21st CCLC Grantee Handbook 1 Revised 8-1-2017

New Hampshire

21st Century Community

Learning Center

Grantee Handbook

21st CCLC Grantee Handbook 2 Revised 8-1-2017

Table of Contents

GRANT OVERVIEW 1

FINANCIAL 1

ONLINE GRANTS MANAGEMENT SYSTEM 1

SEPARATION OF DUTIES 1

APPLICATION (BUDGET) 1

REPORTING EXPENSES (DRAWDOWNS) 3

STATUS INDICATORS 3

BUDGET CHANGES AND APPROVAL 3

DEPARTMENT REVIEW AND APPROVALS 4

FISCAL YEAR CLOSEOUT 4

CARRYOVER FUNDS 4

PROGRAM INCOME UPDATED! 4

SUPPLANTING 5

FOOD FOR MEETINGS AND EVENTS 5

GRANT CLOSEOUT NEW! 6

PROGRAM INVENTORY 6

PROGRAM INCOME 6

REPORTING & BUDGET 6

RECORD RETENTION 7

FREQUENTLY ASKED QUESTIONS ERROR! BOOKMARK NOT DEFINED.

REPORTING AND PARTICIPATION REQUIREMENTS 7

5-YEAR MONITORING SCHEDULE: 7

DATA COLLECTION AND REPORTING 7

21st CCLC Grantee Handbook 3 Revised 8-1-2017

TEACHER SURVEY 8

I4SEE 8

FEDERAL REPORT 8

ANNUAL PERFORMANCE REPORT (STATE REPORT) 8

PERFORMANCE PATHWAYS ERROR! BOOKMARK NOT DEFINED.

STATE-WIDE EVALUATION 9

YOUTH SURVEYS 9

PROGRAM DIRECTOR, SITE COORDINATOR, AND PRINCIPAL SURVEYS 9

MYNHDOE SINGLE SIGN ON 9

ESTABLISHING AN ACCOUNT 9

DATA SYSTEMS AND PERMISSIONS 9

GRANTS MANAGEMENT SYSTEM (GMS) 10

I4SEE 10

EDUCATIONAL STATISTICS SYSTEM (ESS) 10

PERFORMANCE PATHWAYS ERROR! BOOKMARK NOT DEFINED.

MEETINGS AND TRAININGS 11

PROGRAM DIRECTOR MEETINGS 11

SITE DIRECTOR MEETINGS ERROR! BOOKMARK NOT DEFINED.

SUMMER CONFERENCE 11

REGIONAL CONFERENCE 11

NATIONAL CONFERENCE (OPTIONAL) 11

CAYEN AND I4SEE 11

LIGHTS ON! AFTERSCHOOL 11

CURRENT STATE INITIATIVES 12

HIGH SCHOOL EXTENDED LEARNING OPPORTUNITIES 12

PROJECT BASED LEARNING 12

STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, & MATHEMATICS) 12

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GOALS, DATA, AND EVALUATION 12

GUIDANCE 13

FEDERAL GUIDANCE UPDATED! 13

TITLE IV, PART B 13

EDGAR 13

UNIFORM GUIDANCE 13

NON-REGULATORY GUIDANCE 13

PRIVATE SCHOOL PARTICIPATION 14

STATE GUIDANCE UPDATED! 14

FEDERAL FUNDS HANDBOOK 14

GUIDANCE ON STUDENT ELIGIBILITY 14

PROPERTY GUIDANCE (EQUIPMENT AND INVENTORY) UPDATED! 17

LOGO 18

RESOURCES UPDATED! 19

NH DEPARTMENT OF EDUCATION WEBSITE 19

ACROSS NH 19

AFTERSCHOOL ALLIANCE 19

NHAN (NEW HAMPSHIRE AFTERSCHOOL NETWORK) 19

UNIFORM GUIDANCE 19

EDGAR 19

FEDERAL FUNDS HANDBOOK 19

PRIVATE SCHOOL PARTICIPATION 19

GLOSSARY OF 21ST CCLC TERMS AND COMMON ACRONYMS UPDATED! 20

APPENDICES 1

21st CCLC Grantee Handbook Revised 8-1-2017

GRANT OVERVIEW

FINANCIAL The State disperses grant funds on a reimbursement basis using an online grants management

system. In order to ensure timely availability and distribution of funds, please be sure to closely

adhere to submission deadlines.

ONLINE GRANTS MANAGEMENT SYSTEM The online grants management (GMS) system tracks the allocations, budgets, and expenditures

for each project. A brief overview of the system is provided below. More complete directions

and guidance regarding the use of the online grants management system can be found in the

Online Grants Management System Handbook located on the DOE website at:

http://www.education.nh.gov/data/documents/grants_manage_handbook.pdf.

In order to access the system, each individual must have his/her own login and account in the

myNHDOE Single Sign-On System. (For directions on how to establish an account, see myNHDOE

Single Sign On under the Reporting and Participation Requirements.)

SEPARATION OF DUTIES Generally Accepted Accounting Principles indicate that there should be at least three people

(roles) associated with each grant. Each of these roles will have different permissions levels and

responsibilities within the GMS regarding the financial process.

Budget Creator—this individual is responsible for creating and entering the budget and

budget narrative into the online system. Often this is the program director.

Budget Approval—this individual is responsible for reviewing and approving both budgets

and fiscal reports as they are completed and submitting them to the Department of

Education, typically the Superintendent or CEO of the fiscal agent. Note: This individual’s

signature must be on file as an authorized signer at the Department.

Fiscal Reporting—this individual is responsible for completing the monthly expenditure

reports which allow the program to draw down reimbursement funds. This role is fulfilled

by an individual who has no financial interest in how the grant funds are being

expended, typically a business administrator or secretary.

Reviewer/Read-Only (optional)—this additional role is provided for staff who may need

to view the budget and expenses recorded in the system, but will not be responsible for

making any changes.

APPLICATION (BUDGET) Once an account has been created and permissions established, the budget creator is able to

enter the budget into the system. There are three parts to the budget: budget categories, the

budget narrative and the budget line items.

Budget categories are simply groupings of related budget items, such as administrative salaries

and benefits. The system is pre-populated with a list of categories including: administrative

21st CCLC Grantee Handbook 2 Revised 8-1-2017

salaries and benefits; instructional salaries and benefits; other administrative costs; contracted

services, professional development, SES, etc.; supplies and materials; travel; and indirect costs as

well as N/A. Select the appropriate category for the activities and expenses to be described in

the budget narrative.

The budget narrative is entered into the ACTIVITIES block in the online system and consists of a

brief description of how funds in a given section of the budget will be used. For example: under

the supplies and materials category, the narrative might read “4 laptop computers @ $4000;

paper and craft supplies @ $2000”or for administrative salaries and benefits, it might read “site

coordinator @ $20/hr x 30 hr/wk x 42 weeks = $25,200; FICA = $1008.00; ***Note: when including

salaries and equipment purchases (items costing in excess of $250 each), include details such as

the position title or equipment to be purchased and formula for calculations including pay rate

or item cost and quantity. Additionally, a list of contracts and individual contract cost needs to

be provided. Contracts exceeding $5,000 will require either a line item breakdown of contract

expenses in the Grants Management System (sample below) or the submission of a separate

budget spreadsheet outlining how funds will be expended under the contract.

CATEGORY:

Contracted Services, Professional Development Activities, etc.

ACTIVITIES:

Name of Contract Entity #1: (Total for Contract Entity: $58,422.48; breakdown follows) Program Director Salary: $40,000 PD FICA: $1,680.00 PD Retirement: $1,680 PD Workers Comp: $760 PD Health Benefits: $6,502.48 Education Coordinators:$7,800 ((2) @ $20 per/hour, 5 hours/week, 39 weeks) Name of Contract Entity #2 : $7,700 (AmeriCorps Member, 1,700 service hours, 10.5 months)

Function Code Object Code TITLEIVB21C

2210 - Improvement of Instruction Services 300 - Purchased Professional/Technical Services $66,122.48

Totals: $66,122.48

After saving the budget category and narrative, the budget line items section will appear at the

bottom of the screen. In this section, select the appropriate function and object codes to

represent each budget line described in the narrative above. Multiple budget lines may be

entered for each category based on the activities described. For example: an Administrative

Salaries and Benefits category may include lines for the program administration’s salaries, taxes,

and insurances. A complete description of available object and function codes can be found

in Appendix A of the Financial Accounting Handbook located on the DOE website at

http://www.education.nh.gov/data/documents/fin_acct_handbk.pdf.

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REPORTING EXPENSES (DRAWDOWNS)

Under the online grants management system, program expenses are reported and reimbursed

monthly. Programs are required to submit monthly reports of actual disbursements (funds paid

out during the course of the month). Reports are due to the DOE by the 10th of the month

following the reporting period to be considered on time.

Note: Additional documentation may be requested to verify monthly expenditure reports

against local receipts, invoices, and time sheets during site level monitoring visits or at any time

when there may be a concern regarding a grantees fiscal processes or program activities.

STATUS INDICATORS The online system lists the status of applications/reports as they progress through the

authorization process. Below is a list of these status indicators and their significance.

Ready for Local Authorized Signature: Application/report has been submitted to the

local authority for approval.

Submitted: Application/report has been submitted to the DOE for approval.

Budget Reviewed: Application/report has been reviewed for accuracy by the DOE

Accountant and is pending approval by the program coordinator.

Approved: Application/report has been reviewed by both the Accountant and your

program coordinator. In the case of your application, this constitutes your authorization

to spend. In the case of an expense report, this indicates that the DOE business office has

been authorized to process payment.

Returned: Application/report has been returned to the grantee to make changes.

Paid: Report has been processed by the business office and sent to the Treasury for

payment.

BUDGET CHANGES AND APPROVAL Any budget changes that impact the scope or objective of the project must be approved in

writing by the state program coordinator.

Any budget changes in the following object codes, must obtain prior written authorization from

the state program director:

Object Code 300—Contracted Services

Object Code 700—Equipment

Object Code 900—Indirect Costs

Budget changes, other than those described above, can be made directly through the online

grants management system without securing prior written authorization provided they do not

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exceed 10% of the total budget approved. To update your budget in the system, contact your

state director so that the application can be returned for revisions.

Note: Any final budget changes for the project year are due to the Department by June 15th to

allow sufficient time for processing before the grant end date.

DEPARTMENT REVIEW AND APPROVALS The Department of Education will review and respond to all grants management system

submissions within 30 days.

FISCAL YEAR CLOSEOUT Programs have 60 days following the project end date to disperse funds and all expenses must

be reported within two reporting cycles following the project end. Be sure to indicate when you

are submitting the final report by clicking the Final Report Checkbox in the upper left of the

reporting screen.

For programs at the end of their five-year grant, final reimbursement reports/requests will be held

until all program reporting and data collection has been completed.

CARRYOVER FUNDS You may carryover up to 10% of your annual allocation into the next fiscal year during the life

cycle of the grant. Carryover funds are calculated and released once the final report from the

previous year has been received and processed. Unspent funds in excess of the 10% or

remaining at the end of the five-year grant cycle will be released for redistribution at the state

level.

PROGRAM INCOME Definitions: Program income means gross income earned by the non-Federal entity that is

directly generated by a supported activity or earned as a result of the Federal award during the

period of performance. The period of performance is the time between the effective date of the

award and the ending date of the award reflected in the approved budget application.

Program income includes but is not limited to income from fees for services performed, the use

or rental or real or personal property acquired under Federal awards, the sale of commodities or

items fabricated under a Federal award, license fees and royalties on patents and copyrights,

and principal and interest on loans made with Federal award funds.

OMB Super Circular—The Office of Management and Budget (OMB) published new

requirements for federal award programs entitled Uniform Administrative Requirements, Cost

Principles, and Audit Requirements for Federal Awards (also known as the Super Circular)

codified at 2 CFR 200. The guidance supersedes and consolidates the requirements from OMB

Circulars A-21, A-87, A-110, A-122, A-89, A-102, A-133, and A-50.

(https://www.whitehouse.gov/omb/grants_docs)

21st CCLC Grantee Handbook 5 Revised 8-1-2017

§200.80 Program income

(e)(1) Deduction. Ordinarily program income must be deducted from total allowable costs to

determine the net allowable costs. Program income must be used for current costs unless the

Federal awarding agency authorizes otherwise. Program income that the non-Federal entity did

not anticipate at the time of the Federal award must be used to reduce the Federal award and

non-Federal entity contributions rather than to increase the funds committed to the project.

SUPPLANTING Funding from the 21st Century Community Learning Center grant may only be used to

supplement, and to the extent practical, increase the level of funds that would, in the absence

of the Federal funds, be made available from non-Federal sources for the education of

participating students. In no case may a grant recipient use Federal program funds to supplant

funds from non-Federal sources.

To determine whether or not an example is supplanting, consider “What would you have done

in the absence of the grant?” If alternate funds would have been available, then using grant

funds would be considered supplanting.

Also, OMB Circular A-133 Compliance Supplement (Department of Education, section III G 2.2)

offers the following guidance:

Supplanting is presumed to have occurred if:

The State Education Agency (SEA) or Local Education Agency (LEA) used Federal funds

to provide services that the SEA or LEA was required to make available under other

Federal, State or local laws.

The SEA or LEA used Federal funds to provide services that the SEA or LEA provided with

non-Federal funds in the prior year.

The Compliance Supplement goes on to explain that “these presumptions are rebuttable if the

SEA or LEA can demonstrate that it would not have provided the services in question with non-

Federal funds had the Federal funds not been available.”

FOOD FOR MEETINGS AND EVENTS In May 2013, the US Department of Education issued updated guidance pertaining to the use of

federal funds to support the costs of meetings, conferences, and food purchases. The full

document, Frequently Asked Questions to Assist ED Grantees to Appropriately Use Federal Funds

for Conferences and Meetings—December 2014, can be found on the US Department’s website

at http://www2.ed.gov/policy/fund/guid/gposbul/gposbul.html.

Federal funds can be used when they are deemed necessary to meet the goals and objectives

of a federal grant. For 21st CCLC programs, providing snacks and/or meals (as appropriate)

during the course of the program is considered necessary to mitigate risk and achieve the

academic and social outcomes provided for by the grant.

21st CCLC Grantee Handbook 6 Revised 8-1-2017

For staff, partner, and other business meetings, the general rule is that participants should be

purchasing/providing their own food, beverages, and snacks. However, for activities involving

families, additional clarification regarding this FAQ has since been issued (July 2014) that permits

an LEA to provide refreshments for parents at family literacy activities in order to facilitate parent

attendance at those meetings. The FAQ above “is generally intended to apply to professional

meetings, including those that you may have with LEA staff, and not to school-based events

such as a Title I parent meeting” or 21st CCLC family literacy activity. “As a result, as long as

there is a connection to a programmatic purpose and the cost is reasonable, an LEA may

continue to provide food” for these events.

GRANT CLOSEOUT PROGRAM INVENTORY Prior to closing the grant, the grantee must account for any personal property acquired with

Federal funds. Equipment, purchased with grant funds may continue to be used in the program

or project for which it was acquired as long as needed, whether or not the project or program

continues to be supported by the Federal award, When it is no longer needed for the original

program or project, the equipment may be used in other activities supported through the U.S.

Department of Education, or in the absence of such programs activities supported by other

Federal agencies.

References: 2 CFR 200.313 and 2 CFR 200.343

PROGRAM INCOME All program income must be obligated prior to the project end date for the fifth and final year of

the grant. Any funds remaining will be used to offset the federal share in the project. This can

be accomplished either by allocating expenses typically charged to the grant to program

income funds as the project end date approaches or by using the clean-up period (60 days

following the project end date) in the Grants Management System to reimburse the grant for

any expenditures that should have been charged to local funds. If assistance is needed, please

contact your state director.

Reference: 2 CFR 200.80

REPORTING & BUDGET Timely submission of reports is important. Data submissions to i4see and both federal and state

annual performance reports must be accurate and complete prior to closing the grant, and no

later than 90 days following the grant end date. (Reference 2 CFR 200.343)

In addition, programs have 60 days following the project end date to disperse funds and all

expenses must be reported within two reporting cycles following the project end. For programs

at the end of their five-year grant, final reimbursement reports/requests will be held until all

program reporting and data collection has been completed.

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RECORD RETENTION Financial records, supporting documents, statistical records, and all other non-Federal entity

records pertinent to a Federal award must be retained for a period of three years from the date

of submission of the final expenditure report.

Reference: 2 CFR 200.333

Other Grant Dollars

You may, and should, apply for other grant dollars to support your work. When applying you

need to charge the grant for the associated expenses including the time needed to administer

it.

REPORTING AND PARTICIPATION REQUIREMENTS

5-YEAR MONITORING SCHEDULE:

Year 1: NHDOE Site Visits

Year 2: Peer Visits

Year 3: Continuous Improvement Process Visits - The Continuous Improvement Process uses a

tool that provides an in-depth quality improvement process.

Year 4: NHDOE Site Visits

Year 5: Service to the Field

DATA COLLECTION AND REPORTING

CAYEN is an online data collection system utilized by NH 21st CCLC programs. It collects and

organizes information regarding program enrollment and attendance, program offerings,

academic performance, teacher surveys, as well as the goals and performance information

required for the 21st CCLC federal report (APR 21). In addition to facilitating the collection of

data required for state and federal reports, Cayen has many features that support daily

program function including the ability to create sign in/out sheets, bus lists, and mailing labels,

as well as track fees, record payments, and generate invoices.

Cayen trainings are offered throughout the year and are tailored to the needs and familiarity

level of the participants. Please refer to the program calendar (located in Appendix A) for a

schedule of these opportunities. Additional support is offered through the Cayen HelpDesk and

a preset allowance of phone support directly through Cayen.

SASIDs in Cayen

A combination of birth dates and SASID numbers (State Assigned Student Identifier Numbers) are

used to link student data between the Cayen and i4see databases (described below). For

some students, SASIDs are not available either because they are not currently enrolled in a

public school or they are from outside the host district.

21st CCLC Grantee Handbook 8 Revised 8-1-2017

To prevent errors when uploading data to i4see for these students, please enter the following

codes into the SASID (State ID) field in Cayen.

Homeschool: 1111111111

Pre-school: 9999999999

Out-of-district: 8888888888

TEACHER SURVEY Teacher surveys are annual paper-based surveys distributed at the end of the school year to

school day teachers. They are designed to measure the impact the afterschool program had

on homework completion, class participation, and behavior for youth who regularly attend the

program (regular attendees—youth who attend 30 or more days per year). The data from this

survey is entered into the Cayen database and included in your federal report via APR21. A

copy of the teacher survey is included in the Annual Performance Report in Appendix B.

Note: For a fee, Cayen can activate a feature allowing teachers to complete these surveys

online with the results automatically uploaded into the database. This service is optional and at

the discretion of individual programs.

I4SEE I4see is the State data collection system used by the Department of Education. This system

houses all of the information reported by school districts, including enrollment, demographics,

and standardized test scores. The 21st CCLC program uploads data from Cayen into i4see

several times a year as part of the annual evaluation and reporting processes. At each upload

the program is responsible for rectifying any errors in both i4see and Cayen.

By uploading 21st CCLC data into i4see, 21st CCLC programs are able to access valuable data

regarding participants, including sensitive demographics information regarding race,

participation in the free and reduced lunch program, as well as special education and English

Language Learner (ELL) designations. This information is reported to programs in aggregate form

to protect confidentiality, and can be used to complete State and Federal performance reports

as well as to support sustainability efforts.

FEDERAL REPORT Each 21st CCLC grantee completes triannual federal reports (APR21). Data for these reports is

uploaded to the federal system by Cayen for the summer, fall and spring time periods. Each

program is responsible for ensuring their data in Cayen and i4see is complete and accurate

according to the reporting timeline. The report contains a summary of participant data and

demographics as well as information regarding program goals, community partners, and

staffing.

ANNUAL PERFORMANCE REPORT (STATE REPORT) In addition to the federal APR21 reports, 21st CCLC grantees complete an annual performance

report for the State describing progress on project goals and performance measures. This report

is due each year by June 30th and must be completed in order to receive funding for the

upcoming year. A sample report can be found in Appendix B.

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STATE-WIDE EVALUATION

In 2012, NH 21st CCLC implemented a new process for statewide evaluation. This process

includes the annual collection of surveys from youth participants, site coordinators, program

directors, and principals and is conducted online through state systems. For survey examples,

please contact your state director.

YOUTH SURVEYS During the month of March youth currently participating in the programs will engage in a survey

process aimed at gathering information about their perceptions of the program, academic

engagement, social skills, and ambitions. The surveys are conducted online and results will be

available to programs via the i4see workbench (see above under Data Collection and

Reporting).

PROGRAM DIRECTOR, SITE COORDINATOR, AND PRINCIPAL SURVEYS In May, program directors, site coordinators, and principals participate in a survey to collect

information regarding the programming, operation, and partnerships of each program. The

surveys are conducted online through the ESS System via myNHDOE Single Sign-On system with

state-level aggregate results available on the i4see workbench (see above under Data

Collection and Reporting). Please note: site coordinator and program director surveys include

questions pertaining to professional development opportunities accessed through the year and

overall program budget. Establishing a system for tracking this information through the year is

helpful.

MYNHDOE SINGLE SIGN ON All of the DOE systems that programs utilize for reporting and data access listed above—i4see,

Performance Pathways, and the ESS system (for the professional level surveys) as well as the

Grants Management System (GMS) are accessed through a single portal called myNHDOE

Single Sign-On.

ESTABLISHING AN ACCOUNT To establish an account:

1. Go to the myNHDOE website at https://my.doe.nh.gov/myNHDOE/Login/Login.aspx

2. Click on CREATE NEW USER ACCOUNT and follow the wizard. 3. Once you’ve reached the end of the wizard, you will see a red “x” and a message that

says you do not have permissions to go further. Your account has been created.

DATA SYSTEMS AND PERMISSIONS Once an account has been created, permissions need to be established to determine the level

and type of access each individual has and to which systems. For programs in which the district

is the lead organization or fiscal agent, contact the district Single Sign-On Coordinator to

establish these permissions. If the community or faith-based organization is the lead or fiscal

agent, your state program director will be able to establish permissions to both ESS and GMS on

your behalf, but you will need to coordinate with your district partner to access i4see and/or

Performance Pathways.

21st CCLC Grantee Handbook 10 Revised 8-1-2017

GRANTS MANAGEMENT SYSTEM (GMS) As described above, Generally Accepted Accounting Principles indicate that there should be

at least three people (roles) associated with each grant. Each of these roles will have different

permissions levels and responsibilities within the GMS regarding the financial process.

Budget Creator—this individual is responsible for creating and entering the budget and

budget narrative into the online system. Often this is the program director.

Budget Approval—this individual is responsible for reviewing and approving both budgets

and fiscal reports as they are completed and submitting them to the Department of

Education, typically the Superintendent or CEO of the fiscal agent. Note: This individual’s

signature must be on file on as an authorized signer at the Department.

Fiscal Reporting—this individual is responsible for completing the monthly expenditure

reports which allow the program to draw down reimbursement funds. This role is fulfilled

by an individual who has no financial interest in how the grant funds are being

expended, typically a business administrator or secretary.

Reviewer/Read-Only (optional)—this additional role is provided for staff who may need

view the budget and expenses recorded in the system, but will not be responsible for

making any changes.

I4SEE The level and process for accessing i4see is at the partnering district’s discretion. Typically the

program director is granted individual account access to this system in order to perform required

uploads for reporting and surveying purposes, as well as to access reports in support of

sustainability activities. However, in some cases, the district may elect to pair the director with a

tech director or secretary with existing access to complete these required tasks.

EDUCATIONAL STATISTICS SYSTEM (ESS) Site coordinators, program directors, and principals all need permissions to the Educational

Statistics System (ESS) in order to complete the annual state-wide evaluation surveys. (Note:

Youth surveys are completed through a special link outside of the myNHDOE portal and do not

require access to the system.) When establishing permissions, please use the following roles to

ensure accounts are linked to the appropriate survey.

Site Coordinators—Site Coordinator – 21st CCLC

Program Directors—Program Director – 21st CCLC

Principals—General User

Note: Site coordinators and principals should be linked to an individual school and program

directors should be linked to the district. Step by step directions for this process can be found on

page 14 of the Security User Manual, located in the Help Menu on the left side of the screen in

Single Sign On for Single Sign On Coordinators with Security Administrator permissions.

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MEETINGS AND TRAININGS

PROGRAM DIRECTOR MEETINGS Program director meetings are required professional development and networking opportunities

designed to establish a strong community of support. These half day meetings are scheduled

every other month and include a two-day retreat in January.

SUMMER CONFERENCE The summer conference is a required three day annual event (Summer Summit) for program

directors. This is an opportunity for program directors to meet with their school teams to work on

a problem of practice during the three day event.

REGIONAL CONFERENCE The regional conference is a collaborative effort between the New England 21st CCLC programs

and when offered is traditionally a spring event. If offered, grantees are required to attend.

NATIONAL CONFERENCE Attending national conferences is an optional but worthwhile experience. It is required that

every program attend a national conference at least once in its five year grant cycle.

CAYEN AND I4SEE Trainings on the Cayen and i4see databases are held periodically throughout the year (by

webinar and in person) to assist programs with data collection and reporting. Scheduled

trainings can be found in the program calendar (see Appendix A). Supplemental trainings may

be added over the course of the year and will be announced via email.

LIGHTS ON! AFTERSCHOOL Lights on Afterschool is a nationwide celebration of afterschool organized by the Afterschool

Alliance. This celebration is an opportunity to recognize and promote your program, engaging

families, community members and local leaders in supporting and celebrating the impact your

program has on youth.

The Afterschool Alliance website (http://www.afterschoolalliance.org/loa.cfm) is a tremendous

planning resource with toolkits, media templates, and fact sheets outlining the critical role of

afterschool. It is also the site to visit to register your event and support ongoing efforts to

increase awareness.

21st CCLC Grantee Handbook 12 Revised 8-1-2017

CURRENT STATE INITIATIVES

HIGH SCHOOL EXTENDED LEARNING OPPORTUNITIES High Schools are expected to offer ELO opportunities to their participants. Please see NH DOE

guidance here: http://www.education.nh.gov/innovations/elo/index.htm

PROJECT BASED LEARNING Project Based Learning (PBL) is a teaching method or strategy in which students investigate and

address a complex question or issue over an extended period of time. PBL is frequently inquiry

driven and is both content and skill-focused, with an emphasis on 21st Century Skills (including

problem solving, critical thinking, communication and collaboration, and effective use of

technology as well as creativity and innovation). Quality experiences provide opportunities for

youth to have voice in the project’s direction, format, and process; incorporate opportunities to

provide and receive feedback leading to revision or further study; as well as create

opportunities to share or present acquired knowledge.

STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, & MATHEMATICS) STEAM competencies have been identified as critical to improving college and workforce

readiness as well as supporting the innovative and economic vitality of both states and the

nation as a whole. The recent integration of Arts into this framework emphasizes the role of

creativity in innovation.

Quality STEAM activities provide opportunities to tackle real-world challenges and issues using

inquiry, project-based, and hands on approaches. They create experiences that spark original

thinking and creative problem solving while challenging youth to integrate foundational

knowledge and skills across disciplines.

GOALS, DATA, AND EVALUATION Clear, focused, and concise goals and outcomes provide a roadmap for program

development and implementation; guide activities and initiatives and help to direct resources in

the pursuit of meaningful and attainable impacts; and lead to data that is both easily

understood and tells a clear story of a program’s progress and impact. Over the past few years,

21st CCLC programs have been working to review and refine their goals to more clearly reflect

the needs and opportunities central to their program design.

Efforts have also been made to streamline data collection, reduce data burden, and increase

accessibility of both program level and statewide data. Programs are encouraged to review

their current data collection efforts to ensure alignment with program goals and maximize the

quality and meaningfulness of data being collected. In addition, data collected for statewide

evaluation has been made available at the local level via the i4see system. These reports and

data can now be used by programs to support progress towards local goals and impacts, as

well as gains on established statewide quality benchmarks for annual performance reporting,

grant applications, and presentations to key stakeholders and potential funders.

21st CCLC Grantee Handbook 13 Revised 8-1-2017

GUIDANCE

FEDERAL GUIDANCE

TITLE IV, PART B

Program Authority: Title IV, Part B of the ESSA, as amended by the Every Student Succeeds

Act (ESSA) (20 U.S.C. 7171-7176). This is the law which governs the 21st CCLC program. All

program activities must be conducted in accordance with this statute. The law is available for

review on the US Department of Education (USDOE) website at:

http://www2.ed.gov/programs/21stcclc/legislation.html.

EDGAR The Education Department General Administrative Requirements (EDGAR) is the federal

document governing appropriate use and procedures for federal education dollars. This

document can be found online at:

http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html.

UNIFORM GUIDANCE In 2014, the federal Office of Management and Budget (OMB) updated its guidance regarding

the use and management of federal funds. The previous OMB Circulars were consolidated and

aligned to create a single, uniform guidance document which can be found at:

http://www.ecfr.gov/cgi-bin/text-

idx?SID=6214841a79953f26c5c230d72d6b70a1&tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl.

Support in transitioning to this new guidance can be found at

http://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html.

NON-REGULATORY GUIDANCE The Non-Regulatory Guidance is a document created by the US Department of Education

(USDOE) to translate some of the key guidance for the 21st CCLC grant into more accessible

language. A copy of this guidance can be found on the USDOE website at

http://www2.ed.gov/programs/21stcclc/legislation.html.

In May 2013, the US Department of Education issued a second document to provide guidance

across all federal programs regarding the use of federal funds to support conferences, meetings,

and food purchases. The Frequently Asked Questions to Assist ED Grantees to Appropriately Use

Federal Funds for Conferences and Meetings can be found at

http://www2.ed.gov/policy/fund/guid/gposbul/gposbul.html.

Additional clarification regarding this FAQ has since been issued (July 2014) that permits an LEA

to provide refreshments for parents at family literacy activities in order to facilitate parent

attendance at those meetings. The FAQ above “is generally intended to apply to professional

meetings, including those that you may have with LEA staff, and not to school-based events

such as a Title I parent meeting” or 21st CCLC family literacy activity. “As a result, as long as

21st CCLC Grantee Handbook 14 Revised 8-1-2017

there is a connection to a programmatic purpose and the cost is reasonable, an LEA may

continue to provide food” for these events.

PRIVATE SCHOOL PARTICIPATION

Grantees are required to provide students enrolled in private schools with a genuine opportunity

for equitable participation. To ensure equity, programs should consult with local private schools

during the annual design and development of their projects. Conversations with interested

schools should address the following:

1) Which children will receive benefits under the project;

(2) How the children's needs will be identified;

(3) What benefits will be provided;

(4) How the benefits will be provided; and

(5) How the project will be evaluated.

and occur before the subgrantee makes any decision that affects the opportunities of those

students to participate in the project.

Reference: EDGAR 76.652

STATE GUIDANCE Note: State guidance documents are in the process of being updated to align with the recently

released federal Uniform Guidance.

FEDERAL FUNDS HANDBOOK The Federal Funds Handbook is a comprehensive document put together by the New

Hampshire Department of Education (NHDOE) to guide grant recipients in appropriate

processes and uses of federal funds. It includes specific instructions for working with our state

budgeting system (Online Grants Management System). The document is available in PDF

format from the NHDOE website at:

http://www.education.nh.gov/documents/fed_funds_handbk.pdf.

GRANTS MANAGEMENT SYSTEM HANDBOOK

The Grants Management System Handbook is a handy reference summarizing both the how-to’s

of navigating the online fiscal system for managing your grant as well as some of the more

common federal and state regulations for grants management. The handbook is available in

PDF format from the NHDOE website at:

http://www.education.nh.gov/data/documents/grants_manage_handbook.pdf.

GUIDANCE ON STUDENT ELIGIBILITY What are the qualifications to participate in a 21st CCLC program?

Federal law requires that participation in any federally funded program, including 21st CCLC,

must be open to all qualifying individuals. According to the goals and expectations of New

Hampshire’s 21st CCLC program, there is a focus on serving students who:

(1) attend, or would be eligible to attend, high poverty schools with a minimum of 30% free

and reduced lunch rates; and

21st CCLC Grantee Handbook 15 Revised 8-1-2017

(2) are low-performing, as defined by state and local assessments, or

(3) otherwise classified “at risk” due to truancy, family instability, transience, substance

abuse, etc. as identified in the awarded grant proposal.

Though 21st CCLC programs are open to all qualifying students, there may be enrollment caps

due to funding levels and overall capacity. Program enrollment for 21st CCLC programs may

operate on a first-come, first-serve basis or elect to use a priority system which, through an

established and transparent process, identifies youth with the most need (based on the criteria

above) and prioritizes their registration and admittance to the program. Once a program has

reached its capacity, students may be placed on a waiting list and may enroll when the

program has an opening.

What relationship does the 21st CCLC program have with other Federal programs?

The 21st CCLC serves as a supplementary program that can enhance state or local reform efforts

to improve student academic achievement and to support their overall development. In

particular, 21st CCLC funds create and expand afterschool programs that offer extended

learning opportunities for children and their families. Once these programs have been

established with 21st CCLC funds, other federal, state, and/or local funds can also be used to

provide activities and services in these centers.

Can 21st CCLC programs serve students who are also supported by other Federal

programs?

Yes. Programs are encouraged to support low-performing students who are also receiving

services from other fderal programs. For example, students receiving Title I services, students with

disabilities, and English language learners are among the student populations that can also

benefit from 21st CCLC programs and services. For any student who is receiving services through

another federal program, as long as that student meets the 21st CCLC program’s qualifications

and the program has the capacity to serve the student, the student must be allowed to

participate in the 21st CCLC program.

Title I

Title I funding can, but is not required to, be used to provide supplemental programming services

to support the participation of Title I identified students in 21st CCLC programs. These program

services must be supplemental and not supplant any services currently being offered to Title I

students.

Title III/ELL

Students who are receiving ELL services are learning English and academic content

simultaneously and often perform lower on state and local assessments. As such, 21st CCLC

programs are encouraged to serve ELL students in order to support their language and

academic needs, thus helping them progress toward grade level proficiency standards. Schools

should consider including participation in the 21st CCLC program as part of a student’s Individual

Language Acquisition Plan (ILAP), which outlines a personalized action plan for language

development. In the event that an ILAP doesn’t include the 21st CCLC program, discretionary

21st CCLC funds can be used to support the student’s participation in the program.

21st CCLC Grantee Handbook 16 Revised 8-1-2017

Homeless

Students who have been identified as homeless under the McKinney Vento Act are at risk and

often perform below their peers on state and local assessments and benefit greatly from the

stability and services offered by many 21st CCLC programs. In cases where it is determined that

afterschool programming is a need for a homeless student and funds are available from

either McKinney Vento or Title I Part A reservation of funds for homeless students, space would

be made available to support participation in such a program in the absences of 21st CCLC,

then either the McKinney Vento program or Title I Part A may elect to cover the program cost (if

any, following the normal registration and scholarship/sliding rate processes for the program) for

the identified youth.

Migrant

Students who are receiving services through the Migrant education are often at risk and perform

lower on state and local assessments. Programs serving communities with migrant populations

should consider flexible services to meet the needs of this specialized population, including

socialization opportunities, academic resources, and family engagement and supports.

What if a student is protected under Section 504 of the Rehabilitation Act?

Section 504 of the Rehabilitation Act specifically states: "No otherwise qualified individual with

handicaps in the United States . . . shall, solely by reason of her or his handicap, be excluded

from the participation in, be denied the benefits of, or be subjected to discrimination under any

program or activity receiving Federal financial assistance." No student, who wishes to

participate in the 21st CCLC program, can be excluded from receiving services solely by reason

of her or his handicap. Any student who otherwise meets the program qualifications, could

succeed at the program with or without modifications, and who the program has capacity to

serve, must be allowed to participate in the program. It is advised that 21st CCLC programs

consult local district personnel to determine if a student has a 504 plan, and if so, the details

regarding that plan. 21st CCLC programs must ensure that reasonable accommodations are in

place to support the student’s participation in the program.

How about a student who has an Individualized Education Plan (IEP)?

Students with disabilities receiving special education and related services through an

Individualized Education Plan (IEP) under the Individuals with Disabilities Education Act (IDEA),

who also meet the program qualifications, may participate in a 21st CCLC program. Though it is

unusual for an IEP to include programming during non-school hours, if the IEP Team determines

that participation in the 21st CCLC program is necessary in order for the student to receive a

free, appropriate public education, then that student’s IEP must address the extended school

day services to be provided. 21st CCLC program staff are advised to collaborate with local IEP

Teams to ensure that reasonable accommodations are provided to the student. In the event

that an IEP does not include the 21st CCLC program, discretionary 21st CCLC funds can be used

to support the student’s participation in the program.

What if a student is homeschooled?

Homeschooled youth living in the catchment area of an eligible, funded 21st CCLC school who

would be eligible to attend said school if they were not being homeschooled are subject to the

21st CCLC Grantee Handbook 17 Revised 8-1-2017

same eligibility and priority criteria for 21st CCLC participation as students attending the host

school.

PROPERTY GUIDANCE (EQUIPMENT AND INVENTORY) Introduction:

Recipients may follow their own property management policies and procedure provided they

observe the requirements of this guidance.

Reference: 2 CFR 200.313

Definition: Equipment with acquisition cost of $250 or more per unit and a useful life of more

than one year and needs to be inventoried.

Reference: 2 CFR 200.33

Requirements Relating to Equipment:

a. Physical inventory of the property must be taken and the results reconciled with the

property records at least once every director.

b. Individual property records must be maintained accurately and contain:

1. Local identification number

2. Description of the property

3. Manufacturer’s serial number or other identification number

4. Acquisition date and cost

5. Federal project title and federal award ID# (from state program director)

6. Who holds title to the property

7. Vendor

8. Percentage of federal funds used in the purchase of the property

9. Location, use, and condition of the property and date information was

reported

10. Ultimate disposition data including sale price or the method used to

determine current fair market value if the grantee reimburses the federal

government of the federal share.

c. Adequate maintenance procedures shall be implemented to keep the property in

good condition.

d. A control system shall be in effect to insure adequate safeguards to prevent loss,

damage, or theft of property. Any loss, damage, or theft shall be investigated and

fully documented. The recipient must replace or repair, with funds other than

federal of the recipient, property which is lost, damaged or destroyed due to

negligence of the recipient.

e. If the non-Federal entity is authorized or required to sell the property, proper sales

procedures must be established to ensure the highest possible return.

f. Equipment normally must be used in the project for which it was acquired. If other

use is made of the equipment, written approval should be obtained from the SEA

director.

g. The recipient must use the property for the purposes authorized by the original

grant. When no longer needed for its original purposes the SEA may authorize the

property to be used for other activities sponsored by federal awards or that are

21st CCLC Grantee Handbook 18 Revised 8-1-2017

consistent with purposes of the original federal legislation. When the property no

longer falls under the intent of this paragraph appropriate compensation must be

made to the federal government.

Reference: 2 CFR 200.313

Disposition/End of Grant

Equipment must be used in the program or project for which it was acquired as long as

needed, whether or not the project or program continues to be supported by the Federal

award. When no longer needed for the original program or project, the equipment may be

used in other activities supported by the Federal Award agency (U.S. Department of

Education), in the following order of priority:

(i) Activities under a Federal award from the U.S. Department of Education, then

(ii) Activities under Federal awards from other Federal awarding agencies. This includes

consolidated equipment for information technology systems.

Reference: 2 CFR 200.313

Intangible Personal Property

Intangible personal property includes trademarks, copyrights, patents and patent

applications and property, such as loans, notes and other debt instruments, lease

agreements, stock and other instruments of property ownership (whether the property is

tangible or intangible. When there is a possibility that a project could have intangible

property, the SEA director must be notified so that appropriate agreements between the

recipient and SEA are drawn up and approved.

Reference: 2 CFR 200.315

LOGO Materials developed or activities sponsored using 21st CCLC funds should bear the 21st CCLC

logo. For an electronic version of the logo, contact your state program director.

21st CCLC Grantee Handbook 19 Revised 8-1-2017

RESOURCES

NH DEPARTMENT OF EDUCATION WEBSITE www.education.nh.gov

ACROSS NH www.acrossnh.org

AFTERSCHOOL ALLIANCE www.afterschoolalliance.org

NHAN (NEW HAMPSHIRE AFTERSCHOOL NETWORK) www.nhan.org

UNIFORM GUIDANCE http://www.ecfr.gov/cgi-bin/text-

idx?SID=6214841a79953f26c5c230d72d6b70a1&tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl

EDGAR http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html

FEDERAL FUNDS HANDBOOK http://www.education.nh.gov/documents/fed_funds_handbk.pdf.

PRIVATE SCHOOL PARTICIPATION Title IX, Part E Uniform Provisions, Subpart 1—Private Schools

http://www2.ed.gov/policy/elsec/guid/equitableserguidance.doc

Participation of Students Enrolled in Private Schools (EDGAR 76.650 to 76.662)

http://www.ecfr.gov/cgi-bin/text-

idx?SID=393301a7cdccca1ea71f18aae51824e7&node=34:1.1.1.1.23&rgn=div5#sg34.1.76_1600.s

g12

21st CCLC Grantee Handbook 20 Revised 8-1-2017

GLOSSARY OF 21ST CCLC TERMS AND COMMON ACRONYMS 21CCLC – 21st Century Community Learning Centers; federal program under Title IVb of

the Elementary and Secondary Education Act supporting out-of-school academic and

enrichment activities for youth in high poverty communities

A*VISTA – AmeriCorps Volunteer In Service To America

APR – Annual Performance Report; required by the NH Departments of Education to

communicate progress on grant goals and performance measures

APR21 – Triannual USDOE report

ASP – After School programs; programs that provide services to youth during out-of-

school hours

ACROSS NH – A Comprehensive Resource for Out-of-Schooltime Staff, housed at SERESC,

is funded by the Child Development Bureau (CDB below) to provide professional

development and technical assistance to support quality programming in afterschool

(http://www.seresc.net/our-programs/across-nh)

CBO – Community Based Organization

CDB – Child Development Bureau at the Department of Health and Human Services;

provides funding through the Child Development Block Grant to support quality initiatives

in afterschool including ACROSS NH and the Afterschool Professional Credential System

Co-applicant (on your 21C grant) is an entity that provides a significant level of support

during the pre-grant design, planning, and application phase, followed by material

involvement during the post-award program delivery of grant related services. Although

the support may come in monetary form, in order to be considered a co-applicant, the

organization must play an ongoing continuous role throughout the grant period, without

which the applicant would not pursue the award of a 21st CCLC grant. If also a

subcontractor, the co-applicant should be clearly contributing a greater amount to the

grant than it may receive from grant funds.

CIPAS – Continuous Improvement Process for After School; evaluation process to support

continued development and quality practice (Appendix C)

DCYF – Division of Children, Youth & Families; division of the NH Department of Health

and Human Services that oversees aid to families in need and child care, including child

care scholarships, program licensing, and credentialing

DFC – Drug Free Communities (grant program)

EDGAR – Education Department General Administrative Requirements; federal

regulations governing the management and use of federal funds

21st CCLC Grantee Handbook 21 Revised 8-1-2017

ELL – English Language Learners; school-based program that provides support to youth

whose home language is not English

ELO – Extended Learning Opportunities; opportunities for youth to earn school credit for

learning opportunities occurring outside of the traditional school day (See

http://www.education.nh.gov/innovations/elo/index.htm for more information.)

ESEA - Elementary and Secondary Education Act; the federal congressional legislation

that governs most educational programs: currently transitioning from NCLB to ESSA.

ESSA - President Obama signs the Every Student Succeeds Act into law on December 10,

2015. ESSA includes provisions that will help to ensure success for students and schools.

Below are just a few. The law:

Advances equity by upholding critical protections for America's disadvantaged

and high-need students.

Requires—for the first time—that all students in America be taught to high

academic standards that will prepare them to succeed in college and careers.

Ensures that vital information is provided to educators, families, students, and

communities through annual statewide assessments that measure students'

progress toward those high standards.

Helps to support and grow local innovations—including evidence-based and

place-based interventions developed by local leaders and educators—

consistent with our Investing in Innovation and Promise Neighborhoods

Sustains and expands this administration's historic investments in increasing access

to high-quality preschool.

Maintains an expectation that there will be accountability and action to effect

positive change in our lowest-performing schools, where groups of students are

not making progress, and where graduation rates are low over extended periods

of time.

FBO – Faith Based Organization

Family Literacy is defined as services provided to participants on a voluntary basis that

are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable

changes in a family, and that integrate all of the following activities:

(A) Interactive literacy activities between parents and their children.

(B) Training for parents regarding how to be the primary teacher for their children

and full partners in the education of their children.

(C) Parent literacy training that leads to economic self-sufficiency.

(D) An age-appropriate education to prepare children for success in school and

life experiences.

--Elementary and Secondary Education Act, 9 USC §9101 (20)

21st CCLC Grantee Handbook 22 Revised 8-1-2017

In-Kind Contribution is resources contributed to the program as goods, commodities, or

services instead of money (i.e. staffing, discounts, or supplies paid for by a partner).

LEA—Local Education Agency; an entity which operates local primary or secondary

schools, often a school district

LOS – Letter of Support

MOA or MOU – Memorandum of Agreement or Memorandum of Understanding; written

and signed agreement between two organizations to outline the terms of a partnership

NHAN – New Hampshire Afterschool Network; a statewide collaboration created to foster

and encourage the development and sustainability of high quality afterschool

programming in New Hampshire (www.nhafterschool.org).

NH DHHS – New Hampshire Department of Health & Human Services

NH DOE – New Hampshire Department of Education

NHPR –New Hampshire Performance Report; annual 21st Century Community Learning

Center performance report to the NH Department of Education, see APR

NSLP/ASP – National School Lunch Program/Afterschool Snack Program

OMB—Office of Management and Budget; federal office providing guidance and

oversight of the use of federal funds

PSA – Public Service Announcement; advertisement run on radio or television, typically at

no-cost, to raise awareness about specific issues

Regular Attendees are youth who participate in programming for 30 or more days in a

single program year.

RFA or RFP – Request For Applications or Request For Proposals; directions outlining the

format and process for applying for funding

RSA – Revised Statutes Annotated; laws of the State of NH

Partner is a non-applicant/co-applicant entity that provides varying levels of support

and/or enhancement to the grant related programming. The support may come in

multiple forms comprising financial contribution, in-kind contribution, volunteer

participation, or provision of program components directly connected to the fulfillment

of the partner organization’s mission.

SAU – School Administrative Unit

SEA—State Education Agency; in NH, the Department of Education

21st CCLC Grantee Handbook 23 Revised 8-1-2017

SERESC – Southeastern Regional Educational Service Center; organization that provides

professional development and consultant services to schools and educational programs

as well as has a conference center located in Bedford, NH

STEM/STEAM – Science, Technology, Engineering, Arts and Mathematics

Subcontractor is an entity that provides varying levels of grant related support on a

contract or fee-for-services basis. While fee-for-services components may comprise both

the co-applicant and partner relationships, a subcontractor relationship does not require

any in-kind contribution.

Title IVB—Title IV, Part B; section of the Every Student Succeeds Act legislation that

outlines provisions for the 21st Century Community Learning Center Program.

21st CCLC Grantee Handbook 1 Revised 8-1-2017

APPENDICES APPENDIX A: 2017-2018 PROGRAM CALENDAR

21st Century Community Learning Centers

2017-2018 Calendar

August: 2nd

-4th

Summer Summit

8th

New Grantee Orientation: 10-11:30 NHDOE

September: 19th CAYEN Webinar: 10:00-12pm

26th

Program Directors Meeting: 9:00-12:00pm-PSU Concord

October: 13th

NHAN Annual meeting: Time & Location TBD

20th Spring 2017 data in CAYEN

26th

Lights On Afterschool!

November: 14th

Program Director Regional Meeting: 9:00-11:00 Location TBD

December: 12th

i4see Upload

January: 18th

-19th

Program Director Winter Retreat- TBD

26th

i4see Upload

February: Peer Site Visits

March: 5th-30th

Youth Survey Implementation

20th

Program Director Regional Meetings: 9:00-11:00 Location TBD

21St

Snow Date: Program Director Regional Meetings

April: Peer Site Visits

TBD CAYEN End of Year Reporting Webinar

May: 1st-30

th Program Director, Site Coordinator & Principal Surveys

22nd

Program Directors Meeting: 9:00-12:00pm-PSU Concord

June: TBD Online Grants Management System Training

15th

i4see upload, FY 19 budget, final changes to FY 18 Budget, CAYEN certification

30th

End of Year Report & Assurances

July: TBD

*Calendar Subject to change

21st CCLC Grantee Handbook 2 Revised 8-1-2017

Appendix B: Sample 2016 APR

NH Department of Education

21st Century Community Learning Centers

Annual Performance Report

Project Title:

Project Number:

District Served: Reporting Period: July 1 2017- June 30 2018

Report Author: Title:

Authorized Representative Information: To the best of my knowledge and belief, all data in this performance report are true and correct.

Superintendent’s/CEO’s Board Name (Typed or printed) Email Address

Signature Date

21st CCLC Grantee Handbook 3 Revised 8-1-2017

Instructions

US Department of Education No Child Left Behind Goals Applicable to 21st CCLC:

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better

in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic

standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 5: All students will graduate from high school.

The two purposes of the Performance Report are to (1) demonstrate that substantial progress has been made toward

meeting the objectives of the project as outlined in your grant application, and (2) collect data that addresses the

performance indicators for the 21st Century Community Learning Centers program. The Annual Performance Reports

were developed by the U.S. Department of Education and amended by the New Hampshire Department of Education and

the Statewide Evaluation Task Force. On-time submission of the Performance Reports is a requirement of your grant and

continued funding will be contingent upon grantees making quantifiable progress towards stated objectives. Additional

data required by the U.S. Department of Education may be requested of grantees as part of the No Child Left Behind Act.

Two types of data are collected in the Performance Report: descriptive data and achievement data. See below for

reporting deadlines.

Please read through all the forms before you answer any of the questions. This will give you a better understanding of

exactly what information is being requested of you. You may add pages to any narrative section of the report as needed.

Reporting periods for your annual performance report coincide with the school year and include the summer prior to the

school year.

Reporting Deadlines:

Year End Report USDOE Federal Report (via Cayen)

June 15, 2018 (i4see upload & FY17 budget)

June 30, 2018 (Report & 21st CCLC Program

Assurances & CBOs General Assurances)

June15, 2018 Data is complete in Cayen and ready for

upload

Please complete the cover sheet (included) with each report submission. Please submit an electronic copy to:

Ashlee.fye@doe.nh.gov

21st CCLC Grantee Handbook 4 Revised 8-1-2017

Frank Edelblut Paul K. Leather Commissioner Deputy Commissioner

STATE OF NEW HAMPSHIRE DEPARTMENT OF EDUCATION 101 Pleasant Street

Concord, N.H. 03301 TEL. (603) 271-3495 FAX (603) 271-1953

21st Century Community Learning Center Assurances

School District Served: _____________________

Fiscal Agent DUNS #:_______________________

1. The program was developed, and will be carried out, in active collaboration between the identified community

partner(s) and the schools the students attend, including private schools. 4203 (a) (4) 2. The funds 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 program and in no case supplant Federal, State, local, or non-Federal funds. 4203 (a) (2)

3. The Program will:

Take place in a safe and easily accessible facility. 4203 (a) (2)

Submit timely performance reports that describe project activities, accomplishments, and outcomes. 4203 (a) (2)

Keep accurate and timely records on a state approved web-based data collection system. 4203 (a) (2) 4203 (a) (2)

Participate in evaluation studies conducted by the New Hampshire State Department of Education. 4203 (a) (2)

Send a representative(s) to Technical Assistance Workshops and Grantee Meetings. 4203 (a) (2) & 4203 (a) (4)

Send a representative team, always including the program director, to one state conference as scheduled by the New Hampshire State Department of Education. 4203 (a) (2)

_____________________________________________________ _______________ Printed Name & Title of Authorized Personnel Date _____________________________________________________ _______________ Signature of Authorized Personnel

1.1: Project Goals, Objectives and Outcomes

Project Goals, Objectives, and Outcomes: Provide an update on your project’s goals, objectives, and outcomes. Include measurable data to indicate

progress toward your objectives/outcomes during the reporting period as well as other pertinent information, including any changes to your original goals

and why. Reflecting on your current data and progress, outline clear next steps to support and expand current success and/or address challenges/barriers

in meeting your target outcomes. (Additional rows or pages may be added as needed. Please note: you may need to copy and paste this table onto

additional pages to preserve formatting.)

Goal 1:

Objectives/Short Term Outcomes:

(list below, insert rows as needed)

Current Data & Progress Next Steps

Long Term Outcomes:

Goal 2:

Objectives/Short Term Outcomes: Current Data & Progress Next Steps

Long Term Outcomes:

Goal 3:

Objectives/Short Term Outcomes: Current Data & Progress Next Steps

Long Term Outcomes:

1.2 Professional Development:

1.2A DESCRIBE TRAINING, TECHNICAL ASSISTANCE, AND OTHER PROFESSIONAL DEVELOPMENT ACTIVITIES DURING THIS REPORTING PERIOD.

REPORT ON ACTIVITIES SPECIFIC TO PROFESSIONAL DEVELOPMENT AND CONNECTED TO A LEARNING OBJECTIVE. PLEASE DO NOT INCLUDE

MEETINGS THAT WORK OUT LOGISTICS, ORGANIZATIONAL OR SYSTEMIC ISSUES. IF A PROGRAM OR SITE DIRECTOR MEETING HAS AN

OUTSIDE EXPERT TO TEACH OR INSTRUCT YOU MAY INCLUDE THESE MEETINGS HERE. YOU MAY USE THIS TEMPLATE TO SHARE ADDITIONAL

ACTIVITIES WITH YOUR DISTRICT/CBO LEADERSHIP.

MONTH/DATE TITLE # of ATTENDEES & ROLE (director, site coord., direct service)

LEARNING OBJECTIVE

EXAMPLE

BEHAVIORAL MANAGEMENT 1 DIRECTOR

3 SITE COORDINATORS

5 DIRECT SERVICE

LEARN HOW TO MANAGE DIFFICULT BEHAVIORS

EXAMPLE

EMERGENCY PREPAREDNESS 1 DIRECTOR

4 SITE DIRECTORS

LEARN WHAT BEST PRACTICE IS FOR AS

EMERGENCY PREPAREDNESS AND LINK TO THE

SCHOOL DAY.

EXAMPLE FAMILY LITERACY 3 SITE DIRECTORS

6 DIRECT SERVICE

LEARN MORE ABOUT FAMILY LITERACY BEST

PRACTICE IN AS.

JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

1.2b Professional Development Plan for 2017-2018 List 3-5 priority professional development

activities/areas for your staff for the 2017-2018 year. If you have specific trainings scheduled include

them here.

1.3 Project Status: This section of the report is for accomplishments and challenges at the project level. If part of an

accomplishment/challenge at the project level is for a particular site this may be included. Provide 3-

4 bullet points addressing the following:

1.3a Key Accomplishments:

1.3b Challenges:

1.3c Please share one anecdote and/or selected quote regarding the impact of your program on the students or the

community.

1.4: Lessons Learned and Planned Adjustments

1.4a Lessons Learned: What lessons have you learned about your project during the reporting period?

1.4b Planned Adjustments: Describe the adjustments, if any, that you plan to make to your project, based on the

information collected for this report.

1.5: Budget

For the 12 month period from July 1 2016-June 30 2017:

A B C D

2017 Total 21C Expenditure

$_______________

RFP

Target

2016-2017

Program Year

Total Expenditure per Student/Hours (2017

Total Expenditure ÷ Column C)

Youth Per Day/Measured by

Average Daily Attendance

Youth Served Per Year

Regular Attendees (30 or more

visits)

Service Hours

1.5h Narrative explanation of above

1.5i Submit a budget and budget narrative in the online grants management system for fiscal year 2018.

1.6: Sustainability

1.6a Describe sustainability successes and challenges.

1.6b Describe planned 2017-2018 sustainability activities.

1.7: Continuous Improvement Process (CIPAS)

Concord, Barnstead, Berlin, Gorham, Farmington, Manchester, Nashua please provide updates on your

short and long term goals per your 2016-17 CIPAS findings and action plan.

Goals Updates

1.8: Partnerships

1.8a Include with your June Report a Memorandum of Understanding (MOU) with your Co-Applicant and major

partner/partners for the upcoming program year. Have both parties sign it and include applicable areas for your

program from Appendix A.

1.8b Include a copy of your original MOU and indicate the results and progress on each point in the agreement.

1.9: Data Collection

Please complete your end-of-year upload from Cayen into i4see by June 15th

. You may update this in July if

there is any outstanding data entry.

APPENDIX A: Memorandum of Understanding Template

Directions: A Memorandum of Understanding (MOU) can help set expectations for your community partners

and your program. The following sample memorandum can be adapted to help you outline who will be

responsible for what activities. It is particularly helpful to avoid misunderstandings and to ensure continuity if

there is turnover in either organization. Make sure that the signers are people with authority to commit the time

or resources of each entity. Complete an MOU for each partnering organization.

____________________________________ will partner with the______________________________

(agency/organization) (names of schools)

participating in the _________________________________ and commits to do the following with:

(program name)

Areas to Consider (This list is not meant to be comprehensive nor are organizations meant to respond to them

all. Rather, respond as appropriate to your partnership.)

1. Personnel

Will staff time be devoted to this project?

Who will pay for staff time?

Number of hours per week?

Description of what they will do during their time on the project

Who will train and supervise them?

2. Volunteers

Number of volunteers?

How many hours per week?

Who will train and supervise them?

3. Supplies

List supplies (as you know them)

4. Space

Will space be made available?

Where, when, and how often?

Will custodial services be included?

5. Transportation

Where and when will it be provided?

What vehicles will be used to transport?

6. Programming

What will be offered?

Where will it be offered?

Will there be a fee?

How will families be notified of programming?

Who will schedule, facilitate, and supervise them?

7. Funding

Will the partnering CBO/School include you in future grants they are writing?

Is there a commitment from their budget for the program?

8. Advisory Board Representation

Who will serve on the board?

Will they commit to attend all meetings?

9. Other commitments such as:

Advertising

Community Relations

____________________________________ sees its role as assisting _____________________________

(agency/organization) (program name)

in reaching its goals and will be as flexible as possible to accommodate any special needs or changes.

In turn, _________________________________ will be flexible in accommodating the concerns of

(program name)

__________________________________ .

(agency/organization)

Signed this ______ day of _____________, 20______:

_________________________________ __________________________________

Agency/Organization Representative Principal’s Signature

APPENDIX B: Teacher surveys (required)

Administration of a teacher survey is required. Teacher surveys should be administered toward at the end of

the third quarter. Teacher selection: For every student you have identified as a regular attendee

(participated 30 days or more), select one of his or her regular school day teachers to complete the teacher

survey. For elementary school students, the teacher should be the regular classroom teacher. For middle and

high school students, a Mathematics or English teacher should be surveyed. Although you may include in

your sample teachers who are also serving as 21st CCLC program staff, it is preferable to survey teachers who

are not also program staff. It is also recommended that grantees add project relevant questions to the teacher

survey.

In addition, please note that students meeting the definition of a regular attendee that participated only in

center-related activities during the summer of 2017 should not be included in the reporting of teacher survey

results.

Teacher Survey–21st Century Community Learning Centers (21st CCLCs)

This survey is designed to collect information about changes in a particular student’s behavior during the school year. Please select only one

response for each of the questions asked in the table below. Please note that survey response options are divided into two primary groups: (1) Did

Not Need to Improve, which suggests that the student had already obtained an acceptable level of functioning and no improvement was

needed during the course of the school year; and (2) Acceptable Level of Functioning Not Demonstrated Early in School Year–Improvement

Warranted, which suggests that the student was not functioning at a desirable level of performance on the behavior being described. If the

student warranted improvement on a given behavior, please indicate the extent to which the student did or did not improve on that behavior

during the course of the school year by indicating if they demonstrated Significant Improvement, Moderate Improvement, or one of the other

levels listed below. If you believe the behavior described in a given question is not applicable for the student for whom you are completing the

survey (e.g., homework is not given in your classroom because of the age of the student), please do not provide a response for that question.

Name of student:

Grade/school:

Subject taught (if middle or high school):

To what extent has your student changed their behavior in terms of:

Did Not Need to Improve

Acceptable Level of Functioning Not Demonstrated Early in School Year – Improvement Warranted

Significant Improvement

Moderate Improvement

Slight Improvement

No Change

Slight Decline

Moderate Decline

Significant Decline

Turning in his/her homework on time.

Completing homework to your satisfaction.

Participating in class.

Volunteering (e.g., for extra credit or more responsibilities).

Attending class regularly.

Being attentive in class.

Behaving well in class.

Academic performance.

Coming to school motivated to learn.

Getting along well with other students.

21st CCLC Grantee Handbook Revised 8-1-2017

APPENDIX C: CIPAS HANDBOOK

Your Guide to Quality

Afterschool Programs

Continuous

Improvement

Process For

Afterschool

(CIPAS)

Updated: July 31, 2015

2

Welcome to CIPAS

The realities of the 21st century make afterschool programming a vital part of your community. To

achieve excellence there must be a vision and a steadfast commitment to ongoing reflection,

evaluation, and program improvement. The Continuous Improvement Process for Afterschool

(CIPAS) is a tool to help you get the most out of your planning and the action steps you take.

The National Community Education Association (NCEA) designed the CIPAS tool to assist you in

your afterschool work by providing a system for continually improving your programs. Their

approach combines knowledge and work in the field for afterschool programs. The CIPAS tool

incorporates a set of strategies that allow you to continually assess, plan, improve, and sustain your

program.

The New Hampshire Department of Education is committed to assisting its 21st Century

Community Learning Center (21st CCLC) programs in continuous improvement and has adopted

the CIPAS process as an evaluation tool.

Congratulations on taking this important task on. If you have any questions or concerns during the

process please do not hesitate to contact me.

Sincerely,

Kathy Vestal

State Director

21st Century Community Learning Center

New Hampshire Department of Education

3

Visitation Guide

Purpose of Site Visit

To validate the self-assessment and to gather useful data to generate suggestions and

recommend actions that support strategic planning and continuous improvement.

Appendix A provides an overview of the CIPAS process in the form of a checklist.

Host Responsibilities: Pre-Visitation

Self-Assessment The afterschool program to be visited (host) is asked to complete a self-assessment using the

CIPAS Rubric as a guide (Appendix C). Appropriate documentation should be compiled to

justify the placement (Basic, Emerging, Proficient, and Exemplary) on the Rubric for each

of the seven components.

Financial Obligations Programs whose fiscal agent is the school district will receive a financial supplement

based on the current Department of Education contribution to offset the cost of the CIPAS

visit.

If the host site is authorized through a Governor and Council contract they need to contact

the 21st CCLC State Director.

Scheduling Interviews and Group Meetings Appendix F provides a template for the site visit schedule.

Interviews should be approximately 30-45 minutes in length, depending on interviewee.

Ideally, no more than 7 interviews should be scheduled per Visiting Team member.

The following interviews are required as part of the CIPAS visit. Suggested times for the

length of the interviews are provided in parentheses; these are based on past CIPAS

experience but can be adapted, as appropriate.

School District Superintendent or Assistant Superintendent (whoever has more

knowledge about/engagement with the program) [30 minutes]

Representative(s) from co-applicant organization [45 minutes]

Representative(s) from 1-2 community-based organizations engaged with the

program [30 minutes each]

1-2 Representatives from the program’s Advisory Group (if representatives are not

included in the other interviews) [30 minutes each]

For each site:

o School Principal [30 minutes]

o Site Coordinator [45 minutes]

4

o 1 Parent [15 minutes, often done by phone]

o 3-5 Youth [15 minutes conducted as a focus group, programs that have youth

advisory boards often engage these students in the focus group]

o 1 representative from school day staff [30 minutes]

o 1-2 Staff who provide programming [30 minutes each]

The following interviews may be included as part of the CIPAS visit if individuals are

available and schedule allows it:

Community based organizations and agencies (e.g. executives from the United Way,

YMCA, Boys & Girls Clubs, Drug and Alcohol Council, Arts Council);

Business community (e.g. Chamber of Commerce executives, business

owners/managers, bankers, realtors, insurance professionals)

Local government officials (e.g. City Manager, Mayor, Police Chief, Recreation

Supervisor, Librarian)

Local institutions of higher education.

Pre-Visitation Package The host will mail to each member of the CIPAS Visiting Team (VT) a pre-visitation

package (at least four weeks prior to the visit) consisting of:

Answers to the synthesis questions included in the Self-Assessment Cover Page

(Appendix C) (not to exceed three pages);

A binder with a copy of the completed self-assessment rubric along with related

documentation (up to five pieces of evidence per component) (Appendix D); and

Schedule for the visit (Appendix F).

Program Director Call and Interview Approximately two weeks prior to the site visit, the Site Visit Team and Program Director will have

a phone call of approximately one hour to discuss the information contained in the binder and the

site visit schedule and conduct an interview with the Program Director. The purpose of the Program

Director interview is to ensure that the Site Visit team has thorough knowledge of the program and

can ask any outstanding questions. This phone call will also be used to learn from the Program

Director if there are any questions he/she has that he/she would like to see incorporated into the site

visit interview process.

Program Director Tip Sheet

Here are a few tips to help you with the self-assessment:

Familiarize Yourself and Your Staff with the CIPAS Process and Rubric (Appendix C)

Distribute copies of the Self-Assessment Rubric to your staff and advisory group. Discuss

the CIPAS Rubric and process before conducting a self-assessment.

Perform Self-Assessment

Go through each component with staff and other stakeholders, one at a time, with program

staff and other stakeholders, starting from the bottom up on each page. Study the criteria

5

and examples at each level. Determine the appropriate level (Emerging, Basic, Proficient,

and Exemplary) for your program as it pertains to that specific component. Only choose the

appropriate level once you feel you can clearly state evidence to support that choice.

Assign an Appropriate Level for Each of the Seven Components

For example, Community and Family Involvement will have an assigned level (e.g. Basic),

Programming will have an assigned level (e.g. Proficient), Management & Administration

(e.g. Emerging) and so on.

Include Supporting Documentation

Place the documentation directly behind each completed component page. Do not exceed

five pieces of evidence per component. Keep the seven components and their supporting

evidence pieces separated from the other components. (Please note: You may find that you

are referring to one document on numerous occasions as evidence. For example, your

advisory group minutes may be evidence under Community & Family Involvement at the

Emerging Level, and then again under Financing you may want to note the same Advisory

group minutes as “substantial input” into program decisions. In this case, place the minutes

behind the Community & Family Involvement component page and then reference their

location in the Financing section to use to demonstrate that you are achieving at the

Exemplary level in this component). Please also note that several materials are required in

the first section of the documentation (e.g., program budget, organizational chart).

Be Specific and Do Not Assume Anything

The CIPAS Visiting Team, most likely, will not know your program or your community.

Paint a clear and thorough picture. The Visiting Team expects to see various answers, as

there is no one right way to develop answers. Remember to only provide information that

can be verified.

6

Appendix A

7

Program Director CIPAS Checklist

Dates of CIPAS Visit: ____________________

□ Date: __________ At least 8 weeks prior to visit – MOU is entered into (Appendix

F)

□ Date: __________ 6-8 weeks prior to visit - Begin CIPAS process – Team Leader

contacts program and reviews checklist and CIPAS Guide with Program Director

□ Date: __________ 6-8 weeks prior to visit – Program Director convenes team to

plan and complete self-assessment

□ Date: __________ 4 weeks prior to visit - Mail binder to Visiting Team Members -

include draft site visit schedule

□ Date: __________ 3 weeks prior to visit - Binders received and reviewed by all

Visiting Team Members

□ Date: __________ 2 weeks prior to visit – Visiting Team and Program Director

have a conference call for any needed clarification and to conduct Program Director

Interview

□ Site Visit:

W-9s for Visiting Team members and MOU collected and any additional

paperwork for district completed

Interviews

Site Visits

Meet with Visiting Team members to debrief

□ Date: __________ 2 weeks post visit – Receive a draft of the report for review of

matters of fact.

□ Date: __________ 3 weeks post visit – Program Director response to draft report

due to Team Leader.

□ Date: __________ 4 weeks post visit – Receive final report.

□ Date: __________ 6 weeks post visit - Action Plan (Appendix G) to the State that

includes short term and long-term goals.

□ June NHPR Action Plan Update

8

Appendix B

9

Self-Assessment Cover Page (Complete this form and include it in your self-assessment report)

Program Name:

Program Location:

Program Director:

1) Brief description of the program (include partners in your program, hours of operation,

how long your program has been operating, enrollment, youth served and other pertinent

information that will help the visiting team understand the program). Please limit this

section to one-half page.

2) Brief description of the community (include school district(s), demographic data on the

population, geographic information and any other information that will help the visiting

team understand the community). Please limit this section to one-half page.

3) Brief history of the program including the year it was established, any important changes

that have occurred over the years, growth, any improvements that have already been tried,

and any other information that will help the visiting team understand how the program has

evolved. This should be no longer than one-half page.

4) Briefly describe the ratings for all the rubric categories. Please talk about rubrics you

think are the most important to address at this time. Feel free to provide additional

information about the program in the rubric areas you believe would help the visiting team

better understand the program. This section should be limited to no more than one page.

5) Please provide information on challenges that may inhibit the program leadership from

implementing changes for program improvement. Limit this section to no more than one-

half page.

10

Appendix C

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 11

Programming

Component Scope and Key Features: Programming involves the depth and breadth of the activities offered in the afterschool program, and is based upon community needs and student interest.

Improvement in student achievement/learning should be among the key program outcomes. Programming includes program design, implementation, and adaptation, as well as integration of after

school with the regular school day, youth involvement, and targeted populations (e.g., youth in need of academic enrichment or remediation, low-income youth, youth with disabilities)

Level Criteria Indicators √ Observations

4

Exemplary

The afterschool program

activities reflect wide

community values, are

designed to serve all its

youth, and program content

and/or themes are

coordinated with the school

day curriculum.

Content is multifaceted and includes a blend of the following: arts,

culture, homework, tutorial assistance, physical activity, science,

leadership development, community service, among other offerings.

Programming is coordinated with the school day curriculum.

Programs reflect and celebrate the diversity of the community.

Partners are integral to program planning and implementation.

Delivery strategies include structured and unstructured learning, a

variety of teaching and learning styles, and opportunities for

autonomy, choice, and leadership.

Programs are engaging, enriching, and utilize expertise and resources

of staff and the community.

Program meets the state/local standards in appropriate areas.

3

Proficient

The afterschool program’s

design, content, and

delivery are based on best

practices and research.

Program content and design are based on national data on effective

practice.

The materials and activities in the program are appropriate for the

participants.

The afterschool program is part of the organization’s strategic plan,

policies, and/or school improvement plan.

Subject area content supports local and state standards.

Programming is enriched and extended by partners and others.

Program provides opportunities for students to participate in the

community surrounding the school.

2

Emerging

The afterschool program

provides learning and social

activities that are linked to

targeted positive outcomes.

Academic enrichment experiences are provided.

Youth development and recreational activities are provided.

Informal learning experiences, tutoring, and homework are provided.

Hours and days of operation are sufficient to meet student and family

needs.

A wide range of appropriate programming is delivered in various

ways.

The program uses technology as an instructional tool.

Activities promote positive participant development and reflect the

overall goals of the program.

The program design is based on feedback about the needs and interests

of participants, parents and school staff.

The program tracks participant progress.

The program provides social activities and physical activities.

Program provides opportunities for youth voice and engagement.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 12

1

Basic

The infrastructure is in

place to support the

afterschool program.

Highly qualified adults supervise participants at appropriate

adult/student ratios.

Program is implemented during out of school time.

The program is a safe place for participants.

Registration forms include parent/guardian permission.

Needs assessment conducted to determine participants’ interest.

Snack and transportation needs are addressed.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 13

Management & Administration

Component Scope and Key Features: Management & Administration covers all operational procedures and addresses issues of oversight, quality and the ability to address a broad array of

program needs.

Level

Criteria Indicators √ Observations

4

Exemplary

The afterschool program

can demonstrate that it is

recognized by local boards

(school, city, town) and

other relevant entities as a

necessary component for

delivering youth and

community services.

The integrity of the

management structure holds

beyond the leadership of

one person.

The school board and local government actively support afterschool

with policy and/or funding.

A method for sustainability is in place.

Long-term partnership agreements are in place.

Data is used for decision-making.

Program operates effectively and is structured to grow and expand as

needs change.

There is effective and regular communication between the program

and school administrators and other school staff.

Emergency and crisis situations are effectively addressed.

Management personnel support the advisory group activities.

3

Proficient

The afterschool program

can demonstrate policies to

assure efficient and fiscally

sound program operations.

Program policies support quality management practices.

Program monitoring is conducted, needs are assessed, and program

decisions are made based on identified needs.

There are clear procedures for addressing & resolving issues.

Resource development strategies exist.

Operational resources are in place for a sustained program.

Management is current on funding opportunities.

Chain of command is known and understood by all program staff and

school staff.

Methods and strategies are in place for data collection.

Management attends school staff meetings, as appropriate.

2

Emerging

The afterschool program

has implemented a formal

management structure and

practices to support high

quality programs.

Advisory group meets at least quarterly to discuss planning.

The management plan is communicated with staff, partners and

advisory group to ensure smooth program operation, fiscal

management and timely adherence to program goals.

Contracts or agreements are in place with partners and collaborators.

Management serves as a liaison to the regular school day staff.

Program director has full understanding of fiscal management.

Management schedules and attends regular program staff meetings.

1

Basic

The afterschool program

has a management and

administrative plan.

Program operation elements are established.

The program has annual audit and report.

Logistical issues (space, snacks, etc.) are arranged and appropriate

licensing requirements are met.

Job descriptions are in place.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 14

Orientation for staff takes place.

An advisory group is in place.

Appropriate legal requirements are followed.

Materials and supplies are adequate and timely.

Community & Family Involvement

Component Scope and Key Features: Community & Family Involvement is about engaging parents, business leaders, local government officials, faith-based leaders, youth, families,

community-based organizations, neighbors, and others. This might be educating them about your program, creating partnerships, keeping the community informed about program needs and

successes, and addressing issues of equality and accessibility. Community & Family Involvement measures the program’s role and impact on the community.

Level

Criteria Indicators √ Observations

4

Exemplary

The afterschool program

can demonstrate that all

parts of the broader

community are involved

in promoting, supporting

and participating in

quality afterschool

opportunities. The

program survives

individual leaders and

initial funding sources.

The wider community participates regularly and supports afterschool

programs.

The community embraces vision and goals of program.

The program connects families and students with community

opportunities and resources.

The advisory group is fully institutionalized, formalized, and guided

by its own policies and/or by-laws.

Community members, parents, and youth serve as leaders of and

advocate for the afterschool program.

Advisory group is knowledgeable about the program, advocates for

program needs and actively works toward sustainability.

The media is a partner in promoting the program.

3

Proficient

The afterschool program

can demonstrate that its

leaders have come from a

broad cross-section of the

community.

The program reflects the importance of life-long learning programs

and services to build families and communities.

The advisory group determines its own leadership, informs agenda,

guides sustainability, and develops guiding policies and/or by-laws.

Partners collaborate in activities to develop community leaders for

afterschool.

Community members, parents, youth, and volunteers serve as mentors

in afterschool program

Program involvement reflects community demographics.

Special events are well attended by community and parents.

Multiple strategies are used to outreach and communicate with

families and the community.

There is outreach to engage the media in covering program events.

2

Emerging

The afterschool program

can demonstrate that it has

achieved regular

community and family

involvement.

The advisory group meets quarterly and provides guidance to the

development of the program. Parents/community members are

represented on council.

The program vision has been created by the advisory group,

collaborative partners, families, and community members.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 15

1

Basic

The afterschool program

can demonstrate that it

encourages involvement of

community and family.

Open houses and community events are scheduled regularly.

A multi-agency advisory group is formed.

Community, youth, and parents participate in focus groups and/or

surveys.

Program schedules and descriptions are disseminated widely in the

community.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 16

Staffing & Training

Component Scope and Key Features: Staffing & Training covers practices that affect the people who work in afterschool programs, including full- and part-time staff and volunteers. It

includes staff orientation and development, credentialing and certification, compensation and benefits, staff-to-youth ratios, hiring practices, supervision and staff evaluation processes.

Staffing & Training also includes career path support, volunteer coordination, and professional membership organizations.

Level Criteria Indicators √ Observations

4

Exemplary

The afterschool program

can demonstrate that it

places a high premium on

retaining skilled staff & on

the training provided to

skilled staff.

Staff are formally educated and trained in appropriate educational

strategies to meet the needs of participants.

Staff has expertise to help participants develop positive relationships.

Staff mentoring and training supports working with diverse

populations.

Incentives are in place to reward staff members who advance along

their career path.

The program supports professional growth opportunities through

financial support and/or other strategies.

3

Proficient

Afterschool program

leadership can demonstrate

that it values staff trained to

meet program goals.

Staff and volunteers are bi-lingual as appropriate to participant needs.

A staff development plan is in place that includes recognition of

individual staff career goals and is followed on a consistent basis.

A staff evaluation process is in place.

A system for staff supervision is in place.

A system is in place so that new staff are mentored by more seasoned

staff.

Staff and volunteers are supported to attend trainings, skill

development workshops and conferences.

Staff and volunteers are recognized for their contributions.

Staff are valued, (benefits and salaries are aligned with other youth

providers), have input into designing their professional development,

and understand their career path.

Staff training clearly responds to students’ needs.

The program supports professional training.

The quality of services provided by contracted providers is guided by

contracts or agreements.

2

Emerging

The afterschool program

can demonstrate that action

steps are taken for

improving the skills of staff

and training initiatives are

in place.

On-going orientation and professional development are provided for

all staff and volunteers.

Personnel and volunteer manuals are in place.

Staff development is part of the program and focuses on working

effectively with participants.

Staff interaction activities occur regularly.

1

Basic

The afterschool program

has employed staff and/or

has contracted personnel or

Adequate staff have been hired to meet program goals and maintains

an adequate staff to participant ratio.

Background checks are conducted prior to the hiring of program staff

and volunteers.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 17

volunteers. The afterschool

program is aware of

training that is needed.

Orientation is provided for all staff, including contracted personnel &

volunteers.

Job descriptions exist.

Professional development opportunities are available for all staff.

Volunteers and youth are used when appropriate.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 18

Financing

Component Scope and Key Features: Financing includes a wide range of practices related to program funding, including accounting, budgeting, management, identification and

procurement of funding streams, development of ways to address capital costs, and sustainability.

Level

Criteria Indicators √ Observations

4

Exemplary

The afterschool program

can demonstrate that

financing processes have

been institutionalized to the

extent that sustainability is

a community-wide

objective.

The program has a primary funding source with additional funding.

Strong partnerships exist to support the program and services from

which all partners benefit.

Funding opportunities are pursued systemically.

Community linkages, partnerships, and connections exist to support

enhanced services.

Long-term alliances ensure continued funding period.

3

Proficient

The afterschool program

can demonstrate that the

program’s budget is used

appropriately as a tool in

the decision-making

process for sustainability.

Sustainability planning relies on objective data and takes place to

ensure a diversity of funding to support current and future program

objectives.

The program actively pursues a variety of funding sources.

The program has identified and pursued long-term funding.

The program maximizes the use of existing resources (e.g. 21st CCLC,

CCDBG, USDA etc.).

Advisory group includes active participation by a financial expert.

A fee structure is in place for participants.

2

Emerging

The afterschool program

can demonstrate that the

program’s financial

management and

development strategies

mirror program vision and

goals.

Funding is leveraged by in-kind and local funds.

The program identifies various funding streams.

The program engages partners to support various program

components.

Sustainability is frequently discussed by staff and the advisory group.

The budget is sufficient and allocations are appropriate to support

program objectives.

The program has a system for the stewardship of funds.

1

Basic

The program can

demonstrate that budgeting

is essential to its

functioning.

The program has a budget.

Funds are used appropriately and for their intended purposes.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 19

Research & Evaluation

Component Scope and Key Features: Research & Evaluation provides the evidence that the program, in all its components, is proceeding towards its goals. This section covers external and

internal assessment, measuring achievement, performance and behavior, and the impact of programs on outcomes, as well as building a body of evidence for after school programs’

effectiveness.

Level

Criteria Indicators √ Observations

4

Exemplary

The afterschool program

has fully implemented a

continuous improvement

process (CIP) for achieving

program outcomes and

processes that are

consistent with best

practices for afterschool.

Evidence exists for input to and buy-in for a continuous improvement

process from all stakeholder groups.

The program participates in local, state, and national review and

recognition systems.

The program shares results of evaluation with community

stakeholders, e.g. presentations, brochures, newsletters, etc.

Program promotes the results of its evaluation to add to the body of

evidence supporting afterschool.

All program decisions are data driven and rely on substantial input

from the advisory group.

3

Proficient

The afterschool program

can demonstrate that

program evaluation and

assessment is used to guide

decision-making.

Evaluation data is used to guide decision-making.

Program activities are added, refined or eliminated as a result of

evaluation data.

Student outcomes are examined according to evaluation evidence.

Surveys are used to access input and feedback from participants,

families, classroom teachers, community partners, school

administrators, advisory group members, among others.

Financial management policies, procedures, and the sustainability plan

may be altered as a result of evaluation data.

2

Emerging

The afterschool program

has a written plan to

measure what is to be

evaluated and implements

the plan.

An evaluation plan is in place that focuses on continuous

improvement.

The program monitors needs and collects data in ways appropriate

with evaluation plan.

Needs assessment questions are a part of program evaluation and other

survey instruments.

The evaluation plan prescribes and follows a variety of data collection

techniques.

1

Basic

The afterschool program

identifies the areas that will

be evaluated.

Program objectives are in place and there is a mechanism to collect

data to measure progress toward those objectives.

Program director, fiscal agent, administrators, and evaluator (if

appropriate) understand all program reporting requirements.

Continuous Improvement Process Quality Rubric for Afterschool Programs

©National Community Education Association, 2005

Revised August 2014, © NH Department of Education 20

Policy & Advocacy

Component Scope and Key Features: Policy & Advocacy cover public engagement efforts to educate the general public and policy makers about the importance of afterschool. It includes

effective strategies that aim to impact the governance structures and provision of resources that influence the quality and number of afterschool programs.

Level

Criteria Indicators √ Observations

4

Exemplary

The afterschool program

influences public policy

and perceptions about

afterschool.

The program is actively involved in and leads community mobilization

efforts to affect funding levels and policies.

Evidence of program quality is used to build the case for the necessity

of after school.

Constituency-building activities occur intentionally and effectively.

Advocacy activities are part of the program’s strategic plan, on the

annual calendar of activities and events and appropriate trainings are

held regularly.

3

Proficient

The afterschool program

can demonstrate active

involvement in advocacy

practices.

The program develops an advocacy plan.

The program sponsors proactive advocacy training of community

members, including youth.

The program creates and participates in major events to advocate for

itself in their local communities, and, when appropriate, at the state

and federal levels.

The program encourages direct advocacy efforts by its stakeholders,

including such things as letter-writing, presentations to the school

board and other community groups, etc.

Program partnerships, linkages, and connections include community

outreach and advocacy as a goal.

2

Emerging

The afterschool program

embraces the importance of

advocacy as being central

to its success.

The program staff participates in organizations whose purpose is to

impact afterschool policy.

Key program staff work to engage community decision-makers in

program support.

1

Basic

Afterschool program staff

and partners demonstrate an

awareness of how the

program impacts the

community.

The program staff recognizes that it is appropriate to participate in

advocacy activities.

The program ensures equal access to quality programs for children and

youth.

21

Appendix D

22

Samples of Supporting Documentation for Self-Assessment Rubrics

This list is just an example of the types of documentation programs have submitted for each self-

assessment component in the past. Except for the first section, Required Program

Documentation, this is NOT a list of required documentation and not all programs have all of

these types of information. Note that several documents could fit into several categories.

REQUIRED PROGRAM DOCUMENTATION

Most recent program budget with revenues and expenditures

Most current organizational chart with all staff members identified by name, title, and

years with program (this can be hand-drawn, nothing fancy is needed)

For each site: most recent schedule of activities/curriculum descriptions and program

brochure/flyer, if available

Most current enrollment data

PROGRAMMING

Memoranda of Understanding (MOU) with partners offering programming

List of partners

Registration form

Letter to parents/parent information

Samples of certificates/staff certifications

Newsletter

Student interest surveys

MANAGEMENT AND ADMINISTRATION

Parent Handbook

Organizational chart

Employee/staff manual

Staff evaluation forms

Job descriptions

Memoranda of Understanding (MOU)

Program policy documents

COMMUNITY AND FAMILY ENGAGEMENT

List of community Advisory Board members

Advisory Board meeting agenda

Advisory Board minutes

Advisory Board by-laws

Flyers/literature about community events

Articles about program

Press releases

STAFFING AND TRAINING

Staff/employee manual

Job descriptions

Resumes of program leaders

List of professional development offerings/training programs offered

Professional development certificates

23

Staff surveys

FINANCING

Sustainability reports/presentations

Funding requests

Sample fundraising letters

Fundraising event flyers

RESEARCH AND EVALUATION

Program goals and outcomes

Surveys (parent, staff, partners)

Evaluation data/reports about the program

POLICY AND ADVOCACY

Fundraising event flyers

PTO meeting agenda (when program is on the agenda)

Minutes from school board meeting (when program is on the agenda)

School board meeting agenda (when program is on the agenda)

Presentations to external stakeholders

Reports about program

Examples of letters and postcards from advocacy campaigns (i.e., Lights On!)

Articles about program in local media

24

Appendix E

25

21ST CENTURY SCHOOLS SITE VISIT AGENDA

Site #1 Site #2 Site #3

Team Member #1 Team Member #2 Team Member #3

9:00-9:30 TEAM MEETS WITH PROGRAM DIRECTOR AND OTHER STAFF AS APPROPRIATE

9:30-10:15

10:15-10:45

10:45-11:00

11:00-11:30

11:30-12:00

12:00-1:00 VISITING TEAM LUNCH

1:00-1:45

1:45-2:15

2:15-2:45

2:45-3:00 BREAK AND TRAVEL TO PROGRAM IF NEEDED

3:00-4:00 PROGRAM OBSERVATION

4:00-4:45 VISITING TEAM DEBRIEF

4:45-5:15 TEAM MEETS WITH PROGRAM DIRECTOR

* Please include interviewee name, title and organization

Timeframes can be moved around although the activities in BOLD cannot be changed. In general, we allow about 45 minutes for interviews with Site Coordinators and Co-Applicant and 30 minutes for other interviews, depending on person's schedule. Phone interviews tend to be with parents and take about 15 minutes. Focus groups with youth tend to take about 15 minutes and ideally occur right before program begins for minimal schedule disruption. Although we have limited time for program observations, we would like to visit all schools if there are multiple sites.

26

Appendix F

27

Memorandum of Understanding

Agreement to provide Continuous Improvement Process for Afterschool Services (CIPAS) for

the __________________ Afterschool Program.

The Visiting Team Leader will:

1. Provide training and the CIPAS Program Guide to the Visiting Team and Program

Director.

2. Coordinate the visit. Be the point person for the Visiting Team and Program Director.

3. Coordinate a conference call among team members and the Program Director at least two

weeks prior to the on-site visit.

4. Ensure that the Visiting Team provides a formative report (validations of self-assessment,

observations, perceptions, and recommendations).

5. Ensure that a draft of the report is submitted to Visiting Team members for review of

facts no more than one week after the CIPAS visit.

6. Ensure that a draft of the report is sent to the Program Director for review of facts no

more than two weeks after the CIPAS visit.

7. Ensure that the final report is submitted to the Visiting Team members, NHDOE, and

Program Director within four weeks of original site visit.

8. Work with the NHDOE Consultant to ensure contract for services and payment of

stipends for team members is in place.

Team Members will:

1. Participate in a conference call with other Visiting Team members to review process.

2. Review binders sent by host site prior to conference call with Program Director.

3. Participate in a conference call with all team members and the Program Director at least

two weeks prior to the on-site visit.

4. Be on site for the scheduled visit: (___________________) to interview selected staff

and stakeholders, attend small and large group meetings, and observe afterschool

programs and services.

5. Participate in the development of a formative report (validations of self-assessment,

observations, perceptions, and recommendations).

6. Provide a formative and a final report to the project. Provide feedback on the formative

report within one week following the reception of report.

The Program Director will:

1. Provide Visiting Team with all necessary paperwork to enter into contract with the

program or school district.

2. Ensure that a self-assessment is completed using the CIPAS rubric as a guide, with

appropriate documentation justifying placement on the rubric.

3. Provide each member of the Visiting Team, by mail, a pre-visitation binder at least four

weeks prior to the visit.

28

4. Make appointments with a variety of school and community representatives (as outlined

in the CIPAS Guide) between 15 to 45 minutes each to be conducted by Visiting Team

members during the visit.

5. Arrange visits of the afterschool site(s).

6. Participate in a conference call with the Visiting Team at least two weeks prior to the on-

site visit.

7. Provide space for Visiting Team to conduct interviews and meet for discussion during

lunch and at the end of the day.

8. Review draft report and return within one week of receiving draft.

Financial Responsibilities:

1. The host site will facilitate payment of a stipend inclusive of travel expenses for

Visiting Team members.

2 The host site may, if they are not authorized through a Governor and Council

contract, submit a new budget with an additional $1500 to cover some of the cost of

the visit. If the host site is authorized through a Governor and Council contract they

need to contact the NH DOE State Director.

Dated:____________________ _________________________________________ 21

st CCLC NHDOE

Dated:_____________________ _________________________________________ Program Director

Dated:_____________________ _________________________________________ Team Leader

Dated:_____________________ _________________________________________ Team Member

Dated:_____________________ _________________________________________ Team Member

29

Appendix G

20

CONTINUOUS IMPROVEMENT ACTION PLAN

After reviewing the final CIPAS report recommendations for improvement, select three to five (3-5) top priority areas for your program to address in the coming

year with specific action steps, using the template below. Consider the following criteria when selecting the priority areas:

Level of impact on the overall program;

Resources needed to accomplish the action steps;

Level of importance to the overall success of the program;

Urgent or imperative nature of the recommendation for the optimal functioning of the program.

COMPONENT

AREA

Programming

Management/Admin

Community/Family

Staffing/Training

Financing

Research/Evaluation

Policy/Advocacy

RECOMMENDATION

TO BE ADDRESSED

GOAL TO BE

ACCOMPLISHED

ACTION

STEPS TO

REACH GOAL

[3-5 STEPS]

PERSON

RESPONSIBLE

(BY ROLE)

RESOURCES

NEEDED

DATE TO BE

COMPLETED