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Setting Up and Running a 21st Century CLC Program: A Comprehensive Guide

This guide provides a step-by-step approach to setting up and running a 21st Century Community Learning Center (CLC) program. It covers topics such as program objectives, evaluation plans, staffing, recruitment, and collaboration. The guide also includes examples and templates to help grantees navigate the process effectively.

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Setting Up and Running a 21st Century CLC Program: A Comprehensive Guide

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  1. DPI 21st Century Community Learning Center New Grantee Orientation: Part 2

  2. You got the grant!Now what? A guide to the nuts and bolts of setting up and running a 21st Century CLC program

  3. Meet the Crew Alison Wineberg, 21st CCLC Grant Consultant Tanya Morin, 21st CCLC Grant Consultant Gary Sumnicht, 21st CCLC Grant Consultant

  4. Session Agenda • Goals of 21st CCLC Grant • Program Objectives and Evaluation Plan • Required number of hours, days, and regular participants • Required services and activities • Staffing • Recruitment and Retention of Students • Collaboration and Sustainability

  5. Goals of 21st Century Community Learning Center Grant Create community learning centers that provide: • Academic enrichment opportunities for students • Additional student activities that complement academic program • Literacy and related educational opportunities for parents

  6. Program Objectives Objectives should be: • Aligned with goals of 21st Century CLC program • Literacy and/or math • Youth development • Parent education • Based on local identified needs • Describe outcomes for students, families and staff • Provide specific indicators that are measurable and can be assessed repeatedly over time to track progress towards goals • Logically related to larger vision for program

  7. Evaluation Plan Evaluation Plan should include: • Description of performance measures and evaluation procedures • Explanation of how results will be used to improve program • Explanation of how results will be shared with public

  8. Stop and Reflect Look for answers to the following questions on your grant application (Program Plan, Part A, Outcome Objectives): • Identify one of your program’s objectives • What is the measurable outcome tied to that objective? • Which of the three goals of the 21st CCLC program (academic enrichment, youth development, parent education) is that objective related to?

  9. Review of Requirements Minimum number of days and hours: • At least 115 days of programming per school year • At least 10 hours of programming per week • Summer programming does not count towards total number of days Minimum number of participants: • 50 “regular attendees” • Regular attendee – student who attends 30 or more days

  10. Review of Requirements (cont.) Required services and activities: • Academic enrichment in reading and/or math • At least two other allowable student activities • Examples: homework assistance, tutoring, programs for ELL students, STEM activities, arts activities, service learning, recreational activities • Programming for adult family members • Based on assessment of needs • On-going and sequential

  11. Poll: Program Hours Look for the answer to the following poll question on your grant application (Program Plan, Part C, Section 1, Hours of Operation): • About how many hours per week will your program operate? • 10 • 12 • 14 • More than 14

  12. Academic Enrichment Enrichment activities expand on students' learning in ways that differ from the methods used during the school day. They often are interactive and project-focused. They enhance a student's education by bringing new concepts to light or by using old concepts in new ways. These activities are fun for the student, but they also impart knowledge. They allow the participants to apply knowledge and skills stressed in school to real-life experiences.

  13. Academic Enrichment (cont.) Academic enrichment activities: • Must focus on math or literacy • May focus on other core academic subjects • Should align with WI state standards • Should be different than school day instruction • Hands on and/or experiential • Project-based • Build on student assets • Incorporate student voice and choice

  14. Homework Help Homework Help: Program time that is dedicated to students working independently on homework, with or without assistance from staff, volunteers, or older peers. It cannot be counted as academic enrichment.

  15. Sample Schedule A(Adapted from: Beyond the Bell: A Toolkit for Creating Effective Afterschool and Expanded Learning Programs, 4th Ed.)

  16. Sample Schedule B(Adapted from: Links to Learning: A Curriculum Guide for After-School Programs) Arrival, Transition and Free Time • Outdoor play, table games, conversation, clean up Snack • Opportunities to prepare and eat food Meeting / Social and Emotional Learning Activities • Meet as a group, set expectations, plan, discuss questions or problems Academic Enrichment Activity Choices • Literacy and math related activities (e.g. math games, reader’s theater, STEM activities, Project Based Learning activities, etc.) Outdoor Games/Physical Activities • Group sports, Exploration of nature/environment Homework Support • Quiet space, tutoring assistance

  17. Poll: Student Activities Look for the answer to the following poll question on your grant application (Program Plan, Part C, Section 2, Student Activities): • What kinds of student activities will your program offer? • Math Programming • English/Language Arts Programming • Homework Help • Recreation and Physical Programming • Other Enrichment Programming

  18. Staffing In order to ensure high quality staff: • Consider positions needed to provide high quality programming • Academic Director and/or Site Coordinator • Activity Leaders and Assistant Activity Leaders • Hold regular staff meetings • Provide professional development specifically related to after school issues • Schedule time for staff to plan and reflect

  19. Recruitment of Students Programs should: • Target students with greatest academic need • Student data • Teacher recommendations • Employ multiple methods for recruiting students • Parent-teacher conferences • Letters and phone calls to parents • Develop plan for retention of students

  20. Stop and Reflect Look for answers to the following questions on your grant application (Program Plan, Part D, Target Population): • Identify one strategy your program will use to target and recruit students with high academic need • Who will be involved in targeting and recruiting students?

  21. Collaboration Collaboration with day school: • Establish on-going communication with the day school staff • Principal • Teachers • Align with day school program • Coordination of resources • Other funding sources • Materials

  22. Collaboration (cont.) Collaboration with parents and community: • Involving parents in program • Providing opportunities for parents to contribute to program • Create methods for on-going communication • Identifying and building relationships with community partners • Partners can be individuals, businesses, or organizations • Expanding enrichment offerings • Contributing to sustainability of program

  23. Poll: Community Partners Look for the answer to the following poll question on your grant application (Collaboration Section, Part B): • What is the name of one potential community partner that is listed on your grant application?

  24. Sustainability • 21st CCLC grant is not intended to be sole funding source for program • Grantees should pursue partnerships and funding resources to sustain program beyond grant • Funding Sources to Consider: • Fund 80, Title I, school resources, child care reimbursement funds (i.e. YoungStar), local businesses, charitable organizations, and civic organizations

  25. From Paper to Practice Next Steps: • Review grant requirements, expectations, and assurances • Re-read grant application • Identify program vision and be prepared to communicate vision to stakeholders and staff • Identify how you will meet grant requirements, expectations and assurances • Develop an action plan: • Identify who is responsible for implementing each program element • Identify resources needed (i.e. materials and staff) • Establish timeline for implementation • Build in time to reflect on your progress!

  26. Program Planning Sheet Adapted from: Beyond the Bell: A Toolkit for Creating Effective Afterschool and Expanded Learning Programs, 4th Ed.

  27. Further Resources You for Youth (Y4Y) website: • Professional development resources and implementation tools for 21st CCLC sites • Toolkit of instructional best practices for afterschool: • https://www.y4y.ed.gov/toolkits/afterschool • Tools for aligning with school day, establishing partnerships, and engaging families • https://www.y4y.ed.gov/tools/#alignment

  28. Contacts • Tanya Morin, Consultant • (608) 267-9393 • tanya.morin@dpi.wi.gov • Gary Sumnicht, Consultant • (608) 267-5078 • gary.sumnicht@dpi.wi.gov • Alison Wineberg, Consultant • (608) 267-3751 • alison.wineberg@dpi.wi.gov

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