CDC Grant attempt of 2016

The National Collaboration to Promote Health, Wellness, and Academic Success of School-Age Children

Description: CDC-RFA-DP16-1601

Preface:

A Federal CDC grant called for applications for five-year of funding for $300,000 to $600,000 of total funding. Its deadline was January 18, 2016. The following by Mark@Rauterkus.com,412-298-3432, did not get submitted. Sadly, in the final days of preparation, we came to discover that the intended submitting agency, Neighborhood-Learning.org, was not with a current listing within the database at Grants.gov. Last minute calls to others, including USAwaterpolo.org, met with the same results. Foiled by red tape. Landing such a highly competitive grant was long-shot in rookie hands. Others have helped and expressed an interest, so in a collaborative spirit and with the hope of future endeavors, the ideas are published here as a proof of concept. Furthermore, other sources of funding are possibilities.

The CDC’s grant called for national non-government organizations (NGOs)to promote and implement evidence-based policies, practices, and programs to support states, school districts, and/or schools to achieve the short, intermediate-, and long-term outcomes that have abroad reach, sustained health impact, and are a good investment for public health. Two of the five priority areas were: #1) Physical Education and Physical Activity and, #3) Out of School Time Healthy Eating and Physical Activity.

The CDC desired strategies and associated activities that provided school health and education leaders in states, districts, and/or schools with greater knowledge, skills, and abilities to develop and implement evidence-based policies, practices, and programs through:

1. professional development and technical assistance;
2. education and dissemination; and
3. partnership and coordination activities.

This draft #1 is a PDF file and is incomplete. Use this version to checkfor accuracy and fill in missing information. The final version should be posted to Guard.CLOH.org in the days to come. This work isto be shared in internally and externally. Thanks for your interest and input.

Mark Rauterkus, Mark@Rauterkus.com= 412-298-3432 (cell)

Executive Head Coach of Swim & Water Polo Coach, Mark@Bloomfield-Garfield.org

Table of Contents

Preface

Project Abstract Summary

• Self-contained, brief summary of the proposed project including the purpose and outcomes. This summary must not include any proprietary or confidential information. Enter in text box on grant form

This aquatics intervention grant application builds upon the local accomplishments at Swim & Water Polo Camp as part of Pittsburgh Public Schools’ (PPS) Summer Dreamers Academy (SDA). Swim & Water Polo activities have been a part of SDA since its start in 2010. As an activity provider with an annual contract with PPS with financial oversight from the Bloomfield-Garfield Corporation, (BGC) http://Bloomfield-Garfield.org, a 501(c)(3).

Annually,nearly 200 inter-city school-age children and approximately 45 staff members (lifeguards, swim instructors, coaches, Learn-and-Earn summer workers) enjoy 27+ days of physical activity at multiple sites. In 2014 and 2015, the Swim & Water Polo budget has been around $50,000.

Summer Dreamers Academy (SDA) is the PPS brand for its summer school. Enrollment is free and is limited to those eligible for free-and-reduced lunch and with lower standardized test scores.Students get buses to and from school, breakfast, lunch, a camp-like setting, academic classes with certified teachers in math and literacy and get an afternoon fun activity to 4 pm when school day ends. PPS began SDA in 2010 with federal stimulus money at 12 sites and was open to every middle-school student in the school district. In the first few years, the 501(c)(3) that sponsored the Swim & Water Polo was the Neighborhood Learning Academy, Neighborhood-Learning.org, the fiduciary organization of this proposal. Neighborhood-Learning.org and the BGC work closely together and with Mark Rauterkus, author of this proposal.

With continued growth and program refinement, the framework and methods deployed locally become a model for physical education and physical activity that should be presented nationally for other schools and school districts to replicate.

The increases in the local aquatic programs insure a wider reach to more students in more settings in more weeks throughout the year. This moves “Summer Dreamers” to “Year-Round Achievers”in the pool. Furthermore, teachers, coaches, principals, schools,school districts and leagues are engaged locally and nationally so that successes and knowledge can be shared and disseminated elsewhere.

We do learn-to-swim, SKWIM, water polo, competitions, paddling, fitness and the biggest measurable outcome goal to certify an additional 250 lifeguards in the grant’s 5-year period. These efforts put forth a suite of new methods that promote health, wellness, and academic success of school-age children in a curriculum that becomes more refined, better implemented, extensively documented, closely measured and easily replicated.

Priority areas:

To apply for multiple priority areas, a separate project narrative, work plan, and budget narrative must be submitted with the application forms for each priority.

Two of the five priority areas are documented:

(#1 of 5) Physical Education and Physical Activity, and

(#3 of 5) Out of School Time Healthy Eating and Physical Activity.

• Must include all of the bolded headings numbered below. Succinct, self-explanatory, and in order outlined. Must address outcomes and activities to be conducted.
• Name “Project Narrative” and upload

1. Background

Provide description of the relevant background information that includes the context of the problem (See CDC Background.)
Tips for MR: Describe the problem you are attempting to solve (with statistics).
Then HOW are you solving this problem (nationwide implementation of digital badges?)
Then describe WHAT digital badges are.
Then describe where digital badges are currently being used. (Dallas etc.)

This proposal aims to addresses various problems:

• Improve and increase quality out-of-school-time opportunities.

• Increase in the number of school-aged children and adults engaged in physical activity, especially aquatic fitness.

• Boost swim abilities, especially among people of color as too many can’t swim and drownings are the third leading causes of accidental deaths.

• Fixes a national lifeguard shortage.

• Makes more water polo players, team, games, leagues, coaches and officials.

• Promotes an introductory aquatic game, SKWIM, to schools and school districts.

• Cultivates physical fitness activities that draw high-levels ofparticipation in inter-generational settings.

• Encourages and convince youngsters to mature their reflective, goalsetting skills.

• Uses social media, digital badges and technology to promote betterhealth.

• Organizes community gatherings concerning sports, fitness and physical activity that are educational.

• Puts open water activities (swimming, kayaking, paddling, game-play) into clean water environments such as rivers and lakes with skilled, knowledgeable and concerned citizens.

• Curbs summer learning losses for schools and school districts.

• Gets adults to engage in leisure-time physical activity, especially among the proportion of adults who are parents and who do no leisure-time physical activity.

Organizational Collaboration

To better provided capacity-building assistance to help schools and communities create an environment that fosters wellness and encourages healthy choices, this proposal deploys a combination of nonprofit organizations working in harmony. Additional collaboration that includes some commercial providers are ready to support too. A variety of partners within Guard.CLOH.org maximizes reach and impact in communities, and school environments. Joint efforts promote a comprehensive approach to addressing adolescent and community health.

Guard.CLOH.org is a concept for the partnership that is to execute the work done in this proposal. Guard.CLOH.org is a department within Neighborhood-Learning.org in Pittsburgh and American Water Polo in Greater Philadelphia and SKWIM USA in the state of Washington. This is a joint-venture and shared project that has Mark Rauterkus as the day-to-day leader with accountability to three organizations.

Neighborhood-Learning.org has been coordinating a network of after school programs for 10+ years that has served more than 4,000 academically struggling lower income and African American children in Pittsburgh.Neighborhood-Learning.org has led a group of committed community and school partners through an effort to better align after school services with its partner schools’ academic agenda. This work has led to: 1) Strong trust between Neighborhood-Learning.org and its school and community partners that under girds the collective work done for school-aged children. 2) A standardized elementary after school program model being implemented across eight PPS schools by four community partner organizations that can be extended seamlessly to middle school. 3) An amazing group of high school students, Reading Warriors, that mentor and teach struggling younger children.

Neighborhood-Learning.org provides direct services to students at PPS locations. It is responsible for staffing, daily operations at the locations,administrative support and transportation. Neighborhood-Learning.org and its partners access the school buildings with allowed programming and gets access to student data. Students receive after school snack and dinner each day. The Carnegie Library provides after school locations and weekend training spaces. Guard.CLOH.org is an extension of the academic advancements for students and the professional development work that supports teachers and schools so as to better educate inter-city students in a network setting with strong relationships across the city, neighborhoods and schools.

American Water Polo (AWP) is a National 501(c)(3), membership based organization whose purpose since 2003 has been to provide opportunities for athletes of all ages to enjoy the sport of water polo. With a legacy since the 1970s in the collegiate ranks, it engages with nearly 300 college teams, hundreds of high school and age group club teams and 3,600 registered athletes, coaches and officials. AWP is under the same roof as Collegiate Water Polo Association. AWP provides insurance coverage, competitive opportunities for teams, affordability, outreach and PR, technical assistance and networking. The organization runs leagues and competitions, as well as providing technical assistance for teams to do so. Insurance, medical coverage and safety are tremendous concerns, as is outreach, education, professional development and growth of water polo and physical activity.

AWP’s approach as a sport-governing body is to making the individual member the focus of the organization. The organization centers on two principles: Principle #1: Coaches are valued partners of the organization. Principle #2: Membership satisfaction. AWP does not charge its coaches for membership. Furthermore, every year its coaches receive rewards for their willingness to share their time in order to help kids play the sport. AWP provides a quality reward to every member, every year, as part of AWP membership. AWP felt it was critical that each athlete received something for their membership fee. Since its inception, the organization as distributed tens of thousands of shirts, hats, water bottles, and visors as part of their membership rewards program. AWP membership satisfaction ranks extraordinarily high.

AWP looks to the future with additional plans to broaden its geographic base and expanding its services of coaching education. AWP has supported Swim & Water Polo in Pittsburgh in many ways in the past five years. Growing the sport with physical education and physical activity with efforts of Guard.CLOH.org match beautifully with AWP and its sibling organization, the Collegiate Water Polo Association (CWPA). The national nonprofits of AWP and CWPA operate under the same roof in Bridgeport, PA. Both advance water polo nation wide with AWP handling age-group, high school and masters while the CWPA is only about the colleges. Likewise, Coach Mark Rauterkus has directed Swim & Water Polo in school with AWP support, and also interacted with CWPA as the recent the head coach at Carnegie Mellon University’s women club team.

The CWPA aims to enhance and enrich the student-athlete experience by providing service that goes above and beyond what is expected. That mission is CWPA’s creed for the local, regional and national levels.The Collegiate Water Polo Association is a non-profit athletic conference comprised of four-year colleges and universities. Unlike other conferences, the CWPA is comprised of both varsity and collegiate club programs which compete for a National Collegiate Athletic Association (NCAA) or National Collegiate Club (NCCC) Championship. A member conference of the NCAA, the purpose of the Association is to serve its membership through a variety of ways,including the coordination of a competitive schedule. The CWPA is the largest water polo conference in the country with teams in 75% of the states nationwide. Including both intercollegiate varsity competition and club competition, it stands as the only conference in any sport of this type. Due to its breadth and influence, the conference plays a pivotal role in aquatics, which will increase in the future as it continues to grow. The CWPA’s membership base and influence includes nearly 300 college teams, 100+ officials and more than 4,500 competitive athletes.

Water polo, an international sport, is the oldest team sport played in the Olympic Games.

SKWIM, the game, its curriculum and its national nonproft organization

SKWIM® is an aquatic activity growing in local, national and international presence. SKWIM USA, a NGO, 501(c)(3), www.SKWIMUSA.org was formed 2009 ago by Kevin McCarthy from the state of Washington, a consultant in this proposal. A form of SKWIM has been played in Pittsburgh as part of the Summer Dreamers Swim & Water Polo Camp since 2013. SKWIM’s Digital Badges were created in Pittsburgh with a grant from The Sprout Fund and in 2015.

SKWIM is a fun, safe, team game played with a soft-yellow disk that skims along the top of the water. Some have called the SKWIM disk a water Frisbee, but a beauty is that SKWIM games fit within public swim times at Citiparks pools. Meanwhile, playing organized water polo is not possible among public swim patrons.

SKWIM and water polo share many traits: aquatic setting, physical activity,game between two teams, caps, offense, defense, passing, shooting,goalies, quickness, rule following, swimming awareness, fakes,tactics, skills, problem solving, co-ed, etc. At Swim & Water Polo Camp, both games are played with similar enjoyment and the setting determines if coaches get out the balls or SKWIM disks. When the pool is only open to our campers, water polo is played. SKWIM is also ideal following a high school varsity swim meet with visiting teams as the rules can be explained in about a minute and some game-fun ensues with newbie players.

SKWIM fills a number of needs in the traditional aquatic landscape of physical activity for schools and school districts. In almost every other sport in society today, (soccer, basketball, football,baseball, hockey, etc.) game play happens among younger participants.Meanwhile in aquatics, the wee ones face a predominance of competitive swimming and racing, a different style of activity that is unlike game play. SKWIM fits the need of an aquatic game-play activity for the young as well as the less-able swimmer that would not last 60-seconds in a water polo practice. SKWIM is a more youthful, inter-generational, fin enabled, game while water polo is deep-water, hard-core and Olympian. Both are fun and exciting and together they greatly expand participation in aquatics physical activity and can counter-attack other, more dangerous, concussion causing recreational pursuits especially pee-wee football.

Furthermore, playing SKWIM is a solution that all the staff lifeguards can do for maintaining in-water conditioning. Lifeguard Certification is the fifth level of SKWIM.

SKWIM also has developed an academic component, its ISC (International SKWIM® Certification) that compliments most swim lesson plans. The SKWIM curriculum makes it easy to track water safety proficiency for students of all ages. SKWIM was developed by a swim school owner and operator. Three qualifying standards of measure, known as the R.E.D.Standards, are used in all five certification levels.

Response (R) = pool/beach practicum and online safety response test

Endurance (E) = a measured endurance in time overhead water

Distance (D) = a measured distance in overhead water

Lifeguarding

The organizational collaboration for Guard.CLOH.org includes players in the lifeguarding realm.

(pending insert here)

… eLifeguard.com …

Kayaking

National statistics say that only 35% of Americans can swim a length of the pool. In Pittsburgh, our estimates are that just 20% of the kids can swim across the pool. To reach the majority of the non-swimmers, we must deploy kayaks. Once our citizens are on the rivers in kayaks,they’ll care much more about water quality, river ecology, personal health and physical activity. The CLOH.org plans include kayak activities.

Kayaking offers another avenue of engagement for aquatics physical activity. Many older people, especially people of color in the city, didn’t have swim lessons when they were younger. Up to 80-percent of the typical citizen in Pittsburgh, a town with three rivers, won’t jump into a swim pool to retrieve a $100-bill hovering near the bottom of the shallow end. People who don’t know how to swim don’t want to go in the water. What if that leap into the water wasn’t to retrieve a $100 bill but a recently submerged child?

Aquatics can become a huge lever to increase public health and physical activity among a much greater segment of the population when kayaking is put into the programming mix. We need to get people into the water and swimming with a life jacket and then, perhaps, they can relax on the water when surrounded by a kayak.

Convincing adults to begin an aquatic exercise program can hinge upon the notion that the parents and guardians can spend some months and years to get proficient in the water in a kayak. Then, as their youngsters are growing and able to, they’ll be able to paddle together in our canoe water polo leagues at the pools in the fall and on the rivers in the summers. With kayaking, a more proactive approach to physical activity can occur over time because of the youngsters and an inter-generational outcome of kayaking together.

Organizational Collaboration Summary:

A diversity of perspectives, scope, headquarters geography, and targeted age-groups are covered with an integrated model that maximizes coverage throughout aquatics to greatly expand out of school time opportunities for public health activities. In the evenings and weekends, league-play dominates the pool time and this cadre can implement intervention strategies in those periods. Furthermore, as schools are in session, teachers will find our physical education applications ideal for school district impact as these solutions have academic,social and ease-of-entry characteristics. SKWIM can fit into school day P.E.classes for any grade level K-12. SKWIM is an ideal physical activity for intramural, out of school time. SKWIM is great for occasional play by after school groups and clubs that the Neighborhood-Learning.org has a depth of experiences in directing. The youngsters get to learn how to swim and play SKWIM and then as they get stronger in the water and older they can become lifeguards and play the more demanding water polo in club settings and while at college.

Neighborhood Collaboration

Micro Collaboration

Since young people’s behaviors and eventual health outcomes are influenced at the individual, peer, family, school, community, and societal levels, and because many sectors of society contribute to adolescent health, safety, and well-being, the conduit for this intervention’s collaborative effort comes in two realms: adult programming, and digital badges.

Adults Play Too:

Most efforts for grant-funded intervention focus upon school-aged youth,however, the parents and guardians of the youth and other adults in the community are included in these aquatics programs for factors of financial sustainability, mentoring opportunities, leadership development, and other capacity building benefits. Inter-generational programs in aquatics are much more successful than other physical education and physical fitness settings. Those in their 50s can compete with teams of players in their 20s or teens in SKWIM and canoe water polo. In a kayak, an older individual with technical paddle skills can easily compete with, if not school, a 16-year-old varsity athlete. In a gym or on a field, that competitive match-up is far less likely to yield fun results for anyone. Tremendous value unfolds in the community as youths and adults get to engage in various fitness and academic roles together, especially in terms of coaching, teaching, wellness, financial and humanitarian responsibilities.

To ensure success that aligns with the long-term CDC goal that calls fora 10-percent reduction of those who do no leisure-time physical fitness, this intervention sets a five-year target of reaching 6,060 adults with the “Get Your Feet Wet Digital Badge.” This engagement and outreach to 6,060 adults marks a measurable, specific,starting point for individuals in a pathway to leisure-time physical fitness. The 6,060 total is calculated based upon the City of Pittsburgh’s adult population of approximately 200,000 and data from the National Health Interview Survey (NHIS) report that 30.3-percent never do, or are unable to do, light, moderate or vigorous physical activity for at least 10 minutes. To reach 6,060 adults in five years, the pace for those earning the “Get Your Feet Wet Digital Badge” is 23 per week or 101 per month.

Macro Collaboration

Collaboration with schools offer unique relationships and roles in addressing young people’s health behaviors and outcomes. Influencing and leading school physical education classes, school health classes, summer school, credit recovery, after-school clubs, athletics (with varsity,junior varsity, middle-school and elementary-school teams),intramural sport, off-season conditioning, career readiness, school and district-wide special events (such as, Pittsburgh’s Take a Father To School Day), teacher professional development, and AM swim practices for any student are regular occurrences of NeighborhoodLearning.org. In the past years, a wide-range of approaches to school-based collaboration have ensued depending upon many factors including relationships with specific key staff. Moving into the future, this grant’s funding allows additional support targeted to the district-wide faculty instead of individual teachers as has been the case in most instances to date. Greater positive impact on child and adolescent health behaviors and conditions can come with this grant as schools and community organizations build a nurturing environment for continued aquatic challenges.

Introduction and Rationale for Digital Badges

Countless organizations throughout generations have used awards, badges and certificates as a motivational and culture-setting tools. One such example is Boy Scouts of America. Since 1911, scouts who earned 21 merit badges have been able to attain Eagle Scout status.

Following this model in a larger scale, organizations in Chicago, LA, Dallas and Pittsburgh have begun to deploy a digital equivalent of these badges, known as “digital badges.” This modern and scalable twist to badge earning accomplishments sets markers for participants to strive for mastery in a wide range of skills, knowledge and dispositions. Digital badges are new tools that can help to promote health,wellness, and academic success of school-age children.

The modern movement,organized by a City of Learning network, provided start-up resources via the Sprout Fund in Pittsburgh from 2014. The funding assisted in the design of 49 unique digital badges within CLOH.org that weave together a holistic program of physical activity and aquatics. They include aquatic accomplishments as well as important mental, social, nutritional and volunteer components.

With the scientific leadership and technical expertise within the grant process with the National Center for Chronic Disease Prevention and Health Promotion, digital badges can be sued to build nation-wide capacity to deliver a health promotion programs that has measurable impacts. National impact comes as these digital badges developed for 2015’s Swim & Water Polo Camp are able to be shared, duplicated, replicated, customized and evangelized to schools and school districts.

The digital badges of CLOH.org mark specific, measurable, evaluative, outcome-based, open-source enrichment opportunities. Goal-setting is reinforced in levels1 to 6. Swimming has the deep wate rswimmer badge, pre-lifeguard badge, and water polo knowledge badge any school can embrace. The SKWIM digital badges, levels 1 to 5, align to SKWIM’s curriculum. Social behaviors come with badges of teamwork, sportsmanship,tech literacy and four meta badges called heart, head, hands,and health. Fitness has the digital badges for step counting, exercise routines, yoga, race-event participation, body scan, concentration and mindful eating. Volunteers, boosters, staff, donors and other VIPs are included within the process by connections to more than 15 digital badges that recognize adults. The cluster of digital badges for adults begins with a simple involvement called,“Get Your Feet Wet.” This series of digital badges marks milestones for engaged humanitarians for better health. Hopefully, the skills, knowledge and dispositions that each digital badge represents becomes contagious and gets included in local wellness policies everywhere.

See: http://CLOH.wikia.com/wiki/Digital_Badges

Digital Badges/Goals
One maturational development feature of the transition from childhood to adulthood is the emergence of executive functions (McCloskey, 2009,2012). The executive functions are found in the brain’s prefrontal cortex. The importance of the work of the executive functionin the process of maturational development cannot be overstated. A key factor in the success of an individual’s maturing capacity for self-regulation can be found in the individual’s ability to: 1) set goals, 2) make plans, 3) “make it happen” and, 4) finish what he/she starts.

Digital Badges/Goals is a program for training participants in the development of skills and attitudes of goal orientation and self-regulation. Although the processes are being developed concurrently, it is through the simultaneous interaction of goal setting and self-regulation that the commitment to “do the work” occurs. Without this commitment to invest their personal energy in the learning, practicing and internalizing of what is being learned, the participants’ adherence to the meaning of the learning(the choice to adhere to a health-promoting lifestyle after the training program is over) will be only perfunctory.

To flourish with today’s students, programs, and schools, we must teach students the basic skills and attitudes associated with intentional goal setting and purposeful self-regulation. Both goal setting and purposeful self-regulation can maximize their potential, and this isan element in the intervention that ensures that the participants become fit in body, mind and heart.

Goal orientation and self-regulation are two key factors in the successful achievement of each individual’s healthy eating and physical activity goals. Learning the content and having the knowledge is not enough. More importantly, the desire is for our youngsters (digital badge earners / water polo players /Jedi-like Lifeguards) to choose to live in more healthy ways. Without the emotional coherence, also know as commitment, that comes from the integration of goal orientation and self-regulation, students stumble. This positive integration is observed in each individual’s choices and behaviors. These factors support the goals of the CDC’s Whole School, Whole Community, Whole Child (WSCC) model.

CLOH.org and the Digital Badges/Goals give program leaders in schools an enriched repertoire for teaching specific skills related to self-regulation. This comes with a scaffolding of the maturation process when needed. By challenging students to set goals within a carefully tailored, individualized, self-care-oriented instructional program, students have the opportunity to develop the capacity to set goals, make plans and assume personal responsibility for their own behavior (McClelland,1985).

Kay Atman, Ph.D., the goals coach, who is to serve as apart-time employee of Neighborhood-Learning.org during the implementation of this proposal, devoted much of her career’s work in the field of educationon goal-setting, striving and volition topics. She developed, researched, validated and published a clinical evaluation tool that is central to the Digital Badges/Goals mission, the G.O.I., Goal Inventory Index, 1985.Pittsburgh, PA: Curriculum Innovators & Implementers, Inc.

In the process of completing the activities of the Digital Badges/Goals,the participants learn about goal-setting and self-regulation skills.

Goals/Level 1: Set goals and assess what they have “going for them” as well as a potential hazard that may interfere with their progress toward success. They set goals, visualize, make a plan, make it happen and finish.

Goals/Level 2: Name a four member support team, contact them and enlist their encouragement and help with accountability.

Goals/Level 3: Add systematic self-monitoring of progress toward their goal-pursuit regimen. For example, this might include length of practice, number of practices and increasing levels of difficulty with practice routines.

Goals/Level 4: Identifying and assess areas of stress in goal-routine regimens and design corrective measures to alleviate problems.The purpose is to strengthen participants’ capacity for self-evaluation, self-monitoring and self-regulation.

Goals/Level 5: Take a self-assessment instrument, Plan and Reflect for Success. It helps improve one’s capacity for goal accomplishment. Advanced self-assessment skills and reflecting on elements of personal performance is a significant factor in the development of self-care agency, the willingness to take an active role in one’s personal well-being. (Atman, 2015)

Goals/Level 6: Called Goals/Master, the last digital badge in the series reinforces intentional agency and the mentor’s model. Participants are trained in mentoring skills (The Mentor’s Model: Atman, 1992) and are then able to facilitate the development of goal-orientation and self-regulation skills for an aspiring goal-setter. Mentoring skills include an understanding of the processes of striving and volition in the motivational make-up of an individual. The understanding includes the concept of Intentional Agency (Atman, 2015), a key factor in an individual’s commitment to long-term goal accomplishment.

At all levels, participants are encouraged to make regular reports to the members of their support teams. They keep track of their progress toward goals with provided charts and in an optional smart phone app. Students are mentored throughout the process by coaches involved in this project who have been trained in the processes of goal orientation and self-regulation. (Atman, 1987)

The process of teaching goal orientation and self-regulation skills to the participants in this project parallels the set of personal skills found in the concept, Self-Care Agency, a well-known concept found in the field of health-care. The following references demonstrate the long-term interest of health-care professionals in the attributes of Self-Care Agency. Constructs from the Goal Orientation Index (Atman,1985), used in this project as the model to frame the goal-related activities in the Digital Badges/Goals, have been used to predict significant attributes of Self-Care Agency. (Atman, 2015)

Numerous studies have attempted to predict an individual’s success in following through with a plan. (Kearney and Fleischer, 1979; Hanson and Bickel, 1985; Riesch and Hauck, 1988;McBride, 1991; Cutler, 2003; Sousa, Hartman, Miller and Carroll, 2008; Baker and Denyes, 2008; Skidmore, et al., 2010; DeVito Dabbs and Song, 2013).

One such evidence-based research study in 2015 that supports this project is titled, Goal Orientation and Self-Care Agency, in the journal, Progress in Transplantation, Volume 25, No. 3, pp. 230-242. Kay Atman et al. attempted to predict a patient’s surgical outcomes from their ability to follow-through, or compliance, with post-operative instructions. Data obtained from this study indicated that several characteristics were significant predictors of success.It documented the importance of goal orientation as a predictor of Self-Care Agency: “Predictors and influence of goal orientation on self-management and health-related quality of life after lung transplant.”Self-Care Agency is a well-known construct in the field of health-care research and practice.

The lifeblood and global implications to this national intervention concerning health, wellness and academic success pivots on this method that ties together inter-generational aquatics activities,especially Jedi-like Lifeguard training and water polo play, with a sustained, focused and supportive devotion to personal behaviors,executive functions, goal setting and self-regulation skills.

This intervention helps school districts chart a course for youngsters that blends the fun of swimming and water polo with honest introspection. Plugging into and through the sequence of the Digital Badges/Goals makes each individual accomplishment more positive and empowering. It can also be used to enhance team performance as its members strive toward common team goals and encourage each other to perform at higher levels. Since there are no boundaries for re-use of the Digital Badges/Goals, this method can become popular.

As Digital Badges/Goals spread throughout the nation, health professionals within the teams, schools, school districts, health departments and CDC can monitor its progress. Click counts, digital badge bestowing records, app downloads, and summary reports can ascertain reach and the levels of the buy-in of the intervention.

The story of Pittsburgh’s aquatic programming provides for an introduction and feel-good story worthy of sharing to personnel at other school districts attending professional development sessions. But, the pivotal moments come once skeptical teachers, coaches and school administrators get to experience the GOI for themselves. Once they own new perspectives on themselves, everything surges. Digital badges will go like hotcakes. Spreading fitness, water polo,SKWIM, and digital badges throughout the nation are missions of this endeavor. We expect that the real catalyst for commitment to healthy eating and long-term physical activity lies in the pride that participants take in their own performance that is accompanied by an increase in over-all capacity with excellent goal accomplishment. Self regulation is a key ingredient. With the commitment to do the work required, on a continual basis, excellence is within reach. The goal-setting process enables a different type of reflection on their being and becoming.

More can be accomplished with physical activities when one battles in those struggles of energy and experience with others. Teamwork is something to strive to obtain. It is fun to be at the pool and working to higher aspirations. Successful journeys include plenty of goal setting. Digital Badges/Goals are for students, but also can be used by adults and especially the parents and guardians of the students in these communities. With the students, teachers, coaches and adults working on a goal-setting process together,particularly in the areas of healthy eating and physical activity, Jedi-like advancements can occur.

In later phases of the five-year grant, the Digital Badges/Goals have the potential to be included into local wellness policies.

Digital Badges for Adults

Young people’s behaviors and eventual health outcomes are influenced at the individual, peer, family, school, community, and societal levels. Because many sectors of society contribute to adolescent health, safety, and well-being, a collaborative effort that engages various community partners is necessary. Such joint efforts can also help to promote a more comprehensive approach to addressing adolescent health. CLOH.org views each adolescent as a whole person,recognizing and drawing upon his or her assets and not just focusing on risks. The community assets and community members are the focus of necessary and deserved attention with engagements for citizens within the digital badges process.

Adults in the community engage with digital badges in three ways. First, to help the school aged participant. Second, to help oneself. Third, to help in various roles for the greater good.

First, adults are needed to support the digital badge activities that the kids enjoy. For example, an adult is needed to time, count and photograph the swimmer to validate the earning of Digital_Badges/SKWIM/Level 3 that requires the swimming in deep water for 400-meters and 20-minutes. Another example of an adult actions to support the badge activities of a school-aged children comes in Digital_Badges/Goals/Level 2 as support team members. In that digital badge activity, the student creates his or her own goal support team of at least three other people, seeking peers,friends, coaches, teachers or relatives to meet with and include o his or her goal team. The individuals on the team can help and share in successes with the youngster.

Second, adults can participate with digital badges as athletes themselves.Adults can run races, learn water polo rules, and prove their ability in yoga. As feats are completed, digital badges are earned. In some instances, a parent or guardian can work with a child so both earn the digital badges. For example, a parent and child can work on their own, away from pool and team setting and do Digital_Badges/Mindfulness/Focus Attention for 5-minutes a day for the prescribed days. After they log their experiences they both earn their digital badges.

Third, adults help in various roles for the greater good. An extensive list of 21 digital badges are on tap for adults under the topic of Volunteerism and Community Participation. For example, a swim coach can bestow a digital badge to an adult as a thank you gesture for volunteering as the announcer at a swim meet. Over time, the notice of the digital badges might foster better relationships and more support in different roles from some who only have been spectators. Staff members and teachers should be involved with digital badges to better navigating the system. For example, teaching a kid how to upload a video to a wiki page for Tech Literacy is hard if one has never created a user-account at a wiki site.

References supporting Digital Badges/Goals

Atman,K. S. 1985. Goal Orientation Index. Pittsburgh, PA: Curriculum Innovators and Implementors, Inc.

Atman, K. S. 1987. The role of conation (striving) in the distance education enterprise. The American Journal of Distance Education, V. 1, N. 1: 14-24.

Atman, K. S. 1992. Curriculum implications of goal accomplishment style for design technology education. Keynote Lectures: IDATER 92. Loughborough, England: Loughborough University of Technology, pp. 1—10.

Baker, L. K. and Denyes, M. J. 2008. Predictors of self-care in adolescents with cystic fibrosis: A test of Orem’s theories of Self-0Care and Self-Care deficit. Journal of Pediatric Nursing, V. 233, No. 1: 37-48.

Cutler, C. 2003. Assessing patients’ perception of self-care agency in psychiatric care. Issues in Mental Health Nursing, 24: 199-211.

DeVioabbs, A., Terhorst L., Song, M.K. et al. 2013. Quality of recipient-caregiver relationship and psychological distress are correlates of self-care agency after lung transplantation. Clinical Transplantation. V. 27, No. 1: 113-120.

Gast,H.L., Denyes, M.J., Campbell, J.C., Hartweg, D.L., Schott-Baer, D., Isenberg, M.1989. Self-care agency: conceptualizations and operationalizations. Advances in Nursing Science, Oct;12(1):26-38.

Hanson,B. R. and Bickel, L. 1985. Development and testing of the questionnaire on perception of self-care agency. Ed. Riehl-Sisca, J. The Science and art of self-care. Appleton-Century-Crofts, pp.271-289.

Kearney, B. Y. and Fliescher, B. J. 1979. Development of an instrument to measure exercise of self-care agency. Research in Nursing and Health,V. 2, N. 1: 25-34.

McBride,S. H. 1991. Comparative analysis of three instruments designed to measure self-care agency. Nursing Research, V. 40, N. 1: 12-16.

McClelland, D. C. 1961. The Achieving Society. New York: NY, The Free Press.

McCloskey, G., Perkins, L. A. and Van Divner, B. 2009. Assessment and Intervention for Executive Function Difficulties. New York: NY,Routledge.

Riesch, S. K. and Hauck, M. R. 1988. The exercise of self-care agency, An analysis of construct and discriminant validity. Research in Nursing and Health, V. 11: 245-255.

Skidmore, E. R., Whyte, E. M., Holm, M. B., Becker, J. T., Butlers, M. A., Dew,M. A., Munin, M, C. and Lenze, E. J. 2010. Cognitive and affective predictors of rehabilitation participation after stroke. Archives of Physical and Medical Rehabilitation, V. 91:203-207.

Sousa,V. D., Zauszniewski, J. A., Bergiquist-Beringer, S., Musil, C. M., Neese, J. B. and Jaber, A. F. 2010. Reliability, validity and factor structure of the appraisal of self-care agency scale – Revised (ASAS-R). Journal of Evaluation in Clinical Practice, V. 16:1031-1040.

Sousa,V. D., Hartman, S. W., Miller, E. H., and Carroll, M. A. 2009. New measures of diabetes self-care agency, diabetes self-efficacy, and diabetes self-management for insulin-treated individuals with type 2 diabetes. Journal of Clinical Nursing: V. 18, 1305-1312.

Zaldonis, J., Airawashdeh, M., Atman, K. S., Fatigati, A., Dabbs, A. D., Bermudez, C. 2015. Predictors and influence of goal orientation on self-management and health-related quality of life after lung transplantation. Progress in Transplantation, V. 25, N. 3: 230-235,242.

Guard.CLOH.org gets more adults to engage in leisure-time physical activity.

Beyond digital badges, these proposed programs appeal to adults already in leisure-time physical activity by offering different aquatic experiences not readily available. Guard.CLOH.org activities have a different social structure, public setting, localized leadership and humanitarian potential. As examples: An adult runner who gets a foot injury could turn to water polo workouts. A health-club lap swimmer could join a corporate SKWIM League. A recreational athlete could join and assist with swim-instruction duties for school-aged children on evenings and weekends.

Additionally, adults presently without any leisure-time physical activity can turn to Guard.CLOH.org programs.

The National Health Interview Survey reports that 36.2 percent of adults engaged in no leisure-time physical activity in 2008. Among the urban, poor and less educated, the percentage of adults without leisure-time physical activity is higher, especially among those who are parents of school-aged students. Community aquatics programs for newbies, rookies and those who are just starting to exercise are important. Students and guardians should be able to share experiences at home about the pressures of a first swim race, digital badges on goals and exercise routines.

Community water polo programs for adults have been offered for a few years at the Thelma Lovette YMCA, various outdoor, Citiparks pools and at Obama Academy’s pool. With community support and on-line calendars,adult drop-in programs can become frequent occurrences at many sites.
The scope of participation among adults includes various levels and duties. For example: Parents and guardians of students on the swim team are expected to know and support the digital badge efforts on goal-setting, striving and volition. Furthermore, parents are expected to construct their own goals and earn their own goal-setting badges. Parents can attend their own learn-to-swim classes, coach the teams in SKWIM games and in the end of the participant spectrum of engagement, participate in canoe water polo games on open water among inter-generational teams.

Year 5 Goal: Get more than 90-percent of the adults of school-aged students within the CLOH.org programs for one year to have earned three or more digital badges.

Year 5 Goal: Get decrease the percentage of adults who are doing no leisure-time physical fitness within the city by 20-percent.

Aquatics:

Aquatics within this intervention includes learn-to-swim, water safety, SKWIM,water polo, competitions, lifeguard training and canoe water polo. A beauty of this physical fitness method is within the programming elements and its holistic, developmentally-appropriate framework.This revolutionary approach offers an array of activities that appeals to constituents. Both traditional and newer, cutting-edge activities are strung together like pearls on a chain of life.

Activity:

Age Groups:

Lifeguarding

Ages 14 and older

Academic, Physical Fitness, Leadership

Canoe Water Polo

Water Polo

Competitions

SKWIM

Learn-to-swim

Digital Badges

Build-A-Pool improves the delivery and use of clinical and other preventive services, offering fertile spaces for various health system interventions.

2. Approach

MR enter here.

Outcomes clearly identify the outcomes they expect to achieve by the end of the project period. Outcomes are the results that the program intends to achieve. All outcomes must indicate the intended direction of change (See logic model in the Approach section of the CDC Project Description)

MR enter here.

Strategies and Activities: Applicants must provide a clear and concise description of the strategies and activities they will use to achievethe project period outcomes. Applicants must select existing evidence-based strategies that meet their needs, or describe in the Applicant Evaluation and Performance Measurement Plan how the strategies will be evaluated over the course of the project period.(See CDC Project Description: Strategies and Activities Section)

MR enter here.

Collaborations:Applicants must describe how they will collaborate with programs and organizations either internal or external to the CDC. The applicant should describe collaborations with respect to their role in implementing the program strategies and evaluating performance measures outline din this FOA. Descriptions should include how the applicant intends to leverage partnerships with other organizations(such as professional organizations, non-profit agencies, other government agencies, CDC funded prevention research centers) to maximize reach and impact. The applicant should also describe how they intend to partner with organizations to deliver professional development and technical assistance. These types of collaborations allow for more efficient use of existing resources and exchange of information among experts working in various areas of public health and other sectors.

MR enter here.

Target populations

Applicants must describe the specific target populations in their jurisdiction and explain how such a target will achieve the goals of the award and/or alleviate health disparities. Refer back to the Target Population section in the CDC Project Description.

i. The applicant must describe target populations identified for each program strategy (CDC-Funded, organization’s constituents, states, school districts, or schools).

ii. Applicants should use data, including social determinants data, to identify populations affected by disparities within the specific priority area (physical inactivity, poor nutrition, lack of access to out of school time, chronic conditions or HIV/STD).

iii. Applications should describe their plan for how activities may be implemented to reduce or eliminate these disparities. Disparities by race, ethnicity, gender identify, sexual orientation, geography, socioeconomic status, disability status, primary language, health literacy and other will be considered.

MR enter here.

1. Applicant Evaluation and Performance Measurement plan
   1. Once Priority has been selected (1 of 5) Go through Priority checklist starting on page 12 to ensure all content is included for outcomes.
   3. Applicants must provide an evaluation and performance measurement plan that demonstrates how the awardee will fulfill the requirements described int eh CDC Evaluation and Performance Meaurement and Project Description sections of this FOA. At minimum, the plan must describe:
      1. How applicant will collect the performance measures, respond to the evaluation questions and use evaluation findings for continuous program quality improvement. Must comply with Paperwork Reduction Act.
      2. How key program partners will participate in the evaluation and performance measurement planning processes.
      3. Available data soures, feasibility of collecting appropriate evaluation and performance data, and other relevant data information
   4. If taking on specific evaluation studies:
      1. Describe the type of evaluations
      2. Describe key evaluation questions to be addressed by these evaluations
      3. Describe other information
   5. Awardees will be required to submit a more detailed Evaluation and Performance Measurement plan within the first 6 months of award.
2. Organizational Capacity of Applicants to Implement the Approach
   1. Applicant must address the organizational capacity requirements as described in the CDC Project Description
   2. Confirmation that the applicant is a national NGO by:
      1. Demonstrating the ability to impact states, school districts, or schools in the chosen priority area, through a national set of constituents, CDC-funded grantees, members, or other means,
      2. Identification of representative constituencies (members, networks, affiliates, chapters) within twenty-five or more states, and
      3. Demonstrating a minimum of three years expertise, experience, and documented success inaddressing the priority area for which they are seeking funding.
   3. Describing past experience with developing, implementing, and evaluating high-quality professional development opportunities and technical assistance on the selected priority area.
   4. Demonstrating their ability and past experience convening a group of constituents or stakeholders to develop and implement an action plan and providing follow up support.
   5. Describing existing dissemination mechanisms for constituents and ability to access key education audiences with information related to the selected priority area.
   6. Demonstrating experience developing educational materials (e.g., resources, tools, one-pagers) for stakeholders, constituents, or CDC grantees.
   7. Describing past partnerships with other organizations or NGOs related to the selected priority area.
   8. Including a proposed staffing plan, including existing and proposed positions. Applicants should propose staffing for at least one full-time employee. Position descriptions or resumes of existing staff should be provided to demonstrate capacity to carry out the work of the project. These documents can be submitted as attachments. Applicants must name this file “CVs/Resumes” or “Organizational
   9. Charts” and upload it at www .grant s .gov .
   10. Describing systems for fiscal management to ensure that funds are used appropriately, in keeping with the work plan and intent of the FOA and that spending is monitored to prevent unobligated balances.
   11. Program Narrative: A separate program narrative must be submitted with the application forms for each priority the agency is applying for. Applicants should name the file
   12. “ProgramNarrative.Priority1.NameofAgency” as appropriate and upload it on www .grant s .gov .

Work Plan – Maximum 15 pages for the base and 4 additional pages per component

Included in the Project Narrative Page limits:
Applicants must prepare a work plan consistent with the CDC Project Description Work Plan section. The work plan integrates and delineates more specifically how the awardee plans to carry out achieving the project period outcomes, strategies and activities, evaluation and performance measurement.
Template: http://www.cdc.gov/chronicdisease/about/foa/1601/index.htm
A separate work plan must be submitted with the application forms for each priority the agency is applying for. Name the file “WorkPlan.Priority1.Neighborhood-Learning.org.pdf”as appropriate and upload it on http://www.cdc.gov/chronicdisease/about/foa/1601/index.htm

WorkPlan.Priority1.Neighborhood-Learning.org

Priority Area: Physical Activity and Physical Education

INSERT HERE

WorkPlan.Priority2.Neighborhood-Learning.org

Priority Area: Out of School Time Healthy Eating and Physical Activity

INSERT HERE

Budget Narrative

• http://www.cdc.gov/grants/interestedinapplying/applicationresources.html
• Applicants must submit an itemized budget narrative, which may be scored as part of the Organizational Capacity of Awardees to Implement the Approach. When developing the budget narrative, applicants must consider whether the proposed budget is reasonable and consistent with the purpose, outcomes, and program strategy outlined in the project narrative. The budget must include:
  • Salaries and wages
  • Fringe benefits
  • Consultant costs
  • Equipment
  • Supplies
  • Travel
  • Other categories
  • Contractual costs
  • Total Direct costs
  • Total Indirect costs

• Budget Guidelines: http://www.cdc.gov/grants/interestedinapplying/applicationresources.html
• Name file “Budget Narrative” and upload it as a PDF file at www.grants.gov.
• At least 10% of the overall budget must be used for evaluation and performance measurement purposes. This will help ensure that a comprehensive evaluation is used and public health objectives are met.
• A separate budget narrative must be submitted with the application forms for each priority the agency is applying for. Applicants should name the file “BudgetNarrative.Priority1.NameofAgency”

Budget

Personnel

Personnel Justification

Job Description: Project Coordinator, Mark Rauterkus
This position directs the overall operation of the project including overseeing the implementation of project activities, coordination with other agencies, development of materials, provisions of service and training, collects, tabulates and interprets required data, program evaluation and staff performance evaluation. This individual is the responsible authority for ensuring reports and documentation are submitted to CDC. This position relates to all program objectives.Responsible for all health, fitness, wellness media relations.Responsible for publishing activities.

Finance Admin: Stephen MacIsaac

This position, as CEO of Neighborhood-Learning.org, has overall financial duties to approve travel, expenses, school-district and school contracts, and full oversight and reporting to the board of directors for the 501(c)(3). Weekly staff meetings are attended.

Evaluation Data Coordinator: Wesley

This position works with the project coordinator and insures data integrity, data collection systems are operational and evaluation and efforts are focused on the outcome targets.

Outreach Assistant: (not yet hired)

This position works as needed on out of town events, training sessions,and other presentations when demands merit additional work force professionals.

Goals Professor: Kay Atman

This position is a professor of education that is on a retainer to continually integrate the goals, striving and volition aspects for the program so that the school-aged students are properly motivated,with privacy protected, without hurtful and harmful information. …

Youth Strategy: Kevin McCarthy, SKWIM USA

This position is a gratis as part of the CDC grant with Guard.CLOH.org. Consulting fees are $0. Travel expenses are part of the travel budget. Visits for youth strategy sessions and staff training happen in Pittsburgh two times a year for the duration of the grant. Other work is done remote and gratis.

District and League Strategy: Damon Newman, American Water Polo, Membership Coordinator

This position is filled to interact with Guard.CLOH.org and the various coaches, teams, schools, school districts, leagues, cities, rec centers, park districts, tournaments, officials, aquatic sites,universities, selected sports media and insurance agencies.

Guard & Boat Strategy: Dale Ross

Responsible for execution of Lifeguard Training and Operations involving Canoe Water Polo, locally and nationally. The local share of the salary is not to be paid by CDC funds. But, national outreach efforts account for 10-percent of the overall salary of this employee.

Consultants

No consultant is to be hired. Expert employees in a part-time basis are hired instead. Those people, listed above, are to work for Neighborhood-Learning.org.

Equipment

No specific equipment budget is included as no expenses are going to exceed a $5,000 per unit cost. The CDC defines equipment as tangible,non-expendable personal property (including exempt property) that has a useful life of more than one year AND an acquisition cost of $5,000 or more per unit.

The equipment acquired for this project costs far less than $5,000. For example, expensive, stainless-steel, regulation, water polo goals are$2,000 per unit. With Guard.CLOH.org, we expect to use an inflatable goals costing much less.

A fleet (12 to 16) of kayaks, trailer, paddles, helmets, splash guards, life jackets are notable equipment expenses. The aim is to obtain corporate / foundation sponsors for these investments.

Lifeguard rescue boards, like surf-boards, used in open water and not swim pool settings, have a retail cost of approximate $1,000 each and shipping costs.

SKWIM’s floating goals

Timing equipment

Equipment table insert:

Equipment justifications:

Aquatic athletes need some equipment. Balls, caps, sun screen, rescue tubes.Item lists, costs and notes are included for educational purposes.Most facilities and sites have these supplies and are not going to be purchased as part of the CDC grant.

Supplies

Office supplies for staff members are needed to carry out daily activities of the program. Education pamphlets, videos, podcasts that promote safe and healthy activities are created in-house but require software updates, cables, underwater cameras.

Mural supplies are be used to document program themes and give activities for out-of-water times with students to process major concepts. The final installation requires maintenance time, possible lighting adjustments, carpenters.

Travel

Dollars requested in the Travel category should be for recipient staff travel only. Travel for consultants should be shown in the Consultant category. Travel for other participants (e.g., advisory committees, review panel, etc.) should be itemized as specified below and placed on the Other category.

For In-State Travel, provide a narrative justification describing the travel staff members will perform. List where travel will be undertaken, number of trips planned, who will be making the trips,and approximate dates. If mileage is to be paid, provide the number of miles and the cost per mile. If travel is by air, provide the estimated cost of airfare. If per diem/lodging is to be paid,indicate the number of days and amount of daily per diem, as well as the number of nights and estimated cost of lodging. Include the cost of ground transportation, when applicable.

For Out-of-State Travel, provide a narrative justification including thesame information requested above. Include CDC meetings, conferences,and workshops, if required by CDC. Itemize Out-of-State Travel in the format described above for In-State Travel.

Justifications for Travel, In State

MR  enter here.

Justifications for Travel, Out of State

MR enter here.

CDC meetings, conferences, and workshops.

Other Budget Items:

This category contains items not included in the previous budget categories. Individually list each item requested and provide appropriate justification related to the program objectives.

Justifications for Other Budget Items:

For printing costs, identify the types and number of copies of documents to be printed (e.g., procedure manuals, annual reports, materials for media campaign).

MR enter here.

Contractual Costs

Cooperative Agreement recipients must obtain written approval from CDC prior to establishing a third-party contract to perform program activities. Approval by CDC to utilize funds and initiate program activities through the services of a contractor requires the submission of the following information for each contract to CDC:

1. Name of Contractor: Identify the name of the proposed contractor and indicate whether the contract is with an institution or organization.
2. Method of Selection: State whether the contract is sole source or competitive bid. If an organization is the sole source for the contract, include an explanation as to why this institution is the only one able to perform contract services.
3. Period of Performance: Specify the beginning and ending dates of the contract.
4. Scope of Work: Describe the specific services/tasks to be performed by the contractor and relate them to the accomplishment of program objectives. Deliverables should be clearly defined.
5. Method of Accountability: Describe how the progress and performance of the contractor will be monitored during and on close of the contract period. Identify who will be responsible for supervising the contract.
6. Itemized Budget and Justification: Provide and itemized budget with appropriate justification. If applicable, include any indirect cost paid under the contract and the indirect cost rate used.

If the information described above is not known at the time the application is submitted, the information may be submitted later as a revision to the budget. Copies of the actual contracts should not be sent to CDC, unless specifically requested. In the body of the budget request, a summary should be provided of the proposed contacts and amounts for each.

There are no extra contract costs expected at the formation of the grant application. The work among the joint applicants o fNeighborhood-Learning.org, SKWIMUSA.org, AmericanWaterPolo.org are within the central body, known here as Guard.CLOH.org.

Other contracted costs could develop with commercial or nonprofits. Much of that programming would go beyond the scope of this contract. For example, SandcastleWaterPark.com may contract for a Saturday Nipper /Junior Lifeguard Camp as a contract. That has no impact with the CDCgrant.

Two probable contractual adjustments with these efforts concern educational meeting spaces for professional gatherings and extended access to aquatic venues. Two solutions for ample space and aquatic facilities use could include new contracts with either Pittsburgh Public Schools, and/or Hosanna House, a nonprofit 501(c)(3) with two facilities, is open for discussion. Plenty of indoor swim swim and classroom spaces are available with Pittsburgh Public Schools. A letter of support is included. Hosanna House also has included a letter of support.

Hosanna House involvement with the CDC grant and Guard.CLOH.org could mark a perfect time, place and opportunity for aquatic intervention for a number of significant reasons. Hosanna House has resources, relationships and facilities that lend itself to this intervention grant for aquatics.

Hosaanna House has more than 30,000 visitors to its facilities each year. The main facility is the former Wilkinsburg Middle School that includes an indoor swim pool, fitness center, auditorium, meeting rooms, gym,doctors offices, dentist office, two day-care operations in an urban setting. The other facility has an outdoor swim pool, plenty of grounds, basketball, tennis, deck-hockey courts, practice field and plenty of parking. That was a former tennis club.

Hosanna House hosts two pre-schools with 100 students and 60 students are engaged in the after-school programs on a regular basis. A STEM-lab and robotics have been past favorites with the kids and a Healthy Black Family grant was the source for the fitness center’s modernization a few years go. The CDC should be happy to know that Hosanna House facilities include a full dental office and a doctor’s office that serves the community on a sliding scale. A doctor visit and check-up for adults seeking to resume exercise programs could occur at Hosanna House.

Hosanna House can host a wide range of daily and weekly programming and training events. Its year-round swim pool can be utilized as a training lab for the Training of Lifeguarding, Swimming, SKWIM, etc.

Hosanna House is in Wilkinsburg, just 3-miles from the NeighborhoodLearning.org office and it is even closer to the PPS Obama and PPS Westinghouse schools where Coach Mark Rauterkus has been coaching swimming.

In September 2016, Pittsburgh Public Schools absorbs all Wilkinsburg students in middle and high school grades. A new spirit and energy of working together to benefit the students and community kindles greatly as this merger marks a historic, once-in-a-lifetime occurrence. This intervention at the pools could help to unify the challenges, make new,long-term, teams that compete successfully with the others around the region and state.

The existing fitness facility at Hossana House, much like a commercial gym or high school weight room, available for teaching the teacher seminars, adult volunteers, and lifeguard conditioning. Hosanna House owns and operates an outdoor facility with basketball courts, tennis courts, lighted deck-hockey rink,practice field, ample parking and a 25-meter, L-shaped outdoor,heated swim pool. Pittsburgh’s first Canoe Water Polo season can occur there from September to November 2016. At Hosanna House summer camps,swim times can focus upon water polo, SKWIM, and Lifeguarding. Hosanna House can be a community learning outreach hub for training the trainers, fellow coaches, swim instructors, volunteers and of course,Jedi-like lifeguards.The Swim & Water Polo Camp efforts from Summer Dreamers can get replicated at Hosanna House. Meanwhile, the indoor swim pool can be a SKWIM stadium with a house-league for kids ages 7 to 12. It can be a learn-to-swim site, and a site for adult lessons and adult rehab fitness swimming, especially for the parents and guardians of the kids in our programs.

The doctor’s office is another great benefit within Hosanna House’s facilities. Hosanna House and the Guard.CLOH.org programs make it easier for inactive citizens to get into the pool in a non-intimidating, supervised setting with purpose.

Less likely contractual adjustments are possible too. Arrangements might be able to be made with Citiparks, Allegheny County Department of Parks and Recreation, or Sandcastle Water Park. Citiparks, the City of Pittsburgh’s Department of Recreation, operates an indoor swim pool and more than 15 other outdoor pools. The County Parks Director as made mention that the ongoing lifeguard need in Allegheny County is a significant problem. Sandcastle Water Park has shown interest in doing some joint programs for 2016 with water polo and career readiness. None of these options are firm nor expected, but are only a hint of past conversations of guidance that could be a future adjustment to this mission.

Funding Restrictions

Funds from the CDC grant are not used for research, nor clinical care.Funds are not used to purchase furniture. No reimbursement of pre-award costs are to happen. Funds from grants are not used for political propaganda and salary or expenses for lobbying.

Budget Summary

Indirect Costs for a CDC Budget, $0.

Zero. To claim indirect costs, a current approved indirect cost rate agreement must first be established with the federal agency. If one exists, insert the indirect cost rate agreement here. Costs normally identified as indirect costs (overhead costs) are budgeted and identified as direct costs.

Funding Restrictions

1. Awardees may not use funds for research
2. Awardees may not use funds for clinical care except as allowed by law
3. Awardees may use funds only for reasonable program purposes, including personnel, travel, supplies, and services
4. Generally, awardess may not use funds to purchase furniture or equipment. Any such proposed spending must be clearly identified in the budget
5. Reimbursement of pre-award costs generally is not allowed
6. Other than for normal and recognized executive-legislative relationships, no funds may be used for:
   1. Propaganda
   2. Salary or expenses

Review and selection processed outlined on page 36.