Agenda Item
a. Memorandum Of Understanding (MOU) Between DCSD & Big Brothers Big Sisters of Metro Atlanta ~ Level Up: In-School Mentoring Program (Year 2 of 3) (Not to exceed $249,983)
Summary: Presented by: Dr. Kishia K. Towns, Chief of Wrap Around Services, Division of Wrap Around Services
Request: It is requested that the Board of Education approve the MOU between Big Brother Big Sisters of Metro Atlanta and DCSD to provide Level Up: In-School Mentoring services to 300 students at Lithonia Middle School during the 2024-2025 school year for an amount not to exceed $249,983.
Why: DCSD would like to implement the Level Up: In-School Mentoring program at Lithonia Middle School in order to support our students in developing a vision for the future, avoid risky behavior(s), and develop a sense of belonging. Lithonia was selected based on at-risk concerns presented by students during the 2022-2023 school year. Work will continue with the identified group and additional students will be mentored for the 2024-2025 school year.
Details: The Level Up program utilizes 3 paid staff members, including, 1 mentoring supervisor, and 2 lead mentors, who meet weekly with 8 groups of 5 students and hosts 10 1:1 sessions with students. They will have the capacity to serve 300 students through group and individual sessions.
Financial impact: The cost to implement the Level Up program will be paid using Federal funds from the Title IV grant at a cost not to exceed $249,983 against charge code: 462.2213.530000.03221.7020.1779.8010.090.2024.
Contact: Dr. Kishia Towns, Chief of Wrap Around Services, Division of Wrap Around Services, 678-676-1811.
Mrs. Denise Revels, Director of Wrap Around Support, Division of Wrap Around Services, 678-676-2011
Status: Pending review and approval by General Counsel.
Lithonia Middle School Attendance and Behavior Data for Students
enrolled in the BBBSMA Level Up Program
Spring, 2024 – January 2024-April 2024
Total Enrollment:
100 students were enrolled throughout the semester; 50 boys and 50 girls. Each Little received the
opportunity for mentoring (in either small-group of up to 5 students, or 1-on-1, depending on need)
each week. Data is tracked for all students enrolled (called “Littles”) for days absent per month and
number of incidents leading to suspension or alternative to suspension per month.
Attendance Data Summary:
The data indicates that students have the highest number of days absent at the beginning of each
semester. Altogether, the 100 students enrolled had a total of 117 absences in October of 2023,
and 118 in January of 2024. However, for the students enrolled, attendance improved by the end of
semester. By December of 2023, absences for the total Level Up cohort were reduced to 13 total
(not counting the two weeks students were off for winter break), and in April to 93. This represents
a 21% decrease (improvement) in days absent from school for students enrolled in Level Up,
contributing to higher opportunities for academic success and inclusion.
• In February, 67% of enrolled Littles had fewer or equal days absent than they did in January.
• In March, 60% of enrolled Littles had fewer or equal days absent than they did in February.
• In April, 75% of enrolled Littles had fewer or equal days absent than they did in March.
Behavior Data Summary:
Similarly to the trends seen in attendance, student behavior reports indicate that the highest
numbers of recorded discipline events are at the beginning of the semester, with a decline by the
end of the semester. Altogether, the 100 students enrolled had a total of 14 discipline events in
October of 2023, and 21 in January of 2024. However, for the students enrolled, discipline events
improved by the end of semester. By December of 2023, discipline events for the total Level Up
cohort were reduced to 2 total (not counting the two weeks students were off for winter break), and
in April to 10. This represents an improvement in behavior incidences of nearly half, leading to
a healthier and more regulated school environment not only for the students enrolled, but
also for the other students with whom the enrolled Littles interact.
• In February, 93% of enrolled Littles had fewer or equal discipline events than they did in
January.
• In March, 97% of enrolled Littles had fewer or equal discipline events than they did in
February.
• In April, 91% of enrolled Littles had fewer or equal discipline events than they did in March.