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FoundationsSpecifications

1 The Law

Within this portion, the Federal and State laws pertaining to the appropriate administration of the 21st CCLC Grant are delineated. It is the grantee's responsibility to keep this portion current should the applicable laws and/or regulations be changed or revised.

2 Application, Assurances, and Budgetary Forms A current copy of ALSDE Assurances regarding the 21st CCLC Grant is contained herein. A current copy of the grantee's "approved" Grant application and all "approved" revisions

should be filed within this tab.

3 Preparatory Procedures Guidelines, recommendations and suggestions for effectively planning and preparing to

administer a quality program are provided. It is recommended that the grantee file listings of Advisory Council members, Community

Partners, contacts, etc. within this portion of the manual for future propagation and planning.

4 SustainabilityGuidelines, resources, and suggestions to assist the grantee in creating a sustainable program

that will continue after federal funding dissipates.

5 Quality IndicatorsThese Quality Indicators can and should be utilized to perform regular self assessments of the ongoing operations and procedures of the program.

6 Best Practices

Sound policies, procedures and resources for the effective management of the grantee's program are provided here.

1 The Law

Federal Guidelines The 21st Century Community Learning Program (CCLC) is a U.S. Department of Education program, administered through the states, providing grants to schools, community and faith-based organizations, and youth development agencies, to provide high quality, expanded learning opportunities outside of regular school hours for children in a safe and sound educational environment.

The federal statute governing the 21st CCLC programs is a part of the Title IV, Part B of the Elementary and Secondary Education Act as amended by the No Child Left Behind Act of 2001. This statute is divided into six sections and addresses a variety of areas including:

Purpose and Definitions Allotments to the States State Applications Local Competitive Grant Program Local Activities Authorization of Appropriations NCLB

Federal Non-Regulatory Guidance The Federal Non-Regulatory Guidance document is a fifty-page document that expands upon the federal legislation for a clearer overall picture of the legislative intent. This document primarily discusses the process required by state education agencies to draw down the federal dollars as well as some information regarding the means by which the state can distribute the money locally. Sections F and G address the main issues raised by local programs. These sections discuss the competitive grant aspect and the local use of funds. Written in a Q and A format, the document is very readable and answers many issues affecting start-up programs.

USDOE web site on 21st CCLC

Official U.S. Department of Education site of the Federal 21st Century Community Learning Centers program, offering a variety of information and resources about the program’s purpose, eligibility criteria, and funding status.

Website Link: http://www.ed.gov/programs/21stcclc/index.html

USDOE definition Sections 4201-4206This federal website describes the purpose of the 21st CCLC program and procedures for states and local programs to apply for funding.

Alabama 21st Century Community Learning Centers – Draft 2

http://www.ed.gov/programs/21stcclc/index.html

Website Link: http://www.ed.gov/policy/elsec/leg/esea02/pg55.html

Elementary and Secondary Educational Act – No Child Left Behind

As of the fall of 2011, Congress and the President have not agreed upon the reauthorization of ESEA (NCLB). To stay abreast of the latest updates, the link provided below is to the federal website which provides information on ESEA (NCLB) legislation, regulations, policy guidance, and other resources.

Website Link: http://www.ed.gov/about/offices/list/oese/legislation.html#leg Educational Recovery ActSince the original draft of the Alabama 21st CCLC Operational Manual, the Nation's current administration has begun instigating educational legislative change. These changes will drastically impact Before/After and Summer School programs and are highlighted at the following www.ed.gov websites:

http://www.ed.gov/recovery http://www.whitehouse.gov/issues/education/ http://www2.ed.gov/programs/sesdemo/index.html http://www2.ed.gov/policy/gen/leg/recovery/index.html

US DOE Non-regulatory Guidance

This federal site provides information to help state education agencies and eligible schools understand how to participate successfully in the federal 21st CCLC program. Using a question-and-answer approach, information is presented on the purpose of the program, allocation of funds to the states, the competitive award process within states, and evaluation and accountability, among other topics.

Website Link: http://www.ed.gov/programs/21stcclc/guidance2003.pdf

http://www.ed.gov/esea/flexibility

* For your convenience portions of the laws, regulations, and guidance for the proper implementation of the 21st CCLC grant are delineated on the following pages. For a more detailed narrative with in-depth definitions, classifications, and further clarification, please refer to the aforementioned websites.


http://www.ed.gov/esea/flexibility

http://www.ed.gov/programs/21stcclc/guidance2003.pdf%20

http://www2.ed.gov/policy/gen/leg/recovery/index.html

http://www2.ed.gov/programs/sesdemo/index.html

http://www.whitehouse.gov/issues/education/

http://www.ed.gov/recovery

http://www.ed.gov/

http://www.ed.gov/about/offices/list/oese/legislation.html#leg

http://www.ed.gov/policy/elsec/leg/esea02/pg55.html

Federal Legislation, Regulations, and Guidance

Purpose and Program Description – This program supports the creation of community learning centers that provide academic

enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.

Eligibility – Who May Apply: Awards are made to State Education Agencies (SEA’s). Local education

agencies (LEAs) and nonprofit organization may apply to states for sub-grants. Formula grants are awarded to State educational agencies, which in turn manage statewide competitions and award grants to eligible entities. For this program, eligible entity means a local educational agency, community-based organization, another public or private entity, or a consortium of two or more of such agencies, organizations, or entities. States must give priority to applications that are jointly submitted by a local educational agency and a community-based organization or other public or private entity.Consistent with this definition of eligible entities, faith-based organizations are eligible to participate in the 21st Century Community Learning Centers program.

Regulations (http://www.ed.gov/programs/21stcclc/eligibility.html) are available governing the participation of faith-based organizations in Federal programs for which they are eligible are available.

Applicant Information – Most states throughout the country conduct annual competitions to award 21st Century

Community Learning Center grants. For information pertaining to Alabama requirements, deadlines, and due dates, please contact Mark Ward at [email protected].

TYPES OF PROJECTS Each eligible entity that receives an award from the state may use the funds to carry out a broad

array of before- and after-school activities (including those held during summer recess periods) to advance student achievement. These activities may include some of the following:

Remedial education activities and academic enrichment learning programs, including those which provide 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 provide after-school activities for limited English proficient (LEP) students and that

emphasize language skills and academic achievement Recreational activities Telecommunications and technology education programs Expanded library service hours Programs that promote parental involvement and family literacy Drug and violence prevention programs Counseling programs Character education programs


mailto:[email protected]

http://www.ed.gov/programs/21stcclc/eligibility.html

Legislation –

SEC. 4201 PURPOSE – DEFINITIONS(a) PURPOSE- The purpose of this part is to provide opportunities for communities to establish or expand activities in community learning centers that —

(1) provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet State and local student academic achievement standards in core academic subjects, such as reading and mathematics;(2) offer students a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs, that are designed to reinforce and complement the regular academic program of participating students; and(3) offer families of students served by community learning centers opportunities for literacy and related educational development.

(b) DEFINITIONS- In this part:(1) COMMUNITY LEARNING CENTER- The term community learning center' means an entity that —

(A) assists students in meeting State and local academic achievement standards in core academic subjects, such as reading and mathematics, by providing the students with opportunities for academic enrichment activities and a broad array of other activities (such as drug and violence prevention, counseling, art, music, recreation, technology, and character education programs) during nonschool hours or periods when school is not in session (such as before and after school or during summer recess) that reinforce and complement the regular academic programs of the schools attended by the students served; and(B) offers families of students served by such center opportunities for literacy and related educational development.

(2) COVERED PROGRAM- The term covered program' means a program for which — (A) the Secretary made a grant under part I of title X (as such part was in effect on the day before the date of enactment of the No Child Left Behind Act of 2001); and(B) the grant period had not ended on that date of enactment.

(3) ELIGIBLE ENTITY- The term eligible entity' means a local educational agency, community-based organization, another public or private entity, or a consortium of two or more of such agencies, organizations, or entities.(4) STATE- The term State' means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.

SEC. 4202 ALLOTMENTS TO STATES(a) RESERVATION- From the funds appropriated under section 4206 for any fiscal year, the Secretary shall reserve —

(1) such amount as may be necessary to make continuation awards to grant recipients under covered programs (under the terms of those grants);(2) not more than 1 percent for national activities, which the Secretary may carry out directly or through grants and contracts, such as providing technical assistance to eligible entities carrying out programs under this part or conducting a national evaluation; and(3) not more than 1 percent for payments to the outlying areas and the Bureau of Indian Affairs, to be allotted in accordance with their respective needs for assistance under this


part, as determined by the Secretary, to enable the outlying areas and the Bureau to carry out the purpose of this part.

(b) STATE ALLOTMENTS-(1) DETERMINATION- From the funds appropriated under section 4206 for any fiscal year and remaining after the Secretary makes reservations under subsection (a), the Secretary shall allot to each State for the fiscal year an amount that bears the same relationship to the remainder as the amount the State received under subpart 2 of part A of title I for the preceding fiscal year bears to the amount all States received under that subpart for the preceding fiscal year, except that no State shall receive less than an amount equal to one-half of 1 percent of the total amount made available to all States under this subsection.(2) REALLOTMENT OF UNUSED FUNDS – If a State does not receive an allotment under this part for a fiscal year, the Secretary shall re-allot the amount of the State's allotment to the remaining States in accordance with this section.

(c) STATE USE OF FUNDS-(1) IN GENERAL- Each State that receives an allotment under this part shall reserve not less than 95 percent of the amount allotted to such State under subsection (b), for each fiscal year for awards to eligible entities under section 4204.(2) STATE ADMINISTRATION – A State educational agency may use not more than 2 percent of the amount made available to the State under subsection (b) for —

(A) the administrative costs of carrying out its responsibilities under this part;(B) establishing and implementing a peer review process for grant applications described in section 4204(b) (including consultation with the Governor and other State agencies responsible for administering youth development programs and adult learning activities); and supervising the awarding of funds to eligible entities (in consultation with the Governor and other State agencies responsible for administering youth development programs and adult learning activities).

(3) STATE ACTIVITIES – A State educational agency may use not more than 3 percent of the amount made available to the State under subsection (b) for the following activities:

(A) Monitoring and evaluation of programs and activities assisted under this part.(B) Providing capacity building, training, and technical assistance under this part.(C) Comprehensive evaluation (directly, or through a grant or contract) of the effectiveness of programs and activities assisted under this part.(D) Providing training and technical assistance to eligible entities who are applicants for or recipients of awards under this part.

SEC. 4203 STATE APPLICATION(a) IN GENERAL- In order to receive an allotment under section 4202 for any fiscal year, a State shall submit to the Secretary, at such time as the Secretary may require, an application that —

(1) designates the State educational agency as the agency responsible for the administration and supervision of programs assisted under this part;(2) describes how the State educational agency will use funds received under this part, including funds reserved for State-level activities;(3) contains an assurance that the State educational agency will make awards under this part only to eligible entities that propose to serve —

(A) students who primarily attend — (i) schools eligible for school-wide programs under section 1114; or(ii) schools that serve a high percentage of students from low-income families; and

(B) the families of students described in subparagraph (A);(4) describes the procedures and criteria the State educational agency will use for reviewing applications and awarding funds to eligible entities on a competitive basis, which shall include procedures and criteria that take into consideration the likelihood that a proposed community learning center will help participating students meet local content and student academic achievement standards;


(5) describes how the State educational agency will ensure that awards made under this part are —

(A) of sufficient size and scope to support high-quality, effective programs that are consistent with the purpose of this part; and(B) in amounts that are consistent with section 4204(h);

(6) describes the steps the State educational agency will take to ensure that programs implement effective strategies, including providing ongoing technical assistance and training, evaluation, and dissemination of promising practices;(7) describes how programs under this part will be coordinated with programs under this Act, and other programs as appropriate;(8) contains an assurance that the State educational agency —

(A) will make awards for programs for a period of not less than 3 years and not more than 5 years; and(B) will require each eligible entity seeking such an award to submit a plan describing how the community learning center to be funded through the award will continue after funding under this part ends;

(9) contains an assurance that funds appropriated to carry out this part will be used to supplement, and not supplant, other Federal, State, and local public funds expended to provide programs and activities authorized under this part and other similar programs;(10) contains an assurance that the State educational agency will require eligible entities to describe in their applications under section 4204(b) how the transportation needs of participating students will be addressed;(11) provides an assurance that the application was developed in consultation and coordination with appropriate State officials, including the chief State school officer, and other State agencies administering before and after school (or summer school) programs, the heads of the State health and mental health agencies or their designees, and representatives of teachers, parents, students, the business community, and community-based organizations;(12) describes the results of the State's needs and resources assessment for before and after school activities, which shall be based on the results of on-going State evaluation activities;(13) describes how the State educational agency will evaluate the effectiveness of programs and activities carried out under this part, which shall include, at a minimum —

(A) a description of the performance indicators and performance measures that will be used to evaluate programs and activities; and(B) public dissemination of the evaluations of programs and activities carried out under this part; and

(14) provides for timely public notice of intent to file an application and an assurance that the application will be available for public review after submission.

(b) DEEMED APPROVAL- An application submitted by a State educational agency pursuant to subsection (a) shall be deemed to be approved by the Secretary unless the Secretary makes a written determination, prior to the expiration of the 120-day period beginning on the date on which the Secretary received the application, that the application is not in compliance with this part.(c) DISAPPROVAL – The Secretary shall not finally disapprove the application, except after giving the State educational agency notice and opportunity for a hearing.(d) NOTIFICATION- If the Secretary finds that the application is not in compliance, in whole or in part, with this part, the Secretary shall —

(1) give the State educational agency notice and an opportunity for a hearing; and(2) notify the State educational agency of the finding of noncompliance, and, in such notification, shall —

(A) cite the specific provisions in the application that are not in compliance; and(B) request additional information, only as to the noncompliant provisions, needed to make the application compliant.

(e) RESPONSE- If the State educational agency responds to the Secretary's notification described in subsection (d)(2) during the 45-day period beginning on the date on which the agency received the notification, and resubmits the application with the requested information


described in subsection (d)(2)(B), the Secretary shall approve or disapprove such application prior to the later of —

(1) the expiration of the 45-day period beginning on the date on which the application is resubmitted; or(2) the expiration of the 120-day period described in subsection (b).

(f) FAILURE TO RESPOND- If the State educational agency does not respond to the Secretary's notification described in subsection (d)(2) during the 45-day period beginning on the date on which the agency received the notification, such application shall be deemed to be disapproved.

SEC. 4204 LOCAL COMPETITIVE GRANT PROGRAM(a) IN GENERAL- A State that receives funds under this part for a fiscal year shall provide the amount made available under section 4202(c)(1) to eligible entities for community learning centers in accordance with this part.(b) APPLICATION-

(1) IN GENERAL- To be eligible to receive an award under this part, an eligible entity shall submit an application to the State educational agency at such time, in such manner, and including such information as the State educational agency may reasonably require.(2) CONTENTS- Each application submitted under paragraph (1) shall include--

(A) a description of the before and after school or summer recess activities to be funded, including--

(i) an assurance that the program will take place in a safe and easily accessible facility;(ii) a description of how students participating in the program carried out by the community learning center will travel safely to and from the center and home; and(iii) a description of how the eligible entity will disseminate information about the community learning center (including its location) to the community in a manner that is understandable and accessible;

(B) a description of how the activity is expected to improve student academic achievement;(C) an identification of Federal, State, and local programs that will be combined or coordinated with the proposed program to make the most effective use of public resources;(D) an assurance that the proposed program was developed, and will be carried out, in active collaboration with the schools the students attend;(E) a description of how the activities will meet the principles of effectiveness described in section 4205(b);(F) an assurance that the program will primarily target students who attend schools eligible for school-wide programs under section 1114 and the families of such students;(G) an assurance that funds under this part will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this part, be made available for programs and activities authorized under this part, and in no case supplant Federal, State, local, or non-Federal funds;(H) a description of the partnership between a local educational agency, a community-based organization, and another public entity or private entity, if appropriate;(I) an evaluation of the community needs and available resources for the community learning center and a description of how the program proposed to be carried out in the center will address those needs (including the needs of working families);(J) a demonstration that the eligible entity has experience, or promise of success, in providing educational and related activities that will complement and enhance the academic performance, achievement, and positive youth development of the students;


(K) a description of a preliminary plan for how the community learning center will continue after funding under this part ends;

(L) an assurance that the community will be given notice of an intent to submit an application and that the application and any waiver request will be available for public review after submission of the application;(M) if the eligible entity plans to use senior volunteers in activities carried out through the community learning center, a description of how the eligible entity will encourage and use appropriately qualified seniors to serve as the volunteers; and(N) such other information and assurances as the State educational agency may reasonably require.

(c) APPROVAL OF CERTAIN APPLICATIONS- The State educational agency may approve an application under this part for a program to be located in a facility other than an elementary school or secondary school only if the program will be at least as available and accessible to the students to be served as if the program were located in an elementary school or secondary school.(d) PERMISSIVE LOCAL MATCH-

(1) IN GENERAL- A State educational agency may require an eligible entity to match funds awarded under this part, except that such match may not exceed the amount of the grant award and may not be derived from other Federal or State funds.(2) SLIDING SCALE- The amount of a match under paragraph (1) shall be established based on a sliding fee scale that takes into account--

(A) the relative poverty of the population to be targeted by the eligible entity; and(B) the ability of the eligible entity to obtain such matching funds.

(3) IN-KIND CONTRIBUTIONS- Each State educational agency that requires an eligible entity to match funds under this subsection shall permit the eligible entity to provide all or any portion of such match in the form of in-kind contributions.(4) CONSIDERATION- Notwithstanding this subsection, a State educational agency shall not consider an eligible entity's ability to match funds when determining which eligible entities will receive awards under this part.

(e) PEER REVIEW- In reviewing local applications under this section, a State educational agency shall use a peer review process or other methods of assuring the quality of such applications.(f) GEOGRAPHIC DIVERSITY- To the extent practicable, a State educational agency shall distribute funds under this part equitably among geographic areas within the State, including urban and rural communities.(g) DURATION OF AWARDS- Grants under this part may be awarded for a period of not less than 3 years and not more than 5 years.(h) AMOUNT OF AWARDS- A grant awarded under this part may not be made in an amount that is less than $50,000.(i) PRIORITY-

(1) IN GENERAL- In awarding grants under this part, a State educational agency shall give priority to applications--

(A) proposing to target services to students who attend schools that have been identified as in need of improvement under section 1116; and(B) submitted jointly by eligible entities consisting of not less than 1--

(i) local educational agency receiving funds under part A of title I; and(ii) community-based organization or other public or private entity.

(2) SPECIAL RULE – The State educational agency shall provide the same priority under paragraph (1) to an application submitted by a local educational agency if the local educational agency demonstrates that it is unable to partner with a community-based organization in reasonable geographic proximity and of sufficient quality to meet the requirements of this part.


SEC. 4205 LOCAL ACTIVITIES(a) AUTHORIZED ACTIVITIES- Each eligible entity that receives an award under this part may use the award funds to carry out a broad array of before and after school activities (including during summer recess periods) that advance student academic achievement, including —

(1) remedial education activities and academic enrichment learning programs, including providing additional assistance to students to allow the students to improve their academic achievement(2) mathematics and science education activities(3) arts and music education activities(4) entrepreneurial education programs(5) tutoring services (including those provided by senior citizen volunteers) and mentoring programs(6) programs that provide after school activities for limited English proficient students that emphasize language skills and academic achievement(7) recreational activities(8) telecommunications and technology education programs(9) expanded library service hours(10) programs that promote parental involvement and family literacy(11) programs that provide assistance to students who have been truant, suspended, or expelled to allow the students to improve their academic achievement; and(12) drug and violence prevention programs, counseling programs, and character education programs.

(b) 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.

(2) PERIODIC EVALUATION-(A) IN GENERAL- The program or activity shall undergo a periodic evaluation to assess its progress toward achieving its goal of providing high quality opportunities for academic enrichment.(B) USE OF RESULTS- The results of evaluations under subparagraph (A) shall be —

(i) used to refine, improve, and strengthen the program or activity, and to refine the performance measures; and(ii) made available to the public upon request, with public notice of such availability provided.

Non – Regulatory Guidance

For further clarification and assistance, please refer to Appendix A for the Non-Regulatory Guidance provided by the US Department of Education.

** Though very detailed with an abundance of information, not every situation a grantee will encounter can be addressed in the law and regulations. Therefore, it is essential when in


doubt, the grantee must seek the assistance of the ALSDE and/or their assigned Technical Advisor. *

2 The Application** The following Application is only applicable for Fiscal School Year 2011-2012. If federal funding is available, a new application will be released prior to the Fiscal School Year 2012-2013. Timely notification will be given to all possible grantees. **

ALABAMA STATE DEPARTMENT OF EDUCATIONInstructional ServicesFederal Programs Section

Montgomery, Alabama

Elementary and Secondary Education ActTitle IV, Part B

21st Century Community Learning CentersP. L. 107-110

CFDA #84.287Application

Alabama State Department of EducationFederal Programs Section

Attention: Mark Ward5348 Gordon Persons Building

P. O. Box 302101


Application DeadlineTuesday, June 7, 2011

Applications must be received no later than Tuesday, June 7, 2011, at 5:00 p.m.

(Submission guidelines contained herein.)

Montgomery, AL 36130-2101Telephone: 334-242-8199

Application (RFA) Overview

General Information Legislation and Guidance Application Release and Availability SDE Technical Assistance/Workshops Submission and Formatting Standards Timeline

Application Details Eligibility Criteria and Priorities Proper Use of Funds Grant Award Amounts Grant Period Application Review and Selection Process Program Reports and Evaluation

Application Components **(Applicants should use this portion as a Checklist to complete the RFA.)** Cover Sheet

Assurances and Certifications

Needs Assessment Narrative

Grade Levels

Project Abstract

School(s) and School District

Timeline

Capacity to Implement

Staffing Qualifications

Scientifically Based Research

Goals and Measurable Objectives

Integration into Continuous Improvement Plan

Program Activities

Professional Development

Partnership Commitment: Stakeholder Involvement/Collaboration

Program Evaluation

Program Communication

Program Management

Budget/Allocation of Resources/Cost

Sustainability/Programmatic Income


Application (RFA) Overview (Continued)

Applicant-Specific Stipulations Local Education Agency (LEA) Community-Based and Faith-Based Organizations (CBO/FBO) Professional and For-Profit Organizations

Forms **(Applicants should use this portion as a Checklist to complete the RFA.)** Form 1 – Application Cover Page

Form 2 – Assurances and Certification Form

Form 3 – Needs Assessment

Form 4 – Certification of Principal/Superintendent of Eligible School(s)

Form 5 – Staff Summary

Form 6 – Budget Summary of Expenditures Form

Form 7 – Budget Expenditure Detail Form

Form 8 – Budgetary Line Item Spreadsheet


General Information

Legislation and GuidanceProgram Purpose, Goals, and Activities

The 21st CCLC program is authorized under Title IV, Part B, of the Elementary and Secondary Education Act (ESEA), to provide opportunities for communities to establish or expand activities in community learning centers. The purpose of the 21st Century Community Learning Centers program as described in Section 4201(a) is to establish or expand community learning centers which accomplish the following:

Provide opportunities for academic enrichment, including the provision of tutorial services to help students, particularly students who attend low-performing schools, to meet state and local academic achievement standards in core subjects such as reading and mathematics, science, and language.

Offer students a broad array of additional services, programs, and activities that are designed to reinforce and complement the regular academic program of participating students.

Offer families of students served by community learning centers opportunities for literacy and related educational development. The community learning center should develop and nurture the potential for parents or guardians to assist in instructing their children and to support their children’s school success.

Authorized activities under Section 4205(A) for before/after regular school hours, including school breaks and summer periods should include, but not be limited to, the following:

Remedial education activities and academic enrichment learning programs to assist students in improving 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 provide after-school activities that emphasize language skills and academic

achievement for limited-English proficient students Recreational activities Telecommunications and technology education programs Expanded library service hours Programs to 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 Drug and violence prevention programs, counseling programs, and character education programs

* U.S. Department of Education 21st CCLC Web sitehttp://www.ed.gov/programs/21stcclc/index.html


http://www.ed.gov/programs/21stcclc/index.html

Application Release and Availability

The Alabama 21st CCLC Application (RFA) is released for the FY 2011-2012 fiscal school year with this informational packet on April 29, 2011, and can also be found on the Alabama State Department of Education (SDE) Web site at www.alsde.edu (Special Links tab and the eGAP Document Library) and the state's informational Web site/blog at www.alabama21stcclc.info.

ALSDE Technical Assistance/Workshops

The SDE will be offering technical assistance by conducting a WebEx on May 5, 2011, from 1 p.m. – 3 p.m. and hosting a workshop on May 6, 2011, from 10 a.m. – 12 p.m. to assist potential applicants with their understanding of the program and the application process. There is no registration cost for the WebEx or workshop. The link with instructions on how to participate is posted on the SDE Web site at www.alsde.edu under the "Hot Topics" link. The May 6th workshop will be held at the SDE in the Gordon Persons Building Auditorium.

Submission and Formatting StandardsSubmission Standards –

This application information packet is developed by the SDE and contains all the instructions and forms needed to apply for a 21st CCLC grant. Please review all the materials and carefully follow the instructions for completing and submitting the grant application. Before submitting the application, review the application requirements to ensure that all sections and documents are complete. Failure to do so will result in the application not being read and scored.

The deadline for all FY 2011 – 2012 21st CCLC Applications is Tuesday, June 7, 2011, at 5 p.m. The application must be submitted and received on or before the deadline date and time. Applications received after the deadline will not be accepted. No changes or additions to an application will be accepted after the deadline date and time. Electronic and faxed applications are not acceptable and will not be reviewed.

***The completed, original application and three (3) copies must be physically received in hard copy formatno later than Tuesday, June 7, 2011.***

PLEASE NOTE THAT THIS IS NOT A POSTMARK DATE.

Supplemental or revised application information, either from the applicant agency itself or other source(s), will not be accepted outside of the application package. An application package must contain every element intended for submission.

Each application will be read and scored by three independent readers; therefore, applicants must submit one (1) original and three (3) copies for a total of four (4) applications. The original must be signed by the appropriate parties in blue ink and will be kept at the SDE.

Applicants are strongly encouraged to submit only the requested information. Before submitting the application, please review the requirements to ensure all sections and documents are complete.


http://www.alsde.edu/

http://www.alabama21stcclc.info/


Submission and Formatting Standards (Continued)Formatting Standards –

For applications to be read and scored, each application must follow the required formatting standards as detailed below. If not, the application will not be given to the readers for scoring.

Applicant must:

1. Submit one (1) non-stapled, complete original application with full original signatures in blue ink, secured solely by a single binder clip at the top.

2. Submit three (3) non-stapled copies of the complete application, secured by individual binder clips at the top of each application copy.

3. Do not submit any documents using rubber bands, paperclips, staples, three-ring or spiral binders, or envelopes.

4. Ensure that all narrative responses are: Submitted on 8.5” x 11” white paper using 12-point Times New Roman or Arial font

(Graphs, Spreadsheets, Timetables, etc., must also meet the 8.5" x 11" requirement) Format each page using 1” margins – top, bottom, left, and right Single-line and single-sided with an overall page limit not to exceed 25 pages (This total does

not include the required forms) Assembled in the order presented in the 21st CCLC 2011-2012 RFA Checklist Do not exceed the typed character limitation per component. The typed character limitations

are notated by the heading of each of the RFA's components. Most are limited to 3,000 characters, which is the equivalency of one typed page unless otherwise specified.

Timeline of ActivitiesImportant dates and activities related to the 2012 21st CCLC RFA are as follows:

April 29, 2011 Application is available on the following Web sites: http://www.alsde.edu and http://alabama21stcclc.info/

May 5, 2011 (1 p.m. – 3 p.m.) Technical Assistance WebEx

May 6, 2011 (10 a.m. – 12 p.m.) Technical Assistance Workshop

June 7, 2011 Deadline for submission

June 9, 2011 Initial SDE screening for federal compliance. Incomplete applications will not be forwarded to readers for scoring.

June 10, 2011 Reader training

June 13 – 30, 2011 Reader review and scoring

July 7, 2011 Reader scores and recommendations submitted to the SDE for action

August 1, 2011 Award letters mailed


http://alabama21stcclc.info/


Application Details

Eligibility Criteria and PrioritiesEligibility – Any public or private organization is eligible to apply for a 21 st CCLC grant. Examples of such agencies and organizations may be, but are not limited to, the following:

Local Education Agencies (LEAs) Community-Based Organizations (CBO/FBOs) Faith-Based Organizations (FBOs) Institutions of higher education Non-profit agencies City or county governments For-profit corporations

The proposed service site for a community learning center (CLC) must be located within the geographical attendance zone of the eligible school from which students will be served. By federal guidelines and statutes, the SDE must ensure that funding priorities and diversity among grantees are balanced with regard to geographical areas, urban and rural service sites, and priorities as listed below. Only one proposal may be submitted per eligible school. If more than one proposal per school is submitted, none of the proposals will be read.

With each proposal there is an expected standard of coordination between any organization (CBO/FBO, FBO, Agency, Corporation, etc.) and the local LEA. In like fashion, any LEA applying must coordinate with at least one CBO/FBO/FBO within the community.

Potential applicants must contact the principal and superintendent of the eligible school(s) to communicate any intent to apply, coordinate activities, and obtain cooperation as evidenced by the required, signed principal/superintendent certification sheet. Each principal of a served school must agree to participate in either an on-site one-day regional training or WebEx workshop offered by the SDE.

Priorities – Absolute Criterion: The Elementary and Secondary Education Act (ESEA) requires the SDE to award grants to applicants that will primarily serve students who attend schools with a high concentration of impoverished students. For the purpose of this application, a high concentration of impoverished students is defined as a poverty percentage of 40% or greater (students eligible for free or reduced price meals) as determined by school enrollment or participating attendance area.Additionally, the SDE must take into consideration the overall number of students receiving free/reduced lunches at all schools within the geographical area directly feeding into the proposed target program to determine some applicants' eligibility.

For an application to be considered for funding, it must meet a minimum Absolute Criterion score of 150 points out of 200. Competitive priority points will be added only after a minimum quality score has been obtained. Competitive priority points will not be used to reach the minimum quality score.


Competitive Priority:Additional Competitive Priority Points may be awarded to those applicants that meet the specific criteria listed below.

** Please note that priority points will be added only after the application has met the minimum quality score of 150 points out of 200. Applications not meeting the minimum quality score requirement will not be eligible to receive funding even if the priority points cause the application to reach the minimum quality score.

Competitive considerations: Applicants serving students of Low Performing Schools or Schools in Improvement (3 competitive priority

points) Applicants serving students of previously un-served schools (3 competitive priority points) Applicants submitting a joint/collaborative proposal (4 competitive priority points)

Definition:- A proposal submitted through combined efforts of an LEA receiving Title I funding and a public or

private community organization (Corporation, CBO/FBO, et al)- This collaboration is not merely a partnership through contracted provided services- The LEA and other organization(s) must work extensively in the planning and design of the

program- Each must have substantial roles in the delivery of services- Each must share grant resources to implement the proposed program effectively- Each must be involved the management and oversight of the proposed program- A signed agreement between both entities stating the collaboration of efforts, resources, and

fundingGrant awards will then be determined based upon the total scoring ranks and available funding.

Proper Use of FundsGrant funding must be used in a manner consistent with all requirements of federal and state statutes. Funds must be used only to supplement (increase) and not supplant (replace) any federal, state, or local funds available to support allowable activities under the 21st CCLC program.

A few examples of allowable operational expenses for the implementation of a 21st CCLC Program are as follows:

Personnel and personnel benefits Staff development and training Academic enrichment activities Classroom materials, supplies, and equipment Subcontractors, consultants, and evaluators

Examples of how funds may not be used are as follows: Pre-Award costs Entertainment, refreshments, snacks Purchase of facilities or vehicles Capital improvements


** Allowable and non-allowable expenses for federal programs are addressed in the Education Department General Administrative Regulations (EDGAR). http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

Funded applicants must attend mandatory New Grantee Trainings (TBA when grants are awarded) that address financial, operational, and budgetary requirements.

Fidelity to the Application – Grantees will not be permitted to change the scope of the project that is originally outlined in the approved application. Adherence to its initial intent must be observed throughout the life of the grant.

Grant Award Amounts Grant awards will range from $50,000-$200,000 per year based on the need and proposed services to the target population. If an applicant is applying for $125,000 or greater, the projected number of students to be served must warrant such an amount, or the program must serve more than one feeder school. (An example of acceptable student numbers to justify a larger grant award would be serving 80 students or more on a regular daily basis.) Please note: The SDE reserves the right to reduce funding if the program does not maintain the projected number of students served throughout the life of the grant.

When determining the amount to be requested, applicants are required to consider the needs of the community and the number of students to be served. It is expected that budgetary requests will be reasonable, necessary, and supported with sufficient justification.

Any funds not expended by the end of the fiscal year (September 30, 2012) will revert back to the State Department of Education (SDE) for reallocation in the subsequent year.

Again: Grantees must never supplant (replace) previously existing local, state, or federal funds. Grant funds are intended to supplement (increase) other available sources of funds.

Grant PeriodA grant award is made available for an approved project period of three years. Following the initial award based on the approved RFA, subsequent award years will be contingent upon the following:

The SDE receiving adequate federal funds for this continued purpose Satisfactory performance by the grantees as evaluated by the SDE Submission of an annual Continuation Application by the required deadline Compliance with all grant requirements and the continued provision of the services as outlined in the

RFA by which funding was provided


http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

Application Review and Selection Process Phase One – Review of Application Components

Each application received will be reviewed to determine if all the required components are enclosed and complete. In addition, each application will be checked for formatting and submission compliance. Incomplete submissions that do not follow formatting requirements and do not include each component of the RFA will not proceed to Phase Two.

Phase Two – Federal Compliance ReviewSecondly, the SDE will determine and ensure each application has met all the 21st CCLC program requirements as stipulated by all state, local, and federal laws prior to progressing to Phase Three.

Phase Three – Reader Review and ScoringEach application will be evaluated and scored by a panel of independent readers. The SDE requires all readers to submit a Vita/Résumé to ascertain their accomplishments and eligibility. Each reader is then thoroughly screened and must attend a grant reader training prior to the process. The readers will use the 21st CCLC Application Scoring Rubric as their evaluation instrument.

Applications are then scored based on the quality of the proposal and the capacity of the applicant to implement the program.

Competitive priority points will be added to applications that are in compliance with federal statute and exceed the standard base expectation. (Please refer to the Priorities portion of the RFA, and the RFA Scoring Rubric.)

Phase Four – SDE Post – Reader Review AssessmentUpon the completion of the Reader Review process, the SDE will review all reader scores and comments to answer any outstanding issues or concerns.

Phase Five – Notification of AwardsBased on available funding and the overall application score, the selection of awarded grants will then be determined.

Applicants that have been recommended for funding will receive a letter of notification and a list of 2012 21st CCLC grant awards will be posted on the Alabama State Department of Education’s Web site at http://www.alsde.edu in the eGAP Document Library.

Program Reports and EvaluationAll grantees will be assisted with grant implementation compliance both on site by SDE staff and the program’s assigned Technical Advisor. All data, documentation, programmatic reports, etc., will be periodically reviewed.

Program evaluation will be based on data reported in annual reports and the results of Compliance Assistance site visits. The primary focuses should address the following:

Goals and objectives stated in the application Enhanced student academic achievement Promotion of academic enrichment through extracurricular activities and endeavors Improved student behavior during the regular school day Increased regular school attendance Strengthened parental/family involvement



Grantees will be required to prepare and submit an end-of-year evaluation report no later than October 15 of each year. The report should be used as a guide for the program’s planning and implementation for the subsequent year and addressed in the Continuation Application.

Additionally, all grantees must submit a state and federal annual report online via the Internet. The state report is located at http://www.al-dear.org/. The name of the state report is the Data Evaluation Annual Report (D.E.A.R.) and is due on October 15, 2012. The federal report is located at http://ppics.learningpt.org/ppics/index.asp. The name of the federal report is the Annual Performance Report (APR) and is due on October 1, 2012. The communication of evaluation results and the recommendations to/from program stakeholders must be addressed in the application and throughout the life of the grant.

Application ComponentsThis portion of the application contains all the essential components necessary for the RFA to be complete. The application is the applicant’s implementation plan, not simply a proposal that must be implemented with fidelity upon SDE approval. When completing the application, please remember grantees will not be permitted to change the project’s scope originally outlined in the application, scored by reviewers during the application review process, and approved by the SDE.

Additionally, there are applicant-specific requirements for LEAs or CBO/FBOs that must be addressed and outlined in the Grantee-specific Stipulations portion of the RFA.

The Application Packet must be assembled in the following correct order when submitted to the SDE.

Cover PageThe application must have the appropriate Cover Page with all pertinent signatures (blue ink on the original). Deviations and variations will not be permissible.

AssurancesApplicants must have the demonstrated support of the applicable local education agencies. The Assurances and Certification Form must have all appropriate initials and signatures (blue ink on the original) validating the acknowledged preliminary conversations and cooperation of all stakeholders.

Needs Assessment (Limited to 3,000 typed characters)In addition to the enclosed Needs Assessments Form, applicants must prepare a brief, concise narrative that details the process used by all applicable stakeholders to actively collaborate in identifying and developing the student and community needs assessment for the proposed grant program.

The process described must include when the program's development process began, the data/information collection effort, how the various data sources were gathered and analyzed, and finally how the program developed into a defined set of agreed-upon needs which form the basis of the community learning center application proposal.

A Needs Assessment will help to specifically identify both the needs of the students and their families and the gaps in services available. A Needs Assessment provides a description of the community and school(s) to be served by citing factors that impact the educational outcomes of the identified students. This information should be derived from the local school district, local school, and/or community-based data and will assist in determining the program’s mission. These factors may include, but are not limited to, the following:

Poverty rates in the communities to be served Percentage or rapid growth of limited English proficient students and adults Percentage of Title I students Number of schools identified for improvement Reading and math proficiency and scores Educational levels for the identified students and their families Three-year trend data on the Alabama Reading and Mathematics Test (ARMT), AYP reports, etc. Grade retention data


http://ppics.learningpt.org/ppics/index.asp

http://www.al-dear.org/

Drop-out data results School truancy rate Juvenile crime rates Violent and drug-related offenses Short-term suspension/discipline rates Long-term suspensions or expulsion data Attendance data Any survey results that support program needs Any interviews with stakeholders Other demographic data

** The goals, objectives, and services of the program identified in the RFA should be closely tied to the documented needs obtained throughout this assessment process.

Grade Levels (Limited to 3,000 typed characters)In this portion of the application, applicants must list all of the grade levels the program will be serving. If serving multiple sites, please list grade levels for each site. Example: ABC Elementary – serving Grades K-5. ABC Middle School – serving Grades 6-8.

Additionally, applicants must list the total number of days the program will be in operation throughout the year (SDE mandates 36 weeks per year, but gives allowance the first year of operation based on the fiscal year's funding availability), the days per week, the days per year, and the daily operational hours. Applicants must notate the beginning of their school year and address whether or not a summer program will be offered (and its duration).

Please note the following: The SDE requires elementary schools (or 21st CCLC sites that serve elementary Grades K-6) to be

open five days per week, Monday-Friday, for the entire regular school year. If the CCLC site serves middle school and/or high school students, the site should be open at least three to five days per week. Operation during school holidays, summer, and other school breaks is a local decision, recognizing that desired results are directly related to the amount of contact time with students.

Federal guidance indicates that “students” are the intended beneficiaries of the project; however, the U.S. Department of Education believes that younger children who will become students in the schools being served can also participate in project activities designed to get them ready to succeed in school. While some 21st CCLC funds might be used for projects that include preschoolers, an entire project may not be directed to preschoolers because the intent of the legislation is to focus on the school-age population and their families.

Project Abstract (Limited to 3,000 typed characters)Applicants must provide a concise yet comprehensive description of the proposed program's plan and how the program will meet the necessities that have been ascertained by the Needs Assessment. This abstract should include, but not be limited to, the following:

The overall purpose The services to be provided that meet the needs of students, parents, and families An explanation of how the program's stated goals and objectives are directly tied and correlated to

the projected outcomes

If the applicant has met the criterion outlined in the Competitive Priority component of the RFA and wishes to be eligible for the additional Competitive Priority points, these considerations must be addressed in the Project Abstract. Please be as specific and detailed as possible.

** Please note: This abstract may be published for later dissemination.


School(s) and School District (Limited to 3,000 typed characters) Applicants must identify the school(s) and school district to be served by the program receiving this grant.

Applicants must specify the location where services will be provided. Applicants must complete the Certification of Principal/Superintendent of Eligible School form with all

required signatures. (Form 4) LEAs must designate the Cost Center through which funding will be allocated.

Timeline (Limited to 3,000 typed characters)Applicants must list the expected timeline for program activities for the fiscal year of October 1, 2011 – September 30, 2012. A detailed, month-by-month timeline outlining the procedures to be followed during the first year of the grant must be provided. It should include, but not be limited to, the following:

Planning meetings Advisory Council appointment Hiring of staff Training Recruitment of students Meetings with school-day staff

Creating of materials Providing of services to students and families Evaluations and Assessments Summer school, if applicable

Capacity to Implement (Limited to 6,000 typed characters)This component of the application is multi-faceted, as applicants must be able to exhibit their capacity (overall capability) to effectively implement and administer the grant.

Student Safety

Alabama law stipulates any certified or non-certified individual of public educational facilities and any individual of non-public educational facilities working with children, youth, adolescents, or the elderly in either a paid or a voluntary capacity must undergo a criminal background check and be fingerprinted. (Child Protection Act of 1999 [Act 1999-361], Alabama Act 2002-457, Alabama Act 2000-775, Alabama Code 38-13-1)

Applicants must provide demonstrated compliance with all rules, regulations, and guidance required by the Prevention and Support Services Section of the SDE. (Please refer to the state Web site at www.alsde.edu under the Prevention and Support Services Section for a sample school safety plan.)

- If the program site is housed in an eligible school or LEA-owned facility, the applicant must provide proof that the program is in compliance with the comprehensive school safety plan. The plan must address extended-day and extended-year programs. (Please do not include the school safety plan in this application, as it is very lengthy.)

- If the program is operated in a facility other than an eligible school, LEA, or public access facility, Department of Human Resources (DHR) licensure is required – with the exception of faith-based organizations. Though the DHR does not require licensure for FBOs (faith-based organizations) – for the purpose of the effective administration of the 21st CCLC Grant – it is highly recommended that such organizations pursue the accountability and organizational effectiveness the licensing process affords.



DHR guidelines and forms are available from its Web site, http://dhr.alabama.gov/quicklinks/Community_Providers.aspx, where numerous links are provided to assist applicants with the necessary forms and requirements.

If the program is not located in an eligible public school site, it must be housed in an equally available and accessible site. For proposed sites not located in an elementary or secondary school, the SDE must receive with this application a letter signed by the chief executive officer providing justification and certification that the facility is equally accessible and meets or will meet all Americans With Disabilities Act (ADA) requirements before students are served.

When completing this component of the RFA, applicants must address, but not be limited to, the following:

- Fire Drills and Evacuation Routes - Severe Weather Alerts, Drills, and Plans- Crisis Management Plan

- Emergency Intruder Plan - Illness, Injury, and Accident Plans

Note: Grantees must have access to reliable phone services at all times in the case of an emergency.

Procedures for the secure drop-off/pick-up and sign-in/sign-out of students must be addressed and well documented. This plan should ensure children who are expected to be present on any given day are actually present and accounted for with subsequent notification to parents (or designated other) for those not in attendance.

TransportationThe safe daily/weekly travel plans for students to and from the program site and all field trips must be provided in a detailed manner. This plan must describe all child-protection mechanisms that are built into the process. Please note the following:

The SDE will only allow 25% of the grant award to be utilized for a program's transportation plan. Please note: This allowance must include drivers' salaries, benefits, fuel expenses, etc.

The use of vans for the transport of students is strictly prohibited unless prior approval by the SDE or local LEA has been obtained. Such approval would signify that said vehicle(s) has passed the stringent SDE Public Transportation Section's inspection process. (Section 16-27-1 of the Code of Alabama)

The SDE abides by the guidelines set forth by the National Highway Traffic Safety Administration (NHTSA) regarding the transport of children under the age of 5. It is that agency’s recommendation that preschool children transported in school buses always be properly secured with Child Restraint Systems (CSRS). For further clarification, applicants must refer to http://www.nhtsa.gov/nhtsa/whatsup/tea21/tea21programs/pages/guideline17-march2009.pdf.

Operations

The program's daily operational hours must be clearly delineated (Example: Daily 3:30 – 7 p.m. etc). Please refer to the Grade Levels component of this RFA for the SDE stipulations regarding the number of days per week and number of weeks per year that are required.

No student activities are allowed during regular school hours. Minimal administrative hours may be scheduled outside the normal program's operational hours. However, time claimed as “hours worked” for other employees paid by 21st CCLC funds should be mainly during the days and hours the center is open for operation.

Methods for the initial identification and approval of enrolling students and their ongoing participation must be established. Community learning centers must implement controls for acceptable student behavior during out-of-school time. Students may not be “required” to attend extended-day programs and may be dismissed from the program if behavior is unacceptable.

To ensure student nutritional welfare, the Alabama State Child Nutrition Program should be consulted and involved in providing the program with healthy, nutritious snacks. For further clarification, more


http://www.nhtsa.gov/nhtsa/whatsup/tea21/tea21programs/pages/guideline17-march2009.pdf

http://dhr.alabama.gov/quicklinks/Community_Providers.aspx

information, and pertinent contacts, applicants should refer to the Child Nutrition Program's Web site at http://cnp.alsde.edu/.

After school programs can access funds from the U.S. Department of Agriculture (USDA) Food and Nutrition Service through the Child and Adult Care Food Program (CACFP), National School Lunch Program (NSLP) and Summer Food Service Program (SFSP). These federal funds are available to reimburse schools and non-profit organizations for nutritious snacks and meals served to children and youth in after-school programs. Accessing these funds depends on the economic characteristics of the community being served. Eligibility to access funds is often linked to the percent of students that qualify for free and reduced price meals and snacks. For additional information, please refer to http://www.fns.usda.gov.

** Please note: For the Capacity to Implement component of the RFA to be complete, CBO/FBOs/FBOs must provide extensive additional documentation as outlined in the applicant-specific stipulations portion of the RFA.

Staffing Qualifications (Limited to 3,000 typed characters) Applicants must provide a narrative of the program's organizational and staffing structure. The narrative

should describe in detail the roles, job descriptions, responsibilities, qualifications/certifications, and proposed number of staff for the program.

Note: Staff qualifications and salary ranges should be determined according to the standard within the local LEA. Salary ranges should be proportional to the surrounding community.

For the purpose of the effective administration of the 21st CCLC program, it is highly recommended that a pupil-teacher ratio of 1 teacher/teacher aide to 15 students be maintained. Ideally, programs should be designed for small-group implementation. Additionally, individual learning and study time are encouraged.

Program management and administration requirements are addressed in that component of the RFA. Additionally, staffing and administration budgetary allocations are addressed in the Budget component of the RFA.

Please note: The Staff Summary Form must be submitted in completion of this component. (Form 5)

Scientifically Based Research (SBR) (Limited to 3,000 typed characters)As defined in Title IX of the Elementary and Secondary Education Act (ESEA), scientifically based research is research methodology that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

Applicants must have a comprehensive understanding of the definition and parameters of SBR curricula and the importance of its utilization to attain the desired educational objectives. Please refer to the following Web sites for further clarity to ensure a complete understanding of its meaning and necessity. http://www2.ed.gov/nclb/methods/whatworks/research/index.html and http://www.aera.net/uploadedFiles/Opportunities/DefinitionofScientificallyBasedResearch.pdf.

Applicants must then provide a detailed description of which SBR materials and strategies will be used to support and achieve the program’s measurable goals and objectives.

Utmost importance: It is imperative for applicants to directly correlate and link the use of selected curricula to the Needs Assessment of the community the program serves; and be able to justify how its use will


http://www.aera.net/uploadedFiles/Opportunities/DefinitionofScientificallyBasedResearch.pdf

http://www2.ed.gov/nclb/methods/whatworks/research/index.html

http://www.fns.usda.gov/

http://cnp.alsde.edu/

produce the preferred outcomes. It is not sufficient to merely list materials to be employed. It is far more important to align the curricula to the stated needs of the students while demonstrating how the SBR materials and methodologies work in direct collaboration with the program's goals and objectives to attain projected outcomes.

Needs Assessment SBR Curricula + Goals and Objectives = Projected Outcomes

Goals and Measurable Objectives (Limited to 3,000 typed characters) The overarching educational goals of the state of Alabama are as follows, and should be a guiding, but not

limiting, force as applicants prepare their listing of programmatic goals and objectives:

- Provide academic enrichment to improve academic progress - Increase attendance for the regular school day- Increase family involvement - Improve daily behavior throughout the regular school day

All goals and objectives must be presented in measurable, quantifiable terms. (Example: 70% of the students who attended 30 or more days will increase 2 percentiles on their SAT 10 reading.) Failure to do so will result in a point reduction equivalent to that of having not answered this component.

When establishing program goals and objectives, applicants must not only align them with the above, but additionally ensure the following:

- Related directly to locally identified needs of the community, proposed school(s) and students- Impacts regular school(s) and student success

Please describe how the program will impact school success and academic achievement of participating students, by assisting them to meet state academic content and student academic achievement standards, specifically including the Alabama Reading and Mathematics Test (ARMT). Also please discuss how this project is intended to improve the most recent ARMT Accountability Report data for the schools to be served. [Sections 4204 (b) (2) (B), 4203 (a) (4), ESEA]

- Implements academic enrichment Please describe specific academic enrichment activities designed to meet the needs of the students served. Enrichment activities should expand students’ learning in ways that differ from the methods used during the regular school day. They should be interactive, enjoyable, and project focused. Homework assistance may be offered, but should not monopolize the entire time.

Applicants must establish at least four (4) quantifiable goals for their program with a minimum of one (1) measurable objective to accomplish stated goals. It is recommended these goals be aligned with the state's four overarching educational goals.

Integration into Continuous Improvement Plan (CIP) (Limited to 3,000 typed characters)Applicants must demonstrate how the 21st CCLC grant is supported by the local LEA and school(s). (The SDE strongly recommends documentation of the local board of education and central administration's supporting resolution for the concept of the proposed CLC.)Please describe the joint planning which occurred, and clearly delineate how the program's organizational strategic plan is aligned with the local LEA's CIP information. Applicant programs must make evident their role in developing a cohesive plan for the program’s continual impact on the local LEA’s CIP.

Role of the participating school(s) – Please describe the policies, procedures, and activities of the participating school(s) that will support a high-quality, extended-day program and the community learning center's services for families.

Coordination with existing after-school and summer programs – The SDE requires the coordination of efforts and funding between the program submitting this RFA and those already in existence. 21 st


CCLC funds should be used to enhance, extend, or otherwise support and not supplant existing programs and/or develop a viable program where no similar opportunity exists for students and families.

Collaboration – Collaboration and agreement must address two major components – financial and academic.

1. Academic – The 21st CCLC is a supplementary program to enhance an LEA’s reform efforts to improve students’ academic achievement and overall development. Programmatic goals should align with the academic goals of the feeder school(s) to ensure continuity. If applicable, applicants must state if the students and schools(s) served will also be served by Title I and/or Supplemental Education Services (SES), and the arrangements made for these services to be coordinated with 21st CCLC. 2. Financial – Collaborative agreements with existing local, state, and federal programs, including Title I and Title IV, Part A should be developed and documented.

Ongoing local support – The SDE requires the formulation of a support team, advisory council, or focus group for the ongoing support and endorsement of the proposed program. The stipulations regarding this continuing alliance are addressed in the Partnership Commitment: Stakeholder Involvement/Collaboration component of the RFA.

Program Activities (Limited to 9,000 typed characters) Activities for the program should be centered on the SDE concentrations of academic enrichment

(emphasis on reading and math), family involvement and Service Learning, and must be addressed in this component of the RFA.

Activities should be directly linked to the goals and objectives of the program, and be more specific than the stated objectives. (Who will do what, when, where, and for how long?)

An applicant must design and implement its activities based on research or evaluation that provides evidence that the strategies will be used to improve student performance.

In addition to ensuring rich academic content, applicants must provide a broad array of enrichment activities to expand a student's life and learning experiences.

Following each activity, the applicant must indicate the timeframe that each activity will be occurring and documented (e.g., “daily throughout year,” “monthly throughout year,” “weekly during third nine-weeks,” “daily during summer session,” etc.).

Please note: Service Learning is a teaching and learning strategy/methodology that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. For further clarification and understanding, please refer to http://www.learnandserve.gov and http://www.servicelearning.org/.

Professional Development (Limited to 3,000 typed characters)A comprehensive professional staff development plan must be submitted. This plan must encompass all staff who provide academic support and supervisory guidance (i.e., teachers, aides, student workers, etc.). A minimum of ten hours per year of training for each worker and supervisor is required. Budgetary considerations:

A maximum of five percent (5%) of grant funds may be used to accomplish staff training. Each project should budget five days of travel per year for SDE required training of designated

personnel that will be provided by the SDE for program supervisors and/or teachers.

Partnership Commitment: Stakeholder Involvement/Collaboration (Limited to 3,000 typed characters)

As stated in the CIP component of the RFA, the SDE requires each community learning center to be broad-based and have an advisory council or support team to represent a cross section of the community and families served.


http://www.servicelearning.org/

http://www.learnandserve.gov/

The group must meet at least once every six months and appropriate documentation of meetings should be maintained (sign-in sheets, agenda, and minutes). For the completion of this component, applicants must also delineate the proposed composition of the council, its role, and an accurate representation of scheduled meetings.

Parents of children served should be included on the support team. Each site should have a list of names and agencies/organizations represented on this board available at all times.

With each proposal there is an expected standard of coordination between any organization (CBO/FBO, FBO, Agency, Corporation, etc.) and at least one local LEA. In like fashion, any LEA applying must coordinate with at least one CBO/FBO/FBO within the community. An applicant must indicate the degree and nature or program involvement and responsibility of each of your partner agencies/organizations.

For the purpose of the RFA, applicants must provide a preliminary listing of partner organizations with whom there is an established, committed relationship. The listing must include the types of organizations, and contact persons with applicable phone numbers and pertinent contact information. The nature and extent of Partner Organizations with their roles, responsibilities and involvement must be clearly detailed. If the applicant is awarded the grant, this list must be greatly expounded and available for inspection by the assigned Technical Advisor and the SDE.

A log of community involvement activities and collaboration must be maintained locally indicating the agency(s), service(s) provided, names, dates, and times.

Examples of expected collaborations are as follows:- Service provider agencies - Community volunteer-based

organizations - Consumer/advocacy groups - Professional associations - Child Nutrition Program (CNP)- Higher Education (Colleges,

Universities) - Businesses, Corporations, and Retailers - Community leaders - Cooperative Extension Services - Financial Institutions - Churches

- Police and Fire Departments, Public Works

- Hospitals - Hotels and Restaurants - Parks and Recreations - Arts Alliance - High School Clubs - Fraternities and Sororities - Gyms and Wellness Centers - Museums - Senior Citizen Organizations- Libraries- Other organizations involved with

strengthening families Programs may sub-contract with such organizations to provide specific services. Though this is

advisable to ensure a broad array of services are made available to students and families; such sub-contracts do not suffice for the fulfillment of an ongoing collaborative partner.

It is highly advisable for grantees to develop written agreements with collaborative partners (especially sub-contractors) to denote agreed-upon expectations and responsibilities.

Please include how the 21st CCLC will make the most effective use of public resources. [Section 4204(b) (2)(C), ESEA]

Program Evaluation (Limited to 3,000 typed characters) When 21st CCLC funding has been awarded to a program, annual evaluation must occur for the life of

the grant. The process must be multi-faceted, ongoing, and thoroughly documented for inspection by the SDE.

The SDE will provide a Technical Advisor who will periodically assess the program's compliance and progress. Additionally, representatives of the SDE will regularly conduct Compliance Monitoring to ensure programmatic quality.


Even with the oversight and accountability afforded by the SDE, applicants must address how the program will be locally monitored and evaluated; what monitoring instruments will be developed and used; what reports will be generated and to whom the findings will be reported. Copies of all local evaluation reports when complete must be maintained for SDE inspection and compliance.

The purpose for programmatic evaluation is to improve the program's success. Applicants must provide a description explaining how the results of the evaluation will be used to refine, improve, and strengthen the program and/or to refine the performance measures. How will this information be made available to stakeholders periodically and the public upon request?

- The primary indicator of program success must be improved student achievement as demonstrated by in-school academic success and performance on local- and/or state-administered assessments.

- Other indicators, including improved student attendance and regular school behavior, must also be tracked.

In addition to SDE evaluation and local monitoring efforts, grantees must complete the online federal Annual Progress Report (APR) and the state's Data Evaluation Annual Report (DEAR) in an accurate and timely manner as determined by the SDE.

Though currently not required, some grantees may chose to use an external evaluator to conduct an evaluation of their program. An external evaluator is an individual, agency, organization, etc., with no vested interest in the 21st CCLC program. Also excluded are family members of applicants and/or family members of partners, employees of applicants, and/or employees of applicant’s partners, and writers of the grant application. If a program elects to utilize an external evaluator, his/her qualifications must be included in this narrative, and comply with the following stipulations.

- The amount to be paid an external evaluator from 21st CCLC grant funds cannot exceed 3% of the annual grant award amount.

- The external evaluator's annual report must include a detailed description of the program's operations (attendance, hours of operations, sample of weekly schedules, timesheets and timekeeping methods, professional development plans, safety plans and procedures, budgetary and fiscal matters, management, etc.)

- The evaluator's report must also include the program's progress toward meeting its stated goals and objectives with suggestions to assist with improvement in subsequent years.

Please note: To assist the 21st CCLC with its assessment process, the local LEA should provide the 21st

CCLC access to state-administered assessment results, regular school attendance data, and documentation of student behavior data. Documentation also must include qualitative data on family contact time at the community learning center, parent surveys, student surveys, regular schoolteacher surveys, portfolios or anecdotal information, and safety data.

Program Communication (Limited to 3,000 typed characters) Applicants must describe in detail how the program will disseminate information to the school(s) and

district(s) served, students, parents, and community in a manner that is understandable and accessible. The description must include what information will be provided (e.g., student performance, upcoming activities, schedules), the timeline for all communication, the method utilized and who is responsible for dissemination.

Communication plans must include the daily/weekly plans of conveying student progress to classroom teachers, and the ongoing working relationship with school staff.

Applicants must delineate how advertising and recruitment of students will occur. All programs are expected to maintain student enrollment at the participation numbers for which the grant was submitted.

The communication plan must be all-encompassing, wide ranging and account for any and all forms of communiqué internally and externally.


Program Management (Limited to 3,000 typed characters)For the purpose of leadership and accountability, the SDE requires that appropriate supervisory administration be provided at each funded program site depending on local needs (e.g., Program Director/Manager, Site Coordinator, Administrator). The project must incorporate the terms “Community Learning Center” or “Community Learning School” or “Community Education” into the supervisor's title.A detailed Job Description, hours worked, and where the Director/Manager will be based must be provided.Note: No more than 20 percent of the total grant award may be used for the administration of the program. This allocation should include salaries and benefits for administrator(s), as well as any indirect costs that may be applied. Bookkeepers, accountants, administrative assistants, etc., are to be included in administrative costs.

Budget/Allocation of Resources/Cost (Limited to 3,000 typed characters)Financial and budgetary matters must be addressed with four major components –

A comprehensive, detailed narrative Budget Summary of Expenditures Form [ES-6CLC/ES-20CLC] (Form 6) Budget Expenditure Detail Form [ES-6CLC/ES-20CLC] (Form 7) A line item spreadsheet (Form 8)

* The key objective with all budgetary requirements is accountability for the use of all funds. The SDE requires that all programs funded have financial documents available for inspection by SDE auditors and/or the Examiners of Public Accounts.

* All proposed costs must be reasonable, necessary, and allocable to carry out the program’s purpose and objectives.

* Funds must be used only to supplement (increase), and not supplant (replace) any federal, state, or local funds available to support allowable activities under the 21st CCLC program.

Budgetary Reminders:

20% Administration Allowance 25% Transportation Allowance 5% Professional Development Allowance 3% External Evaluator Allowance (if applicable)

Narrative (Limited to 3,000 typed characters)An explanation for each expenditure and how each expenditure aligns with the program goals and objectives in an efficient and effective manner must be provided. The narrative must include the following:

How the total costs indicated on the Line Item Spreadsheet and Budget Summary of Expenditures Forms are reasonable and necessary in relation to the number of participants to be served, to the scope of the project, and its anticipated benefits

How the requested funds were allocated for accomplishing tasks and activities described in the application

How 21st CCLC funds will supplement and not supplant other federal, state, and local funds How no more than 20% of each year’s budget is spent on activities related to the administration of the

21st CCLC grant (Administrative salaries, Benefits, Indirect Cost rates, Audit, etc.)

Budgetary Forms(Budget Summary of Expenditures Form, Budget Expenditure Detail Form, Line item Spreadsheet) For the required budgetary forms, please list all costs based upon the narrative components and program

design. All expenditures listed in the narrative and outlined on the applicable forms must coincide and match. It is highly advisable for applicants to consult and work closely with the financial office of the


applying agency prior to submitting the application. (LEA's realize that such consultation with the CSFO is a requirement.)

Applicants should include, but not be limited to, some of the following line items when outlining the expenditure of funds:

- Administration- Salaries and Benefits- Indirect Costs- Field trips- Transportation costs

- Instructional materials - Sub-contracts (rates, total hours, total

amount)- Consumables - Equipment

Allowable and Non-allowable ExpensesProject funds must be used for activities that directly support the accomplishment of the project purpose, priorities, and expected outcomes. All expenditures must be consistent with applicable state and federal laws, regulations, and guidance.

Please see the sample listing below of allowable vs. non-allowable expenses. However, this is not an exhaustive, all-inclusive list of either.

Applicants must refer to the Office of Management and Budget (OMB) circulars, particularly A21, A87, & A122, which are available online at http://www.whitehouse.gov/omb/circulars/index.html.

Examples of Allowable Expenditures Salaries: For 21st CCLC Project Director,

Program Manager, and Site Coordinators (reasonable and in line with industry standard)

Teachers, Tutors and Paraprofessionals Contractors Independent evaluator National and local Criminal Background

Checks Supplies and materials required for the 21st

CCLC program Computer hardware and software required for

the 21st CCLC program

Travel to required 21st CCLC trainings, conferences, and workshops

Transporting students home following 21st CCLC activities

Rent Utilities (Indirect Costs) Parent Involvement Activity costs Educational Field Trips Advertisement (For recruitment purposes

only, not for promotion of the program)

Examples of Non-Allowable Expenditures Preparation of the Proposal: Costs to develop, prepare, and/or write the 21st CCLC proposal cannot be

charged to the grant directly or indirectly by either the agency or contractor. Pre-Award Costs: Pre-award costs may not be charged against the grant. Funds can be used only for

activities conducted and costs incurred after the start date of the grant. Entertainment, Refreshments, Snacks Un-approved out-of-state or overnight field trips, including retreats, lock-ins, etc. Incentives (e.g., plaques, trophies, stickers, t-shirts, give-a-ways) Advertisements – Promotional or Marketing Items Decorative Items Purchase of Facilities or vehicles (e.g., Buses, Vans, or Cars) Land acquisition Capital Improvements, Permanent Renovations Direct charges for items/services that the indirect cost rate covers; Dues to organizations, federations or societies for personal benefits


http://www.whitehouse.gov/omb/circulars/index.html

Non 21st CCLC programmatic expenditures Any costs not allowable for federal programs per EDGAR, which may be accessed at


Sustainability/Programmatic Income (Limited to 3,000 typed characters)A preliminary sustainability plan must be developed as part of the application to show how the community learning center will continue after 21st CCLC funding ends (Public Law 107-110, Sec.4204(b)(2)(C) & Sec.4204(b)(2)(K), Title IV, Part B). This sustainability plan must indicate how the program will identify and engage in collaborative partnerships that will contribute to developing a vision and plan for financial capacity to support, and eventually sustain, the program after the three-year grant funding ends. The plan must include a specific description of the investments (time, capital, contributions, etc.) that each partner will make to the program.

The sustainability plan should be ever evolving and expanding throughout the life of the program. This plan should be continually updated, easily accessible, and available for inspection by the assigned Technical Advisor and the SDE.

Please note:

Programs must be equally accessible to all students targeted for services, regardless of their ability to pay. Programs that charge fees may not prohibit any family from participating due to its financial situation. The priority of the 21st CCLC program to serve impoverished students and families should not be compromised through program fees. Programs that opt to charge fees must offer a sliding scale of fees and scholarships for those who cannot afford the program. Income collected from fees must be used to fund program activities specified in the grant application.

Applicant Specific StipulationsLocal Education Agency (LEA) When all eligible grant applications have been read and scored, each LEA applicant that has been

awarded an acceptable score will then be responsible for entering the grant application (RFA), in its entirety into the SDE's online eGAP system.

- The eGAP system is an electronic grant application submission and planning tool system utilized by the SDE for the effective implementation and tracking of all federal and state funding streams.

- Since the application must be transferred into the system by a designated individual from that LEA, a screen-name and password must be obtained from your LEA.



** Applicants must not enter anything into the eGAP system until they are notified and are given specific instructions.**

For the applicant, transmission into the eGAP system should be a simple process of cutting and pasting, if the RFA instructions have been followed explicitly. Upon receiving the grant award notification, to assist the applicant with the eGAP transmission process, step-by-step component instructions will be provided.

An additional instructional WebEx will be offered to assist applicants who have reached this point in the RFA process. The time, date, and access information will be made available at a later date.

** Grant awards and announcements will not be made until the completion of this process. Failure to transfer all applicable information correctly and thoroughly into the eGAP system will result in the forfeiture of a grant award. **

Applicant Specific Stipulations (continued)

Community Based and Faith Based OrganizationsProfessional and For-profit Organizations

School systems, schools, state-supported higher education institutions, and other state agencies are exempt from documenting financial soundness. This is due, in part, to the multiple streams of funding made available to federal and state agencies. However, all other applicants must validate and provide proof of their Capacity to Implement and successfully operate a 21st CCLC program.


Therefore, all such agencies and organizations must submit the fiscal documentation delineated below: Copy of a notarized business license or formal Certificate of Existence from the Office of the

Secretary of State, State of Alabama. (Note: A business license will only allow services to be rendered in the county in which it is issued.) Procedures for obtaining a Certificate of Existence:

- Every business desiring to work or provide services in Alabama must register with the Secretary of State’s Office. A business is considered a “foreign” company if it is established in another state. A business obtains the required document by completing an application, including a fee. (The entity receives a Certificate of Existence, signed by the Secretary of State, which cannot be a temporary certificate or one which expires. The forms are available online. If in doubt as to whether a company is registered with the Alabama Secretary of State’s Office, please go to http://www.sos.alabama.gov and search for the company name.)

- If a company is incorporated in the State of Alabama, incorporation papers and/or the filing papers from the county in which it was formed will be the appropriate documentation for providing statewide services.

Upon notification of grant award eligibility, the applicant must provide proof of a minimum of $100,000 worth of liability insurance prior to the actual award of funding. The applicant must include the insurance company's name and the policy number or a copy of the policy cover page. On the insurance policy, in the box labeled “Certificate Holder,” note that it is for “Evidence of Insurance for SDE.”

Copies of incorporation papers for a 501 (c) (3) or other entities (Limited Liability Corporation, Limited Liability Partnership) or documentation of a legal partnership (FBOs may chose to comply with this standard, but are exempt from this particular requirement).

Copy of the applicant program's organizational chart. An Unqualified Opinion for the company’s annual financial statement audit that has been

completed within the last two years….or….. comparable documents of financial viability such as an irrevocable financial letter of credit in the amount of at least $75,000.

Upon the award of grant funding – All non-LEAs (CBO/FBOs, For-Profits, etc.) are required to complete and submit to the SDE Accounting Section a monthly report of expenditures and a final report of expenditures within 30 days of the end of the fiscal year using Form CCLC-1 available on the SDE Web site at http://www.alsde.edu under “Sections,” then “SDE Accounting,” then “Publications.” Failure to submit the final report may result in the SDE withholding funds for the succeeding year(s).

All Non-LEA applicants must indicate the name of the entity which conducts the required audits and the frequency in which they occur.



http://www.sos.alabama.gov/

Required Forms

Alabama State Department of Education


Division of Instructional ServicesFederal Programs Section

21st Century Community Learning CentersElementary and Secondary Education Act

Title IV, Part BFY 2012 Application Cover Page

Typed Name of Fiscal Agent of Applicant ___________________________________________Requested Amount ____________________________________________________________Schools to Be Served ______________________________________________________________________________________________________________________________________For LEA Applicants Only: Name of Cost Center

(For grants serving more than one school, select the primary school served as the cost center) ________________________________________________________________

Cost Center Code______________________________________________________________

_______________________________________________ Signature of Designated Project Manager/Site Coordinator

_______________________________________________ Typed Name of Project Manager/Site Coordinator_______________________________________________

Contact Phone Number and Email Address_______________________________________________

Date

I certify that I am authorized by the governing board of the above-named school system or other eligible entity to submit this application or amendment; that all assurances, certifications, and disclosures submitted with the application will be observed; that the program will be implemented as described; and that the governing board is responsible for complying with all state and federal requirements, including any audit exceptions.

____________________________________________Signature of Superintendent or Authorized Official

____________________________________________Typed Name of Superintendent/Authorized Official

Assurances and CertificationsAn initial by the Superintendent or authorized person in the space to the left indicates the

applicant agrees to comply with the statement.____ The applicant agrees to keep such records and provide such information to the State Department of

Education (SDE) as reasonable and as may be required for fiscal audit and program evaluation.____ All non-LEA applicants receiving more than $500,000 per year agree to have an annual audit, per

guidance from OMB Circular A-133.


FOR SDE USE ONLY:

Approved:_________________________________Joseph B. MortonState Superintendent of Education_________________________________Date

____ The community learning center will be operated in a safe and easily accessible facility.____ The principal(s) of participating schools agrees to attend one day of regional SDE-approved

training. ____ All reports will be completed and submitted in a timely manner in accordance with directives from

the SDE. ____ The applicant will establish an active community learning center Advisory Council that will meet at

least quarterly.____ The applicant, if funded, will utilize fiscal accounting, disbursement, and auditing procedures

consistent with local policies and SDE requirements. LEA Chief Financial School Officers will provide appropriate expenditure reports at least quarterly to the 21st CCLC program manager for the purpose of managing 21st CCLC funds.

____ The proposed program was developed, and will be carried out, in active collaboration with the funds under this part will be used to increase the level of state, local, and other non-federal funds that would, in the absence of funds under this part, be made available for programs and activities authorized under this part, and in no case supplant other federal or non-federal funds.

____ Employees paid by 21st CCLC funds will not be used for any purpose other than to carry out the specific programs set forth in the proposal based on the full or proportionate salary and time worked.

____ The community will be given notice of an intent to submit an application for 21st CCLC funds and that the application and any waiver requests will be available for public review after submission of the application.

____ The applicant has authority under Alabama state law to perform the function of the community learning center under the No Child Left Behind Act of 2001 (NCLB); to submit the application; and to receive, hold, and disburse federal funds made available under the application.

____ Funds will be expended according to the purpose and intent for which they were designated by NCLB directives and the LEA application for funds.

____ This application will serve as the basis for local operation and administration of program(s) under NCLB.

____ The applicant communicates and enforces rules and regulations of student and employee conduct, related illicit drug use (including anabolic steroids), and unlawful possession and distribution of these drugs. The applicant further clearly communicates sanctions for both students and employees and provides information about available resources for those in need of such information.

____ Procedures are developed for storing and administering approved and/or required medications and/or first aid to students.

____ Applicant will comply with the applicable Office of Management and Budget Circulars regarding cost principles (OMB Circular A-87 “Cost Principles for State, Local, and Indian Tribal Governments,” OMB Circular A-21 “Cost Principles for Educational Institutions,” OMB Circular A-122 “Cost Principles for Non-Profit Organizations,” OMB Circular A-133 “Audits of State, Local Governments, and Non-Profit Organizations”).

____ Applicant will comply with Education Department General Administrative Regulations (EDGAR), 34 CFR Part 80 and Section 427 of the General Education and Provisions Act relating to overcoming barriers in the six areas of gender, race, national origin, color, disability or age.

_________________________________________ ____________________Signature of Designated Project Manager Date_____________________________________________ _______________________Signature of Chief School Financial Officer Date_____________________________________________ _______________________Signature of Superintendent or Authorized Official Date

Alabama 21st Century Community Learning Centers


Location of Proposed Program Site(s) and when Program Activities Occur

Rural Urban Before School After school In the summer

At least one of the proposed program schools was previously served by 21st CCLC funding and completed three years in the grant

Serving 21st CCLC Grant

None of the proposed schools included in this application have ever been served by 21st CCLC grant

Other. Please explain.

Number of schools proposed to be served by the grant

Number of proposed program sites that are located on school campus(es)

Number of proposed program sites that are community based

Total student enrollment for proposed participating school(s)

Proposed total number of students to be served annually

Proposed total number of families to be served annually

Total number of students receiving free/reduced lunch at proposed participating school(s)

Percentage of students receiving free/reduced lunch at proposed participating school(s)

Number of students who are below proficiency in reading/language arts at proposed participating school(s)

Number of students who are below proficiency in math at proposed participating school(s)

Number of students who are ESL (English as a Second Language) students at proposed participating school(s)

Number of students who were suspended or expelled in the 2009-2010 school year at proposed participating school(s)

Number of days per year the program proposes to operate

Number of hours per week the program proposes to operate

Number of proposed participating school(s) that failed to make Adequate Yearly Progress (AYP)

Applicant participated in a training for completing the 21st

CCLC application

Needs Assessment


Duplicate this sheet as needed for additional site certifications.

Certification of Principal/Superintendent of Eligible School(This form must be included for all eligible school attendance zones served and must be signed by both

the principal and superintendent.)

Name of LEA Eligible School ____________________________________________________

Name of Eligible School ________________________________________________________

By signature I certify that I have reviewed, understood, and agreed to support the implementation of the CLC proposal, and will participate in one day of regional training.

____________________________________________________________________________Name of Principal Original Signature Date

By signature, I certify that I have reviewed, understood, and agreed to support the implementation of the CLC proposal.

___________________________________________________________________________________Name of Superintendent Original Signature Date

Duplicate this sheet as needed for additional site certifications.

Certification of Principal/Superintendent of Eligible School(This form must be included for all eligible school attendance zones served and must be signed by both

the principal and superintendent.)

Name of LEA Eligible School ____________________________________________________

Name of Eligible School ________________________________________________________

By signature I certify that I have reviewed, understood, and agreed to support the implementation of the CLC proposal, and will participate in one day of regional training.

____________________________________________________________________________Name of Principal Original Signature Date

By signature, I certify that I have reviewed, understood, and agreed to support the implementation of the CLC proposal.

___________________________________________________________________________________Name of Superintendent Original Signature Date


Alabama Department of Education FY 2012Federal ProgramsES-6CLC/ES-20CLC

Applicant AgencyElementary and Secondary Education Act (P.L. 107-110)

Title IV, Part B, 21st Century Community Learning Centers (CFDA 84.287) STAFF SUMMARY (10/01/2011 – 9/30/2012)

Type of Position LEA – Acct. Function Code --------------------------------------CBO/FBO/FBO - Organizational Code

No. of MonthsEmployed

No. of Persons % of Total Salary devoted to

21st CCLC Funds

BaseSalary

Benefits Salary+ Benefits

Total

Totals

PROPOSED ACQUISITIONS OF CAPITALIZED EQUIPMENT (UNIT COST OF $5,000 OR MORE)(Purchases of $5,000 or greater are only permissible with SDE approval)

Description of Equipment Function of Expenditure/Program

No. of Items Unit Cost Total Cost Location

Component

TotalsAlabama Department of Education Elementary and Secondary Education Act (P. L. 107 – 110) FY 2012

Federal Programs Title IV, Part B, 21st Century Community Learning Centers (CFDA 84.287)ES-6CLC/ES-20CLCApplicant Agency System Code Beginning Date

10/1/2011

Ending Date

9/30/2012Original Budget

Name of Contact PersonTelephone No./ Fax No./ E-mail Address

Amendment No. _________

Effective Date ___________BUDGET SUMMARY/EXPENDITURES

21st CCLC Funds Requested Collaborative Funds Program

TotalFederal State/Local For SDE Use Only

Amount - $ $ $ $

CERTIFICATION:

Approved:

I am authorized in the minutes of the governing board of the Applicant Agency to submit thisapplication, amendment, or expenditure report for the Elementary & Secondary Educational Act, Title IV, Part B (P.L. 107-110). To the best of my knowledge, the information contained herein is correct, the program will be implemented as described in the approved application, and the program will abide by all assurances therein. The Applicant Agency is responsible for complying with all applicable state and federal requirements including the resolution of any audit exception(s).(Note: This form is to be used and submitted with the initial RFA. CBO/FBO's/FBO's will then use the form after having been awarded funding, when submitting a Revision/Addendum to their Original RFA.)

Federal Programs Director

Deputy State Superintendent

Deputy State Superintendent – A & F

REASON FOR AMENDMENT: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Joseph B. MortonState Superintendent of Education

_____________________________________________Signature of Custodian of Funds/Chief School Financial

Officer

__________Date Signed

____________________________________________ ___________

Signature of Superintendent/President/ CEO Date Signed

Alabama Department of Education FY 2012Federal ProgramsES-6CLC/ES-20CLC Applicant Agency

Elementary and Secondary Education Act (P.L. 107-110)Title IV, Part B, 21st Century Community Learning Centers (CFDA 84.287)

Budget/Expenditure Detail for Fiscal Year 10/1/2011 - 9/30/2012(Composite Totals derived from Budget Line Item Detail)

Account Codes (LEA's only)Budget Categories Proposed

BudgetApproved

Budget Changes (+ or -)AmendedBudgetFunction Program Object

Salaries (as Itemized on Staff Summary)

$ $

Employee Benefits (itemize, give rates) ■ FICA ■ Retirement ■ Insurance ■ Unemployment Compensation

Travel ■ Training/Professional Development

■ Other (Staff)

Transportation ■ Bus/Gas/Etc.

Materials & Supplies

Non-Capitalized Equipment

Other (Itemize by Object of Expenditure)

Indirect Cost (approved restricted rate)

TOTAL BUDGET/EXPENDITURES: $ $** Note: This form is to be used and submitted by ALL applicants with the initial RFA. CBO/FBOs/FBOs will then use the form after having been awarded funding, when submitting a Revision/Addendum to their Original RFA. LEA's will submit Revisions/Addendums via the SDE eGAP system.

Budgetary Line Item Spreadsheet The Budgetary Line Item document provided below is a skeletal outline to serve as a

starting point for the applicant. Some applicants may not be comfortable utilizing Excel, which is understandable and permissible. However, a detailed chart/grid/table, etc., must be submitted.

The SDE has provided a few categories and line items on the spreadsheet to assist the applicant as they begin the process.

Be advised, applicants must ensure the following are included in line item detail: Salaries (including benefits) Administrative cost and Indirect Costs Professional Development Travel Transportation Field trips Materials & supplies (consumable, non-consumables, curriculum materials, etc.) Instructional expenses Non-capitalized equipment Contracted services Summer school (if applicable)

Applicants should not be limited to this aforementioned list, as they are given the freedom to provide as much detailed budgetary information as possible.

Applicants should ensure their plan is comprehensive and as inclusive as possible. Line items may be added or deleted to meet the applicant's needs. The form should be used as a working document and can be programmed to tabulate totals per item.

To maintain the formatting and integrity of the Budgetary Line Item document, the Excel spreadsheet is inserted here as an attachment.

** Applicants should simply double click on the icon, and the document will open. **

Please be advised of the following: The totals must then be transcribed to the previous Budget/Expenditure Detail for Fiscal

Year 10/1/2011 - 9/30/2012 form. The Budget Line Item Spreadsheet (or similar document) must be printed out and

submitted with the original RFA.

Please remember: To avoid point reductions, applicants must ensure a thorough, detailed strategy accounting for all anticipated expenditures.


3 Preparatory Procedures

Laying the FoundationPreparing for a 21st Century Community Learning Center is a multi-faceted process which requires much in-depth planning, research, and due diligence. 21st CCLC programs are developed and implemented as partnerships between schools and community organizations to change for good the lives of students and their families.

The proceeding pages and information are a mere skeletal guideline provided to hopefully increase the probability of a program's success. All grantees or those interested in becoming a 21st CCLC grantee must – in all aspects – defer to the thorough guidance and insight provided by the Alabama State Department of Education.

Do the homework!!! Know the regulations and stipulations required by Federal and State laws

o Understand the legal documentation contained within this manual and the afore-referenced websites

o Meet all eligibility standards as required by law (Refer to page 2 – 10 and Appendix A.) Thoroughly review and know the requirements outlined in the ALSDE RFA (Request for Application) Organize multiple planning meetings to prepare the application Establish the program's leadership or management team and an Advisory Council Survey students, parents, and other stakeholders. Conduct sound, extensive research to address

the specific needs of the community served through the program. – Scientifically – based Research

Involve key players from the school, community organizations and surrounding community in the planning process. – Community Partners

Allow plenty of time to prepare the proposal carefully and thoughtfully. Do not rush through the process.

Advisory Council

** It is advisable to seek advice!** ☺An Advisory Council is a collection of individuals who bring unique knowledge and skills which complement the knowledge and skills of the program's leadership in order to more effectively guide the CLC.

The 21st CCLC Grant specifies that each grantee must have an Advisory Council which meets on a regular basis. Since scheduling can be quite a challenge, the ALSDE recommends the council meet at least twice a year.

Advisory Council members can answer questions, analyze business plans, recommend new markets and introduce the program to useful individuals to further its objectives.

The Advisory Council does not have formal authority to govern the CLC. That is, the Advisory Council cannot issue directives which must be followed. Rather, it serves to make recommendations and/or provide key information and materials.

Select Advisory Council members wisely. It is highly recommended that the council be truly reflective of the community the program serves while embracing great diversity with a broad array of views and expertise.


Things to remember and consider –

Advisory Board Attributes: Objective and honest Knowledge and expertise in various scholastic and business realms that differ from program

leadership A genuine interest in helping the program succeed Problem solvers who are good communicators Diverse in skills, work and life backgrounds Top or well-respected individuals in their field Well-connected with networks that may be leveraged to assist the program

Legalities/Ground Rules: Require a non-disclosure agreement (Although children nor their families should ever be discussed

in meetings, it is imperative that any information communicated never be publicly divulged.) Set expectations for the time commitment you expect & duration of appointment Provide a written invitation letter Let each member know the specific type of assistance needed Always provide a meeting agenda. This is a volunteer elite advisory team. Respect their time. Say thank you. Express appreciation.

Advisory Board Value: Identify the desired result from engaging an advisory board Ask yourself, how will the program be different in one year, because of this board? Think about the questions to be asked of the Advisory Council. Prepare in advance of meetings. How often will membership be rotated? Is this ongoing and how often with the Council meet?

A suggested listing of possible Advisory Board topics is provided in Appendix E. More information and materials are soon to be added to the manual and website to increase and improve community, family and parental involvement.

Please note that Advisory Council actions/recommendations are governed by the LEA School Board and/or the CBO/FBO governing board. Actionable recommendations must first be approved by the applicable board.


Scientifically – based Research

The following information provides the grantee with the definition and guidelines for SBR. However, the grantee must remember – the essential necessity is to utilize curriculum and materials which meet the needs of the students and community as determined by the program's Needs Assessment!

Needs Assessment SBR Curricula + Goals and Objectives = Projected Outcomes Scientifically-based research, as defined in Title IX of the ESEA, is research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs. This means research that:

Employs systematic, empirical methods that draw on observation or experiment; Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the

general conclusions drawn; Relies on measurements or observational methods that provide reliable and valid data across

evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators

Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment, experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;

Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and

Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

When providing services in core academic areas where scientifically-based research has been conducted and is available, such as reading and mathematics, the community learning center should employ strategies based on such research.

Before attempting to accomplish this USDE directive of utilizing SBR , a grantee should first consider the following:

General Need of Community Evaluate community needs and available resources Determine student academic requirements, as well as family needs Include full citations for all data used

Target Population Identification Detail specific characteristics of student population Identify schools attended by targeted students Describe the Criteria for Student Selection and Recruitment

Specify the needs of the Target Population Provide objective needs assessment data for targeted students and their family members

o Data must clearly establish need for targeted populationo Research must explore academic, social, emotional, cultural and physical needso Information must form the basis of all proposed goals, objectives and activities

Data information may be obtained through survey assessments and reliable databases Description of Program Effectiveness

Describe how the program will address student and family needs Emphasize the grantee's endeavor to discover and employ Scientifically Based Research to meet

community needs

** Common Error: An extensive list or string of statistical data without a clear, concise link to the community's articulated needs and the program's goals, objectives and planned accomplishments to meet these needs.


Then and only then...the grantee should employ the following steps to ensure Scientifically Based Research is implemented into their program:

Step One – Gather relevant, quality research Identify research that is –

o High qualityo Current (within 5 years)o Focused on the needs and interests of the community, students, families, etc.o Researched in schools/programs similar to the grantee's program

Make sure search is extensive to capture all evidence and analysis

Step Two – Interpret Research and how it applies to the program's objectives Synthesize findings gathered Revisit needs Revisit and refine focus questions Narrow the range of possible solutions and outcomes Make a judgment of the effectiveness of possible implementations from the studies

Step Three: Make your case Make links between –

o Identified needso Programs and practices that can address these needs directlyo Evidence from the highest quality research available to support the effectiveness of these

interventions on student achievement

**An example of Scientifically-based research curriculum utilization can be found in Appendix F. Additionally, examples of employing scientific methodology in creating goals and objectives for lesson plans and activities can be found on our state 21st CCLC website.**

Community PartnersThe information available regarding the selection, establishment, and nurturing of community partners is overly abundant in today's world. Our society has begun to recognize the tremendous need for quality, affordable afterschool programs in response to the educational, developmental, and security needs of students. Additionally, our culture has seen the demand for increased parental/family support as societal pressures have perpetually escalated.

Therefore, the awareness and desire to support afterschool initiatives is available. It must be our goal to properly identify those within the community who are willing to establish mutually beneficial relationships.

The 21st CCLC Grant requires that each grantee establish at least one viable relationship with a Community Partner with whom they have an ongoing association.

By building working associations within the community served, the following can be accomplished:

Achievement that individuals alone cannot undertakeThe adage, "No man is an island," rings very true when establishing a sustainable program that

will serve the families of the community for years to come.

A systematic, comprehensive approach to address community needsThe grantee, after having done their due diligence, must provide a program that is specifically

geared toward meeting the needs that are indigenous to the area served.

Enhancement of advocacy and resource developmentA genuinely effective program will foster a better understanding of educational objectives and

needs. It will gender volunteerism and engagement; and provide businesses and agencies with potential skilled employees from student ranks.


Creation of more public recognition and visibility for the program and community necessities "The Proof is in the Pudding" – Initially, when garnering support, utilize nationally and locally

publicized data that verifies student/family necessities and how an effective 21st CCLC will be beneficial to all. Once established, use the data and success stories from your own program, that it will in itself, generate ongoing collaboration and assistance.Remember...a grantee should consider the entire community a partner. Endless possibilities abound!

Finally, and most importantly..... Students are exposed to a broad array of activities that enhance academic achievement and

directly connect them to the community and workforceBy nurturing the family as a holistic entity, the desire for lifelong learning and attainment are

fostered to benefit all involved.A basic structural guideline to consider while formulating viable partnerships is provided here.

Clarify the goals, mission and objectives of the program Write the vision and make it plain for all constituents to know and see Outline the goals, the needs, the expectations of the program

Develop an understanding of relevant existing activity in the school and in the community (outside of your organization), as well as a thorough understanding of your own resources and expertise

Help the potential partner understand how the program will benefit them and the communityDecide the type of partnership you want to create and identify desired results

Engage the partner in determining their interests, needs, goals, and expectations from the relationship

Link the objectives to the specific services and resources available through the potential partner

Create a realistic implementation plan that meets schools needs and leverages school and community resources

Draft a proposal establishing the benefits and expectations for both parties Be specific with timelines, activities, resources, etc.

Maintain constant communication among partners, both informal and formal dialogue -- anticipating challenges, solving problems, resolving conflicts, and assessing progress

Mutually determine the contact individual(s) Remain open, honest and consistent Let the "thank you's" be numerous and often Publically recognize the partner's help and support Invite partners to 21st CCLC events Include partners in all communications – newsletters, assemblies, programs, etc.

Plan for long-term sustainability and build capacity within the school community Complete an annual review/evaluation of the partnership with partners Invite existing partners to recommend additional partnerships, if they are pleased with the

ongoing results The number of partners is unlimited – they may provide services, funding, activities, etc. – the

possibilities are limitlessWhen seeking the appropriate partners and collaborators begin with some of the following broad categories:

Service provider agencies Community volunteer-based organizations Consumer/advocacy groups Professional associations Higher Education (Colleges, Universities) Businesses, Corporations, and Retailers Community leaders Cooperative Extension Services Financial Institutions Churches

Police and Fire Departments, Public Works Hospitals Hotels and Restaurants Parks and Recreations Arts Alliance High School Clubs Fraternities and Sororities Boys and Girls Club Gyms and Wellness Centers Museums


Senior Citizen OrganizationsSubcontractors/Vendors/Contractual Partners

A Subcontractor/Contractual Partner is an organization that is under contract with the grantee to provide 21st CCLC grant-funded activities or services. These activities or services must relate directly to the goals and objectives of the grant and fulfill the spirit of quality extended day programming. Examples of which may include, but are not limited to some of the following:

Tutorial Services Music Lessons – Piano, Violin, Guitar, Voice, etc. Recreational Services – Soccer, Karate, Golf, etc. Art Lessons – Painting, Sculpting, Drama, etc.

For federal reporting purposes, a subcontractor is considered to be a type of partner. All financial transactions with subcontractors must be documented and available for review by the ALSDE and/or the assigned education consultant.

A contract between the grantee and the subcontractor must be established. If the applicable LEA or CBO/FBO governing board has a required contract, it must be utilized. If not, the subcontractor agreement must include the following:

The name, address, and phone number of the 21st CCLC (Contractor) The name, address, and phone number of the Subcontractor Detailed description of services/materials being provided by the Subcontractor. Be sure to include

evaluation and/or data collection components, if appropriate. Keep federal and state mandated reports in mind.

Beginning and end dates Detailed description of payment plan

Terms of Agreement Payment Amount Payment Schedule

(i.e. $50 per week, $200 per month, or $2000 per year) Signatures of both Contractor (LEA/CBO/FBO) and Subcontractor

**No matter the payment schedule, payment should not be rendered until services have been provided.**

An example of a Subcontractor Agreement Form is included in the appendices portion of the manual. (Appendix G)


Pre-opening TimelineThe following timeline is provided as a guide to prepare for the opening of a 21st CCLC Program prior to the submission of the Competitive Grant Application to the ALSDE, and thereafter until the point of opening.

Since this is a working manual, that which is left blank should be completed by the grantee as the pertinent dates are made available and mandated by the ALSDE. This list is not intended to be comprehensive, but should serve as an overall guideline.

Obtain LEA/Superintendent or Board approval 6 months to a year prior toapplying for the 21st CCLC Grant

Formulate Research and Development Committee

Conduct market and demographic investigative study (SBR)

Appoint Advisory Council

Select Leadership of the Program

Obtain all pertinent legal operating documentation (Submit with app.) (i.e. DHR licensure, IRS Employer ID #, inspections, certifications, etc.)

Develop complete comprehensive Safety Plan to be formally included in the application

Consult with ALSDE Representative 6 months to 3 months prior to the application

Schedule ALSDE visit to determine capacity to implement

Attend ALSDE – sponsored Application Technical Assistance Workshop(s)

Application Due Date________________________

Grant Readings and Reviews (ALSDE) ________________________

Allocation Award Announcements________________________

Advertising Campaign At least 3 months prior to opening

Develop policies & procedures Create Student/Parent/Staff Policy Handbook s

Prepare Comprehensive Registration Form (Packet)

Plan and organize Staff Preparation and Training

Interview and Hire Staff At least 1 month prior to opening

Conduct Staff Training, setting expectations and standards(A Staff Handbook is highly advisable.)

Meet with School Day Teachers and Staff

Begin ordering and purchasing needed materials & equipment

Establish snack program with the State Child Nutrition Program Distribute Registration Forms, allowing 2 – 3 wks. for registration

Finalize Operational Procedures At least 3 weeks prior to opening

Filing and Accounting System Sign-in/Sign-out Sheets Scheduling of Staff, Students, Contractors, etc. Safety Procedures solidified


Facilitate Parent/Family Orientation

Meet with Staff to finalize all procedures and generate excitement At least 1 week prior to opening

Creating a Viable Plan

To summarize the Preparatory portion of the manual, provided below is a broad overview of general processes to be considered by the grantee – from inception to sustainability. The majority of this information should be included in the grantee's grant proposal; and then, lived out on a daily basis.

Component Suggestions(Helpful Hints)

Creating the Plan

Documented summary of the planning process used to submit the grant application. List the planning meetings and writing sessions that occurred to create the application.

Articulate the basic program design and vision from the beginning. Include a sufficient level of detail to show that a wide variety of partners and collaborators were involved in the planning process; list names and titles.

Program/Community Justification and Need

Community Need – Provide an evaluation of the community needs including the needs of students and their families.

Family Needs and Student Learning – Describe how the proposed programs will address the needs of students and their families (including the needs of working families) and how the program is expected to improve student learning, including learning in core academic areas such as reading/language arts, mathematics, or science.

Principles of Effectiveness – Describe how the program will be based on the following "principles of effectiveness: "

o Scientifically based research that provides evidence that the program will help students meet state and local student academic achievement standards.

o An assessment of objective data regarding the need for the out-of-school programs

The answers to these questions need to be one – two pages.

Make clear why an afterschool program is needed as related to community input and feedback. Complete a survey and compile the results.

3-5 citations should be sufficient. Each citation should clearly show that the program design is supported by scientific research.

Please refer to the Scientifically – based Research portion of the manual.

Program Description and Design

Program Description and Design – Explain the range and type of programs

(afterschool, before school, summer, weekend, and/or evening) that will be offered.

Specify the number of students that will be served, projected regular attendees and their ages or grade levels.

Include an expected daily schedule, staff qualifications and staffing ratios, and information on how many hours per day, days per week, and weeks per year the programs will be offered.

Begin the entire process (proposal) with a brief, concise introduction.

Include program locations, numbers served, and program highlights.

Include the following data in a table for each site where the program will take place: total school population, numbers served, regular attendees (30 days or more served), grade levels served, total program days, % of low income served, number of programs offered per year by type.

Include a schedule including: school dismissal


If the program will be offered at more than one site, include information on the number of sites and the range of programming at each.

For an existing program, provide at least a one page addendum summarizing the performance outcomes from the past five years.

time, snack and recess time, program blocks, program end time.

Include program components that have 4:1 staffing or better.

Include wages that will attract high quality staff. Use multiple spaces for the program (library,

gym, classrooms).

Common issues: Program descriptions are entirely TOO brief. Use

as many words needed to adequately represent the program. Do not exceed the eGAP 3000 character allowance. (Include program component length - i.e. ___ hrs per week for ___ weeks.)

The academic components are under-resourced. An educational vision for programming is not

articulated.

Elements of High Quality Programming

Elements of High Quality Programming –

A description of how the following elements will be addressed and incorporated into the Program Design should be provided:

Linkages to the School Day – Describe the ways in which the program will be connected to the regular school day (e.g., shared staff, space, training, policies, curriculum, leadership support, instructional methods, etc.).

High-Quality Staff – Who will be hired to teach in the afterschool program? What standards will be set to recruit and retain high-quality staff? What professional development training will staff participate in and why?

Safe and Appropriate Environment – Describe what actions will be taken to ensure that every child is physically and emotionally safe in the program.

High-Interest Programming – Describe the type of programming that will be offered for each age level. What efforts will be made to ensure thatprogramming is student-centered and that every participant has a high interest in what he/she is doing?

Regular Attendees – How will program schedules and offerings be designed to encourage and support regular participation among students?

Instructional Leadership – What expectations will be set for afterschool instructors with regard to lesson planning, course development, and student outcomes?

Common issues:

Plans and proposal do not Include specific commitments or linkage with the applicable in-school programs, staff, superintendents, and principals.

Only a few rooms are available for the program to use; and the program should be able to use multiple spaces in the school and community.

Staff are only a few core part-time people as opposed to having core staff PLUS a mixture of school and community based professionals, volunteers, interns, etc.

Program focuses on numbers served, not the quality of service.

Teacher expectations are not set or are unclear.

A variety of strategies, structures, and times are not offered to recruit and retain students.

Scope of project is too broad or large.

Separate ages need separate programs (kindergarten, elementary, middle, high school) and the differences are not articulated.


Flexible Structures and Student Choice – How will the program ensure that each participating student is offered a variety of age-appropriate learning and enrichment opportunities? How will the program use flexible structures and varied instructional activities to accommodate students with different learning needs and learning paces?

Component Suggestions(Helpful Hints)

Program Management

Program Leadership – In hiring a director for the program, what types of qualifications and background experience will be required? Whatcharacteristics are you looking for in a director and how will this person fit into the existing structure of the organization?

School Leadership Support – How will the program connect with and support the regular school day? In what ways will the school principal, superintendent, or other school leaders support the program?

Information Dissemination – How will the organization disseminate information about the program, including evaluation results, to the community in a manner that is understandable and accessible?

Transportation – Describe the transportation plan for how students will travel safely to and from the program and home.

Volunteers – Describe how you will use volunteers, including qualified youth and seniors, in the running, oversight, and promotion of the program.

Make sure the job, hours and salary are clearly articulated.

Include sustainability and instructional leadership as an integral part of the Project Director job.

Outline a clear governance structure or advisory team and a schedule for meetings and oversight.

Use multiple approaches – Include strategies to communicate with students and parents as well as more general communication strategies.

Examples include the following:brochures, lunch/assembly presentations, phone calls, posters, newspapers, staff meetings, schoolboard meetings, community meetings, parent conferences. A plan to communicate the general community should also be in place.

Transportation “must be addressed” by law. Explore the opportunities of car-pooling, extra school bus runs, etc.

Program Evaluation

Program Goals and Objectives – Identify the areas of primary focus for evaluation

and describe the measurements that will be utilized to determine success including clearly defined program goals, numeric objectives, and specific outcomes.

Include a description of who will carry out the work of the evaluation plan and evidence that the plan is realistic.

Choose no more than 3-5 realistic and attainablegoals/objectives. (See Appendix H.)

Choose a combination of quantitative andqualitative assessments. Include short and longer-term objectives.

Include funds and a plan to support a qualified project director to implement the evaluation.

Common Problem – Evaluation indicators are chosen that cannot be

measured annually.


Objectives are not meaningful or realistic.

Budget and Budget Narrative

The Budget and Budget Narrative are addressed in-depth in that portion of the manual. Therefore, little effort is expended here, other than to highlight a few fundamentals.

Budget Items – Provide a detailed budget in both the Grant

Application and eGAP (LEA's).

Include separate line items for administration and in-direct costs, staff, social security, health benefits, supplies, equipment, transportation to and from the program, staff travel, professional development, contracted services, etc.

The budget line item descriptions must include sufficient detail (i.e. number of hours work per week at what rate of pay and for how many weeks per year).

Budget Narrative – Provide a detailed narrative describing how the items within the budget support the goals of the program. (LEA's – The Budget grid in eGAP must exactly match the Budget Details in the Budget Narrative.)

Common Issues: Initial budget is not truly reflective of projected

costs.

Lack of understanding regarding what are and are not allowable expenses.

Failure to stay within the ALSDE assigned Administrative/In-direct cost allowance.

Failure to effectively break-out line item allocations within the budget....especially Admin and In-direct costs.

Capacity for Success and Sustainability

Documentation of Agreement between Key Partners – Develop and submit a signed document

(memorandum) that defines the service and program implementation agreements between key partners.

The documentation should describe the nature and details of the partnerships between the LEA(s), CBO/FBO(s), and other public or private organization(s) or partners with evidence that teachers, parents, principal(s), district and/or community leaders were involved in designing the proposed programs and will assist in their implementation. Key partners are directly responsible for the assisting with the implementation of the program. Key partners can also be individuals.

Sustainability Plan –

It is suggested that the grantee complete one Document/Memorandum of Agreement per partner.

Attach a sustainability chart and provide a short narrative

For expansion of the program: Include strategic plans, numbers served and other outcomedata for both “pre and post application”. Provide new projected numbers served and/or the explanation of the nature of the program expansion

List past successes to prove that investing in your project is a wise investment of tax dollars.


Describe the plans for the continuous strengthening of the partnership between the LEA/CBO/FBO and any another public or private organization, including plans for continuing the proposed programs beyond the 3-5 year period of grant funding. Attach a preliminary sustainability plan chart.

* Derived from information provided by the Vermont Department of Education.

4 SustainabilityMany factors must be considered when planning to establish a quality Before/After School Care program. When receiving federal funding through the 21st CCLC grant, the monies should only be considered "seed" money for the implementation or ongoing propagation of a program.

Sustainability to maintain the program after federal funding has subsided must be built-in to the program's strategies from the onset. The 21st CCLC grant requires that a viable, comprehensive Sustainability Plan be a part of the competitive application process. It is a complete misconception that sustainability can be "dealt with once we're up and running!" Unfortunately, life moves swiftly and the opportunity may slip away.

Expecting or hoping for sustainability does not always translate into doing something about it.

The Plan

Sustainability must be approached through strategic development. Strategic development is comprised of three major components:

Strategic Analysis Strategic Planning Strategic Management

Strategic Analysis: Addressed in a more in-depth manner in the Scientifically Based Research portion of the manual. Some examples of analytic activities are Needs Assessment Evaluations, Community & Environmental Studies, Investigation of funding trends, and Evidentiary Work – success stories, test scores, increased attendance, improved disciplinary issues, etc.)

Strategic Planning: Addressed in a more in-depth manner in the Laying the Foundation and Creating a Viable Plan portions of the manual. Effective strategic planning should include Goals & Objectives, Capacity Building, Initiatives Structure & Tactics, and Evaluation & Assessment Design.

Strategic Management: Represents ongoing decisions made throughout the program's implementation to ensure its strategies are achieved, maximum potential is reached and/or is revised as needed. The critical component is learning – building-in opportunities to examine what is happening during the everyday life of the program; how the context is changing; what is and is not working; and the implications of information related to the program's initiative.

Sustainability must be more than continued funding and money.

Key Components

Capacity to implement prior to the 21st CCLC Count the cost Are we placing all of our eggs in this one basket? Can we effectively operate our program with or without this grant?


Have we completed our due diligence to understand the entire ramifications of operating a 21st CCLC program?

Varied funding sources Having a diversity of funding sources is essential.

High quality program with proven results When seeking support beyond the 21st CCLC grant, documented proof of program quality and

student/family success will prove to be a tremendous asset. Use every opportunity to tout the accomplishments of the program.

Support from school administration Basic principle of leadership – The amount of success of any initiative is directly proportional to the

amount of support and involvement from those in positions of leadership. Oftentimes, school administrators will be instrumental in earmarking additional funds within the

district budget, and serve as a champion for the program as it seeks other funds.

Key Champions It is always advisable to involve community leaders in the success of the program. Such leaders

can be local politicians, local business leaders, and leaders/directors of non-profit and religious organizations.

They will help to champion your program, help raise public awareness and leverage new sources of funding.

Collaborative partnerships Collaborative relationships are essential to long-term achievement. Partners who truly collaborate and are intricately involved with program development, rather than

simply serve as a program vendor will have a much greater tendency to ensure the program's success.

Community Visibility The more activities and events publicized and open to the public, the better. Publicity regarding the success of the program, and how it is positively impacting the lives of

children and their families must be a integral part of the standard operating procedures.

** Please note the majority of the Sustainability key components relate to people, the community, and collaborative efforts. Please pay particular attention to the "Community Partners" portion of the manual. A program's success is directly proportional to the establishment of these all- important relationships."

Additional Funding Sources

The challenge to find additional funding sources is very real, and must be addressed to ensure the program's longevity. Included herein are a few options for a grantee to explore. This list is in no way exhaustive; and a grantee must leave no stone unturned when seeking the necessary funds for the survival of their program.

Fundamental Learnings and Principles of Sustainability

http://www.ed.gov/pubs/LearnCenters/finance.html

http://www.financeproject.org/index.cfm?page=28


http://www.financeproject.org/index.cfm?page=28

http://www.ed.gov/pubs/LearnCenters/finance.html

http://www.financeproject.org/publications/usingnclbfunds.pdfAn example of this document can be seen in Appendix I.

http://ceep.indiana.edu/manual/PDF2/Building%20and%20Sustaining%20After%20School%20Programs.pdf

http://www.learningpt.org/afterschool/strength.pdf

Grant Writing and Proposal Basics

http://www.afterschoolalliance.org/fundingWritingProposals.cfm

http://www.cpb.org/grants/grantwriting.html

http://712educators.about.com/od/grantwriting/Grant_Writing.htm

http://foundationcenter.org/getstarted/tutorials/shortcourse/index.html

http://www.tgci.com/

Funding Sources

http://www.schoolgrants.org/

http://grantsalert.com/

http://foundationcenter.org/

http://grants.gov/

https://www.cfda.gov/index?cck=1&au=&ck=

http://www.tgci.com/funding/top.asp?statename=Alabama&statecode=AL

http://www.tgci.com/funding/cfs.asp?statename=Alabama&statecode=AL

http://www.tgci.com/funding.shtml


http://www.tgci.com/funding.shtml

http://www.tgci.com/funding/cfs.asp?statename=Alabama&statecode=AL

http://www.tgci.com/funding/top.asp?statename=Alabama&statecode=AL

https://www.cfda.gov/index?cck=1&au=&ck=

http://grants.gov/

http://foundationcenter.org/

http://grantsalert.com/

http://www.schoolgrants.org/

http://www.tgci.com/

http://foundationcenter.org/getstarted/tutorials/shortcourse/index.html

http://712educators.about.com/od/grantwriting/Grant_Writing.htm

http://www.cpb.org/grants/grantwriting.html

http://www.afterschoolalliance.org/fundingWritingProposals.cfm

http://www.learningpt.org/afterschool/strength.pdf



http://www.financeproject.org/publications/usingnclbfunds.pdf

5 Quality IndicatorsWhether the 21st CCLC is a LEA (School-based), CBO/FBO (Community-based or Faith-based)

supported and/or sponsored program, the following Standards of Excellence should be employed to ensure the effective and efficient operation of all policies and procedures.

The first listing of standards and indicators pertains to the successful management and oversight of the program. The latter refers to the daily operations and practices that enable the grantee to offer a superior product to its students, families and community.

** Please note - Although all verbiage pertains to after-school programs, the same principles and practices should be applied to both before-school and summer programs.**

Program Management (Administrative/Leadership)

Standard: The school's/CBO/FBO's policies and procedures support high quality after-school programming for all children.

The school/CBO/FBO supports the after-school program budget through direct and in-kind contributions, including staff, space, utilities, maintenance, administration, materials, and equipment.

There is an after-school site coordinator/program director responsible for facilitating regular and ongoing coordination and communication between and among school and after-school staffs, families, and participants.

After-school staff members model respect, cooperation, and honesty, reflect cultural diversity, and are philosophically aligned with the program goals and desired results.

The principal and/or after-school site coordinator/project director implement a plan for improving staff recruitment and retention, and for providing adequate financial compensation and benefits.

The school/CBO/FBO identifies sources whose contributions to sliding fee scales, subsidies, and scholarships will make the after-school program affordable for all families.

The school/CBO/FBO accommodates children with special needs by utilizing school and community resources.

After-school staff understands and embraces cultural differences and regularly plan activities that reflect various cultural traditions.

Appropriate staff-to-child ratios are maintained by hiring adequate numbers of qualified staff and volunteers. Recommended ratio is between 1:10 and 1:15, with group size not to exceed 30, for ages 6 and older.

There is an after-school program handbook that includes current program policies and procedures. A comprehensive orientation on program philosophy, routines, and practices is provided for new

staff members. Multiple systems are in place to maintain ongoing communication and routine sharing of information

between after-school staff and families about their children's well being.


Family members are encouraged to visit and/or volunteer in the program, and have opportunities for input on policy and procedures.

After-school staff participate in a process of continuous program evaluation and improvement. When the school/CBO/FBO contracts with a vendor to provide services, a written agreement is in

place to ensure sound communication and to clarify policies, roles, and responsibilities with regard to space, supplies, storage, procedures for opening and closing, lines of communication, clean-up and maintenance, finances, licensing, and accountability.

Standard: Procedures are in place to ensure the safety and security of children.

There is a system for signing children in and out of the after-school program, for locating children at all times, and for knowing who will pick up each child at the end of the day.

Inspection of equipment by a certified safety professional is don on a monthly basis. Staff is trained in first-aid procedure and practices, and current health, safety, and nutrition

standards appropriate for school-age children. There is current documentation that the after-school program meets state and-or local health and

safety guidelines and regulations. The school/CBO/FBO building and grounds are clean, aesthetically pleasing, safe, and well

maintained.

Standard: The program is supported with adequate and financial and material resources.

Budget allocations reflect support of a variety of program options. The school/CBO/FBO, volunteers, and community advisors actively see supplemental financial or

material support from parents, business, civic organizations, and government and social service agencies to support programming options.

The after-school program has access to school equipment, supplies, and resources, including computer and science labs, libraries, classroom facilities, gyms, and playgrounds.

Standard: The after-school program is supported by provision of professional development opportunities for staff.

A current schedule of workshops, seminars, and other development opportunities offered by local schools, universities, churches, and civic organizations is displayed prominently and staff is encouraged to attend.

Time and financial resources are provided for attendance at workshops, seminars, and conferences; for subscriptions to professional journals; and for professional interaction with other after-school staff.

After-school staff is included in appropriate development opportunities offered by the school. After-school staff receives at least 10 hours of in-service training a year in some of the following:

Child and adolescent development Recognizing the range of children's abilities Developing multiple activities for a wide range of age and skill levels Understanding cultural diversity Guiding behavior Program management and evaluation Leadership traits and behavior Communication skills Group processes Effectively working with families Identifying and working with special needs children


The after-school site coordinator/project director meets regularly with staff to provide continuous feedback and supervision, and to determine in-service needs.

Standard: The school/CBO/FBO supports safe transportation to and from after-school programs.

The school/CBO/FBO makes every effort to provide safe and free or low-cost transportation to and from the after-school program.

High standards are maintained for vehicle and driver safety and in selection of sites for drop-off and pick-up.

Systems and procedures are in place for advance notification of changes in pick-up and drop-ff routines for children.

Standard: School/CBO/FBO and after-school staffs demonstrate respect for the importance of both school and after-school experiences in children's development.

School/CBO/FBO and after-school staffs create a welcoming environment for children and their families by accommodating reasonable requests, and taking concerns or suggestions through proper channels.

A clear set of expectations for children's behavior is developed consistent with the needs, goals, and philosophy of both the school and the after-school program.

School/CBO/FBO and after-school staffs show professional respect for one another. Liaisons from the school and after-school staffs maintain a flow of information by holding regular

meetings to identify complimentary goals, determine desired results and goals for individual children, work toward a broad curriculum approach, and share and reflect on successes and challenges.

The school principal(s) and the site coordinator/program director work together to prevent or resolve problems.

The school/CBO/FBO and after-school staffs promote consistent school-day and after-school practices that reflect and celebrate diversity.

Program Operations (Teachers/Daily Operational Staff)

Standard: After-school programming reflects a commitment to promote knowledge, skills, and understanding through enriching learning opportunities that complement the school day.

Schools/CBO/FBO's use their resources and influence to ensure the program focuses on the development of the whole child, integrating supports for emotional, physical, social, and cognitive development.

Opportunities for socializing and practice of social skills are provided. Opportunities for enrichment include some of the following:

Communication skills in reading, writing, speaking, spelling, and listening Math skills in computation, application, and problem solving Scientific inquiry into the natural and physical world, as well as practical applications of science

and technology The interrelationships of people and cultures to historic, geographic, and economic environments Participants in the arts, including visual arts, music, dance, and drama. Development of physical fitness and motor skills through sports and other physical activity. Opportunities for problem-solving that strengthen decision-making and higher-level thinking skills. Study and time-management skills to encourage children's responsibility for their own learning. Personal and civic responsibility and the significance of service to others. Appreciation of, and respect for, differences in culture, race, and gender. Skill development in computer and multimedia technology.


Standard: The after-school program actively seeks and promotes the involvement and support of the entire community in program planning and implementation.

School/CBO/FBO staff provides the essential link between school and after-school experiences by sharing information on curriculum, homework assignments, assessment results, and instructional strategies.

Parents and other family members are welcome to support children's learning by participating or volunteering in after-school activities, and they receive advice on promoting learning opportunities at home.

Community members are invited to share their special talents and expertise with children in the after-school program.

Public facilities, such as libraries, parks, and community centers are utilized for expansion of program offerings.

Churches, civic clubs, social service agencies, etc. are approached to provide volunteers, funding, and community service opportunities for children.

Staff apply for available government funding. Area businesses are encouraged to provide release time for employees who volunteer their special

expertise, and to donate surplus supplies and equipment. Staff establish relationships with local colleges and universities that provide student volunteers, as well

as a wealth of faculty expertise. The program maintains a library of current resources for staff use, including books, videotapes, and

training manuals.

Standard: The school's/CBO/FBO's policies and procedures support high-quality after-school programming for all children.

The school/CBO/FBO supports the after-school program budget through direct and in-kind contributions, including staff, space, utilities, maintenance, administration, materials, and equipment.

There is an after-school site coordinator/program director responsible for facilitating regular and ongoing coordination and communication between and among school and after-school staffs, families, and participants.

After-school staff members model respect, cooperation, and honesty, reflect cultural diversity, and are philosophically aligned with the program goals and desired results.

The principal and/or after-school site coordinator/project director implement a plan for improving staff recruitment and retention and for providing adequate financial compensation and benefits.

The school/CBO/FBO identifies sources whose contributors to sliding fee scales, subsidies, and scholarships will make the after-school program affordable for all families.

The school accommodates children with special needs by utilizing school and community resources. After-school staff understand and embrace cultural differences and regularly plan activities that reflect

various cultural traditions. Appropriate staff-to-child ratios are maintained by hiring adequate numbers of qualified staff and

volunteers. Recommended ratio is between 1:10 and 1:15, with group size not to exceed 30, for ages 6 and older.

There is an after-school program handbook that includes current program policies and procedures. A comprehensive orientation on program philosophy, routines, and practices is provided for new staff

members. Multiple systems are in place to maintain ongoing communication and routine sharing of information

between after-school staff and families about their children's well-being. Family members are encouraged to visit and/or volunteer in the program, and have opportunities for

input on policy and procedures. After-school staff participate in a process of continuous program evaluation and improvement. When the school/CBO/FBO contracts with a vendor to provide services, a written agreement is in

place to ensure sound communication and to clarify policies, roles, and responsibilities with regard to space, supplies, storage, procedures for opening and closing, lines of communication, cleanup and maintenance, finances, licensing, and accountability.

Standard: Procedures are in place to ensure the safety and security of children.


There is a system for signing children in and out of the after-school program, for locating children at all times, and for knowing who will pick up each child at the end of the day.

Inspection of equipment by certified safety professional is done on a monthly basis. Staff is trained in first-aid procedures and practices, and current health, safety, and nutrition standards

appropriate for school-age children. There is current documentation that the after-school program meets federal, state and local health and

safety guidelines and regulations. The school/CBO/FBO building and grounds are clean, aesthetically pleasing, safe, and well

maintained.

Standard: The program is supported with adequate financial and material resources.

Budget allocations reflect support of a variety of program options. The school/CBO/FBO consistently maintains all accounting reports and makes them readily accessible

to federal, state and local authorities. The school/CBO/FBO, volunteers, and community advisors actively seek supplemental financial or

material support from parents, businesses, civic organizations, and government and social service agencies to support programming options.

The after-school program has access to school equipment, supplies, and resources, including computer and science labs, libraries, classroom facilities, gyms, and playgrounds.

Standard: The after-school program is supported by provision of professional development opportunities for staff.

A current schedule of workshops, seminars, and other development opportunities offered by local schools, universities, churches, and civic organizations is displayed prominently and staff is encouraged to attend.

Time and financial resources are provided for attendance at workshops, seminars, and conferences; for subscriptions to professional journals; and for professional interaction with other after-school staff.

After-school staff are included in appropriate development opportunities offered by the school. After-school staff receive at least 10 hours of in-service training a year in some of the following:


Child and adolescent development Recognizing the range of children's

abilities Developing multiple activities for a wide

range of age and skill levels Understanding cultural diversity Guiding behavior

Program management and evaluation Leadership traits and behavior Communication skills Group processes Effectively working with families Identifying and working with special

needs children

The after-school site coordinator/project director meets regularly with staff to provide continuous feedback and supervision and to determine in-service needs.

Standard: The school/CBO/FBO supports safe transportation to and from after-school programs.

The school/CBO/FBO makes every effort to provide safe and free or low-cost transportation to and from the after-school program.

High standards are maintained for vehicle and driver safety and in selection of sites for drop-off and pick-up.

Systems and procedures are in place for advance notification of changes in pick-up and drop-off routines for children.

Standard: School/CBO/FBO and after-school staffs demonstrate respect for the importance of both school and after-school experiences in children's development.

School/CBO/FBO and after-school staffs create a welcoming environment for children and their families by accommodating reasonable request and taking concerns or suggestions through proper channels.

A clear set of expectations for children's behavior is developed consistent with the needs, goals, and philosophy of both the school and after-school program.

School/CBO/FBO and after-school staffs show professional respect for one another. Liaisons from the school/CBO/FBO and after-school staffs maintain a flow of information by holding

regular meetings to identify complimentary goals, determine desired results and goals individual children, work toward a broad curriculum approach, and share and reflect on successes and challenges.

The school principal and the site coordinator/program director work together to encourage and facilitate the process of change and innovation.

The school principal and the site coordinator/program director work to prevent or resolve problems. The school and after-school staffs promote consistent school day and after-school practices that

reflect and celebrate diversity.

* The above Quality Indicators were reproduced with permission from the Educational Products Department of the National Association of Elementary School Principals. *

6 Best Practices

The following list of Best Practices or Considerations is provided by the combined efforts of the State-assigned Consultants. Their many years of experience have allowed them to deal with many issues and have enabled them to advise grantees regarding potential pitfalls.

Some of these matters are addressed elsewhere in the manual in a more extensive manner, but bear reiterating due to their importance. While others must be mentioned in order to emphasize their significance, and urge the grantee to diligently address the subject.

Finances

No matter the role or position, be familiar with all aspects of the budget. This will serve as a guide regarding the expenditure of money for the various facets of the program.

The budget can and should be revised as needed throughout the fiscal school year, but the last revision permissible must be submitted to the ALSDE no later than June 15th. Money cannot be spent prior to being submitted and approved by the ALSDE.

All expenditures of funds must follow approved system guidelines (Schools – LEA stipulations / CBO/FBO's – Board approval)....usually submitted, approved, and filed by purchase order.

A line item within the budget may be exceeded by up to 10% without a revision being submitted. Budgetary and financial questions should first be addressed with the ALSDE-assigned Chief School

Financial Officer of the applicable system. (LEA's) If a resolution is not found, the grantee should then defer to their Consultant and/or ALSDE.

CBO/FBO's should attempt to abide by the guidelines of the applicable LEA system. By seeking the counsel of both the LEA system and their individual governing boards, financial issues should promptly resolved.

Administrative and Indirect Costs cannot exceed 15% of the approved grant for the fiscal school year 2010 – 2011.

If expenses become necessary in an area of the budget where no monies have been allocated, it cannot be revised after-the-fact to include money in that area.

If tuition and fees are assessed, they should be reasonable and based on a sliding scale as related to the "free, reduced, or full-priced" meals system of the Child Nutrition Program (CNP). Remember, if a family cannot pay, their children cannot be denied access to the program.

If tuition and fees are assessed, a collection system must be established, and all monies collected must be receipted. A grantee should follow the system-wide policy for accountability purposes. Most systems require that all money received through a program be accounted for through the system's central offices.

Tuition and fees should be kept in a separate account for the appropriate maintenance, and the monies should only be spent only the 21st CCLC program.

Procedures for late fee payments, bad checks, and non-payment of fees should be established and enforced. Some systems allow parents/guardians to volunteer in lieu of payment, if deemed necessary and appropriate. If this practice is utilized, it must be equally administered in a fair and congruent manner.

If scholarships or a waiver of fees are made available for some students, the policy must be consistent for all those who qualify. Documented, established guidelines should be in place to ensure continuity.

Scholarships awarded cannot be charged back to the grant and deducted accordingly from federal funds.

Individuals or businesses will sometimes sponsor a student. This can be a method of community involvement. The partner should receive a tax credit at year's end.

21st CCLC funds cannot be utilized for fundraising activities.

Staffing

The major key to the success of a program is hiring the right staff. It must be clearly communicated, "This is not a babysitting service."

Pay and compensation must be comparable to the fair market standard. However, compensation cannot and must not be excessive.

To prevent staff burnout, their schedules can be regularly or periodically rotated. For example, MWF and T/TH scheduling; and/or alternate days from week to week.

It is recommended, that the budget reflect more staff positions than needed initially. The budget can be revised later, if necessary, to delete some of these positions.

All staff members must receive 20 hours of verifiable training each year. Records must be maintained for evaluation purposes.

All staff members must be very familiar with the goals and objectives of the program as outlined within the original application.

Staff members should understand that the 21st CCLC program works in conjunction with the school(s) served; but, however, it is not merely a continuation of the school day. The students should enjoy attending and look forward to participating in the program.

Staff should plan daily, weekly, and monthly activities and maintain complete documentation. Regular communication between staff and the regular classroom teachers should be maintained and

documented. College students or qualified high school students can be utilized as aides where appropriate. Time sheets for every staff member must be completed and filed accordingly. All time sheets must be

approved and signed by the Site Coordinator/Program Director. The hours recorded on the time sheets must have been approved by the applicable board. (LEA – School Board / CBO/FBO – Governing Board)

Daily staffing should be based upon actual student attendance numbers.(i.e. Lower attendance = Fewer teachers)

Students

The maximum teacher to student ratio in a 21st CCLC program can be no greater than 1:15. Procedures for dealing with behavioral or disciplinary problems must be established and in accordance

with the applicable Board's policies. Behavioral policies should be well documented so students, parents, and staff are fully aware of them

and the consequences of disciplinary infractions. A signed agreement between the program, parents, and students acknowledging their understanding

and compliance with all policies, rules and guidelines should be on file. A Parent/Student Handbook is highly advisable.

Attendance is not mandatory; however, guidelines should be in place should students abuse the privilege of attending.

Grouping of students by age, grade level, and/or interests for certain activities, etc. is highly advisable. If special needs students will be in attendance, a plan must be in place to accommodate their

requirements. Participation is a privilege, not a right. Disciplinary problems will not be rewarded with continued

attendance.

Academics and Enrichment

The US Department of Education requires that all 21st CCLC programs offer language, reading, and math skills enrichment activities as part of their agenda. With imagination and creativity the possibilities are unlimited.

Homework assistance should be an integral part of the daily and weekly schedule. Remediation activities to supplement a student's learning should be provided. This will require

continual communication with the classroom teacher(s) and a spirit of corroboration. Remember...the program's initiatives can be modified to accommodate students' needs.

Communication and Publicity Keeping the lines of communication open with the superintendent, principals, (all those in leadership),

parents, and community members is absolutely essential. Progress reports, notes sent home, and personal one-on-one contact with parents will not only

effectively communicate the program's initiatives; but they will also help the cause of word of mouth publicity.

An Advisory Council can assist with publicity and community awareness suggestions. The council must meet at twice a year. The agenda and minutes of the meeting must be available for review by the ALSDE and filed accordingly.

At the inception of the program, the community and parents must be well-informed. (i.e. the purpose and mission, the first day, fees, activities, etc.)

Communication can be done in many forms...flyers, letters home from the school administration and/or program director, newspaper articles, press releases to the local radio and TV station for public service announcements, church bulletins, handbills in grocery bags, etc.

Federal and state reports are useful information for the dissemination of publicity. Family involvement can be enhanced with activities for the entire family of 21st CCLC participants. For

example – GED, computer, or parenting classes, special programs, etc. Changes in any programming details should be immediately and comprehensively detailed to all those

involved.

Resources Not only should grantees utilize physical resources wisely, but they should leverage

community relationships wisely as well. Grantees should reach out to the Cooperative Extension Services, civic clubs, charitable organizations, church groups, governmental agencies, fire and police personnel, etc.

Volunteers should be incorporated into the program when appropriate. Screen and select them carefully. Examples of which can be college students, senior citizens, grandparents, business professionals, etc. Volunteers should never be left alone to supervise the students.

Additional Considerations It is highly advisable to involve the state Child Nutrition Program for providing snacks to the students in

the program. The coordination of Title 1 monies may be available to supplement initiatives of the program. Check

with the LEA superintendent for possibilities. There should be a documented sustainability plan that reflects how the program will survive and grow

after the grant money is no longer available. Determine in advance whether the program will operate during holidays, spring break, and summer. A

plan must be developed if the program is not going to strictly adhere to the school calendar. Daily and weekly transportation costs can oftentimes become cost prohibitive (field trips excluded). If

the intention is to transport students to and from the program, the grantee may want to consider having a designated drop-off/pick-up site for parents to coordinate their efforts – rather than a house-to-house delivery system.

Each site should have several members of the staff trained in CPR. Safety concerns should be addressed from the inception; and the local policies related to the administering of medications, illness, fire and tornado drills, accidents, intruders, etc. followed.

There should be some form of outside communication plan for alerting parents, families, and the community should an emergency arise.

Several programs utilize walkie-talkies for internal communication, and find them to be quite useful. Students can only be released into the care of their designated parents or a pre-approved designee.

The name(s) of the person(s) to whom the care of a student can be transferred must be available, and a request for photo identification is still necessary at the time of pick-up. A sign-out sheet must be maintained and must include the name of the person picking up the student, the time of dismissal, and the date. If it is a designee, a driver's license, phone number, or other information may be required.

OperationsSpecifications

7 FinancialsWithin this portion, appropriate financial management and fiscal responsibility pertaining to the proper administration of the 21st CCLC grant are outlined.

8 StaffingGeneral policies regarding employment and effective staffing are delineated within this section of the manual. Exempt, contractual, and volunteer services are addressed in detail.

9 Equipment/InventoryGuidelines and regulations pertaining to that which is purchased with 21st CCLC funding are contained herein .

10 SafetyGuidelines and procedures for the secure oversight of students within your care are discussed in this section.

11 E-GAPAn overview of E-GAP procedures and step-by-step instructions are included within this portion of the manual.

12 CBO/FBO Funding and Reporting SpecificsFunding information specific to CBO/FBO/FBO organizations.

13 ReportsInstructions for Federal and State reports

14 Compliance Assistance

ALSDE Assistance with the appropriate implementation of the grant

15 Closeout Procedures

What to do when the federal funding is coming to an end

7 Financials

Fiscal Oversight and Responsibility

Foundation Receiving federal and state funding for the care and oversight of children, requires tremendous responsibility and accountability. It is an ongoing process that demands consistent and continual supervision and attention. To accomplish this directive, the grantee must begin with the correct foundation.

When building a house, one must diligently "count the cost." The grantee must determine the true cost of providing a quality program for all students and their respective families. Remember, 21st CCLC funding is considered "seed" money and is not intended to establish the program from its inception. The grantee must have the capacity to operate a Before/After School program, realizing the 21st CCLC grant cannot and must not be its sole source of income. The ALSDE will assist the potential grantee in determining its true capacity to ensure success and sustainability.

Additionally, as stated previously in the Preparatory Procedures - Planning Strategies portion of the manual, one valuable tool for determining the true cost per child can be found on the following website:

http://www.wallacefoundation.org/cost-of-quality/Pages/default.aspx

** Though this instrument is a very valuable resource, it is merely a tool to be used as the grantee estimates what the overall expense will be. Please keep in mind, it cannot account for every incidental variable. **

Financial Management The grantee must establish and adhere to sound financial management practices that continually consider and remain consistent with the following:

Federal laws, regulations and guidance

http://www.wallacefoundation.org/cost-of-quality/Pages/default.aspx%20

Alabama state statutes, fiscal rules and responsibilities Generally accepted accounting and finance principles

Sound financial management practices reasonably ensure that the fiscal impact of the grantee's operations are planned, controlled and accurately recorded and accounted for according to ALSDE rules, guidelines, and specifications.

All fiscal transactions should comply with applicable laws, grant stipulations, and donor restrictions.

A system of Internal Controls must be implemented to ensure the successful implementation of effective financial management.

All grantees are entrusted with the responsibility of preserving and administering Alabama state resources, and using these resources in a prudent manner for their designated purposes as provided by federal and state laws.

Fiscal Transactions Each individual who personally participates in any fiscal transaction must ensure the following checks and balances are performed:

All individuals involved have proper authorization Specific to any expense transaction, there are adequate funds allocated within the approved budget to

cover the transaction Reasonable consideration is given to the impact of the transaction to the overall program The transaction is timely and properly recorded and in accordance with the ALSDE financial system All original and corresponding documentation is correctly verified and filed It is recommended for accountability purposes that transactions be confirmed by at least two

signatures – preferably a supervisory signature should be included (Please adhere to the applicable LEA and/or CBO/FBO governing board procedures.)

Supervisors must be responsible for properly informing all employees of the LEA/CBO/FBO's fiscal transaction policies and procedures.

Internal Controls To ensure and maintain much needed Internal Controls, Principals, Site Coordinators/Directors, Supervisors, etc. should continually ask some of the following questions:

Have all employees (Exempt, Non-exempt, Volunteers) been properly trained and instructed regarding their role in the program's fiscal responsibility?

Have I provided adequate guidance and direction regarding spending practices to those in my charge through ongoing conversations, daily operations, and performance reviews?

Have I explained to everyone involved with our program they will be held personally accountable for their actions when processing fiscal transactions?

Have I set the tone for ethical conduct and integrity avoiding the very appearance of impropriety? Have I ensured that my own delegated approval authority is consistently carried out properly? Are duties segregated so that no one individual controls all phases of a transaction? Are the authorization and record keeping procedures adequate to achieve accuracy and reliability of

accounting data and other management information? Is there compliance with all applicable laws, regulations and rules, as well as with contracts, grant

guidelines and specifications, and donor restrictions? Is there a process to inform in a proper and timely manner all constituents of the appropriate handling

of financial matters for the program? Are all assets - including facilities, data, equipment, supplies, inventory, accounts receivable, and cash

(to include - checks and credit card payments) - protected from unauthorized access or theft? Is there a viable process of continuous assessment and adjustment for any changes or revisions that

would affect accountability and internal controls? Have I voiced or reported any concerns to the ALSDE to preserve program compliance and success?

Budgetary Procedures

The Budget is the grantee's roadmap to fulfilling the mission of the program. It is the projected plan through which ideas are translated into expenses. Through diligent planning a comprehensive budget can accomplish the following:

It can help refine the program's goals while reflecting realistic resources. It can compel everyone working with the program to use funds wisely and efficiently. It can provide accurate information to adjust, analyze, and evaluate programs and activities.

It can aid in decision making. It can provide a historical reference to be used for future planning.

Basic Budgetary Components A mission statement of the program's goals, objectives and priorities (What do we want to

accomplish? How will we accomplish this? How much will the program cost? Other than the 21st CCLC grant, how will the program be funded?) This should be considered a Budgetary Narrative.

A specified time period to which the budget applies (i.e. ALSDE fiscal school year/Oct. 1 – Sept.30) A method of reviewing budget plans and procedures Budgeted financial statements: An estimated detailed income breakdown and an estimated detail

expense breakdown

Developing a Budget When establishing the program, preparations must begin well in advance because the process will

take quite some time to ensure a thorough plan. For established programs, preparations should begin several months prior to the close of the

current fiscal year. Research and adhere to the individual LEA and/or CBO/FBO governing board policies regarding

expenditure deadlines. Remember to keep in mind summer programs as well. Prepare a comprehensive outline of the program's planned activities for the upcoming year. Determine available funds (annual income, cash on hand and funds in the bank, interest, etc.). Do careful studies of funding sources, costs, estimated and probable fundraisers. Estimate anticipated income and when it is expected to be available (fees, grants, annual gifts,

donations, etc.). Define needed expense (curricula, materials and supplies, hardware, software, advertising, printing

costs, etc.). Get price quotations on certain expenditures and delegate certain responsibilities to ascertain

anticipated costs. Adhere to State Bid laws – check with the purchasing department of LEA regarding this matter. Rank in order by their relative importance, which activities and initiatives are the wisest expenditure

of funds. All costs must be directly correlated to the needs, goals, and objectives of the program. Remain cognizant of how much is available to be allocated for each necessary line item. Negotiate as necessary while eliminating less essential expenditures and limiting certain others. Revise, review, coordinate, cross-reference, and then assemble income and expenditures into a

final budget.

Managing the Budget Once prepared, approved, and adopted, the budget must be closely managed. Formulate general policies and procedures needed to achieve objectives. Keep an accurate log of financial transactions (income and expenses) - maintain in an

organizational record book - check and balance records periodically. As stated previously, internal controls must be established for safeguards and accurate accounting

data -- this encourages adherence and accountability. Control cost -- allow only approved expenditures. Habitually assess the budget numerous times during the budgeted period.

Budgetary and Expenditure Reporting LEA's - Each LEA system has a Chief School Financial Officer (CSFO). Many budgetary and financial questions can be answered by the CSFO. If greater insight and further clarification are needed, ALSDE and/or the program's assigned Technical Advisor are always available to assist the grantee.

To ensure budgetary compliance and accountability, LEA's are responsible for posting their comprehensive budget to the state E-GAP system with the submission of their initial or continuation application (RFA) each fiscal year. The budget will in turn be reviewed/approved/not approved by the ALSDE with recommended changes and revisions. Monies cannot be spent prior to the budget being approved.

Revisions may be submitted via E-GAP throughout the fiscal year. However, all revisions must be reviewed, discussed, and approved by the assigned Technical Advisor before submitting them to the SDE for approval. (Please refer to page 81.)

For CSFO's only:

Both the budget and expenditures must be updated and recorded in McAleer - the state's electronic accounting system. Alabama state law stipulates McAleer must be regularly updated within 45 days of the end of each month. All requisition orders, receipts, bills of sale, etc., and any other corresponding, supporting documentation pertaining to purchases and expenditures must be maintained and filed accordingly.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

CBO/FBO's - Each CBO/FBO should have their own established financial and budgetary systems in place prior to applying for the 21st CCLC grant. Policies and procedures should be established in general accordance with the aforementioned parameters provided within this section of the manual.

To ensure budgetary compliance and accountability, CBO/FBO's are responsible for submitting in writing their comprehensive budget to the ALSDE their initial or continuation application (RFA) each fiscal year. The budget will in turn be reviewed/approved/not approved by the ALSDE with recommended changes and revisions. Monies cannot be spent prior to the budget being approved.

Revisions may be submitted via E-GAP throughout the fiscal year. However, all revisions must be reviewed, discussed, and approved by the assigned Technical Advisor before submitting them to the SDE for approval.(Please refer to page 81.)

All expenditures must be submitted to the ALSDE Accounting Department on a month-by-month basis. All requisition orders, receipts, bills of sale, etc., and any other corresponding, supporting documentation pertaining to purchases and expenditures must be maintained and filed accordingly.

** For both LEA's and CBO/FBO's, documentation will be regularly examined by the ALSDE and the program's assigned Technical Advisor. **

Additional Budgetary Considerations Everything, both within the budget and expenses, must be properly allocated to the correct line item,

and duly traceable through documentation. Administrative and In-direct costs may not exceed the ALSDE allowed administrative cap. (Please

refer to the following section for greater clarification.)

Administrative and Indirect Cost Allowances

Administrative Costs are defined as expenses directly related to the salaries and benefits of the following individuals and/or those responsible for the effective management and leadership of the CLC program : Director/Coordinator, Secretary, Financial Officer, Bookkeeper, etc. By ALSDE definition, Administrative costs are considered one type of Indirect Costs.

A few considerations when allocating Administrative funds – Although eGAP allows LEA's to allocate all salary funding into Extended Day/Dependent Care, this is

not advisable. It is preferable and highly recommended that all 21st CCLC administrative salaries be allocated under

General Administrative. This allows for transparent traceability and accountability. This should be applicable to the Budget Narrative as well.

CBO/FBO's – Whatever accounting system is utilized with your organization, this same type of transparency is highly advisable and recommended.

Job Descriptions must be truly reflective of job duties and responsibilities. In other words, unless Administrators are genuinely performing teaching/instructional responsibilities including abundant face time with the students, their salaries cannot be considered instructional. Therefore, they must be deemed Administrative and allocated accordingly.

Salaries and expenses related to the direction and supervision of such functions as instruction, guidance, attendance, transportation, community services, and student services are not indirect costs.

Indirect Costs are defined as those costs of a general nature which are not readily identifiable with the activities of the grant; but are, nevertheless, incurred for the joint benefit of those activities and other activities or programs of the organization.

Indirect costs are costs meeting the following criteria: Incurred for a common or joint purpose benefiting more than one cost

Not readily assignable to the cost objectives specifically benefited, without effort disproportionate to the results achieved.

As used in the calculation of a restricted indirect cost rate, occupancy and space maintenance costs means such costs as:

Building costs whether owned or rented Janitorial services and supplies Building, grounds and parking lot maintenance Guard services Light, heat, and power Telephone, fax and other communication services

** All grantees must not exceed a 20% allocation for Administrative/Indirect Costs. **

** Additionally, LEA's must use their LEA-assigned Administrative/Indirect Cost % rate, and must not exceed this allocation. **

A complete explanation of Indirect Costs can be found in the document provided by the state department at the following link: (This information is updated and uploaded periodically.)

https://docs.alsde.edu/documents/59/FY%202012%20Indirect%20Cost%20Application%20Information.pdf

After reviewing the information provided therein, it is understandable why clear comprehension can be quite a challenge. LEA's, please remember CSFO's are an endless resource and can provide indispensable insight. LEA's and CBO/FBO's, the assigned Technical Advisor and the ALSDE Administrator and staff are always willing to answer questions and offer guidance.

During the very first initial Regional introductory sessions of 2009, in which the 21st CCLC Operational Manual was distributed, attendees requested better clarification, examples and FAQ's regarding Indirect Costs be given. The nuances and enumerable scenarios that could be

included preclude the ability to do so. Providing the most useful information and awareness is the primary goal, and can best be served by referring grantees to those who have the best

comprehensive answers. Though stated multiple times throughout this document

Always! When in doubt....please consult the ALSDE and/or the assigned Technical Advisor!

Necessary, Reasonable, and Customary

Just because it’s allowable doesn’t mean it’s prudent nor approvable!

Necessary A cost is necessary if –

Needed for the performance or administration of your grant Follows sound business practices Reflects fair market prices for comparable goods or services

Do I really need this to administer the program?

https://docs.alsde.edu/documents/59/FY%202012%20Indirect%20Cost%20Application%20Information.pdf

Is this the minimum/maximum amount needed to meet the needs of the students?

Reasonable Is this cost targeted to valid programmatic/administrative considerations? Does our program have the sustainable capacity to use what we are purchasing for this program? Did we pay a fair market rate and can we prove it? If this expense were in the local newspaper ‘HEADLINES,’ would I be comfortable or completely

embarrassed?

Allowable and Non-Allowable Expenses

The following specifications are taken directly from the Non-Regulatory Guidance provided by the federal government. (See Appendix A.)

Each eligible organization that receives an award may use the funds to carry out a broad array of before- and after-school activities (or activities during other times when school is not in session) that advance student achievement. In the Department’s view, local grantees are limited to providing activities within the following list:

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 provide after-school activities for limited English proficient students that

emphasize language skills and academic achievement Recreational activities Telecommunications and technology education programs Expanded library service hours Programs that promote parental involvement and family literacy Drug and violence prevention programs, counseling programs, and character education

programs Academic enrichment can include tutoring in core academic subjects, and provide extra learning opportunities that provide students with ways to practice their academic skills through engaging, hands-on activities.

Such activities might include some of the following: Chess clubs – to foster critical thinking skills, persistence and other positive work habits Theatre programs – to encourage reading, writing and speaking as well as teamwork, goal-setting

and decision-making Book clubs – to encourage reading and writing for pleasure Cooking programs – to foster the application of reading, writing, math and science skills Poetry contests and slams – to encourage reading, writing and speaking Woodworking programs – to encourage planning, measurement, estimation and other calculation

skills Computer clubs – to encourage the use of graphics, internet skills, print and newspaper publishing; to promote writing, editing and knowledge of and comfort with technology

These types of enrichment programs are consistent with evidence of the importance of constructive learning activities during the non-school hours.

For example, researcher Reginald Clark found that economically disadvantaged youth who participated in constructive learning activities for 20-35 hours per week performed better in school than their more passive peers.

You will note when reviewing these specifications, programs are given a wide berth regarding the opportunities they may provide students and their families.

** To assist with compliance and further insight, a list of "Allowable and Non-Allowable" expenditures is contained on the following pages.

** A complete comprehensive list does NOT exist. This list is only to be used as a guide, and NOT to be considered exhaustive.

** When questions arise and further clarification is needed, the grantee must defer to the ASLDE and the assigned Technical Advisor for guidance. If in doubt.....ASK!

Allowable and Non-Allowable Expenses (Continued)The following summary is provided for the grantee's convenience and is to be utilized as a "guide" only. ALSDE does not accept responsibility for the interpretation of the Cost Principles as outlined below. Prior to expending funds, grantees should consult all applicable laws, the ALSDE, and their assigned Technical Advisor. All costs must be budgeted and approved on the original Grant Application (or Revision)prior to expenditure. Some costs, even after the original Grant approval, will require specific approval from ALSDE prior to the expense.

Items of Cost

LEAOMB Circular A – 87

(State, Local and Indian Tribal Governments)

CBO/FBOOMB Circular A – 122

Non-profit, faith-based Organizations

Educational Institutes OMB Circular A – 21 Universities & Colleges

Accounting Allowable Not addressed Not addressed

Advertising

Allowable for recruitment of grant personnel; procurement of goods and services; and disposal of surplus materials and any other specific purpose necessary to meet the requirements of the Federal award



Audit ServicesAllowable for audits conducted under the Single Audit Act (OMB A – 133)

Not addressed, but allowable for audits conducted under the Single Audit Act (OMB A – 133)

Not addressed, allowable for audits conducted under the Single Audit Act (OMB A – 133)

Award forParticipation

Although not specifically addressed in OMB A – 87, allowed when necessary to accomplish program objectives;Acceptable awards includecertificates, plaques, ribbons, andsmall trophies nominal in cost, orinexpensive instructionally relateditems such as pens/pencils to beused in the classroom

Although not specifically addressed in OMB A – 122, allowed when necessary to accomplish program objectives;Acceptable awards includecertificates, plaques, ribbons, andsmall trophies nominal in cost, orinexpensive instructionally related items such as pens/pencils to be used in the class-room

Although not specifically addressed in OMB A – 122, allowed when necessary to accomplish program objectives;Acceptable awards Include certificates, plaques, ribbons, andsmall trophies nominal in cost, or inexpensive instructionally relateditems such as pens/pencils to be used in the classroom

Bad Debts Unallowable Unallowable Unallowable

Bonding CostsAllowable for employees who handle grant funds when in accordance with sound business practices

Allowable for employees who handle grant funds when in accordance with sound business practices

Not addressed

Communication(may include telephone, FAX, postage-mailing services, electronic communication, etc.)

Allowable Allowable Allowable

Items of Cost






Compensation for Personnel Services (may include salaries, wages, and benefits

Allowable if costs are reasonable, comparable for similar work & charges are supported with time distribution records and other documentation as stipulated in OMB A – 87

Accurate time sheets that reflect actual hours worked must be maintained and filed accordingly.


Accurate time sheets that reflect actual hours worked must be maintained and filed accordingly



Construction or remodeling

UnallowableUnallowable Unallowable

Contributions/Donations to others

Unallowable

* Ex.-Grant money cannot be donated to receive free publicity or acknowledgment.(i.e. Ad in a Yearbook, etc.)

Unallowable

* Ex.-Grant money cannot be donated to receive free publicity or acknowledg-ment. (i.e. Ad in a Yearbook, etc.)

Unallowable

* Ex.-Grant money cannot be donated to receive free publicity or acknowledgment. (i.e. Ad in aYearbook, etc.)

Criminal Background Checks


Defense, Prosecution, Claims and Appeals

Unallowable for prosecution of claims against federal/state government



Depreciation and Use Allowance

Allowable based on acquisition cost as stipulated in OMB A – 87

Please defer to the Closeout Procedures delineated in this manual for very detailed specifications.


Please defer to the Closeout Procedures delineated in this manual for very detailed specifications.


Please defer to the Closeout Procedures delineated in this manual for very detailed specifica-tions.

Disbursing Service

Allowable for cost of disbursing funds by the CFSO, treasurer or other designated officer


These hours must be allocated as a line within the budget and must fall within the ALSDE Admin allowance.

Allowable for cost of disbursing funds by the treasurer or other designated officer



Allowable for cost of disbursing funds by treasurer or other designated officer



Items ofCost



CBO/FBOOMB Circular A – 122Non-profit, faith-based

Organizations


Displays, Demonstrations, and Exhibits


Employee Benefits


EntertainmentIncluding amuse-ment, diversion, social activities,ceremonials &any cost with such

Unallowable Unallowable Unallowable

Equipment &Other CapitalExpenditures(includesshipping costand ancillarycharges)

Capital expense is defined asitems that cost greater than $5000 per unit, and require specific approval from the ALSDE, prior to purchase.



ExecutiveLobbyingCosts


Field Trips Although not specifically addressed in OMB A – 87, educational field trips are allow-able when directly related to a teacher's lesson as part of classroom instruction and when necessary to meet programobjectives. Limited to in-statetravel only, without ALSDE approval.

Although not specifically addressed in OMB A – 87, educational field trips are allow-able when directly related to a teacher's lesson as part of classroom instruction and when necessary to meet programobjectives. Limited to in-statetravel only, without ALSDE approval.

Although not specifically addressed in OMB A – 87, educational field trips are allowable when directly related to a teacher's lesson as part of classroom instruc-tion and when necessary to meet program objectives. Limited to in-statetravel only, without ALSDE approval.

Fines andPenalties

Unallowable except when incurred as a result of compliance with specific federal award provisions.



Food Costs Although not specifically addressed in OMB A – 87, food costs are allowable for students &participants as long as they are necessary & reasonable to accomplish the goals & objectivesof the program. *

Although not specifically addressed in OMB A – 87, food costs are allowable for students &participants as long as they are necessary & reasonable to accomplish the goals & objectives of the program. *

Although not specifically addressed in OMB A – 87,food costs are allowable for students &participants as long as they are necessary & reasonable to accomplish the goals & objectives of the program. *

* The ruling regarding food varies from state to state. ALSDE allows the purchase of food for students within reasonable boundaries. ALSDE highly recommends the incorporation of the state's Child Nutrition Program as a collaborative partner for healthy snacks, etc. As examples, ALSDE views trips to The Golden Corral, Dairy Queen, etc. as unacceptable.

Items ofCost






Fundraising, including financial campaigns and solicitations of gifts, donations, contributions,etc

Unallowable

* Grant money cannot be spent to raise money. (Ex. Buying materials to raffle)

Unallowable


Unallowable


Goods and Services for personal use


Hospitality Rooms

UnallowableEx. – Banquet Halls, etc. for hosting Events, hotel rooms for program guests



Housing and Personal LivingExpenses


Insurance Insurance is allowable when pursuant to the grant and when in accordance with governmental unit's policy and sound businesspractices.

Insurance is allowable when pursuant to the grant and when in accordance with governmental unit's policy and sound business practices.

Insurance is allowable when pursuant to the grant and when in accordance with governmental unit's policy and sound businesspractices.

Lobbying Unallowable Unallowable Unallowable

Maintenance, Operations, andRepair

Maintenance and operation of building space used for grant activities is allowable to maintain property's functionality as specified in OMB A – 87.



Materials andSupplies(includes Shipping costs)

Allowable, while bearing in mind the stipulations of Reasonableand Customary. (p.70)

Allowable, while bearing in mind the stipulations of Reasonable and Customary. (p.70)

Allowable, while bearing in mind the stipulations of Reasonable and Customary. (p.70)

Meetings/Conference

Allowable for dissemination of information related to the grant.



Items ofCost






Memberships Allowable for membership with business, professional, and technical organizations related to the grant. Membership must be in the name of the grantee organization and not in the name of an individual.

Allowable for membership with business, professional, and technical organizations relatedto the grant. Membership must be in the name of the grantee organization and not in the name of an individual.

Allowable for membership with business, professional, and technical organizations relatedto the grant. Membership must be in the name of the grantee organization and not in the name of an individual.

Memorabilia Unallowable Unallowable Unallowable

Pre – Award (Pre – Agreement)Costs

Unallowable unless specific approval is given by the ALSDE.



ProfessionalDevelopment


Promotional Items (such as t-shirts, caps, totebags, key chains,etc.

Unallowable

ALSDE allows the purchase of 1 T-shirt w/ the 21st CCLC logo prominently displayed for identification and safety purposes.

Unallowable


Unallowable


Proposal Cost(i.e. preparing Grant applicationAnd proposals)

ALSDE does not allow costs of preparing grant applications/ proposals for competitive discretionary grants.Additionally, grant funding cannotbe utilized for preparing applications/proposals to obtain grant monies.

ALSDE does not allow costs of preparing grant applications proposals for competitive discretionary grants.Additionally, grant funding cannot be utilized for preparing applications/proposals to obtain grant monies.

ALSDE does not allow costs of preparing grant applications/ proposals for competitive discretionary grants.Additionally, grant funding cannot be utilized for preparing applications/proposals to obtain grant monies.

PublicRelations

Allowable only when specifically required by the grant award for communicating with the public regarding grant activities; or to keep the public informed on matters of public concern and as specified in OMB A – 87, Attach-ment B, section 2.d.Costs of public relations designedsolely to promote the LEA/CBO/FBOare unallowable.

Allowable only when specifically required by the grant award for communicating with the public regarding grant activities; or to keep the public informed on matters of public concern and as specified in OMB A – 87, Attachment B, section 2.d.Costs of public relations designed solely to promote the LEA/CBO/FBO are unallowable

Allowable only when specifically required by the grant award for communicating with the public regarding grant activities; or to keep the public informed on matters of public concern and as specified in OMB A – 87, Attachment B, section 2.d.Costs of public relations designed solely to promote the LEA/CBO/FBO are unallowable.

Items ofCost




Organizations


Publication and Printing Costs(includes distribu-tion & mailing ofpublications)

Allowable Allowable as Indirect Costs.Allowable as direct cost to the grant only with specific approval from the ALSDE.

Not addressed

Rearrangements and Alterations

Allowable for ordinary and normal rearrangement and alteration of facilities to accommodate effective facilitation.



Reconversion Costs

Allowable to restore facility to the condition existing immediately prior to the grant award (less the costs related to normal wear and tear).



Recruiting and Relocation Costs

Not addressed. Please defer to the ALSDE for direction.

Allowable as specified in OMB A – 122.

Allowable as specified by OMB A – 21.

Rental Costs Allowable to the extent that the rates are comparable to that of other rental property in the locale of the program; and as specified in OMB A – 87.

Allowable to the extent that the rates are comparable to that of other rental property in the locale of the program; and as specified in OMB A – 87.

Allowable to the extent that the rates are comparable to that of other rental property in the locale of the program; and as specified in OMB A – 87.

Service Learning Allowable as it pertains to the implementation of the grant, and in keeping with all other Allowable/Unallowable expense specifications.

Allowable as it pertains to the implementation of the grant, and in keeping with all other Allowable/Unallowable expense specifications.

Allowable as it pertains to the implementation of the grant, and in keeping with all other Allowable/Unallowable expense specifications.

Souvenirs Unallowable Unallowable Unallowable

Subscriptions Allowable for business, professional, and technicalperiodicals when related to theGrant. Subscriptions must be in the name of the grantee organi-zation and not in the name of theindividual.

Allowable for business, professional, and technicalperiodicals when related to the Grant. Subscriptions must be in the name of the grantee organization and not in the name of the individual.

Allowable for business, professional, and technicalperiodicals when related to theGrant. Subscriptions must be in the name of the grantee organization and not in the name of the individual.

Taxes Allowable except for self-assessed taxes.

Allowable as specified in OMB A – 122.

Allowable as specified in OMBA – 21.

Items ofCost


(State, Local and Indian Tribal


Educational Institutes OMB Circular A – 21

Governments) Organizations Universities & Colleges

Training and Education

Allowable for the training and development of employees.



Transportation Allowable for the purposes of bus rentals, etc.However, grant funds cannot be used to purchase buses, vans, etc.

Allowable for the purposes of bus rentals, etc.However, grant funds cannot be used to purchase buses, vans, etc.

Allowable for the purposes of bus rentals, etc.However, grant funds cannot be used to purchase buses, vans, etc.

Transportation of Goods

Allowable for goods directly related to the grant and purchased with grant funds.



Travel Costs Travel costs are allowable related to expenses for transportation, lodging, sustenance, and related items incurred by employees traveling on official business. Such costs may be charged on an actual cost basis, on a per diem or mileage basis in lieu of actual costs incurred, or in a combination of the two – provided the method uses is applied to an entire trip, and results in charges consistent with those normally allowed in like circumstances in non-federally-sponsored activities.Notwithstanding the provisions of Section 23, travel costs of officials covered by that section, when specifically related to federal awards are allowable with the prior approval of the LEA.All LEA grantees must abide by the policies of the applicable LEA Board.

Travel costs are allowable related to expenses for transportation, lodging, sustenance, and related items incurred by employees traveling on official business. Such costs may be charged on an actual cost basis, on a per diem or mileage basis in lieu of actual costs incurred, or in a combination of the two – provided the method uses is applied to an entire trip, and results in charges consistent with those normally allowed in like circumstances in non-federally-sponsored activities. Notwithstanding the provisions of Section 23, travel costs of officials covered by that section, when specifically related to federal awards are allowable with the prior approval of the ALSDE.All CBO/FBO grantees must abide by the policies of the applicable governing CBO/FBO Board.

Travel costs are allowable related to expenses for transportation, lodging, sustenance, and related items incurred by employees traveling on official business. Such costs may be charged on an actual cost basis, on a per diem or mileage basis in lieu of actual costs incurred, or in a combination of the two – provided the method uses is applied to an entire trip, and results in charges consistent with those normally allowed in like circumstances in non-federally-sponsored activities.Notwithstanding the provisionsof Section 23, travel costs of officials covered by that section, when specifically related to federal awards are allowable with the prior approval of the ALSDEEducational Institute grantees must abide by the policies of the applicable governingBoard.

Tuition and Fees Allowable as it pertains specificallyto the grantee program.Please refer to the Tuition & Fees portion of the Operations Manual.

Not specifically addressed,but allowable as it pertains specifically to the grantee program.Please refer to the Tuition & Fees portion of the Operations Manual.

Not specifically addressed,but allowable as it pertains specifically to the grantee program.Please refer to the Tuition & Fees portion of the Operations Manual.

This chart is in no way comprehensive....ALWAYS defer to the guidance of the ALSDEand the assigned Technical Advisor prior to the expenditure of funds!

Supplementing vs. Supplanting

In the South, there are two phrases which, unfortunately, are not applicable to this topic.

"Let's not open that can of worms" and "Let's let sleeping dogs lie."

Though an unpalatable subject at times, it must still be addressed to avoid ambiguity and confusion. So let's keep it as simple, clear and succinct as possible.

The majority of this information is primarily applicable to LEA's.

A Little Clarity

The term “supplement” is defined as “to add to” while the term “supplant,” means "to replace or take the place of.”

Both federal and state laws require that 21st CCLC program funds be used to supplement (increase), but not supplant (replace), the existing level of federal, state, local and other non-federal or state funds that have been available to conduct before and after school program activities.

Grant (categorical) funds are additional resources to provide targeted services beyond the basic educational program.

Grant (categorical) funds do not replace nor are they a substitute for state and local expenditures. Using federal funds to substitute or replace existing or previously existing programs and services funded by

non-federal sources (state/local) is considered supplanting. Additionally, substituting or replacing funds from other federal/state programs required by law for specific

categories of students is considered supplanting.

The Rule

The Federal Supplement not Supplant Provision requires that federal funds be used to augment the regular educational program. They must not be used to substitute for funds or services that would otherwise be provided during the time period in question.

The statute requires that state and local educational agencies (SEA’s and LEA’s) use federal funds received through entitlement and competitive funding only to supplement the amount of funds available from nonfederal sources for the education of students and applicable programs.

The SEA and LEA cannot use these federal funds to supplant funds that would, in the absence of federal funding, have been spent to provide for students and their families through the 21st CCLC program.

Bottom Line - For the time period in question (the life of the grant during that fiscal school year), what would

have occurred in the absence of federal funds? The SEA and/or LEA must demonstrate that it would not have provided the services in question

with non – federal funds had the federal funds not been available.

Examples and FAQ's An agency may increase (supplement) its existing state-funded student enrollment in an after

school program by using new federal or state funds to increase the number of students in the program.

A school district currently funds the librarian’s salary during the hours of 3 p.m. to 7 p.m. with State general funds. Now that the district is approved for a 21st CCLC grant, the district would like to use these grant funds to pay for the librarian’s salary during the hours of 3 p.m. to 6 p.m. The district may not use 21st CCLC funding to pay for the librarian’s time, because this would be supplanting.

Last year the LEA used state and local funds to provide a writing program for an Afterschool Program (i.e. specialized teacher, materials, assessments, etc.). This year the LEA wants to use 21st CCLC funds to continue the program. This could be considered supplanting.

Question: May 21st CCLC funds be used to enhance an existing program (e.g., hire additional

teachers)?

Answer:Yes. 21st CCLC funds may be used to enhance an existing After School Education or 21st CCLC program if the program expands to serve additional students and/or schools/sites.

Question:How will the ALSDE monitor programs for compliance with the “supplement not supplant” requirement?

Answer:The ALSDE provides technical assistance directly and through an assigned Technical Advisor. Additionally, ALSDE conducts Compliance Assistance Monitoring. The process consists of data and document review and onsite visits to determine compliance with requirements for each categorical program, including before and after school programs.

Question: Can 21st CCLC grantees use funds from other federal, state and local programs that have related purposes?

Answer:Yes. The US Department of Education and the ALSDE strongly encourage local programs to identify other sources of related funding and to describe, in its programs plans, how these resources will be combined or coordinated to offer a high quality, sustainable before and after school programs.

The Key

Keep in mind...a determination regarding supplanting is very case specific; and it is difficult to provide general guidelines without examining the details of a each situation.

A tremendous amount of extensive documentation is essential. (i.e. Board notes and minutes, rationale and justifications, collaboration and cooperation of funding, etc.)

Seek the guidance of ALSDE and/or the assigned Technical Advisor prior to the expenditure of funds....as with most anything else!

Tuition and Fees

The federal statutes pertaining to 21st CCLC programs do not stipulate whether tuition should or should not be charged. Although it does mandate and give guidance in regard to the following:

The intent of 21st CCLC programs is to establish local programs that offer "academic assistance and enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools" regardless of their ability to pay. Though it is not against the rules to charge fees for participation in programs, a grantee may NEVER exclude any eligible student from attending and taking advantage of the before/after/summer school programs.

If registration, tuition, supply, etc. fees are charged, the grantee must establish a sliding scale of fees and scholarships for those who cannot afford to participate. Typically, this scale is based upon set criterion (i.e. family income, etc.). All income collected from fees must be used to fund program activities specified in the grant application.

If a 21st CCLC grantee decides to charge fees, Section G-14 of the US Department of Education’s 21st CCLC Program Non-Regulatory Guidance requires that services be equally accessible to all students targeted in the community. All policies must be fair, consistent and equitably administered avoiding any type of discrimination or favoritism.

For the purpose of operational effectiveness and increased sustainability, ALSDE does recommend that some form of tuition be considered, in line with the above criterion. A sense of involvement and ownership are fostered when a family contributes in various ways to the success of the program.

Revisions

Throughout the school fiscal calendar year, it may become necessary to "revise" or adjust the initial budget which was submitted with the original application. A modification may be needed to meet the program needs and maintain the integrity of the grant application's primary goals and objectives.

Whether the program is an LEA or a CBO/FBO, the procedure remains the same as with the original application – only the medium with which the revision is submitted is different.

LEA's = eGAP & CBO/FBO's = WriteRevisions must be submitted through the same application process or chain of command.....the LEA/CBO/FBO must adhere to the procedures delineated by their applicable system and/or governing board.

Program Director/Coordinator CSFO or Financial Officer Principal/Superintendent ALSDE State Coordinator

Revisions should include the following: Detailed budgetary delineation Detailed narrative justification Detailed implementation plan for revised funds

**Prior to submitting a revision to the ALSDE, please allow the assigned Technical Advisor to review all applicable documentation.

** Final approval from the ALSDE must be complete prior to the expenditure of funds. The responsibility lies with the grantee to follow-up with the ALSDE to secure approval. **

Please note: Though the ALSDE allows revisions throughout the life of the grant, the last revision of the fiscal school year must be submitted no later than June 15th.

(Some LEA's and CBO/FBO governing boards will only allow one to two revisions a year, and have very specific regulations regarding their timing and submission.....the grantee must defer to these guidelines.)

8 Staffing

General Employment Policies

An attempt to address the laws pertaining to general employment standards, the Fair Labor Standards Act, Alabama Educational Tenure regulations, and so on could fill several manuals. The desire is not to weigh

down the grantee with cumbersome laws, legislation, and verbiage; but rather provide the basics of employment guidance.

For comprehensive wisdom and insight, LEA's/CBO/FBO's should seek counsel and direction provided by the HR professionals affiliated with their applicable governing board. Employment law is constantly changing and evolving due to precedents set in the court systems. Therefore, requesting guidance is always advisable.

The Basics ~The State of Alabama is an Employment-at-Will State and does not have any laws on the books pertaining to the hiring and firing of an employee. The employer can hire anybody he wants and fire anybody he wants as long as he does not discriminate against the employee. Discrimination is based on the age, sex, race, religion, national origin, color or disability of the individual.

- http://www.alalabor.state.al.us/FAQ.htm -

However, we live in a society that is prone to superfluous publicity and litigation. Failure to follow procedures of Due Process can expose the grantee to unwanted complications, and can act as a tremendous deterrent to helping the very children and families we seek to serve.

To avoid such scenarios – as has already been recommended – seek counsel. Additionally, have well documented policies and procedures that are in compliance with Alabama State law and in accordance with board stipulations. A grantee should develop an employee handbook or manual that defines some of the following of the program's standards:

Introduction Table of Contents Program Mission, Goals and Objectives Employee Sign-off signifying receipt of the handbook, the at-will statement, and employee

acknowledgement that he/she understands and will abide by the contents

General Employment Information Equal Employment Opportunity Policy Accommodation for People With Disabilities Code of Conduct and Ethics Employee and Employer Confidentiality Personnel File Policy Access to Personnel Records Harassment and Discrimination Dress Code

Attendance at Work Attendance Expectations and Policy Working Hours and Overtime Time Sheets/Recording hours worked Compensation (Paycheck) Schedule Break and Lunch Periods Severe Weather and Emergency Closings

Benefits and Time Off Insurance (Health, Dental, Vision, etc.) Paid Holidays Paid Time Off (PTO) Vacation Sick Leave Family and Medical Leave (FMLA) Bereavement Leave Jury Duty Military Leave (USERRA)

Program Operational Procedures

http://www.alalabor.state.al.us/FAQ.htm

Student Supervision Educational Objectives Lesson Plans and Activities Etc.

Performance Expectations and Evaluation Employee Conduct and Performance Performance Development Planning and Feedback Process Conflict Resolution Complaint Procedure Corrective Action and Due Process

The above listing is in no way intended to be comprehensive; but merely serves as a guideline which the grantee may find helpful in the process of developing a useful tool for employees. Additional resources:

http://www.dhr.alabama.gov/Index.asp


http://dir.alabama.gov/

Employee (Exempt) and Contractual (Non-exempt)

Interviewing and Hiring ~The single most important decision a Program Director/Site Coordinator can make is who he/she hires. The staffing of a program can make or break the ultimate success of the program's goals and objectives. Although degrees and credentials are important, they cannot replace the passion for the specific mission and purposes of the overall project.

Every individual – whether salaried (exempt), contractual (non-exempt), or volunteer – should be thoroughly interviewed by leadership of the program to ensure the appropriate fit. To avoid having corrective action and dismissal issues down the road, interviewing and selecting the correct candidates at the beginning will save the grantee much heartache.

Things to consider in the process prior to the interview – Position to be filled and Criterion (Be specific.) Employment Application (Develop one, if necessary.) Selection Process (Initial screening – Who does it? How is it conducted?) Interview Process (Order of progression, individual or panel interview, etc.)

Things to consider in the interview –

Plan the appropriate environment Limit distractions and interruptions. Avoid busy periods.

Ensure Privacy Unplug the phone and leave the cell phone elsewhere. Do not take phone calls while in the

interview. Consider yourself "unavailable", and communicate this accordingly.

Make the applicant comfortable Offer the applicant a choice of seats. Offer water, coffee or tea, if possible. Avoid sitting behind a desk. This can be a barrier. Decide whether applicant prefers face to face or side by side. Make sure the applicant is aware (prior to the interview), there may be multiple interviewers. Remember, the goal is to ensure their comfort, so as to get a true glimpse of their character.

Take Notes Inform the applicant that you will be taking notes during the interview. The application should be

thoroughly reviewed prior to the interview. Good interviewers have a set of written questions ready developed from the application and

previous conversations with the applicant. Do not write on application or resume!

http://dir.alabama.gov/


http://www.dhr.alabama.gov/Index.asp

Allow applicant plenty of time to answer questions. Avoid evaluating during the interview. Take good notes as studies show we only remember 25% of what we hear. Jot down words or brief phrases the applicant says.

Departure Escort the applicant from the interview. This is not the time to do a tour. That will come later. Inform applicant of the next step or time frame for a follow-up phone call etc. Be direct and honest.

Type of interview

No one can dictate which interview methodology must be conducted; especially since none are foolproof for every situation or every individual. However, studies show the most effective are both the Behavioral-based and Panel interview.....usually a combination of the two.

The following are examples of questions which are typically asked in an interview. The first is an example of the question asked in an inappropriate, unacceptable manner (illegal). The second is how it can effectively and legally be addressed.

Do not ask: Are you a U.S. citizen? or Where were your parents born? Ask: Are you legally authorized to work in the United States?

Questions about national origin or ancestry are prohibited as they have no relevance to the job at hand or work status.

(Thus, the need for the I – 9 Employee Eligibility Verification form that everyone completes when employed.)

Do not ask: How long have you lived here? Ask: What is your current address and phone number? or Do you have any alternative locations where you can be reached?

Like the question above, this one alludes to a candidate’s citizenship. Stay away. Do not ask: Do you have any disabilities? or Have you had any recent or past illnesses and

operations? Ask: Are you able to perform the specific duties of this position?

You may want to know about a candidate’s ability to handle certain responsibilities or perform certain jobs, but asking about disabilities or illnesses of any sort is not the way find out (legally, at least).

Do not ask: Have you ever been arrested? Ask: Have you ever been convicted of “x” [something that is substantially related to the job]?

Questions about arrests or pending charges for jobs that are NOT substantially related to the particular job are off-limits.

Do not ask: How much longer do you plan to work before you retire?Ask: What are your long-term career goals?

While you may not want to hire an older worker who will retire in a few years, you can’t dismiss an applicant for this reason.

Do not ask: Do you have children? or Can you get a babysitter on short notice for overtime or travel? Ask: Are you available to work overtime on occasion? Can you travel?

You might be concerned that family obligations will get in the way of work, but you can’t ask or make assumptions about family situations. Cut to the chase by asking directly about the candidate’s availability.

Do not ask: What religion do you practice? or What religious holidays do you observe?Ask: Are you available to work within our required schedule?

Again, you might simply be trying to discern a candidate’s availability, but leave religion out of it.

Do not ask: How old are you? or When did you graduate from college?

Ask: Are you over the age of 18? If you know a candidate’s age, you could find yourself facing discrimination charges at some point. Your only concern should be as to whether the candidate is legally old enough to work for your organization.

Do not ask: Is this your maiden name? or Do you prefer to be called “Ms.,” “Miss,” or “Mrs.?”Ask: Is additional information, such as a different name or nickname necessary in order to check job references?

Be sure to avoid any question that alludes to a woman’s marital status – as well as anything that could be construed as a question referring to national origin or ancestry (e.g. “Your name is interesting. What nationality is it?”).

Do not ask: How will you get to work? Do you have a car?Ask: Do you have reliable transportation to get to and from work?

Of course, we cannot ask...Are you married? Do you have children? Oh that's an interesting name; what nationality is that?, etc.

The Behavioral Interview

The premise behind behavioral interviewing is that the most accurate predictor of future performance is past performance in similar situations. Behavioral-based interviewing provides a more objective set of facts to make employment decisions better than most other interviewing methods.

In a traditional job interview, the candidate can usually get away with telling the interviewer what he or she wants to hear, even if they are fudging a bit on the truth. If asked situational questions that start out – "How would you handle __________ situation?" the candidate has minimal accountability. How does the interviewer know, after all, if the candidate would really react in a given situation the way they say they would? In a behavioral interview, however, it's much more difficult to give responses that are untrue to their character.

The interviewer can then probe further for more depth or detail such as "What were you thinking at that point?" or "Tell me more about your meeting with that person," or "Lead me through your decision process."

The interviewer can use the behavioral interview technique to evaluate a candidate's experiences and behaviors so they can determine the applicant's potential for success. The interviewer can identify job-related experiences, behaviors, knowledge, skills and abilities that the program needs for a particular position.

Examples of Behavioral-based questions –

Describe a situation in which you were able to use persuasion to successfully convince someone to see things your way.

Describe a time when you were faced with a stressful situation that demonstrated your coping skills. Give me a specific example of a time when you used good judgment and logic in solving a problem. Give me an example of a time when you set a goal and were able to meet or achieve it. Tell me about a time when you had to use your presentation skills to influence someone's opinion. Give me a specific example of a time when you had to conform to a policy with which you did not agree. Please discuss an important written document you were required to complete. Tell me about a time when you had to go above and beyond the call of duty in order to get a job done. Tell me about a time when you had too many things to do and you were required to prioritize your tasks. Give me an example of a time when you had to make a split second decision. What is your typical way of dealing with conflict? Give me an example. Tell me about a time you were able to successfully deal with another person even when that

individual may not have personally liked you (or vice versa). Tell me about a difficult decision you've made in the last year. Give me an example of a time when something you tried to accomplish and failed. Give me an example of when you showed initiative and took the lead.

Tell me about a recent situation in which you had to deal with a very upset customer or co-worker. Give me an example of a time when you motivated others. Tell me about a time when you delegated a project effectively. Give me an example of a time when you used your fact-finding skills to solve a problem. Tell me about a time when you missed an obvious solution to a problem. Describe a time when you anticipated potential problems and developed preventive measures. Tell me about a time when you were forced to make an unpopular decision. Please tell me about a time you had to fire a friend.

Panel Interviews

Panel interviews involve more than one interviewer. The number can vary from 2 to 5 or 6. However, the candidate should not feel they are being barraged by a gang. The objective is to solicit multiple differing views of those involved with the program.

Typically, in a before/after school program, the program coordinator, a principal, teacher, faculty/staff member, etc. can be involved. Such an interview will solicit different perspectives and will allow others to be involved in the process.

Background Checks ~

It is a requirement of Alabama State law that all individuals who serve and work with students and have unsupervised access to them in an educational setting, pass a criminal background check prior to employment and/or volunteering. The specifications regarding this can be found at the following website:

http://www.dhr.alabama.gov/Page.asp?pageid=244

The grantee should obtain written consent from the perspective candidate during the interview process to perform this background check. This can be accomplished by clearly stating on the application that any prospective applicant will be required to pass a criminal background check prior to employment. The candidate's signature on the application serves as his/her acknowledgment and grants permission for it to be performed.

Fingerprinting ~

Additionally, all individuals who serve and work with students and have unsupervised access to them in an educational setting, must have their fingerprints imprinted, checked by authorities, and the results will be placed on file while employed with the program.

** Both of the above measures are utilized to ensure the safety and security of the children entrusted to the care of the 21st CCLC program. **

Confidentiality ~Working within an educational setting allows faculty, teachers and staff members to have access to very

sensitive student and family information. Therefore, it is imperative that all information, beginning with the interview process, be held as personal and confidential.

A statement regarding the gravity of confidentiality within the program should be included on the application, within the employee manual, and the parent/student handbook.

The Family Educational Rights and Privacy Act of 1974 (Buckley Amendment) is a federal law that limits the amount of information that can be released about students and their families without their specific written permission.

The Privacy Act of 2002, the HIPPA Act of 2003, among others, regulate the confidentiality standards pertaining to employees and their personal information.

An example of a Privacy Statement for an employee manual – _________ 21st CCLC has strict confidentiality regulations which are consistent with the federal Family Educational Rights and Privacy Act of 1974 to protect each employee’s and student’s privacy. Employment at _________ 21st CCLC requires, as a term of employment, compliance with the policies, rules, regulations, and procedures of the ALSDE; and all other local, state, and federal laws.

http://www.dhr.alabama.gov/Page.asp?pageid=244

Employees involved in the interviewing process of potential candidates should be advised of the necessity for strict adherence to confidentiality of information gained in the interview process.

Orientation ~Although a nice element and essential to extending a feeling of welcome, an effective orientation accomplishes far more. A successful orientation training can achieve some of the following:

Reduction of anxiety – anyone will be nervous when beginning a new job; clear direction can alleviate feelings of fear and apprehension

Reduction of expenses – assists the employee to get "up and running" quickly and reduces initial costs to the program

Reduction of turnover – those who feel important and valued have a much greater sense of involvement and ownership; thus reducing the expense of hiring and training replacements due to attrition

Reduction of wasted supervisory time – the better the orientation, the less likely a supervisor or co-worker will have to re-train

Increase of realistic expectations, positive attitudes, job satisfaction, and retention

Each orientation agenda should have two main components –

A broad overview Program Goals and Mission Employment Policies, Compensation and Benefits General Policies and Procedures (non-job specific) Program Operational Guidelines Employee Manual Student Supervision and Care Etc.

Job Specific Position within the overall scope Job responsibilities, expectations, and duties Student interaction – lesson plans and activities Tour of workspace and facilities Introduction to co-workers and staff Etc.

Code of Ethics ~

"The primary goal of every educator in the state of Alabama must, at all times, be to provide an environment in which all students can learn. In order to accomplish that goal, educators must value the worth and dignity of every person, must have a devotion to excellence in all matters, must actively support the pursuit of knowledge, and must fully participate in the nurturance of a democratic citizenry. To do so requires an adherence to a high ethical standard.

The Alabama Educator Code of Ethics defines the professional behavior of educators in Alabama and serves as a guide to ethical conduct. The code protects the health, safety and general welfare of students and educators; outlines objective standards of conduct for professional educators; and clearly defines actions of an unethical nature for which disciplinary sanctions are justified."

– Alabama Educator Code of Ethics

The Code of Ethics is included in this particular portion of the operational manual to serve as a reminder – it is the type of individual that embodies these principles we seek to employ. It is imperative to seek out those who exhibit the attributes of good character, integrity, honesty, and those who can be trusted with all aspects of the program and the lives of children and their families.

With adults many things can be trained and developed. However, one cannot be taught to be truthful and honest. As educators, we realize those opportunities must not be missed during a child's formative years.

Please refer to the Alabama Educator Code of Ethics, Appendix J.

Adhering to the suggested topics outlined in the

previous section pertinent to the construction of an Employee Manual will serve as an excellent guide for structuring an informative New Hire Training plan.

Keep it relevant, keep it engaging, and keep it moving!

Recording Hours and Time Sheets ~

No matter the roll of the individual – Program Director, Site Coordinator, Teacher/Faculty, Staff, Bookkeeper, Administrative Assistant, et al – all hours charged to the 21st CCLC grant must be documented and recorded. Recordkeeping must be accurate and concise and must reflect actual hours worked.

The Fair Labor Standards Act stipulates that whether done so with a time clock, timesheet, spreadsheet, etc. all hours recorded must be actual and factual; and may not be changed or manipulated without the expressed permission of the individual. Once notated the record becomes a legal, binding document.

Falsification of actual hours worked is illegal and considered unethical.

A few pointers – Staffing needs and hours worked should be directly proportional to the number of students being served. Planning times should not be disproportionate to the necessities of the administration of the program.

An individual Activity Log for each employee should be maintained as either part of the timesheet or as a separate document. There should be a demonstration by the grantee showing supervisory awareness of employees fulfilling their roles and responsibilities. LEA's – If faculty/staff members who are employed during the regular school day also work during the Before/After School program, their salaries must be split between the two separate accounts. This should be well documented and receive prior board approval. Principals/Administrators and Central Office staff cannot receive their regular base salary, a stipend for working with the program, and additional compensation from the 21st CCLC grant.

Sample appropriate and inappropriate Timesheets are included in Appendix K and Appendix L.

Professional Development ~

A requisite of the 21st CCLC Grant stipulates that each staff member receive at least 10 hours of Professional Development per year.

Typically, teachers love to learn. It is essential to keep each individual involved with the program motivated and challenged, ever increasing their base of knowledge.

Educators cannot continually give of themselves without being replenished, encouraged, and built-up. Often the duties of an educator can seem to be thankless with delayed gratification and reward.

Budgetary challenges can be a deterrent OR an avenue for ingenuity and creativity!

Each year the ALSDE provides several opportunities for growth and development. Please speak with assigned the Technical Advisor or 21st CCLC State Program Coordinator regarding the latest information.

Additionally, the grantee may obtain information at some of the following:

http://www.ed.gov/teachers/dev/contedu/edpicks.jhtml http://www.teachervision.fen.com/

http://eduscapes.com/tap/index.htm http://www.cast.org/pd/resources/index.html

http://www.learner.org/index.html

http://www.learner.org/index.html

http://www.cast.org/pd/resources/index.html

http://eduscapes.com/tap/index.htm

http://www.teachervision.fen.com/

http://www.ed.gov/teachers/dev/contedu/edpicks.jhtml

CPR Training ~Although the 21st CCLC Grant does specify nor mandate that all staff members be CPR trained, it is highly advisable for the grantee to ensure as many individuals be prepared as possible.

Cost effective alternatives to traditional CPR certification may include training by personnel at the local Fire Department, Police Department or American Red Cross. Not only will this address budgetary concerns, but can assist with building community partners!!

Volunteers

To – Increase program visibility

Reduce expenses

Expose students to a broad array of knowledge

Involve the community with the program's ongoing efforts

Increase the program's capacity in helping students/families

Visibly demonstrate the importance of giving to others

It is highly recommended for the grantee to involve the endless resource of volunteers at their disposal. So many individuals long to be a part of something rewarding, and only need to be asked.

Doing so provides the grantee the opportunity to engage parents, families, community members, professionals, and more in the wonderful happenings of the program.

The same screening and interviewing processes applicable to staff should apply. Although an application and resume may not be necessary, reference checks, criminal background checks, and fingerprinting (all of which require written consent) must be completed, if the volunteer will have unsupervised access to students.

Orientation ~Though not as in-depth, an Orientation agenda similar to that which faculty and staff receive should be given to those who choose to volunteer. (Please refer to page 80.) This agenda/checklist should be signed and placed in the volunteer's HR folder. Expectations and familiarity always lead to success and longevity.

Remember, volunteers may not be trained professionals. Whether they are or not, volunteers are not to be left alone with students unsupervised. They are not the final authority – the faculty member is.

Placement and Training ~ Please attempt to place volunteers in the arena with which they are most comfortable. You would not want to place a retired English professor as a Math tutor.

Ensure volunteers are paired with a suitable partner to walk them through the training process. Supervisory instruction is essential, but a companion will give them a sense of security and comfort. Don't take for granted what comes easy for an educator will necessarily be so for someone who has never been intimidated by a group of wide-eyed, eager to learn, eager to test the limits group of kids!

Responsibility and Recognition ~Allow the volunteer to take on as much responsibility as he/she is willing to shoulder. However, remember this is a volunteer position. Do not abuse the individual with responsibilities that are well beyond his/her capabilities or his/her desire to be of service.

The public praise and thank you's should be plentiful. Gratitude should never be in short abundance. Recognition and acknowledgement should always be a component of Parent/Family gatherings!

High School and College Students ~It is not required for high school or college students to be involved with the efforts of the program....BUT what an opportunity! The same principles of screening, interviewing and selecting are applicable.

High School Students can learn firsthand the basic fundamental principles of Service Learning, bring youthful exuberance and excitement, and receive as much as they give.

College Students, especially those in their junior and senior years of an educational degree who need to complete student teaching credit hours and volunteer requirements for graduation can serve as an endless resource to the program.

** Make sure expectations and standards are clearly addressed during the orientation and training process for both. **

9 Equipment / Inventory

When referring to Equipment and Inventory policies, all LEA districts/systems and most CBO/FBO's will have established guidelines and procedures, which cannot be usurped or overridden. Therefore, within those boundaries additional considerations are delineated here.

For some CBO/FBO's who have no pre-existing plan, the following will serve as a framework to structure their policies and procedures.

Adhere to all financial budgetary guidelines. Purchases may not occur without having been budgeted within the original grant application and approved by the ALSDE.

Establish a line of command and the order of progression to be followed throughout the process – Assessment of need (Individual and/or committee) Request of purchase (Requisition order) Approval process (Signature of at least 2 individuals – Supervisory authorization)

(LEA's follow system's protocol – CBO/FBO's 2 signatures is advisable for accountability purposes)

Placement of order (Purchase Order Form with PO #; Designated individual or department) Filing system (Pre-order, Post-order, Receipt and Disbursement)

Determine procedures to be implemented upon receipt of equipment/merchandise – Point of receipt (Check-in processes, Individual responsible, etc.)

Bill of Lading and Purchase Order correspondence Inspection of equipment Inventory ID # assigned to merchandise Labeled as 21st CCLC property (when purchased with 21st CCLC funds)

Document the arrival and disposition of newly acquired product – Individuals assigned responsible for the recording of all inventory information All information pertaining to the merchandise must be recorded in master Inventory Listing

(See Appendix M.) The documentation should include the following:

o Description o Serial or manufacturer identification number o Original cost o Purchase order number o Acquisition date o Institutional Inventory # assignedo Category o Location – Building, room, departmento Department to which equipment is assigned o Person to whom the equipment is assigned

Please note: Capitalized equipment (products that cost more than $5000 per unit) purchases must receive prior approval from the ALSDE. A memorandum of justification must be submitted with the request. The explanation must specify the intended purpose of the purchase, delineate the usage, and demonstrate how it will beneficially impact the program.

If any type of equipment is stolen, a certified police report which fully lists all properties taken must be submitted to the ALSDE.

Any compensatory insurance payments made to the grantee must be reimbursed to the program.

10 Safety

The safety of students must reign as paramount! It does not matter what educational objectives are upheld...if students are unsafe...all is for naught!

Included in this portion of the manual are general safety guidelines for the grantee's consideration. Adherence and compliance to the LEA and/or governing board's safety regulations is imperative.

Deferring to the LEA/Board assigned Safety Procedures, does not release the grantee from the responsibility of having an on-site viable plan of action. All safety processes must be well documented with forms, drills, maps, etc.

Compliance with ALSDE Prevention and Support Services

LEA's – If the grantee operates a program on a school property, a copy of the school's safety plan must be obtained. All employees must be fully trained regarding all aspects of the plan. That which is specific or indigenous to the grantee must be implemented into the school's plan and documented accordingly.

CBO/FBO's – If the grantee operates at a site that is not a public school, the grantee must meet all safety standards set forth by the appropriate licensing agency. A thorough, comprehensive safety plan which includes the program's site must be well-documented and readily accessible.

An effective Safety Plan should include some of the following:

Fire Drills, Fire Exits, and Evacuation Routes Severe Weather Drills and Procedures Intruder Alert

All fire drills and severe weather drills must be documented with the dates, times, those who participated, and the results. (Perhaps rotating drills – 1 per month) If any problems arise during a drill, they should be notated with the occurrence and the corrective actions to be taken. Future drills must include documentation as to how outstanding issues have been resolved.

Considerations..... The program operates during hours that differ from the regular school hours to which the students will

be accustomed. Therefore, they will need to be well-informed regarding any differences and program nuances.

Give specific attention to any students who are completely unfamiliar with the building and grounds, and those with special needs.

The Grantee must have reliable telephone service to ensure communication capabilities throughout an emergency.

Illness and Injury Emergency Plans

The LEA/CBO/FBO must have an emergency contingency plan to manage possible student and personnel illness and injury.

All staff should be trained in first-aid procedures and practices. Additionally, they should be well-versed in current health and safety standards for school-age children.

An effective Emergency Plan should specifically assign tasks and duties to individuals who will responsibly carry out their duties in the event of an emergency.

The Emergency Plan should include the following: Listing of personnel who are CPR and First-Aid certified and trained Location of fixed telephone lines and other communication devices (i.e. cell phones, walkie-talkies,

radios, etc.) Location of all emergency equipment and supplies, and who is to retrieve it Assignment of those responsible for the immediate care of injured or ill students Assign those responsible for contacting emergency personnel All contact information for EMS, fire department, police department, etc. The information must be up-

to-date, accurate and easily accessible. Assignment of who is to contact the designated family member in case of emergency Determination of evacuation process, if necessary, which should detail personnel responsible,

transportation, and alternative relocation site Assignment of individual responsible for contacting parents in the case of evacuation

Parents should be fully informed (meetings, handbook, letters, notices, etc.) of ALL emergency procedures, evacuation measures, contact information and processes, etc.

An Accident Report form should be developed. The report should include some of the following information:

Student name Date and time Description of the accident Description of corresponding injury(s) Description of the treatment provided and/or the action taken Name of the parent or other designated individual notified Time of notification

Premises Safety

The entrance accessible to the public should contain information (signage) about the program, which may include the hours of operation.

Someone should be assigned to attend the entrance. This individual will serve to greet the students and welcome the public while recognizing any potential problem. The Greeter should be adept at assessing situations, and fully versed in the procedures of dealing with intruders.

The building should have only one accessible entrance from the outside. All other doors should open only from the inside allowing staff and students numerous avenues of regress; and yet preventing others from wondering into the building.

A strategic plan to ensure the safety of students and personnel against intruders should be developed and implemented. Staff should be trained to deal with such contingencies and be aware of how the police and other agencies are to be notified. A secure location should be designated to allow for escape and shelter, if possible.

A complete inspection of the building, surrounding premises, playground, etc. should occur annually (at minimum). For example, attention should be given to the security of janitorial chemicals while giving consideration to potholes and dangling limbs in the playground. The grantee should develop their own comprehensive checklist that is specific to their location.

When events occur that involve inviting parents, family members, and the community strict monitoring procedures should be implemented to prevent unsupervised access by any community member to the students.

Permits

The grantee must obtain all necessary permits, ensure ongoing inspections, and maintain all required renewals. These should include, but are not limited to the following:

Fire Inspection reports Department of Public Health Inspection reports Food Permits Food Equipment Inspection reports Transportation Permits Bus Inspection reports

Inspection results must be addressed immediately; and permits should be maintained at all times for verification.

Student Data

It is essential that student files and all data pertaining to them be securely stored and only accessible to pertinent staff members.

The grantee must develop an Enrollment Form that should include, but not limited to the following information:

Student Name Parent/Guardian Name and Address Emergency Contact Person – including phone number and relationship to the child

Information should include a listing of individuals in order of contact preference List of all medications being taken by the student – include name of medication, dosage, and

parental permission to administer A listing of special needs of the student which should include known allergies Insurance Information in the case of an emergency Parental Permission to photograph the child for safety purposes

A delineation of persons not permitted to pick-up the student A copy of the corresponding court order must be submitted.

Documented special needs and all accommodations neededCorresponding documentation may be submitted.

Pertinent information related to a child's safety and welfare should be recorded on color-coded documents that staff members can easily access. Additionally, this information should be transcribed to a concise spreadsheet type of document for the Program Director and other appropriate personnel.

Student Attendance and Behavior

Attendance policies should be communicated with parents and families from the onset of the program. Some of the following information should be conveyed:

Attendance will be taken daily Students are expected to attend unless the program is otherwise notified in writing Parents/Guardians will be informed if their child is not in attendance and program officials have not

been notified

A program handbook containing policies, procedures, rules and regulations should be provided parents/guardians when their children are enrolled. Student behavior and conduct should be addressed in this document.

Students and their families must be apprised of what type of behavior is acceptable and unacceptable. Both should know what type of disciplinary measures will be taken when there is an infraction of the rules.

A behavioral violation notification should be developed. The form can be used to keep parents informed of any disciplinary issues; and should require a parental/guardian signature acknowledging the issue.

All communications and documentation with parents/guardians regarding their children's conduct must be filed and maintained. Attendance is a privilege and not an entitlement.

Transportation

If transportation is to be provided, a plan as to how students will participate must be documented. Buses utilized must be regularly inspected and the reports should be maintained on-site, as well as submitted to the LEA/CBO/FBO governing board.

~ Transportation of students in vans is strictly prohibited by State law. ~

Students must be instructed in transportation safety. They may encounter situations that are outside the realm of the ordinary school day, and must know how to respond properly. ( For instance, after school programs will have students riding a bus after dark in the winter; and they will need to know how to exit safely.)

As stated in Student Data, on a student's Enrollment Form there must be a listing of those prohibited from picking-up the child. Additionally, the parent/guardian must identify in writing those who have the right to pick-up a child. These listings must be enforced at both the program center and a transportation stop.

To execute this policy effectively, an employee must be assigned to greet the parent/guardian/designated individual, and sign the student out. The employee must have the above-mentioned lists, and the parent must provide proper identification.

~ NO child should EVER be released from the program without the signature of an authorized person. ~

A plan should be in place in case a student is not picked up. A sense of security and care must be conveyed to the child, because he/she will be concerned. Each person on their contact list from the Enrollment Form must be called. When this is exhausted to no avail, the grantee may have to resort to the local police department or the local Department of Human Resources.

Before all field trips, a permission form must be obtained from the parents/guardians of each student participating. Without signed approval, a student may not participate. All emergency, medical, and contact information for each student on the field trip must accompany those in supervision.

All transportation drivers must have a method of communication with the Program Director or program site. (i.e. cell phone, walkie-talkie, smoke signals, etc.)

Any changes in transportation procedures, routines, or routes must be provided in writing to all parents/guardians and students well in advance.

Miscellaneous

All staff members, parents and students must know the Site Coordinator/Program Director responsible for facilitating the ongoing coordination and communication among all constituents of the program.

The Site Coordinator/Program Director must communicate all safety plans with the applicable principal and governing board.

Ensure the staff–to–student ratio remains within manageable limits for all events to ensure safety. The student/teacher should never exceed 15:1.

Documentation that the program meets all state and local health and safety guidelines and regulations must be filed and maintained.

11 eGAP

eGAP is the State Department of Education's electronic grant application system for public LEA's through which all funding requests must be submitted and maintained.

Upon the release of each year's 21st CCLC Application (RFA), training sessions, webinars, etc. are made available with required attendance for all interested applicants. Extensive step-by-step instructions are provided to ensure accurate implementation. Additionally, throughout the year updated information and trainings are provided periodically.

The eGAP application process is a multi-faceted, multi-stepped procedure designed to ensure involvement at all levels throughout the local LEA. The system is designed to assure accountability and checks and balances. The overall process typically includes the Site Director/Program Coordinator, Principal(s), Superintendent, CSFO, Federal Programs Coordinator, etc.

12 CBO/FBO Funding Specifics

Though each CBO/FBO/FBO must demonstrate in their Grant Application their capacity to implement the program regardless of federal funding, it may be necessary for the CBO/FBO to utilize funds immediately when the school year begins.

Since the ALSDE's fiscal year is October 1 to September 30, and the school year will have already begun, the initial drawing down of funds must be handled somewhat differently. You may submit the ES – 2 Form (Appendix O) to the ALSDE for the advancement of funds for the first month.

Every month thereafter, the CBO/FBO/FBO must submit the aforementioned form – the ES-2, and a monthly Expenditure Form. (See Appendix N.) Both must be submitted in a timely manner each month so as to not interrupt the receiving of funds.

Each month, the Expenditure Form (Appendix O.) must provide details pertaining to ALL expenses for the previous month. All applicable documentation must be submitted with the Expenditure Form on a monthly basis. This documentation should include – but not be limited to – some of the following: (This is not an all-inclusive list.)

Copies of Payroll records (must itemize total compensation for each employee – salary, plus benefits)

Travel expenses and corresponding receipts All purchases (include receipts, invoices, BOL's, etc.)

** The ALSDE Accountant assigned to the maintenance of CBO/FBO/FBO accounts will contact each program to establish due dates, timelines, and any additional expectations.**

13 Reports

This portion of the manual is dedicated to the reports required by the federal and state governments. The grantee will receive numerous reminders regarding their timely submission. Technical assistance for their correct completion is available and provided by the ALSDE, Auburn University – Federal and State Programs, and the grantee's assigned Technical Advisor.

Although required by law, the grantee should view these reports as an opportunity to gather pertinent information about the quality and caliber of the program they offer. This information can then be disseminated to parents, community partners, and other relevant constituents.

Instructions and screenshots of the APR are provided here. The DEAR Report is included in the Appendix portion of the manual (Appendix P).

Federal

Overview of the 21st CCLC Analytic Project and Profile and Performance

Information Collection Report(Federal Report)

Learning Point Associates has been selected by the U.S. Department of Education to design, set up, and maintain a Web-based data collection system to capture information regarding the 21st Century Community Learning Centers (21st CCLC) program. The system that Learning Point Associates has developed is called the 21st CCLC Profile and Performance Information Collection System (PPICS). As a 21st CCLC grantee, you will be asked to access this system to complete the following:

1. Grantee Profile

2. Annual Performance Report (APR)

In addition, you may use PPICS to view information that you have entered in the form of preformatted PPICS online reports. Alternatively, you may use the system to download information in a database-compatible format to do your own data analysis.

Purpose of the Grantee Profile

The purpose of the Grantee Profile is to collect basic information about 21st CCLC grants, the proposed objectives and community partners associated with them, the activities proposed to deliver at each of the centers, and the students and family members they intend to serve.

Purposes of the APR

The purposes of the APR are (1) to collect data from 21st CCLC grantees on progress made in the preceding year in meeting their project’s objectives; (2) to collect data on what elements characterized center operation during the reporting period including the student and adult populations served; and (3) to collect data that address the GPRA performance indicators for the 21st CCLC program.

Government Performance and Results Act of 1993 (GPRA)

Data collected at the center-level will be used to inform how well the program is meeting the GPRA indicators associated with the program. Outlined below are the measures that have been defined by the U.S. Department of Education to evaluate performance on the GPRA indicators associated with the 21st CCLC program.

1. Percentage of regular program participants whose Math/English grades improved from fall to spring.2. Percentage of regular program participants whose achievement test scores improve from not

proficient to proficient or above on State assessments.3. Percentage of regular program participants with teacher-reported improvement in homework

completion and class participation.4. Percentage of regular program participants with teacher-reported improvements in student behavior.5. Percentage of 21st CCLC programs reporting emphasis in at least on core academic area.6. Percentage of 21st CCLC programs offering enrichment and support activities in technology.7. Percentage of 21st CCLC programs offering enrichment activities in other areas.

Accessing PPICS

To access PPICS:

1. Enter the following URL into the address line of your internet browser (Explorer, Netscape, etc.):

http://www2.learningpt.org/ppics/ index.asp

2. To log into the system, please type in the Username and Password. Logging into the system will take you to the PPICS home page.

http://www2.learningpt.org/ppics/

3. To access either the Profile or APR modules, click on the appropriate tab which appears near the top of the screen to visit the Main Page of that module.

Grantee Profile

1. Basic Information (Grantee contact and address information) It is important to keep this information updated regularly.

2. Objectives (What the grantee intends to accomplish with 21st CCLC funds)a. Description of objective (Use grant application measurable goals)b. Classification of the Objective (Drop down menu )

3. Partners (Organizations that are actively contributing to the 21st CCLC grant-funded program)a. Legal Nameb. Classify organization (Drop down menu)c. How partner is contributing (Drop down menu)d. Is the partner a subcontractor? (Are you paying them money out of 21st CCLC funds?)

4. Centersa. Center info-contact info, operations, activities and services provided, participant

populationb. Feeder School-name of feeder schools and whether it is a private schoolc. Prior Info- data on prior afterschool programming at that center

APR

1. Centersa. Operations b. Staffingc. Attendanced. Feeder Schoolse. Activitiesf. Teacher Survey

2. Partnersa. Monetary value of their serviceb. Nature of contributionc. Subcontractor?

** The following pages 101 – 111 are the actual report.

21 st CCLC Annual Performance Report

APRData Collection Information

Operations

Was the center active during the reporting period (Y/N)? _____________________________

Time Period Typical Hours Per WeekSchool Year

Weekday before school

Weekday during school hours

Weekday after school

Weekend

Total for school year

Summer

Weekdays

Weekday evenings

Weekend

Total for summer

What was the total number of weeks the center was open during the school year? ___________________________

What was the total number of weeks the center was open during the summer? ___________________________

What was the typical number of days per week thecenter was open during the school year? ___________________________

What was the typical number of days per week thecenter was open during the summer? ____________________________

StaffingCount staff once

Type of Staff MemberSchool Year Summer

Paid Volunteer Paid Volunteer

School-day teachers (including former and substitute teachers)

Center administrators and coordinators

Youth development workers or other nonschool-day staff with a college degree or higher

Other nonschool-day staff with some or no college

Other nonteaching school staff (e.g., librarians, guidance counselors, aides)

Parents

College students

High school students

Other community members (e.g., business mentors, senior citizens, clergy)

Other ________________________________________

Totals

The number of paid staff regularly staffing the center during the reporting period who were not funded directly by the 21st CCLC grant: ________________________

The number of paid staff that regularly staffed the center during the reporting period who left the program and were replaced during the reporting period with a new staff person: ________________________

Attendance

Total Participants

Indicate the number of participants (PK–12 students and adult family members age 19 and older) who attended the program during the school year only, the summer only, or both. If your center keeps an attendance list for each activity and people can attend more than one activity. (Count attendees only one time.)

Period of Attendance All Students Served All Adults Served*School year onlySummer onlyBoth summer and school yearTotal individual participants served

*Adults only should be counted for APR reporting purposes if both of the following are true:1. They are an adult family member age 19 years or older of a child that attended the center during

the reporting period2. They participated in activities targeting adult family members that required ongoing and sustained

participation by the adult family member in order to achieve the acquisition of knowledge or a skill

meant to be imparted through participation in the service or activity. Examples of activities that conform to these requirements would include GED classes, classes on how to develop a resume, or a programming series on effective parenting strategies. Episodic, nonrecurring, or special events are not likely to conform to these requirements. For example, an open house night for the parents of children attending the center that involves a meal and social activities would not conform to these requirements.

Regular Attendees Record in the following table: (1) the total number of student attendees who attended the program fewer than 30 days during the reporting period, and (2) the number who attended 30 days or more during the reporting period. Any student who attended 30 days or more during the reporting period is a regular attendee.

Nature of Attendance Number of Student Attendees1. Attended fewer than 30 days during the reporting

period2. Attended 30 days or more during the reporting period

Total

Student Characteristics—Racial/Ethnic GroupPlease provide below, to the best of your ability, the number of students who fit into each of the categories given in each characteristic section. If you do not have enough information to determine what category describes a student, list that student in the unknown category for that section. In sections related to Racial/Ethnic Group and Student Services, you may include a duplicate count. That is, students may be counted in more than one category (e.g., a student may have mixed ethnicity or have limited English proficiency and may also be eligible for free or reduced price lunch). For students who fit more than one category, you may count them in as many categories as apply. For the grade level and gender sections, count each student only once. For students that attended summer sessions only during the reporting period, please count them in the grade they would have been enrolled in during the school year following the summer in question. You must use whole numbers for all answers.

To protect student confidentiality, a value for any student characteristic that is less than three should be rounded down to zero; for value of three or four, round it up to five.

Racial/Ethnic Group Total Student Attendees

Regular Student Attendees

American Indian/Alaska NativeAsian/Pacific IslanderBlack or African AmericanHispanic or LatinoWhiteFor how many students attending the center do you not have racial/ethnic group data?

Student Characteristics—Gender

Gender Total Student Attendees


MaleFemaleData not provided

Student Characteristics—Special Services or Programs

Special Service or Program - Limited English Proficiency

Total Student Attendees


Students with limited English proficiencyStudents for whom limited English proficiency status could not be determined.


Special Service or Program - Free or Reduced-Price Lunch



Students eligible for free or reduced-price lunchStudents for whom free or reduced-price lunch status could not be determined.


Special Service or Program - Special Needs or Disabilities



Students with special needs or disabilities Students for whom special needs or disabilities status could not be determined.

Student Characteristics—Grade Level

Grade Level Total Student Attendees


PrekindergartenKindergartenFirst gradeSecond gradeThird gradeFourth gradeFifth gradeSixth gradeSeventh gradeEighth gradeNinth grade10th grade11th grade12th gradeUnknown

School Year Activities by Category

Example:

EXAMPLE

Activity or Service

Typical Number of Hours

Per Week

Typically, How Often Was This Type of Activity Provided?

Was This Type of Activity

Provided Across

the Whole School Year?

4–5 Times a

Week

1–3 Times a

Week

1–3 Times a Month

Less Than

Once a Month

1. Academic improvement or remediation programs

10 x Yes

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Activity or Service


Per Week



Provided Across


4–5 Times a

Week

1–3 Times a

Week

1–3 Times a Month

Less Than

Once a Month

Activities Targeting Student Attendees1. Academic

enrichment learning programs

2. Tutoring

3. Homework help

4. Mentoring

5. Recreational activities

6. Drug- and violence-prevention, counseling, and character-education programs

7. Career or job training for youth

8. Expanded library service hours

9. Supplemental educational services

10. Community service or service-learning

programs11. Activities to

promote youth leadership

12. Other: _____________________________________________

Activity or Service


Per Week



Provided Across


4–5 Times a

Week

1–3 Times a

Week

1–3 Times a Month

Less Than

Once a Month

Activities Targeting Adult Family Members*13. Programs that

promote parental involvement

14. Programs that promote family literacy

15. Career or job training for adults

*Activities targeting adult family members must require ongoing and sustained participation by the adult family member in order to achieve the acquisition of knowledge or a skill meant to be imparted through participation in the service or activity. Examples of activities that conform to these requirements would include general equivalency diploma (GED) classes, classes on how to develop a resume, or a programming series on effective parenting strategies. Episodic, nonrecurring, or special events likely do not conform to these requirements. For example, an open house night for the parents of children attending the center that involves a meal and social activities would not conform to these requirements.

School Year Activities by Student Populations Targeted

Activity or Service Typical Number


Was This Type of

of Hours Per

Week

Activity Provided Across


4–5 Times a

Week

1–3 Times a

Week

1–3 Times a Month

Less Than

Once a Month

Activities Targeting Specific Student Populations1. Students who are

not performing at grade level, are failing, or otherwise are performing below average

2. Limited-English-proficient students

3. Students who have been truant, suspended, or expelled

4. Students with special needs or disabilities

5. Other: ________________________________________________

School Year Activities by Subject Area

Activity or Service Typical Number of Hours

Per Week



Provided Across

4–5 Times a

1–3 Times a

1–3 Times a

Less Than

Week Week Month Once a Month the Whole

School Activities Addressing a Specific Subject Area1. Reading or literacy

education activities2. Mathematics

education activities3. Science education

activities4. Arts and music

education activities5. Entrepreneurial

education programs6. Telecommunications

and technology education programs

7. Cultural activities or social studies

8. Health- or nutrition-related activities

9. Other: ________________________________________________

Feeder SchoolsFeeder Schools are the schools that the participating students attend during the

regular school year

Example:School Year (Example)

School Name

Feeder School Active

Percentage of Center Participants

Y N 1–25% 26–50% 51–75% 76%+ N/A

Wright Elementary X X

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

School Year

School Name



Y N 1–25% 26–50% 51–75% 76%+ N/A

Summer

School Name



Y N 1–25% 26–50% 51–75% 76%+ N/A

Regular Attendees

Aggregated Data Page

Total number of surveys given out: _____________ Total number of surveys completed: ___________

Changes in Behaviors on Which Teachers Reported:

Number of Regular AttendeesDid Not Need to Improve

Acceptable Level of Functioning Not Demonstrated Early in School Year—Improvement Warranted

Significant Moderate Slight No Slight Moderate Significant

Improvement Improvement Improvement Change Decline Decline Decline

Turning in homework on time

Completing homework to your satisfaction

Participating in class

Volunteering (e.g., extra credit, more responsibilities)

Attending class regularly

Being attentive in class

Behaving well in class

Performing academically

Coming to school motivated to learn

Getting along well with other students

13 Reports (continued) State

Purpose of the State Data Evaluation Annual Report (D.E.A.R.)In order to collect the necessary data to evaluate the effectiveness of Alabama’s 21st CCLC programs the state department of education has created the D.E.A.R. report. This report supplements the information gathered in the federal Annual Performance Report (APR) addressing those GPRA performance indicators not covered. It also provides additional data required by the state.

Accessing the D.E.A.R. Report1. Enter the following URL into the address line of your internet browser (Explorer, Netscape, etc.):

http://www.al-dear.org

2. The following log-in page will appear:

http://www.al-dear.org/

3. To log into the system type in your Username and Password. Logging into the system will take you to the D.E.A.R. home page.

4. Check the information under Your Current Profile. If it is not correct, click on “Edit Profile” in the Main Menu. Make the necessary changes and then click on Update Profile.

5. To begin the Dear report click on D.E.A.R. Form in the Main Menu on the Home page. It consists of 7 sections which must be completed and a Print-Ready Summary.

6. Click on the section on which you wish to work. All sections contain a button at the top-left hand side of the page labeled "Save Data Entered Below". You MUST click on the button in order to save the data you enter in that section. You can also choose to proceed to the next section, or return to the previous section, by clicking on the links at the top-right hand of each page.

7. When you have entered all of the required information into a section the status will change to "Completed."

8. When all 6 sections are completed, you are done. It is recommended that you print a copy of the report and save it for your records. (See Appendix P.)

14 Compliance Assistance

The ultimate goal of the ALSDE is to provide as much guidance and assistance possible, as a grantee navigates through the waters of effectively administering the 21st CCLC grant for their Before/After/Summer School Program.

As Alabama educators, our fundamental guiding principle should be to provide high caliber quality educational programs to ensure the success of the students entrusted to our care. This is only possible as we continually monitor and assess our efforts, be open to honest feedback, and habitually seek to improve our outcomes.

In keeping with these objectives, ALSDE will provide assistance through some of the following endeavors:

ALSDE Compliance Review/Monitoring

ALSDE Desk Review * 21st CCLC LEA and CBO/FBO Self – Assessment** 21st CCLC Technical Advisor Compliance Assistance Checklist APR and DEAR Reports (All data, statistics and information are collected and reported by State and

Federal mandate. However, the information gathered should be used for the purpose of programmatic improvement.)

Comprehensive Policy and Procedure Manual 21st CCLC Website – www.alabama21stcclc.info

All of the monitoring documents can be found in the Appendix portion of the manual. (See Appendices Q – T.)

* When conducted by the State Coordinator on an ongoing basis. In addition to the Desk Review Assessment Instrument (Appendix R. The State Coordinator also monitors McAleer postings (State accounting system), expenditure reports, timeliness of the submission of reports and applications, quality of information submitted in reports and applications, etc.

**Grantees should use the Desk Review Instrument as a tool to Self-Assess the program's systems and effectiveness.

PLEASE NOTE: ALSDE's attempts to be of assistance to grantees are not limited to this simple listing. Each grantee is provided a Technical Advisor who is always willing to answer questions and be of help anytime. Additionally, the State Coordinator will gladly offer support whenever needed and possible.

15 Closeout ProceduresThe information contained within this portion of the manual is relevant to the grantees who are coming to the end of the life of their grant; and have chosen to not re-apply for a continuation of funding.

The procedures are divided into separate components, and a checklist is provided at the end.

Records Retention

By federal regulation, the following should be retained for a period of 5 years – Please confirm with the applicable LEA/Governing Board to see if they specify a longer period of time.

All financial records Programmatic records

http://www.alabama21stcclc.info/

Statistical reports (Data collection, APR, DEAR, etc.) All other records required by the terms of the grant

The starting date of the retention period begins on the day the grantee submits to the ALSDE its final expenditure report. (Due date to be specified by the ALSDE.)

If any litigation, claim, or audit is started before the expiration of the 5 year period, the records shall be retained until all litigation, claims or audit findings involving the records have been

resolved and final action taken.

All records, including programmatic and fiscal records of contractors compensated for services with grant funding, must be retained following the same procedures and timelines listed above. This includes purchase orders, invoices, receipts, etc. to support expenditures.

Grantees are responsible for maintaining all records justifying any 21st CCLC expenses, including records generated by vendors/contractors who provided services to the program.

It is recommended that the grantee collect all records from contractors upon completion of each project, or ensure contracts with vendors contain language requiring independent contractors retain all 21st CCLC records for the same length of time specified above.

Property/Equipment and Supplies

Property/Equipment is defined as a material unit that retains shape and appearance with use, is non-expendable, and is an investment of money.

Property and Inventory Records for items identified as "property/equipment" should be retained for 5 years following the close-out of the grant, as specified in the preceding information.

A written descriptive, narrative must be provided the ALSDE as to how the retention and storage of all relevant records, reports, files, and documents will be stored and maintained.

Disposition of equipment as part of the closeout procedures –

LEA's If the program continues after the grant expires, the grantee may retain equipment purchased with 21st

CCLC funds for the ongoing propagation of the program. The grantee will need to submit a letter to the ALSDE regarding their intentions.

If the school will not continue to have an afterschool program, the grantee must first offer to transfer equipment and items to other federally funded 21st CCLC programs within the district/area of the current grant; and then to other federal educational programs, such as Title 1 funded schools/programs. (See Appendix M and X.)

A copy of the composite Equipment Inventory List and The Transfer of Equipment Form should correspond and match.

CBO/FBO's If the program continues after the grant expires, the grantee may retain equipment purchased with 21st

CCLC funds for the ongoing propagation of the program and must submit a letter of their intentions to the ALSDE.

After grant funding ends and the CBO/FBO has elected to continue the original program, the ALSDE reserves the right to periodically inspect the ongoing efforts of the program. A CBO/FBO's failure to maintain its efforts will result in the forfeiture of property/equipment purchased with 21st CCLC funds.

If the program ends, the grantee must first offer to transfer equipment and items to other federally funded 21st CCLC programs within the district/area of the current grant; and then to other federal educational programs, such as Title 1 funded schools/programs. (See Appendix X.)

A copy of the composite Equipment Inventory List and The Transfer of Equipment Form should correspond and match.

** If no federal program accepts the property/equipment, disposition of the equipment will be determined by the ALSDE. Please defer to the 21st CCLC State Coordinator for instruction. **

Supplies are defined as consumable items that lose their original appearance with use, are expendable, and typically inexpensive.

Per EDGAR 74.35 & 80.33: If there is residual inventory of unused supplies exceeding $5000 in total aggregate fair market value upon termination (close-out) or completion of a grant, the supplies should first be offered to another 21st CCLC program within the district/area. If they are not needed by another 21st CCLC program, the supplies may be offered to another federally sponsored school/program/project within the community.

** If no federal program needs nor accepts the supplies, disposition of the supplies will be determined by the ALSDE. Please defer to the 21st CCLC State Coordinator for instruction. **

Data and Reports

Grantees remain responsible for the following: Providing data required to be submitted to the federal PPICS system Provide programmatic, financial, evaluation, etc. information as requested by ALSDE Submission of all performance reports and other records required as a condition of the grant within 90

days or the required due date set by the ALSDE after the termination of the grant

Later Disallowance and Adjustments

The termination of a grant does not affect – The ALSDE's right to disallow costs and recover funds on the basis of a later audit or other review The grantee's obligation to return any funds due as a result of later refunds, corrections, or other

transactions Records retention as required by federal law

When the ALSDE determines closeout procedures have been completed, grantees will receive a 21st CCLC Closeout Acknowledgement notice to include with the records retained from the program.

Student Supervision and CareSpecifications

16 Academic EnrichmentEducational objectives, lesson plans, activities, field trips, best practices, and more are addressed in this component of the manual.

17 Service LearningThe basic tenants, principles and ideology of Service Learning, plus best practices, initiatives and resources for effective implementation.

18 Parental and Family Involvement

16 Academic Enrichment

Educational Objectives

Though Before and After School programs are drastically different from the traditional classroom setting, tremendous opportunities to learn, grow and improve scholastic performance are still realistically attainable.

21st Century programs, since their inception and by definition, are not merely babysitting services nor are they intended to solely exist for homework assistance.

The challenge lies in incorporating enjoyable, engaging, and pleasurable activities which enhance and ensure learning. Students should remain oblivious to the fact they are being taught while experiencing supplemental lessons to increase their overall knowledge and understanding.

The Key – Although the educational methodologies are very similar to those of traditional classroom preparation and lesson plans, before and

after school groundwork must emphasis enjoyment, activity, and engagement.

This of course, requires much work for teachers, faculty and staff to ensure the fun and delight of students while they are unknowingly occupied in educational activities and experiences.

The resources and ideas for the incorporation of games, activities and exploration are literally limitless. Listed here are a few from which teachers and staff may draw:

http://www.afterschool.gov/

http://www.sedl.org/afterschool/toolkits/

http://www.thirteen.org/edonline/afterschool/activities/index.html

http://www.thinkfinity.org/ProjectBasedLearning.aspx

http://www.learningpt.org/afterschool/hqactivities/

http://exploratorium.edu/afterschool/

http://www.afterschoolmath.org/

http://www.afterschoolresources.org/kernel/images/niostips.pdf

http://www.sheppardsoftware.com/web_games_menu.htm

http://teachers.net/lessonplans/subjects/games/#

http://alex.state.al.us/index.php

Grantees have the knowledge and expertise to continually add to this list; and it is requested that new ideas and recommendations be shared with others via the 21st CCLC website. Together we all become stronger.

Remember, the stipulations outlined for 21st CCLC programs within the documented regulations –

Authorized Activities – Each eligible entity that receives an award under this part may use the award funds to carry out a broad array of before and after school activities (including during summer recess periods) that advance student academic achievement, including some of the following:

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 provide after school activities for limited English proficient students

that emphasize language skills and academic achievement Recreational activities Telecommunications and technology education programs Expanded library service hours Programs that promote parental involvement and family literacy Drug and violence prevention programs, counseling programs, and character

education programs

http://alex.state.al.us/index.php

http://teachers.net/lessonplans/subjects/games/#

http://www.sheppardsoftware.com/web_games_menu.htm

http://www.afterschoolresources.org/kernel/images/niostips.pdf

http://www.afterschoolmath.org/

http://exploratorium.edu/afterschool/

http://www.learningpt.org/afterschool/hqactivities/

http://www.thinkfinity.org/ProjectBasedLearning.aspx

http://www.thirteen.org/edonline/afterschool/activities/index.html

http://www.sedl.org/afterschool/toolkits/

http://www.afterschool.gov/

Lesson Plans

~ He who fails to plan; plans to fail. ~

The ALSDE has no desire to dictate or mandate cookie cutter programs and formats. However, certain standards must be implemented and maintained to adhere to the true intent of the 21st CCLC legislation and regulations.

To accomplish the goal of enriching a child's educational experience, planning and preparation are absolutely essential. Though assisting students with their homework is admirable and needed, an effective before/after school program must encompass far more. The aforementioned websites enumerate many possible before/after school projects and activities to broaden the scope of the program.

All 21st CCLC Programs should seek to work collaboratively with the schools served to be an extension of both the family and the endeavors of the classroom teachers. Verbiage, terminology, and vocabulary should be familiar to the students to ensure continuity and achieve the desired academic results.

Below are suggested methodologies and practices for writing and developing effective lesson plans to ensure the success of each student and to make certain continuity exists in all aspects of the program.

Best PracticesLay the foundation – Administration, faculty and staff must determine the overall purpose and objectives

of the 21st CCLC. All of which must be included in the original grant application.

Begin with the basics – An overview of the school year (and summer months, if applicable) should be developed and divided into semesters and/or quarters – six weeks – or nine weeks goals and objectives. It is then much easier to break things down into monthly and weekly attainable targets. (Please see Appendix V – W for examples.)

Weekly and Daily – Organization and planning are not an option when dealing with the lives of children and their well-being. Extensive methodical preparation must occur on a perpetual basis. The trick is to make it seem effortless while the students are having the time of their lives. The following is a list of considerations/components for functional, effective lesson plans:

Pre – work and Pre – Assessment What are my students needs? Where are your students going? Where do they need to be? How are they going to get there? How will you know when they've arrived?

Goals and Objectives Write precise and delineated goals for what the students will be able to accomplish

after the lesson is completed. Be Specific. Use numbers where appropriate. (i.e. 85% success rate, etc.)

Materials Needed A complete listing of materials and supplies needed to implement the lesson

correctly should be included. What needs to be prepared in advance? (typical for science classes and cooking or

baking activities)

Pre-requisites and groundwork What must students already be able to do before this lesson?

What concepts have to be mastered in advance to accomplish the lesson objectives?

Instruction What will get the students' attention and motivate them in order to hold their

attention? How can you tie lesson objectives with student interests and past classroom

activities? Instruction must be disguised in the form of activities, games and exercises. How do you effectively facilitate learning and manage the various activities?

Activities Activities must not exist as busyness without purpose. Watch to ensure the engagement of all students. Observe group and individual dynamics. Use student strengths and areas of opportunity to enhance learning dynamics.

Independent Practice (optional, if needed and applicable)

Closure What will be used to draw the ideas together for students at the end? How will feedback be provided to the students to correct their misunderstandings

and reinforce their learning? Assessment

How will you evaluate the objectives that were identified? Educator 101 – Behavioral Objectives are imperative

Please refer to the examples of 'Acceptable' Lesson Plans in Appendix V – Y.

Field Trips

As we know, learning by doing increases the educational process by many dimensions. Therefore, field trips can provide essential, real life contact with instructional and experiential subjects far beyond the four walls of a classroom or school building.

As mentioned in the Lesson Plans portion of the manual – planning, preparation, execution, evaluation and assessment must occur with field trips as well. (Please see Appendix Z for the Field Trip Agenda From.) Enjoyment should be the target with experiential learning occurring unbeknownst to the students. It certainly doesn't have to be rocket science, but a lesson can be learned in any circumstance.

Example: Even a trip to the local water park can be a tremendous educational opportunity.

Prep Work – What are the top 20 water parks in the nation?Where are they located? What's indigenous to that area of the country?How many tons of water are typically used to run a water park?From where does all that water come?What type of filtration system is used to keep the water clean and free of bacteria?How much money does a water park usually generate per year? How does that

help the local economy?Much more......

While there – Arrange a quick behind the scenes tour. Facilitate questions and answers with staff. Then go have fun!!

Assessment and Follow-through – Quick, easy and painless...Assess what they learned. This can be accomplished various ways, either through question and answers, a brief quiz, an art project drawing what they experienced with facts learned included, etc.

Basic Field Trip Parameters

Planning and preparation are essential components of field trip activities and the effective management of any potential risks to the students, teachers, support staff and other participants.

Annually, field trips should be planned for both the school year and the summer; and a listing submitted to the ALSDE. (Please see Appendix AA & BB for the Field Trip Logs.)

Unless prior approval from the ALSDE is obtained, field trips should not be scheduled to leave the state. There are many wonderful places and experiences within the state of Alabama for our students to enjoy. (See Appendix CC for a listing of possibilities suggested by fellow grantees. This directory is ever-expanding, and additions are welcome on the blog/website.)

The following questions are intended to assist faculty and staff as they prepare for safe and enjoyable excursions:

Is this field trip the best alternative for the students to meet the program's educational objectives?

Have we provided a written detailed instructional and support plan for the field trip?(educational objectives, observations, activities, assignments as well as date, time, location, transportation, support services, emergencies, etc.)

Have parents and students been notified in advance with a detailed description of the field trip? Has a permission form been developed and sent home for parental approval?

Are students and parents aware of the permissible rules of conduct and the consequences for inappropriate behavior?

Have we provided in writing, emergency response action plans and emergency phone numbers and contacts?

Have we determined if there are special needs of the any of the students, and how will weaccommodate those needs ?

If the trip is a full day event (summer programs), have we made provision for lunch (CNP)? Do we have either direct or indirect knowledge of the specific destination, area, activities and

resources to be able to guide, lead, direct and supervise the field trip and the student participation?

Does anyone in leadership have current American Red Cross or equivalent CPR and First Aid certification?

Will a first aid kit be available during the field trip? Has the kit been recently inspected and restocked as necessary?

Are parents aware of pick-up procedures, if they differ from normal daily operations?

With all the work and preparation, have we ensured that the students will have fun and enjoy themselves?!

Healthy Lifestyle Initiatives

17 Service Learning

The following information is taken directly from the national Learn and Serve website at http://www.learnandserve.gov/Default.asp . Please refer to this location for further information.

What Is Learn and Serve America? America’s young people – from kindergartners to college students – have the desire, energy and ability to make a real difference in their communities. Service-learning offers a unique opportunity for them to get involved in a tangible way by integrating community service projects with classroom learning. Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems. Students not only learn about democracy and citizenship, they become actively contributing citizens and community members through the service they perform.

Learn and Serve America supports and encourages service-learning throughout the United States, and enables over one million students to make meaningful contributions to their community while building their academic and civic skills. By engaging our nation’s young people in service-learning, Learn and Serve America instills an ethic of lifelong community service.

Learn and Serve America provides direct and indirect support to K-12 schools, community groups and higher education institutions to facilitate service-learning projects by:

Providing grant support for school-community partnerships and higher education institutions; Providing training and technical assistance resources to teachers, administrators, parents,

schools and community groups; and

Collecting and disseminating research, effective practices, curricula, and program models.

http://www.learnandserve.gov/Default.asp

Learn and Serve America is a program of the Corporation for National and Community Service, an independent federal agency created to connect Americans of all ages and backgrounds with opportunities to give back to their communities and their nation.Principles that Guide Learn and Serve America Learn and Serve America helps over one million students make meaningful contributions to their community while building their academic and civic skills. Our support and encouragement of service-learning projects is guided by four principles:

Meet the Nation’s Needs. Service-learning projects put the talents and energies of America’s young people to work solving real issues in their communities; taken together, these programs make a significant national contribution. Learn and Serve America is committed to addressing the nation’s education, public safety, environmental and human needs through its service-learning grants and services.

Improve Participants’ Lives. Students’ lives are enriched through service-learning as they become engaged in their own educational process, see the work they do benefit those around them, and become actively contributing citizens and community members. Learn and Serve America is dedicated to ensuring that our programs improve the lives of every participant, building academic, civic, and character excellence – and that participants develop a lifelong commitment to public service. Our programs and participants are highly diverse and we make every effort to increase the participation of disadvantaged youth in our programs.

Strengthen Communities. Service-learning projects bring together students, teachers, parents, and organizations to improve their community. By working together towards common goals, participants build trust and strengthen community ties. Learn and Serve America is committed to stimulating strong, sustainable partnerships among local schools, colleges, and organizations in order to improve communities’ abilities to meet their ongoing needs.

Continuously Enhance Management. Learn and Serve America is committed to improving the quality, reach, and sustainability of service-learning programs. We will continue to initiate improvements to our management structure that increase accountability, strengthen performance measurements, provide for an effective workforce, and put the needs of our educational partners first. What Is Service-Learning? Service-learning offers a unique opportunity for America's young people -- from kindergarten to college students -- to get involved with their communities in a tangible way by integrating service projects with classroom learning. Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems.

Students not only learn about democracy and citizenship, they become actively contributing citizens and community members through the service they perform.

Service-learning can be applied across all subjects and grade levels; it can involve a single student or group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas like education, public safety, and the environment.

Why is Service-Learning Important?

A national study of Learn and Serve America programs suggests that effective service-learning programs improve grades, increase attendance in school, and develop students' personal and social responsibility. A growing body of research recognizes service-learning as an effective strategy to help students by:

Promoting learning through active participation in service experiences;

http://www.nationalservice.gov/

Providing structured time for students to reflect by thinking, discussing and writing about their service experience;

Providing an opportunity for students to use skills and knowledge in real-life situations; Extending learning beyond the classroom and into the community; and Fostering a sense of caring for others.

Service-learning also strengthens both education and local communities by: Building effective collaborative partnerships between schools or colleges and other institutions

and organizations. Engaging parents and other adults in supporting student learning Meeting community needs through the service projects conducted Providing engaging and productive opportunities for young people to work with others in their

community

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