Application Package · The Department must receive the letter of appeal within 30 calendar days of the Notification of Grant Award announcement. Upon review of the appeal, a response

Request for Proposal Document

[Type text]

Application Package

West Virginia 21st Century Community Learning Center (21st CCLC) Program

Fifteenth Annual Grant Competition

Anticipated funding: July 2019

provided by The West Virginia Department of Education https://wvde.us/federal-programs/21st-cclc/

with funding from

The U.S. Department of Education http://www.ed.gov/21stcclc

Minimum Funding of $50,000

Maximum Funding of $220,000

APPLICATION DUE DATE

Applications must be submitted online through the Grants Planning System (GPS) by 11:00 p.m., Thursday, May 30, 2019.

https://wvde.us/federal-programs/21st-cclc/

http://www.ed.gov/21stcclc

Request for Proposal Document 2

TABLE OF CONTENTS

TABLE OF CONTENTS ………………………………………………………...2 2019 OVERVIEW ……………………………………….………………………..3 GENERAL APPLICATION GUIDELINES …………..………………………...4 CONTENT OF APPLICATION ……………………………………..…………..8

Coversheet, Program Summary, Program Goals…………………………….………………8 Application Narrative……………………………………………………………………………11 Budget……………………………………………………………………………………………17

WV 21ST CCLC PROGRAM SUMMARY FORM (Example)...…………….20

BUDGET AND NARRATIVE ITEMS (Example)…...………………………22 ASSURANCES FORM… ………………………………………………………23 PRINCIPLES OF EFFECTIVENESS, High Quality Programs…………...27

EVIDENICE BASED ………………………………………………...………...28 APPENDICES FORMS C, D, E……………………………………………….29 LOGIC MODEL …………………………………………………..…………….32

INTENT TO APPLY FORM ……………………..…………………………….38


2019 OVERVIEW

West Virginia Department of Education’s 21st Century Community Learning Center Grant Program

The West Virginia Department of Education (WVDE) announces the fifteenth state 21st Century Community Learning Center (21stCCLC) competition for grants. The intent of this federal grant program is to provide opportunities for communities to establish activities in community learning centers that:

(1) provide out-of-school time opportunities for academic enrichment, including providing tutorial services to help students, particularly those who attend low-performing schools, to meet the challenging State academic standards;

(2) offer students a broad array of additional services, programs, and activities, such as youth development activities, service-learning, nutrition and health education, drug and violence prevention programs, counseling programs, arts, music, physical fitness and wellness programs, technology education programs, financial literacy programs, environmental literacy programs, mathematics, science, career and technical programs, internship or apprenticeship programs, and other ties to an in-demand industry sector or occupation for high school students that are designed to reinforce and complement the regular academic program of participating students; and

(3) offer opportunities to families of students served by community learning

centers for active and meaningful engagement in their children’s education, including opportunities for literacy and related educational development.

This program is authorized under Title IV, Part B of the federal Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA) of 2015. Allocations for each state are based upon a portion of a state’s Title I population ages 5-17, as well as census information. West Virginia expects to award approximately two million dollars in new 21st CCLC grants. By federal statute, a 21st CCLC grant may not be less than $50,000 per year. This year each eligible program may receive up to $220,000. If you are applying for only one site, the maximum grant award is $110,000. Awarded grants cannot exceed five years with descending funds in years four and five for successful programs.


GENERAL APPLICATION GUIDELINES

WHO CAN APPLY?

Public and private organizations may apply for funding. Examples of public and private organizations include, but are not limited to: local education agencies, non-profit agencies, city and county government agencies, faith-based organizations (FBO), Indian tribe or tribal organizations, institutions of higher education and for-profit agencies. Federal criteria require that states make awards to applicants that will primarily serve students that attend schools with a high concentration of low-income students. Applicants may have a partner agency and submit a joint application from a Local Education Agency (LEA) and at least one public or private organization, city or county governmental agency, faith-based organization, higher education institution or for-profit corporation. The lead agency may be the LEA, the community-based organization, the faith-based organization or other public or private agency/institution, but the lead must always partner with at least one eligible school. To be eligible to apply for this grant award an applicant must serve students who primarily attend:

(i) schools eligible for schoolwide programs under Title I, Section 1114 of ESSA, and the families of these students; or (ii) schools with at least 40 percent of its students eligible for free or reduced priced lunch, and the families of these students.

The applicant must provide evidence in Appendix E of planning with the partner agency during the creation of the application, such as meeting agendas, sign-in sheets, etc. The partner must also be described in the grant narrative as having significant, ongoing involvement in the program (as defined in the Competitive Priorities section of this application).

Renewability Policy: Section 4204(j) of ESSA allows the WVDE the option to renew grants awarded to eligible entities under ESSA, based on the eligible entity’s performance during the preceding grant period. Under section 312 of the Department of Education Appropriations Act, 2016, the provisions of ESSA apply to 21st CCLC program grants awarded during the 2017-2018 school year and later years. However, the WVDE will not offer the renewability option due to the limited funding available for new grants.

HOW DO WE APPLY?

Participation in the Bidders’ Conference is strongly recommended, but not required, for submission of an application. To prepare an application, use the WV 21st

CCLC Application Package information available for download from the WVDE 21st CCLC web site at https://wvde.us/federal-programs/21st-cclc/. (For general 21st CCLC information, go to: www.ed.gov/21stcclc.) Applications must be submitted entirely online through the Grants Planning System (GPS). In order for applicants to receive access to GPS,

http://www.ed.gov/21stcclc


applicants are REQUIRED to notify WVDE of the intent to apply (pg. 35) for 21st CCLC funding by April 19, 2019. Any applicant that does not complete and return the intent to apply by April 19th will not receive access to GPS, therefore, disqualifying them from eligibility for funding. Please email the Intent to Apply form to Madison Haymaker at [email protected]. A list of all 2019 applicants will be sent to each applying organization after April 19, 2019 Completed applications must be submitted in GPS by 4:00 p.m. on Thursday, May 30, 2019. Applications will not be accepted if the current RFP has not been used, and the application has not been completed and submitted in GPS by the 11:00 p.m. May 30st deadline.

WVDE has a two-step process for reviewing and awarding application: Employees of the WVDE review all applications for completeness and applicant eligibility; and WVDE selects peer reviewers to review and rate the applications based on an established scoring rubric to determine the extent to which application meet requirements. Grant-award announcements will be made in July 2019 with funding also expected to begin that month. WVDE reserves the right to not award all grant monies and/or to negotiate specific grant amounts. All awards are subject to the availability of federal funds, and grants are not final until a WVDE grant award is fully executed. The WVDE will provide access to the 3 highest scoring applications should an organization want to review these applications. If your agency is awarded grant funds and your application is one of the top 3, then it will be made available to others. This will allow other applicants to see how high-quality applications are developed. To comply with ESSA Title IV Part B Section 4204 (b)(2)(L), each applicant must sign an assurance that the community was given notice of its intent to submit an application. The application and any waiver request be available for public review after submission of the application by the applicant. This form will comprise Appendix D and will need to be uploaded into the “Related Documents” section of GPS. Due Process for Unsuccessful Applications Applicants that wish to appeal a grant award decision must submit a letter of appeal to the WVDE. Appeals are limited to the grounds that the WVDE failed to correctly apply the standards for reviewing the application as specified in this RFP. Appeals based on a disagreement with the professional judgment of the grant reviewers will not be considered. The appellant must file a full and complete written appeal, including the issue(s) in dispute, the legal authority or other basis for the appeal position, and the remedy sought. The letter must have an original signature of the authorized agent who signed the application. An original and two copies of the appeal should be delivered or mailed to: Melanie B. Purkey Senior Administrator, Office of Federal Programs West Virginia Department of Education Building 6, Room 700 1900 Kanawha Boulevard East

mailto:[email protected]


Charleston, WV 25305-0330 The Department must receive the letter of appeal within 30 calendar days of the Notification of Grant Award announcement. Upon review of the appeal, a response will be provided to the complainant within 30 days. If the WVDE does not rescind its ruling, the applicant may apply to the Secretary of the U.S. Department of Education within 20 days of the applicant receiving a written notification of the results of the appeal. Upon request, the WVDE will make available records, pertaining to the review or appeal, including the records of other applicants.

FOR WHAT ACTIVITIES MAY A GRANTEE USE 21ST CCLC FUNDS? Each eligible organization that receives an award may use the funds to carry out a broad array of before- and after-school activities (including weekends and summer recess periods) that advance student achievement. In the view of the U.S. Department of Education and WVDE, local grantees are limited to providing activities within the following list:

• Academic enrichment learning programs, mentoring programs, remedial education activities, and tutoring services that are aligned with

o The challenging State academic standards and any local academic standards; and

o Local curricula that are designed to improve student academic achievement;

• Well-rounded education activities, including such activities that enable students to be eligible for credit recovery or attainment;

• Literacy education programs, including financial literacy programs and environmental literacy programs;

• Programs that support a healthy and active lifestyle, including nutritional education and regular, structured physical activity programs;

• Services for individuals with disabilities;

• Programs that provide after-school activities for students who are English learners that emphasize language skills and academic achievement;

• Cultural programs;

• Telecommunications and technology education programs;

• Expanded library service hours;

• Parenting skills programs that promote parental engagement, family literacy, and adult skill development;

• Programs that provide assistance to students who have been truant, suspended, or expelled to allow the students to improve their academic achievement;

• Drug and violence prevention programs, counseling programs;

• Programs that build skills in science, technology, engineering, and mathematics (STEM), including computer science, and that foster innovation in learning by supporting nontraditional STEM education teaching methods; and


• Programs that partner with in-demand fields of the local workforce or build career competencies and career readiness and ensure that local workforce and career readiness skills are aligned with the Carl D Perkins Career and Technical Education Act of 2006 (20 U.S.C 2301 et seq.) and the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.).

Applicants are reminded of their obligation under section 504 of the Rehabilitation Act to ensure that their proposed community learning centers program activities are accessible to persons with disabilities.

WHAT ARE THE COMPETITIVE PRIORITIES? Priority will be given to the following:

• The WVDE wants to serve as many students as possible in 21st CCLC programs throughout the state. To expand the geographic distribution of programs, two priority points will be awarded to applications that propose to serve schools in the follow counties: Brooke, Gilmer, Grant, Hampshire, Hancock, Hardy, Jefferson, Marshall, Mineral, Pendleton, Pleasants, Putnam, Summers, Tucker, Tyler, Wetzel, Wirt, Wood, and Wyoming. These counties have traditionally not had 21st CCLC programs.

• Programs that provide opportunities for participants in science, technology, engineering, arts and mathematics (STEM) will be awarded two priority points.

• Programs that provide services limited to middle school and/or high school students only will be awarded two priority points.

• Services to students attending schools designated as in need of improvement under section 1116 of ESEA and that are submitted jointly by school districts receiving Title I funds and community-based organizations or other public or private organizations will be awarded four priority points. The following clarification comes from the USDOE Nonregulatory Guidance for 21st CCLC programs.

In determining whether an application has been “submitted jointly,” States should look for evidence in the application that the LEA and at least one other organization collaborated in the planning and design of the program, each have substantial roles to play in the delivery of services, share grant resources to carry out those roles, and have significant ongoing involvement in the management and oversight of the program. States consider what organization(s) wrote the application, what organization will be the fiscal agent, whether there is a history of these organizations working together, and whether there is evidence in the application of integration of the after-school program activities with the regular school day program. Letters of endorsement are not by themselves sufficient evidence that organizations or school districts have substantially been involved in the design of a program.


HOW IS THE APPLICATION FOR A 21ST CCLC GRANT PREPARED?

The following information describes eligibility, required activities, application contents and application review criteria.

Applications must comply with the following format:

• complete application in GPS;

• chart format may be used in appropriate sections;

• citations must be in correct American Psychological Association (APA) format with bibliography uploaded into the related documents section of GPS.

According to the non-regulatory guidance for 21st CCLC, a public school or other public or private organization that is awarded a grant must provide equitable services to private school students and their families. In designing a program that meets this requirement, grantees must provide comparable opportunities for the participation of both public- and private-school students in the area served by the grant. Grantees must consult with private school officials during the design and development of the 21st CCLC program on issues such as how the children's needs will be identified and what services will be offered. Services and benefits provided to private school students must be secular, neutral, and non-ideological. This communication must be verified by completing the form that comprises Appendix C and uploading it into the “Related Documents” section of GPS. This form MUST be completed and signed, even if there are no private schools in your service area. If plagiarism is found, or brought to the attention of officials at the West Virginia Department of Education during a grant competition, then at the discretion of the Department, the WVDE has the right to remove the grant application for funding consideration.

CONTENT OF APPLICATION To be eligible for 21st CCLC funding, a completed 21st CCLC application MUST be completed in GPS:

1. Cover Sheet The applicant must provide all contact and descriptive information requested in the cover sheet section of GPS.

2. Program Summary Complete the required Project Summary information describing the sites and participants to be served (see pp.19-20 for the required information that will be listed in GPS).

3. Program Goals, Monitoring and Evaluation (35 points) Develop broad program goals that addresses identified needs from Section A of the narrative below. One goal must address raising academic achievement for students with a second goal addressing the child’s educational needs by providing adults


integrated ways in which they can support/assist their child’s academic achievement. Be sure that grant goals and objectives have been created to sufficiently meet the critical data-based needs of the students, parents and families in the community. Other goals may be added if needed. Goals are statements of what you are working to achieve. They do not have to be measurable. (Please consider school and district goals when developing goals for your program.) Program Logic Model and Internal Monitoring Plan It is important that each applicant engage in internal monitoring that will help track continuous progress toward meeting grant goals and objectives. This shall be accomplished via a two-step process. First, grantees will develop a Program Logic Model that provides a roadmap for the proposed program. This model must include measureable objectives that align to CCLC program goals, activities, inputs, outputs, outcomes and data-based indicators. Good logic models will include both process and outcome measures. Process measures should include the documentation of significant project milestones/completion of key tasks (e.g., number of participants, number of events sponsored, etc.). Outcome measures should reflect the intended results of your project (e.g., indicators of progress in impacting student learning). Second, all applicants must provide a narrative that indicates how continuous self-monitoring will be employed to improve and strengthen their program. This narrative should describe the steps that grantees will take to collect evidence of completing program activities, objectives, and outcomes, the process for reviewing this information, and how such information will drive changes in program decision-making. The internal monitoring plan should also include a time line of monitoring activities that clearly aligns to the information provided in the Program Logic Model. Detailed requirements for the Program Logic Model and Internal Monitoring Plan are described below. The purpose of the project logic model and internal monitoring plan component of the 21st Century Community Learning Centers program is to help guide applicants’ in the planning of their projects and to ensure grantees are continuously using data to assess progress toward meeting project goals and to engage in continuous improvement. All applications must include the following components:

1. Program Logic Model:

A logic model is a tool used to depict the logical relationships that exist among

program goals, objectives, activities, inputs, and outputs/outcomes. It also

describes the data-based indicators that will be used to provide evidence of the

program’s effectiveness. All applicants must complete the program logic

model in GPS. It is strongly recommended that grantees complete the logic

model prior to writing the application narrative as it can greatly assist with

preparing a quality application. Please note, applicants must use the definitions

below when completing the program logic model.

Goal- a broad statement of intended outcomes for the program Objective – a detailed statement of intended outcomes that includes the


population, outcome, target, measure, and time frame (all Objectives must be Specific, Measurable, Attainable, Realistic, and Time-bound. See SMART objective guiding questions on the application resource page of the WV 21st CCLC website, https://wvde.us/federal-programs/21st-cclc/application-resources/. Activities – actions needed to meet objectives Inputs - resources needed to design and implement activities Outputs - tangible services and products that are direct results of activities Outcomes – specific, attainable, measurable changes that are likely to occur as a result of the activities Indicators – data to monitor implementation and measure progress, as well as success of the initiative An example of a high-quality logic model submitted by a previous 21st CCLC grantee is provided on pp. 29-34

2. Internal Monitoring Plan: The internal monitoring plan is a narrative that describes the methods that will be

used throughout the program to monitor accomplishment of the objectives included

in the logic model. This narrative must include a description of: (a) the applicant’s

capacity to access, collect, and analyze the data necessary to effectively document

program objectives and outcomes; (b) the specific action steps that will be taken to

monitor the activities included in the logic model, including a time line for

completion of these activities; (c) assurances that monitoring results will be

documented quarterly; and (d) how monitoring results will be continuously

reviewed and used to inform program decision-making. All applicants must

complete the internal monitoring plan narrative in GPS.

The quality of the program logic model and internal monitoring plan narrative will be considered major factors when selecting grantees. During the course of the program’s implementation the logic model and monitoring plan may be amended upon WVDE 21st CCLC administrative approval. State and Federal Evaluation Requirements All applicants must provide an assurance that they will participate meaningfully in mandated annual evaluation activities consisting of the following:

• Collection of a completed Annual Performance Report (APR) data through a WVDE data system

• Completion of Grantee Profile information in USDOE 21 APR SYSTEM

• Completion of the annual Teacher Survey by the regular classroom reading/language arts or mathematics teacher of regular attendees of the program.

• Submission of the completed annual Program Director Survey Applicants must also provide an assurance that they will participate in program monitoring


conducted by WVDE 21st CCLC staff consisting of the following:

• Submission of required documentation, and

• Arrangement of focus group interviews with key stakeholders. Please Note: Awarded subgrantees will be held to the following standards, unless a waiver has been approved by the state office based on extenuating circumstances. Programs must be successful in at least three of the identified areas or they are considered a “high-risk” subgrantee.

• Attendance – Based on 21st CCLC student registration, sites will have at

least 70% of enrolled students attending a minimum of 20 days and at least

50% attending a minimum of 30 days.

• Goal/objective attainment—Programs will have met, or made significant

progress toward, goal attainment. In year one, when programs are being

established, progress will be made toward meeting objectives as stated in

the grant application; in year two and three at least 50 percent of stated

goals/objectives will be met; and by years four and five all goals and

objectives will be met.

• Grant program implementation—Subgrantees will implement the program

as described in the approved application.

• Adequate, qualified staffing—Staffing is to be at a level that assures

participant safety, as well as the highest quality of program delivery based

on the type of activity, programmatic level and number of participants.

(suggested guidelines in Program Personnel section)

• Program management—Staff is organized by clearly defined roles and

responsibilities that are adequate to carry out the program successfully. Staff members and individuals or entities providing goods or services are selected based on prior experience, qualifications and, where applicable, specialized training and/or certification. Staff has received training in regard to their responsibilities and understand their role in the overall program

Be sure that grant goals and objectives have been created to sufficiently meet the critical data-based needs of the students, parents and families in the community.

4. Application Narrative Respond to the following required application information in GPS.

A. Need for Program (20 points)

Describe the needs of the populations to be served by the grant program as demonstrated from multiple sources of data. Tell how the proposed program will help meet these needs by providing services and opportunities not currently available. It is


vital that the applicant clearly show specific, identified needs that connect to the goals and measurable objectives of the application, the proposed activities and services, and the program evaluation.

• Explain why this community was selected and how the program to be provided will be of value.

• Define the needs of students to be served by subgroup, using current, specific data to document those needs. Data may include, but are not limited to, information of attendance, achievement, dropout rate, free/reduced lunch rate and risky behaviors.

• Define the data-based needs of the community to be served by the grant program, focusing on parents and families. Data may include, but are not limited to, poverty rates, literacy rates and education levels.

• Describe the gaps in community afterschool services and opportunities in the proposed program area. Tell how the grant will help provide services and activities not available at this time for participants in the program.

• Cite any research information shared in this section using APA citation of the data source.

• Tell how the applicant consulted with private school officials during the design and development of the application as to the needs to be addressed and the services to be offered. If there is no private school within the applicant’s attendance area, this needs to be stated by the applicant.

• Include data from a community needs assessment conducted within the last three years to support identified needs.

B. Student Program Activities & Implementation (20 points)

• Describe the components and related activities that your program will offer

students to meet the previously identified needs and increase student’s’ academic performance. Include information on time allotted to program components and activities, as well as partner involvement.

• Describe plans for targeting the students’ academic needs and how plans will align with the instruction students receive during the school day.

• Describe plans to use scientifically-based best practices to provide educational and related activities that will complement and enhance academic performance, achievement, postsecondary and workforce preparation, and positive youth development.

• Describe plans for implementing optional summer programs, if desired. Programs will not receive credit for having a summer program if sufficient funds are not included in the budgets for years 1-3 and in the budget narrative.

• Explain how students will be recruited and retained in the program.

• Describe how program services in centers will be available to any participating student a minimum of three days for high school programs and four days per week for elementary and middle school students. All programs must begin by October 15 and meet a minimum of 25 weeks during the regular school year.

A mandatory pre-site meeting with WVDE Staff, co-applicant partner (if applicable) program director, site coordinator, community partners,


principal, and central office administrator representing the schools of participating students must be held with first-time subgrantees and all successfully awarded Community-Based Organizations prior to the start of the program.

• Explain how project staff will vary their approaches to help meet the individual needs of students and improve their achievement in core academic areas to meet or exceed local and state standards. Include the steps you propose to ensure equitable access to, and participation by, students and program personnel with special needs.

• Describe how the proposed program will provide hands-on, problem-based or project-based learning activities that support state and local learning standards and contribute to academic performance for all students.

• Include plans to provide supper for participating students each day the program meets. A snack may also be offered.

C. Collaboration (15 points) • Explain how the program was developed and will be carried out in active

collaboration with schools the students attend. Include how joint planning time and professional development opportunities will be available for school staff, program staff and partners that will help meet both program goals and objectives, as well as school and district goals and objectives.

• Explain the data-sharing plan for your program: how you will access student records and individual and aggregate achievement data for use in program planning, implementation and evaluation; as well as how you will share program data with the schools served. Include the process you will use to gain individual parent consent to access and use an individual student’s data.

• Describe the partnership details between a local educational agency and community-based, faith-based, or other public or private organization(s) submitting signed MOUs that focus on aspects of the program beyond activities offered (for example, training, supplies, funding, etc.)

• Describe the prior experience and/or capacity of the lead organization and co-applicant partner, if applicable, to provide educational and related activities that will complement and enhance the academic performance, achievement, and positive youth development of students.

• Upload Memoranda of Understanding or letters in the “Related Documents” section of GPS that clearly indicate the role, capacity, specific contributions and in-kind value of each partnering organization. A letter from the principal of each participating school must be included.

• If you have identified a partner agency on the cover sheet, be sure to address the definition of “submitted jointly” found in the competitive priorities section of the application.

D. Facility Plan (10 points) • Describe how the program provides a safe, welcoming environment for

participants. Include specific information that describes the interior and exterior environment of the site.

• List the required agency inspections that are conducted at non-school based


sites(s), including the State Fire Marshall Report and a county-level Health Department inspection. During the pre-site visit of each new subgrantee, an environmental rating will be done to assess program facilities and inspection reports. This checklist is posted on the applications resources page of the 21st CCLC WVDE web site. https://wvde.us/federal-programs/21st-cclc/application-resources/.

• Tell how the program will ensure that the students will travel safely to and from the 21st CCLC and home from school–based and/or off- site programs. State the number of buses needed to adequately serve the target participants, based on data provided by the county board of education and/or principal.

• Tell how the emergency exit plan and emergency readiness plan will be communicated to the staff, students and parents, and how fire drills will be conducted during afterschool hours.

E. Program Personnel (15 points) Describe procedures for managing the program.

• Use a chart to describe the staff structure (roles and responsibilities). Include position descriptions for key community and school staff. Due to hiring requirements and personnel procedures, it is not necessary to name in the application a specific person to serve as the program director. However, position descriptions for the personnel you intend to employ with 21st CCLC funding should be included.

• Staffing is to be at a level that assures participant safety, as well as the highest quality of program delivery based on the type of activity, programmatic level and number of participants. Suggested guidelines, such as those from West Virginia Department of Health and Human Resources, state: A center shall group children and consider their ages when determining the staff: child ratio as follows:

• 9.2.a. For programs that operate with Pre-K children, the program shall ensure that:

▪ 9.2.a.1. A 1:12 staff to child ratio is maintained; and ▪ 9.2.a.2. Group sizes are limited to 24 for any group that mixes older

children with a pre-k child.

• 9.2.b. For programs that operate with school age children only, the program shall ensure that:

▪ 9.2.b.1. A 1:16 staff to child ratio is maintained; ▪ 9.2.b.2. The group size is determined by the activity and is limited to

facilitate staff/child interaction and safe, constructive participation by children; and

• 9.2.c. During water activity such as swimming, canoeing, and fishing the staff: child ratio is maintained at 1:8 for groups of school age children and is maintained at 1:4 for any group with a Pre-k child.

• 9.3. Groups of children must be distinct with staff persons knowing to which group they are assigned.

https://wvde.us/federal-programs/21st-cclc/application-resources/


• 9.4. Staff: child ratio and group size are always maintained based on the age of the youngest child in the group.

• Describe plans and budget for on-going staff training for the program. Expenses may include payment of staff for time to plan and attend the training. The budget must include funding for the following required professional development opportunities at a minimum: 1. The program director to attend the Multi-State Fall Conference annually

(Include registration cost per person, plus travel, food and lodging.) 2. The program director and one program staff member who is responsible for

planning and implementing daily programming to attend WVDE-sponsored 21st CCLC conference annually (Include $150 for registration cost per person, plus travel, food and lodging.)

3. New directors to attend four partial-day, drive-in meetings throughout the year (travel only)

Inclusion of other state, regional and national training is optional. The USDE 21st CCLC office may conduct a regional conference. Other organizations conduct national conferences annually.

• Describe how qualified volunteers will be used to support proposed activities.

• Require the Program Director to allocate a minimum of 10 hours per week to carry out grant responsibilities. Time and effort sheets will be submitted as verification. It may also be useful to designate a staff member as a school liaison to make necessary connections between the regular school day and the afterschool program.

• Require at least one full-time staff member per site to be certified in both CPR and first aid (within one month of employment).

• Ensure that all out-of-school-time staff and regular volunteers have passed an approved state-level background check prior to working in the program to assure that the program does not hire employees that may pose a danger to children. Include funds in the budget and budget narrative for this expense. Suggested guidelines, such as those from West Virginia Department of Health and Human Resources, state:

Convictions 5.1 The applicant shall not be approved, employed, utilized nor considered for a waiver if ever convicted of:

• 5.1.1 Abduction;

• 5.1.2 Any violent felony crime including but not limited to rape, sexual assault, homicide, malicious wounding, unlawful wounding, felonious domestic assault or battery;

• 5.1.3 Child/adult abuse or neglect; • 5.1.4 Crimes which involve the exploitation of a child or an incapacitated adult;

• 5.1.5 Misdemeanor domestic battery or domestic assault;

• 5.1.6 Felony arson;

• 5.1.7 Felony or misdemeanor crime against a child or incapacitated adult which causes harm;


• 5.1.8 Felony drug related offenses within the last ten (10) years; • 5.1.9 Felony DUI within the last ten (10) years;

• 5.1.10 Hate crimes;

• 5.1.11 Kidnapping; • 5.1.12 Murder/homicide;

• 5.1.13 Neglect or abuse by a caregiver;

• 5.1.14 Pornography crimes involving children or incapacitated adults including but not limited to, use of minors in filming sexually explicit conduct, distribution and exhibition of material depicting minors in sexually explicit conduct or sending, distributing, exhibiting, possessing, displaying or transporting material by a parent, guardian or custodian, depicting a child engaged in sexually explicit conduct;

• 5.1.15 Purchase or sale of a child; CIB Background Checks Revised March 15, 2015 9 • 5.1.16 Sexual offenses including but not limited to incest, sexual abuse, or indecent

exposure. ▪ Further information can be found here:

http://www.dhhr.wv.gov/bcf/Providers/Documents/CIB%20Policy.pdf

• Describe a program Advisory Council that will meet at least quarterly and consist of program staff, co-applicant partner and school/district administrative staff, parents, students and community members.

F. Sustainability (15 points)

Since grant funding is intended as an incentive to promote the long-range establishment of out-of-school-time community programs, the application must include the following:

• Describe how the budget is reasonable in relation to the number of average daily attendees to be served, services to be provided and anticipated results and benefits. The budget and budget narrative will be judged against the scope of the program and its anticipated benefits.

• Describe how other sources of funding will be leveraged to supplement the grant award and to support services, including coordination with other federal, state and local programs with compatible/complementary services (i.e. Title I, Adult Basic Education etc.)

• Explain how the program will ensure that funds will not be used to supplant federal, state, local or non-federal funds.

• Applicants who choose to establish a fee structure must provide a narrative explaining the fee structure and how they will assure that income and or ability to pay will not deter families from enrolling their children in the program. Additionally, they must describe how the funds will be administered and managed. Anticipated income from collection of fees must be reported in the budget as an additional source of revenue.

• Provide a reasonable plan for sustaining the community learning center(s) after grant funding ends.

G. Parent, Family and Community Involvement (15 points)

• Describe the components and related activities that your program will offer to parents, families and community members to meet the needs previously identified in Section A. These activities MUST be aimed at improving parents’ involvement in

http://www.dhhr.wv.gov/bcf/Providers/Documents/CIB%20Policy.pdf


their children’s learning either at home, at programs sponsored by the center, or elsewhere. Additionally, you may indicate how the education or skill level of adults based on needs assessment in Section A.

• Include the steps you propose to ensure equitable access to, and participation by family members and other program beneficiaries with special needs.

• Describe how students, parents and community members will be involved in planning, implementation of services, program evaluation and decision-making in the program.

• Explain how your program will disseminate information appropriately labeled with 21stCCLC logo about the center(s) to the community in a manner that is understandable and accessible.

5. Budget and Budget Narrative (10 points)

• All budget information will need to be completed in the budget section of GPS.

• Provide a detailed budget narrative that clearly explains: - the mathematical basis for estimating the costs of professional personnel

salaries, fringe benefits, project staff travel, student transportation, materials and supplies, consultant and subcontract fees, indirect costs and other program expenditures; (Be sure to name each staff position and provide the formula for rate of pay and the duration of services, see example on pg. 21.)

- detailed description explaining in-kind support and/or funding/resources provided by co-applicant partners (as applicable) and other collaborating partners in the program. This information is to be entered into the “Cover Sheet” section of GPS under the matching and in-kind areas.

(Funded programs reporting successful implementation will be asked to provide continuation applications and budgets for each of the five years of the program if federal funding continues. Year four funding will be, at maximum, 80% of the year one amount. Year five will be, at maximum, 70% of the year one amount.)

Please keep in mind that there is a policy relating to average daily attendance and funding. In grant years three through five, if the program average daily attendance is less than 80% of the average daily attendance number set forth in the original budget, the grantee's budget will be proportionately reduced by the amount of the percentage deficiency from the original budget. Examples: Based on a total program average daily attendance of 50, 80% would be 40 students. If a program said it would serve an Average Daily Attendance of 50, but only had an ADA of 35 students, based on a single-site grant of $120,000, that would be a cut of $12,000. If a program said it would have an ADA of 90, 80% would be 72 students. If they only had 60 students, based on a grant of $220,000, it would be cut $28,600. Allowable & Non-Allowable Expenses: All expenses should follow Statutory Requirements outlined in Elementary and Secondary Education Act, Sec. 4205(a) – Authorized Activities. Below is a list of common allowable and non-allowable expenses with 21st CCLC grant funds (for a more detailed list see EDGAR, 3rd Edition, p. 138-162):


• Subgrantees are not allowed to collect program income. Program Income is the gross income earned by the non-Federal entity that is directly generated by a supported activity or earned as a result of the Federal award during the period of performance. (2 CFR §200.80). Program Income generated without written prior approval from the US Department of Education must be deducted from the funds awarded under the Federal grant. (2 CFR §200.307(b))

• Subgrantees may not provide subgrants to any organizations using 21st CCLC funding. .

Expense Status Citation Note

s Advertising & Public Relations

Allowable with Restriction

2 C.F.R. §200.421

For recruitment of personnel, procurement of goods or services, or disposal of scrap metal.

Advisory Councils Allowable 2 C.F.R. §200.422

Alcoholic Beverages Unallowable 2 C.F.R. §200.423

Audit Services Allowable 2 C.F.R. §200.425

Conferences Allowable 2 C.F.R. §200.432

Contributions & Donations Unallowable 2 C.F.R. §200.434

Capital expenditures for general purpose equipment, buildings, and land

Unallowable 2 C.F.R. §200.439

Capital expenditures for special purpose equipment

Allowable 2 C.F.R. §200.439

$5,000 or more requires written approval from WVDE. Curriculum Allowable

Entertainment Unallowable 2 C.F.R. §200.438

Costs for entertainment, amusement, diversion, and social activities.

Facilities Unallowable Field Trips Allowable

with Restriction

Educational in nature, no overnight stays.

Food Allowable with Restriction

Only food used in instructional programs that students prepare, and/or instructional materials are allowable expenditures.

Incentives Allowable with Restriction

Educational in nature. $25 maximum per student.


Goods or Services for Personal Use

Unallowable 2 C.F.R. §200.445

Government Costs Unallowable 2 C.F.R. §200.444

Grant Writing Services Unallowable Indirect Costs Allowable

with Restriction

2 C.F.R. §200.56

Based on approved restricted rate.

Lobbying Unallowable 2 C.F.R. §200.450

Materials, supplies, computer cost

Allowable 2 C.F.R. §200.453

Participant Support Allowable with Restriction

2 C.F.R. §200.456

Prior approval by the Federal Award Agency.

6. Assurances (see pp. 22-24) The applicant will assure the State Education Agency that they will follow all regulations applicable for 21st CCLC listed on pages 22-24 by selecting the appropriate check box in the “Assurances” section of GPS.

7. Appendices (see pp. 26-28) Attach only the following Appendices and upload them into the “Related Documents” section of GPS:

• Appendix A: a REQUIRED list of collaborating partners with contact names, addresses, year-round telephone numbers, fax numbers and e-mail addresses; and a signed memorandum of understanding or signed partner letter that clearly documents the role and contribution of the partner, as well as the in-kind value if applicable (not a generic letter of support)

• Appendix B: a summary of any evaluation studies, reports, or research that documents the effectiveness or success of the co-applicant partner (if applicable) and collaborating partners and of the activities and services proposed in the narrative section of the application (OPTIONAL)

• Appendix C: REQUIRED form to verify consultation with private school personnel

• Appendix D: REQUIRED form to verify sharing with the community

• Appendix E: evidence of planning application with grant co-applicant partner (REQUIRED if submitting jointly)


Example of Program Summary

Name & location of each site

Days and times of program operation throughout week

Estimated number of students to be served annually

Estimated average

daily attendance

Estimated

total number or attendees 30 days or

more

Student Free/

Reduced Lunch %

Estimated adults/ family

members served

Mon Tues Wed Thur Fri Sat




Mon Tue Wed Thur Fri Sat

Totals for the entire program

Total estimate of students to be served ______

Total

estimate of

attendees

30 days or

more

________

Average % of Free

Reduced Lunch

students _______

_

Total estimate of adults/

family members

served ________

*Start date of each site is no later than October 15th. Estimated number to be served does not refer to the total school population but to the estimated

students likely to participate.


Program Summary for Summer (if applicable)

Name & location of each site Days and times of program operation throughout week

Estimated number of students to be served annually

Estimated average

daily attendance

Estimated adults/ family

members served





Mon Tue Wed Thur Fri Sat

Totals for the entire program

Total estimate of students to be served ______

Total estimate of adults/

family members

served ________


EXAMPLE OF BUDGET AND NARRATIVE ITEMS

Note: It is your responsibility to maintain documentation for 5 years to support expenditures.

Budget Item Funding Examples of Funding Purposes & Calculations Total Cost

Salary Federal

1 Project Director x $2,500/month x 12 months = $30,000 +

fringe benefits (Social Security 7.65%, Workers Comp

1.32%) $2,691 32,691

Federal 2 VISTA workers x $10,000/year 20,000

Federal 1 Karate teacher x $20/hour x 2 hours/week x 8 weeks 320

Local 1 Dentist x $300/day x12 days 3,600

Local 1 Part-time secretary x $15/hour X 10 hours x 25 weeks 3,750

Supplies Federal 10 Basketballs x $10.00/ball 100

Federal 10 Modeling clay x 20.00/box 200

Federal 10 Magnifying glasses x $8/per 80

Local 25 Watercolor paint x $2/set 50

Transportation Federal

1 Bus driver x$20/hour x 3 hours/day x 4 days/week x 25

weeks = $6,000 + fringe (Social Security 7.65%, Workers

Comp 1.32%) 6,538

Local

1 Bus driver (field trips) x $20/hour x 12 hours =$240 +

fringe (Social Security 7.65%, Workers Comp 1.32%) 262

Travel Federal 2 staff members X 2 WVDE training registration fees x $250/training 1000

Federal 2 staff members X 100 miles x $.50/mile

100


ASSURANCE FORMS

Requirements for Applicant and Co-Applicant

1. The applicant assures it has described steps make equitable access to and equitable

participation in the programs/activities to be conducted with such assistance as addressing the special needs of students, staff, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers to gender, race, color, national origin, disability, and age. (Per the General Education Provision Act (GEPA) page 6 in Section 427 http://www.ed.gov/policy/elsec/leg/esea02/index.html)

2. The applicant or grant recipient must have a Data Universal Numbering System (DUNS) number and provide it to the WV Department of Education. No entity may receive a federal subaward without a DUNS number.

3. Administer the 21st Century Community Learning Centers (CCLC) project in accordance with all applicable statutes, regulations, program plans and applications.

4. Adopt and use proper methods of administering 21st CCLC, including: the enforcement of any obligations imposed by law; the correction of deficiencies in program operations that are identified through program audits, monitoring, or evaluation; and the adoption of written procedures for the receipt and resolution of complaints alleging violations of law or other state and federal requirements in the administration of such programs.

5. Cooperate in carrying out any evaluation of 21st CCLC conducted by or for the West Virginia Dept. Of Education (WVDE), the US Secretary of Education or other Federal officials.

6. The applicant assures that it prohibits text messaging and emailing while driving during official grant business. Federal grant recipients, sub recipients and their grant personnel are prohibited from text messaging while driving a government owned vehicle, or while driving their own privately-owned vehicle during official grant business, or from using government supplied electronic equipment to text message or email while driving. Recipients must comply with these conditions under Executive Order 13513, “Federal Leadership on Reducing Text Messaging While Driving,” October 1, 2009.

7. Permit & mandate appropriate program staff to attend the required trainings specified in the Request for Application and has budgeted funds for such participation each budget year of the grant.

8. Use such fiscal control and fund accounting procedures so as to ensure proper disbursement of funds and reporting procedures consistent with WVDE accounting practices. Sub-granting of the award is not allowable. Program Income may not be generated without approval by the US Department of Education.

9. Make reports to the WVDE and the US Secretary of Education as may be necessary, to enable such agency and the US Secretary of Education to perform their duties and maintain such records, provide such information and afford access to the records as the WVDE and the Secretary may find necessary to carry out their responsibilities.

http://www.ed.gov/policy/elsec/leg/esea02/index.html


10. Comply with the following to receive funding in the fourth and fifth years of the grant cycle:

• Ability to demonstrate substantial progress has been made toward meeting the stated goals and objectives, in measurable terms, as stated in the original grant application within the first three years;

• Maintain the scope of the original level of programs and services to the same number of students at reduced grant allocation in the fourth year;

• Maintain the scope of the original level of programs and service to the same number of students at reduced grant allocation in the fifth year or beyond. (The minimum grant award during any one year will be $50,000); and

• Provide documentation of completed federal and state report as required.

11. Comply with provisions of Title IX of the Elementary and Secondary Education Act, the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR), 34 CFR Parts 76, 77, 82 and 85, and the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR Part 200.

12. Comply with the following acts of Congress:

a. Single Audit Act of 1984 b. Civil Rights Act of 1964 c. Gun-Free Schools Act of 1994 d. Americans with Disabilities Act 1990 e. Pro-Children’s Act of 1994 f. Stevens Amendment, 1991

13. Comply with the Debarment, Suspension, and Other Responsibility Matters Regulation (34 CFR 85.110).

14. Not utilize any federal funds to lobby Congress or any federal agency.

15. Abide by and remain current on collection of and reporting of data.

16. Abide by and remain current on rules and regulations governing allowable and unallowable uses of funds.

17. The school district, as fiscal agent or co-applicant, agrees to provide the individual designated as responsible for data collection and reporting timely access to necessary demographic and academic data in accordance with grant reporting requirements, including but not limited to mandatory information for completion of Annual Performance Report (APR) data collection. (Examples of current requirements include, but are not limited to: grades, attendance, demographic information, disciplinary infractions, and state assessment scores).

18. If a non-governmental agency (CBO or FBO) serves as the fiscal agent, the school district/school must provide the individual designated as responsible for data collection and reporting timely access to necessary demographic and academic data in accordance with


grant reporting requirements, including but not limited to mandatory information for completion of Annual Performance Report (APR) data collection.

19. Meet the minimum number of hours and days as required under program operations.

20. Begin serving students with the 21stCCLC Program by October 15, 2019

21. Provide dedicated program space in the school(s) served during approved program hours of operation during both the academic school year and summer months. Programming space shall be sufficient in size for the number of students to be served and appropriate for the approved activities.

22. Utilize the federal USDA snack program or the Child and Adult Care Food Program.

Alternative funding sources must be used to pay for program snacks and/or meals. 21st

CCLC funds may not pay for snacks or meals. Other funding sources or donations must be secured to provide for the program.

23. Immediately notify WVDE of a change of director or site coordinator.

24. Uphold the parameters of the agreement with the Co-Applicant as outlined in the original application for the duration of the grant cycle.

25. Provide comparable opportunities for the participation of both public and private school students served by the award.

26. Allow site coordinators and directors access to 21st Century guidelines and required WVDE trainings.

27. To comply with ESEA Title IV Part B Section 4204 (b)(2)(L), the community must be given public notice of an organization’s intent to submit an application and that the application and any waiver request be available for public review after submission of the application

28. ASSURANCE REGARDING COMPLIANCE WITH GRANT PROGRAM REQUIREMENTS - The grantee agrees to comply with all applicable requirements of all state statutes, federal laws, executive orders, regulations, policies and award conditions governing this program. The grantee understands and agrees that if it materially fails to comply with the terms and conditions of the grant award, the West Virginia Department of Education may withhold funds otherwise due to the grantee from this grant program until the grantee comes into compliance or the matter has been adjudicated and the amount disallowed has been recaptured (forfeited). The Department may withhold up to 100% of any payment based on any noncompliance, misappropriation of funds, monitoring finding, audit finding or pending final report. Grantees failing to meet one or more of the grant requirements will be subject to an “Out of Compliance” and “High Risk” status. Grantees who significantly fail to comply with any term of the grant will be considered “High Risk." Once a grantee enters the “High Risk” status, it may become necessary to hold funds until any critical issues become resolved. A “High Risk” grantee will have four months to become compliant. Failure to become compliant past the timeline of four months will initiate the termination process.


29. The West Virginia Department of Education, by written notice, may terminate the grant award for non- performance by the sub-grantee at any time during the term of the award. Examples of “High Risk” non-performance/non-compliance include, but are not limited to, the failure to:

A. Provide a high-quality program with evidence of academic progress;

B. Implement the program as described in the application;

C. Serve number of regular attendee students as stated in the application;

D. Adhere to assigned assurances;

E. Submit required reports and documentation in a timely manner;

F. Use funds in a responsible and appropriate manner;

G. Resolve a non-compliance audit/monitoring finding;

H. Submit required data within the given timeframe;

I. Implement a required Corrective Action Plan

30. Uphold these assurances regardless of change of individual’s serving in the role or capacity of representative signing the application.


Last Updated: March 4, 2019

PRINCIPLES OF EFFECTIVENESS

(1) IN GENERAL- For a program or activity developed pursuant to this part to meet the principles of effectiveness, such program or activity shall —

(A) be based upon an assessment of objective data regarding the

need for before and after school programs (including during summer recess periods) and activities in the schools and communities;

(B) be based upon an established set of performance measures

aimed at ensuring the availability of high quality academic enrichment opportunities; and

(C) if appropriate, be based upon scientifically based research

that provides evidence that the program or activity will help students

meet the State and local student academic achievement standards.

High Quality Program Characteristics

According to the U.S. Department of Education publication “Working for Children and Families: Safe and Smart II—Afterschool Programs” there are the following components present in high-quality afterschool programs.

1. Goal Setting, Strong Management, and Sustainability 2. Quality Afterschool Staffing 3. High Academic Standards 4. Attention to Safety, Health, and Nutrition issues 5. Effective Partnerships with Community-Based Organizations,

Juvenile Justice Agencies, Law Enforcement and Youth Serving Organizations

6. Strong Involvement of Families 7. Enriching Learning Opportunities 8. Linkages between School-Day and Afterschool Personnel 9. Evaluation of Program Progress and Effectiveness.



Evidence-Based Programs The U.S. Department of Education has issued non-regulatory guidance on using Evidence to Strengthen Education Investments to provide State Educational Agencies (SEAs), local educational agencies (LEAs), schools, evaluators, and partner organization with information to assist them in selecting and using “evidence-based” activities, strategies, and interventions, as defined in Title VII of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). Using, generating, and sharing evidence about effective strategies to support students give stakeholders an important tool to accelerate student learning. ESSA emphasizes the use of evidence-based activities, strategies, and interventions (collectively referred to as “interventions”). Applicants are strongly encouraged to study and use this guidance to assist them in selecting proper program curricula and strategies to build, implement, evaluate, and improve their 21stCCLC applications and programs. The document may be found at https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf



Appendix C

VERIFICATION OF PRIVATE SCHOOL CONSULTATION

According to the non-regulatory guidance for 21st CCLC, a public school or other public or private organization that is awarded a grant must provide equitable services to private school students, and their families. In designing a program that meets this requirement, grantees must provide comparable opportunities for the participation of both public- and private-school students in the attendance area served by the grant. Grantees must consult with private school officials during the design and development of the 21st CCLC program on issues such as how the children's needs will be identified and what services will be offered. Services and benefits provided to private school students must be secular, neutral, and non-ideological. This communication must be verified by completing the form below. Double-click on the cell to enter information.

Private School Name

Private School

Administrator Name and

Email Address

Date and

Method of

Contact

Participation

in Program

Yes or No

Reason for Not

Participating

* Private schools whose students will participate in the program should be listed on the Summary and Abstract form as a participating school. _______There are no private schools in the attendance area(s) of the school(s) to be served by this grant. Applicant Signature: _______________________________ Date: _________________________ County Superintendent (s) of Schools: __________________________ Date: _____________ __________________________ Date:______________ __________________________ Date: _____________



Appendix D

Verification of Sharing Intent/Application with Community To comply with ESEA Title IV Part B Section 4204 (b)(2)(L), each applicant must sign an assurance that the community was given notice of its intent to submit an application and that the application and any waiver request be available for public review after submission of the application. To verify that this has been done, please complete the form below: Please explain how the community was informed: Applicant Signature: _______________________________ Date: __________________



Appendix E

Co-Applicants Agreement In determining whether an application has been “submitted jointly,” States should look for evidence in the application that the LEA and at least one other organization collaborated in the planning and design of the program, each have substantial roles to play in the delivery of services, share grant resources to carry out those roles, and have significant ongoing involvement in the management and oversight of the program. States may want to consider what organization(s) wrote the application, what organization will be the fiscal agent, whether there is a history of these organizations working together, and whether there is evidence in the application of integration of the after-school program activities with the regular school day program. Letters of endorsement are not by themselves sufficient evidence that organizations or school districts have substantially been involved in the design of a program. (This clarification comes from the USDOE Nonregulatory Guidance for 21st CCLC programs.)

Evidence such as meeting agendas, sign-in sheets and planning documents should be included in the pages after the Appendix E signature sheet. It is strongly advised that in each letter of support a contribution table is included.

CONTRIBUTION DESCRIPTION SUPPORTS

Provide 2 skill-building activities for parents each year based on family needs

Family literacy and parent engagement

Provide STEM Enrichment activities twice per month for STEM Clubs. Materials included.

Academic Enrichment

Provide 50 netbooks for use in weekly coding club

Academic Enrichment

Co-Applicant/Partner Signature: _______________________________ Date: __________________



Example of a Well-Completed CCLC Project Logic Model

Goal 1: To increase academic achievement among regular student attendees on an annual basis.

Objectives

(Specific, Measurable, Achievable, Realistic, and

Time-bound)

Activities

(what we do to achieve objectives/goals)

Inputs/Resources

(human, financial, technology, etc… resources needed

for activities)

Outputs

(tangible and direct products of activities that lead to desired

outcomes)

Outcomes

(short-, medium-, and

long- term desired results

of activities)

Indicator/Data Source

(indicators we look for to measure

implementation, progress and

success)

1.1 – By spring 2019, at least 70% of all students enrolled in participating schools will attend the CCLC for a minimum of 20 days/year, with at least 50% of students attending at least 30 days.

1.1.1 – Teachers and CCLC staff provide targeted, ongoing outreach to encourage CCLC attendance 1.1.2 – Participating students and their guardians sign attendance agreement 1.1.3 – Parents and students are given a voice into CCLC activities to support ownership, relevance to participants, and enthusiasm. 1.1.4 – CCLC outreach is consistent, supportive, and regular via multiple channels.

Human: RESA 2 Project Director, 2 Site Coordinators, 6 teacher/tutors Technology: iPads Enrichment supplies Transportation: busing

CCLC website developed/regularly updated. Social media for CCLC: Facebook Attendance agreement drafted and shared with students & guardians for signing. Student and parent surveys written. Outreach materials written/created and distributed: press releases, mailings, email scripts, flyers, posters, and brochures.

95% of parents sign and students sign attendance agreement. Daily attendance shows evidence of consistent improvement. Student attendance at CCLC remains stable or increases every quarter.

CCLC attendance Records Student Surveys

1.2 – At least 55% of students who attend CCLC for at least 30 days will increase their reading

1.2.1 – Students meet with tutors to establish unique literacy and reading goals and a plan to achieve them.

Human: teachers/tutors Technology: iPads,

Daily literacy and language arts tutoring logs updated by tutors.

Daily progress made in language arts and reading.

Acuity SRI



scores by 5% on the Acuity/Scholastic Reading Inventory from October 2018 to spring 2019.

1.2.2 – Students will receive daily 1:1 individualized academic tutoring in literacy, language arts, and reading. 1.2.3 – Acuity/SRI is administered; progress mapped for each student.

Read180, etc. Tutoring supplies

iPad apps utilized for reading and language arts

Tutoring Logs

1.3 – By October 2021, at least 50% of all regular attendees will be performing at grade level in reading as measured by the Statewide Assessment.

1.3.1 – Students meet with tutors to establish unique literacy and reading goals plus a plan to achieve them. 1.3.2 – Students will receive daily, 1:1, individualized academic tutoring in literacy, language arts, and reading. 1.3.3 Statewide Assessment is administered; results are longitudinally compared to past year’s results per student.

Human (teacher/tutors) Technology (iPads, Read 180, etc.) Tutoring supplies

Daily Literacy and language arts tutoring logs updated by tutors. iPad apps utilized for reading and language arts Statewide Assessment administered. Evaluation matrices developed as-needed for reading assessment.

Daily progress made in language arts and reading.

Statewide Assessment

1.4 – At least 55% of students who attend for at least 30 days will increase their math scores by a minimum of 5% as measured by Acuity benchmarking from October 2018 to spring 2019.

1.4.1 – Students meet with tutors to establish unique math goals plus a plan to achieve them. 1.4.2 – Students receive daily, 1:1, individualized academic tutoring in math. 1.4.3 – STEM and PBL embedded into math activities to the extent possible.

Human (teacher/tutors) Technology (iPads, math apps, STEM-related resources, etc.) STEM and project-based learning supplies.

Daily math tutoring logs updated by tutors. iPad apps utilized for math Acuity benchmarking administered. Evaluation matrices developed as-needed for math assessment.

Daily progress made in math homework, quizzes, exams, etc. STEM and project-based learning activities integrate math and reflect local curriculum.

Acuity benchmarking

1.5 By October 2019, at least 45% of all regular attendees will be performing at grade level in math as

1.5.1 Students meet with tutors to establish unique math goals plus a plan to achieve them.

Human (teacher/tutors) Technology (iPads,

Daily math tutoring logs updated by tutors. iPad apps utilized for

Daily progress made in math homework, quizzes, exams,

Statewide Assessment



measured by the Statewide Assessment .

1.5.2 Students will receive daily, 1:1, individualized academic tutoring in math. 1.5.3 Statewide Assessment is administered; results are longitudinally compared to past year’s results per student.

math apps, STEM-related resources, etc.) STEM and project-based learning supplies

math Statewide Assessment administered. Evaluation matrices developed as-needed for math assessment.

etc. STEM, tutoring, and project-based learning activities integrate math and reflect local curriculum and instructional strategies.

1.6 By spring 2019, at least 75% of all regular attendees will demonstrate improved homework completion and class participation. (As measured by homework completion matrix, teacher survey, After School Matters survey.)

1.6.1 Students are referred for CCLC support by classroom teachers, parents, and counselors. 1.6.2 CCLC Tutors develop individual progress folders for each student and outline specific unique learning goals based on each student’s needs. 1.6.3 Students will receive 1-2 hours of 1:1 homework assistance from tutors daily at each site, based on need. 1.6.4 Students attend enrichment modules and recreation based on interests 1.6.5 Project-based learning and STEM embedded in after-school activities.

Human: all CCLC staff, especially enrichment module leaders Enrichment supplies (arts and crafts, recreation, STEM, etc.). Tutoring supplies, including technology. Busing home.

Student enrichment interest surveys developed and administered. Results tabulated and shared with CCLC staff. List of potential enrichment module leaders compiled. Communication/outreach with potential adult enrichment modules documented (email, phone records) Background checks completed. Supplies purchased (receipts = evidence) Enrichment schedules updated. Student engagement matrices developed for classroom teachers to track daily homework completion and participation rates. Surveys developed for classroom teachers.

Daily homework completion logs show improvement. Enrichment and recreation modules boost student attendance, interest, engagement, and enthusiasm for learning.

Homework completion matrix, class participation survey (teacher completed), After School Matters survey.



1.7 By spring 2019 at least 75% of regular employees will demonstrate improvement in behavior. (As measured by school disciplinary records).

1.7.1 Students attending CCLC participate in enrichment and PBL activities including (1) social skill development and service learning; (2) art, music, drama, recreation; (3) entrepreneurship; and (4) other interest-based activities. 1.7.2 Students are given a voice to provide feedback into CCLC activities.

Human all CCLC staff, especially enrichment module leaders Enrichment supplies (arts and crafts, recreating, STEM etc.). Tutoring supplies, including technology. Busing Home

Student enrichment interest surveys developed and administered. Results tabulated and shared with CCLC staff. List of potential enrichment module leaders compiled. Communication/outreach with potential adult enrichment modules documented (email, phone records). Background checks completed. Supplies purchased (receipts = evidence) Enrichment schedules updated. Student engagement matrices developed for classroom teachers to track daily homework completion and participation rates. Surveys developed for classroom teachers.

Daily behavior tacking shows improvement. Student code-of-conduct referrals decrease. Out-of-school suspensions decrease. In-school suspensions decrease. Enrichment and recreation modules boost student attendance, interest, engagement, and enthusiasm for learning.



Goal 2: To increase the education and skill level of adults and parents. Objectives

(Specific,

Measurable, Achievable,

Realistic, and Time-bound)

Activities

(what we do to achieve

objectives/goals)

Inputs/Resources

(human, financial, technology, etc… resources needed for

activities)

Outputs

(tangible and direct products of activities that lead to desired

outcomes)

Outcomes

(short-, medium-, and long- term desired

results of activities)

Indicator/Data Source (indicators we look

for to measure implementation,

progress and success)

2.1 By spring 2018, at least 85% of parents/adults who have participated in adult CCLC programs will report increased family-school connectedness as well as improved skills and knowledge in the specific program in which they participated.

2.1.1 Parents are surveyed to determine interests, schedules and availability. 2.1.2 Existing classes identified, meeting scheduled with staff and partners. 2.1.3 New classes designed and scheduled, based on survey feedback. 2.1.4 Publicity is targeted and stresses benefits to adult participants. 2.1.5 Surveys and focus groups are designed and administered pre-and post-events.

Human: instructors of adult programming, CCLC Director to coordinate and conduct outreach, Site supervision of extended hours at computer labs and libraries. Financial: purchase of resources, supplies and consumables.

Pre-and post-surveys developed and administered to determinate areas of adult interest and need. Existing classes identified, meeting with scheduled staff and partners (meeting minutes, lists) Outreach strategies analyzed and improved to increase attendance (meeting minutes, lists, brochures, mailings). Electronic medial updated (social mediate, websites). New programs developed and scheduled (instructor contracts, schedule posted via identified venues)

Adult attendance at CCLC-coordinated programs at least 60% of anticipated. Attendee recommendations contribute to continual improvement. Families report increased school engagement. More parents volunteering at school More parents attending conferences and school events. More adults completing GEDs and other post-secondary coursework. Adult literacy rates increase.

Participant surveys Focus group results Adult literacy measures Attendance logs Event feedback forms

2.2 By spring 2018 at least 85% of parents will report that CCLC services

2.2.1 Adult activities are scheduled based on participant feedback on

Human: instructors of adult programming, CCLC Director to coordinate and conduct outreach, Site supervision of

Pre-and post-surveys developed and administered to determine areas of

Adult attendance at CCLC-coordinated programs at least 60% of anticipated.

Participant surveys Focus group results



are helpful, accessible, conveniently scheduled, and targeted to their needs.

convenience schedules. 2.2.2 Adult services are designated around participant interests and needs. 2.2.3 Surveys and focus groups are designed and administered pre and post-events.

extended hours at computer labs and libraries. Financial: purchase of resources, supplies, and consumables

adult interest and need. Existing classes identified, meeting scheduled with staff and partners (meeting minutes, lists) Outreach strategies analyzed and improved to increase attendance (meeting minutes, lists, brochures, mailings). Electronic media updated (social media, websites). New programs developed and scheduled (instructor contracts, schedule posted via identified venues)

Adult attendance remains stable or increases each quarter. Attendee recommendations contribute to continual improvement. Families report increased school engagement. More parents volunteering at school. More parents attending conferences and school events. More adults completing GEDs and other post-secondary coursework. Adult literacy rates increase.

Attendance logs Event feedback forms



2018 21ST CENTURY COMMUNITY LEARNING CENTER GRANT COMPETITION

NOTIFICATION OF INTENT TO APPLY

DUE APRIL 19th

The following organization will be submitting a 21st Century Community Learning Center Grant application: Name of Organization: Lead Administrator Name:

Email:

Phone: Grant Application Contact Name:

Email: Phone:

Number of Applications: Individual Submitting Form: Email (if different from any above): Organizations Approved Indirect Cost Rate: Any applicant that does not complete and return the intent to apply by April 19th will not receive access to GPS, therefore, disqualifying them from eligibility for funding. A list of all organizations intending to submit a 2019 application will be emailed to organizations submitting this form. If you submit the intent form and later decide not to apply, it would be greatly appreciated if you would send an email informing Madison Haymaker at [email protected] Having an accurate number of applications to be scored helps secure the appropriate number of reviewers.

mailto:[email protected]