1. New Ways to Use 21st CCLC Under ESSA
Kimberly Berry and Erin Rosati
Bureau of Family and Community Outreach

2. Agenda Explore changes in ESSA language
Identify the approved program activities under ESSA
Provide examples of how program activities can be implemented in local communities

3. No Child Left Behind (NCLB) Every Student Succeeds Act (ESSA)
21st CCLC Purpose
No Child Left Behind (NCLB)
Every Student Succeeds Act (ESSA)
The creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program:
helps students meet state student standards in core academic subjects, such as reading and math;
offers students a broad array of enrichment activities that can complement their regular academic programs; and
offers literacy and other educational services to the families of participating children.
To provide opportunities for communities to establish or expand community learning centers that:
provide opportunities for academic enrichment, including tutorial services to help students, particularly students who attend low performing schools, meet challenging State academic standards
offer students a broad array of additional services, programs and activities that are designed to reinforce and complement the regular academic program of participating students; and
offer families of students served opportunities for active and meaningful engagement in their children’s education, including opportunities for literacy and related educational development.

4. Approved Program Activities
Tutoring
Technology and communications
Counseling programs
Mentoring
STEM through nontraditional teaching methods
Expanded library service hours
Credit recovery
Financial literacy
Parenting skills that promote parental involvement
Partnering with workforce
Environmental literacy
Nutrition education
Career readiness
Family literacy
Physical activity
Coordination with Perkins Act
Truant, suspended and expelled students
Disability services
Language and academics for ELLs
Drug and violence prevention
Cultural programs

5. Tutoring Skill-focused to remediate core skills Consistency:
Scheduling
Staff
Tied to the school day
Collaborate with school day teachers

6. Mentoring Support and train Matching mentors & mentees
Targeted recruitment
Group mentoring
Peer mentoring
Effective activities

7. Credit Recovery Format Timing Teacher-led Computer-based software
Before school
After school
Summer
Saturdays

8. Financial Literacy Concepts to cover All age groups
Big ideas and attitudes
Basic knowledge and skills
Behaviors
All age groups
Elementary
Middle
High
Adult Family Members

9. Environmental Literacy
Create a collaborative process
Use integrated projects
Exposure to real-world scenarios
Importance of community

10. Nutrition Education Culinary programs Gardening
National Afterschool Association (NAA) Healthy Eating and Physical Activity (HEPA) Standards for Out-of-Time

11. Physical Education Time and scheduling Staff training
Facilities, equipment and curriculum
Structure and choice
Free play vs structured activities
Encourage full participation

12. Disability Services Attitude Resources Curriculum Positivity
Professional development
Resources
Specialists
Connections with families
Curriculum
Promote natural interaction

13. Language and Academics for ELLs
Primary language instruction and support
Practice and interaction
Understand individual differences
Motivation and engagement
Connection to home and family

14. Cultural Programs Start with the staff Local Culture Global Culture
Include families
Global Culture

15. Technology and Communications
Utilize technology to motivate and engage students
Support different learning styles
Explore new technologies
Importance of professional development

16. Expanded Library Service Hours
Late Night Library
Opening libraries after hours to meet academic goals
AR Nights
Family reading nights
Open computer time
Digital literacy skills

17. Parenting Skills that Promote Parental Involvement
Support by focusing on family
Solicit family input
Needs assessment
Provide families with targeted support
Create welcoming environment that builds a connection between school and families

18. Family Literacy Focus on a quality over quantity Events led by:
Afterschool staff
Local experts
School day staff
Community organizations
Opportunity to support student learning

19. Truant, Suspended and Expelled Students
Additional support for students who are out of school for a variety of reasons
Hybrid grade recovery model
Restorative justice practices
Reduce recidivism

20. Drug and Violence Prevention
Impact of just being in the program
Provide on-going:
Preventive services
Student support services
School resource officer may help

21. Counseling Programs Guidance counselor as part of staff
Counseling for all
Group and individual
Students
Families

22. STEM through nontraditional teaching methods
Kinds of Making
Assembly style
Creative construction
Open-ended inquiry (tinkering)
Makerspace

23. Partnering with Workforce
Work-study programs
Apprenticeships
Internships

24. Career Readiness All grade levels Be intentional
Explore and set goals
Utilize community resources
Employability skills

25. Coordination with Perkins Act
Employability skills
Middle school career exposure
Working with community partners

26. Other Points to Consider When Applying
Adequate staffing (Full time project directors and/or site coordinators)
Proposing what you can actually do
Sticking to the grant application
Articulation between program and finance offices
Strong communication and consultation with school leadership

27. Notification of Release of Request For Proposals

28. References
Afterschool: Supporting Family Involvement in Schools. (2008). Afterschool Alert, Issue Brief 32. Beighle, A., Beets, M.W., Erwin, H.E., Huberty, J., Moore, J.B., & Stellino, M. (2010). Promoting Physical Activity in Afterschool Programs. Afterschool Matters, Bevan, B., Ryoo, J., & Shea, M. (2017). What If? Building Creative Cultures for STEM Making and Learning, Afterschool Matters, 25, 1-8. Douglas, J.A., & Katz, C. (2009). It’s all happening at the zoo: Children’s Environmental Learning after School, Afterschool Matters, 9, Maxwell-Jolly, J. (2011). English Learners and Out-of-School Time Programs. Afterschool Matters, 14, McDaniel, S.C., Yarbrough, A., & Besnoy, K. (2015). Research-Based Practices in Afterschool Mentoring Programs. Afterschool Matters, 22, Murphy, E. “Incorporating Restorative Justice in Afterschool.” Afterschool Alliance, afterschoolalliance.org/afterschoolsnack/Incorporating-restorative-justice-in-afterschool_ cfm. Planning and Managing for Technology in Afterschool. (2007). Retrieved from Sharp, J., Rodas, E.R., & Sadovnik, A.R. (2012). Supporting Youth with Special Needs in Out-of-School Time, Afterschool Matters, 16, Tanner, C. “Reducing Youth Violence: The Role of Afterschool Programs”, Georgia State University, Thomas, A., Povis, K.T., & Martinez, A. (2015). Bringing in the Tech. Afterschool Matters, 22, Tomic, R., “The Impact of Afterschool-Tutoring on Elementary Student Achievement: A Program Evaluation” (2016). Dissertations, 217.