1. 21 st Century Community Learning Centers (CCLC)– Supporting Additional Learning Time Grant Information Session February 27, 2015 9:30 – 2:30 PM Tower Hill Botanic Gardens, Boylston Presented by: Department of Elementary and Secondary Education Staff “Time alone guarantees nothing … but with it, all else is possible.” --Massachusetts Commission on Time and Learning, 1995 (AM Slides – PART I OF II FOR THE DAY)

2. Welcome! Who’s in the room? 2

3. Our goal To prepare all students for success after high school 3

4. Our core strategies  Strengthening curriculum, instruction, and assessment  Promoting educator development  Turning around the lowest performing districts & schools  Using technology and data to support student performance  Attending to the social/emotional /health needs of students & families 4

5. 21st CCLC Grant Purpose To support the planning and implementation of additional time for learning for students in grades K-12, that helps to:  close proficiency gaps;  increase student engagement, and  support college & career readiness and success. 5

6. Housekeeping 6

7. Agenda  Welcome  What is 21 st CCLC?  Grant Overview  Grant Forms – “How to”  Questions Lunch  Engaging Students (Service-Learning and other Project-Based Learning)  Partnerships  Evaluation, Questions and Wrap-up 7

8. A few ways to ask your questions:  Write them on an index card (and bring them up to us)  Text Kristenmckin376 to 22333 (1x to join); then text your questions  Go to pollev.com/kristenmckin376 (type and submit!)  Or just ask away during our “question breaks!”

9. Overview 9

10. College and Career Ready  Academic proficiency alone is no longer enough to ensure that your students will have access to a job that offers security, a sustaining wage, and career advancement. Students also need to be proficient in the knowledge and skills that will help them navigate the workplace and function as contributing citizens.  These 21 st Century skills (like the ability to collaborate, communicate in writing, think critically, problem solve and have a sense of competence) can be obtained through a combination of experiences.  It is through these combined efforts to provide every student with academic rigor, real world relevance in their learning, and effective teaching both in and out of the classroom, that we will be able to ensure that every student leaves our schools ready to succeed in whatever awaits them after high school. 10

11. 11 "Tell me and I forget, show me and I remember, involve me and I understand.” That is the mantra of the Massachusetts 21 st CCLC Program.

12. How can students reach academic goals if they do not see the relevance of learning to their lives? That is the purpose of the Massachusetts21 st CCLC Program. 12

13. Goals of the Massachusetts 21 st Century Community Learning Center Programs Massachusetts Department of Elementary and Secondary Education 13  Coordination between core content instructional time and academic enrichments and supports, with shared learning goals, teaching, and support strategies.  A school and community-based infrastructure with established procedures that improve student outcomes.  Development of College and Career Readiness Skills (includes analytic reasoning, critical-thinking, problem-solving ).  Development of a tiered system of support.  A system that evaluates program effectiveness through data collection and analysis.

14. We need to be able to support students in learning how to learn. It is not enough for students to show their work, they need to understand why they are doing the things they are doing and be able to not just explain why but justify it.  To be “intentional” is to act purposefully, with a goal in mind and a plan for accomplishing it.  Programs that are purposeful have clearly defined objectives that engage students in their own learning, defined strategies that are likely to achieve the objectives and a process to continually assesses progress, adjusting strategies based on that assessment.  Intentional and purposeful connections such as effective use of data, partnerships, families, and communities that support students in being college & career ready. 14

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16. 16  Cross-curricular teaching provides a meaningful way in which students can use knowledge learned in one context as a knowledge base in other contexts in and out of school.  Many of the important concepts, strategies, and skills taught in ELA and math transfer readily to other content areas.  Strategies for reading comprehension can be utilized in any content area.  Cross-curricular teaching can increase students' motivation for learning and their level of engagement.

17. Results-Oriented Approach The MA 21 st CCLC Program worked with the National Institute on Out-of-School Time (NIOST) over a three-year period to create a program outcome oriented assessment system that consists of the: Survey of Academic & Youth Outcomes [SAYO T (teacher), S (staff), and Y (youth)]. Assessment of Program Practices Tool (APT). 17

18. Survey of Academic Youth Outcomes (SAYO) Evaluation System *  SAYO is an outcome evaluation tool that captures changes in youth that are associated with participation in a high- quality academic enrichment programs and likely to occur over a one-year period.  Uses brief pre-participation and post-participation surveys to collect data from School day teachers and program staff.  Assessing Program Practices Tool (APT) assess the extent to which 21 st CCLC programs are implementing practices congruent with their desired SAYO outcomes.  The SAYO Tool Kit assists grantees with continuous program improvement and with identifying areas for professional development. * Training on using these evaluation tools provided by ESE 18

19. Grant Overview Fund Code 647-B1 – for New Schools/Sites

20. Model 1 (ELT) Expanded Learning Time Model 1 (ELT) Expanded Learning Time A longer school- day/year for all students. Model 2 (OST) Out-of-School Time Model 2 (OST) Out-of-School Time Programming that is for targeted students and takes place outside of the regular school day/year. 20 Different Models for Adding Time

21. Model 1 (ELT) Expanded Learning Time Model 1 (ELT) Expanded Learning Time  ADD at least 180 hours  Required for all students  Total hours = 1,330 (above school year 2014 or SY15) Model 2 (OST) Out-of-School Time Model 2 (OST) Out-of-School Time  OFFER at least 448 hours  Comprehensive OST programming (not drop-in)  For targeted students Expected average minimum hours of attendance:  Elementary = 100  Middle = 90  High = 80 21 Grant Allowable Models for Adding Time

22. Basic Eligibility 22 Eligible applicants are:  School districts, cities and towns  Community-based organizations (CBOs)  Other public or private entities, or  A consortium of two (2) or more of such agencies, organizations, or entities.

23. Basic Eligibility (cont.) 23 Eligible applicants must also meet at least one (1) of the following:  Primarily serve students in schools designated as Title I School-Wide programs; OR  Demonstrate that they serve students in schools with >20% students with low-income

24. Additional Eligibility Information 24  Non-school/city/town applicants must demonstrate capacity to administer the program  Model 1 (ELT) - Cannot apply for a school that received funding for ELT in FY15 (through this grant or the state-funded grant).  Model 2 (OST) - Cannot apply for a school/site that received funding for OST in FY15 (through this grant).

25. Additional Eligibility Information 25  Non-school/city/town applicants must demonstrate capacity to administer the program  Model 1 (ELT) - Cannot apply for a school that received funding for ELT in FY15 (through this grant or the state-funded grant).  Model 2 (OST) - Cannot apply for a school/site that received funding for OST in FY15 (through this grant). *see the RFP for full details

26. Grant Priorities All applicants will implement activities that use more time for:  multi-disciplinary service-learning and/or other project-based learning;  creative and innovative enrichment  collaborative planning and professional development for staff and partners 26

27. Grant Priorities (continued) All applicants will implement activities that:  Build and/or strengthen community and family partnerships  Improve sustainability of ELT or OST programming 27

28. Competitive Priorities  Competitive priority will be given to applicants that:  Propose to serve youth in schools/communities with higher percentages of families with low income.  Propose to implement more time in a school or in partnership with a school designated as Level 3, 4, or 5.  Submit the application in full partnership among: a school district, and a community-based organization or other public/private entities. 28

29. Competitive Priorities  Competitive priority will also be given to ELT applicants that:  Propose to add time at a middle school.  Propose to implement an expanded school calendar.  Propose to implement a blended learning educational model.  Propose to implement a teacher career ladder model. 29 Model 1 (ELT) Applicants ONLY

30. Competitive Priorities  Competitive priority will also be given to OST applicants that:  Have not received 21 st CCLC funding within at least the past three years – fiscal years (FY)13-FY15 30 Model 2 (OST) Applicants ONLY

31. # of Schools/Sites for which a lead applicant may apply The same school/site may not be included in applications for both ELT and OST. 31 NOTE: A total of approximately $3,000,000 is projected to be available. The final total amount available is subject to budget appropriation. NOTE: This slide was updated slightly with more detail added after the session, for the web posting.

32. Funding* Model 1 (ELT)  Maximum $500 per pupil enrolled (2014) Model 2 (OST)  Maximum $175,000 for one site  Maximum $225,000 for two sites 32 * The requested amount should be appropriate and reasonable for the size and scope of the proposed activities.

33. Fund Use Funds may support:  Salaries  Stipends  Contracts  Instructional materials, and  Other expenses associated with implementing additional time. 33

34. Fund Use  Funds must supplement not supplant currently funded costs.  Funds should support enhanced or new services for students.  Model 1 (ELT), funds must support specific components of ELT, aligned to the grant priorities. 34

35. Key Requirements  Have an advisory council/group which advises grant-funded programs  Designate a part- or full-time coordinator  Attend required training on and administer program evaluation tools  Attend required training on and implement service-learning and/or other project-based learning 35

36. Key Requirements  Set aside at least five (5) percent of the total budget to support one or both of the following:  Family Involvement; and/or  Social/Emotional Learning and Supports  Set aside funds to attend the 21 st CCLC Summer Institute  Submit required reporting 36

37. Grant Timeline 37 ActivityDate Additional Information Webinars½ hour grant presentation and questions: March 9 (10-11 AM) Will address questions ONLY: March 17, 19, 23 (all 10-10:30) March 27 (2:00-2:30) April 7,9,13, 15 (all 10-10:30) Letters of Intent Due (non-binding)March 13 Full Proposal DueApril 16 (emailed by 5PM and postmarked) Award NotificationsAnticipated Spring/Summer 2015 (mid- late June) Anticipated Program Start DateSeptember 1, 2015

38. Required Forms “How to”

39. Part I / Part II- General Program Unit Signature Page (Standard Contract Form and Application for Program Grants) / Budget Workbook

40. Part I / Part II – Excel File – General Tips  Submit ONE per lead applicant, including request for ALL sites included in the application.  All YELLOW highlighted cells are UNLOCKED for typing your information. All other cells are locked. 40

41. Part I / Part II – Excel File – General Tips  Please do not copy/paste sheets into another workbook. (Links will be broken!)  Start with PtI-SchoolYear to enter applicant contact information. (It will then pre-populated everywhere else needed!)  Budget totals will automatically populate into the appropriate Part I forms. 41

42. Part I – Standard Contract  Total Amount Requested will calculate automatically when you enter amounts in the budget pages.  Should be signed by the superintendent or executive director.  Print/mail a signed ORIGINAL of both School Year and Summer (if applicable). 42

43. Part II – Budget Workbook  ONLY include the grant requested amounts.  Include an FTE ONLY if employee is salaried and a portion of that salary will be covered by the grant. Otherwise, include hourly rates.  If stipends are requested, include rates (hourly) if applicable.  Make sure all rates are reflected on the left pages of the document. 43

44. Part II – Budget Workbook  In the narrative, include a brief description of the purpose of the expenditure.  Print Part II in “portrait” - 2 pages tall x 2 pages wide. (on letter size paper!)  Technical problems? Contact kmckinnon@doe.mass.edu kmckinnon@doe.mass.edu 44

45. Part III – Required Program Information  Part III-a – District  Submit ONE per lead applicant  Part III-b – School/Site  Submit ONE for each school/site included in application 45

46. Part III – Instructions for Completing  Insert responses into the existing document.  Respond beneath each applicable question.  Do not delete questions!  Limit responses to applicable page limits.  Questions are labeled; answer those that apply to the model(s) chosen:  [ALL] – Applicants for Model 1 (ELT) AND Model 2 (OST) should respond  [Model 1 (ELT) ONLY] – Applicants for Model 1 (ELT) should respond.  [Model 2 (OST) ONLY] – Applicants for Model 2 (OST) should respond. 46

47. Part III – Instructions for Completing  Please do not change the font size or margins.  All questions are shaded in gray, and responses should be written in the white space below each question.  Narrative and/or bulleted responses are acceptable. 47

48. Part III-A – District  Non-district applicants must work with applicable districts to plan and complete application.  Describe alignment to district goals/priorities.  Describe plans for supporting implementation.  Describe plans for supporting costs. 48

49. Part III-B – School/Site  Reminder: Submit ONE for each school/site proposed in application.  Describe the planning process and team.  Describe plans for implementing, monitoring and evaluating.  Describe a “typical day” – what will a student experience as a result of proposed programming. 49

50. Part III-B – School/Site  Describe the school’s specific needs/priorities; targeted population (if applicable).  Describe proposed programming – engaging instructional practices and enrichment opportunities that will be implemented (include both grant-funded and other).  Describe staffing and professional development.  Provide proposed schedules. 50

51. More Required Forms

52. Addendum A - Grant Assurances This document certifies the applicant’s agreement to a sets of grant assurances such as:  The grant recipient will ensure that all subcontracted providers are adhering to the the same fiscal controls and grant fund use requirements.  The program funds will be used to supplement and not supplant other funds.  The school district and collaborating partners will provide access of needed and pertinent student data to applicant or partnering agencies.  A designated 21 st Century Community Learning Centers (CCLC) district-wide coordinator will ensure that program staff, including staff hired by contracted providers, is qualified to deliver the proposed programs and services and meet the qualifications outlined in the document.  The program will primarily target and serve students who are low-income, at-risk academically and/or socially/emotionally, receive special education services, and/or are limited English proficient or whose first language is not English. PLEASE READ COMPLETELY BEFORE SIGNING Massachusetts Department of Elementary and Secondary Education 52

53. Addendum B – Organizational Capacity  ONLY for applicants who are NOT a public school district, city or town.  Agencies and organizations other than a school district, city, or town must implement more time in partnership with a school, and will be screened for capacity to administer the program.  Demonstrate Experience with similar amounts of funding.  Demonstrate Linkages and communication with school site. Massachusetts Department of Elementary and Secondary Education 53

54. Addendum C – Consultation with Non-Public Schools  ALL applicants for a 21 st CCLC Grant are required to consult with private school officials in their catchment area during the design and development of the 21st CCLC program. (Applicants that are public schools must submit documentation of this consultation, using Addendum C, with their application. All other funded applicants will be required to submit this documentation upon request.)  Consultation must be timely and meaningful.  The public agency remains in control of funds.  Services must be secular, neutral and non-ideological.  Recommend consulting with your Title I program on their process. NOTE: This slide was updated slightly after the session, for the web posting. Massachusetts Department of Elementary and Secondary Education 54

55. Addendum D – Community Notification  Required for ALL applicants.  Federal legislation requires applicants to publicly notify the community in advance of its intent to apply for this grant, and upon award to disseminate information about the program to the community.  Examples of this are a notice in the local newspaper (public notices section).  School Committee announcements, local cable in itself is not considered public notification. Massachusetts Department of Elementary and Secondary Education 55

56. Addendum E – SAYO Outcomes Selection  Model 2 (OST) applicants must complete and submit. (T- Select 1 academic outcome (ELA/Math), 3 intermediary, S-3 outcomes).  Model 1 (ELT) applicants should review, but are not required to complete/submit. Outcomes are pre-selected for ELT sites. Massachusetts Department of Elementary and Secondary Education 56 To assess how participation in 21 st CCLC programs supports a student’s school-day experience programs are required to solicit input from the school-day teachers (SAYO-T), educators that work in 21 st CCLC funded programs or activities (SAYO-S) and youth participants (SAYO-Y).

57. Questions? NOTE: These slides are Part I of II for the information session.

58. 58