of 1990 U.S.
    Census Data

[^11]: ^xi^ U.S. Census Bureau, *Census 2000*, for Census Tract 140 in
    North Central Chicago

[^12]: ^xii^ U.S. Census Bureau, *Census 2000*