The URL can be used to link to this page

Home My WebLink AboutCHOICES at 1318 S COLLEGE AVE R-H CONVERSION - 43 93 - SUBMITTAL DOCUMENTS - ROUND 1 - SUPPLEMENTAL INFORMATIONAb Appendix C PROGRESS EVALUATION CHART Key to Code Numbers Month/Year 1. Completed as planned 2. In progress - satisfactory 3. Completed - deviated substantially from plans (explain) 4. In progress - unsatisfactory 5. Initiation of activity deferred 6. Abandoned activity will be re -initiated this month (date) 7. Not scheduled to initiate this month GOAL ONE: FOCUS ON PROJECT DEVELOPMENT To develop and administer a non-profit, tax exempt corporation for the purpose of providing a high quality, innovative and unique therapeutic and educational service to youth and families of youth at -risk. 1.1 To efficiently develop and administer the project. 1.2 To design, test and market a model for developing curriculum which is interdisciplinary, focusing on the core subjects of communication, science, mathematics, and social studies, which is outcomes -based and integrates therapeutic interventions to meeth the needs of high risk students. 1.3 To complete one or more research studies which measure the effectiveness of the therapeutic/educational curriculum and program model for meeting the needs of high risk youth. 1.4 To evaluate the quality and effectiveness of services and program through formative and summative program evaluations OBJECTIVES ACTIVITIES/TASKS CODE AND COMMENTS 1.1 Effective Administration 1.2 Curriculum Development 1.3 Research 1.4 Program Evaluation 12. Appendices 23 • i page 11 Alternative School Budget Projections THIRD Year Projections Year INDICATES PER CENT OF BUDGET PROJECTED TO BE USED FOR EACH LINE ITEM Three Personnel Year ADMIN Three $49.200 Dir of Oper 42.27% 5.69% EQUIPMENT $49,200 $18,000 Dir of R & D Dir Facilities 42.27% 5.69% $1,200 Office ADMIN 2.54% 0.14% $116,400 TOTALADMIN 15.46% 100.00% 2.08% 13.46% $0 computer ADMIN 0.00% 0.00% $250 Office FC 0.53% 0.03% SCHOOL POD Fort Collins $4,900 Instructio FC 10.37% 0.57% $80.600 Teacher/Dir 46.37% 9.32% $18,1 DO computer FC 38.31 % 2.09% $74,500 Teacher -Aide 42.86% 8.61% $400 $4,500 Office LOV Instructio LOV 0.85% 9.52% 0.05% 0.52% $18,720 $173,820 Clerical TOTAL F.C. STAF 10.77% 100.?* 2.16% $100 computer LOV 0.21% 0.01% % 20.10% $1,200 Office GJ 2.54% 0.14% SCHOOL POD Loveland $4,500 Instructio GJ 9.52% 0.52% $62,400 Teacher/Dir 43.49% 7.22% $12,100 $47,250 computer GJ TOTAL EQUIP 25.61% 100.00% 1.40% 5.46%. $62.376 Teacher -Aide 43.47% 7.21% ' $18,720 Clerical 13.05% 2.16% TRAVEL $143,496 TOTAL LVLD. STAF 100.00% 16.59% $1,050 Milage ADMIN 14.00% 0.12% - SCHOOL POD Grand Junction $1.050 Per Diem ADMIN 14.00% 0.12% $62,400 Teacher/Dir 43.49% 722% $1.400 $300 Lodging ADMIN Milage FC 18.67% 4.00% 0.16% $82,376 $18.720 Teacher -Aide Clerical 43.47% 7.21% $100 Per Diem FC 1. 0.03% 0.01% $143,496 TOTAL O.J. STAF 13.05% 100.00% 2.16% 16.59% $300 Lodging FC 4.0000% % 0.0% $577,212 $600 Milage FC 8.00% 0.07% 66.74% $400 Per Diem FC 5.33% 0.05% $300 Lodging FC 4.00% 0.03% $23,280 BENEFITS ADMIN 20.17% 2.69% $550 $650 Milage GJ Per Diem GJ 7.33% 8.67% 0.06% 0.08% $80 $28,699 FC LVLD 30.11% 24.86% 4.02% 3.32% $800 Lodging GJ 10.67% 0.09% $28,699 GJ 24.86% 3.32% $7.500 TOTAL TRAVEL 100.00% 0.87% $115,442 TOTAL BENEFITS 100.00% 13.36%. CONSULTANTS $6,000 RENTlUTILRIES ADMIN 11.43% 0.69% $2,000 Training ADMIN 5.56% 023% $18,000 FC 34.29% 2.08% E2,000 Project ADMIN 5.56% 023% $12,000 WILD 22.86% 1.39% $1,200 Training FC 3.33% 0.14% $12,000 GJ 22.86% 1.39% $10,400 Project FC 28.89% 120% $1.200 PHONE ADMIN 229% 0.14% $1.200 Training LVLD 3.33% 0.14% $900 FC 1.71% 0.10% $9.000 Project LVLD 25.00% 1.04% $1200 LVLD 2.29% 0.14% $1,200 $9,000 Training GJ Project GJ 3.33% 0.14% $1200 $62,500 GJ TOTAL R&U 229% 100.00% 0.14% $36.000 TOTAL CONSULT 25.00% 100.00%. 1.04% 4.16%. 6.07%. SUPPLIES OTHER EXPENSES $575 Office ADMIN 2.51% 0.07% $3,000 $1•000 ADMIN 50.00% 0.35% $500 Office FC 2.18% 0.06% $1,000 FC 16.67% 0.12% $5,450 Instructional FC 23.77% 0.63% $6.000 T.1 GJ 16.67% 0.12% $1,500 $7,500 Office LOV Instructional LOV 6.72% 32.72% 0.18% 0.87% $6,000 TOTAL 100.00X 00.00% 0.12% 0.69% $850 Office GJ 3.71% 0.10% $6,500 $22,925 Instructional GJ TOTAL SUPPLIES 28.35% 0.75% $864,829 TOTALS 100.00% 100.00% 100.00% 2.65% Year Two $49.200 $49,200 $18,000 $116,400 $62,400 $62,376 $18.000 $142,776 $30,000 $19,992 $9,000 $58,992 page 10 Alternative School Budget Projections SECOND Year Projections INDICATES PER Personnel %object ADMIN CENT OF BUDGET PROJECTED TO BE USED FOR EACH LINE ITEM %total Year Dir of Oper Dir of R & D Dir Facilities TOTAL ADMIN 42 27% 42.27% 15.46% 100.00% 8 34% TWO 8 34,E $1,200 3.05% $0 ° $0 19.72/° $4,500 EQUIPMENT Office ADMIN compute ADMIN Office FC Instructio FC SCHOOL POD Fort Collins $12.100 compute FC Teacher/Dir Teacher -Aide Clerical TOTAL F.C. STAF SCHOOL POD Loveland 43.70% 43.69% 12.61% 100.00% / f 10.57% $400 10.57% $4,500 3.05% $100 24.19% $1.200 $4,500 $12,100 Office LOV Instructio LOV compute LOV Office GJ Instructio GJ compute GJ Teacher/Dir 50 85% 5 0806 $40.600 TOTAL EQUIP Teacher -Aide 33.89% 3.39% Clerical 15.26% 1.52% TOTAL WILD. STAF 100.00% 9.99% SCHOOL POD Grand Junction $30,000 Teacher/Dir 50.85% 5.08% $19,992 Teacher Alde 33.89% 3.39% $9,000 Clerical 15.26% 1.52% $58,992 TOTAL G.J. STAF 100.00% 9.99% $377,160 Total Staff 63.90% $23,280 $28,555 BENEFITS ADMIN 30.86% 3.94% $11,798 FC LVLD 37.86% 15.64% 4.84% 2.00% $11,798 $75,432 GJ TOTAL BENEFITS 15.64% 100.00% 2.00% 12.78% $6.000 RENT/UTILITIES ADMIN 12.99% 1.02% $12,000 $12,000 FC 25.97% 2.03% $12,000 LVLD 25.97% 2.03% $1.200 GJ PHONE ADMIN 25.97% 2.60% 2.03% 0.20% $600 $1,200 FC 1.30% am $1,200 LVLD 2.60% 0.20% $48,200 GJ TOTAL R&U 2.60% 100.00% 0.20% 7.83% SUPPLIES $575 Office ADMIN 2.63% 0.10% $375 $4,500 Office FC Instructional FC 1.72% 0.06% $1,550 Office LOV 20.59% 7.09% 0.76% 0,26% $7,500 Instructional LOV 34.32% 1.27% $850 $6,500 Office GJ Instructional GJ 3.89% 0.14% $21,8S0 TOTAL SUPPLIES 29.75% 100.00% 1.10% 3.70% 296% 0.00% 0.W% 11.08% 29.80% 0.99% 11.08% 025% 2.98% 1118% 29.80% 100.00% 020% 0.00% 0.00% 0.76% 2.05% 0.07% 0.76% 0.02% 0.20% 0.76% 205% TRAVEL $900 Milage ADMIN 18.00% 0.15% $900 Per Diem ADMIN 18.00% 0.15% $1,150 Lodging ADMIN 23.00% 0.19% $150 Milage FC 3.00% 0.03% $50 Per Diem FC 1.00% 0.01% $50 Lodging FC 1.00% 0.01% $275 Milage FC 5.50% 0.05% $275 Per Diem FC 5.50% 0.05% $200 Lodging FC 4.00% 0.03% $325 Milage GJ 6.50% 0.06% $325 Per Diem GJ 6.50% 0.06% $400 Lodging GJ 8.00% 0.07% $5,000 TOTAL TRAVEL 100.00Y° CONSULTANTS $1,000 Training ADMIN 5.56% 0.17% $1,000 Project ADMIN 5.56% 0.17% $600 Training FC 3.33% 0.10% $5,200 Project FC 28.89% 0,88% $6W Training LVLD 3.33% 0.10% $4,500 Project LVLD 25.00% 0.76% $600 Training GJ 3.33% 0.10% $4,500 Project GJ 25.00% 0.76% $18,000 TOTALCONSULT 100.00% OTHER EXPENSES $3,000 ADMIN 50.00% 0.51 % $1,000 FC 16.67% 0.17% $1,000 LVLD 16,67% 0.17% $1,000 GJ 16.67% 0.17% $6,000 TOTAL 100.00% 6.88% 0.85% 3.05% 1.02% 3590,242 TOTALS 100.00% 100.00% page 9 Alternative School Budget Projections FIRST Year Projections Year INDICATES PER CENT OF BUDGET PROJECTED TO BE USED FOR EACH LINE ITEM %abject %total Personnel ADMIN %object %total $17,500 Dir of Oper 29.4196 4.27% EQUIPMENT $29.996 Dir of R & D 50.42% 7.33% $1,200 Office ADMIN 2.44% 029% $12,000 Dir Facilities 20.17% 2.93% SD computer ADMIN 0.00% 0.00% $59,496 TOTAL ADMIN 100.00% 14.53% $290 Office FC 0.51% 0.06% $4,90D Instructio FC 9.97% 120% SCHOOL POD Fort Collins $12.100 computer FC 24.62% 295% $25,000 Teacher/Dir 54.90% 6.11 % $0 Office LOV O.OD% O.OD% $11,540 Teacher -Aide 25.34% 282% $2,500 Instructio LOV 5.09% 0.61% $9,000 Clerical 19 76% 2 20% $12,100 computer LOV 24.62% 295% $45,640 TOTAL F.C. STAF �00.00% 11 12% $2.000 Office GJ 4.07% 0.49% $14,000 Instructio GJ 28.48% 3.42% SCHOOL POD Loveland $100 computer GJ 0.2D% 0.02% $36,200 Teacher/Dir 47.17% 8 84% $49,150 $49,150 TOTAL EQUIP 100.00% 12.00% $31.188 Teacher -Aide 40.64% 7.62% $9.360 $76,748 Clerical 12.20% 2.29% TRAVEL TOTAL LVLD. STAF 100.00% 18.74% $725 Milage ADMIN 20.71% 0.18% $725 Per Diem ADMIN 20.71% 0.18% SCHOOL POD Grand Junction $800 Lodging ADMIN 22-86% 020% $27,500 Teacher/Dir 53.23% 6.72% $15D Milage FC 4.29% 0.04% $16,660 Teacher -Aide 32.25% 4.07% $100 Per Diem FC 2.86% 0.02% $7,500 Clerical 14.52% 1.83% $0 Lodging FC 0.00% 0.00% $51,660 $233,444 TOTAL G.J. STAF 100.00% 12 62% SO Milage FC 0.00% 0.00% $0 57.01% Per Diem FC 0.00% 0.00% $0 Lodging FC 0.00% 0.00% $25D Milage GJ 7.14% 0.06% $11,899 BENEFITS ADMIN 25.49% 2.91 % $� Per Diem GJ 10.% 00 0.09% $9'1� $15,350 FC 19.51% . 2.22% $400 Lodging GJ 11.43% 0.10% $10,332 LVLD 32.88% 3.75% $3,500 $3,500 TOTAL TRAVEL 100.00% 0.86% $46,689 GJ TOTAL BENEFITS 22.13% 100.00% 2,52% CONSULTANTS 11A0% $2,000 Training ADMIN 13.33% 0.49% $6,000 RENT/UTILITIES ADMIN 14.51% 1.47% $2,000 Project ADMIN 13.33% 0.49% $16,800 $7,000 FC 40.63% 4.10% $600 Training FC 4.110% 0.15% $8'800 LVLD 16.93% 1.71 % $4,000 Project FC 26.67% 0.98% $1,200 GJ PHONE 21.28% 2.15% $0 $0 Training LVLD 0.00% 0.00% $600 ADMIN 2.90% 0.29% Project LVLD 0.00% 0.00% $300 FC 1.45% 0.15% $400 Training GJ 2.67% 0.10% $650 LVLD 0.73% 0,07% $6'000 Project GJ 40.OD% 1.47% $41.350 GJ 1.57% 0,16% $15,000 $15,000 TOTAL CONSULT 100.00% 3.66% TOTAL R&U 100.00% 10.10% OTHER EXPENSES $575 SUPPLIES $3,000 ADMIN 50.110t 0.73% $475 Office ADMIN 4.01% 0.14% $1'000 FC 16.67% 0.24% $6,450 Office FC Instructional FC 3.31% 0.12% $1'000 $1'00D LVLD GJ 16.67% 024% $850 Office LOV 44.95% 5.92% 1.58% 0 21 % $6,000 $6,000 TOTAL 16.67% 100.00% 024% 1.47% $2,800 Instructional LOV 19.51 % 0.68% $500 $2.700 Office GJ Instructional GJ 3.48% 18.82% 0.12% 0.66% $409,483 TOTALS 100.00% 100.00% $14 350 TOTAL SUPPLIES 100.00% 3.50% page 8 6/27/93 Fiscal Year July 1 to June 30 Altemative School Budget INCOME PROJECTIONS Year ONE INCOME FORT COLLINS Jul. Aug' Sept Oct Nov. Dec. Jan. Feb. PPOR $21.00/DAY Mar. Apr. May Jun. EXCESS . $35.00/DAY 0 PRIVATE $65.00/DAY 0 U 5 0 8 2 10 4 is 15 18 18 20 20 20 0 INCOME GRAND JUNCTION $0 $0 0 $2,100 1 $6,060 1 $8,300 2 $11,140 2 6 3 6 3 6 3 8 3 8 3 PPOR $21.00/DAY 0 0 $12,820 $15.660 $15.660 $16,500 317,900 $17.900 $124,040 EXCESS $35.00lDAY 0 PRIVATE $65.00/DAY 0 5 0 8 2 g 4 10 10 10 10 10 10 10 p INCOME ELANDY 0 $0 0 $2,100 0 $4,760 $6.160 4 $7,000 4 4 5 5 5 5 $O 0 0 $7,000 $8.300 $9,000 $9.000 $9,000 $9,000 $71,320 EXCESS $35.00/DAY 0 0PPOR 0 0 0 0 6 PRIVATE $65.00/DAY 0 0 0 0 0 4 8 8 10 10 10 $0 30% $0 0 0 $0 0 0 2 6 6 6 6 Year TWO $0 $5,320 $10,160 $10.160 $11,000 $11,0m $11,000 $58,640 INCOME FORT COLLINS PPOR 521.00/DAY 20 EXCESS 20 28 28 TOTAL YEAR ONE $264,000 E $65.00/DAY 4 4 PRIV$16,400 4 24 8 24 8 24 24 24 24 24 24 INCOME GRAND JUNCTION 4 $16,400 q $19,200 4 $20,880 4 $20,880 4 $20,88p B 4 10 4 10 4 10 4 10 4 10 4 PPOR $21.00/DAY 10 10 j20880 $22,280 $22,280 $22,280 $22,2W $22.280 $246,920 EXCESS PRIVATE $65.00/DAY p 4 14 14 '5 12 12 12 12 12 12 - $7,000 INCOME LOVELAND 0 $7,000 0 $7 000 0 $7,000 1 $9,840 5 2 5 2 5 5 2 5 2 5 2 12 5 PPOR 76 10 $11,140 $11,140 $11,140 $11,140 $11,140 $11,140 2 $11,140 $115,820 EXCESS $35.00/DAY 6 PRIVATE $65.00/DAY 6 10 8 10 6 12 12 12 72 12 12 12 0 $8,400 0 $8,400 0 $8,400 0 $8,400 g 1 8 2 8 2 8 2 8 2 8 8 12 8 Year THREE $10,540 $13.240 $13.240 $13,240 $13,240 2 $13.240 2 $13,240 2 $13.240 $136.820 INCOME FORT COLLINS EXCESS R $21.00/DAY 24 $35.00/DAY 24 24 24 TOTAL YEAR TWO $499.560 g PRIVATE $65.00/DAY 4 6 e 8 26 g 23 10 36 35 36 36 3s 36 $19.480 INCOME GRAND JUNCTION 4 $19,480 4 j2p 880 4 $20,880 4 $21,720 4 $23,120 15 6 15 6 15 6 16 6 16 6 16 6 EXCESPPOS 24 24 24 333,420 $33,420 $33,420 $34,120 $34,120 $34,120 $328,180 $35.00/DAY PRIVATE $65.00/DAY 4 6 8 24 8 2g 26 26 28 28 28 28 $19,480 INCOME LOVELAND 4 $19,480 4 $20,880 4 $20,880 4 $21,720 10 4 10 4 10 t0 4 10 4 10 4 28 10 PPOR $21.00/DAY 24 EXCESS 24 24 $23,120 $23,120 $23,960 $23,960 $23,960 $23,960 4 $23,960 j268480 $35.00/0AY 6 PRIVATE $65.00/DAY 8 8 24 8 26 8 26 26 28 28 28 28 4 4 4 �q 4 i4 - 14 10 10 10 10 28 10 $19,480 $0.480 $20.880 $20,880 $21.720 $23,120 $23.120 $23.960 $23,960 $23,960 $23.960 $23,960 $268.480 TOTAL YEAR THREE $865,140 page 7 Year Three Jul. Aug. Sept Oct Nov. Dec. Jan. Feb. EQUIPMENT Mar. Apr. May Jun. Year Office ADMIN $100 S1$00 $100 $1D0 S1D0 $100 S100 $100 computers ADMIN so so 50 S0 $100 $100 $100 $100 $1.200 Office Instructional FC FC $0 $2,400 $0 $0 $0 $100 $0 $100 $0 80 $5DO $0 $o $o $o so $0 computers FC $12,000 $0 so $0 $100 $0 $1,2o0 $100 $6,000 $1W 5100 E,so $1so $0 E1$0 $9000 00 Office LVLD $400 so $1 18,100 Instructional LVLD $2,400 $0 $100 $100 $100 S1,200 $100 81$0 $0 E0 00 computers LVLD $0 $0 $0 s0 5,so �$0 $1$0 $1so Et$0 E,so S$100 Office GJ $1.200 $o so s0 so $0 $o so $0 � E0 ,500 8100 Instructional W $2,400 so S1o0 S100 S1$0 a1S,120000 00 61$0 00 81so $p computers W $12,D00 s0 s0 $0 00 81so $1so $1$0 S1so TOTAL .s32,900 $100 $400 $400 $400 $4,000 $7,060 $400 $0 12,500 $47,260 TRAVEL $4000 00 �� w $000 $47,2li0 Mllage ADMIN S150 $150 s0 S75 $75 S75 Per Diem Lodging ADMIN ADMIN $150 S200 $150 $200 s0 $75 $75 $75 $75 $75 $75 $75 $75 $75 $150 $1,050 Mllage FC so s0 $0 5150 $100 so $100 s0 $100 31$0 51so $t 00 100 Yt$0 $75 s1$0 $,50 $1,050 Per Diem FC $0 $0 S100 so s0 $150 so s0 S0 s0 $0 S2so S0 $00 Lodging FC so $0 $100 $0 $0 so $0 $D $0 So $0 $0 $0 $300 $300 Mila a LVLD $0 $o SO $2001 $0 $400 Per Dim LVLD $0 s0 $100 $0 so $0 $o $0 $,$0 $300 Lodging LVLD s0 so MIX) $0 $0 so so so s0 $0 $200 E1so Wage Per Diem W W $0 $0 $0 $0 s100 $0 s0 $150 s0 so S0 s0 s0 $0 s0 $200 $650 Lodging GI $0 $0 5200 Slog $0 $0 $0 $0 $150 $0 $o s0 E0 Eo $150 $200 $150 50 $550 $800 TOTAL $600 $600 st,tl00 S2S0 $260 $200 $900 $260 so so CONSULTANTS sm $250 $400 $1,450 $1,300 $7,5000 Training ADMIN $0 $0 $1,000 $0 so $0 Project ADMIN $0 $0 so S1,000 so $1,000 $0 s0 $1.000 $0 $0 $0 so $1,,200 Training Project FC FC $0 $0 $0 so s0 s0 5600 $p $0 � so so � Ep $O so SO $2,000 Training LVLD $0 $0 $2,000 s0 $0 so $1,000 $1,000 $1,000 $1,000 $1,100 � $1,100 E100 $0 $1,200 Project LVLD so So $2,000 $0 $600 $1,000 $0 51,0$0 $0 $1,600 $1,1$0 $ 00 Training W $0 $0 s0 $0 $600 $1�0$5 $0 so 81,000 00 $1,000 00 $1000 $1,000 1,200 Project GI TOTAL $0 $0 $2.000 $1,000 51,000 SO $1,0$0 $1,0$0 E0 $600 $0 $9,000 $1,200 $0 So $7,000 $2,000 $4,800 $3,000 $3,000 $3,000 $1,Ob0 $3,100 so $1.000 $1,000 $9,000 OTHER EXPENSES $2.100 $4.900 $3.100 $36,000 ADMIN FC $1,500 $500 $0 so $0 SO $0 $0 so s0 $1.500 so so $O LVLD E500 $0 $O $O $0 so $O $0 $500 $0 s0 $p SO $O $3,000 W TOTAL $500 $$500 $0 $0 $0 So s0 $500 $500 so $o $0 $0 $0 so $0 $0 $1,000 $1,000 $0 $o $0 $0 s0 $3,000 f0 $0 $0 $0 $ o $0 $6,000 w $s,000 TOTALS--GJ, FCi ADM $103,639 $59,589 S68,710 $61,939 $94.739 $72,387 $82,762 AGrand dmin. Total $14,640 $12,865 $13,365 $13,615 $12.615 $70,362 $69,412 $68,602 $72,312 $70,337 S864,829 Loveland netlon Total $22,750 $13,615 $18.000 $14.115 $13,615 $16.100 $12.615 $12,615 $12.615 $12.865 S159,155 Fort Collins Total $31,400 $15,600 $15,525 $18,450 $18,95 $15.800 $15.725 $17,400 $17,325 00 $19,100 $16,100 $16,800 $16,800 $16,950 $16,950 $17,900 $17,300 $223,745 $103,639 $69,569 f68,11t9 f91,939 $64,739 $23.2773 $72,387 $31,448 $82,762 $$69,412 $17.900 $17,100 $211.945 $70,362 $68,6662 _ $72,312 _ $70,337 $$864,9829 page 6 W7W Alternative School Budget Porjections THIRD Year Projections Fiscal Year July 1 to June 30 Jul. Aug. Sept. Oct. Nov. Dec. Jan. Personnel FTE Feb. Mar. Apr. May Jun. Year ADMIN Fall Spr DirofOper Dir of O8 D 1 1 1 $4,100 1 $4.100 E4,100 $4,100 $4,100 $4.100 E4,100 $4,100 $4.100 $4,100 $4.100 $4.100 $4,100 $4,100 Three DirFacilities&0 DirFacdmin 0.1 0.5 $1,100 $1,700 $1,100 $1,100 $1.500 $4.100 $''� $4,100 $4,100 $4.100 $4,100 $4,100 $4,100 $4,100 $4.100 $49,200 Total 2.5 2.5 $9,700 $1,500 $9,700 $9,700 $1'� $9,700 $1,500 $1,500 $1,500 $1.500 $1,500 $4.100 $1,500 $49,200 FtCOLIN 2 3 SCH PDS; $9,700 $9,700 $9,700 $9,700 $9,700 f9,700 $18.000 f116,400 Teacher/Dir Teacher -Aide 2 3 3 $5200 4 $5.198 $5200 $5,198 $5200 $5,198 $5,200 $5,198 $5,200 $7'� E6. 7.800 $7.E $7,800 E7,800 Clerical Total FL Chas. 1 6 1 $1.560 8 $1,560 $1,560 55,198 $1,560 E6,930 $''� $6,930 $1,560 $6,930 E6,930 $6,930 $7,800 $6,930 $7,800 $6,930 $8( $74„ $11,958 $11,958 511,958 $11,968 $11,958 $16 290 E16 290 $1,560 $76 290 $1,560 $16,290 $1,560 E1,560 , $6.930 $18,720 LOVLAN 2 2SCH PDS $16.290 $16.290 $16,290 $173,820 Teacher/Dir Teacher -Aide 2 3 2 $5,200 3 $5.198 $5200 $5.198 $5200 $5,198 $5,200 E5,198 $5,200 $5.198 $5,198 $5.198 $52110 $5200 Clerical Total Loveland 1 1 $1.560 S1 �0 S1 560 $5,198 $5,198 $5,198 $5,198 E5,188 E5,198 $5200 $52W $5200 $5,108 $62,400 6 6 $11,958 $11,958 $11,958 $11,958 $11; 68 $11,968 $1 $11,968 $'' $11,958 $1,560 $1.5w $1,560 62.376 $18.720 $18,720 2SCH PDS flr JUNC 2 2 2SCH PDS $11,968 $11,958 $11,968 11,958 f11,968 $143,496 Teacherf0k Teacher -Aide 2 3 2 $5200 3 $5,198 $5200 $5.198 $5200 $5,198 $5200 $5200 : $5,198 $5200 $5.198 $5,200 Clerical 7otalO.J, 1 1 $1,560 $1,560 $1560 $5,560 $1560 $1.560 $1560 E5,198 $5,198 $5,198 $5.195 $5,200 $5,198 $5200 $5,195 $5200 $62.400 TOalG.J. STAFF g 6 $11.958 E46,674 $11,958 $46,674 $11.958 $11.958 $11,958 $1,560 $11.958 $1,580 $11,958 $1,560 $$1.560 $1,560 $1, $5,196 E62,376 $18.720 $46,674 $46,574 $45,674 ;49,906 $49,906 $49,906 $$49,906 $49,90 11.580 _ 11.958 $$49,906 f�,212 $49,906 12 BENEFITS ADMIN FC $1,940 $2.392 $1,940 $2,392 $1.940 $2,392 $1,940 $2,392 $1.940 $1.940 $1,258 $1,940 $3.258 $1,258 Gi $2.392 $2,392 $2,392 $2,392 $2,392 $2.392 $3258 $2.392 $2.392 $3,258 E3,258 $3,258 $1,940 $3.2% $1,940 E23280 TOTAL $2.392 $9,,11166 $2.392 $=1� $2,392 $9,115 $2,392 52,392 $2,392 $2.392 $2.392 $2,392 $2.392 $3258 $2.392 $34,764 $28,699 $9.116 $9,115 $9,981 $9,981 $9,981 $2,981 2,392 RENT/UTIL ADMIN $500 500 $500 $500 $392 $9,981 $9,98 $$15� FC FC $ E1,000 E1 $1,000 $1'� i1,000 $1,000 $ $� $500 $1,000 $500 $2,000 $500 $2 000 $500 $500 $500 ESt>D $6,0D0 PHONE $1.000 $1.000 $1A00 E1,000 $1,000 $1000 $1,000 $' $5100 $1000 $1•0 /" $2,000 $1.000 $2,000 $1,000 $2,000 $1,000 $2,000 $1,000 $18.000 ADMIN $100 E50 $S50 $f5�0 i100 $100 $100 $$100 ( $1,000 $1,000 $1,000 $1.000 $12,000 $12,000 D $100 $100 $50 $100 $50 $100 $100 $100 $100 $100 100 $100 $$900 C"I TOTAL $100 $3,850 $100 $100 $100 $100 $100 $100 $100 $100 -2w $3,850 $3,850 $3,850 E 850 $3,850 $4900 $4,900 f100 $4,900 $100 f100 f100 $12W SUPPLIES $4.900 $4,900 $4,900 $62,600 Office Office ADMIN FCE25 $300 $25 $25 $25 Instructional FC $100 $25 $25 E25 $25 E25 E25 $25 S25 $575 Instructional LVLD $$50 $ 1$5500 750 $$50 $300 $$50 $$50 00 GJ $3.000 $300 $100 $50 $500 $50 $200 E$50 0 $200 $2,000 $500 $50 $200 $� $� $$50 $� $1,550 $1,550 Instructions GI $100 $500 $50 $200 $200 TOTAL $8,70�0 $450 f1650 $750 $200 $1,000 $500 $200 $22000$776 $4,676 $ $875 $32600 5200 $6,500 S760 $22,925 page 5 - - Year TM EQUIPfMW Jul. Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Year 00ce c0m0�e ADMIN $1$0 $1$0 f1$0 $t$0 $1$0 . $1$0 f1$0 $1$0 $100$100S1$0 f1,20 FCMIN EO $0 $0 $0 .E1$0 $ Inslrucrnal complrs FC $0 $1so f1$0 $0 $1$0 $0 $$100 $0 $1$0 $0 f1$0 $0 $1$0 $0 E1$0 $0 $1$0 $0 $0 03ce FC LVLD $112.000 5400 $0 $0 $1$0 $0 $0 $0 $0 $1$0 $0 12,100 $1$ 00 Instruc5mal LVLD $2,400 50 $0 $O $100 EO $100 $0 $100 SO $1,200 $O $100 $0 EO $0 EO $o EO $400 comPdws LVLD $0 $0 $0 $0 $0 $100 $100 $100 $100 $100 $100 $4,500 05ce GJ $1,200 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $100 Ins rucamal compdas GJ GJ 4 $100 E100 $100 E1,200 $100 $0 $100 $0 $100 $0 $100 $0 $100 $0 $100 $1,200 $4,500 TOTAL $ 122,0 $,00 00 b0 $100 $400 $400 $0 $400 $100 $4,000 $0 $0 $0 $0 SO $0 $12,100 $400 $400 $400 $400 $400 $400 $40,600 TRAVEL Marge Per M m ADMIN ADMIN $75 $75 $75 $75 $0 $O $75 $75 $75 $75 $75 $75 $75 $75 $150 $900 Lod*g ADMIN $100 $150 $0 $75 $100 $75 $100 $75 $100 $75 $75 $75 $75 $75 $150 E900 M6ge FC $0 $0 $150 $0 $0 $100 $100 $100 $100 $100 $100 $1,150 Per 6rm FC $0 $0 $50 $0 $0 $0 $0 $0 $0 $0 $0 $0 $o $150 Lod�g FC SO EO Eso $0 $0 $O $0 $0 $0 $0 $0 $0 $50 Mt Mtge LVLD $0 $0 $50 E0 $0 $0 $0 $0 $0 $0 $0 $0 $50 Per Oicm LVLD $0 $0 $50 $0 $0 $0 $0 $o so $75 $75 $75 $275 Lodjng LVLD E0 $0 $0 E0 $0 $0 $0 $150 $75 $275 Mb8e Per GJ GJ $0 $0 $0 $100 $0 $0 $0 $O $0 $0 $0 $0 $0 $$75 $75 $0 $75 $200 $325 Lodjng GJ $0 $100 $0 $0 $75 $0 $0 $0 $75 $75 $325 TOTAL $250 $300 $750 $260 $250 _575 100 $600 � $250 $0 $250 EO $250 $0 EO $325 $100 $826 $100 $400 $800 $5,000 CONSULbWTS TraWmg PI*ct ADMIN ADMIN $0 $0 $500 $0 $0 $0 $0 $0 $500 $0 $0 $0 $0 $1,000 Training FC $0 $0 $5$0 $3500 $ $O $O $0 $0 $O EO $1,000 Prcim Traiobg FC LVLD S0 $0 $1' 000 $U $soo $0 fsoo $0 $500 $0 $500 $0 $550 $0 $550 $300 Um $0 $550 $600 $5,200 Ptc�ct _GJ LVLD $0 $0 $1,000 $0 $0 $300 $500 $0 $500 $0 $500 $0 $0 $0 $500 $0 $500 $300 $500 $0 $600 PI*crabbi; GJ S0 EO E0 $0 $0 $1,000 $0 $500 $300 $500 $0 $0 50 $0 $0 $300 $500 $0 $4.500 $600 TOTAL $0 $0 $3,500 $1,000 $2,400 $0 $1,500 $500 $1,500 5500 $1,500 $500 $1,550 $0 $1,050 $500 $2a450 $500 $1,560 $4,500 $18,000 OTHER E>pENSES ADMIN FC $1,500 $500 $0 $0 $0 $0 $0 $0 $0 $0 $1,500 $0 $0 $0 $0 $0 $1,000 LVLD $500 $0 $p $0 E0 EO $0 $0 $500 $0 $0 $0 $0 $1,000 GJ $00 $D $0 $0 $0 S0 $500 $500 $0 S0 $O $0 $0 $0 $0 $1,000 TOTAL $500 $0 $0 $0 $0 $0 $3,000 $0 $0 $0 $0 $0 $0 $0 $1,000 $0 $0 $6,000 TOTAL9d3J, FC & ADMN $86,416 $42,416 $47,866 $43,966 $45,366 $48,316 $50,866 $45.366 $44,516 $44,091 $45,991 $45,068 Admin. Grand Joction TOTAL TOTAL $14,390 $26,399 $12.685 $7,149 $12,865 58,949 $13.115 $12,615 $13,115 $14,115 $13,115 $12,615 $12,615 $12,615 $12.765 $590.242 $156,605 LovelarW TOTAL i14299 $7,149 $8,949 57,849 $734g $8,149 $8,799 S9'� $9,149 $8,149 $7,849 $7.349 $8.399 $8.099 $116,290 FortCaBs TOTAL $31,328 $$7,149 $$8,849 $$7.349 $8.149 $10,149 $7,649 $7,849 $7,924 $8,474 $7,999 $104.890 $86,416 $42.416 $47,866 $43,966 $48,366 $48,3316 $5018" $ $45,366 $4d,g6 $44,091 $46,991 $45,068 $590,242 6127/M. Alternative School Budget Porjections Fiscal Y=r July 1 to June 30 Jui SECOND Year Projections P rsonq FTE Au..g. Sept. Oct. Nov. Dec. Jae. Feb. Mar. Apr. May M Fall Spr Jun. Year Dir of CPU 1 Dir of Dir Faei196es 1 $4.100 1 1 $4,100 $4.100 $4.100 $4,100 $4,100 $4.100 $4,100 $4,100 $4.1W $4,100 $4,100 TWO Total Adein 0.5 0.5 $1,500 2.5 $1,500 $1,500 $4,100 $1.500 E4,100 $4,100 $4.100 $4.100 $4.100 $4.100 $4.100 54,100 $4,100 $49,200 2.5 $9,700 $9,700 $9,700 $9,700. E1 500 $9,700 $1'� $9,700 $1�J0 $1,500. $1,500 $1.500 $4,100 $1,500 $4.100 $1,500 $49,200 $18,000 FtCOLINS TeachedD'ir 2SCHPDS $91M $9,700 $9,700 $9,700 $9,700 .$9,700 $116,400 TeacheHlide Clerical 2 2 $5,200 3 3 $5.198 $5,200 $5.198 . $5,200 $5,198 $5.200 $5,200 $5,200 $5.200 $5,200 $5.200 Total Ftclns. 1 1 $1,500 6 $1.500 $1.500 $5.198 $1,500 $5.198 $5.198 $5,198 $5,198 $5.198 $5,200 $5,198 $5,200 $5,200 $62,400 6 $11,898 $11,898 s11,898 $11,500 $1 500 $$1.500 $1'5w $11,898 $1,500 $1,500 $1.500 $1.500 $5,198 $1,500 $5.198 $1.500 $62,376 $18,000 LOVLAND Teacher!>& 1SCH PDS $11,848 $11,896 $11,898 $11,898 $11,898 $11,898 $142,776 Teacher4lide Clerical 1 1 $2 500 1 1 I E2'� $2,500 $$ $2.500 $2.500 0.5 0.5 $750/ 2.5 2.5 S $1666 $750 $1.666 $1,666 $1,666 $1.666 $1,666 $1.666 $4,750 $4,916 $4,916 66 $4,916 $750 $4,916 6 $916 $1,666 $750 $1,666 $750 $ 9.99922 $9,000 OrJUNCT TeachenOtr 1SCHPDS $4,lt6 $4,9� $4,g 54,96 $4,916 $4,916 $58,992 Teacher4bde Clerical 1 1 $2 500 1 1 $1.666 E2•� $1,666 $2.500 $1.666 $2,500 $2.500 $2,500 $2,500 $2,500 $2,500 Total G.,L 0.5 0.5 $750 2.5 2.5 $750 $750 $1666 $750 E1666 $1,666 $1,666 $1,666 $1,666 $2,500 $1,666 $2.500- $2,500 $30,000 TOTALSrAFF $4,916 $31,430 $4,916 $31,430 $4,916 $750 $750 $4,916 $1,666 $1,666 $19,992 $31,430 531,430 $31,91� ,43 531,430 $4,916 $31A30 $4.916 $31,430 $4.9 6 $31,430 $4,916 $4,9 6 $4,916 $58,992 BENEFnS ADMIN 531,430 $$ ,916 $$ ,916 $$58,992 160 FC LVLO $1940 $1,940 $1.940 $1'� $2,380 $1,940 $2,380 $1940 $1940 $7,910 $1,940 E1,940 $1,940 GJ $ $983 983 $986 $983 $983 $2380 $983 $ $983 $ 2.380 $ 2,380 $ $ 2,380 $1.940 $ $1.940 $ $23.280 $$986 $ $983 $6 2B6 $983 $6,286 $983 $Wl $983 $983 $983 _ EJ93 $998.3 $111.798 RENT/UiIL AOMIN $ 500 $ 500 $6,286 $6,286 S6,286 $6,266 $6,286 $6,286 $6,286 $6,286 $75,432 LVLD $1,000 $1'�$1,000 $500 $1,000 $500 $1,,000 $ E� S1? $500 $500 $500 $500 $500 $500 $6,000 PHONE ADMIN $$ 1,000 $1,000 $1.000 $1,OOp $1� 00 $1.0000 $1,OD0 $1,000 $1,000 FC $50 $100 s100 s� $100 E1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1.000 $12,000 LVLD $100 $E00 $� $$50 $� $� $100 $100 $100 $1,000 $100 $12.000 $1.200 $100 $100 $100 $50 $50 $50 $50 $600 $3,850 $3 860 $3,850 $100 $3,860 $100 $100 $100 $100 $100 $100 $100 SUPPLIES 06ce $3,850 $3,850 $3,860 $3,850 53,850 53,850 $100 5150 $3,850 $1,200 46,200 $46,200 ADMIN $300 $25 Instrucf�al FC 011ice $ i� $25 $$50 $25 $25 E25 $25 $ZS $25 E25 $25 $25 $25 $575 LVLD Instruc6wal LVLD $i'000 $100 �50 $200 $sw $200 $1,000 $500 $200 $25200 E375 O18ce Gi $3,000 E300 $100 5500 $200 $50 $� 5200 $50 S50 $50 E50 $200 200 $50 2$2500 $200 $50 $200 $4,500 mstructinal GJ $50 $sash $50 $50 $50 $200 $2,000 s5oo a200 $zoo $zao $50 s200 $1,550 s7,500 iB;Too $ w iiso $ 00 $20$760 sw $1,000 $50 $50o $00 20000 00 � $4150 $1,650 $760 $ $750 $z0000 $750 $20000 $750 $$ $21,860 page 3 Year ONE EQUIPMENT Office ADMIN computers ADMIN Office FC Instructional FC computers FC Office LVLD Instructional LVLD computers LVLD Office GJ Instructional GJ computers GJ TOTAL TRAVEL Milage ADMIN Per Diem ADMIN Lodging ADMIN Milage FC Per Diem FC Lodging FC Milage LVLD Per Diem LVLD Lodging LVLD Milage GJ Per Diem GJ Lodging GJ TOTAL CONSULTANTS Training ADMIN Project ADMIN Training FC Project FC Training LVLD Project WILD Training GJ Project GJ TOTAL OTHER EXPENSES ADMIN FC LVLD GJ TOTAL TOTALS=GJ, FC & ADMN Admin. Total Grand Junction Total Loveland Total Fort Collins Total Jul. Aug. Sept. Oct. Nov. Dec. Jae. Feb. Mar. Apr. May Jun. Year $100 $100 $0 S0 E100 $100 $100 i10 f100 $100$100$100f10 $100i1,20 $U $0 $p $0 $0 f0 $0 � $0 $0 $0 fd $O $0 $2,400 $0 $100 5100 $0 EO $290 $O $O $0 $o $0 $250 $0 $0 $12,00 $100 $1,200 $500 $100 $100 $10 $10 $100 $4,900 $0 $0 S0 S0 $100 $D $0 $0 $0 $0 $0 $12,100 f0 $0 $0 $0 $0 $0 $0 $0 $O i2p0o $100$100$1000 $100 $100 $2,5 $0 $0 52 $0 S0 $100 $12J000 $0 $0 $o $0 $0 $12,100 $0 $0 $12,00 S0 $0 f° $0 $O $0 $0 $0 $2,00 $0 S0 $0 5100 $10 $1.20 f100 $10 $10 $10 $10 $10 $14,00 $2,500 $100 $26,200 $3 0 $300 $2.800 $14,= $400 $400 $400 $400 $400 $49,150 $1 $150 $11 $10 $0 $75 $75 $75 $75 $75 $25 $25 $0 $0 $725 $10 $100 $0 $75 100 $75 100 1$2500 f25 $0 $0 $725 fo $0 $0 E50 $so $1oo itoo flao iloo $10o w so fsao $0 E0 $150 $0 $0 $0 $0 $0 $0 $1_6 $0 $0 $100 $0 $p S0 $0 so $0 $0 $0 $0 $0 $10 $0 $0 $0 $0 $0 $0 $o so $0 $o $0 $0 $0 $0 $o $0 f0 $0 $0 $0 $0 $0 $0 $0 E0 S0 $0 b0 $0 $0 $0 $0 $0 $0 $0 $0 so $0 $0 $0 $0 $,$0 $0 $0 $D $0 $0 $0 $0 $0 $0 $0 $o $10$150 so $0 $0 $0 $o so $250 0 E0 i0 $0 $0 $150 30 $0 so $0 $0 $0 $350 $0 $20 $400 $200 $200 $90 f0 f0 50 $0 $0 $0 $60 $400 5600 f900 $290 f2so $150 $t5o $0 $O $3,6o0 $0 $0 $1000 $0 $0 $0 $1,000 $0 $0 E1000 $0 $7,00 $0 $0 $0 $0 $2.00 $0 $0 $0 E0 $0 $0 $0 $0 $0 SO $2,00 E60 $0 $0 E1'000 S0 $1.000 $1,000 $1,0 o $0 $$0 $0 $0 $000 $0 S0 $0 $0 $0 $0 $4,00 $0 E0 S0 S0 S0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $40 S0 $0 0 $0 $0 $0 $0 00 $1.000 $1.000 $1.000 $0 $0 $3,000 $2,000 $3,000 $2,000 $2,000 $2000 ,000 000 $1,00000 f0 $° $° 15,00 $O $0 $0 $15,000 $1.500 $500 $0 $0 i0 E0 $O $1,50 $O $O $O $0 f0 $3,0p $500 E0 i0 iE00 $0 $° $500 $° $0 $0 $0 $0 $1,00, 0 $0 $° 0 $0 $1,000$50 $0 $0 so $0 $$00$0 $o $o $1,000$$0 $o $o so s3,000 so $o $0 to $o $6,000 $13,750 $12,325 $49A62 $19,762 $24,362 $27,612 $62,873 $42.573 $40,123 $39,123 $38,023 $38,798 $409,493 $8$� $6,325 $6.025 $6,225 $5,225 $6,275 $9,775 $9,275 $8.175 $8.175 $8,025 $8,025 $89.620 $3.950 $22,799 $7.999 $8.499 $8,799 $9,399 $8,399 $7,949 $6,949 $6,949 $6.949 $99,142 $50 0 $0 i0' $3.SW $4.350 $31,950 $16,050 $15,60 $15,600 $15,550 $15.550 $118.648 $4•650 $2,050 $20.638 $5,538 $7,138 $8.088 $11,749 $8,849 $8.399 $8,399 $82-199 $8,274 $102.073 $13,750 $12,325 $49A62 $19.762 $24,362 $27,612 $62,873 $44,573 $40,123 $39,123 $38,823 $38,798 $409,483 6/27/93 Alternative School Budget Projections Fiscal Year July 1 to June 30 Jul FIRST Year Projections Personnel FTE Aug Sept. Oct. Nov. Dec, Jan. Feb. ADMIN FALL Dir of Oper SPR Mar. Apr.' May Jun. Year 0.5 Dir of R B D Dir Facilities 1 0.5 0.5 S0 1 $3,000 $0 E3,333 $1,750 E833 $1.750 E1,750 $1.750 $1.750 $1,750 Total Admin 2 0.5 $1,333 2 54,333 $1,000 E1,000 $833 $1,000 $833 $1,000 $833 $3,3 $3.333 E1,750 $3,333 $1,750 $1,750 $1,750 $17,500 $4,333 $3,583 S3,583 $3,583 $1•� $1,000 $1,000 51,000 $3.333 $1,000 S3.M3 $3,333 $29,996 Ft COLINS Teacher/Dir 2SCH PDS S3583 $s,1183 $6,083 $6,083 $6,083 $1,000 $6,083 $1,000 $6,083 $12,000 1 Teacher -Aide 0 5 2 2 $0 $0 $2.500 $2,500 $59,496 Clerical Total Ft. Clns. 0.5 2 $0 1 $750 $0 $750 $386 $750 $ $2,500 $386 $2,5110 $ $2.500 $7,666 E2,500 $1,666 $2.500 $2.500 $2,500 $2,500 $25.000 5 $750 $750 E3,636 $750 53,636 $750 $3,636 $� $750 $750 $1.666 $750 $1.666 3916 $1,750 $ E11,540 LOVLAND Teacher/Dir 1SCHPDS $3,636 $4,916 $4,916 $4,91s $4,916 $750 s4,916 $750 5750 $4,916 S9,00r, $45,64 0 Teacher -Aide 0 1 S0 / EO EO Clerical Total Loveland 0 1 $0. 0.5 $0 $0 $0 E0 $0 $0 E2,5$0 $0 $2,5$0 $0 $5.198 $5200 E5200 f5�00 E5200 0 2.5 $p SU S0 $0 EO EO $5,196 $1,560 $5,196 $5.198 $1 560 $5.198 $5,198 $5,196 E5,198 $31,188 $31,188 GrJUNCT 1SCHPDS Teacher/Dir $0 $2,500 $2,500 $11,958 $11,968 $1,560 $11,958 $1,560 $11,958 $1,560 $11,958 $1,560 $11,958 $9,360 1 Teacher -Aide 1 1 $0 1 $2.500 $2,500 $2.500 $76,748 Clerical 0.5 Tota1G.J. $0 0.5 $0 $0 E0 8$750 E1•� E1,6 $1,666 E2,500 $1.666 $2,500 $2,500 $2•� 52,500 $2,500 E2,500 2.5 TOTAL STAFF 2.5 EO $2.500 $750 $4.916 $750 $4.916 5750 E750 $1•� $1,666 E1,666 $1,666 $1,666 $1,666 $27,500 $16,660 $5,083 $7,583 $12,135 $12,135 E14,635 $4,916 $4,9916 $4,916 $4,916 $ggtg $ E750 BENEFITS ADMIN 514,635 $27,873 $27,873 $27,873 $27,873 $27,873 $,916 27,873 $233,444 FC LGJ�D E867 $ 1$0 $t$ i7=o E727 $1,217 _ E1,217 $0 $500 $0 $727 $500 $727 $983 $1.217 $ $1217 $� $1,217 $11,899 TOTAL 51,017 $1,517 $983 52.427 $983 52,427 $983 $500 S9B3 $2.392 $ $2,392 $ $2,392 $2.392 $2,392 $983 $2.392 $9.108 E15,350 RENT/UTIL ADMIN $2,927 $2,927 $5,675 $6,575 $983 55,576 $ $6,578 $983 E983 $10,332 FC $500 $500 $ram $500 $ $5,578 $5,675 $46,689 LVLD $1.000 $E800 $ PHONE ADMIN $1$0 $800 0 $1 000 $1,000 = 000 = 000 $$800 $2,000 $$800 E2000 $2,000 $ 6,800 FC LVLD $50 $$50 100 $700 $100 $100 $100 00 $50 $8w $800 1,000 $$8w E$8W $7,000 $$0 $ 50 $i0 $100 a100 E50 $100 $100 $ $1sw $1.200 TOTAL E0 sl,aso $150 S1,soo $$0 $2,50o $� p $so S50 $50 $Sp $50 $50 $50 $50 � $50 $300 SUPPLIES $2,500 $2,5oo E3,500 560 $4,660 $4,560 $� $4,550 $50 $50 $6 o Office ADMIN $300 $4,550 $4,580 E4,550 E41,350 Office FC Instructional FC i0 $25 $100 $25 E25 $25 E25 $25 $25 Office LVLD Instructional E0 $1.000 E0 52000 $25 $0 $25 $0 $25 $SD $25 $25 7S0 $50 $50 $25 $575 LVLD Office GJ i0 $0 so i0 S0 i0 $� $200 $50 $1,500 $50 $750 $$50 E50 $$50 $� $$50 2$2500 E200 $450 Instructional GJ $0 $0 i0 $0 $200 $2,000 $50 $$50 S50 sw $� $� $50 $6,450 $850 TOTAL E300 E1,128 i0 $50D $2,600 E$500 $50 $50 $50 $50 $ 0 so $2.800 $200 $80000 $750 $4,g675 $1,925 $575 $575 $4425 $400 $1 350 page 1 CHOICES - THREE YEAR BUDGET PROJECTIONS YEAR LINE ITEM FIRST SECOND THIRD PERSONNEL $233,444 $377,160 $577,212 BENEFITS $46,689 $75,432 $115,442 CONSULTANTS $15,000 $18,000 $36,000 RENT/UTIL $41,350 $46,200 $52,500 SUPPLIES $14,350 $21,850 $22,925 EQUIPMENT $49,150 $40,600 $47,250 TRAVEL $3,500 $5,000 $7,500 OTHER CURRENT EXPENSES $6,000 $6,000 $6,000 TOTAL $409,483 $590,242 $864,829 ADMIN $89,620 $156,605 $159,155 FORT COLLINS $99,142 $116,290 $223,745 GRAND JUNCTION $118,648 $104,890 $211,945 LOVELAND $102,073 $212,456 $269,984 $409,483 $590,242 $864,829 INCOME FORT COLLINS $124,040 $246,920 $328,180 GRAND JUNCTION $71,320 $115,820 $268,480 LOVELAND $58,640 $136,820 $268,480 TOTAL $254,000 $499,560 $865,140 ($155,483) ($90,682) $311 11. Financial Plan 23 Raymond K. Yang 2900 Garret Drive Fort Collins, CO 80526 (H) 303-225-9022 (W) 491-5558 Raymond Yang is the Head of the Department of Human Development and Family Studies, College of Applied Human Science at Colorado State University. He has made many contributions to the study of developmental patterns of children at -risk and of families at risk.. Dr. Yang is currently a member of the National Council on Family Relations, the Society for Research in Child Development and the Society for the Psychological Study of Social Issues, among others. ►�►J Beryl B. McGraw 749 Sandpiper Point Fort Collins, Co 80525 (H)303-226-6117 (W) 303-498-7211 Brownie McGraw has been a resident of Fort Collins for 45 years. She was a teacher/administrator in Poudre R-1 schools for 25 years before serving as a Juvenile Coordinator for the Larimer County District Attorney's office and the Collaboration Specialist for the Poudre Transition Center. She currently serves on the Board of Directors of the Boys and Girls Clubs of Larimer County, the Board of Directors for STAND, the Fort Collins Commission on the Status of Women, among many others. Brownie has received numerous honors and awards, the most recent was the naming of Beryl McGraw Elementary School, which opened in 1992 in Fort Collins. Greg Remmenga 1114 W. Mulberry Fort Collins, CO 80521 (H) 303-490-1921 (W) 303-493-4127 Greg Remmenga graduated with a Juris Doctor Degree from the University of Iowa in 1985. He has practiced law in Fort Collins since that time. He started his sole practice in 1990 and is currently employed in that capacity. Mr. Remmenga is a native of Fort Collins. He currently seves as Chairperson of the CHOICES Board of Directors. Manuel Trevino 228 South Dorothy Avenue Milliken, CO 80543 303-587-4243 Manuel Trevino received his Master's Degree in Social Work for the University of Denver in 1977. He is beginning a doctoral program at Colorado State University, while continuing to teach classes at both CSU and the University of Northern Colorado in the areas of Human Diversity and Contemporary Chicano Issues. He also serves as Program Coordinator at Evanstart. Manuel served as Housing Director for the City and County of Denver for 2 years and for the Denver Housing Authority for over 20 years. In all capacities Manuel has advocated for the plight of the disadvantaged and underserved populations. 21 Dale E. DeVoe 3207 Fairplay Court Fort Collins, CO 80526 (H)303-225-2467 (W) 303-491-6234 Dale DeVoe is an Associate Professor in the Department of Exercise and Sport Science at Colorado State University with an emphasis on teacher preparation and research design and statistics. Dr. DeVoe has made numerous contributions in the area of recreation therapy for at - risk youth. He has designed and organized outdoor clinics and camps and made numerous presentations on topics related to stress challenge programming for youth at -risk. Dr. DeVoe is a member of the American Alliance for Health, Physical Education Recreation and Dance Research Consortium, the Colorado Association for Health, Physical Education, Recreation and Dance, and the National Correctional Recreation Association. Pamela Hansen Gausman 601 Homestead Court Fort Collins, CO 80525 303-226-5289 Pam Gausman is employed at Evanstart as Coordinator of a teen parent program and family mentor. She received a Bachelor's Degree in Social Work from Colorado State University in 1991. While at CSU, Pam worked as a Career Counselor in the Career Development Center. Pam has always been interested in improving the quality and access of education for all students. She has been involved the public schools as a parent, a school volunteer, as a substitute teacher and as a teacher's aid. Pam serves CHOICES as Secretary of the Board of Directors. William E. Hurd 1600 West Plum, #26-H Fort Collins, CO 80521 (H) 303-491-8863 William Hurd is currently enrolled in the Master of Social Work program at Colorado State University and will complete his training with an internship in Grand Junction next year. For the past two years he has worked in mental health agencies in Fort Collins and Grand Junction. He received his Juris Doctor degree from the University of Colorado, School of Law in 1985 and served Grand Junction as an attorney for five years. 20 10. Board of Directors James H. Banning 1901 Bear Court Fort Collins, CO 80525 (H) 303-493-3239 (W) 303-491-7153 James Banning is a Professor in the School of Occupational and Educational Studies and holds a special appointment in the Department of Psychology at Colorado State University. He specializes in campus ecology which is the study of relationships among people and their environments. Dr. Banning is frequently called upon as a consultant on topics of campus assessment, physical environments, ethical communities, campus climate, and institutional racism and sexism. He is a member of the American Psychological Association, the Environmental Design Research Association, and the Association for Multicultural Counseling and Development. Galen G. Beaver 1718 Hastings Drive Fort Collins, CO 80526 (H) 30443-229-9759 (W) 303-495-8880 Galen Beaver serves the Poudre Valley Hospital, Evergreen Treatment Center as a Music Therapist. He conducts music therapy groups on the adult and adolescent psychiatric inpatient and outpatient units. Mr. Beaver also coordinates the activity therapy and serves as a member of the programming committee for the adolescent unit at the Evergreen Treatment Center. He is certified by the Board of Music Therapists and is a Registered as a Music Therapist by the National Association of Music Therapy. Mary M. Biggers 6640 Poudre Canyon HWY Bellvue, CO 80512 (H) 303-484-6178 (W)303-493-9336 Mary Biggers has taught Home Economics and Marriage and Family Living in secondary schools for 17 years. She started her own State Farm Insurance Company 8 years ago in Fort Collins and is currently self employed in that capacity. Ms. Biggers has served on the Larimer County Health Department Family Planning Board for 15 years and serves as a Board Member of Larimer County Life Underwriters Professional Organization. 19 Consultants Dean Miller 1300 La Eda Lane Fort Collins, CO 80526 303-226-5484 Dean Miller, Emeritus Professor of Psychology at Colorado State University recently co- chaired Task Force Number Six which was chartered with developing a major component of the professional competency assessment of the Colorado Education Licensing Act of 1991. He brings an expertise for working with students identified as having severe learning problems from junior high through graduate levels. In addition, Dr. Miller has taught and supervised graduate students in the use of multiple learning stragtegies to achieve higher levels of competency and to enhance critical and analytical thinking. Herbert Miller 3330 North Taft Fort Collins, CO 80524 303-226-3306 Herb Miller is a Licensed Clinical Social Worker with over 20 years of experience in the field of Social Work. As the Founding Partner and Clinical Director of Jacob Center in Fort Collins, Herb currently serves as Founder and Director of Jacob Center West located in Grand Junction. The Jacob Center, which has been in operation since 1988, provides alternative family care and therapeutic services to high risk adolescents. These services are provided on a contractual basis with the Department of Social Services or the Department of Corrections, Division of Youth Services. Herb, along with Jacob Center West, has offered extensive financial support and professional consultation to the CHOICES Management Team during the first 8 months of start-up phase through salaries, operating expenses and office equipment. Larry F. Miller 802 E. Elizabeth Fort Collins, CO 80521 303-482-0320 Larry has been employed by Poudre R-1 School District as a School Psychologist for over 20 years. He also has a private practice in Fort Collins as a family and individual therapist. Larry's consultations to the CHOICES Management Team include assistance in areas of student evaluation, assessment and the intake and referral process. 9. Management Team During start-up phase of CHOICES, the management team duties will include grant writing for start-up funds, development of program plans and curriculum, and formulation of a project model. Galyn B. Carlile 5675 County Road 68C Livermore, CO 80536 (H) 303-881-2855 (W) 303-484-8427 Galyn Carlile has served the Community College system as Division Chair, Dean of Instruction and President for seventeen years prior to his move to Fort Collins in September of 1992. He has a background in community mental health, substance abuse prevention and in systems planning which have served him well in development of the CHOICES project. Dr. Carlile is currently employed by the Jacob Center West as a partner and director of program development for high risk youth . Lynette G. McClain 1600 W. Plum, #26G Fort Collins, CO 80521 (H) 303-491-8862 (W)303-491-0608 Lynette McClain is currently serving as an instructor and Project Director of the Poudre Transition Center for the School of Occupational and Educational Studies at Colorado State University. She has taught high risk youth as a Special Education teacher for 14 years and has served as an Educational Consultant and Youth Diversion Counselor. Ms. McClain currently completing her doctorate with an emphasis on program development and program evaluation of projects which serve disadvantaged youth at Colorado State University. W. Allen Miller 853 Juniper Lane Fort Collins, CO 80521 (H) 303-482-3839 (W)303-484-8427 Allen Miller is currently employed part-time by Jacob Center West as a partner and program developer. He is self-employed as a builder, furniture designer -maker, writer and bird - watcher. Mr. Miller's background in the national peace movement, his experiences in Vietnam, as a Vietnam Veteran and a national peace activist supports his involvement in the development of the CHOICES project, in curriculum planning and as a community liaison in the project's development. 17 S. Quality Control The Colorado Department of Education, Special Education Services Unit has suggested thirteen Quality indicators in their Alternative Facilities Handbook. We will be adopting these indicators and modifying them to fit our needs and the requirements of the Colorado Social Services guidelines for day treatment centers. We have established a format for evaluating our program effectiveness as a part of the program evaluation section of these quality indicators. A sample of these evaluation process is contained in the appendix. The quality indicators address: • Philosophy • Policies and Procedures • Resource Allocation • Staff Qualifications • Staff Development • Assessment 0 Educational Program Components • - Instructional and Related Services • Discipline 0 School Climate and Organization • Parent Participation • School Facilities • Program Evaluation 16 they typically could utilize a variety of agencies to meet their needs. Enhancing communication efforts can save time in service overlap, information retrieval, and determination of the services needed. This population of youth is seldom a participant of the network of available community activities and resources. Community involvement is an area that is often excluded as an educational resource, particularly with at -risk youth. Community service experiences can foster the developmental growth of at -risk adolescents. Experiential experiences can provide an opportunity for youth to learn more about their personal abilities and interests. Steinberg and his associates (1981) have suggested that early work experiences may enhance the development of social understanding during adolescence and thus serve as a partial antidote to adolescent egocentrism. Social interaction patterns among the typical high school students frequently are limited to peers, teachers, and family members, and relationships with the latter two are often based on stereotyped attitudes and/or long established response patterns. In the economic marketplace, egocentrism, psuedostupidity, and social zinsensitivity (afflictions from which adolescents supposedly suffer and about which teachers frequently complain) are not rewarded but are quickly extinguished. 15 7. Marketing Strategy There are several aspects to marketing this product: 1. Marketing the program to the public school system to encourage referrals and collaboration efforts. School administrators, counselors and teachers will be informed about the services CHOICES provides to enable the widest range of school district referrals. Specific procedures for staffing individual program participants from the schools will be established to maintain close working relationships and networks with school staff. Representatives from school districts will be invited to participate as CHOICES Board members as well as members of curriculum and therapeutic sub -committees. 2. Marketing the program to the potential students to encourage increased enrollments. Specific program goals and objectives will be outlined in a direct services plan to be given to potential students. This will take the form of direct contacts, short media productions, and contacts with the potential students and their families and/or case managers and advocates. 3. Marketing the curriculum and the program to other communities for replication and/or expansion. A data base of potential users of the curriculum will be established and contacted directly or through agency representatives or professional organizations. Specific presentations will be tailored to the needs or requirements of each group or individual. 4. Marketing the program for Resource Development. A special market of potential donors and/or foundations will be contacted through appropriate one on one contacts as well as through response to requests for proposals. A specific strategy will be individualized to meet the stated needs and requested response to each contact. 5. Marketing the program to the business community and community agencies to encourage partnership in development of a continuum of services for youth and inclusion of youth in their community. Design and development of a data base and contact network will be established and maintained to secure necessary integration of services. The various youth service agencies will be routinely contacted to insure constant and current contact. A specific agency needs analysis will be put into place to maintain on -going up-to-date network communication and interaction. Supplanting these missing support systems can be addressed through involving communities in the services that focus on at -risk youth. Financial shortages will not allow us to continue to misuse resources. Overlapping services and lack of efficiency and organization can no longer be tolerated by public agencies. Collaboration between agencies can serve as an effective marketing and recruitment tool. At -risk student needs seldom occur in only one area, 14 6. Competition There are no other private non-profit schools with a primary focus of providing the type of therapeutic education to youth in the area. There are several private schools, one day treatment center, and some residential programs that offer educational programs. The private schools Rivendale, Oakwood, and other religious schools are organized for the purpose of providing academic skills to a more mainstream population of normal students. While they may take an occasional high risk or emotionally disturbed student, the majority of the populations are able to succeed at grade level or above in basic skills. Larico has two residential programs for youth with one having a focus on drug/alcohol addictions. They provide educational programs that are similar in nature to public school curriculum and use public school texts for some of their instruction. The teachers may or may not be certified in Special Education. They also offer a day treatment program at their residential site that is somewhat traditional with a focus on therapy and individualized instruction. Youth enrolled in the day treatment program are typically phasing out of the residential setting and receive instruction with residents of the other Larico program. Their clients are generally placed by Social Services and the majority of their funding comes from Social Services. Their focus differs in that they are organized for the purpose of providing treatment and not education. Mountain Crest and Evergreen treatment centers serve adolescents in an in -patient setting. They offer educational components to their treatment programs for 2-3 hours per day or less. The focus of their programs, however, is in treatment of addictions or psychiatric disorders in isolation of educational activities. These programs utilize more of a medical model for treatment that isolates therapy from real life experiences. The public schools are also competitors for the students we will be serving. Poudre R-1 offers a self-contained program for emotionally disturbed adolescents, Matthew Street Center and an alternative school for students over 16. There are some special programs for disadvantaged and behavior disordered youth but the enrollment is extremely limited and there are many who do not receive services. In all district special programs, attendance and graduation requirements are the same as the school district's policy and many students are unable to succeed in either setting because they are unable to abide by the attendance, work, academic or behavioral guidelines. District officials have indicated that there is a market for the type of school we are proposing. They have indicated that the district sends 10 to 20 students out of the city to residential programs because there is nothing appropriate locally. In Loveland, the Thompson Valley schools do not offer special education services for emotionally disturbed youth after 6th grade but they do have an alternative high school that is rumored to have a one year waiting list. They have indicated a serious need for the type of program we are suggesting. In Grand Junction, local school officials suggested that they could fill the program to capacity the first day we open. The alternative high school there is full but there are no educational services available that are similar to what we are proposing there. 13 skills training, are lacking in study skills, have needs for remedial instruction in basic skills, and lack general living skills. Alternative curriculum addressing these areas has been an effective tool for keeping some students in school. On the other hand, when an alternative placement is used to remove or segregate students, rather than providing for unmet needs, it often pushes students out of school and covers as a tool to refuse appropriate educational services to disadvantaged students. Use of alternative and segregated education must carefully consider the social and cultural consequences of such treatment. The literature suggests that effective educational and therapeutic treatments of high risk youth contain a variety of specific components. Each study uses differing terminology but the basic components have certain similarities when compared to the components of developmental theories, resiliency studies and "effective educational practices." Resiliency studies suggest that caring and supportive relationships, high expectations and student involvement and participation in relevant activities drive the development of services in all three systems of school, family and community. Researchers have demonstrated the influence of friends on.social understanding and a sense of identity, on the capacity to form and maintain egalitarian relationships, on positive mental health, and on prosocial behavior (Savin-Williams & Berndt, 1990). When intact and competent families are unavailable, others (such as mentors) may substitute to provide alternative frames of reference as supportive role models offering the encouragement that is needed in perspective taking. The services which supplant these missing support systems have been able to significantly improve the outlook for this population. 12 the current literature: parent involvement, development of local policies to focus on serving all children, development of a local demographic profile, ongoing evaluation of programs, accountability, community collaboration and the use of . mentoring with students at risk. Collaborative inclusion of everyone in the entire change process could result in appropriate interventions by an informed and knowledgeable community. Current research is beginning to value the consideration of student perceptions and student affect in retention efforts. Patricia Phelan, et. al. (1990) asked students their opinions regarding what would keep kids in school. The results are interesting. Many of the factors mentioned by students as needed were not related to economic restraints but were under the direct control of the principals and teachers. Amazingly, the students responded with desires to learn, ". . . despite negative outside influences, students from all -achievement levels and sociocultural backgrounds want to succeed and want to be in an environment in which it is possible to do so." Linda West (1991), suggests in her book, Effective Strategies for Dropout Prevention of At -Risk Youth, that there are five principal strategies that have been successful in dropout prevention: 1. Mentoring Strategies - Linking identified youth one-on-one with a mentor whom the student can confide in, look to for support and guidance. "According to Fennimore and Pritz (1988), the role of the mentor is to aid students in promoting the most essential of all developmental areas --self, or existential, development." 2. Tutorial assistance strategies - Provided by paraprofessionals, resource teachers, regular academic teachers, community agency personnel, senior citizens, parents, other students, mentors, college practicum students, or volunteers.. 3. Counseling and guidance strategies - Counseling programs that stress self-concept and that establish trust and communication with youth identified as at -risk has been effective in keeping students in school (West, p. 182). This can be accomplished through peer or other types of support groups for specialized needs of students identified as being at -risk (divorce, teen pregnancy, substance abuse, emancipation, after treatment, depression, or general living problems). 4. Parental Involvement Strategies - This can take the form of home visitations, parent - school conferences, parent education centers, parent volunteer programs, regularly scheduled parent activities, parent support groups, parent counseling programs, or occasional parenting education or a variety of other activities that attempt to involve parents in their child's education. 5. Alternative curriculum strategies - Students identified as being at risk often struggle with issues that are not always apparent but that keep them from becoming self-sufficient contributing members of society. These students often demonstrate the need for social 11 CHARACTERISTICS OF OVERALL SUCCESSFUL AT -RISK PROGRAMS • Preschool early childhood intervention programs • Small classes • Program flexibility • Experience -based education • Improved curriculum and improved school climate • Functional and academically challenging curriculum • Study skills at all levels • Self-concept development, student empowerment • Counseling • Systematic attendance procedures • Defined discipline procedure • Peer tutoring • Mentor programs • Interpersonal and life skills • Systems to address "transition" from home, school, grade level, and beyond • Vocational/technical/adult education programs • Work/study programs • Work attitudes and habits • School -directed alternative educational programs • Staff development to better teach all at -risk children, including cultural sensitivity • High student expectations by teachers • Hispanic roll models in the classroom (teachers, counselors, business, and community leaders) • Parental involvement • Student access to schools of their choice • Student assistance programs to address substance abuse, teen pregnancy and young parenthood, suicide prevention, and other mental and physical health issues, • Health centers • Quality after -school care and/or extended day programs • School -community partnerships • Business partnerships that smooth the school -to -work transition • Business incentives to'student employees to stay in school • Community -based youth activities, community service Compiled from: The University of Wisconsin Center for Educational Research, the National Association of School Social Workers, the Business Advisory Commission of the Education Commission of the States, the Study Commission on the Quality of Education in the Metropolitan Milwaukee Public Schools, Effective Compensatory Education Sourcebook, U.S. Department of Education, University of Miami Center for Dropout Prevention, National Council of La Raza, The Grant Foundation Commission on Work, Family and Citizenship, and various researchers. As this table indicates, there are a wide variety of school services that could improve the quality of education for at -risk students. A theoretical framework for tomorrow's schools seems to be lacking in current research, however. While there are many models suggested in the literature, there is little research on the components of effective dropout prevention programs and few indications on the measured effectiveness of the programs themselves. The National School Boards Association (1987) argues that school officials cannot wait until all the desired elements are in place before taking action. It summarizes the variety of remedies suggested by 10 6. General Industry Description As an industry schools, admittedly, are not addressing the needs of the youth who are the most needy. There are a variety of reports for the 80's and 90's calling for changes in youth -serving institutions (High School and Beyond, 1987; Committee for Economic Development, 1987; Education 2000, 1989; U. S. House Select Committee, 1989). As the number of children in poverty continues to rise and dropout rates continue to increase, it is obviors that familial supports are clearly lacking. It is in our national self-interest to provide the naturally occurring supports that are lacking through the public/private sector (Lipsitz, 1991). What then are the necessary supports? Historically, research has focused on the causes that are external to school (i.e. family Socio-economic status, minority status, family support, and gender). While there is certainly credibility to this approach, it has encouraged the attitude in education that intervention strategies for at -risk youth need to be addressed outside of the school setting. Educators have been reluctant to consider addressing the unmet social and psychological needs of youth. This lack of interest has allowed schools to continue supplying services that don't fit the current school populations. According to Wells (1990) schools do, in fact influence students' decisions to drop out, although little attention or concrete evidence has proven this. Larry Cuban (1989) agrees that the inflexibility of schools and school systems contributes to student academic failure and poor performance. The "graded school" he contends, is one of the most inflexible of the structures. All students are expected to learn and retain information at the same pace or be left behind by their peers. Schools eliminate those who perform or behave in contrast to the norm (Wells, 1990). The National Association of School Social Workers was cited in Wells (1990) as suggesting the following school -related contributors to school dropout: lack of cooperative, positive relationships between and among students, staff, parents and administrators; inadequate discipline procedures and/or policies; lack of alternative schools/programs to meet the needs of at -risk groups; and lack of collaborative teamwork among school and community professionals. Wehlage and Rutter (Wells, 1990) state that "in the process of becoming a dropout, the act of rejecting the educational institution must also be accompanied by the belief that the institution has rejected the person. Society must value inclusion of all students in equal opportunities. The process toward this end is slow and deliberate and deserves careful consideration. The process needs to involve everyone. Current research on the effective components for services to at -risk youth demonstrate this attitude for total community involvement. The following table cited in Wells, S. E., At -risk youth: Identification. programs and recommendations, (1990), portrays the wide range and most common characteristics of successful at -risk programs and indicates a holistic approach. 0 Trained staff will provide assistance in the youth's home as determined necessary to encourage the youth to be successful in achieving the student outcomes and, at the same time, remain at home. Intervention will average 20 hours per week of monitoring for 30-45 days during which time a thorough family assessment 'and transition planning will be completed. Recommendations will then be reported to the sending agency for follow-up and for further transition planning. Family intervention will continue as agreed upon for less than 20 hours per week resulting in a plan to either gradually discontinue support, change services or objectives, or refer the family to another support system. B. To offer to families of origin, foster families, proctor families, and group home staff the familial support services which will assist them in facilitating youth to succeed in reaching identified outcomes while remaining in placement. Familial support services will be monitered using a global case management approach to assure that interagency services are coordinated and are comprehensive enough to meet the client family's needs. Services could include offering regular weekly support group meetings and regular group activities, respite care, education and weekly contacts to follow-up on progress and transition planning. Services will be available at times convenient for all families. C. To form a partnership with Colorado State University, Poudre R-1 School District, Thompson R2-J School District, Larimer County District Attorney's Office, Larimer County Youth Services Bureau, Department of Social Services, Division of Youth Services, and private youth service providers in Larimer County for the purpose of collaborating and networking services for youth. This project has attempted to involve agency support in planning and developing the components of this project in an effort to formulate a service that is integrated with available services and that will meet the needs of the community. Agency representatives from every system have provided valuable information concerning problems, weaknesses and local service needs. CHOICES staff is committed to working with available systems and on interagency teams. each student's needs based upon a thorough evaluation of the student's educational, social and family history and a comprehensive current assessment of family needs, educational needs, and behavioral and therapeutic needs. These will be designed to be monitored regularly (i.e. monthly) and changed to meet the needs of individual progress and follow-up needs. The planning system will include the formation of interagency transition goals to address potential changes in placements in order to ensure smoother and successful transitions. Representation of all agencies that are appropriate will be involved in all aspects of the monitoring from assessment and planning through transitioning and follow-up planning. C. To develop and operate a youth assessment model that is interdisciplinary and comprehensive. The assessment center will evaluate youth to determine levels of functioning and their level of needs in: • family and/or residential support, • educational development, • personal, behavioral and psychosocial skills, • personal interests, • vocational aptitude, • recreation and leisure, • substance abuse. This assessment process will include gathering information and recommendations from the parents, youth, historical data and all other agencies (school staff, case workers, probation officers, therapists, etc.) who have recently worked with the youth. All of the above `stakeholders' will be asked to assist in future planning by meeting together to discuss the results of the assessment and determine recommendations and goals. This information will include recommendations in an individualized plan format which will be available for collaboration with other agency supports such as court, school, social services, or probation. Every effort will be made to provide a collaborated service that identifies the level of service that each agency can provide, a commitment of those providers to work together as agreed upon in a single individualized plan for each youth, and a plan to communicate progress and/or changes in planning regularly. Interagency individualized plans will indicate an accountability for all service providers, will address transition planning goals and will state when regular follow-up evaluations will be held. GOAL THREE: FOCUS ON COMMUNITY To collaborate with the community to provide a wide continuum of services to youth and families at risk. A. To provide support for families through intensive interventions in the youth's family system. VA 2. How can we know that we are doing the best we can do? 3. What do we want to do to make it better? The following tools are some of the measures that will be utilized to answer these questions: 1. Surveys of parents, youth, staff, all outside public and private agencies who have been involved, public school teachers and employers. 2. Student data including attendance and graduation rates, achievement scores, behavior ratings, interest and vocational assessment scores, and individualized planning objectives, work records. 3. Program growth rate, economic efficiency, and completion of quality indicators. 4. Board of Trustees and Board of Directors formal evaluation, task force self - evaluation reports. GOAL TWO: FOCUS ON SERVICES TO YOUTH To provide an educational program that addresses therapeutic issues directly through an interdisciplinary curriculum that is applied and experiential, outcome - based and meets basic skill level objectives in the core subject areas of math, science, social studies, and communication. A. To provide direct services to 8 to 12 youth between the ages of 8 and 18 in familial systems of multi -aged youth and adults. Students will be grouped into families of 4 - 6 members each including adults, senior citizens and multi -age youth. Learning activities will be cooperative in nature, applied (active or hands-on) and will integrate psychological and social issues, academic skills and real -life content in the learning objectives. For example, the curriculum component of building a boat will include academic and life skills such as reading, computing and organization commensurate with the each student's abilities, and will focus on individual therapeutic issues (such as handling conflicts) while the students work together with their family and community to accomplish the overall goal. Student objectives will include plans to transition back into the regular public school system as soon as that placement would be the least restrictive one for the - student. B. To monitor and track student successes and levels of progress through a comprehensive system that: 1) identifies student needs, 2) plans for transition needs and follow-up tasks, 3) that evaluates progress, and 4) that involves all stakeholders. A comprehensive individualized therapeutic and educational planning system will identify T 4. Description of Services GOAL ONE: FOCUS ON PROJECT DEVELOPMENT To develop and administer a non-profit, tax exempt corporation for the purpose of providing a high quality, innovative and unique therapeutic and educational service to youth and families of youth at -risk. A. To efficiently develop and administer the project. The Management Team will administer the start-up phase of both pilot projects in Grand Junction and Fort Collins. A Board of Directors will govern and advise the Management Team in start-up activities such as securing buildings, licenses, certification and seeking funding W*1tVt6_T*M B. To design, test and market a model for developing curriculum which is interdisciplinary and focuses on the core subjects of communication, science, mathematics, and social studies, which is outcome -based and integrates psychosocial therapeutic interventions to meet the needs of high risk students. The CHOICES staff will design curriculum based upon a process which meets all of the criteria mentioned above. This process focuses on the basic academic subjects to keep the students at the academic levels of their public school peers allowing for return to their home schools. It will integrate psycho -social and therapeutic issues into their daily activities. It will be interdisciplinary and address traditional science and social studies concepts along with communication and computation skills while teaching the new basics which include positive coping, problem solving, and decision making skills. The curriculum will utilize applied, experiential activities that motivate student interests, identify healthy recreation and leisure activities and force social skill and relationship building by working in a community. C. To complete one or more research studies which measure the effectiveness of the therapeutic/educational curriculum and program model for meeting the needs of high risk youth. Graduate students from Colorado State University will be invited to study various components of this project, to determine the effectiveness with high risk youth. D. To evaluate the quality and effectiveness of services and program through formative and summative program evaluations. Summative and formative program evaluation planning will include a variety of measures to answer the following questions: 1. Are we doing, what we said we would do? 5 The United States has the highest rate of child poverty among the industrialized nations, nearly three times that of most other economically advanced countries. The current poverty rate is higher than during the worst recession years of the 1970's (Schultz, 1991). Twenty percent of children live in families whose income is below the poverty level. In 1987, AFDC reached only 56% of children in poverty. The result for the children of these families is sickness, psychological stress, malnutrition, underdevelopment, and daily hardship that quickly takes its toll on their young minds and bodies (Shulz, 1991). While there are serious consequences for individuals that result in lowered employment and significantly lower income over the course of a lifetime, there are a range of negative consequences for society. It was estimated in 1972 that high school dropouts cost the nation annually about $77 billion: $71 billion in lost tax revenue, $3 billion in welfare and unemployment costs, and $3 billion in crime prevention costs. A more recent estimate suggests a loss of about $68 billion in tax revenues to all levels of government from the high school class of 1981 alone (Sherman, 1987). The Intercultural Development Research Association estimates that the benefits of drop out prevention efforts based on the recovery of lost tax revenues and savings in welfare, job training, crime and unemployment costs are ($17.5 billion) over nine times the cost of education and dropout prevention programs ($1.9 billion) (Sherman, 1987). Keeping a child in school costs $3,600 per year while incarcerating a prisoner for a year costs $14,600 (U.S. Congress, 1991). 4 3. Market Description The market is at -risk youth. Epidemic proportions of youth are at risk. Prison populations are ever on the increase and there is an increase as well in the gap between poverty and middle-class. The trends are not encouraging. Young people from the least well-off demographic groups are forming a growing segment of the child population (Entwisle, 1990). About 14% of young adults in the United States still fail to obtain diplomas, and their educational deficiencies usually are linked to occupational, economic and social disadvantages (Bachman, 1991). Poudre R-1 School District officials report that over 400 youth were counted as dropouts in their district during the 1991-92 school year. The lack of a diploma limits employment options and thus future economic and social conditions. According to the 1985 Current Population Survey reported by Orr (1987), in Keeping Students in School, one in four dropouts and one in ten high school graduates was unemployed. The median income of dropouts twenty-five and older in 1984 was 30 percent lower then the income of high school graduates. Because they suffer from reduced employment opportunities, dropouts require more welfare, health care, and unemployment subsidies. They are more likely to be involved in criminal activities, thus incurring costs for judicial and penal services. Public expenditures for welfare, health care, and law enforcement that can be attributed to school dropouts are estimated to be from $10 to $29 billion annually (Catterall, 1985 in Orr, 1987). There are a variety of national statistics that speak to the economic and statistical significance of implementing alternative educational projects for high risk adolescents. A few of these will follow: • More adolescents are experimenting with harmful substances at younger ages. For example, between the 1950's and the 1980's, the percentage of students who had ever tried an illicit substance prior to the loth grade rose from less than 5% to 30% .. . • The homicide rate has doubled among 10 to 14 year olds during the past 20 years.... • Over the past 20 years the suicide rate tripled among 10 to 14 year olds and doubled among 15 to 19 year olds... . • Abuse and neglect increased 74% during the past decade, and adolescents experience more abuse and neglect than younger children do (Waggoner, 1991). "The next decade may well be the most challenging in the history of American education. Economic and technological changes in our society are demanding a highly skilled work force that will have to come predominantly from the type of students with whom the schools have had the least success (Waggoner, 1991)." Ernest L. Boyer, a former U.S. Commissioner of Education, calls serving disadvantaged students "the urgent unfinished business for American education." He states, "Unless we find ways to overcome the problem of failure in the schools, generations of students will continue to be doomed to frustrating, unproductive lives. This nation cannot afford to pay the price of wasted youth. (Waggoner, 1991)." U.S. Secretary of Education Lauro Cavazos has estimated that, by the year 2000 "as many as one-third of our young people will be at risk (Schultz, 1991)." 3 2. Goals and Strategies The primary purpose of the CHOICES corporation is to provide an alternative educational program for high risk adolescents and pre -adolescents that integrates therapeutic treatment with outcome -based experiential education in a holistic approach to developmental learning. Our vision is to: 1. To design and implement developmentally appropriate experiential learning opportunities in real life settings that meet participants bio-psycho-social needs. 2. To provide experiential activities through collaboration with existing state and local agencies, school districts, businesses, and community organizations. 3. To define quality indicators for both the program and program participants that will be used not only as a guide for the daily operations of CHOICES but which will also be used as the basis for research and development. The following is a summary of our program goals. GOAL ONE: To develop and administer a non-profit, tax exempt corporation for the purpose of providing a high quality, innovative and unique therapeutic and educational service to youth and families of youth -at -risk. GOAL TWO: To provide an educational program that addresses therapeutic issues directly through an interdisciplinary curriculum that is applied and experiential, outcome -based and meets basic skill level objectives in the core subject areas of math, science, social studies, and communication. GOAL THREE: To collaborate with the community to provide a wide continuum of services to youth and families at risk. OA 1. Executive Summary CHOICES is a private, non-profit corporation organized for the purpose of developing an alternative educational program for high risk youth that will integrate therapeutic treatment with outcomes -based experiential education. Two facilities are proposed to open by September, 1993, one in Grand Junction, Colorado and the other in Fort Collins, Colorado., Both sites will begin by serving about 12 youth between the ages of 8 and 18. Resources are being sought to cover start-up costs until operational dollars are available through existing sources. This program is unique in its method of instruction. Students will be grouped multi -age with youth and staff to re-create a familial structure to nurture and support each other in achievement of their individualized educational and therapeutic goals. Parents, proctor parents, foster grandparents, college mentors, peers and CHOICES staff will be included in the familial tasks of developing relationships and personalized sharing in work and play. The youth assessment center will offer comprehensive evaluation information that will assist service providers and judges to determine client needs for placement. In addition, a research component will measure the effectiveness of the therapeutic educational programming for possible replication. Family inclusion in the therapeutic process is essential to student success. The CHOICES family support system for natural families and/or foster parents will include intensive preservation interventions, education classes, mental health evaluations and follow-up, support groups, therapeutic training sessions, transition follow-up support, and/or referral to other agencies for additional assistance. From the inception of this project, community youth service providers and representatives from the District Attorney's office, Colorado State University, the Jacob Center, local school districts, the business and medical community and others have been involved in the planning and collaboration of this project. The organization is governed by an active Board of Directors and managed by a team of three directors: Galyn Carlile, Lynette Carlson and Allen Miller. 1 START UP Table of Contents 1. Executive Summary ................... 1 2. Goals and Strategies ................... 2 3. Market Description .................... 3 4. Description of Services ................. 5 S. General Industry Description ............. 9 6. Competition ....................... 13 7. Marketing Strategy .................. 14 8. Quality Control ..................... 16 9. Management ...................... 17 10. Board of Directors ................... 19 11. Financial Plan ..................... 23 12. Appendices ....................... 24 BUSINESS PLAN for CHOICES: An Alternative Educational and Therapeutic Program for Youth 1600 West Plum Fort Collins, CO 80521 (303)491-8862 May 25, 1993 Prepared by: Galyn Carlile Lynette McClain Allen Miller