The amount of subgrant award will be based on projected average daily attendance figures and the tables below: For Full Year programs (Summer and School Year), minimum 152 sessions, 336 hours: Subgrant Request Projected Average Daily Attendance $100,000 25 - 49 students $150,000 50 – 74 students $200,000 75 – 99 students $250,000 100 – 124 students $300,000 125+ students For School Year programs (with no summer program), minimum 120 sessions, 240 hours: Subgrant Request Projected Average Daily Attendance $80,000 25 - 49 students $120,000 50 – 74 students $160,000 75 – 99 students $200,000 100 – 124 students $240,000 125+ students For Summer only programs (with no school year program), minimum 32 sessions, 96 Subgrant Request Projected Average Daily Attendance $50,000 25 - 49 students $54,000 50 – 74 students $58,000 75 – 99 students $62,000 100 – 124 students $66,000 125+ students Any subsequent years of the subgrant award will be based on actual average daily attendance figures. This may alter or terminate the amount of the subgrant award. The funding table may change from year-to-year, based on available funds provided to the state. Principles of Effectiveness
How will the program establish and maintain a partnership with the community, including community members, community organizations and groups, and community cultural resources? Review Rubric Poor Fair Good Excellent 0 1 2 3 Community Partnerships The application gives little or no detail about how the program will establish and maintain a partnership with the community. There is little, if any, explanation as to the value the identified partnerships will bring to student participants or the program. The application identifies actions for establishing and maintaining partnerships with the community but provides little explanation as to the of the identified partnerships will bring to student participants and the program. The application details how and when the program will act to establish and maintain partnerships with the community. The value of the partnerships established will bring to student participants and the program is clear. "Good" criteria and: The application includes detail as to how and when the program will evaluate community partnerships to maximize their value to students and program for the purposes of ensuring the program meets its goals and objectives. Section 3: Partnerships and Collaborations Responsibility Checklist – The principal, afterschool program director, and other partners should complete this checklist together. Task Responsibility of the Building Principal Responsibility of the Afterschool Program Director Responsibility of Another Partner (identify who) Shared Responsibility (indicate how) Program Advisory Committee, including recruiting students, parents/care givers, school staff, program staff, and community members. Secures space for afterschool activities. Obtains license from the Office of Childcare Licensing, if applicable. Informs classroom teachers that classrooms will be used. (Don’t forget classified staff, particularly custodians.) Provides supplies and materials for afterschool programs (ex. paper, copier, books, computers, postage, and laminator). Handles discipline issues that arise in the afterschool program. Communicates with parents about content of the afterschool program.
Memorandum of Understanding with descriptions of scope and purpose of the program, duties of the partners, meeting parameters, funding arrangements, and any other considerations, but there may be parts truncated or details missing in one or more areas. descriptions of scope and purpose of the program, duties of the partners, meeting parameters, funding arrangements, and any other considerations, but there may be a lack of clarity in one or more areas. entirety, with very clear descriptions of scope and purpose of the program, duties of the partners, meeting parameters, funding arrangements, and any other considerations. Section 4: Program Management 42 points Agency Background and Capacity Summarize the lead agency's mission, history, past performance, and promise of success in providing educational and related activities that will complement and enhance the academic achievement and positive student development of the targeted population. Review Rubric Poor Fair Good Excellent 0 1 2 3 Past Performance The application gives little or no detail about the lead agency's prior experience, successful or otherwise, in providing educational and related activities that enhance the academic achievement and positive student development. The population served by the lead agency is unclear, nonspecific, or different from the targeted population. The application demonstrates, with little programmatic detail, the lead agency's prior experience providing educational and related activities to the targeted population. The positive impacts of this programming on student achievement and positive student development, however, is not clearly demonstrated. The application clearly details the lead agency's prior programmatic experience serving the targeted population and the positive impacts of its work on academic achievement and positive student development. "Good" criteria and: It is clear how this experience will shape future programming to benefit the target population. Describe the capacity of the lead agency to manage the program successfully, including any past 21st Century Community Learning Center experience. If in the past 21st CCLC subgrant administration there were barriers or problems, address how the program plans to address these for this subgrant. Review Rubric Poor Fair Good Excellent 0 1 2 3 Lead Agency Capacity The application gives little or no detail about the The application broadly describes the capacity of the lead agency to manage the
capacity of the lead agency to manage the program. program successfully. Little information is given about the agency's prior experience as a 21st Century Community Learning Center or leading a similar program for the targeted population. program successfully. Drawing from prior experience implementing a 21st Century Community Learning Center subgrant or a like program, the agency has identified its successes and barriers to meeting its goals. agency's prior experience in implementing a 21st CCLC subgrant or like program and how those lessons have improved its capacity to implement this subgrant if awarded. Does the lead agency have any audit findings? If so, please describe the situations that caused the audit findings and the documented actions that have cleared these findings. Attach copies of the audit findings and the documented actions that have cleared these findings. (This question is worth all points or no points.) Review Rubric Poor Fair Good Excellent 0 1 2 3 Audit Findings & Resolution The lead agency has not responded OR the lead agency has not demonstrated that audit findings have been cleared. The lead agency's has demonstrated that all audit findings have been resolved with supporting documentation OR the lead agency had no audit findings. Management and Organizational Structure Describe the management and organizational structure of this 21st CCLC program, including advisory board membership that reflects the representation of all key stakeholders. Provide information about the advisory board’s meeting schedule that will allow the program to accomplish its goals and objectives. Review Rubric Poor Fair Good Excellent 0 1 2 3 Management & Organizational Structure The application provides little to no detail about the management and organizational structure of this 21st CCLC program. The program does not have an advisory board or the board's membership is not comprised of all key stakeholders including students and families. The application includes an outline of the management and organizational structure with roles clearly outlined. The program has identified all key stakeholders, including student and family representatives, to provide representation on its advisory board. The application clearly describes, with details that include roles and responsibilities, the management and organizational structure of this 21st CCLC program. Additionally, the application details the role of the advisory committee in decision-making and the key "Good" criteria and: The application includes the timeline and objectives for the advisory board's meetings such that the meetings will inform the programming and allow the program to accomplish its goals and objectives.
stakeholders, including student and family representatives, to sit on the committee. Program Communication Describe the program’s communication goals and how the program will communicate effectively with families, school staff, and the community. Describe the plans to disseminate and market information about the program to appropriate populations. Review Rubric Poor Fair Good Excellent 0 1 2 3 Communication Strategy The applicant's plan for communicating to stakeholders and possible participants is too high-level to be meaningful. The plan does not target all stakeholders and/or the goals of the communication plan are not clear for each group of stakeholders. The applicant's communication plan targets all the key stakeholders (families, students, daytime and afterschool school staff, and community partners) but the goals of communicating to each group are not explicit. Communication largely appears to be one way. The applicant's communication plan has clear goals for marketing the program and disseminating information to the appropriate stakeholder groups. "Good" criteria and: The applicant's communication plan includes strategies for two-way communication between the applicant and key stakeholders. The goals for communicating with each stakeholder group includes meaningful targets for engagement as appropriate. Describe how the community was given notice of intent to submit this application and how the community can view the completed subgrant application. (This question is worth all points or no points.) Review Rubric Poor Fair Good Excellent 0 1 2 3 Intent to Submit Application The application does not include, or there is little detail about, the applicant's intent to submit its application for a 21st Century Community Learning Center and how the community can view the completed subgrant application. The application includes how the community was given notice of the applicant's intent to submit its application for a 21st Century Community Learning Center and includes how/where the community can view the completed subgrant application. Personnel
Describe the staffing for proposed activities and services, including brief job descriptions of key staff. Describe how highly qualified and effective people will be recruited and selected for these program positions. Review Rubric Poor Fair Good Excellent 0 1 2 3 Staffing The applicant provides little or no detail about how it will recruit select and select highly qualified and effective staff to implement the program. The applicant describes, at a how it will recruit and select staff identified as being key to implementing the program. However, the applicant does not provide full job descriptions of key staff for the program. The applicant details how it will recruit and select staff identified as being key to implementing the program. Each key staff position includes a brief job description aligned to the proposed activities and services that the staff will manage. "Good" criteria and: The applicant links specific recruitment and selection strategies to key staff positions such that the program will recruit and retain highly qualified and effective people to lead the program. Describe how the program will encourage and use appropriately qualified individuals to serve as volunteers. Review Rubric Poor Fair Good Excellent 0 1 2 3 Volunteers The applicant provides little or no detail about how it will recruit and use appropriately qualified individuals to serve as program volunteers. The applicant's plan to recruit and use appropriately qualified individuals to serve as volunteers is too high-level to be meaningful. The applicant does not meaningfully link the recruitment of highly qualified volunteers to specific program activities and services. The applicant details an explicit plan to recruit and use appropriately qualified individuals to serve as volunteers for specific program activities and services. "Good" criteria and: The applicant includes opportunities for recognizing highly qualified volunteers for their service to the program. Describe the policies and procedures for background checks and safety and security measures being implemented for the program. (This question is worth all points or no points.) Review Rubric Poor Fair Good Excellent 0 1 2 3 Policies & Procedures (Background Checks and Safety) The application includes little, to no, policies and procedures for background checks and other safety measures being implemented for the program. The applicant's policies and procedures for background checks and other safety and security measures are clear and specific. Background checks are required for all program staff and volunteers.
root causes of the specific need reviewed. and the outcome is measurable. to determine the root causes of the specific need reviewed. Program Staff Professional Development (identify topics): Input Method (survey, focus group, program inventory, interviews, etc.): Data: Data Sources: Root Causes: Desired Program Outcomes: Review Rubric Poor Fair Good Excellent 0 1 2 3 Root Causes The applicant does not identify any root causes for the targeted group or the root causes identified are not meaningful (too broad or not clear root causes of the item assessed). The applicant's identified root causes are explicit for the target group but are not meaningfully supported by clear data. The applicant identified root causes for the target group that are supported by specific data that clearly support the identification of the root causes. "Good" criteria and: The applicant identifies the source for each piece of data used as evidence for the identified root causes. Desired Outcomes The applicant does not explicitly identify the desired program outcome based on the target group's root causes of the specific need reviewed. The applicant identifies a desired outcome based on the target group's root causes of the specific need reviewed. The applicant identifies a desired outcome based on the target group's root causes of the specific need and the outcome is measurable. "Good" criteria and: The desired outcome can be measured using the same data used by the applicant to determine the root causes of the specific need reviewed. Group: School Staff and Program Staff Needs: Program Connectedness, Communication (identify areas): Input Method (survey, focus group, program inventory, interviews, etc.): Data: Data Sources: Root Causes: Desired Program Outcomes: Review Rubric Poor Fair Good Excellent 0 1 2 3 Root Causes The applicant does not identify any root causes for the targeted or the root causes identified are not meaningful (too broad or not clear root causes of the item assessed). The applicant's identified root causes are explicit for the target group but are not meaningfully supported by clear data. The applicant identified root causes for the target group that are supported by specific data that clearly support the identification of the root causes. "Good" criteria and: The applicant identifies the source for each piece of data used as evidence for the identified root causes. Desired Outcomes The applicant does not explicitly identify the The applicant identifies a desired outcome based on The applicant identifies a desired outcome on the "Good" criteria and: The desired outcome can be
afterschool program offers and the ways your program keeps kids safe, inspires them to learn and helps working families. This event can also highlight your local partners and rally your community’s support. Here is a partial list of activities that be included at your celebration: Student-created and led activities like dance, music and poetry; Selling to raise funds for your program; Student demonstrations of afterschool activities, for example: yoga, basketball, karate, mural painting, chess, debate; Contests and competitions (kids versus adults or kids versus kids); Special guest speakers: parents, local elected officials, the superintendent, mayor, a member of Congress, local celebrities, etc.; Presentations by youth about their afterschool experience; and A healthy snack or dinner Review Rubric Poor Fair Good Excellent 0 1 2 3 Lights On Afterschool The applicant does not provide details regarding the Lights On Afterschool event. The applicant's identified Lights On Afterschool event is too high-level to be understood or implemented. The applicant’s identified Lights On Afterschool event includes sufficient detail including activities, invitees, location, publicity, and how the event will highlight the 21st CCLC program. "Good" criteria and: The applicant’s identifies Lights On Afterschool event includes active, meaningful participation of families and other guests with students in the program, in addition to any “audience” portions of the event. Program Plan Objectives, and Activities– Goal #1 - School Year Goal #1: Improve school attendance and increase academic achievement of participating students in one or more academic areas. School Year Program Start Date: School Year Program End Date: Site(s): Measurable Objectives: Identify several SMART (Specific, Measurable, Attainable, Realistic, and Time Bound) objectives describing what will be accomplished during this period of time that will help the program reach Goal #1: Objective Performance Indicators: Number of participants who improve attendance and classroom performance; and/or who decrease disciplinary action or negative behaviors. Number of participants who improve in class participation during school and homework completion.
help the program its stated goal. its stated goal. The targeted population, number and length of sessions, or staff responsible is not meaningfully included making it unclear how these activities will realize the program goal. The targeted population, number and length of sessions, and staff responsible are included and it is relatively clear how these activities will realize the program goal. stated goal. The targeted population, number and length of sessions, and staff responsible are included and it is extremely clear how these activities will realize the program goal. Program Plan Objectives, and Activities – Goal # 2 – School Year Goal #2: Increase school connectedness of participants, including families, caregivers, and school teachers and staff. School Year Program Start Date: School Year Program End Date: Site(s): Measurable Objectives: Identify several SMART (Specific, Measurable, Attainable, Realistic, and Time Bound) objectives describing what will be accomplished during this period of time that will help the program reach Goal #2: Objective Performance Indicators: Number of Parent/Caregiver and Family meetings, calls, and correspondence. Number of School Teacher and other staff meetings, phone calls and correspondence. Number of Family Engagement Opportunities. Data to Measure Progress : Parent/Caregiver and Family Attendance and Sign-In Records Parent/Caregiver Communication Log School Communication Log Family/Caregiver & School Teacher Surveys Activities: Identify several activities that will help the program reach the Objectives above and Goal #2, ultimately leading to increased school connectedness of participants, including families, caregivers, and school teachers and staff. Review Rubric Poor Fair Good Excellent