Running Head: PROJECT JOB FIND FOR SENIORS

Project Job Find For Seniors

Proposal Draft
Vanessa L. Peak, Grant Writer
Mailing Address: 74 Winterberry Lane, Roanoke Rapids NC 27807
Phone: 229-412-0434
[email protected]
Stockton Duna Dickenson
Mailing Address: P.O. Box 519, 200 Premier Boulevard Roanoke Rapids
North Carolina27870
Phone: 252-537-3513
[email protected]
Roanoke Valley Chamber of Commerce
Period: May 2016- June 2017
Total: $25,000.00

Project Job Find for Seniors

Project Summary
History here within the Halifax County confirms the necessity for a project such as this. For
many of years students have been deprived of an education that would lead to successful
economics within the realm of the local job market. (Leandro v. The State of North Carolina)
Because of this we note that every student comes out with a substantial equal learning
opportunity. Students may decide on what they want to do after high school, and this may
include working within the local job market or this venture may include going to a local
community or state college. Which ever is chosen students have the opportunity not to be
limited become of academic.
Table of Contents

Page(s)

Project Description
I.
II.
III.
IV.
V.

Background & Significance

Goals & Objectives
Program Design & Methods
Evaluation Design & Methods
Sustainability Plan

Appendices Appendix A: References

11

Appendix B: Evaluation Design and Methods Action Plan

12

Appendix C: Program Timeline

13

Appendix D: Budget

14

Appendix E: Budget Justification

15-18

Appendix F: Program Logic Model

I.

4
6
7
9
10

Background and Significance

Research from the Leandro v. State of North Carolina, 346 NC 336 (179PA96) 07/24/1997)
allows for insight to why students were coming from varied high schools within Halifax county
unable to obtain jobs from their local communities because of skill sets that were not in place for
a high school graduate to become a competitive and marketable commodity. Students were
having a difficult time securing local jobs after high school and should they decide to venture off
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Project Job Find for Seniors

to community two year college and perhaps the state college within there area they were plagued
with having to take a great number of perquisite courses prior to taking their normal schedule of
classes and this was all due to lack of written and verbal communication skills that unfortunately
was not taught nor made a priority within the local schools. Therefore, DPI was called into the
school systems to assist varied school leaders into reframing the Educational realm to offer local
businesses within the community a more academically savvy workforce of students who have the
skill sets to offer businesses and higher education institutions in the 21 st century. The knowledge
base needed for success whether it be within the classroom and or in the job market was and is
essential for all students. Therefore, we have places like the Chamber whos desire is to bridge
both community and local business to create programs that would enhance the knowledge base
of our high school students to see themselves as valuable and globally competitive commodities
within their communities, and surrounding areas. The Chamber is a Non-Profit organization and
was formed in 1996, Roanoke Valley Chamber works merely on the support and grants of
businesses and other associations that would be interested in volunteering within the local
community. The Chamber has put together programs that are Business-Education Partnerships
within the communities where our parents and students alike live and conduct their daily
business. The programs include: Interview Days, Business After hours with Educators, Speaker
Bureau, Job Shadowing, and Pathways Youth Leadership.
Program Background:
Interview Days
The program is offered to all of the high school seniors in the four participating school
systems, plus COE students at Halifax Community College. Interview Days allows the
students to understand more fully the job application and interview process. The program
incorporates writing cover letters and resumes, completing job applications, and participating
in mock interview conducted by volunteers from the business community.
Business After Hours with Educators:
This event is held every year in August to honor all teachers in the area. The event also offers
an opportunity for teachers to hear about the partnership link between the Chambers and the
local school and illicit volunteers.
Speakers Bureau
The Speakers Bureau is a list of community volunteers who have agreed to speak to
classrooms of students. The topics are varied and time commitment is nominal, usually less
than an hour. When a teacher needs a guest speaker for the classroom, she or he may obtain
a list from the Chamber, which will include the appropriate contact.
Job Shadowing

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Project Job Find for Seniors

The job-shadowing program is conducted twice a year for middle/high school students.
Participating students experience part of a day shadowing a particular person, department, or
business within the local community, which provide a broad over view of all aspects of the job
market within the local community.
Pathways Youth Leadership
Pathways is offered each year to high school students interested in taking leadership roles in
the community. With the culmination of four sessions plus a graduation ceremony to include
bonds with other high school students, and a worth of exposure and opportunities found in the
Roanoke Rapids communities.
Recruit in peer circles. In a study of promising practices in after-school programs, researchers
identified supportive relationships among participants as one of the key factors common across
successful after-school programs. Youth participants in OST programs are often the most
effective recruiters or ambassadors and can take on new leadership responsibilities through this
role (Lauver, Little, & Weiss, 2004).
Long-Term Retention Research has shown that through community and busyness alike we may
gain a community of young people who are willingly staying within their local communities and
continuously creating a positive impact for the sustainability of the local economy. The greater
communities make their voice known that investing in our students is the most plausible means
to create students who see choosing community and state college, and array of job opportunities
within the local community, where this was not the situation even three years ago. The sole
desire of any given community is for that community to thrive and prosper with a bound between
businesses, Project Job Find for Seniors, and our local Chamber of Commerce this is all made
possible.

Community will ensure that there is a total and complete buy-in

Reach out directly to youth and their families. The Roanoke Valley Chamber of
Commerce will spear head the many forums between community volunteers, businesses,
educators and the four school districts within the community. The collaboration of everyone
involved will ensure for the success outcome of this venture.
Conclusion
There is not enough that we could do to encourage and strengthen the link between
business and community. The importance of allowing our students to explore job opportunities
within the local area is truly the key of the sustainability of any economical aspect of a given
community.
Project Job Find for Seniors is a wonderful venue of linking those up coming seniors with job
opportunities within their local community should college not be a desired option at the given
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Project Job Find for Seniors

time. The vast array of opportunities students would have to learn varied communication skills,
written skills, and some on the job training enhances the marketability of our youth and creates a
more sustainable economy within our communities.
Goals & Objectives
Project Job Find for High School Seniors goals is 1). To provide skills both verbal and written
skills through mock activities given by school leaders, business partners, and or Parent
volunteers and 2). To increase the number of seniors who may want to transition in the local job
market while increasing the sustainability within the local economy and the community.
Short Term Objectives: Years 1-2

50% of Project Job Find students will complete an agreement plan to ensure maximum
participation toward the overall skills of communication both written and verbal.
Upon completion of year one, business partners will allow 40% percent of students
participating in Project Job Find opportunity to gain greater accesses through the
interview process.
Project Job Find will increase by 50% because of the overwhelming public success based
on job opportunities noted by local business partners.

Intermediate Objectives: Years 3-5

Through implementation of Project Job Find district schools become more united with
the Chamber of Commerce, local community college, and the local business partners
within the community.
By the end of year five, complete buy-in for services rendered through Project Job Find
by the following business partners, district educators, and local colleges.
Improved quality of students entering both the community work force and or the local
community college and 4 year colleges within the area.
Demonstration of proficiency through the continual formative assessment and the exit
task which performance of written and verbal skills are displayed.

Long-term Objectives: Beyond 5 years

II.

Writing and communication skills as part of the 6th grade through 8th grade curriculum.
Offer an off-site experience for students to visit varied businesses and mock interviews to
include resume writing. In addition recruit mentors and guarantee graduates a First in
Line job interview.
Business partners will provide summer internships.
Program Design and Methods

Project Job Find will consist of the following activities: 1) Mock interview sessions where
students will with an on-site business partner experience both written and communication skills
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Project Job Find for Seniors

to include feed back. 2) Mentor/ Mentee training for students. 3) Peer workshops for students
creating digital experiences. 4) Public speaking through role-play experiences for students.
Project Job Find will last for approximately one year from August of 2015 through June of 2016.
Providing a total of fourteen training sessions where two is used solely for the training of
volunteers, teacher leaders, and business partners, which is given by the Program Director. The
program is designed by the program director and its goal is solely for the improvement of
communication skills both verbal and written.

Prior to the letter of interest the project director will meet with volunteers, educators, and
business partners to create a curriculum map for Project Job Finds seniors. Here they will
narrow specific areas in which both business partners and local educators feel the most urgent
need for to include strategic planning of varied assessments throughout this venture. Once the
letters of interest are obtained the project director, educators, business partners, and volunteers
will consider the number of students per adults needed.
The project director will coordinate with educators, business partners, and volunteers to
determine training sessions needed prior to meeting with students. The decision for pre-test,
formative assessments and post-test will also take place at this time. In addition, 1) the
agreement of whom will train what students what skill set will also be determined 2) The dates
for student training administration of pre-test, post-test will be announced within a student
forum. 3) Project director will have a scheduled meeting with students and parents to discuss
transportation of students. 4) Project director will ensure to have in place written agreement
from students and parental consent forms readily available for students and parents.

The first training session for students will begin

Project Retain & Recruits Program Evaluator and Program Coordinator will jointly
conduct a follow-up accountability focus group, three months following the five training
workshops with all participants who completed the program. The purpose of this follow-up
session would be 1) to facilitate increased collaborative support and partnership among
participants respective organizations and Project R&R staff along with peer to peer support. 2)
Identify whether implementation has deepened participants understanding of program concepts
and models 3) Provide structured opportunity for participants to express how they have practiced
use of program tools and techniques 4) Identify areas participants may require additional training
or resources 5) Engage in discussion to address inevitable difficulties and celebrate unexpected
successes 6) Encourage a culture of continual learning and improvement. Participants who
realize there is a time of accountability three months after their initial training will be more likely
to utilize specific tools and techniques presented.
Assignments presented during Project R&R training sessions will extend throughout the
duration of the program and will help participants focus on applying new tools, recording the
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Project Job Find for Seniors

results, and gathering feedback about challenges and successes. Such a design can extend the
training from five sessions to a year-long experience. This process can increase the learning
experience exponentially and establish an ongoing learning culture in participants work habits.
The month in between each of the five sessions gives participants time to absorb the material and
provides an opportunity for assignment practice and review. Assignments and will be discussed
at the beginning each following session. Training over the course of one year allows participants
time to develop the habit of continual learning and improvement.
III.

Program and Evaluation Methods

Program Evaluation Approach

Project Job Find for Seniors plan includes the following: 1) Program planning stage in
which the Chamber will conduct a forum of interest for both business and
educator/volunteers and interest inventory of both Juniors and Seniors within all surrounding
school districts 2) Training session for volunteers, business, and educators on the application
of the varied trainings and skills involved 3) Regular monitoring of programs to ensure
efficiency and formative assessments are on-going with continual tracking of data 4) Finally
the over all assessments to ensure we began with the end in mind, and the overall targets
were met.
Through strategic planning data is provided from interest inventories where the team of
volunteers to include educators and business partners work collaboratively with the Chamber of
Commerce representative. Together an established instrument is constructed to create a Pre
assessments and formative assessments focusing on specific skill sets for the local job market,
and related areas of academic improvement. Through this forum continual assessments are
created for a more meaningful experience while providing feed back for students within the
program. This again will include both written and verbal task oriented assessments. Program
facilitators, are responsible for classroom assessment, the development of mock testing and the
examination questions to assure that students meet criteria for both desiring to have skills toward
immediate employment and improved skills for entering the college arena.
Upon completion of first scheduled workshop session February 8, 2016 and at minimum
students will meet three to four times a month. The workshop sessions will include educators at
all levels, business partners, and volunteers creating many opportunities for growth and success
for each student represented.
Project Job Find for seniors will be advertised and represented in many venues to include
local media, varied business partners, community college, and local four-year colleges,
promotional material will also be distributed through the local chamber of commerce, and our
local 4-H AIRE program.

IV.

Sustainability Plan
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Project Job Find for Seniors

Growth
Project Job Find for seniors would work in conjunction with the Roanoke Valley
Chamber of Commerce. For the 2015 school year the Chamber has supported efforts in assisting
students to reach there greatest potential. The many educational programs consist of a leadership
day where a total of six hundred two seniors from the four school systems participated in mock
interviews. Forty-nine students participated in pathways, which is model for successful
leadership achievement. Two hundred eighteen seniors participated in job shadowing which is a
program conducted twice a year for middle school students participating part of the day
shadowing a particular person department or business where they are provided exposure to
varied careers and helps students to make academic and career choices.
Staff & Program Costs
Project R&R staff members (and some instructors) are all fulltime employees of Georgia
State University and are not completely dependent upon program funding for income which has
aided in our ability to keep hiring costs minimal. Our year one costs of computers and
equipment not annual fees and will help us to reduce those budget costs for subsequent years.
As a part of our Long-term goals (years 5 and beyond) once our program reaches
certification stage fees will be assessed for participant registration which will generate funds to
sustain our operations annually while offsetting some of our program costs. During the
development of our program certification, our staff will begin to expand its marketing efforts to
include family services organizations outside of Cooperative Extension but will use the
partnerships and successes of our Cooperative Extension collaborations as leverage to gain
outside agency interest.
Funding
We will continually advocating sponsorship and funding from local, regional and national
entities with vested interest in our cause. Our program staff will seek out new collaborations
with other institutions, such as government agencies, in an effort to share some financial
responsibility for the project. We will commit to advocating for our program and advancing
public relations to highlight the need for our program and publish its successes along with giving
permission for partners, donors and sponsors to do so as well. Along with the aforementioned
efforts, our staff Program Coordinator will be responsible for executing quarterly fundraising
events that will help to generate stakeholder and investor interest.

APPENDIX A: REFRERENCES
Afterschool Alliance. (2004). America after 3PM: A household survey on afterschool in
America, Executive Summary. Retrieved from:
http://www.afterschoolalliance.org/press_archives/america_3pm/Executive_Summary.pdf.

Bohnert, A. M., Martin, N. C. and Garber, J. (2007). Predicting adolescents' organized activity
involvement: The role of maternal depression history, family relationship quality, and
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Project Job Find for Seniors

adolescent cognitions. Journal of Research on Adolescence, 17(1), 221244.
Deschenes, S. N., Arbreton, A., Little, P. M., Herrera, C., Grossman, J. B., Weiss, H.B., with Lee,
D. (2010). Engaging older youth: Program and city-level strategies to support sustained
participation in out-of-school time. Cambridge, MA: Harvard Family Research Project.
Retrieved from: www.hfrp.org/out-of-school-time/publications-resources/engaging-olderyouth-program-and-city-level-strategies-to-support-sustained-participation-in-out-ofschool-time
Georgia PTA, (2008). Critical need: Georgias parents speak out about afterschool. Atlanta,
GA: Georgia Afterschool Investment Council. Retrieved from:
http://www.georgiapta.org/wpcontent/uploads/2013/09/Afterschool_Survey_Report_2008.pdf

Ivry, R., Doolittle, F. (2003). Improving the Economic and Life Outcomes of At-Risk Youth
Retrieved from: http://www.hewlett.org/uploads/files/MDRCAtRiskYouth.pdf
Lauver, S., Little, P., Weiss, H. (2004). Moving Beyond the Barriers: Attracting and Sustaining
Youth Participation in Out-of-School Time Programs. Cambridge, MA: Harvard Family
Research Project. Retrieved from: http://www.hfrp.org/publications-resources/browseour-publications/moving-beyond-the-barriers-attracting-and-sustaining-youthparticipation-in-out-of-school-time-programs
Lauver, S. C., Little, P. (2005), Recruitment and retention strategies for out-of-school-time
programs. New Directions for Youth Development, ADD VOLUME#, 7189
Little, P., Wimer, C., Weiss, H. (2008). After school programs in the 21st Century: Their
potential and what it takes to achieve it. (NCLS & Harvard Family Research Project
Brief Series: ELO Research, Policy, and Practice No. 10). Retrieved from:
http://www.hfrp.org/publications-resources/browse-our-publications/after-schoolprograms-in-the-21st-century-their-potential-and-what-it-takes-to-achieve-it
Russell, L., Deich, S., Padgett, H. C., Cox, A. (2000). Resource Guide: City Strategies to Engage
Older Youth in Afterschool Programs. Washington: National League of Cities Institute for
Youth, Education and Families. Retrieved from: http://www.nlc.org/Documents/Find
%20City%20Solutions/IYEF/Afterschool/city-strategies-to-engage-older-youth-inafterschool-programs-oct-12.pdf
Serido, J., Borden, L., Wiggs, C.B., (2011). Breaking down potential barriers to continued
program participation. Youth & Society, 46(1), 51-69.
Weiss, H. B., Little, P., Bouffard, S. M. (2005), More than just being there: Balancing the
participation equation. New Directions for Youth Development, 15(1), 1531.

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Project Job Find for Seniors

APPENDIX B: EVALUATION DESIGN AND METHODS ACTION PLAN
PROGRAM / CURRICULUM
1. GOAL

2. OBJECTIVES

1). to provide family services

administrators with
educational/instructional
training workshops, leading
to certification in recruitment
and retention of at-risk
youth. 2). to increase the
number of highly skilled R&
R professionals in the family
services field who hold
positions locally, in the
region and statewide.

1) To provide solutions for

participants on ways to
improve the recruitment
and retention efforts in their
perspective
agencies/organizations.
2) To emphasize the
significance and benefits of
recruitment and retention to
the family services
profession.

EVALUATION
3. DESCRIPTION

Registrants will
enroll in Project
R&R completing 5
sessions over the
course of one year.

4. QUESTIONS

Do participants rate these

workshops as valuable in
terms of: Quality of
Instruction? Content
Relevance?
Amount of Instruction?
Do participants rate
themselves as having
improved competence in the
areas of recruitment and
retention of at-risk youth?
Do participants demonstrate
communication competence
in content areas?
Do students understand the
impact of recruitment and
retention skills on agencys
program outcomes?

5. SOURCE OF
DATA

STAFF
baseline data
field data
retention rates
satisfaction data

INSTRUCTORS
Grades and test
scores or other
measures of
performance
Observations

PARTICIPANTS
Teaching
evaluations
Learning Data

6. METHODS OF
DATA
COLLECTION
REACTION:
Focus group-Extension
Coordinators
Structured entrance
interviews
Data review/analysis
LEARNING
Pre & Post tests
Case Study analysis
Simulations/Role
Playing
TRANSFER
Surveys
Observations
Record reviews/audits
RESULTS
Comparison of Pre &
Post Tests
Exit Interviews/Surveys
Agencys R&R records
reviews/audits
Agencys compliance
reviews
Program
institutionalization

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Project Job Find for Seniors

APPENDIX C: PROGRAM TIMELINE

ACTIVITIES
Submit Grant Proposal

TENTATIVE DATES
July 30, 2015

Expected Grant Notification

December 2, 2015

Roanoke Valley Chamber of Commerce Intake with

volunteers to facilitate planning and time-line for local
venues between Educators and local business

January 1, February 1, March 2016

Roanoke Valley Chamber of Commerce distributes interest

inventory for Juniors and Seniors within the Roanoke,
North- Hampton, Weldon and Halifax schools

January 30, February 29, 2016

Roanoke Valley Chambers will Pilot Workshop Sessions

for business and volunteer partners

February 8, 2016

Roanoke Valley Chamber will initiate work-shop training

with students to include formative assessments to include
field trip (9-10) training sessions

February 15, 22, 29, March 1, 8,15,22, April 4, May 2, 2016

Comprehensive and or summative assessment which

includes participant proficiency

May 17, 24, 2016

Focus Group transitional Follow-Up

September 5, 2016

Funding Cycle Ends

June 30, 2016

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Project Job Find for Seniors

Vanessa L. Peak
Appendix D: Project Job Find for Seniors Narrative
FISCAL YEAR August 1, 2015-June 15, 2016
Dates of Operation: August 24, 2015- June 8, 2016
FY Allocation: $25,000

ITEMIZED BUDGET FOR PROJECT JOB FIND FOR SENIORS

Category
Supplies

Computation
Program Supplies, Snacks, I-pads/Cameras

Budget
$11,800

Other
Current
Service

Field Trip Student Entrance Fees, Summer Housing at NCSU

$5000.00

$
$4444$$

Printing

Printing

$500

Contracts

Building Rental (Monthly x 11)

Community Center Activity Bus (Monthly x11)

$2,200
$5,500

TOTAL

$25,000

BUDGET NARRATIVE FOR PROJECT JOB FIND FOR SENIORS

SUPPLIES & MATERIALS $968.00
ITEMS
COMPUTATION
SCHOOL YEAR
ACADEMIC SUPPLIES &
(1 SITE @$88.00 MONTHLY)
$968.00
MATERIALS
ACADEMIC SUPPLIES AND MATERIALS WILL BE PURCHASED AND USED TO SUPPORT THE
OPERATION OF THE DAY-TO-DAY OPERATION OF STRENGTHEINING THE READING,

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Project Job Find for Seniors

WRITIING, VERBAL COMMUNICATION AND CRITICAL THINKING SKILLS THROUGH ORGANIZED
EDUCATIONAL INSTRUCTION. WHICH INCLUDES THE FOLLOWING SUPPLIES:
JOURNALS, PAPER, PENS, HIGHLIGTHERS, MARKERS, PENCILS, AND SLATES.

COMPUTER EQUIPMENT-INVENTORIED $5000.00

ITEMS

COMPUTATION

ALL YEAR

IPADS

(10@ $500.00 EACH)

(10@ $60.00 EACH)

$5000.00
$600.00

CAMERAS

I pads will be utilized within the classroom to strengthen both written and verbal skills.
Affording students the opportunities to evaluate their communications skills by reviewing
videos taken by using their I pads and allowing genuine critique from peers. Using I pads
will also afford the opportunities of using more technology within the 21st century.
Other Food Purchases $5,232
Items
After School Snack
Budget (CATCH)
Celebration

Computation
(25 youth @$10.00 x)

School Year
$3750.00

Quarterly @$395.00x4

$1582.00

After school snacks would consist of and reflect the health conscientiousness,
which is given within the lunches, and therefore because of this the goal would be
to reflect those foods considered go foods. More vegetables and healthier
choices would create a more energized and focused brain.

Current Services

$5000.00

Field Trips
Items

Computation

School Year

Field Trip to NC State

Univ.

(25 students @$200 for a

d day trip)

$5000.00

Students would experience a summer camp of intensive, five-day workshop

designed for rising junior and senior high school students interested in
sharpening their communication skills. Students will learn to operate cameras,
audio boards, write copy, and present as on-air talent culminating in a circuit in s
closed circuit live broadcast at weeks end. Students will have opportunities to
view many types of jobs that they may want to peruse as a career and gain first
hand knowledge of what that job may entail.
Printing $500.00
Printing and Binding Fees

$500

Items
Printing for program curricula and materials

Computation School Year

(5,000 @
$500
$0.10)

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Project Job Find for Seniors

Basic Printing of program curricula and marketing materials are requested.
Building Rental

$2200.00

Items
Halifax Community College

Computation
(11Months @ $200)

School Year
$2200.00

The cost here is for the monthly rental of the space that would be used to complete Mock
interviews, from varied business vendors within the community. We also complete many of
the public speaking work shops, Digital videos will be completed and many other partnership
venues.

Community Center Activity Bus $5500.00

Purpose of Travel
Item
Student Travel for Field Trips
(Activity Bus @11 months x
and Programs
$500.00)

School Year
$5500.00

The amount allows for paying trained and certified bus drivers to drive the bus. This amount
will include paying bus drivers for ongoing field trips during the designated time frame. This
also includes fuel driver salaries, LEA and insurance to make needed small repairs should
this be needed during transport. The only college the bus will travel is that of North Carolina
State.

APPENDIX E: BUDGET JUSTIFICATION

1. PERSONNEL
Name / Position Comment Cost
Principle Investigator/Grant Management (10% x 49,750)
$4,975
Co-PI- Program Evaluation
(10% x $58,590)
$5,859
Co-PI- Program Coordination
(10% x $52,590) $5,259
Graduate Program Assistant
(.5 FTE)
$1,500
Personnel salary will allow PIs and co-PIs time to coordinate all grant
activities for Project Retain & Recruit. Personnel will work in junction with
the University of Georgias department of Family and Consumer Sciences
along with, Cobb County Extension Services (e.g., recruiting participants,
contacting and visiting area Extension Services offices, hiring instructors,
developing and coordinating curriculum, evaluation, and analysis).
The Principle Investigator/Grant Manager (PI) will oversee and provide
overall leadership of the grant. In consultation with the Co-PIs, the
Principle Investigator will hire program staff and instructors, as well as
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Project Job Find for Seniors

secure work space and resources for Project R &R staff and participants.
The PI will also supervise the program staff, and communicate with
University of Georgia Family & Consumer Sciences program directors and
local Extension Services offices. The PI will also lead staff in submitting the
federal Project R&R report each year.
The Program Evaluator (PE) will oversee the evaluation of the course
content of Project R&R, using baseline data, field data, retention rates,
satisfaction data, and by conducting focus groups with Project R&R
participants. The Program Evaluator will oversee all data collection and
analysis and provide a plan for improving Project R&R as needed.
The Program Coordinator (PC) will work with program personnel to
develop and convey the short-term and long-term plans for Project R&R;
monitor progress, assure adherence and evaluating performance. The PC
will also design performance objectives and implement and monitor
programming to meet desired outcomes. Program Coordinator is
responsible for developing public relations and communications strategies
to support program goals and increase community awareness. This
individual will serve as the primary point of contact for Project R&R. The
Program Coordinator will also maintain records of attendance and outcomes
for participants and instructors.
Graduate Assistant (GA), will assist the Program Coordinator and
Program Evaluator with planning and executing Project R&R. The Graduate
Assistant will be responsible for traveling to local Extension offices to
market the program (distribute promotional materials) and gain participant
interest. This individual will assist the Program Evaluator with drafting and
tabulating participant surveys. The GA will be responsible for distributing
all course activity packets and course handouts during training sessions.
This individual will also assemble and troubleshoot technology prior to each
training session. The Graduate Assistant may perform other duties as
assigned by the Program Coordinator and or Program Evaluator.
PERSONNELTOTAL

Total: $17,593

FRINGE BENEFITS
Name of Benefit
Computation
Program Staff Fringe Benefits @ 27%
27% x $16,093
GA Fringe Benefits @ .5%
.5% x $1,500

Cost
$ 4,345
$75.00

The Program Staff fringe benefits are calculated at 27% of all staff. The
Graduate Program Assistant fringe benefits are calculated at .5% as an
Employee with the salary of $1,500.
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Project Job Find for Seniors

FINGE BENEFITS TOTAL
TOTAL PERSONNEL AND FRINGE BENEFITS
YEAR ONE:
2. CONTRACTUAL

$ 4,420
$ 22,013

SERVICES

Title Computation
Curriculum Specialist
$ 15,840
Course Instructors
$ 21,600

Cost
$48,000 annual salary x .33 (4 months)
$1200.00/hr. x 3 = $3600 x 6 instructors

Curriculum Specialist (CS)- will work full time over the course of (4)
months to draft and coordinate curriculum innovation, and design, based on
field research, and ensures the development and maintenance of the highest
quality courses for Project R&R. The Curriculum Specialist will review
externally produced content and resources, and direct planning,
development, field-testing, and evaluation as the program progresses. This
individual will also maintain regular contact with other relevant agencies
with regard to standards and other pertinent issues, and disseminate
information regarding relevant standards or policy changes.
Course Instructors (CI) - will demonstrate proficiency in content areas
developed by the Curriculum Specialist. These individuals will submit to
the Curriculum Specialist, a unit outline that explains how they will
implement the course goals and objectives, three weeks prior to the first
day of instruction. Instructors may use technology to enhance teaching
when appropriate and plan and organize instruction in ways that
maximize student learning. These individuals will employ appropriate
teaching and learning strategies (i.e. problem solving, small group
discussions, etc.) to communicate subject matter to students. Course
Instructors in consultation with the Program Evaluator and Curriculum
Specialist, are responsible for the utilization of classroom assessment
techniques and the development of examination questions to assure that
course content allows students to meet terminal competencies associated
with each course.
CONTRACTS SUBTOTAL

$37,440

3. TRAVEL
Purpose of Travel
Computation

Item
Cost
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Distribution of program marketing materials
$.57/mile
$1026
Recruitment of program participants
(Local Cooperative Extension Agents)
Local data collection
$285

Mileage

Mileage

1800 x

500 x $.57/mile

TRAVEL: Recruitment of Cooperative Extension Agents to participate in

Project Retain & Recruit is essential to the success of the program. Travel is
requested to lobby local Extension Services offices to recruit participants
through informative presentations and distribution of marketing materials.
These visits allow collaboration with area Extension staff and will help
identify and motivate those staff members to participate. Travel expenses
have been calculated using the current IRS Standard Mileage Rate of $.57
for use of a personal vehicle.
The Program Coordinator and the Graduate assistant will meet with
Extension Services Directors within the state of Georgia to maximize
recruitment efforts for Project R&R. Distances for travel may be
approximately 20-30 miles one way, but may expand to meet program
goals if specified number of participants is not met.
The Program Evaluator is responsible for data collection and will travel
along with a graduate assistant to multiple sites locally to collect data.
Travel expenses for data collection will involve trips to coordinate with
other evaluators and administrators, meetings with field experts.
TRAVEL TOTAL
$1,311
4. SUPPLIES
Supply Items
Computation
Cost
1). Course Resources
$1300
(Paper, Pens, Notepads, Handouts, Certificates,
Whiteboard, Markers, Chalk)
2).Computers 2 Laptops for 2 key staff
$1200
3). T-Shirts- promotional
($10.00 x 40)
$400
4). Projector
5). Public Relations Materials
$1960
(ads, brochures/flyers, print services, postage)

($600 x 2)

$270

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Project Job Find for Seniors

Course resources (paper, pens, notepads, handouts, certificates,

whiteboard, markers, chalk, and projector) are required to create
registration packets, program syllabi and training materials to be
distributed to every participant. The estimated attendance is 40
participants. A writing pad and pencil will be provided to facilitate note
taking. In addition, each attendee will receive a certificate of completion at
the conclusion of the program. The whiteboard, markers, chalk and
projector, are all resources to aid in the ability of instructor to convey
information and as visual aids to be used during presentations.
The Program Coordinator and Program Evaluator nature of work on Project
R&R requires the use of computers. Laptops are requested for these staff
members, because of the extensive online time required for Project R&R
(job postings to recruit course instructors, data collection/analysis software,
and online registration software). We estimate $600 per laptop and each
will include a service agreement, retail and manufacturers warranty. The
Program Coordinator and Program Evaluator will be required to sign a
computer usage agreement which will highlight best practices and
expectations for proper care and use of technology. Signed agreements will
be copied and filed.
SUPPLIES TOTAL

$5,060

5. OTHER COSTS
Description
Computation
Meals
$8 x 40=$320 x 6
(breakfast/snacks/lunch for 40 registrants)
$3000
Graphic Designer
$1000

Cost
$1920
$12.50 x 40= $500 x 6

Food: Funds are requested for workshop snacks and meals for 40
participants in year one. Participants will be engaged in program activities
during the breakfast and lunch hour. It is difficult to gain participant
commitment without providing meals and/or snacks as an incentive
for their involvement. We are requesting funding to provide some catered
meals or snacks as an incentive for attendance but also to limit interruption
and maximize the time spent in Program R&R training sessions.
Graphic Designer: The Graphic Designer under the direction of the
Program Coordinator will develop all graphics (select colors, images, text
style, and layout) along with visual or audio images for marketing and
promotion including logos, and website design, to convey Project R&Rs
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Project Job Find for Seniors

message. This individual will create all designs either by hand or using
computer software packages.
OTHER TOTAL
TOTAL DIRECT COSTS

$5920
$71,744

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Project Job Find for Seniors

Program Logic Model: Students unprepared for the job market (writing, communication skills, for example)
GOAL:

Beginning August 1, 2016, and ending by June15th, 2017 the Chamber of Commerce will implement with the help of local
business partners, a viable partnership with the surrounding district high schools. Together they will allow students who are
OUTPUTS
OUTCOMES
interested in the local job market an opportunity to polish their skills both verbally and written. Students will be given surveys at the
INPUTS
Activities
Short Term
Intermediate
Long Term
beginning of the school year to gain a projection of those who would be interested
in what the local market
has to offer. Once
(Years 1-2)
(Years 3-5)
(Beyond Year 5)
Existing
identified partners will begin meeting with these students on a bi-weekly basis. At the end of each quarter-classified staff will evaluate
Resources
student progress to ensure student marketability by the June 15, 2017 deadline.
4-H AIRE
Program (Mitzi
Downing)
4-H Presentation
District days
Roanoke Rapids
Chamber of
Commerce
Halifax
Community
College
Local Businesses
Partners
Surrounding High
Schools
Local Community
Centers

Roanoke Valley Chamber of

commerce will oversee
resources for adult volunteer
and student training.
Students and parents will
complete a agreement of
completion plan
Students will develop
communications skills through
mock activities given by
school leaders
Local leaders develop
mentor/mentee relationships
with selected students to
provide opportunities for initial
On The Job Training
Partnership with Halifax
Community College
business partners to create
mock interview sessions
Peer Workshops
Public Speaking work shops
Role Playing
Summer workshops
Digital Video: self critique

50 percent of students who

are being hired through
local businesses
40 percent of students who
are no longer required to
taking Pre-Writing and
Communication skills
Students have
opportunities for success
which creates more
opportunities for
successful outcomes
Parents will become more
involved

District schools become

more united through local
community colleges and
the local Chamber of
Commerce
By year five Increased buy-in
and or involvement with
local business partners,
district educators and local
colleges
More improved quality of
students involved in
higher-level education and
or competency for
entrance into local job
market, community
college, and or 4 year
college.
Apprenticeship Program

Writing and communication

skills as part of the 6th
through 8th grade curriculum
Offer a off site experience
for students to visit varied
business and have mock
interview to include resume
writing recruit mentors and
guarantee graduates a "first
in line" job interview if they
want to go directly into the
workforce.
Employers will also provide
summer internships

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