Grant Proposal: After School Program for Somali Bantu Association

This project proposal from the Somali Bantu Association Community seeks funding from the Succeed Foundation to enhance its After School Program, aimed at improving reading and math scores for at-risk middle and high school students in the Lewiston-Auburn area. The program addresses the needs of over 120 Bantu Somali students who face economic and language-based challenges, which impact their academic performance. The requested $54,632 will cover personnel, supplies, and overhead costs, enabling the program to provide targeted support, including learning supplies, paid teachers, and youth activities. Key objectives include increasing reading speed and math scores, enabling access to the general curriculum through assistive technology, and creating a culturally competent learning environment. The program's success will be evaluated through standardized reading tests and progress examinations, with experienced staff and community involvement ensuring effective implementation. The proposal also includes a budget breakdown, staff information, and a detailed description of the After School Program, emphasizing its alignment with the organization's mission to empower Somali Bantu refugees through education and support.

Yussuf Mohamed
Sharon Ross
Grant Proposal Package Writing
April 17, 2018
18/04/2018
Miss Sharon Executive Director Succeed Foundation 12 Lewiston Street Auburn, LA 23131
RE: AFTER SCHOOL PROJECT
Dear Ms. Sharon,
Somali Bantu Association Community delightfully presents this project proposal for your
reconsideration. The school anticipates to partnering with you in provision of intervention program for
our Bantu Somali students with humble backgrounds. Somali Bantu Association Community has over
100 Bantu Somalis student who risk dropping out of school due to lack of tuition fee and other
necessities. The primary purpose of the After School plan is to assist all affected scholars learn without
disruption about tuition across all grades. Their studying will enable the Lewiston-Auburn literacy level
to improve hence the community social stature as a whole.
Somali Bantu Association Community has been piloting the program, and the school feeding course with
a manageable group of students from extremely needy backgrounds has borne commendable
improvements with most of the students heightening their study to college levels. After School program
enables the students learn without disruption, besides offering them training from professional
classroom teachers.

Somali Bantu Association Community has seen success that is quantifiable, and we are in the quest to
expand our After School course to increase reading and math scores for the children in middle and high
school from 6th graders-12th graders in Lewiston area. Our proposal requests $54,632 that covers paid
personnel, supplies, and Overhead of the students.
We acknowledge the Succeed Foundation for deciding to help assist our students develops their reading
skills as well as enhancing their math score via our new studying program. Kindly contact me a through
254-0707-6000-18xx in case you require any further details or have any concerns regarding this
proposal.
Thank you,
Yusuf Mohammed
Chief Special Studies Coordinator
Somali Bantu Association Community
254 Lewiston Auburn,
LA 1234
Studying Performance for the underperforming students: Bantu Somalis
Submitted to: Succeed Foundation
Date of submission: April 16, 2018
Yusuf Mohammed Special Studies Coordinator Somali Bantu Association Community 254 Lewiston
Auburn-, LA 1234 0070-0760-0018 x342

After School: Enhancing studying Performance for underperforming learners
Project Abstract
Somali Bantu Association Community, in Lewiston Auburn, LA is pursuing a grant with the intention to
enhance our After School Program with the goal of assisting all of our at stake scholars. It aims to
heighten reading and math scores for the children in middle and high school from 6th graders-12th
graders in Lewiston area to their peers and attain the professionalism required by the curriculum. The
target by the institution is to see come the end of the year the students will have developed their math
score by at least 10 percent, enhanced reading speed together with reading skills by at least two grade
levels. The After School course is grounded on the most recent study entailing operational studying
outlines. Funding for $54,632 is requested to covers paid personnel, supplies, and Overhead of the
students.
Statement of Need
Somali Bantu Association Community has more than 120 students identified to be at risk in their
performance in math score grades and reading skills which also encompasses the entire effective
studying methods and practices. The dismal performance in the two areas primarily is due to economic
and language-based a difficulty that is on the rise in Lewiston area. Somali Bantu Association Community
is qualified for very needy and urgent funds and denying these bright minds a chance to improve their
studies in the mentioned areas they are guaranteed to be losing hope and drop out of school in the long
run.
Course Description

Somali Bantu Association Community After School project will enable under-performing Bantu Somali
learners to raise their reading skills and math score through utilization of the learning supplies, hiring
more paid teachers, recruit voluntary teachers and establish some activities for youth. According to
Somali Bantu Community leaders, there are over 3000 Somali Bantus in Lewiston-Auburn area. Though
Somalis have large families-average 6.5 children per family in general, Bantus families-average seven
children per family. That means hundreds of Somali Bantus attend Lewiston Public schools. Seventeen
percent (17%) of Lewiston High students are Somali Bantus, close to Twenty percent (20%) of Lewiston
Middle school students are Somali Bantus.
• These children came in the U.S. with no educational background. Bantus High School drop rate is the
highest compared with other ethnicity or even with other Somalis.
• Bantu youth are getting lost in an American society that is not inherent to them, while at the same
time, they have dropped Bantu culture.
• This is causing complexities, confusion and a crisis in their real identities.
• Without strong inspirational programming, they cannot achieve belief in their Bantu identification,
which will enable them to develop strong characters for themselves and also toward their new country.
Hiring more teachers and investing in this community could significantly make a positive impact on
many children and their families. A little bit more of extra recourses would instigate the feeling of
respect for different culture and norms that will help them to build their consciousness about diversity,
respect for others’ cultural identities and develop skills to breakaway with stereotypes and prejudices.
Lack of cultural competency will disorient the child, and therefore a systematic education is needed to
ingratiate within them a sense of belonging. Cultural diversity and awareness has the potential to help
the students develop cognitive and critical skills

Goals and Objectives
The purpose of the After School Project is to enable under-performing students and students with poor
math scores improve their reading skills to allow them to perform well in their elementary school and
develop the reading skills that will is vital n their future learning in higher levels. Studies have revealed
impending danger for poor readers, who are more likely to be slow or under-performing in the
classroom, absentee from school, and more damaging risk of terminating their learning.
The main objectives include:
1. Implementing a quantifiable development in reading speed, math consolidation, and reading
concentration extent. The intention is that the scholars will enhance their study speed crafts and also
grow their math scores by at least two grade levels and 10 percent respectively by the end of the
academic season.
2. Enabling slow performers reach the general curriculum through the use of reading with modern
assistive technology to browse and read their coursework and other classroom supplies as represented
in the new active communication process.
3. Availing learning facilities for the physically impaired students with a multi-sensory reading alternative
that will help them develop their performance
4. Allowing learning and reading for the disabled students stay in their normal classroom with their
peers, so they can continue learning.
Recent research about Assistive reading technology has revealed (Heckler and Burns) to help low
achieving learners increase reading speed and comprehension, as well as increase attention.

Activity Schedule Participants
Grant proposal submission May 2018 Studies coordinator
Expected grant notification July 2018
Supplies obtaining August, 2018 Management
Reporting of tutors and
volunteers
August, 2018 Tutors
Tutors training session August, 2018 Studies coordinator, tutors
Student induction forum September, 2018 Coordinator ,students
Reading & Math initial testing September,2018 students
Commencement of 1st eight-
week phase
October 2018 Tutors, students
Testing of reading & math
score progress
December 2018 Studies coordinator,
examination department
Development of results report December, 2018 Examinations department
BUDGET OUTCOME
Personnel Services
(PS)
Number of
Hours/Week
Number of
Weeks
Annual Cost In-kind
Project
coordinators (2
hours/3 days
6 33 $ 5,940.00
4 Paid Teachers/4 48 33 $ 39,600.00

hours/3 Days
10 Volunteers/$15
per hour
120 33 $ 59,000.00 $ 59,000.00
OTPS Books,
Supplies and
Materials
33 $ 2,475.00
Snacks 33 $ 1,650.00
Overhead 10% 33 $ 4,966.50
Total $ 54,631.50 $ 59,000.00
Evaluation
Standardized reading tests as outlined in our education curriculum will take place during the first day of
the After School course and similarly at the end of the learning period to assess advancement in
studying speed and math mastering for improved scores. Moreover, those students identified to be
having issues will be examined to determine improvement in reading attention. (Monte and Libby)
Staff and institutional Information
Yusuf Mohammed, the chief Special studies Coordinator, has a Bachelor’s Degree in Special Education
from Lewiston University. Yusuf had lengthy interaction working with scholars with adverse reading
difficulties and was tasked with implementing the pilot test course that turned out successful in 2006.
He is adept with recent useful special needs technology, including the installation of technological
learning equipment

Dennis Ross, Pathologist in language, was a Bachelor’s degree graduate from the University of Auburn
Master’s degree from Boston University. Ross currently is serving scholars with severe learning
disabilities. Ross will be responsible for coordinating participation with classroom tutors.
Jessica Chichi, the Principal, holds a Master’s degree in Education from Lewiston College. Jessica chichi is
entirely extending his hand for the Studies excel course and has taken charge of parental and
community involvement.
Appendix
The After School Program Description
The program that is to be conducted under the Somali Bantu Association of Maine is a 501©3 non-profit
organization aims at reducing the major issue of students dropping out of schools. According to the
program, the students will be provided with after-school tutoring services three days a week. More than
120 students will be taught by teachers who will be paid as well as by teachers who will volunteer for
the service. Each teacher will get the responsibility of 15 students for four hours. The expense would be
about 600 to 800 dollars each month.
The major problem with the Somali-Bantu youth is that students are either frequently dropping out of
schools or do not have any educational background at all. Dropping out of school has become a regular
event in the community. Increase in the number of dropouts would lead to lower literacy rate. With
more moderate literacy rate, job opportunities will be smaller, and these children will be forced to
indulge in criminal activities. Therefore, the aim is to help educate the children to their full potential,
and additional after-school help can prove beneficial.

The mission of the organization is to help the Somali-Bantu refugees is aspects of employment, housing,
literacy, safety, and health. They want to empower the families and their children so that they can live a
sustainable and healthy life. This program is an initiative taken to improve the education of the children
and empower them; therefore, the mission of the organization and the plan is at par with each other, as
this program might deem useful in enabling the refugee community.
There might be some obstacles to this program. The first and the major problem would be the
unwillingness of the children to attain education. Some children are dropping out because of their
weakness in studies; however, some have been dropping out purposefully. The steps that need to be
taken to overcome this issue would be to educate the community about the need for education and
how they could be benefitted. Secondly, efforts need to be put in developing cultural belongingness and
awareness among the children. Thirdly, most students have limited English proficiency, and it is essential
to have teachers who can communicate with the children in their language. The children need to be
motivated to go to school by incorporating feeding programs (Monchuk, 2013).
The program should take place three days a week. The program duration would be for a year after which
the results would be analyzed, that is, the improvement of the children in the educational field, in their
well-being and in adjusting to the cultural diversity will be observed after which, a further decision of
going ahead with the program will be decided.
Promotion of the program is an essential aspect because; more people need to be aware of the current
condition of the refugee community. Thereby that they can come forward and help in raising funds for
the event Social media is a practical and economical way for promoting the development, Facebook,
Twitter, Instagram, YouTube, all these famous sites can be used as essential tools for supporting the
program.

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