21 st CCLC Bidders Conference May 22, 2015 Heidi Schultz Debra Williams-Appleton 1

Objectives  Review major components of the st CCLC grant application.  Review important dates, submission timelines and requirements.  Follow up with Question and Answers 2

Proposal Elements  Timeline  Available Funds  Priority for Funds  Purpose and Background  Partnership Requirements  Narrative  Profile Page  Need Statement  Quality of Project Design  Management Plan  Evaluation  Promise as a Model  Appendices  Budget Narrative/Allowable Costs  YPQA  iGrants Tutorial  Question and Answers 3

Timeline  May 8, 2015, form package 727 became available in iGrants.  May 21, 2015, Bidders Conference 2-4 (will be recorded).  June 18, 2015, iGrants applications are due no later than 4pm.  August 7-14, 2015, Cohort 12 will be notified of grant award.  September 1, 2015, Funds will be available.  September 1, 2015, Program implementation may begin.  October 15, 2015, new afterschool program must be started.  September 1, 2015-August 31, 2016, First fiscal year. 4

Available Funds  OSPI anticipates awarding approximately 1.5 million dollars.  Up to 3-5 projects, sites  5 year grant award dependent upon availability of federal funding, and annual program performance.  Estimated cost per site for students is $120-$130 thousand per year. 5

Priority for Funds  Will be awarded to:  Programs with the highest levels of poverty.  The highest percentage of struggling students.  Title 1 participating Schools.  Applications that target populations of students and families with the highest percentage of racial and ethnic minorities (on the OPSI report card).  Evidence of an unmet need for out-of-school time services in the community. 6

U.S. Department of Education Title IV, Part B of the Elementary and Secondary Education Act (ESEA), which was amended by the No child Left Behind Act of 2001 (NCLB) 7

Purpose and Background This program supports the creation of community learning centers that:  Provide academic enrichment opportunities during non-school hours for children who attend high-poverty and low-performing schools.  Help students meet state and local student standards in core academic subjects, such as reading and math;  Offer students a broad array of enrichment activities that can complement their regular academic programs; and  Offer literacy and other educational services to the families of participating children. 8

Partnership Requirements An eligible entity partnership is a requirement for consideration for funding.  The partnership must include a school district(s) or Local Education Agency (LEA) with designated high poverty schools that are Title I eligible, and at least one community-based organization, that is not primarily a contracted service provider.  For the purpose of this grant an Educational Service District (ESD) is considered an LEA, and a partnership between an ESD and a school district, or two or more school districts would not be considered an eligible entity partnership, without the inclusion of a community based organization as a primary partner. 9

Allowable Activities Non-Regulatory Guidance  Remedial Education activities and academic enrichment learning programs, including providing additional assistance to students to allow the students to improve their academic achievement.  Mathematics and science education activities.  Arts and music education activities.  Entrepreneurial education programs.  Tutoring services (including those provided by senior citizen volunteers) and mentoring programs.  Programs that provided after-school activities for limited English proficient students that emphasize language skills and academic achievement. 10

Allowable Activities  Recreational activities.  Telecommunications and technology education programs.  Expanded library service hours.  Programs that promote parental involvement and family literacy.  Programs that provide assistance to students who have been truant, suspended, or expelled, to allow the students to improve their academic achievement, and  Drug and violence prevention programs, counseling programs, and character education programs. 11

Pg. 8 of the RFP Example of Allowable Activities  Programming can be after-school, before school, summer (4 weeks required), Saturdays, and Holidays.  Academic Assistance Component  Math and Science education activities  STEM or STEAM activities  Tutoring services and mentoring programs  Educational Enrichment Component  Positive youth development skills  Youth leadership activities, included student engagement in the design and delivery the program.  Recreational activities, technology education, drug and violence prevention programs, etc.  Family Literacy Services Component  Services provided to participants on a voluntary basis that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family. Examples on Pg. 10 of the RFP 12

Program Profile Page 35 Points iGrants  School year program operates September through June, minimum of 2 hours/day, 12 hours a week, 4-days per week, for a minimum of 30 weeks accounting for school breaks.  Summer program meets a minimum of 20 hours week for a minimum of 4 weeks.  Differentiation in programming exists between sites. Programming provides support in academic contend areas, and enrichment activities, curriculum is specific to content area.  Percent of poverty is a minimum of 40% per site.  Points will be awarded for highest total percent of racial/ethnic minorities, and highest poverty level.  Title 1 serving, yes or no?  Appropriate services are provided to meet the identified need of adult family members, and program proposes to serve a minimum of 60% of enrolled students 30 days or more.

14

15

Narrative: Need Statement 25 points  The application provides local, current, objective school and community data to identify at risk populations.  For each site number and % of students who are eligible for free and reduced lunch, below proficiency in math and reading by grade level, ELL and special education, at risk for not graduating on time, and H.S. dropout rate required.  The percent of targeted students that are proficient in reading and/or math demonstrates high need. Points will be awarded for lower proficiency levels.  The application describes current during school, out of school and summer school programming at the proposed sites and explains why current services are insufficient to meet the need described, and how the site will coordinate with existing services.  The application describes the specific needs of the target population and how this program intends to support the need described.  The application provides current, objective needs data for families to be service, including a summary of recent youth/family survey data that describes the need for out of school programming. 16

Narrative: Quality of Project Design 5 sections 50 points Program Description  The program describes the global program goals, measurable objectives, and activities and how they will meet the needs of the target population and their families. The goals are specifically aligned to the state performance goals for 21 st CCLC (pg. 13 of RFP), regarding improvement in student behavior, academic achievement, quality program implementation and community collaboration, and family participation.  The application provides a table that outlines in detail each site’s goals, objectives, activities, measurements and timelines.  Identify time and frequency of activities provided, for before and after school hours, days each week weeks per year, and summer school.  The applicant provides a brief literature review or cites research that supports their choice of curriculum and activities used for all sites, for the intended population. 17

18 Goals Measurable Objectives Measurement Tools ActivitiesTimeframe Example: 1) Improve academic achievement Example: 1.1) 80% of regularly participating students (attending the program 30 days or more) will meet or exceed state and local standards in reading. Example: CRCT scores, pre- and post- assessments, and report card grades. Examples: a) Homework Assistance b) Learning Today reading computer based assessments/activitie s c) Book Club d) Individualized reading tutoring Examples: a) Daily throughout the school year b) Weekly throughout the project year c) Weekly throughout the project year d) Twice per week throughout the school year

Narrative: Quality of Project Design 5 sections Recruitment and Retention of Students and Family Members  Identifies effective strategies for recruiting and retaining the target population identified in the need statement  Provides strategies for involving private schools in the development of the proposed project, and ensuring equitable participation of private and homeschool students in the program, if applicable. Family Engagement and Education  Culturally and linguistically appropriate outreach and recruitment strategies  Activities are goal oriented, sustained over time, relevant, and ensure improved educational attainment, connections to the community, and knowledge about child development and learning for families. 19

Narrative: Quality of Project Design 5 sections Linkages to the School Day  Strategies for collaborating with school day staff and administration and linking to the school day  Strategies for aligning with WA State Learning Standards and school day curriculum to extend and expand learning opportunities  Strategies for using student assessment data for program planning and student progress monitoring  Shared use of space, equipment, and transportation in the school district Transportation and Safety  Describes an adequate safety plan aligned with the school or organization safety plan, and including safety procedures and practice drills  Describes a transportation plan that will ensure transportation is not a barrier to participation for the target population, and leverages existing resources of the partners if applicable.

Narrative: Management Plan 25 points  Outlines an operations, management and staffing framework with lines of authority, roles and supervision for all personnel. Submits Program Organizational Chart in Appendices  Meets requirements for FTE for program director and site coordinators with adequate salary and benefits  Job description qualifications and experience requirements for director, site coordinators, and direct service staff ensure high quality instructional programs and youth development services. Submits Job Descriptions in Appendices.  Describes how all staff fit into the existing staffing structures of the school or CBO  Effective recruitment and retention strategies for maintaining high quality personnel 21

Narrative: Management Plan Comprehensive Local Professional Development Plan  Ensure successful implementation of program goals and objectives  Support evidence based instructional practices  Delivery of academic content and project based learning aligned with the school day  Delivery of high quality services to promote student belonging, engagement, and leadership  Professional learning community with ongoing opportunities for staff collaboration, planning, reflection, and feedback on practice with coaching supports. Detailed program implementation plan/timeline  Ensures full operation by October 15,  Establishes benchmarks for monitoring student, family and program progress, and partner collaboration throughout the year.

Narrative: Data/Evaluation Plan 20 points  Evidence of qualifications of local evaluator demonstrate capacity to fulfill evaluation obligations. See evaluation guidelines and guidance on designing a local 21 st CCLC evaluation on the OSPI 21 st CCLC website  Outlines effective methods, timelines, staff and data to measure participant and program performance or progress in meeting its goals and objectives  Outlines specific methods, timelines, and staff for federal data collection for PPICS data collection. See PPICS printable forms on OSPI 21 st CCLC website  Outlines specific methods, timelines and staff dedicated to completion of the Youth or School Age Program Quality Assessment and Improvement Plans  Effective Strategies for using data and evaluation results and leading indicator reports monitoring progress, improving programs, informing stakeholders, and improving programs  Submission of Signed Data Sharing Agreement between all partners 23

Narrative: Promise as a Model 25 points  Specific data and evidence of past success demonstrated for applicant and partners in operating quality OST programs with positive outcomes for youth  Specific evidence demonstrating experience or promise of success in providing educational and related activities that will enhance academic achievement and positive youth development  Signed Memorandum of Understanding between eligible entity partners, detailing partner commitments  Description of collaboration with other state and federal programs, detailing contributions to program  Sustainability plan includes strategies for sustaining the program when funding ends 24

Narrative: Appendices  Job descriptions and required qualifications for program director, site coordinator(s), direct service staff, and local evaluator.  A 21st CCLC program organizational chart showing primary partner responsibilities for fiscal authority, lines of operational authority, including supervision for directors, site coordinators, all direct service staff and data and evaluation staff participating in the provision of 21st CCLC program services, (directly or in-kind); Partner organizational charts will not be accepted.  Current, signed Memorandums of Agreements between eligible entity partners (partners that are not contractors that will be making significant ongoing contributions to the project operations including design, implementation, evaluation, and continuous improvements for the duration of the project.) Provide details for Partner contributions, that match budget narrative.  *Signed Data Sharing Agreement (See evaluation Plan) can be in appendices or in the body of the Narrative Data and Evaluation Plan. 25

Budget Narrative iGrants Web Application 25 points  Includes costs/contributions for all budget categories identified in the RFP  Includes detailed and itemized cost calculations for all categories to justify the total expenditure for each category  All costs are reasonable and necessary, and allocable  All costs are allowable under the new OMB Uniform Guidance  idx?SID=8dbf420b13206b011b3a408e &mc=true&node= sp e&rgn=div6 idx?SID=8dbf420b13206b011b3a408e &mc=true&node= sp e&rgn=div6  Allowable Direct vs Indirect costs, especially for administrative salaries  Includes all costs for YPQA services, materials, and travel associated with training and assessment activities. 26

YPQA Services and Materials Costs  Boxed Sets of Services and Materials note required expenditures  Ala carte items  Travel and lodging required  Pay for staff/ substitutes for participation in training required if outside regular work schedule

iGrants Tutorial  Gaining Access to iGrants  iGrants User Manual  Login Instructions  Pg. 1. Eligible Entity Partnership and Assurances Page- Also on pg. 6 & 7 of the RFP (no points required)  Pg. 2 Program Profile Page (35 points)  Pg. 3 Budget Narrative Page (25 points)  Pg. 4 Attachments  Pg. 5 General Assurances  Must check Completed and submit Request for OSPI Review by June 18, 2015 no later than 4pm

Questions? Contact Information Heidi Schultz, Debra Williams-Appleton, Ana Di Domenico