21 st Century Community Learning Center Grant Reviewer · PDF file · 2017-12-0821 st Century Community Learning Center Grant Reviewer Rubrics INSTRUCTIONS FOR ... ☐ If applicant

PI-9580-IV-B-Rubric

21st Century Community Learning Center Grant Reviewer Rubrics

INSTRUCTIONS FOR COMPLETION

Application Overview:

Applicant/Agency Primary School Your Reviewer Number

Directions: Thank you for agreeing to be a part of the review process of the 21st Century Community Learning Center Grant (21st CCLC) applications. Please complete this cover page, then read the grant application and rate each section according to the following rubrics. You will also be asked to rate how well the application works as a whole. Refer to the 21st CCLC Grant Program Application Guidelines for detailed descriptions of each section of the application, and use the following information as you review and rate applications.

In order to determine an overall rating for the application, score each question or group of questions on a scale of 1 to 5. Half points are allowed (e.g., 1.5, 2.5, 3.5, 4.5). Scores should be based on evidence of the key characteristics provided for each question/group of questions and on how well the response works holistically to address the prompt(s). Use the following scale to determine your rating for each question/group of questions:

Ratings: ● 5 Points, Strong: Extremely well-developed answer that includes evidence of ALL required key characteristics

AND some evidence that SURPASSES key characteristics ● 4 Points, Above Average: Generally well-developed answer that includes evidence of ALL required key

characteristics ● 3 Points, Average: Moderately well-developed answer that includes evidence of MANY of the required key

characteristics ● 2 Points, Below Average: Somewhat developed answer with MINIMAL evidence of key characteristics ● 1 Point, Weak: Limited or confusing answer that is INCOMPLETE/MISSING all key characteristics ● 0 Points: Answer is blank

When scoring a question/group of questions, check off each characteristic that is clearly present and then enter your score for that question/group of questions. Overall scores for each section of the application will automatically be computed for you. After scoring a section, please complete the “Comments and Rationale” section. Provide feedback for both “Areas of Strength” and “Areas of Concern,” where applicable. PLEASE NOTE:

● If all applicable boxes are checked, the minimum score is 4 ● If any score is below a 4, justify in “Areas of Concern” of “Comments and Rationale” section ● If any score is above a 4, justify in “Areas of Strength” of “Comments and Rationale” section ● When not to check a box:

○ Missing information ○ Answer is inadequate ○ In both cases, explain in “Areas of Concern”

● When to award above a “4” ○ Answer clearly goes above and beyond what is expected to achieve a “4” ○ May include innovative practices or provide more detail than required

● When to award a “1” ○ Answer is extremely vague or does not address prompt

● When to award a “0” ○ Answer is blank

DRAFT

Page 2 PI-9580-IV-B-Rubric

SECTION VIII—PROGRAM OVERVIEW

The “Program Overview” provides a brief overview of the proposed program, including the school(s) to be served, the reasons why the school is eligible for funding, the level of funding sought, and the projected average daily attendance (ADA) of the program. This section also asks applicants to justify the program’s projected average daily attendance. The purpose of this section is to ensure that the program proposes to serve a school that is eligible to receive funds and to affirm that the projected ADA and funding tier are reasonable.

Question(s) Key Characteristics Points (0-5)

*A, B Indicates Eligibility (A & B) ☐ Completed Table A

☐ Primary school to be served ☐ Grades served by school ☐ Number of students enrolled in school ☐ Schoolwide Title I eligible, or priority or focus school, or school identified by LEA as needing

services ☐ Minimum ADA of 25 ☐ If previously funded, dates provided ☐ If previously funded, most recent year’s ADA provided ☐ If applicable**, completed Table A for top two feeder schools

☐ Completed Table B: One ADA/Funding tier selected

C, D Justifies ADA (C) ☐ Provides evidence that program will be able to attract sufficient students to meet projected ADA ☐ If applicable, justifies why ADA exceeds or falls below 20% of the school’s enrollment** Justifies ADA If Previously Funded and ADA Differs (D, if applicable**) ☐ If applicant is a previous 21st CCLC recipient and projected ADA has changed since last reported,

fully explains how an increase or decrease in ADA has been determined using evidence to support the change (e.g., other funding sources are in place to support higher than projected ADA, school enrollment has dramatically changed since previously funded, need for services has changed significantly since last funded, etc.).

Section Score ➢

Reviewer Comments and Rationale

Areas of Strength:

Areas of Concern:

*Asterisk denotes prompt(s) ineligible for a score above 4. ** If question not answered, do not consider these key characteristics when determining score.

DRAFT

PI-9580-IV-B-Rubric Page 3

SECTION IX—STATEMENT OF NEED

The “Statement of Need” provides background data related to the economic, academic, and related needs of the targeted school and community in order to justify the selection of the proposed project. The section details the process used to consult with stakeholders, including children, families, private and public schools, and community-based organizations. Furthermore, the Statement of Need evaluates available resources and gaps in service in order to provide a clear description of how services provided by the CLC will uniquely meet the needs of the community. The purpose of this section is to make a compelling case that a CLC is needed.

Question Key Characteristics Points (0-5)

*A Demonstrates Objective Need ☐ Completed Table A (i.e., FRL, attendance rate, test scores) ☐ Demonstrates an objective need in one or more of the following areas:

☐ 40% or greater FRL ☐ 90% or below attendance rate ☐ Percentage of students below proficient in ELA/English:

☐ Forward: 55% or greater ☐ ACT: 39% or greater ☐ ACT Aspire: 39% or greater

☐ Percentage of students below proficient in Math: ☐ Forward: Across all grades: 56% or greater ☐ ACT: 60% or greater ☐ ACT Aspire: 60% or greater

☐ If applicant does not provide assessment scores (i.e., leaves table blank), applicant provides an explanation for missing data and uses other data sources to make case about academic need, in question C.

B Describes Needs Assessment Process ☐ Lists a broad array of knowledgeable, collaborative stakeholders (e.g. students, families, private

and public schools, or community-based organizations) ☐ Explains the role each stakeholder played in the needs assessment process ☐ Details at least one method to conduct the needs assessment (e.g., surveys, interviews, meetings,

etc.) ☐ Outlines the timeline of the needs assessment process

C, D Describes Needs Assessment Results (C) ☐ Clearly cites evidence from a combination of sources, including those listed in data table A, as well

as other data sources (e.g., interviews, surveys, inventories, etc.) to support the need for a CLC ☐ Provides analysis that links the results of the needs assessment to the need for a CLC Analyzes Gaps (D) ☐ Describes programs and resources (e.g., school-based before and after school programs,

community-based organization programs, and/or family-based school-age child care programs) currently provided in community (if applicable** )

☐ Clearly identifies the gaps in services and resources for the target population the program proposes to serve

☐ Fully explains why existing services and resources are insufficient to meet identified needs (i.e., how the CLC will address the identified gaps)

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SECTION X--PROGRAM GOALS AND EVALUATION

The “Program Goals and Evaluation” section covers the program’s intended goals, outcomes, and improvement framework. The purpose of this section is to establish goals for the program that align with the needs of the targeted population and with the goals of the 21st CCLC grant and to describe the continuous improvement process the program will employ to ensure progress toward those goals.


A Meets Requirements ☐ Completed data table:

☐ At least one local goal for each state CLC goal ☐ At least one measurable outcome for each local goal ☐ At least one data source for each outcome

Develops Program Goals ☐ Table is aligned:

☐ Proposed local goals align with state CLC goals ☐ Expected measurable outcomes align with local goals ☐ Data sources align with outcomes

☐ Local goals and respective outcomes are aligned to needs as presented in Section IX, Statement of Need

☐ All expected outcomes are: ☐ Specific ☐ Measurable/Performance based

☐ Employs a variety of data sources

B, C, D Plans for Program Improvement (B, C) ☐ Explains how program will work with LEA to ensure access to needed data ☐ Describes the frequency with which data will be collected and analyzed ☐ Describes how stakeholders (e.g. program staff, day school staff, students, families, etc.) will be

involved in the data collection and analysis process ☐ Describes how evaluation results will be used to refine, improve, and strengthen the program and

performance measures (i.e., goals and outcomes) Shares Evaluation Results (D) ☐ Outlines how program will share evaluation results with public ☐ Describes how public will be notified of availability of evaluation results ☐ Includes communication methods that will clearly reach the general public, beyond the program

participants and the primary school

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SECTION XI—PROGRAM PLAN

The “Program Plan” describes the CLC’s target population(s), including how the applicant will recruit and retain program participants. It also details program activities, which may include before or summer programming, in addition to after school programming, The purpose of this section is to persuade the reader that the applicant’s CLC program will operate successfully and meet the need(s) of the targeted population.


A, B, C Identifies Target Population (A) ☐ Completed Table A

☐ ADA ☐ Regular attendees ☐ Grade levels to be served

Describes Target Population and Recruitment Process (B) ☐ Clearly identifies the CLC’s target population ☐ Explains why population will be targeted and provides evidence target population is most in need

of CLC services ☐ Strongly links target population to needs described in Section IX, Statement of Need ☐ Clearly defines process to identify students within target population ☐ Involves day school staff in recruitment efforts ☐ Employs a variety of strategies to recruit and communicate with students within target population

(e.g., communicating with day school teachers, parents/guardians, local community-based organizations, etc. through face-to-face contact, phone calls, newsletters, bulletin boards, listservs, social media, meetings, etc.)

Describes Retention Plan (C) ☐ Describes multiple strategies to encourage consistent attendance, going beyond the simple use

of incentives (e.g., addressing absences, soliciting and responding to feedback from students/parents/guardians, providing opportunities for voice and choice, etc.)

☐ Includes strategies that are appropriate to age/grade level(s) and interests of target population

D, E, F Meets Programming Requirements ☐ Completed Table D: Minimum of 115 days operating per school year ☐ Completed Table E: Minimum of 10 total hours per week ☐ Completed list F: Includes activities that address the three purposes of the CLC grant:

☐ At least one type of academic enrichment programming ☐ At least two additional types of services, programs, and/or activities that contribute to overall

student success ☐ Programming for the adult family members of CLC participants ☐ Selects a broad array of activities to create a comprehensive program

G Justifies and Analyzes Academic Enrichment Activities ☐ For at least two academic enrichment activities:

☐ Links activity to the needs of the target population ☐ Explains how activity will contribute to student academic achievement (i.e., indicates specific

skills to be acquired and/or other expected impacts)

Demonstrates Use of Best Practices ☐ Clearly describes at least one research or evidence-based practice ☐ Provides evidence that supports use of practice(s) described, including how practice helps

students meet challenging state and local academic standards ☐ Includes at least one practice that has been shown to be effective in out-of-school time settings

(see Appendix C of CLC Grant Application Guidelines for examples) OR explains how a practice used during the school day is also appropriate for an after school setting

H Justifies and Analyzes Youth Development Activities/Strategies


DRAFT


☐ For at least two youth development-related activities or strategies: ☐ Links activity/strategy to the needs of the target population ☐ Explains how activity/strategy will contribute to overall student success (i.e., indicates specific

skills to be acquired and/or other expected impacts)

Demonstrates Use of Best Practices ☐ Clearly describes at least one research or evidence-based practice ☐ Provides evidence that supports use of practice(s) described, including how practice contributes

to overall student success (e.g. youth development, post-secondary and workforce preparation, etc.)

☐ Includes at least one practice that has been shown to be effective in out-of-school time settings (see Appendix C of CLC Grant Application Guidelines for examples) OR explains how a practice used during the school day is also appropriate for an after school setting

I, J Attaches Weekly Schedule (I) ☐ Schedule matches days and hours of operation as presented in Table E ☐ Includes specific instructional activities (e.g., Mathletes, Readers Theatre, Lego Club, etc.), not

just general authorized activities, as listed in F ☐ Instructional activities included are aligned to general program activities selected in F ☐ Offers broad array of programming to all students ☐ Provides students with access to academic enrichment activities multiple times per week ☐ Activities are aligned to needs as presented in Section IX, Statement of Need

Attaches Before School Schedule (I, if applicable**) ☐ Sessions last at least 45 minutes ☐ Schedule matches days and hours of operation as presented in Table E

Provides Summer Programming Information (J, if applicable **) ☐ Includes the number of weeks the program will operate ☐ Includes the number of hours per day the program will operate ☐ Includes the target population served by the program ☐ Includes an overview of the activities the program will offer

K Describes Family Activities ☐ Describes a range of family activities that address a variety of interests and needs ☐ Indicates the frequency (e.g., the statewide average is four) with which family activities will be

held ☐ Clearly explains how activities address identified needs of students and family members Engages Families ☐ Clearly explains how activities encourage meaningful engagement in student’s education ☐ If applicable, explains how activities provide family members with opportunities to develop their own literacy and related educational skills**

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SECTION XII—STAFFING PLAN

The “Staffing Plan” provides an overview of how the proposed program will be staffed, including the staffing model, professional development opportunities, and use of volunteers. The purpose of this section is to persuade the reader that the program will be staffed appropriately in order to implement the program plan as proposed and to meet program goals.

*A Describes Program Coordinator Position ☐ Details program coordinator’s responsibilities related to managing and implementing

programming ☐ Details program coordinator’s qualifications related to managing and implementing programming ☐ Program coordinator’s qualifications match the position’s responsibilities ☐ Hours listed meet minimum requirement of 20 hours per week, if overseeing one site, or 40 hours

per week, if overseeing multiple sites

B, C, D Describes Staffing Model (B) ☐ Plans for appropriate staff-to-student ratio given age/grade level of students served ☐ Outlines staffing model (i.e., lines of supervision, general organizational structure, etc.) ☐ Details effective and reasonable staffing model given ADA and funding tier (Section VIII, Program

Overview), including all of the following: ☐ Staff positions ☐ Responsibilities associated with each position ☐ Respective qualifications for each position

Describes Volunteer Model (C, if applicable**) ☐ Outlines plans to recruit volunteers (e.g., word of mouth, newsletters, bulletin boards, listservs,

social media, meetings, etc.) ☐ Describes potential sources or types of volunteers (e.g., family members, teachers, school

support staff, high school or college students, seniors, etc.). ☐ Describes how program will ensure volunteers are appropriately qualified and/or vetted ☐ Describes how volunteers will be used in programming

Describes PD Opportunities (D) ☐ Describes at least one type of after-school specific professional development (PD) opportunity for

CLC staff ☐ Clearly links PD opportunities to program plan or program goals ☐ Proposed PD opportunities go beyond day school PD offerings

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SECTION XIII—ACCESSIBILITY

In “Accessibility,” issues of transportation, facilities, and dissemination of information are addressed. The purpose of this section is to convince the reader that the proposed CLC will be safe and accessible for potential program participants and that information about the program will be accessible to the community it serves.


A, B Describes Transportation Plan (A) ☐ Includes multiple strategies to safely transport participants to and from the center and home ☐ Plan is appropriate to age/grade level of participants ☐ Plan provides equitable transportation to any students who need it, including those who cannot

depend on parent/guardian pick-up

Explains Accessibility ( B, if applicable**) ☐ Program is located in a school OR ☐ If not located in a school, demonstrates program is accessible to students:

☐ Addresses Americans with Disabilities Act accessibility requirements, including physical access ☐ Explains how space safely accommodates the number of students served ☐ Describes how facility is conducive to effective learning ☐ Indicates that CLC site can be reached from school attended by participants in a reasonable amount of time

C, D Disseminates Information (C) ☐ Provides a clear timeline for sharing information (i.e. when and how frequently information will be

shared) ☐ Uses multiple communication strategies (e.g., face-to-face contact, phone calls, newsletters,

bulletin boards, flyers, listservs, social media, meetings, various forms of two-way communication, etc.) to inform the community about the CLC

☐ Information is communicated in a way that is understandable and accessible for community stakeholders

☐ Describes the types of information that will be shared, including program availability and location Equitable Participation (D, if applicable**) ☐ Private School Affirmation attached, if applicant is a non-private LEA

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SECTION XIV—STAKEHOLDER AND COMMUNITY COLLABORATION

In “Stakeholder and Community Collaboration,” the applicant must describe potential partners, the role partners—including the day school—will play in supporting the CLC, and the communication protocol the program will employ to elicit input from important stakeholders, like students and families. The purpose of this section is to demonstrate that the applicant can work collaboratively with key stakeholders to provide programming that meets the needs of the target population.


A Collaborates with School(s) ☐ Description includes at least two specific examples of how the day school will be involved in

supporting the program (e.g., staff, space, professional development, materials, alignment to policies/procedures, improvement plans, etc.)

☐ Describes communication strategies that will be employed to facilitate collaboration between day school and CLC program Principal’s Letter of Support ☐ Letter details knowledge of program (i.e., activities, goals, and operations) ☐ Letter describes day school contribution and support committed to program

B Creates Partnerships ☐ Lists at least one local education agency and at least one community-based organization, as well

as other public or private entities where appropriate ☐ Details each partner’s type of contribution (e.g., staff, expertise, equipment or materials,

miscellaneous in-kind, transportation, facilities, additional grants, etc.) ☐ Explains how each partner's contribution assists in the facilitation of the program’s goals and

activities

Attaches Letters of Support ☐ Includes letter(s) from at least one (but not more than five) referenced CBO(s) ☐ Letter(s) describes collaboration plans

C, D Seeks Family and Student Input ☐ Uses multiple strategies to solicit input from families (e.g., face-to-face contact, phone calls, social

media, meetings, etc.) ☐ Uses multiple strategies to solicit input from students (e.g., surveys, advisory board, etc.) ☐ Provides examples of the types of feedback that will be sought (e.g., feedback related to

scheduling, activities, etc.) ☐ Describes the frequency with which the program will seek input ☐ Provides evidence that communication will be culturally and linguistically relevant (if applicable**) ☐ Provides evidence that feedback will be used to inform programming

Attaches MOU (D, if applicable**) ☐ Required for non-school applicants (i.e., community based organization or other non-school entity

is the grant applicant): establishes agreement between the applicant and the school to be served ☐ Establishes agreement to share records necessary to the meet the program’s requirements

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SECTION XV—FUNDING AND SUSTAINABILITY

In “Funding and Sustainability,” the applicant must detail how they will coordinate grant funds with other funding sources. Additionally, they must outline a plan to sustain the program once the CLC grant expires. The purpose of this section is to demonstrate that the applicant can effectively manage resources during the life of the CLC grant and beyond.

Question Key Characteristics Points (0-5)

A Coordinates Resources ☐ Identifies supplemental resources that will support the grant ☐ Indicates whether each identified resource is federal, state, or local ☐ Indicates whether each identified resource is in-kind or financial ☐ Explains how coordination with supporting resources contributes to the program’s functioning or

addresses program needs

B, C Plans for Sustainability ☐ Identifies sustainability goals ☐ Indicates strategies to maintain and expand existing partnerships, and to identify and recruit

potential partners and collaborators ☐ Identifies existing or potential sources of support for the program (i.e. local sources of funding,

cash or in-kind contributions, volunteer services, etc.) Identifies Other Funding Sources (C, if applicable** ) ☐ Clearly identifies other funding sources currently being used to support before/after school and/or

summer programming ☐ Describes how grant funds will be used to expand existing programming (i.e. number of students

served, program schedule, activities offered, etc.)

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


XVI—BUDGET JUSTIFICATION AND SUMMARY

The purpose of this section is to justify that CLC grant monies will be allocated to best meet the identified needs of the target population and to carry out the program plan as proposed in application.

Key Characteristics Points (0-5)

* ☐ Completed data tables for Budget Justification (Section XVI a) and Budget Summary (Section XVI b)

☐ Items listed in the budget are reflected in the application narrative (e.g. Program Plan, Staffing, and Accessibility)

☐ A completed Assurances for Technology form is attached if budget includes technology purchases (if applicable**)

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


SYNTHESIS

While not a section on the application, reviewers should consider how the proposal’s sections all work together to present a compelling, cohesive, and effective vision of a CLC that will measurably and positively address the target population’s need(s). Finally, use the Comments and Rationale box to summarize the proposal’s areas of strength and areas of concern, then indicate whether or not you would recommend funding the proposal.

Key Characteristics Points (0-5)

☐ Target population’s needs are clearly described ☐ All sections align; in particular, the Program Plan aligns with the Statement of Need ☐ Proposal reflects the purposes of the CLC grant ☐ Vision of the CLC is fully and thoughtfully developed ☐ Program as proposed is likely to result in progress toward stated local and state goals

Section Score ➢


Areas of Strength:

Areas of Concern:


DRAFT


OVERALL SCORE AND RATING FOR DPI USE ONLY

The table below will be used to calculate the final overall score of the application. This is the score that DPI will use to determine which projects to fund. The final overall score will be calculated automatically according to the weights assigned to each section.

Section Name Section Score Section Weight Weighted Score

VIII. Program Overview 0.00 x .03 (3%)

IX. Statement of Need 0.00 x .20 (20%)

X. Program Goals and Evaluation 0.00 x .10 (10%)

XI. Program Plan 0.00 x .30 (30%)

XII. Staffing Plan 0.00 x .05 (5%)

XIII. Accessibility 0.00 x .05 (5%)

XIV. Stakeholder and Community Collaboration 0.00 x .10 (10%)

XV. Funding and Sustainability 0.00 x .10 (10%)

XVI. Budget 0.00 x .02 (2%)

Synthesis 0.00 x .05 (5%)

Overall Score ➢


DRAFT

Documents

21 st Century Community Learning Center Grant Reviewer · PDF file · 2017-12-0821 st Century Community Learning Center Grant Reviewer Rubrics INSTRUCTIONS FOR ... ☐ If applicant