Category Archives: Education

Program Spotlight: Indiana Afterschool Network


According to a study by the Afterschool Alliance, roughly 11.3 million school-aged children are left alone and unsupervised during the hours afterschool. Approximately 19.4 million children would participate in out-of-school time (OST) programs if they were offered. Indiana Afterschool Network (IAN) is an organization with a mission to promote afterschool and summer learning through connecting and inspiring youth, community partners, and advocates. IAN hopes to ensure all K-12 youth have access to high quality learning experiences that extend beyond the school day.

IAN recently launched the Indiana Academy for Out-of-School Learning to help educate OST professionals in a partnership with the National Afterschool Association and Child Care Aware. Roberta L. Newman is credited with creating the 36-course Certificate Series, and has previous experience developing comprehensive statewide certification and credentialing modules. These modules have been used in both Arkansas and South Dakota to successfully train OST staff. Thirty-six courses were created with the goal of providing high quality, affordable professional development and certification options.  

The courses are self-directed or instructor-lead, and each yields a Certificate of Completion at the end. Participants can engage in online discussion-answer sessions, download resources, and utilize a note-taking tool within the program. Education courses range from Managing School-Age Children in Groups to Providing Homework Support. There are also administrative courses that cover subjects like Health and Stress Management and Creating Community Collaborations.

These certificate programs are provided at a cost of $75.00 per individual, per year, and scholarships are available to help pay for the costs. Additional cost-related information can be found here. To learn more about applying for this training opportunity, click here or send an emailTo learn more about IAN’s Out-of-School learning programs, register for a free informational webinar. The upcoming dates are as follows:

  • May 27 at 1:30 pm EST
  • May 29 at 12:00 pm EST
  • June 2 at 1:00 pm EST
  • June 4 at 12:30 pm EST

Transform Consulting Group applauds the work that IAN is doing to raise the capacity of OST staff through creating awareness of these online professional development resources. Transform Consulting Group is dedicated to helping organizations stay current with the latest research and aligning programming to “what works”.  Contact us today to learn more!



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Federal Grant Opportunity: First in the World


grads 1The Fund for the Improvement of Postsecondary Education has launched the First in the World (FITW) grant program for higher education institutions to drive innovations in higher education and increase college affordability, completion, and quality outcomes through the development and testing of new approaches and strategies. This year, FITW will have two tiers:

In the development tier, projects will be funded in three areas (with specific descriptions in the announcement):

  1. Improving teaching and learning
  2. Developing and using assessments of student learning
  3. Facilitating pathways to credentialing and transfer

In the validation tier, projects will be funded in these four areas:

  1. Improving success in developmental education
  2. Improving teaching and learning
  3. Improving student support services
  4. Influencing the development of non-cognitive factors

In the 2015 fiscal year, $60 million will become available as part of the Obama Administration’s commitment to push education. Fifteen of the $60 million will be set aside for minority-serving institutions, which includes historically Black College and Universities. Applications for the program are due June 30, 2015.

Eligible applicants include institutions of higher education, combinations of such institutions, and other public and private institutions and agencies. Applicants are eligible to qualify as a Minority-Serving Institution (MSI) under the First in the World Competition if they meet at least one of the following conditions:

  1. Participated in the Department’s FY 2015 designation of eligibility process and received an approval letter
  2. Currently has an open grant under one of the Department’s Title III, Parts A and F and/or Title V programs
  3. Designated as a Historically Black College or University, or a Tribally Controlled College or University.

All applications should be submitted on online through To complete a paper application, a written request must be submitted at least two weeks prior to the application deadline date. The First in the World team will host a pre-application webinar in partnership with the Institute of Education Sciences TODAY, May 19, 3:00 pm – 4:00 pm EDT.

Transform Consulting Group has worked with numerous programs across the state to find funding that supports college and career readiness initiatives. From creating a comprehensive fund development plan to submitting a full grant proposal, Transform Consulting Group is available to support your organization’s efforts. Contact us today for a free consultation!



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Federal Program Spotlight: Federal TRIO Programs


student-graduation 3This post is part of Transform Consulting Group’s blog series highlighting federal programs that provide educational opportunities and/or youth development services in communities across the country.  The Federal TRIO Programs (TRIO) include eight programs designed to promote the attainment of postsecondary education for all students, especially those most in need of additional support. Federal TRIO programs focus on individuals that are low-income, first-generation college students, and individuals with disabilities who face difficulties advancing from middle school through postsecondary. This year marks 50 years of TRIO programs and services!

The term “TRIO” was coined in the late 1960s to describe the original three (of eight) federal outreach programs. The first was Upward Bound, which came from the Economic Opportunity Act of 1964 in response to the “War on Poverty”. The second program was Talent Search, which was created with the passing of the Higher Education Act of 1965. The third program, Student Support Services, was created out of the Higher Education Amendments in 1968.

Through the decades, TRIO has expanded by adding five programs to provide more services and reach more students who are in need of assistance. The eight Federal TRIO Programs include:

  1. Upward Bound
  2. Talent Search
  3. Student Support Services
  4. Educational Opportunity Centers
  5. Training Program for Federal TRIO Programs Staff
  6. Ronald E. McNair Post-baccalaureate Achievement
  7. Upward Bound Math/Science Program
  8. Veterans Upward Bound

On August 21, 2015, the Department of Education will honor TRIO’s 50 Year Anniversary by hosting a symposium entitled, Celebrating 50 Years of Promoting Excellence by Providing Hope and Opportunity for Success. The event will be available via livestream by clicking here. The program will run from 9am – 12pm, EDT.

At Transform Consulting Group, we understand that an educated workforce creates a strong economy. Transform Consulting Group has developed a college and career readiness toolkit, LAUNCH, for organizations that seek to improve high school graduation rates and post-secondary enrollment and completion rates for students. Contact us today to learn more!



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Transformational Organization Spotlight: College Success Coalition


CollegesuccssThe College Success Coalition (CSC), is a network of organizations powered by the American Student Achievement Institute that combine to improve student performance across the state of Indiana. This statewide network implements activities that are designed to prepare young people to take the necessary steps for college entrance and success. Within only the first three years of this program, seventy-two counties joined the CSC. The remaining twenty counties are expected to join by the end of 2015.

The two main goals of CSC are to:

  • increase percentage of students who enter college the Fall after high-school graduation; and
  • increase percentage of students who earn a college degree within the first four years of postsecondary schooling.

Member organizations of the CSC includes local governments, schools, businesses, community foundations, libraries, service clubs, and many more. These members implement local activities designed to encourage students to seriously consider postsecondary education and encourage achievement in the classroom. Hosting college preparatory activities in high schools and printing scholarship notifications in the local newspaper are some examples. College prep activities could include scholarship searches, watching college readiness videos, understanding how to use the College Cost Estimator, among many more. Each county has a leadership team that will help local organizations form these activities and use statistics to discuss the community impact.

Membership to the CSC is open to any community organization that has an interest in the county’s educational well-being. The application for organizations is a short five pages. If an organization’s county does not currently have a CSC program, it is possible to start one through the online coalition application. For more information, visit the website or contact Debbie Howell at 812-349-4142.

At Transform Consulting Group, we support youth development, improvement, and programs that aim to create young leaders. The College Success Coalition is a great example of such a program, and many of our clients are involved similar causes. Call us at (317) 324-4070 or visit our website to learn more!



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Bringing TEDx to an Afterschool Program


tedxRandy Wallock, a 7th grade Language Arts teacher, stumbled upon TEDx when trying to replace his school’s previous afterschool enrichment program. Inspired by TEDx and with an idea to enhance the afterschool program, Wallock applied for and received a license in the fall of 2012 to include a TEDx program in the afterschool program.

Wallock recruited teachers from various disciplines, such as special education, forensics, and technology to help coach the students. Once a week for two or more hours, the TEDx group met to discuss projects and brainstorm more ideas. At the end of the school year each student got up and delivered a 10-minute presentation, without the use of notes, in front of a 100 peers. Wallock and fellow teachers were careful not to coach the students’ public speaking styles and encouraged the students to talk about their interests.

One participant, Curran Stockton, is now a high school freshman who had participated in the program for two years while in middle school. When asked about the program, Stockton said that the program introduced students to different friend groups while encouraging creative ideas. Despite the fact that all the students were different, Stockton said that, “everyone blended so well.” Stockton was not the only student who had a positive experience with the program. Alexis Greenblatt took part in TEDx as an eighth grader and said that “You really got to know other people through collaborative work.”

Check out Curran Stockton’s and Alexis Greenblatt’s TEDx talks.

Wallock is now in his third year overseeing the afterschool TEDx club. As in the first year, students receive no grades or special commendations for their work. The students participate purely for interest and self-gain. Wallock believes that students who participate in the program are able to cultivate their curiosities and develop cultural identities.

Since 2009, more than 10,000 TEDx events have occurred around the world. The TEDx program allows for community organizations, towns and schools to host their own TED talk. TEDx talks features community experts, authorities and teenagers to speak, versus featuring national figures.

Transform Consulting Group applauds Wallock and the middle school on enhancing students’ learning through integrating TEDx with their afterschool program. Contact Transform Consulting Group today if your organization is looking for innovative ways to enhance your students’ learning.



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New Preschool in America Report Released


The U.S. Department of Education released a new report, A Matter of Equity: Preschool in America, which highlights the current state of early childhood education programs in America and the parity gaps for specific populations. Some of the key highlights in the report include the following:

  • MapSix out of every ten children are not enrolled in a publicly funded preschool programs.
  • Despite the fact that Latinos are the fastest growing minority group in the United States, having nearly a quarter of 3-4-year olds, they have the lowest preschool participation rate of 40%.
  • In comparison, 50% of African American children are participating in preschool programs, and 53% of white children.
  • Socioeconomically, children from low-income families are participating in preschool programs at a rate of 41%, compared to 61% to their well-off counterparts.
  • African American children and children from low-income families are the most likely to attend low-quality preschool programs and the least likely to attend high-quality preschool programs.
  • 40 states and the District of Columbia offer state preschool programs for approximately 1.1 million 4-year-olds. However, enrollment in individual state programs varies significantly


Other information highlighted in the report includes tables and charts that summarize data by State. The report also highlights state and federal efforts underway, including the reauthorization of ESEA and new grant opportunities, to address the equity gaps and unmet needs for families.

Transform Consulting Group works to stay current with the latest research and information that informs the work with our clients. Contact us today for a free consultation on gathering the latest research in your industry to build your organization’s capacity.



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Preschool for All


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The expansion of preschool has been a hot topic over the past year as debates on quality education heat up and the Elementary and Secondary Education Act (ESEA) is being reauthorized. Arne Duncan, United States Secretary of Education, announced on the 50th anniversary of ESEA that there should be new laws to ensure strong opportunities for all students including children ages 0-5. 

The latest version of the ESEA was the No Child Left Behind Act of 2001. Secretary Duncan’s vision for the new ESEA includes aligning preschool to K-12 and advocating for strong preschool programs across the nation, know as the “Preschool for All” plan.

“By the end of this decade, let’s enroll 6 million children in high-quality preschool. That is an achievable goal that we know will make our workforce stronger.”

–President Barack Obama

The proposed ESEA would provide states with the opportunity to opt-in to a federal-state partnership administered by the U.S. Department of Education. This partnership would increase the capacity of existing state systems to provide high-quality, publicly-funded preschool.

Funding set aside for the Preschool for All program is approximately $75 billion over a ten-year period. The proposed ESEA would ensure that underserved populations are served and that educators have the resources needed to provide high-quality infant/toddler care and preschool for all children in America.

On February 2nd, President Obama released the federal budget request, which included funding for the revised ESEA. To show the government’s strong support for preschool, the proposal includes $1 billion in additional funding for Head Start programs and $750 million for the Department of Education’s Preschool Development grants. The $1 billion also includes the development of toddler care through the Early Head Start-Child Care Partnership grants. For more information on the 2016 federal budget, click here.

Transform Consulting Group works with organizations and leaders to provide high quality, affordable, and accessible early learning programs. Contact us today and learn how your organization can expand early learning opportunities for families in your community.



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English Learner Guidance

U.S._Ed_LogoThe U.S. Departments of Education (DOE) and Justice (DOJ) recently released guidance documents reaffirming the obligation under federal law that public schools must ensure English learner students have equal access to high-quality education.

This comes on the 40th anniversary of the landmark case Lau v. Nichols that gave rise to the Equal Educational Opportunities Act (EEOA) which prohibits discrimination in schools so all students have the opportunity to succeed. The goal is for all students, regardless of their language background or English proficiency, to have the opportunity to reach their full academic potential.

Under Title VI of the Civil Rights Act of 1964 and the EEOA, public schools must ensure that English learner students can participate equally in educational programs. According to the DOE, almost 5 million students in the United States are English learners which is about 9 percent of all public school students. In parts of the country such as Denver, Colorado, more than 40 percent of the students in public schools are English language learners. This legislation is tremendously important for a large number of children in their pursuit of their education.

The guidance documents released delineates schools obligations to provide equal opportunities. Here are just a few examples of what is required of schools:

  • Identify English learner students in a timely, valid and reliable manner
  • Offer all English learner students an educationally sound language assistance program
  • Provide qualified staff and sufficient resources for instructing English learner students
  • Avoid unnecessary segregation of English learner students from other students
  • Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that English proficient parents would have access to.
  • Schools must respond to a parent’s request for language assistance.
  • Schools must provide translation or interpretation from appropriate and competent individuals and may not rely on or ask students, siblings, friends, or untrained school staff to translate or interpret for parents.

In addition to the school’s obligation to the English learner, schools are required to provide equal opportunity to the English learners’ parents.

To see more information regarding schools’ obligations under federal law to ensure that English learner students can participate meaningfully and equally in school, click here. Or to see more information regarding schools’ obligations under federal law to communicate information to limited English proficient parents, click here.

The mission of the DOE Office of Civil Rights is to “ensure equal access to education and promote educational excellence throughout the nation through the vigorous enforcement of civil rights.” Acting Assistant Attorney General Vanita Gupta for the Civil Rights Division at DOJ said “The diversity of this nation is one of its greatest attributes. Ensuring English learner students are supported in their education supports all of us.”

Transform Consulting Group applauds the release of these guidance documents reaffirming equal access to high-quality education for English learners. Transform Consulting Group works with programs across Indiana dedicated to helping children of all socioeconomic backgrounds access a high quality education, including On My Way Pre-K, the state’s pilot preschool program. Contact us today to learn more, or follow us on Facebook, Twitter, or LinkedIn.



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National Head Start Association


From cross-country photo exhibits, to Nike Go Smart on the U.S. Capitol lawn, to the Annual Parent Conference in New Orleans, the National Head Start Association (NHSA) had a busy year in 2014. To kick off 2015, NHSA members took part in the Winter Leadership Institute conference in late January to discuss important policies and issues facing the Early Learning community.

Head Start and Early Head Start programs focus on early childhood development and education, and are administered by the Office of Head Start (OHS), within the Administration for Children and Families (ACF). Head Start supports school readiness for young children from low-income families through local early childhood education agencies. Programs provide support for the mental, social, and emotional development of children as well as health, nutrition, and social services for children and their families.

Beginning on March 29, through April 2, 2015, Washington D.C. will host NHSA’s 42nd Annual Head Start Conference and Expo. It is estimated that more than 5,000 executive directors, directors, administrators, managers, teachers, policy council members, and parents from every state will attend this event. Click here to register. There will be more than 200 educational sessions providing professional development in the following areas:

  • Classroom Management and Teaching Strategies
  • Assessments, Planning, and Management
  • Early Education/Care and Child Development
  • Health, Nutrition, and Safety
  • Parent/Community/Family Engagement
  • Self-Development and Awareness Building
  • Social Emotional Development and Challenging Behavior

Since 1965, more than 31 million children have benefitted from Head Start’s comprehensive services. These children have become business women and men, professors, teachers, lawyers, mayors, members of Congress, athletes, foundation presidents, Grammy-winning musicians, poets, and parents.1

Transform Consulting Group is dedicated to keeping clients current with the latest research, trends, news and events such as the NHSA’s Annual Head Start Conference and Expo. Contact us today to learn more about what we do, and follow us on Facebook, Twitter, or LinkedIn.


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Summer Learning Program Enrollment to Increase in 2015?


After School AllianceA recent Wallace Foundation report reveals higher numbers of parents enrolling children in summer learning programs.  The data collected indicates that more parents are interested in high quality summer learning programs for their children.  Afterschool Alliance compiled a similar report called America After 3PM highlighting an increase in participation rates and demand for high quality summer learning programs.

Results from the 2014 America After 3PM survey found that, 33% of families had at least one child participate in a summer learning program in the summer of 2013; a 25% increase from the summer of 2009. The survey also indicates the demand for summer learning programs is high. Fifty-one percent of those families surveyed say they would like for their children to participate in a summer learning program next summer.

These reports suggest an increased awareness of summer learning loss.  Summer learning loss is a phenomenon where primarily low-income students lose academic skills and knowledge over the course of the summer when not in school due to a lack of enrichment and engagement activities during the summer.  By some estimates, summer loss is equal to about 1 month of learning.1

Unfortunately, cost is a concern for many families.  Only 13% reported that summer learning programs were offered at no cost.  In 2013, the average weekly cost was $250, which puts summer programs out of reach for many children, especially those of low-income families.  U.S. Department of Health and Human Services considers 10% of a family’s income to be the benchmark for affordable child care.  The average weekly price of $250 is often unattainable for low-income families.

Since 2009, there has been a 3% increase in parents who support public funding for summer learning programs. Eighty-six percent of parents surveyed indicated that they support public funding, with fewer than 1 in 10 parents in opposition.

Transform Consulting Group helps organizations collect and utilize data to better serve their communities.  Through data analysis, Transform Consulting Group can identify trends that impact communities and recommend best practices to create positive change.  Contact us today to learn more!

1Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. 1996. “The effects of summer vacation on achievement test scores: A narrative and metaanalytic review.” Review of Educational Research, 66, 227–268.

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