The 21st Century Community Learning Center Competitive Grant Program:

1
Welcome!

• The 21st Century Community Learning Center
  Competitive Grant Program
• A Workshop for Program and Proposal Developers

2
Introductions!

• Introduce yourself to a neighbor you dont know
  and share with each other one positive impact
  that after school programs have had in your
  school, district, community, county..

3
Objectives

• Understand the key requirements for and
  components of a successful 21st CCLC proposal
• Develop skills in framing required program
  components
• Have the capacity to determine the kinds of
  partnerships and partnership documentation needed
  for a successful proposal
• Understand the key evaluation requirements of the
  RFA
• Gain tools for the management of the 21st CCLC
  proposal development process and
• Have fun, make new friends, and connect with
  other people/organizations seeking to develop
  high-quality 21st CCLC programs.

4
Overview of the 21st CCLC Program and the Request
for Applications
5
Program Purpose

• .establish or expand community learning centers
  that provide students with academic enrichment
  opportunities along with activities designed to
  complement the students regular academic
  program. Community learning centers must also
  offer families of these students literacy and
  related educational development services. At the
  same time, centers help working parents by
  providing a safe environment for students during
  nonschool hours or periods when school is not in
  session.
• 21st Century Community Learning Centers Program,
  Cohort 4, Request for Applications

6
Key Facts

• Due Date March 12, 2007 - Received by the CDE
  (After School Program Office)
• Funding Available up to 112,500/elementary
  150,000/middle 250,000 per high school.
• Funding Duration 5 years, reauthorized on an
  annual basis
• Eligible Applicants Local education agencies
  (LEAs) Non-profit agencies City and county
  government agencies CBOs FBOs Private schools
  For-profit corporations Consortia of two or
  more of the above agencies.

7
Key Changes from Previous Cohorts

• Direct Grants!
• Increase in set-aside for high school (from 6 to
  50)!
• Stronger alignment of ASES and 21st CCLC
• Evaluation systems to include measures that align
  to local program/community priorities

8
Key Resources

• CDE
• http//www.cde.ca.gov/fg/fo/af/
• Bay Area Partnership
• http//www.bayareapartnership.org/
• Title I Information
• http//www.cde.ca.gov/ta/ac/ay/tidatafiles.asp

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21st CCLC Overview

• Potential Request Components
• Eligibility and Priorities
• Funding Levels

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Potential Request Components
Core
Optional
11
Eligibility

• Funding Eligibility
• A school may participate in only one 21st CCLC
  application for funding.
• Federal law requires that a majority of students
  must come from
• Schools eligible for Title I Schoolwide Programs
• AND/OR
• Schools that serve 40 or more of students from
  low-income families eligible for the free and
  reduced lunch program
• CDE may accept additional eligibility criteria
  that would allow the inclusion of schools below
  the 40 free and reduced threshold, such as
  feeder school data and other potential measures
  of need that may not be captured in a schools
  free and reduced lunch numbers. --- Document
  Thoroughly!

12
Funding Priorities

• Understanding the Competitive Priority
• In addition to basic eligibility, proposals that
  meet all of the following conditions fulfill the
  competitive priority
• 50 percent of the participating schools are
  identified as in need of improvement (Title I,
  Section 1116 of NCLB Act) ----Also known as
  Program Improvement or PI schools----
• Submitted jointly by an LEA receiving Title I,
  Part A funds and at least one CBO or other public
  or private entity.
• Complete Competitive Priority Memorandum of
  Understanding (special additional MOU see ASSETs
  RFA page 33, Elementary/Middle page 30.)

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Funding Priorities
14
Funding Levels
15
Developing the Proposal Core The Program
Components
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Program Development - Key Considerations

• Programs should be developed by collaborative
  partnerships
• Programs should be tightly integrated with the
  school day (and the school culture).
• Build on strong assessments.
• Use the assessments to help participants
  replicate success/build on assets
• Program sites do not have to be located at a
  school, but must be as safe and accessible as a
  school site.
• Each collaborative will determine the appropriate
  frequency of student attendance, but CDE
  recommends that elementary students attend 5 days
  per week and middle school students must attend
  at least 3 days per week. High school grants
  have no minimum attendance policy.
• For maximum impact program components should be
  integrated, building upon each other.

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Three Program Components

• Academic Achievement
• Enrichment
• Family Literacy

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Academic Achievement

• Core Focus Provide a broad array of activities
  that help students, particularly those in
  low-performing schools, to meet state and local
  student academic achievement standards in core
  academic subject areas.
• Tutoring and Homework Assistance is Mandatory!

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Sample Academic Program Activities
20
Sample Academic Program Activities
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Academic Achievement Excellence Per the Rubric
(Selected)

• Thoroughly describe proposed activities to
  address each program element and component
  included in the application.
• Thoroughly demonstrate that the organization has
  experience or the promise of experience in
  providing educational and related activities that
  will enhance the academic performance,
  achievement, and positive youth development of
  students.
• Thoroughly describe how the activities will be
  effective in improving student academic
  performance including performance measures and
  citing scientifically based research providing
  evidence that the program will help students meet
  core state and local academic standards.

22
Enrichment

• The educational enrichment component must offer
  an array of additional services, programs, and
  activities that reinforce and complement the
  regular academic program of participating
  students.
• Services must be actively coordinated with the
  students regular high school day program.
• Enrichment element activities should be
  developed in alignment with appropriate
  California content standards and
  standards-aligned instructional materials,
  related California curriculum frameworks, and
  other research-based practices.

23
Sample Enrichment Program Activities
24
Sample Enrichment Program Activities
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Enrichment Excellence per the Rubric

• A very comprehensive description of a plan that
  provides for meaningful involvement by youths in
  shared leadership in the research, design,
  implementation and evaluation of learning
  opportunities supported by this grant.
• Thoroughly demonstrates that the organization has
  the experience or the promise of success in
  providing education and related activities that
  will complement and enhance the academic
  performance, achievement, and positive youth
  development of students.

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Family Literacy

• Programs must assess the need for family literacy
  services among adult family members.
• Family literacy services are 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 suggested activities.

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Sample Family Literacy Program Activities
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Sample Family Literacy Program Activities
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Family Literacy Excellence per the Rubric

• Thoroughly describe the process used and results
  of a needs assessment for family literacy
  services.
• Thoroughly discuss plans to refer or coordinate
  with existing family literacy services.

30
Program Planning Worksheet

• Use the Program Planning Worksheet as an
  Organizing Tool
• Questions and Answers

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Leveraging, Developing, and Documenting
Collaborative Partnerships
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No one sector can do this alone!

• Recognize differences in culture!
• Use the new resource available as seed capital
  for new ventures with new partners

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Collaborative Models

• Possible Types of Participants (Examples)
• County Departments/Multiple
• Federal Government
• State Government
• Labor
• Other Local Government
• City
• Special Districts (Parks, etc.)
• Private Sector (For Profit)
• Private Sector (Nonprofit)
• Faith Based Community

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Innovative Collaboratives Get Noticed
Posted on Sat, Feb. 08, 2003 Richmond schools
get millions for after class City, school
officials teamed up to secure the grants, to be
doled out over five years to three campuses By
Rebecca Rosen Lum CONTRA COSTA TIMES RICHMOND -
Richmond schools won two of 10 grants given
statewide for after-school programs totaling 2
million, a measure of success for Mayor Irma
Anderson, who teamed up with Supervisor John
Gioia, schools officials and the nonprofit Bay
Area Partnership to seek money for her "Kids
First" effort. Kennedy and Richmond high schools
and Lovonya DeJean Middle School will receive the
grants over five years.
35
Displaying Collaborative Partnerships -- Tables
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Displaying Collaborative Partnerships -- Table
Linking to Goals/Objectives
37
Beyond cash.how partnerships build strong
programs

• Expertise
• Access to core funding sources
• Breaking barriersaccessing multiple kinds of
  resources

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Documenting the Relationship

• Letters of Support, Letters of Commitment,
  Memoranda of Understanding
• Which of these is a legally binding document?
• Letter of Support Statement of endorsement
• Letter of Commitment An intent to invest or
  participate
• Memorandum of Understanding (MOU) Statement of
  Partnership
• Only the MOU is acceptable for the 21st CCLC

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Key Components of the MOU

• Preamble - What is this initiatives purpose,
  goals, and key objectives?
• Responsibilities of the Lead Agent (can be same
  for all MOUs)
• Specific responsibilities for the other party to
  the MOU
• Original signatures

40
Developing MOUs

• Not for contracted partnersonly the portion of
  the service provided that is not paid for should
  be in the MOU.
• Dont forget the Competitive Priority MOU if you
  qualify.
• All LEAs must have an MOU.
• Develop the Lead Agency block together.
• Circulate or make accessible to all the MOUs from
  all partners.
• Start Now!
• Check early to see if any partners have long
  approval processes.

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Collaborative Partnerships

• Program Planning Worksheet.
• Questions and Answers.

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Lunch!
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Continuous Learning Through Formative Summative
Evaluation
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What is Evaluation?

• The systematic collection of information about
  the activities, characteristics, and/or outcomes
  of programs to make judgments about the program,
  improve program effectiveness, and/or inform
  decisions about future programming.
• Michael Quinn Patton, Utilization-Focused
  Evaluation

45
Types of Evaluation

• What is formative evaluation why is it
  important?
• What is a summative evaluation why is it
  important?
• "When the cook tastes the soup, thats formative
• when the guests taste the soup, thats
  summative."
• Robert Stakes

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Types of Evaluation

• What do formative and summative evaluation have
  to do with proposal development?
• What is the difference between local and
  statewide evaluation?

47
Designing the Evaluation (4 Questions)

• WHAT do we want to know about the program? e.g.,
  list five things that youd like to know, things
  you arent certain about, that would make a
  difference in the operation of your program.
• WHO has this information? e.g., schools,
  districts, staff, other agencies.
• WHEN will information be collected? e.g., when
  entering program, completion of program, from
  who?
• HOW can we get the information? e.g., surveys,
  interviews, observation, focus groups.

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Designing the Evaluation(4 Considerations in
Methodology)

• Include multiple times of measurement
• Measure more people, more often, over a longer
  time
• Use a multi-method approach
• Use more than one source of information to
  measure (or track) the same thing
• Use comparison groups or conditions
• Compare results before and after the program or
  key factor your are testing (pre/post-test
  design)
• Compare results from your program with results
  from similar programs
• Address confounds in measurement
• Measure things that are likely to also influence
  your target outcomes (besides your intervention)
• Ask What else may have contributed to producing
  or preventing the effects?

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Demonstrating Impact

• How to demonstrate impact?
• Changed behavior
• Reduced negative behaviors (e.g. discipline
  contacts)
• Reduced number of school suspensions
• Better in-school behavior (as rated by teachers)
• Decrease in school absences
• Aspirations for higher education
• Greater feeling of belonging in after-school
  program, school, and/or community

50
Demonstrating Impact

• How to demonstrate impact?
• Improved academic performance
• Improved homework completion or quality
• Improved STAR test scores
• Reductions in grade retentions
• Decreased dropout rate

51
Capacity for Effective Evaluation

• Constructing a plan to acquire and report all
  required evaluation data to CDE.
• Selecting the program focus measure(s) by which
  program effectiveness will be measured.
• Describing methods that will be used for
  conducting a rigorous evaluation of programs
  effectiveness at the local level.

52
Capacity for Effective Evaluation

• Using local and state evaluation data to refine,
  improve, and strengthen the program.
• Community dissemination of the local evaluation
  report.
• Discussing interim results with stakeholder and
  partners for continuous program improvement.

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Evaluation Design

• Use the program planning tool to practice
  developing measures.

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Tying It All Together
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Planning!

• I get up every morning determined to both change
  the world and have one hell of a good time.
  Sometimes this makes planning my day difficult.
• -- E. B. White

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Develop a Proposal Development Timeline

• Gantt charts make it possible for the whole team
  to know who is accountable for what.
• Stages
• Partnership Development
• Assessment
• Concept Paper
• Draft 1
• Draft 2
• Signatures
• Submission (yes!)

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Five Essential Items To Look At Immediately

• Determine your Collaborative Partners -- start
  meeting and determining strategies and roles.
• If you are not an LEA, talk to a decision-maker
  at your LEA.
• Determine and start implementing your assessment
  strategy.
• Establish how to post your public notice.
• Execute a private school consultation.

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Narrative Development Techniques

• Create an outline FIRST.
• Check the outline based on the RFA.
• Inform/modify the outline with the rubric.
• Pull together all data based on the outline.
• Start writing!
• Share your writing for feedback
• It is not the writing but the rewriting that
  creates good product.

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Outline Using the Suggested Rubric Format

• Narrative Components (with maximum points)
• Programmatic Elements (8 Points)
• Collaboration and Partnerships (4 Points)
• Program Administration (4 Points)
• Capacity for Effective Evaluation (4 Points)
• Per Student Cost Justification (4) -ASSETs only
• Program Grant Budget (1 Page)
• Core Grant Budget Narrative/Justification (2
  Pages)
• Allocate pages by points

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Optional Grants

• Dont put it off until the end
• Dont count on your core narrative to carry the
  day (but use each narrative strategically!)
• These will be very competitive!

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A budget conversation
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Use the Budget Process as a Tool with Your
Proposal Teams

• Introduce the budget early and often.
• Tips
• In Concept Paper Stage --- Include a Conceptual
  Budget
• Establish a Budget Task Force --- Get key players
  involved.
• Provide team members with worksheets.

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Use the Budget Process as a Tool with Your
Proposal Teams

• More Tips
• Continue to include a draft budget at every
  phase.
• Use the budgeting process as a Team Builder not a
  Team Buster.
• Encourage all players to be open about their
  needs.
• Realize that in collaborative partnerships the
  level of organizational development (and budget
  needs of partners) will vary greatly.

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Tying it All Together

• Questions and Answers

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Workshop Closing and Evaluation
66
Evaluation

• Questions and answers