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Home My WebLink About1999-03-22Call to Order. BUDGET WORK SESSION: Review and Discussion 1:00 Review of Board of Supervisors Issues/Funding Priorities Remaining critical issues and questions, if needed Matters for consideration from other work sessions Proposed allocation of Board's Reserve Fund Setting of tax rates for public hearing Other Matters Not Listed on the Agenda from the BOARD. Adjourn to March 24, 1999, 1:00 p.m., if necessary. COUNTY OF ALBEMARLE EXECUTIVE SUMMARY AGENDA TITLE: FY 1999/00 Operating Budget SUBJECT/PROPOSAL/REQUEST: AGENDA DATE: March 22, 1999 ACTION: CONSENT AGENDA: Information for Board Budget Work Session STAFF CONTACT(S): Messers. Tucker, White, Gulati ACTION: ATTACHMENTS: REVIEWED BY: ITEM NUMBER: INFORMATION: X IN FORMATION: DISCUSSION: The attached sheets provide information on the FY 1999/00 Operating Budget to be discussed at the March 22, 1999 budget work session. The first sheet, entitled "Board of Supervisors' FY 1999/00 Working Budget,', summarizes adjustments to the Board's available contingency reserve as well as additional funding initiatives to be discussed at the work session. As. a result of miscellaneous salary adjustments, the removal of the two CPS Social Workers from the recommended budget (which the State did not fund), and a $20,000 reduction in engineering fee revenues, the Board's available contingency reserves total $212,172. Initiatives selected by the Board for possible additional funding also are listed, as are the three items identified for further discussion: MACAA'S Head Start Program, the Pantops Shuttle, and the County's Gypsy Moth Program. School Board reserves and unfunded priorities are presented at the bottom of the sheet. The second sheet lists potential available resources which may be used to fund General Government or School Division initiatives. Recurring resources total approximately $471,080 and include the Board's contingency reserves ($212,172), the General Government Debt Service Reserve ($200,000) and the School Board's contingency reserve ($58,907:) Non- recurring or one-time revenues total $1,323,200 and include $1,173,200 in projected current year local revenue collections over budgeted, as well as $150,000 in potential energy savings for the schools. RECOMMENDATION: The attached information is presented for the Board's information only. No action is required at this time. 99.049 Board of Supervisors' FY 1999/00 Working Budget 3119199 11:17 County General Fund Beginning Reserves Less County Executive Adjustments Miscellaneous Salary Adjustments (including Consitutional Officers, Addtl. Bailiff) Remove 2.0 FTE CPS Social Workers - State Did Not Fund Subtotal Plus Resource Changes Reduction ~ Engineering/Training Center Revenues Subtotal Net Ending Reserves Board of Supervisors' Funding Initiatives for Discussion (8) (32,164) (32,172) (20,000) (20,000) Cost 200,000 212,172 Funded Amt. Public Safety 1.0 FTE Traffic Officer for Community Policing Unit - Police Department - Net Cost Additional Hours - Emergency Servcies Coordinator @ ECC (County Share @ 43.29%) Additional Hunting Control Enforcement Funds (to Double Hours/Operations) -' Engineering & Public Works 1.0 FTE Office Associate II (net of exisitng PT Wages) - Engineering Human Services Full Funding for SARA 36,731 4,574 9,935 9,131 2,790 36,731 4,574 9,935 9,131 21790 Additional Initiatives Funded 63,161 IRemainin~l Board Reserve Fund Items for Futher Discussion Head Start- MACAA Pantops Shuttle Gypsy Moth Program 149,011 7,211 56,O00 (14,655) School Division Beginning Reserves Less Superintendent Adjustments Plus Resource Changes Net Ending Reserves School Board Unfunded Priorities Cost 58,907 58,907 Funded Amt. Additional Mobile Classrooms (3) Elementary Art, Music & PE Staffing (3.0 FTE) English as a Second Language - Phase II Gifted - Phase II Increase School and Departmental Budgets by 2% Orchestra - Phase I (Revised) Secondary Alternative Education Staffing Committee Recommendations (Partial Funding 4.0 FTE) Tuition Reimbursement (Phase-In) Additional Initiatives Funded 120,000 122,709 76,032 102,086 120,060 46,180 180,000 163,612 60,000 I Remaininfl Board Reserve Fund 58,907I Potential Additional Available Resources: FY 99~00 Source Board of Supervisors Contingency Reserve Debt Reserve Projected Local Revenue Collections Over Budgeted in FY 98/99 Amount 212,172 200,000 1,173,200 School Only Resources School Board Contingency Reserves Energy Savings (Schools) Amount 58,907 150,000 Grand Total Potential Available Resources: Subtotal Recurring Resources Subtotal One-Time Resources 1,794,279 471,079 1,323,200 Board of Supervisors' FY 1999100 Working Budget .. 3/22/99 14:55 County General Fund Beginning Reserves Less County Executive Adjustments Miscellaneous Salary Adjustments (including Consitutional Officers, Addtl. Bailiff) Removal of Gypsy Moth Remove 2.0 FTE CPS Social Workers - State Did Not Fund Subtotal Plus Resource Changes Reduction - Engineering/Training Center Revenues Subtotal Net Ending Reserves Board of Supervisors' Funding Initiatives for Discussion (8) (14,655) (32,164) (46,827) (20,000) (20,000) Cost 200,000 226,827 Funded Amt. Public Safety 1.0 FTE Traffic Officer for Community Policing Unit - Police Department - Net Cost Additional Hours - Emergency Servcies Coordinator @ ECC (County Shars @ 43;29%) Additional Hunting Control Enforcement Funds Engineering & Public Works 1.0 FTE Office Associate II (net of exisitng PT Wages) - Engineering Parks, Recreation & Culture Music Resource Center Human Services Full Funding for SARA 36,731 4,574 9,935 9,131 2,790 36,732 4,574 5,000 9,131 1,000 2,790 Additional Initiatives Funded Remaining Board Reserve Fund Pantops Shuttle - Hold in Contingency Total Remaining Board Reserve 59,227 167,600 (50,000) 117,600 School Division Beginning Reserves Less Superintendent Adjustments Plus Resource Changes Use of General Fund Balance (One-Time Transfer) Estimated Energy Savings (School carry over) Board Continency Reserves Subtotal Net Ending Reserves School Board Unfunded Priorities 200,000 150,000 100,000 450,000 Cost 58,907 450,000 508,907 Funded Amt. Additional Mobile Classrooms (3) Elementary Art, Music & PE Staffing (3.0 FTE) English as a Second Language - Phase II Gifted - Phase II Increase School and Departmental Budgets by 2% Omhestra - Phase I (Revised) Secondary Alternative Education Staffing Committee Recommendations (Partial Funding 4.0 FTE) Tuition Reimbursement (Phase-In) Additional Initiatives Funded 120,000 122,709 76,032 102,086 120,060 46,180 180,000 163,612 60,000 IRemainin~l Board Reserve FUnd 508,907 To: Albemarle Board of Supervisors ~ From: Kenneth Ackerman, Executive Director Date: March 16, 1999 Re: Urgent Request for Head Start Funding MONTICELLO AREA COMMUNITY ACTION AGENCY 1025 PARK STREET C HARLOTT E SVI L L E VIRGINIA 22901 804/295-3171 FAX 804/296-0093 EDUCATION AND TtLAINING: HEAD START NELSON COUNTY CHILD CARE CENTER PARENTS IN EDUCATION PROJECT DISCOVERY DREWARY J. BROWN JOB TRAINING CENTER COMMUNITY AND FAMILY DEVELOPMENT: COMMUNITY OUTREACH CHILD HEALTH PARTNEtLSHIP HENRY B. MITCHELL HOPE HOUSE I would greatly appreciate your consideration of MACAA's request to provide local funding to support the Disabilities Coordinator position that was added as a new position to our Head Start program last fall. The total cost for this position is $28,481. The amount requested from Albemarle County is $7,211 based on the relative number of Head Start children from Charlottesville. A federal on-site review was conducted last Spring on MACAA's Head Start program. Disabilities services were cited as a deficient program area. The expansion of our staffing by creating a coordinator for disabilities services was imperative to address the extensive requirements to meet the needs of children with special needs. Areas cited for immediate attention included referral of children for screening and diagnosis, establishment of Individual Education Plans (IEP's), provision of appropriate services, documentation of service delivery, staff and parent training, and, transition of disabled children to and from the Head Start program. On,going observations are also necessary at each .of the twelve Head Start classrooms. Many Of the direct services are provided through linkageS with outside resoUrces including the public schools, Kluge Children's RehabilitatiOn center (KCRC), Region Ten Community Services, and UVa's Center for Clinical Psychology. Head Start requires that disabled children comprise at least ten percent (10%) of total program enrollment. During the current school year, we have significantly increased the participation of children with special needs throughout Head Start. A total of 37 children have been diagnosed with a disability or have been referred for screening. This represents seventeen percent (17%) of funded enrollment. We acknowledge the Budget Review Team's recommendation that the public school system is responsible for meeting the needs of children with disabilities after the age of three. However, the scope of services required by Head Start exceeds the capacity of existing resources within the schools to respond in a timely and comprehensive manner. In light of the above, your sUpport of this request is most important. It is unclear hOw funding might be obtained through the schools at thiS point in the budget process. We will approach the sChOols With: thi~ concept; however, it appears that funding from the City may be'°ur only Opportunity for the coming year. J"IAR, 11. 1999 11: 05AM ROBERT HAUSER HOMES MO. 020 ' --P. 2-- Goc,d Evening, my name is Bob Hauser. I live in the Rivanna District of Albzmarle County and I appear before you tonight in my capacity as Cha.h-man of the Charlottesville Regional Ctiamber of Commerce. We are an ~.ssociation of businesses and many of our members are citizens of the County, or work for businesses located in the County. Om legislative action committee monitors and studies the.budgets of our loca. ljurisdictions and I am here tonight to thank Bob Tucker and his staff for 'i'he work they have done to keep us informed and educated on the budget pro~::ess. I would like to share with you our process at this time, We have a couaty budget subcommittee chaired by Chris Lee, that followed file preparation of the School Budget. They are now studying the proposed County Budget and will work towards a formal presentation of om' ideas foll:)wing the work sessions at the public hearing, We hope to present ideas on llow you can operate more efficiently within the current draft budget, pro'~;ide revenue for some key unfunded priorities, and prevent the need for pro?erty tax increases for years to come. · We hope to inspire our county leaders to consider long term cooperation by sha::ing services and facilities with the City and potentially with other jurisdictional partners in the region. We recognize that some real progress is behig made to improve efficiency and that there are obstacles to further pro,~ess. We ask that you persevere for the benefit of your taxpayers. We have identified the following areas where we could share resources to irate,rove services, add programs and still save money: 1. ?arks and Recreation 2. ?ire Services 3. ))ublic Transportation 4. Road Improvements 5. '~ocial Services 6. ~chool System Fari:her, we encourage you to take advantage of our favorable economic clirlate and set aside funds now for Capital Improvement needs so that we can avoid future bond referendums which could very well trigger an increase in tse real property tax rate. 1308.4 Purpose and scope of disabilities service plan. (a) A Head Start grantee, or delegate agency, if appropri- ate, must develop a disabili- ties service plan providing strategies for meeting the special needs of children with disabilities and their parents. The purposes of this plan are to assure: (1) That all components of Head Start are appropriately involved in the integration of children with disabilities and their parents; (2) That resources are used efficiently. Services for Children with Disabilities SUBPART B ~ 'DISABILITIES SERVICE PLAN Guidance: In order to develop an effective disabilities service plan the responsible staff members need to understand the context in which a grantee operates. The Head Start program has operated under a Congressional mandate, since 1972, to make available, at a minimum, ten percent of its enrollment opportunities to children with disabilities. Head Start has exceeded this mandate and serves children in integrated, developmentally appropriate programs. The passage of the Individuals With Disabilities Education Act, formerly the Education of the Handicapped Act, and its amendments, affects Head Start, causing a shift in the nature of Head Start's responsi- bilities for providing services for children with disabilities relative to the responsibilities of State Education Agencies (SEA) and Local Education Agencies (LEA). Grantees need to be aware that under the IDEA the State Educa- tion Agency has the responsibility for assuring the availability of a free apprbpriate public education for all children with disabilities within the legally required age range in the State. This responsi- bility includes general supervision of educational programs in all agencies, including monitoring and evaluating the ~special education d related semces to ~nsure that they meet State standards, de- veloping a comprehensive State plan for services for children with disabilities (including a description of lnteragenc$.coordmation among these agencies), and providing a Comprehensive System for Personnel Development related'to training needs of all special edu- cation and related service personnel involved in the education of children with disabilities served by these agencies, including Head Start programs. Each State haS in effect under IDEA a policy assuring all children with disabilities beginning at least at age three, including those in public or private institutions or other care facilities, the right to a free appropriate education and to an evaluation meeting estab- lished procedures. Head Start is either: · The agency through which the Local Education Agency can meet its obligation to make a free appropriate public educa- tion available through a contract, State or local collabora- tive agreement, or other arrangement; or · The agency in which the family chooses to have the child served rather 'than using LEA services. Regardless of how a child is placed in Head Start, the LEA is re- sponsible for the identification, evaluation and provision of a free appropriate public education for a child found to be in need of spe- cial education and related services which are mandated in the State. The LEA is responsible for ensuring that these services are provided, but not for providing them all. IDEA stresses the role of multiple agencies and requires their maintenance of effort. 257 Services for Children with Disabilities 1308.4 Purpose and scope of disabilities service plan. (a) A Head Start grantee, or delegate agency, if appropri- ate, must develop a disabili- ties service plan providing strategies for meeting the special needs of children with disabilities and their parents. The purposes of this plan are to assure: (1) That all components of Head Start are appropriately involved in the integration of children ~with disabilities and their parents; (2) That resources are used efficiently. SUBPART B -- DISABILITIES SERVICE PLAN Guidance: In order to develop an effectix~e disabilities service plan the responsible staff members need to understand the context in which a grantee operates. The Head Start program has operated under a Congressional mandate, since 1972, to make available, at a minimum, ten percent of its enrollment opportunities to children with disabilities. Head Start has exceeded this mandate and serves children in integrated, developmentally appropriate programs. The passage of the Individuals With Disabilities Education Act, formerly the Education of the Handicapped Act, and its amendments, affects Head Start, causing a shift in the nature of Head Start's responsi- bilities for providing services for children with disabilities relative to the responsibilities of State Education Agencies (SEA) and Local Education Agencies (LEA). Grantees need to be aware that Under the IDEA the State. Educa- tion Agency has the responsibility for assuring the availability of a free apprbpriate public education for all children with disabilities within the legally required age range in the State. This responsi- bility includes general supervision of educational programs in all agencies, including monitoring and evaluating the special education and related services to insure that they meet State standards, de- veloping a comprehensive State plan for services for children with disabilities (including a description of interagency coordination among these agencies), and providing a Comprehensive SYstem for personnel Development related to training needs of all special edu- cation and related service personnel involved in the education of children with disabilities served by these agencies, including Head Start programs. Each State has in effect under IDEA a policy assuring all children with disabilities beginning at least at age three, including those in public or private institutions or other care facilities, the right to a free appropriate education and to an evaluation meeting estab- lished procedures. Head Start is either: · The agency through which the Local Education Agency can meet its obligation to make a free appropriate public educa- tion available through a contract, State or local collabora- tire agreement, or other arrangement; or · The agency in which the family chooses to have the child served rather 'than using LEA services. Regardless of hoTM a child is placed in Head Start, the LEA is re- sponsible for the identification, evaluation and provision of a free appropriate public education for a child found to be in need of spe- cial education and related services which are mandated in the State. The LEA is responsible for ensuring that these services are provided, but not for providing them all. IDEA stresses the role of multiple agencies and requires their maintenance of effort. 257 Services for Children with Disabilities The Head Start responsibility 'is to make available directly or in co- operation with other agencies services in the least restrictive envi- ronment in accordance with an individualized education program (IEP) for at least ten percent of enrolled children who meet the dis- abilities eligibility criteria. In addition, Head Start continues to provide or arrange for the full range of health, dental, nutritional, developmental, parent involvement and social services provided to all enrolled children. Head Start has a mandate to recruit and en- roll income-eligible children and children with disabilities who are most in need of services and to coordinate with the LEA and other groups to benefit children with disabilities and their families. Serving children with disabilities has strengthened Head Start's ability to individualize for all children. Head Start is fully commit- ted to the maintenance of effort as required for all agencies by the IDEA and by the Head Start Act (Sec. 640(a)(2)(A)). Head Start is committed to fiscal support to assure that the services which chil- dren with disabilities need to meet their special needs will be pro- vided in full, either directly or by a combination of Head Start funds and other resources. These Head Start regulations facilitate coordination with the IDEA by utilizing identical terms for eligibility criteria for the most part. However, Head Start has elected to use the term "emotional/be- havioral disorder~ in lieu of"serious emotional disturbancef which is used in the IDEA, in response to comments and concerns of par- ents and professionals. Children who meet State-develo~p~d criteria under IDEA will be eligible for services from Head Star, in that State. In order to organize activities and resources to help children with disabilities overcome or lessen their disabilities and develop their potential, it is essential to involve the education, health, social services, parent involvement, mental health and nutrition compo- nents of Head Start. Parents, staff and policy group members should discuss the various strategies for ensuring that the disabili- ties service plan integrates needs and activities which cut across the Head Start component areas before the plan is completed. Advance planning and scheduling of arrangements with other agen- cies is a key factor in assuring timely, efficient services. Local level interagency agreements can greatly facilitate the difficult tasks of locating related service providers, for example, and joint community screening programs can reduce delays and costs to each of the par- ticipating agencies. 258 VIRGINIA FESTIVAL OF THE BOOK Albemarle Coun~ is committed to promoting tr~tding, ~iting, and storytelling within and outside its borders; and WHEREAS, our devotion to literac~ and our support of literature has attracted over 750 ~riters and thousands of readers to our VIRGINIA FESTIVAL OF THE BOOK; and WHEREAS, the VIRGINIA FESTIVAL OF THE BOOK celebr~s the power of books and publishing; and WHEREAS, businesses, cultural and civic organizations, and individuals have contributed to the ongoing success of the VIRGINIA FESTIVAL OF THE BOOK; and the citizens of Albemarle and Virginia and the world have made the VIRGINIA FESTIVAL OF THE BOOK the best book festival in the country; NOW, THEREFORE, I, Sally II. Thomas, on behalf of the Albemarle Board of Coun~ Supervisors, do hereby proclaim WEDNESDAY, MARCH 24, 1999 THROUGH SUNDAY, MARCH 28, 1999 as the Ftfth Annual VIRGINIA FESTIVAL OF THE BOOK and encourage community members to participate fully in the l~rid¢ variety of available events and activities. Signed and sealed this 24th da~ of March, 1999. ALBEMARLE BOARD OF COUNTY SUPER VISORS Music Resource Center Summary of Application WHAT IT IS: SINCE WHEN: WHO RUNS IT: HOW IT WORKS: TEENS SERVED: Year ending Mar. 1'99 A juvenile delinquency prevention program and teen skill- building program targeting at-risk youth. Since June of '95: (planning began in January of '93). A Board of Directors and 3 full-time staff. The Center works with schools and agencies, but is not part of any agency. The facility (with 7 rooms filled with musical equipment) attracts teens after school to come play music (mostly pop music), take lessons and make recordings. Staff aids/mentors. Aib. Co. Ch'ville Other Total %White %Black c/dm/ 75 388 17 480 30% 70% 80% FY 98 Actual 53 268 10 331 27% 71% 83% FY 99 Projected* 60 300 20 380 30% 70% 80% * This entry is an Oct.'98 estimate submitted to City Council; it is updated by the Mar. 1 '99 figures above. FY 00 Projected (revised): 87 435 30 552 30% 70% 80% ACCOMPLISHMENTS --The Center kept 480 teens off the street and out of trouble last year. By achieving their goals (writing, performing, recording) they are better able to succeed in life. --The Center is "clearly successful in preventing teen drug use" according to a HUD representative who evaluated our services to public housing residents two years ago. --The Center is "one of the most effective mentoring programs in the city" according to public school teachers and administrators. (Letters of support available.) --Students who attend regularly "gain self-esteem, improve their attitude and even their grades." according to area high school and jr-high teachers. (Letters available.) BUDGET (FY): Amount Requested: Amount Requested: Amount Projected: Amount Projected: Last Year: $ 95,200 Next Year: Charlottesville: Next Year: Albemarle County: Next Year: Charlottesville Albemarle County: Next Year: Next Year: $125,800 $58,000 $ 9,000* *This amount = 16% of Ch'ville's amount, because the Center sees 16% Alb. Co. residents. $32,000 [= $58,000 [above] less $16,000 CDBGrant] $ 5,000 [= 16% of Charlottesville's amount.] Other Grants: 34,000 Fed: $16,000 (CDBG) Fees: $800 Contrib's (revised): $36,000 + Carryover = 125,800 FY 1999/00 Program & Agency Application To request funds from Albemarle, Charlottesville, Fluvanna, Greene, Louisa, Nelson and/or the United Way Part A: General Agency Information [) a) Agency Name The Music Resource Center (a project of Musicians United to Serve the Youth of C-ville) (If this is a subsidiary program ota larger agency, and omy ttmt Program ~s requesting tunas, mciua~ ~om program & agency name.) b) Contact Person/Title Patrick Belisle, Administrative Director Mailing Address Post Office Box E, Charlottesville, VA 22903 Street Address 122 1 lth Street SW, Charlottesville (2nd Floor) Telephone (804) 979-5478 ) Agency's Fiscal Year July 1- June 30 Total .Agency Budget (Fiscal Year July 1 - June 30) Fluvanna rnited Way Fees Current 95,200 3,500 700 100% 3.7 .7 Projected 125,800 58,000 16,000 8O0 100% 46.1 12.7 0.6 58,000 I 12,500 357.1 100 14.3 32.1 49,000 2' ooo 51.5 2.1 42.0 15,000 2,000 11.9 1.6 27.1 '40,000 34,000 (34,000)*** 0 (6,ooo) (69.4) 0.0 (15.0) * Fundraising, special eVents, designations, sponsorships, etc. Do not include in-kiad contributions. the loss of a one,t~me '98'99 gift of $35,000' ahd an ~ncrease of $1,000 on remmnmg Agency Application Local Gov'ts/United Way 1 Part A (continued) 2) Agency Mission: What is the overall problem or condition in the community that your agency addresses? Who is experiencing this problem? What is the extent of the problem and how do you know? We address juvenile delinquency (drugs, 'teen-pregnancy, gang activity) and under-achievement/failure by teens. In its 1997-98 Retreat, the City Council recognized the need for safe neighborhood centers which give our youth constructive, meaningful opportunities after school and on weekends. The Council also outlined the need to revamp the City's anti-drug efforts. The Music Resource Center helps to address all of these needs and has been doing so since June, 1995. Our mission: 1) To keep young people out of trouble (i.e. to provide positive alternatives for teens who are at risk of falling into a reliance on alcohol, drugs, sex, and crime to fulfill their needs. 2) To help students discover their abilities (i.e. to help them set and reach their goals, develop good work habits, and experience the personal achievement that makes them better able to succeed in life. we are open to all 7th through 12th grade students, we focus on attracting at-risk youth. All our members have full access to 7 studios that are fried with musical instruments and equipment and are staffed 6 a week by musicians/mentors who help the teens with rock, rap, and R&B projects. However, iris not |.ust "music program." We reach young people through their interest in pop music, but we use that interest to help' attain higher goals. _ have served more than 1,000 young people since we opened; over 300 each year. Of those 300~ we have a and verifiable impact on at least 100 of them. (These are our "regulars" who attend several times a week at least a few times a month for several months.) On average, we keep 20 teens a day off the City streets and of trouble. Program.n: Please list all of your agency's programs and show how they relate to the City, CoUnty-'and United Way strategic plans: Name Juv. Del. Prey. Teen Skill Bldg. Outreachffutor Integrated , efficient, accessible , humane system for human Albemarle Basic i educational vocational, and social skills for children Charlottesville United Healthy Regional Ernerg~c:~ solutions to Nced~ Problems Agency Application Local Gov'ts/United Way 2 Part B: Fiscal Overview 1) Leveraging: If the requested funds will be used to leverage other funds, explain the matching formula. Although we have no plans to use these funds to leverage any others at this time, we will be applying to various foundations for matching funds in the coming year and would be able to use a portion of these funds to match theirs. 2) Local Share Formula: What is the local share formula of your agency? Show/explain the calculations. Have all localities funded your agency based on this formula? At this point, we are privately funded and have no financial formula to outline where public funding should be shared. However, we will be glad to share the locality breakdown of the kids we served last year. Youth Served: Charlottesville 81% Albemarle 16% Other 3% 3) Self-Sufficiency: To what private, Federal, State or United Way sources of funding is your agency applying for in the coming fiscal year? Individual Donors Private Foundations Status: Applied-Yth Srv. Award Applied Annual Donations 6 Contacted: 4 Identified Time Frame: April '99 July '99 Throughout '99 Throughout '99 Amount: $10,0oo $16,000 $15,000+ $34,000+ Fees: What fees are charged? Who is charged? How are fees determined? 3ince we are aiming to attract at-risk, low-income youth, our annual membership fee is just $5. This gives kids privileges (use of studios and equipment, mentofing services, participation in talent shows, opportunities to ~rd their songs onto tapes or CD, etc.) for the whole year. Because we want kids to choose to come here on own. teens brought here by community organizations pay $5 per visit (almost always paid by that ~rganization, not the student). Other fees: Members pay $5 for eight weeks of lessons (keyboards, drums, guitar, ~tc.). Fees are also charged for our talent shows and dance parties; usually $2-5, depending on expenses, and for 'ield trips (e.g.B.E.T. network in Washington D.C., Boyz II Men in Richmond, etc.). Agency Application Local Gov'tsFUnited Way 3 C: Program Information Albemarle Agency Name: Proposed Distribution of FY 99/00 Funds By Program Total 58,000 Program Juv. Del. Prev. 22,500 Program Teen Skill Bldg 16,500 5. Louisa 6. Nelson 16,000 10,000 Music Resource Center Program School Outreach Program Fees 800 15,000" 2,000 400' 14,000 1,000 1,000 13. Other 14. Total Revenues 'EXPENSES: '15. Administration * 116. Direct Program Costs iI 'l 7.' Capital ** " 18. Number of FTE's penses 20. Total Service Unit Cost 34,000 125,800 25~800 72,100 27,900 3.5 125,800 500 251.60 13,050 50,950 10300 31;200 9,450 1".5 50,950 500 101.90 * AdministratiOn expenses include: AdminiStrator ~alary, taxes, 13,45o 50,350 8,500 23,400 '18,450 1.0 50,350 500 100270 benefits, and ofl expenses include: 4,500 24,500 17;500 ' 1.0 ' "24,500 120 '204.20 ice expenses. Facilities rent, maintenance arid improvements, equipment over $500. Define Service Unit t participating ]Teens ~9/00 Agency Application Local Gov'tsAJnited Way 4 Part C (continued) COMPLETE PAGES 5.9 FOR EACH PROGRAM l.) Name of Program 2.) Name of Agency 3.) Program Status: REVENUES: I. Albemarle 2. Charlottesville 3. Fluvanna 4. Greene 5. Louisa 6. Nelson 7. United Way 8. State 9. Federal 10. Service Fees 11. Contributions' 12. Carry-Over 1''3. Other 14. Total Revenues EXPENSES: Juvenile Delinquency Prevention The Music Resource Center New XXX Expanded Level Service Individual Program Funding (Fiscal Year July 1 - June 30) FY 97/98 0 0 325 11,942 1,000 13.885 27,152 FY 98/99 3,500 "'350 20,000 1,000 24,000 48,850 9,785 29,950 22,500 10,000 400 4,000 1,000 13,050 50,950 10,300 31,200 22,500 6,500 50 (16.000) 0 (10,950) 2,100 515 1,250 3,487 19.473 4,192 8,500 1.5 48,235 380 126.90 9,450 1.5 50,950 500 101.90 950 2,100 Reduced Service 15. Administration 16. Direct Program Costs ~7. Capital of FTE's penses .75 27.152 331 82.00 185.7 14.3 (80.0) 0 (45.6) 4.3 5.3 ' 4.4 11.2 4.3 ;99/00 Agency Application Local Gov'tsFLlnited Way 5 PROGRAM: Juvenile Delinq. Prev. 4) Population/Beneficiary Data: In the chart below, fill in the number of service units provided by this (See general instructions for service unit and income definitions.) Del'me "service unit" and note your of data in the space provided. Additionally indicate the total number of unduplicated individuals served in FY98. Define Service Unit: 7th through 12 grade students participating in our program. gources of data: Computer Data Banks and Attendance Log Books. Since we do not require proof of income services, these low income percentages are derived from looking at students' addresses. Number of Units of Service Provided by Program Albe- Ch'ville Fluvanna Greene Louisa I FY98 Projected 45 240 4 . =5 2 I F T98 Actual 33 2o~ I ' 4 '2 I F Y99 Proj_'ected 60 300 5 8 2 The total shoulld equal the total'f0r ~11 the juri§clictions, ' Nelson Total * 4 300 · '2 ' 331 5 380 4 7 500 as well as the total roi' race percentages. I percentages do not allow for Asian, Native Am. populations.) * Indicate the time period covered by YTD: July 1-Oct. 31 % % Low 70 80 71 . 70 80 1.5 70 80 Race number of unduplicated individuals served in FY98:331 Description and Justification of New Program or Program Changes: Describe any changes in the program such as an expansion or a reduction in services. For a new program or changes to a program, why the change or new program has been initiated and document the need for the locality(ies) being Briefly describe how your agency consulted with other community agencies when planning the program agency names). How does this program differ from or complement similar programs in the area? For a program, you may attach an additional sheet. efore this program was undertaken, 600 Buford students filled out a survey and 92% said they wanted this and would come here often. We personally interviewed 20 students, at least 10 educators (e.g. Dave ers, Ken Leatherwood, Laurine Bennett-Moore, Lucian Carter, Cyndi Chapman, Alvin Edwards, Tarek Bob Dunnenberger, Joe Tomello, etc.) at CHS, Buford, Walker, and AHS; and parents and PTO hairpersons (Richard McCarty, Lucille Smith). Opinions were gathered from community, leaders, (Tom fandever, Mary Ann Elwood, Pynkie Gohaner-Lyles, Roland Wiggins, Bob Garrity) youth organizations (Boys Girls Club [Harold Young], City Parks and Recreation [Johnny Ellen, Gene German, Rick Shackleford, Johnson]. and Community Attention [Heather Kellams], Charles Alexander [Alex-Zan], etc.), and hurches, social service agencies (MACAA, Region 10, Community Attention. They all agreed it was needed. organizations bring their youth here often: Community Attention's "Teens Give" program, who have told s our program is their kids' most requested activity, Region 10 Child Aids, People Places; and many come from Agency Application . Local Gov'ts/United Way 6 PROGRAM: Juvenile Delinq. Prev. time to time: the Boys and Girls Club, MACAA's Project Discovery, Burgess Lane, Young Life, and Big Siblings. In 1995-96 we worked with several organizations as part of "drug elimination grant," and the HUD representative who evaluated our services to public housing residents said we were "clearly successful in diminishing teen drug use" and awarded us a bonus of $2,250 on top of the $4,000 budgeted for us in their grant. How are we different? Among the youth we serve are kids who have shown little interest in other established programs. We are different thall dialog-based, counseling programs; by getting kids to come here to be involved with music, we are combatting the main things that cause teen problems: they are bored and unsupervised during their after school and weekend hours, so they turn to sex drugs and gang activity. There are other groups that give kids activities: Schools, sports leagues, school-related sports, arts, and music programs, and the Boys and Girls Club, to name some. But according to all of the educators listed above, there is a large portion of kids who are not served by these offerings that we serve. We also attract more older teens (45% are 9th and 19th graders, 30% are 1 lth and 12th graders) than most youth programs. We also provide mentoring relationships between teens and caring adult role models. Our mentors are professional musicians who grew up in these kids' neighborhoods who are no.w a success at something most young people see as "cool." Using popular music as a vehicle, these staff mentors work with students on many levels. Meaningful discussion occurs regularly when writing or listening to song lyrics; the popular rock and Hip-Hop the .kids listen to tends to glamorize violence, sex, and drugs. Our mentors give our teen members some credible, non-judgemental alternatives to these "Bad Advice" lyrics and get the kids thinking labour alternatives. According t,o, city school teachers and administrators, we are "One of the most effective t mentoring programs in the city.' Justification of Budget Increase/Decrease: If a budget change is indicated, show how you arrive at the dollar increase/decrease. If applicable, break down information by unit cost. ff the change is due to inflation, show the inflation factor used. Examples: [10 meals @$2.50/meal x 5 days = $125 increase], or [$6,000 rent increase x 25% (program's share of agency's total budget) = $1,500 program increase]. from FY99 to FY00 is an inflationary increase. No substantial programatic changes will take )lace. g to the Charlottesville-Albemarle Children and Youth Commission, our cost per teen "served" ($163 in and our cost per teen "impacted" ($535 in FY98) are well below the $1,000/year benchmark of a y efficient youth-service organization. We are coming to the city for funding ~at this time for the. following reason: In Fall-winter '97-98, we found mrselves over~vhelmed by students and under-staffed. In March of '98, we decided to hire two additional full- workers to handle the need for increased services. We financed that move with a one-time gift of $35,000 the Dave Matthews Band and the Bruce Hornsby Band. We are now serving youth better than ever. IN to sustain this level of funding, we need help from the city. Agency AT. plication Local Gov'ts/United Way 7 PROGRAM: Juvenile Delinq. Prey. 8) EVALUATION: For a better understanding of how this specific program fits into the overall picture of community needs and services, please complete the following questions using only this page and no typeface smaller than 10 pt. mo What is the overall problem or condition in the community that this program addresses? Who is experiencing this problem? What is the extent of this problem and how do you know? Juvenile delinquency and teen under-achievement and failure are the two problems we address. Every-sector of our community seems to be in agreement that we are not doing enough for our youth. They need more and a wider diversity of programs that appeal to their interests. B. Please provide an inclusive list of the specific needs faced by'this population. In order to meet teens needs, the President's Summit on Youth and Colin Powell's youth organization America's Promise both state that youth organizations need to ~?ovide things the Music R~gource Center provides; namely: 1) Ongoing relationships with caring adults. 2) Safe places and structured activities during non-school hours. 3) Marketable skills. 4) The opportunity to give back to their own community. On which of the above needs does your program focus? Why? What is the intended effect of that service on the client? #2 (safe place, structured activity), then #1 (relationships with caring adul4 then #3 (marketable skills) hope to produce confident students who have the respect of their peers. Thib way they will be less affected peer pressure to participate in potentially destructive behavior. How will you know if the program focus works? Be specific on what is measured, how it is measured, and what goals are to be achieved. Being a true prevention program, it is difficult to measure results; as long as our stay out of trouble, we have nothing to report. So our results are measured by the number of students we participating in our programs; by comments from parents, teachers, students; and by our own observations the respect kids' get from their friends and from their own attitudes. We aim to keep their interest long mough for them to be considered "regulars" which we measure as kids who come several times a week or at a few times a month for several months. These are the kids we know we've had a meaningful impact on. Using that standard/goal, what number (%) met that goal in your most recently completed fiscal year? the pm'ticipating youth, one-third become regulars. Guidance counselors say they have seen no problems with but about 3 of these regulars. Our staff, mentors know each of our kids well. Last year, 99% of our kids rayed out of trouble (no pregnancies, violence, drugs, etc.). Three of our members had a~ first offense for which were given community service work. We have worked closely with the Juvenile Court Assessment Center o ensure that our kids' first offense would be their last. None of the three has been in trouble since. Aside from funding, what obstacles and/or disappointments did you encounter in attaining these goals? culture of movies, T.V., and, yes, pop music is difficult to combat. We address this by having a policy re: advice lyrics" (those condoning sex, drugs, violence). We forbid it in our library and in performances. Agency Application Local Gov'ts~nited Way 8 PROGRAM: Juvenile Delinquency Prevenrion 8) Program Evaluation: Using the stated goals and measures in your FY 98/99 application, please complete the chart below. You may use a second sheet if you need additional space. Goal Measure FY 97/98 - FY 97/98 FY 98/99 FY 98/~9 Prqjeeted Actual Projected YTD ** ,. "Regular" is I a teen who I ~ . 500 ~ns } comes several 300 partici- 331 partici- 213 partici- participate, ~ times a week paring teens ". paring teens, ~;.paring teens,l paring teens 140 become ] or a few times , and 80 regulars 101 regulars 1 120 regulars! .69 regulars "regulars" i a month for ~ several months. I I ** Time period covered by YTD (ex. July 1- September 30): July 1 - October 31 FY 99/00 Program & Agency Application 9 Local Gov'ts Un FY 99/00 Projected 500 parri- cipate, 140 regulars. United Way Part C (continued) COMPLETE PAGES 5.9 FOR EACH PROGRAM 1.) Name of Program Teen Skill Building Program 2.) Name of Agency The Music Resource Center 3.) Program Status: New XXX Expanded Level ~ervlCe Reclucecl :Service Individual Program Funding (Fiscal Year July 1 - June 30) FY 97/98 FY 98/99 FY 99/00 REVENUES: 1. Albemarle ~ 2. Charlottesville 0 0 16,500 16,500 3. Fluvanna ~ -- 4. Greene 5. Louisa 6. Nelson 7. United Way 8. State 9. Federal '0 0 6,000 6,000 10. Service Fees 325 350 400 50 14.3 11. Contributions 14,667 29,000 14,000 (15,000) (51.7) 12. Carry-Over 1,000 1,000 1,000 0 0 13. Other 11,160 16,000 13,450 (2,250) (15.9) 14. Total Revenues 27,152 46,350 50,350 4,000 8.6 EXPENSES: 15. Administration 3,487 8,100 8,500 400 4.9 16. Direct Program Costs 17,982 22,350 23,400 1,050 4.7 17. Capital 4,596 15,900 18,450 2,550 16.0 18. Number or' FTE's .75 1.0 1.0 19. Total Expenses 26,065 46,350 50,350 4,000 8.6 20. Total Service Units I 331 500 21. Unit Cost 78.75 100.70 Y99/00 Agency Applicanon Local Gov'ts/United Way 10 PROGRAM: Teen Skill Bldg. 4) Population/Beneficiary Data: In the chart below, fill in the number of service units provided by this program. (See general instructions for service unit and income definitions.) Del'me "service unit" and note your sources of data in the space provided. Additionally indicate the total number of unduplicated individuals served in FY98. )efine Service Unit: 7th through 12 grade students participating in our program. Sources of data: Computer Data Banks and Attendance Log Books. Since we do not require proof of income For services, these low income percentages are derived from looking at students' addresses. Number of Units of Service Provided by Program FY98' Projected FY98 Actual FY99 Projected FY99 YTD ** FY00 Projected :The total shoul Albe- 45 33 60 75 equal the Ch'ville 240 300 1>/ 400 total for: Fluvanna 4 5 I 4 5 8 o 5 10 11 the juri Greene ~dictions, Louisa 2 2 3 as well as percentages do not allow for Asian, Native Am. populations.) :* Indicate the time period covered by YTD, e.g., July 1-Sept.30. Nelson Total * % 4 _ _ 300 30 7. ;531 27 5 380 ~ he total fo/' race percentages. (July 1-Oct. 31) % % Low 70 .80 71 ~3 70 80 73 ?9 70 80 Race number of unduplicated individuals served in FY98:331 Description and Justification of New Program or Program Changes: Describe any changes in the ~,xisfing program such as an expansion or a reduction in services. For a new program or changes to a program, xplain why the change or new program has been initiated and document the need for the locality(ies) being Briefly describe how your agency consulted with other community agencies when planning the program include agency names). How does this program differ from or complement similar programs in the area? For a program, you may attach an additional sheet. Teen Skill Building Program is based on the second part of our mission: - To help students discover and develop their abilities (i.e. to help them set and reach their goals, develop good work habits, and experience the sense of personal achievement that makes them better able to succeed in lite. that end, we offer staff-led structured programs like songwriting and music production classes; music lessons guitar, drums, keyboards, etc.; talent shows; professional demonstration showcases; and the Make It and It CD Prc, ject where our members participate in the music Process from beginning (writing, peff0i~ing, recording a song for a CD) to end (mixing, engineering, and marketing the CD). We also offer supervised Cudent-led activities such as jamming (rehearsing with their band), singing karaoke, or using the digital samplers drum machines to make their own beats they can rap over. Agency Application Local Gov'tsFUnited Way 11 PROGRAM: Teen Skill Bldg. This program provides our members with the confidence that comes from mastering an instrument, performing in front of their peers, and succeeding at goals they set (such as recording and performing their original songs). It also helps them gain the peer respect and status which helps put them further out of reach in peer pressure situations. Also, if these young people decide to go into sound or electrical engineering, music composition or even sales or marketing, these programs give them usable skills for the marketplace. tg to a guidance counselor at Buford Middle School, "Students gain self-esteem, improve their attitude even their grades." This counselor stated further that, "It is the only supervised youth-development program holds any interest for the large portion of our kids who are difficult to motivate academically and for whom sports and band programs hold little interest." A Buford teacher says our program, "Is similar to sports leagues (in that) it gives the youth something fun and-constructive to do, but even better than sports .eagues, the mentors at the Center discuss important issues." with the Juvenile Delinquency Prevention Program, all the aforementioned youth and social service anizations have benefitted from our Teen Skill Building Program. ;) Justification of Budget Increase/Decrease: If a budget change is indicated, show how you arrive at the lollar increase/decrease. If applicable, break down information by unit cost. If the change is due to inflation, how the intlation factor used. Examples: [10 meals @$2.50/meal x 5 days = $125 increase], or [$6,000 rent x 25% (program's share of agency's total budget) = $1,500 program increase]. 8.6% increase between FY99 and FY00 represents inflation (4.3%) combined with projected capital ~rovements (new carpeting) plus computer and recording equipment to replace equipment on loan. Agency Application Local Gov'tsAJnited Way 12 PROGRAM: Teen Skill Bldg. 8) EVALUATION: For a better understanding of how this specific program fits into the overall picture of community needs and services, please complete the following questions using only this page and no typeface smaller than 10 pt. A. What is the overall problem or condition in the community that this program addresses? Who is experiencing this problem? What is the extent of this problem and how do you know? the problem is under-achievement and failure by teens in succeeding at constructive, skill-building tasks. At-risk youth are those who fail to succeed in school and are not experiencing success in school-sport, arts, music programs, etc. B. Please provide an inclusive list of the specific needs faced by this population. See above. On which of the above needs does your program focus? Why? What is the intended effect of that service on the client? ~,s mentioned above, this program focuses on young people's need to develop good work habits and experiencing It sense of personal achievement by working toward constructive, personal goals. The effect is that we have kids ¢vho are excited about sharing their new-found abilities with family and friends, feeling confident in themselves empowered in situations where they're tempted to "just go along." How will you know if the program focus works? Be specific on what is measured, how it is measured, and what goals are to be achieved. will know by the numbers of kids participating and by positive comments from parents, teachers, and and our own observations. Tracking success is difficult in this program as we do not test our members aptitude or pre- or post-involvement skills, so tracking results here would be subjective (the student >roved...a lot). We do track the number of lessons given each year, the number of students performing in showcases and taking our classes, as well as how many kids participate in our Make It and Market It CD project. However, the activities which all our members participate in (jamming, sampling, writing, .inging, cassette recording, etc.) and which far outnumber all of these, are tracked--again--via attendance tumbers. Using that standard/goal, what number (%) met that goal in your most recently completed fiscal year? the participating youth, one-third become regulars. Parents and teachers have commented that these kids have more ability to complete tasks, and even get better grades. Aside fi'om funding, what obstacles and/or disappointments did you encounter in attaining these goals? would like to diversify our "client" base. Our members are mainly African-American males. By expanding ur programming (see the proposed School Outreach and Tutoring Program), we hope to include additional girls low to moderate-income European-Americans. Agency Application Local Gov'ts/United Way 13 PROGRAM: Teen Skill Building 8) Program Evaluation: Using the stated goals and measures in your FY 98/99 application, please complete the chart below. You may use a second sheet if you need additional space. Goal 1) 500 participating teens, 140 "regulars". 2) Increase the number of members involved with Make It and Market It ~ CD Recording Project. 3) Increase the number of members involved in Songwriting, Music Production and other offered classes. 4) Increase the number of talent showcases and the number of students performing in them. Meaaur~ "Regulars" visit several times a week or at least a few times a month for several months. The program is new this fiscal year. We plan to have at least'at least 20 kids participating in FY99 and 40 in FY00. Members who register and participate in 8-week classes. / 4 Talent Showcases, 80 students participate. 5) Increase m members taking instrument and vorce lessons. At least 20 members participate in 8-week lessons. FY 97198 300 partici- paring teens, 80 "regulars". New 15 3 Talent Shows, 40 performing students. 12 FY 97198 Actual 331 teens, 101 regulars: New 11 3 Talent Shows, 47 students. 15 FY 98/99 lh'oj,ect~ 380 teens, 120 regulars ao& 4 Talent Shows, 60 students; 15 FY 98199 '6./ 1 Talent Show, 1 ~, CD Show, ~ 28 student., FY 99/00 Projeetea 500 teens, 140 regulars. 4 Talent Shows, 100 Students. 20 '* Time period covered by YTD (ex. July 1- September 30): July 1 - November 2 99/00 Program & Agency Application & [t~ Local Gov'ts United Way Part C .) Name of' Program Name of Agency 3.) Program Status: (continued) COMPLETE PAGES 5-9 FOR EACH PROGRAM School Outreach and Tutoring Program The Music Resource Center XXX New Expanded Level Service Reclucecl ~ervice Individual Program Funding (Fiscal Year July 1 - June 30) FY 97/98 REVENUES." 7. United Way 8. State 9. Federal Fees les 15. Administration Program Costs Number of FTE's penses 20. Total Service Units 21. Unit Cost ts/Umted Way FY 98/99 16 'FY 99/00' 1,000 4,500 24,500 5,000 17,500 2,000 1.0 24,500 120 2O4.2O ' 19,000 4,500 24,500 6,000 16,500 2,000 24,500 PROGRAM: Outreach/Tutoring 4) Population/Beneficiary Data: In the chart below, fill in the number of service units provided by this program. (See general instructions for service unit and income definitions.) Define "service unit" and note your sources of data in the space provided. Additionally indicate the total number of unduplicated individuals served in FY98. Define Service Unit: NEW PROGRAM (no stats) Sources of data: Number of Units of Service Provided by Program FY98 Projected FY98 Actual FY99 Projected FY99 YTD ** FY00 Projected The total shoul. Indicate the ume Albe- Ch'ville equal the total for ~ Fluvanna 11 the juri Greene ~dictions Louisa. - as well as ' period covered by YTD, e.g., July 1-Sept.30. Nehon Total * ae total foi' race percentages. % Low ?otal number of unduplicated individuals served in FY98: Description and Justification of New Program or Program Changes: Describe any changes in the ~xisting program such as an expansion or a reduction in services. For a new program or changes to a program, .~xplain why the change or new program has been initiated and document the need for the locality(ies) being Briefly describe how your agency consulted with other community agencies when planning the program include agency names). How does this program differ from or complement similar programs in the area? For a tew program, you may attach an additional sheet. School Outreach and Tutoring program will achieve two important purposes: - Increase and diversify the teens participating in Music Resource Center programs. Add a dimension of school-related programming not currently available. input from our members' parents, teachers, and school administrators like Dave Rogers, principal of Buford School. we are launching an academics-related program where we will track our members' grades and them with schoolwork. In keeping with our mission, the program will be tied to music-related programs. 'wo half-time (.5 FTEs) performing artists will carry out the program. Both will be liaisons to the schools ,rd and CHS, mainly), monitor students' grades, and offer tutoring. One employee, the Youth Team Leader, ~ill focus on a program which is based on a proven, successful model (not currently offered) where the Youth Agency Application Local Gov'tsFUnited Way PROGRAM: Outreach/Tutoring Team Leader organize.s one or more choreography teams whose members stress the importance of studying before they rehearse. The other person, the Youth Projects Leader will expand two ongoing, successful projects: 1) the popular Make It and Market It project which helps kids write, record, and market their songs on CDs and cassettes, and 2) the highly motivational Talent Showcase performance project. Examples of these projects will be brought into the schools as assemblies and classes for outreach and recruitment purposes. Justification of Budget Increase/Decrease: If a budget change is indicated, show how you arrive at the increase/decrease. If applicable, break down information by unit cost. ff the change is due to inflation, the inflation factor used. Examples: [10 meals @$2.50/meal x 5 days = $125 increase], or [$6,000 rent x 25% (program's share of agency's total budget) = $1,500 program increase]. ~nnel: $17,500 2 x 20 hrs/wk x 40 weeks x 10/hr) = $16,000 plus payroll taxes = $1,500 m: 5,000 (portion of rent, etc.) Program Cost 2,000 $24,500 Agency Application Local Gov'ts/United Way 18 PROGRAM: Outreach/Tutoring 8) EVALUATION: For a better understanding of how this specific program fits into the overall picture of community needs and services, please complete the following questions using only this page and no typeface smaller than 10 pt. What is the overall problem or condition in the community that this program addresses? Who is experiencing this problem? What is the extent of this problem and how do you .know? conditions listed under Juvenile Delinquency Prevention Program. Please provide an inclusive list of the specific needs faced by this population. addition to needs listed under the Juvenile Delinquency Prevention Program, some teens need more assistance their schoolwork. Whether they are lacking in-motivation, teacher attention'; ability, or focus, some kids' more help to be successful. On which of the above needs does your program focus? Why? What is the intended effect of that service on the client? program will give the students one-on-one time with a respectful, qualified tutor who will be monitoring the ens' grades and, by having worked with them closely on their music-related projects, will know what motivates How will you know if the program focus works? Be specific on what is measured, how it is measured, and what goals are to be achieved. program has two focuses: 1) to increase the number and diversity of teens coming to the Center, and 2) to lp them improve their grades. #1 will be tracked using attendance records: do we have more kids coming in are they more diverse? #2, grades will be monitored by the Youth Team Leader and Youth Projects Leader conjunction with the schools. Using that standard/goal, what number (%) met that goal in your most recently completed fiscal year? ng a new program, there are no statistics yet. Aside from funding, what obstacles and/or disappointments did you encounter in attaining these goals? Agency Application Local Gov'ts/United Way I9 PROGRAM: School Outreach and Tutoring 8) Program Evaluation: Using the stated goals and measures in your FY 98/99 application, please complete the chart below. You may use a second sheet if you need additional space. Goal To greatly increase the number of teens participating in programs at the Music Resource Center.' To improve our teenage. members' school grades. Measure 120 new teens come to us through this program, 20-40 of them becoming "regulars", bringing the total Music Resource Center numbers to 500 participating teens, 140 "reg.l_ars". Provide tutoring for at least 100 students and improve their grades. FY 97~98 Prqjected Time period covered by YTD (ex. July 1- September 30): FY 97~98 Actual July 1 FY 98~99 Projected FY 98~99 Y'rD ** - October 31 FY. 99100 Projected 120 partici- pating teens, 40 "regulars." 99/00 Program & Agency Application ~ ~ z> Local Gov'ts United Way ALBEMARLE COUNTY PUBLIC SCHOOLS Office of the School Board 401 Mclntire Road Charlottesville, Virginia 22902-4596 March 19, 1999 Charles Martin, Chairman Albemarle Board of County Supervisors 401 McIntire Road Charlottesville, VA 22902 Dear ~ On behalf of the Albemarle County School Board, I invite you to visit with Kirk T. Schroder, the President of the Virginia Department of Education, on Thursday, April 1, 1999, 8:00 a.m. to 5:30 p.m. Enclosed is the itinerary. I am sure you share our interest in hearing first-hand the comments of Mr. Schroder regarding the progress of our educational system, including the most current information about the Standards of Learning. If you are unable to spend the entire day with us, we encourage you to attend the morning session from 8:00 a.m. to 9:45 a.m., as we would like to introduce Mr. Schroder to you and to have you attend a School Division orientation briefing. Please contact Mrs. Fuller at 972-4055 if you plan to attend, or you can E-mail her at tpendlet~albemarle.org. We look forward to sharing this day with you. Sincerely, John E. Baker Chairman cc: Albemarle County School Board Kevin C. Castner, Superintendent Kobert Tucker, County Executive Ella Carey, Clerk, Board of Supervisors "We Expect Success" , Albemarle County Schools Visit of the President of the Virginia Board of Education Thursday April 1, 1999 8:00 AM- 5:30 PM Hosts: Mr. John E. Baker, Chairman Albemarle County School Board Dr. Kevin C. Castner, Division Superintendent "We Expect Success" ALBEMARLE COUNTY SCHOOLS Central Staff Dr. Kevin C. Castner, Superintendent Mrs. Diane T. Ippolito, Assistant Superintendent, Instruction Mr. Frank E. Morgan, Assistant Superintendent, Support Services Mr. Mark Trank, Deputy County Attorney Ms. Burnette M. Curry, Executive Secretary to the Superintendent Phone - (804) 296-5826 FAX - (804) 296-5869 E-Mail kcastner~albemarle, org School Board Mr. John E. Baker, Chairman, At-Large Member Mr. R. Madison Cummings, Vice Chairman, Samuel Miller District Mrs. Susan C. Gallion, Rio District Mr. Jeffery D. Joseph, Rivanna District Mr. Steve Koleszar, Scottsville District Mrs. Diantha H. McKeel, Jack Jouett District Dr. Charles Ward, White Hall District Mrs. Tina P. Fuller, Clerk of the School Board Ms. Mary Edgar, Deputy Clerk of the School Board Phone: (804) 972-4055 Fax: (804) 296-5869 Albemarle County Schools Web Site - http//kl2.albemarle.org Visit of thc President, Virginia Board of Education Aeenda 8:00 Room 345 -County Office Building Mr. Schroder to Superintendent's Office 8:00 -8:15 Introductions & Branch - School Bo~d, Bo~d of Supemisors, & St~f Room 331 ~. B~er Dr. Castner ~. Tucker 8:15 - 9:45 Orientation B~efing, School Division Ove~iew Room 331 Dr. C~mer School Board Members, Board of Supe~isors Members, ~ po~t Selected S~ff, t~ Principals- Dr. Behrens, ~. M~shall, ~. La--ill, Dr. Hairston, ~. Te~ell, ~. Jones Orientation Briefing, Instruction Mrs. Ippolito, Assistant Superintendent for Instruction 10:00- 12:00 SchOol Tours & Highlights Bus Agnor-Hurt Elementary School, Greer Elementary School and Albemarle High School Illllllllllll Each school principal will highlight unique educational and instructional programs and/or facilities en route to and at the school. 12:15 1:30 Orientation Briefing, Support Services & Working Lunch - (Transportation Department Training Room) Mr. Morgan, Assistant Superintendent for Support Services Mr. Smith, Director of Transportation Mr. Reaser, Director of Building Services Mr. Thompson, Director Human Resources Mr. Zimmerman, Director Fiscal Services Mrs. Patricia Carlson, Chief Food Nutritionist 1:30- 3:45 School Tours & Highlights Bus Burley Middle School, Cale Elementary School and Monticello High School IIIIlllllllll Each school principal will highlight unique educational and instructional programs and/or facilities en route to and at the school. 4:00 - 5:30 Reprise and Reception with the Leadership Team Monticello High School All SChool Principals Leadership Team Staff 4:30 Comments by Mr. Schroder 5:30 Bus Returns to the County Office Building, Visit is Concluded