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1
CCLC
Bidders Conference
May 22, 2015
Heidi Schultz
Debra Williams-Appleton
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Objectives
 Review major components of the 2015-2016 21stCCLC grant
application.
 Review important dates, submission timelines and requirements.
 Follow up with Question and Answers
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Proposal Elements
Timeline
Available Funds
Priority for Funds
Purpose and Background
Partnership Requirements
Narrative
 Profile Page
 Need Statement
 Quality of Project Design
 Management Plan
 Evaluation
 Promise as a Model
 Appendices
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Budget Narrative/Allowable Costs
YPQA
iGrants Tutorial
Question and Answers
Timeline
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 May 8, 2015, form package 727 became available in iGrants.
 May 21, 2015, Bidders Conference 2-4 (will be recorded).
 June 18, 2015, iGrants applications are due no later than 4pm.
 August 7-14, 2015, Cohort 12 will be notified of grant award.
 September 1, 2015, Funds will be available.
 September 1, 2015, Program implementation may begin.
 October 15, 2015, new afterschool program must be started.
 September 1, 2015-August 31, 2016, First fiscal year.
Available Funds
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 OSPI anticipates awarding approximately 1.5 million dollars.
 Up to 3-5 projects, 10-12 sites
 5 year grant award dependent upon availability of federal funding,
and annual program performance.
 Estimated cost per site for 50-60 students is $120-$130 thousand per
year.
Priority for Funds
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 Will be awarded to:
 Programs with the highest levels of poverty.
 The highest percentage of struggling students.
 Title 1 participating Schools.
 Applications that target populations of students and families with
the highest percentage of racial and ethnic minorities (on the
OPSI report card).
 Evidence of an unmet need for out-of-school time services in the
community.
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U.S. Department of Education
Title IV, Part B of the Elementary and Secondary Education Act (ESEA),
which was amended by the No child Left Behind Act of 2001 (NCLB)
http://www2.ed.gov/programs/21stcclc/index.html
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Purpose and Background
This program supports the creation of community learning centers that:
 Provide academic enrichment opportunities during non-school
hours for children who attend high-poverty and low-performing
schools.
 Help students meet state and local student standards in core
academic subjects, such as reading and math;
 Offer students a broad array of enrichment activities that can
complement their regular academic programs; and
 Offer literacy and other educational services to the families of
participating children.
Partnership Requirements
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An eligible entity partnership is a requirement for consideration for
funding.
 The partnership must include a school district(s) or Local Education
Agency (LEA) with designated high poverty schools that are Title I
eligible, and at least one community-based organization, that is not
primarily a contracted service provider.
 For the purpose of this grant an Educational Service District (ESD) is
considered an LEA, and a partnership between an ESD and a
school district, or two or more school districts would not be
considered an eligible entity partnership, without the inclusion of a
community based organization as a primary partner.
Allowable Activities Non-Regulatory Guidance
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 Remedial Education activities and academic enrichment learning programs,
including providing additional assistance to students to allow the students to
improve their academic achievement.
 Mathematics and science education activities.
 Arts and music education activities.
 Entrepreneurial education programs.
 Tutoring services (including those provided by senior citizen volunteers) and
mentoring programs.
 Programs that provided after-school activities for limited English proficient
students that emphasize language skills and academic achievement.
Allowable Activities
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 Recreational activities.
 Telecommunications and technology education programs.
 Expanded library service hours.
 Programs that promote parental involvement and family literacy.
 Programs that provide assistance to students who have been truant,
suspended, or expelled, to allow the students to improve their
academic achievement, and
 Drug and violence prevention programs, counseling programs, and
character education programs.
Pg. 8 of the RFP Example of Allowable Activities
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 Programming can be after-school, before school, summer (4 weeks required), Saturdays, and Holidays.
 Academic Assistance Component
 Math and Science education activities
 STEM or STEAM activities
 Tutoring services and mentoring programs
 Educational Enrichment Component
 Positive youth development skills
 Youth leadership activities, included student engagement in the design and delivery the program.
 Recreational activities, technology education , drug and violence prevention programs, etc.
 Family Literacy Services Component
 Services provided to participants on a voluntary basis that are of sufficient intensity in terms of hours,
and of sufficient duration, to make sustainable changes in a family. Examples on Pg. 10 of the RFP
Program Profile Page 35 Points
iGrants
 School year program operates September through June, minimum
of 2 hours/day, 12 hours a week, 4-days per week, for a minimum of
30 weeks accounting for school breaks.
 Summer program meets a minimum of 20 hours week for a minimum
of 4 weeks.
 Differentiation in programming exists between sites. Programming
provides support in academic contend areas, and enrichment
activities, curriculum is specific to content area.
 Percent of poverty is a minimum of 40% per site.
 Points will be awarded for highest total percent of racial/ethnic
minorities, and highest poverty level.
 Title 1 serving, yes or no?
 Appropriate services are provided to meet the identified need of
adult family members, and program proposes to serve a minimum
of 60% of enrolled students 30 days or more.
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15
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Narrative: Need Statement
25 points
 The application provides local, current, objective school and community
data to identify at risk populations.
 For each site number and % of students who are eligible for free and
reduced lunch, below proficiency in math and reading by grade level, ELL
and special education, at risk for not graduating on time, and H.S. dropout
rate required.
 The percent of targeted students that are proficient in reading and/or math
demonstrates high need. Points will be awarded for lower proficiency levels.
 The application describes current during school, out of school and summer
school programming at the proposed sites and explains why current services
are insufficient to meet the need described, and how the site will coordinate
with existing services.
 The application describes the specific needs of the target population and
how this program intends to support the need described.
 The application provides current, objective needs data for families to be
service, including a summary of recent youth/family survey data that
describes the need for out of school programming.
Narrative: Quality of Project Design
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5 sections 50 points
Program Description
 The program describes the global program goals, measurable objectives, and
activities and how they will meet the needs of the target population and their
families. The goals are specifically aligned to the state performance goals for 21 st
CCLC (pg. 13 of RFP), regarding improvement in student behavior, academic
achievement, quality program implementation and community collaboration,
and family participation.
 The application provides a table that outlines in detail each site’s goals,
objectives, activities, measurements and timelines.
 Identify time and frequency of activities provided, for before and after school
hours, days each week weeks per year, and summer school.
 The applicant provides a brief literature review or cites research that supports their
choice of curriculum and activities used for all sites, for the intended population.
Goals
Example:
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1) Improve
academic
achievement
Measurable
Objectives
Example:
Measurement
Tools
Example:
1.1) 80% of regularly
participating
students (attending
the program 30 days
or more) will meet or
exceed state and
local standards in
reading.
CRCT scores, preand postassessments, and
report card
grades.
Activities
Timeframe
Examples:
Examples:
a) Homework
Assistance
a) Daily
throughout the
school year
b) Learning Today
reading computer
b) Weekly
based
throughout the
assessments/activitie project year
s
c) Weekly
c) Book Club
throughout the
project year
d) Individualized
reading tutoring
d) Twice per
week throughout
the school year
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Narrative: Quality of Project Design
5 sections
Recruitment and Retention of Students and Family Members
 Identifies effective strategies for recruiting and retaining the target
population identified in the need statement
 Provides strategies for involving private schools in the development
of the proposed project, and ensuring equitable participation of
private and homeschool students in the program, if applicable.
Family Engagement and Education
 Culturally and linguistically appropriate outreach and recruitment
strategies
 Activities are goal oriented, sustained over time, relevant, and
ensure improved educational attainment, connections to the
community, and knowledge about child development and learning
for families.
Narrative: Quality of Project Design
5 sections
Linkages to the School Day
 Strategies for collaborating with school day staff and administration and
linking to the school day
 Strategies for aligning with WA State Learning Standards and school day
curriculum to extend and expand learning opportunities
 Strategies for using student assessment data for program planning and
student progress monitoring
 Shared use of space, equipment, and transportation in the school district
Transportation and Safety
 Describes an adequate safety plan aligned with the school or organization
safety plan, and including safety procedures and practice drills
 Describes a transportation plan that will ensure transportation is not a barrier
to participation for the target population, and leverages existing resources of
the partners if applicable.
Narrative: Management Plan 25 points
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 Outlines an operations, management and staffing framework with lines
of authority, roles and supervision for all personnel. Submits Program
Organizational Chart in Appendices
 Meets requirements for FTE for program director and site coordinators
with adequate salary and benefits
 Job description qualifications and experience requirements for
director, site coordinators, and direct service staff ensure high quality
instructional programs and youth development services. Submits Job
Descriptions in Appendices.
 Describes how all staff fit into the existing staffing structures of the
school or CBO
 Effective recruitment and retention strategies for maintaining high
quality personnel
Narrative: Management Plan
Comprehensive Local Professional Development Plan
 Ensure successful implementation of program goals and objectives
 Support evidence based instructional practices
 Delivery of academic content and project based learning aligned with
the school day
 Delivery of high quality services to promote student belonging,
engagement, and leadership
 Professional learning community with ongoing opportunities for staff
collaboration, planning, reflection, and feedback on practice with
coaching supports.
Detailed program implementation plan/timeline
 Ensures full operation by October 15,
 Establishes benchmarks for monitoring student, family and program
progress, and partner collaboration throughout the year.
Narrative: Data/Evaluation Plan 20 points
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 Evidence of qualifications of local evaluator demonstrate capacity
to fulfill evaluation obligations. See evaluation guidelines and
guidance on designing a local 21st CCLC evaluation on the OSPI
21st CCLC website
 Outlines effective methods, timelines, staff and data to measure
participant and program performance or progress in meeting its
goals and objectives
 Outlines specific methods, timelines, and staff for federal data
collection for PPICS data collection. See PPICS printable forms on
OSPI 21st CCLC website
 Outlines specific methods, timelines and staff dedicated to
completion of the Youth or School Age Program Quality Assessment
and Improvement Plans
 Effective Strategies for using data and evaluation results and
leading indicator reports monitoring progress, improving programs,
informing stakeholders, and improving programs
 Submission of Signed Data Sharing Agreement between all partners
Narrative: Promise as a Model 25 points
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 Specific data and evidence of past success demonstrated for
applicant and partners in operating quality OST programs with
positive outcomes for youth
 Specific evidence demonstrating experience or promise of success
in providing educational and related activities that will enhance
academic achievement and positive youth development
 Signed Memorandum of Understanding between eligible entity
partners, detailing partner commitments
 Description of collaboration with other state and federal programs,
detailing contributions to program
 Sustainability plan includes strategies for sustaining the program
when funding ends
Narrative: Appendices
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 Job descriptions and required qualifications for program director, site
coordinator(s), direct service staff, and local evaluator.
 • A 21st CCLC program organizational chart showing primary partner
responsibilities for fiscal authority, lines of operational authority, including
supervision for directors, site coordinators, all direct service staff and
data and evaluation staff participating in the provision of 21st CCLC
program services, (directly or in-kind); Partner organizational charts will
not be accepted.
 • Current, signed Memorandums of Agreements between eligible entity
partners (partners that are not contractors that will be making significant
ongoing contributions to the project operations including design,
implementation, evaluation, and continuous improvements for the
duration of the project.) Provide details for Partner contributions, that
match budget narrative.
 *Signed Data Sharing Agreement (See evaluation Plan) can be in
appendices or in the body of the Narrative Data and Evaluation Plan.
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Budget Narrative iGrants
Web Application 25 points
 Includes costs/contributions for all budget categories identified in
the RFP
 Includes detailed and itemized cost calculations for all categories
to justify the total expenditure for each category
 All costs are reasonable and necessary, and allocable
 All costs are allowable under the new OMB Uniform Guidance
 http://www.ecfr.gov/cgi-bin/textidx?SID=8dbf420b13206b011b3a408e28560356&mc=true&node=
sp2.1.200.e&rgn=div6
 Allowable Direct vs Indirect costs, especially for administrative
salaries
 Includes all costs for YPQA services, materials, and travel associated
with training and assessment activities.
YPQA Services and Materials Costs
 Boxed Sets of Services and Materials note required
expenditures
 Ala carte items
 Travel and lodging required
 Pay for staff/ substitutes for participation in training
required if outside regular work schedule
iGrants Tutorial
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 Gaining Access to iGrants
 iGrants User Manual
 Login Instructions
 Pg. 1. Eligible Entity Partnership and Assurances Page- Also on pg. 6
& 7 of the RFP (no points required)
 Pg. 2 Program Profile Page (35 points)
 Pg. 3 Budget Narrative Page (25 points)
 Pg. 4 Attachments
 Pg. 5 General Assurances
 Must check Completed and submit Request for OSPI Review by
June 18, 2015 no later than 4pm.
http://www.k12.wa.us/
https://eds.ospi.k12.wa.us/iGrants/WebPages/GrantWriter.aspx
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Questions?
Contact Information
Heidi Schultz, heidi.Schultz@k12.wa.us, 360-725-6059
Debra Williams-Appleton, debra.Appleton@k12.wa.us, 360725-6049
Ana Di Domenico ana.didomenico@k12.wa.us, 360-7256049