CPM vs Afterschool: Comprehensive Program Management Tools for CVUSD

1. CPM vs. Afterschool • CVUSD Background • CPM Overview • Preparing for CPM • Three CPM Instruments • Ongoing Program Self-Evaluation Tool (OPSET)‏ • BASP CPM Instrument • CAIS Reporting System • Detail of BASPA Instrument • Building your Box • Resources • Questions

2. CPM Corner Staff • After School Regional Lead • CPM team members • CDE Consultants • John Duran – CVUSD Director, Afterschool • 760-399-5137 x475 • E: jduran@cvusd.us Alfonso Alejandre - • E: simple.alfonso@gmail.com • fonzieafterschool.wordpress.com

3. Training for the battle! • The CPM Office coordinates and schedules date of CPM visit each ELA. - Electronic CAIS review - Entrance meeting (at DO) - School site visit(s) - Exit meeting (at DO) • The CPM visit is combination of: • Document review (onsite & CAIS online) • Interviews • Observations • The most compliant CPMs are well organized and planned several months before the CPM scheduled review. • Implementing a file folder system of documentation is highly recommended • Focus on current year as much as possible

4. CPM Instruments BASP • Identifies review items • CPM review based on this document OPSET(Ongoing Program Self-Evaluation Tool)‏ • Same Items as BASP instrument, with additional resources for LEA.

5. Program Dimensions All CPM Instruments – including BASP- organize the legal requirements into seven interrelated dimensions: • Involvement • Governance and Administration • Funding • Standards, Assessment and Accountability • Staffing and Professional Development • Opportunity and Equal Educational Access • Teaching and Learning

6.  Core Items Supporting Items   Evidence  Recommendations  Resources Dimension  BASP OPSETInstrument

7.  Core Items Supporting Items   Evidence  Findings  Conclusion Dimension  BASPInstrument

8. B A S PProgram Instrument(Required by State or Federal Law)‏

9. Dimension I - Involvement

10. Item1: Community Collaboration (ASES, 21st CCLC, ASSETs) • Collaborates with community on: • Initial program development • Ongoing program implementation • Offsite programs aligning to regular-day program. Lack of collaboration has been the number #3 finding to date!

11. Item2: Private School Communication (21st CCLC, ASSETs) • Communicated with local private schools on afterschool services • Relate what services you offer • Determine collaboration possibilities

12. Dimension II – Governance & Administration

13. Item 3:Grade Level of Students Served(ASES, 21st CCLC, ASSETs) ASES serves students K-9, inclusive. 21st CCLC serves elem and middle students ASSETs programs serve high school students, grades 9 -12, inclusive. If program in only serving selected students or grade levels, program must have a policy stipulating why targeted and must include input from collaborative

14. Item 4:Program Days & Hours(ASES, 21st CCLC, ASSETs) After School Programs: -Begin immediately upon the conclusion of the regular school day -Operate a minimum of 15 hours per week and at least until 6:00 p.m. on every regular school day. Middle school minimum is 9 hours p/week. Before School Programs: -Operate no less than one and one-half hours each regular school day ASSETs Programs: -Operate a minimum of 15 hours per week

16. Item 5:Early Release / Late Arrival Policy(ASES, 21st CCLC) LEA/grantee agency has a policy regarding reasonable early daily release of pupils from the program Must be the grantees policy, not that of the subcontractor, unless adopted by grantee or LEA. LEA/grantee agency has a policy regarding late arrival of participants. Hours of operation and early release has been the number #1 finding to date!

18. Item 6:Daily Snack(ASES, 21st CCLC, ASSETs) • Snack conforms to the nutrition standards in Education Code 49430 • Before school programs offer breakfast • Resources: School Food Calculator www.californiaprojectlean.org Snack Guide for After School www.canfit.org

19. Item 7:Physical Activity(ASSETs) Include a physical activity element

20. Item 8:Reporting & Maintaining Records(ASES, 21st CCLC, ASSETs) Review program plan every three years Maintains documentation of program plan for a minimum of five years. Submits attendance data semiannually and regular school day attendance data annually.

22. Item 9:Collaboration(ASES, 21st CCLC, ASSETs) Coordinate with other federal, state, and local programs to make the most effective use of public resources.

24. The LEA/grantee agency maintains an inventory record for each piece of equipment, with an acquisition cost of $500 or more. Item 10:Inventory Records(ASES, 21st CCLC, ASSETs)

25. Dimension III – Funding

26. Item 11:Allocation of Funds(ASES, 21st CCLC) Maximum 15 percent of total grant may be spent on administrative costs (including indirect costs)‏ Must document percentages admin vs. direct Refer to California State Accounting Manual, applies both to LEA’s and CBO grantees. Includes all admin (contractor cost)‏ ASSETs programs may spend the greater of 6 percent or $7,500 for evaluation Showing evidence of the percentages has been the number #2 finding to date!

27. Item 12:Fiscal Reporting and Audit(ASES, 21st CCLC, ASSETs) Submits to the CDE through ASSIST Annual budget report Quarterly expenditure reports Conducts annual fiscal audit

28. Item 13:Matching Funds(ASES) ASES programs have obtained a local contribution of cash or in-kind local funds equal to/not less than one-third of the total grant amount Match required based on expenditure for fiscal year. Facilities or space usage may fulfill not more than 25 percent of the local required match 25% OF THE 33% Ex. $112,500/33%= $37,125 (total in-kind) $37,125/25%= $9,281 (limit on facilities use) Include copies of MOU’s behind summary

30. Item 14:Supplement vs. Supplant(ASES, 21stCCLC, ASSETs) • The LEA/grantee agency uses categorical funds only to supplement, and not supplant,

31. Dimension IV - Standards, Assessment, and Accountability

32. Item 15:Standards, Assessment, Accountability(21stCCLC, ASSETs) An assessment of objective data Established set of performance measures Scientifically based research Application of rigorous, systematic, and objective procedures Obtains reliable and valid knowledge relevant to education activities and programs Periodic evaluation to assess progress Results used to refine and improve the program and its performance measures Results made available to the public

35. Item 16:Outcome-Based Data(ASES, 21stCCLC, ASSETs) Submit annual outcome-based data for evaluation Annual Evaluation Spreadsheet PPICS reporting website District Evaluation

36. FEDERAL APR – SEP 27

37. Statewide Evaluation – Oct 15

39. Dimension V – Staffing and Professional Development

40. Item 17:Staff Training(ASES, 21stCCLC, ASSETs) Provide staff training and development Must be offered by the LEA to staff, not by subcontractor. Can be co-sponsored by LEA but must be documented on flyers with logos, etc. Trainings as needed.

42. Item 18:Student-to-Staff Ratio(ASES, 21stCCLC, ASSETs) Student-to-staff ratio of no more than 20 to 1. Program wide ratios Consider safety when running an activity with 20 or more kids

43. Item 19:Staff Qualifications(ASES, 21stCCLC, ASSETs) Must meet the minimum qualifications for an instructional aide, as defined by the district policy. Print out copies of job descriptions Applies to each district under a consortium application, not by COE or CBO lead, if the agency crosses multiple districts. Minimum requirements for an instructional aide may vary by district Meeting district instructional aide requirements has been the number #4 finding to date!

44. Dimension VI – Opportunity and Equal Educational Access

45. Item 20:Facilities & Transportation(ASES, 21stCCLC, ASSETs) • Safe and easily accessible facility. Transportation for students to and from the program and home. • If the program is located in a facility other than an elementary or secondary school, the LEA/grantee agency: • Ensures that the program will be at least as accessible to the students as if the program were located at a school site. • Provides safe transportation to pupils enrolled in the program.

46. Item 21:Equal Access(ASES, 21stCCLC, ASSETs) The LEA/grantee agency makes services available to all students and families of students targeted for services regardless of their ability to pay If fees are charged, programs will use a sliding scale of fees and scholarships for those who cannot afford to participate Although it is not contrary to the law to charge fees for participation in the programs, the CDE discourages charging such fees.

47. Item 21:Multi-language Marketing(ASES, 21stCCLC, ASSETs) • The LEA/grantee agency provides parents with information on school and parent activities in a format and, to the extent practicable, in a language the parents can understand.

48. Dimension VII – Teaching and Learning

49. Item 23:Academic & Educational Enrichment Activities(ASES, 21stCCLC, ASSETs) Academic Enrichment Help in meeting academic achievement standards in core content areas Educational Enrichment Reinforce and complement the regular academic program BASPs should be able to show how the activities are aligned and coordinated with the students’ regular school day program and when appropriate, the activities should be research based and content standards aligned.