Guidance for Applicants of FC647-B1(winter/spring 2015)
District Support for 21st Century Community Learning Centers Program (21st CCLC)
In developing a 21st CCLC Program please consider the following:
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The particular elements of the district improvement efforts that will be addressed by adding more time.
Specific lessons learned from previous/current experience with Expanded Learning Time (ELT) or Out-ofSchool Time (OST) and how those lessons will have been applied.
Specific ways in which the district/agency support the additional time.
Developing or identifying an existing council to guide planning and implementation whose membership is
representative of the district and community.
Creating job descriptions for key staff appropriate for the structure of the program and the procedures for managing
it successfully. Successful programs typically employ a full-time or part-time project director, depending on the size
of the program.
The resources partners bring and how they contribute to the short and long term success of the program
(e.g., a partnership with XYZ enables the program to offer a theater arts program with funds they received from the
ABC Foundation).
All the resources (actual dollar or in-kind) that will be needed/used to help offset line item budget expense.
Example
Funding Category
Staffing (including, but not limited to,
instructional staff, planning time,
substitutes, etc.)
Professional Development*
TOTAL Anticipated
FY16 Costs
(associated with
adding time)
at Site 1: (list site
name below)
TOTAL Anticipated
FY16 Costs
(associated with
adding time)
at Site 2: (list site
name below)
ABC School
EFG School
$50,000
$50,000
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
TOTAL OF ABOVE
TOTAL OF ABOVE
TOTAL OF ABOVE
TOTAL OF ABOVE
TOTAL Anticipated
FY16 Costs
(associated with
adding time at the
schools/sites
proposed in this
application)
District Level
$100,000
*
List the sources of additional
secured or anticipated non 21st
CCLC funds/resources that will
support these costs at ALL sites
proposed (federal, state, local,
private, etc.)
Title I funds ($10,000 per
site)**
Partners/Vendors*
Materials/Supplies*
Transportation*
Other: (please describe below)*
Total Anticipated FY16 Costs
*Consider the other funding categories listed above in the same way.
**The staffing costs that are supported with Title I funds is included as part of the total district and site level costs.
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School/Site Support for 21st CCLC Program
In developing a 21st CCLC Program a school/site should consider the following:
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Outlining a planning process (e.g., how often will the team meet, when and how will decisions be finalized, etc.).
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Defining the role of each planning team member and their contribution to the process to ensure meaningful
collaboration and coordination in the design and development of the program.
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Creating job descriptions for key staff that are appropriate for the structure of the program and the procedures for
managing it successfully. Successful projects typically employ a site coordinator.
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What a typical day may look like for a student (see below for an example).
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How the schedule/typical day is innovative or "cutting edge" and supports the needs of students and the community.
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How the environment is supportive and addresses students’ social-emotional and developmental needs.
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How the program provides services and activities that engage students in their learning; how the program will help
to meet a student’s individual needs.
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(OST) What students will do when they arrive - how long they will they stay. How homework assistance /academic
support will be addressed.
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What creative activities may be offered to address the specific needs of students so as to achieve the desired
outcomes. Ways in which staff will engage students in their learning.
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Innovative practices that integrate learning into a range of activities and will engage and retain (OST) students
Example of a Typical Day in an OST Program (abbreviated and adapted from a grant recipient)
After completing his day at school Javier excitedly anticipates the activities offered by the 21 st CCLC program. At
the end of day, he is guided into the cafeteria to join his peers for a healthy snack. Javier laughs and talks with
friends while unwinding from a day of learning. His energy and focus is returning, just in time for homework help.
At 3:20 pm, he joins a group of his friends to tackle the day’s assignments and collaborate on difficult problems,
but when he does not understand a problem or an assignment he does not hesitate to ask his teachers for
assistance. The relationship he has formed with the staff members allows him to comfortably ask questions and
receive meaningful feedback. Javier is completing his assignments with his peers and getting supplemental
instruction that helps him to understand the material more quickly.
With his homework completed, Javier has his work reviewed by his teachers before proceeding to today’s
enrichment club at 4:20 pm. The enrichment club that Javier has chosen is one that he is particularly interested in,
Club Invention. Since the curriculum is designed to be a continuum driven by student ownership, Javier will be
able to improve upon the design that he and his peers had pioneered in the previous class. He knows that the
tower he had been tasked to build last week needed improvements in the foundation to improve its stability. Javier
and his peers brainstorm different methods and use trial and error to improve their design. They are excited to
explain their design to the instructor, who prompts them with questions that challenge them to think critically. They
are proud of their work and rejoice at the success they share.
The day’s activities conclude at 5:50 pm and Javier is awaiting final announcements before dismissal. He is
elated to hear during the final announcements that there will be a field trip that weekend to a local college. Some
of Javier’s favorite memories are from field trips, which usually leave him with as many questions as answers. He
enjoys field trips because he is allowed to explore places like Colleges and Museums and apply concepts that he
has learned in enrichment clubs such as CSI Club. His familiarity with impression evidence allows him to better
understand things like fossils. By applying what he has learned in new ways Javier is inspired to find more
applications and further his understanding. When his mom shows up to take him home, she stops to talk with the
Site Coordinator, who fills her in on the day’s activities and lets her know about the upcoming college field trip. His
mom is interested in attending, and since she has completed the required paper work, she is able to attend as a
chaperone. Javier is excited to go to school tomorrow because he knows his teacher will see that he worked hard
on his homework, and will be impressed with what he learned in Club Invention.
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School/Site Support for 21st CCLC Program (Cont.)
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(OST) Who the specific target population will be and why. Use various school and student level data elements to
help targeting students most in need.
The process for assuring that activities connect to supporting students in their area(s) of need.
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The process for addressing how the program will address students in high needs groups (e.g., at risk of not
graduating, with disabilities, and with limited English proficiency).
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Resources needed, such as access to adequate space such as computer labs, libraries and classrooms to carry out
activities, transportation, staff development, and partner contributions.
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(OST) An attendance policy for individual participants and reasonable expectations for the number of students that
may be served. High and consistent attendance leads to better outcomes.
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(OST) For activities/programs that take place at non-school-based sites, a plan of communication with the
school(s).
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(OST) The process for daily communication with the school regarding school-day attendance of program
participants, academic needs, homework, sharing of data, etc.
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The roles of the partners and contracted providers, who will do what, when, where, to what ends, and with what
anticipated results.
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The process for communication with partners providing programming to ensure that mutual goals are being met.
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Partnering/contracting agencies’ previous or current experience or promise of success in providing educational and
related activities that complement and enhance academic performance, achievement, and positive youth
development of students.
Sample Schedule OST
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Sample ELT Schedules
Student Schedule
Time
7:40-8:40
8:40-10:00
10:00-11:20
11:20-12:40
12:40:1:10
1:10-2:20
2:10-2:20
2:20-3:20
3:20
Monday
Whole class intervention- 7:40-8:20
8:20-9:20 Block 1 ELA
9:20-10:20 Block 2 Math
10:20-11:20 Block 3 Science
Enrichment
Enrichment
Enrichment
Enrichment
Enrichment
Dismissal
Tuesday - Friday
Unified Arts
Block I- ELA
Block 2- Math
Block 3- Science
Lunch and Recess
Whole class intervention
Homeroom
Enrichment/Intervention
Dismissal
Teacher Schedule
Time
Gen ED
7:30-7:40
7:40-8:40
8:40-10:00
10:00-11:20
11:20-12:40
12:40-1:10
1:10-2:20
2:20-3:20
Block 1
(ELA/ math/ science)
Block 2
(ELA/ math/ science)
Block 3
(ELA/ math/ science)
ELL
SPED
Classroom Prep for day/ Duty in hallway or breakfast
Planning
Small group instruction
Inclusion support
(Grade 7 science)
(Grade 7 ELA)
Inclusion support
Small group Instruction
(Grade 8 science)
(Grade 8 math)
Small group instruction
Inclusion support
(Grade 8 ELA)
(Grade 7 math)
Lunch
Whole Group Intervention
Small Group Intervention
Sustainability: Tips and Traps
 Think about the long-term from “Day One”
 Extended-day contract terms
 Viability of added programming post-grant
 Shop for affordable partners
 Strategic use of blended learning to extend human capital
 Maximize use and flexibility of all funding sources
 Flexibility of Title I, IIA per ESEA waiver
 Private grants
 Be your own funding advocate: mobilize your greater school community in support of your efforts and successes!
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