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West Virginia Nita M. Lowery 21st Century Community Learning Center (21st CCLC) ProgramRequest for ProposalsAnticipated funding: July 2020provided byThe West Virginia Department of Education funding fromThe U.S. Department of Education Funding of $50,000Maximum Funding of $220,000Intent to Apply Form DUE MAY 1, 2020 by 4 p.m.APPLICATION DUE DATE by 4 p.m., Friday, May 29, 2020Applications must be submitted online through the Grants Planning System (GPS)TABLE OF CONTENTSOVERVIEW 4-5Approved Activities4Background5GENERAL APPLICATION GUIDELINES5-16Grant Awards and Renewability5Funding Limits5Eligible Applicants6Absolute Priority7West Virginia Competitive Priorities7Grant Requirement8Program requirementEvaluation and monitoring Professional development requirementAllowable Expenses and Activities11Review and Reward Process14Appeal Process15Application Procedure15Intent to applyTechnical assistanceApplication submissionAPPLICATION COMPONENTS18-29Coversheet18Program Summary18Program Goals, Monitoring and Evaluation18Logic modelInternal monitoring planApplication Narrative20Statement of needQuality program and implementationOrganization’s CapacityCollaborationFacility planProgram personnelSustainabilityParent, family and community involvementBudget and Budget NarrativeAssurances26Related DocumentsCollaborative partnerSummary of effectiveness or success of applicant and or co-applicantPrivate School ConsultationVerification form of Notification to CommunityEvidence of planning applicationAPPLICATION APPENDICES30-51Program Summary and Summer Program Summary Examples31Afterschool Resources34Budget and Budget Narrative Examples37Private School Consultation Document38Community Notice Document39Evidence of Joint Planning and Partnership Examples40Sample Logic Model41Intent to Apply Document51West Virginia Department of Education’s 21st Century Community Learning Center Grant Program2020 OVERVIEW and PURPOSE The Nita M. Lowey 21st Century Community Learning Center (21stCCLC) program provides federal funding to support opportunities for communities to establish quality activities in community learning centers that: provide quality out-of-school time for academic enrichment opportunities, particularly for those students who attend low-performing and high poverty schools, to meeting West Virginia challenging academic standards in core content areas;offer families of participants opportunities for active and meaningful engagement in their children’s education, including opportunities for literacy and related educational development; offer students a broad array of additional services, program, and activities that are designed to reinforce and complement the regular academic program of participants.Approved Activities:The program may provide a broad array of enrichment services, programs, and activities that are designed to complement and reinforce the regular academic program of students and are enjoyed by the students. Programs must ensure the academic services provided are aligned with the school’s curriculum in the core subject areas. The program should also target students who may be at risk for academic failure and their families. Examples of enrichment include:Remedial EducationExpanded Library HoursDrug and Violence Prevention ProgramsParent InvolvementResiliency ProgramsCharacter EducationSTEM ActivitiesEntrepreneurial EducationArts and Music ActivitiesFinancial Literacy ProgramsTutoring and Mentoring ProgramsNutrition and Health ProgramsRecreational, Fitness and Wellness ActivitiesService-Learning and Service ProjectsPositive Youth Development ActivitiesCareer and Technical Programs, Apprenticeships or Internships Background:This program is authorized under Title IV, Part B of the Federal Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015. Allocations for each state are based upon a portion of a state’s Title I population ages 5-17, as well as census information. Current guidelines for the administration of this program was transferred to state education agencies under the Elementary and Secondary Education Act (formerly NCLB Act of 2001) and may be found under Title IV Part B—Nita M. Lowery 21st Century Community Learning Centers of Every Student Succeeds Act (ESSA) {[20 U.S.S.7171-7176]. GENERAL APPLICATION GUIDELINESGrant Awards and Renewability:Competitive grants are awarded for five years, provided the project is achieving the desired outcomes for the students being served and based on the availability of funding. Grantees not making significant progress toward performance goals may lose all or a portion of funding. By federal statute, a 21st CCLC grant minimum award is $50,000 per year. For one site, the maximum grant award is $110,000. For two or more sites, the maximum award is $220,000. In year four, funding will be reduced to eighty percent of the grant award and in year five seventy percent. Awarded grants cannot exceed five years. Applications will be rejected and not scored if proposal budgets are not within the allowable amounts. WVDE reserves the right not to award all grant monies and/or to negotiate specific grant amounts. All awards are subject to the availability of federal funds, and grants are not final until a WVDE grant award is fully executed.Renewability Policy: Due to limited funding, the WVDE will not offer the renewability option?for grant awards. Section 4204(j) of ESSA allows the WVDE the option to renew grants awarded to eligible entities under ESSA, based on the eligible entity’s performance during the preceding grant period. Under section 312 of the Department of Education Appropriations Act, 2016, the provisions of ESSA apply to 21st CCLC program grants awarded during the 2017-2018 school year and later years. Funding limits:Please note that fiscal agents are permitted to submit more than one application. However, each fiscal agent is limited to 2 subgrant awards for this competition. If an applicant/fiscal agent provides more than two applications and more than two applications are on the list of projected awards, those applications with the highest score will be funded, and the other ranked applications by the fiscal agent will not be funded. There is a separate funding amount of money for new grantees of $110,000 for three years. Organizations that have never had a 21stCCLC Grant will be considered for this funding as well as funding for the 5-year grant. If a school currently has a 21stCCLC funded afterschool program, then it is ineligible to be listed in a grant proposal, unless the grant funding will end prior to this funding beginning. In other words, two 21stCCLC grants may not serve the same children. Applications will not be read.Eligibility: Private and public organizations may apply for funding. The following entities are eligible to apply:Local Education Agencies (LEA)Community-based OrganizationsFaith-based OrganizationsInstitution of Higher Education,City or County Government agenciesCharter School,For-profit corporations, and other public or private entities.Federal criteria require that states make awards to applicants that will primarily serve students that attend schools with a high concentration of low-income students. To be eligible to apply for this grant award, an applicant must serve students who primarily attend: schools eligible for schoolwide programs under Title I, Section 1114 of ESSA, and the families of these students; orschools with at least 40 percent of its students eligible for free or reduced-price lunch, and the families of these students.Past Grantees that have outstanding reports of any kind are not eligible to apply. Applicants ExperienceApplicants that have not previously received 21stCCLC grants or other grants from West Virginia Department of Education are eligible to apply but will be required to verify their ability to administer complex grant programs and must demonstrate promise of success in providing educational and related activities that will complement and enhance the academic performance, achievement and positive youth development of students.Applicants are eligible to apply if already implementing afterschool programs or activities. 21stCCLC funds may be used to expand and or enhance current activities in the afterschool programs but not supplant any federal or non-federal funds used in afterschool programs. The applicant must demonstrate the addition of service and increase the number of students to be served. Applicants that have previously received 21stCCLC funds will be required to provide detailed information regarding the program’s prior success in administering the 21stCCLC program, and evidence of sound fiscal management of the grant program. The proposal submitted may not be a duplicate of the previous project; new strategies for addressing student needs must be present.Partnerships and Co-ApplicantsApplicants may have a partner agency and submit a joint application from a Local Education Agency (LEA) and at least one public or private organization, city or county governmental agency, faith-based organization, higher education institution, or for-profit corporation. The purpose of the co-applicant is to provide support to enhance the delivery of program services and activities not to share jointly in grant funds. The co-applicant is the critical partner who provides the highest amount of in-kind or actual financial support to the program. The lead agency may be the LEA, the community-based organization, the faith-based organization, or other public or private agency/institution, but the lead must always partner with at least one eligible school. The applicant must provide evidence in Appendix E of planning with the partner agency during the creation of the application, such as meeting agendas, sign-in sheets, etc. The partner must also be described in the grant narrative as having significant, ongoing involvement in the program (as defined in the Competitive Priorities section of this application). Absolute Priority:Grants will be awarded to programs that primarily serve students who attend schools with a high concentration of low-income students. This priority is defined explicitly as schools eligible for designation as a Title I school-wide program. To be eligible for this designation, at least 40 percent of the students must qualify to receive free or reduced-cost meals through the National School Lunch Program. West Virginia’s Competitive Priorities:Priority will be given to the following: Geographic Diversity: To expand the geographic distribution of programs, ten priority points will be awarded to applications that propose to serve schools in the follow counties: Brooke, Gilmer, Grant, Hampshire, Hancock, Hardy, Jefferson, Marshall, Mercer, Monroe, Mineral, Ohio, Pendleton, Pleasants, Pocahontas, Putnam, Raleigh, Summers, Tucker, Tyler, Wetzel, Wirt, and Wyoming. These counties have traditionally not had 21st CCLC programs.In addition to priorities, WVDE has the right to consider geographic and programmatic diversity as factors in the selection of a funded application to the extent practicable. Regardless of geographic and or program diversity, all applicants must meet a minimum score required to be funded.STEM- Programs that provide opportunities for participants in science, technology, engineering, arts, and mathematics (STEM) will be awarded two priority points. Applicants that proposed to serve only schools that have been identified as Comprehensive Improvement and Support schools, Targeted Improvement and Support schools designated as in need of improvement under section 1116 of ESEA will receive five priority points.Schools that provide CTE services limited to middle school and/or high school students and applicants who submit jointly with LEAs, public, or private organizations will receive two priority points. Joint submission applications and that are submitted jointly by school districts receiving Title I funds and community-based organizations or other public or private organizations will be awarded four priority points. The following clarification comes from the USDOE Nonregulatory Guidance for 21st CCLC programs.In determining whether an application has been “submitted jointly,” States should look for evidence in the application that the LEA and at least one other organization collaborated in the planning and design of the program, each have substantial roles to play in the delivery of services, share grant resources to carry out those roles, and have significant ongoing involvement in the management and oversight of the program. States consider what organization(s) wrote the application, what organization will be the fiscal agent, whether there is a history of these organizations working together, and whether there is evidence in the application of integration of the after-school program activities with the regular school day program. Letters of endorsement are not by themselves sufficient evidence that organizations or school districts have substantially been involved in the design of a program. Grant Requirements:21st CCLC programs must be operated in a manner that follows the Principles of Effectiveness—Section 4204(b) (2) developed by the U.S. Department of Education. These principles include the expectation that programs be based upon an assessment of objective data regarding the need for before and after school programs (including during summer recess periods) and activities in the schools and communities;be based upon an established set of performance measures aimed at ensuring the availability of high-quality academic enrichment opportunities; andif appropriate, be based upon scientifically based research that provides evidence that the program or activity will help students meet the State and local student academic achievement standards.Program RequirementsAll programs are required to meet these following requirements:Schedule—All programs must operate a minimum of 25 weeks during the regular school year. High school and/or middle school programs must offer a minimum of three days, while elementary and middle school programs must offer four days per week.Start date—All programs must be fully operational and serving students by October 15.Attendance – Based on 21st CCLC student registration, sites will have at least 70% of enrolled students attending a minimum of 20 days and at least 50% attending a minimum of 30 days.Goal/objective attainment—Programs will have met or made significant progress toward goal attainment. In year one, when programs are being established, progress will be made toward meeting objectives as stated in the grant application; in year two and three at least 50 percent of stated goals/objectives will be met; and by years four and five all goals and objectives will be met.Grant program implementation and monitoring—Subgrantees will implement and monitor the program as described in the approved application. Adequate, qualified staffing—Staffing is to be at a level that assures participant safety, as well as the highest quality of program delivery based on the type of activity, programmatic level, and the number of participants. A vetting process to ensure participant safety must be implemented for all staff, including volunteers (see suggested vetting guidelines in the Program Personnel section). A minimum of one staff at each site must have current CPR and First Aid Certification.Staff to student ratio—A group of school-age children will have at least one staff for every sixteen children. When water activities such as swimming, canoeing, and fishing, the staff to child ratio shall be one adult for every eight children. Staff to child ration is always based on the youngest child in the group. management—Staff is organized by clearly defined roles and responsibilities that are adequate to carry out the program successfully. Staff members and individuals or entities providing goods or services are selected based on prior experience, qualification, and where applicable, specialized training and/or certification. The staff has received training regarding their responsibilities and understand their role in the overall programApplicants are reminded of their obligation under section 504 of the Rehabilitation Act to ensure that their proposed community learning centers program activities are accessible to persons with disabilities.A mandatory pre-site meeting with WVDE Staff, co-applicant partner (if applicable) program director, site coordinator, community partners, principal, and central office administrator representing the schools of participating students must be held with first-time subgrantees, and all successfully awarded Community-Based Organizations before the start of the program. Private School Consultation: According to the non-regulatory guidance for 21st CCLC, a public school or other public or private organization that is awarded a grant must provide equitable services to private school students and their families. In designing a program that meets this requirement, applicants must provide equal opportunities for the participation of both public- and private-school students in the area served. Grantees must consult with private school officials during the design and development of the 21st CCLC program on issues such as how the children's needs will be identified and what services will be offered. Services and benefits provided to private school students must be secular, neutral, and non-ideological. This communication must be verified by completing the form that comprises Appendix C and uploading it into the “Related Documents” section of GPS. This form MUST be completed and signed, even if there are no private schools in your service area. Evaluation and Monitoring RequirementsAll applicants must assure that they will participate meaningfully in required annual evaluation activities consisting of the following:Collection of a completed Annual Performance Report (APR) data through a WVDE data systemCompletion of Grantee Profile information in USDOE 21 APR SYSTEMCompletion of the annual Teacher Survey by the regular classroom reading/language arts or mathematics teacher of regular attendees of the program.Submission of the completed annual Program Director SurveyApplicants must also provide an assurance that they will participate in program monitoring conducted by WVDE 21st CCLC staff consisting of the following: During the pre-site visit of each new subgrantee, an environmental rating will be done to assess program facilities and inspection reports. This checklist is posted on the applications resources page of the 21st CCLC WVDE web site. of required documentation, andArrangement of focus group interviews with key stakeholders.Professional Development RequirementsThe budget must include funding for the following required professional development opportunities at a minimum:The program director to attend the Multi-State Fall Conference annually. Include registration cost per person, plus travel, food, and lodging.The program director and one program staff member who is responsible for planning and implementing daily programming to attend WVDE-sponsored 21st CCLC conference annually. Include $150 for registration cost per person, plus travel, food, and lodging.New directors to attend four partial-day, drive-in meetings throughout the year (travel only)Inclusion of another state, regional, and national training is optional. The USDE 21st CCLC office may conduct a regional conference. Other organizations conduct national conferences annually. Allowable Expenses and Activities:Each eligible organization that receives an award may use the funds to carry out a broad array of before- and after-school activities (including weekends and summer recess periods) that advance student achievement. In the view of the U.S. Department of Education and WVDE, local grantees are limited to providing activities within the following list: Academic enrichment learning programs, mentoring programs, remedial education activities, and tutoring services that are aligned withThe challenging State academic standards and any local academic standards andLocal curricula that are designed to improve student academic achievement;Well-rounded education activities, including such activities that enable students to be eligible for credit recovery or attainment;Literacy education programs, including financial literacy programs and environmental literacy programs;Programs that support a healthy and active lifestyle, including nutritional education and regular, structured physical activity programs;Services for individuals with disabilities;Programs that provide after-school activities for students who are English learners that emphasize language skills and academic achievement;Cultural programs;Telecommunications and technology education programs;Expanded library service hours;Parenting skills programs that promote parental engagement, family literacy, and adult skill development;Programs that aid students who have been truant, suspended, or expelled to allow the students to improve their academic achievement;Drug and violence prevention programs, resiliency programs;Programs that build skills in science, technology, engineering, and mathematics (STEM), including computer science, and that foster innovation in learning by supporting nontraditional STEM education teaching methods; andPrograms that partner with in-demand fields of the local workforce or build career competencies and career readiness and ensure that local workforce and career readiness skills are aligned with the Carl D Perkins Career and Technical Education Act of 2006 (20 U.S.C 2301 et seq.) and the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.).All expenses should follow Statutory Requirements outlined in the Elementary and Secondary Education Act, Sec. 4205(a) – Authorized Activities. Below is a list of common allowable and non-allowable expenses with 21st CCLC grant funds (for a more detailed list see EDGAR, 3rd Edition, p. 138-162):Program Income generated without written prior approval from the US Department of Education must be deducted from the funds awarded under the Federal grant. (2 CFR §200.307(b)). Program Income is the gross income earned by the non-Federal entity that is directly generated by a supported activity or earned because of the Federal award during the period of performance. (2 CFR §200.80). Subgrantees may not provide subgrants to any organizations using 21st CCLC funding.ExpenseStatusCitationNotesAdvertising & Public RelationsAllowable with Restriction2 C.F.R. §200.421For recruitment of personnel, procurement of goods or services, or disposal of scrap metal.Advisory CouncilsAllowable 2 C.F.R. §200.422Alcoholic BeveragesUnallowable2 C.F.R. §200.423Audit Services Allowable 2 C.F.R. §200.425ConferencesAllowable2 C.F.R. §200.432Contributions & DonationsUnallowable2 C.F.R. §200.434Capital expenditures for general purpose equipment, buildings, and landUnallowable2 C.F.R. §200.439Capital expenditures for special purpose equipmentAllowable2 C.F.R. §200.439$5,000 or more require written approval from WVDE.CurriculumAllowableEntertainmentUnallowable2 C.F.R. §200.438Costs for entertainment, amusement, diversion, and social activities.FacilitiesUnallowableField TripsAllowable with RestrictionEducational in nature, no overnight stays. FoodAllowable with RestrictionOnly food used in instructional programs that students prepare, and/or instructional materials are allowable expenditures.Incentives Allowable with Restriction Educational in nature. $25 maximum per student.Goods or Services for Personal UseUnallowable2 C.F.R. §200.445Government CostsUnallowable2 C.F.R. §200.444Grant Writing ServicesUnallowableIndirect CostsAllowable with Restriction2 C.F.R. §200.56Based on the approved restricted rate.LobbyingUnallowable2 C.F.R. §200.450Materials, supplies, computer costAllowable 2 C.F.R. §200.453Participant SupportAllowable with Restriction2 C.F.R. §200.456Prior approval by the Federal Award Agency.Review and Award Process:All completed application packages meeting the program requirements and received by the department on or before the due date will be forwarded to a peer review committee. Prior 21st CCLC grant recipients who have completed a grant cycle may re-compete for funding; however, past performance as a 21stCCLC grantee will be taken into consideration in the awarding of a new grant. Employees of the WVDE review all applications for completeness and applicant eligibility, and WVDE selects peer reviewers to review and rate the applications based on an established scoring rubric to determine the extent to which application meets requirements. Grant-award announcements will be made in July 2020, with funding also expected to begin that month. All awards are subject to the availability of federal funds. Grants are not final until the grant contract and/or grant award notification is executed.WVDE reserve the right to consider geographic and programmatic diversity as factors in the selection of funded applications to the extent practicable. Regardless of geographical or program diversity, all applicants must meet minimum score requirements to be funded.The WVDE will provide access to the three highest-scoring applications should an organization want to review these applications. If your agency is awarded grant funds and your application is one of the top 3, then it will be made available to others. This will allow other applicants to read high-quality applications. Appeal Process:Applicants that wish to appeal a grant award decision must submit a letter of appeal to the WVDE. Appeals are limited to the grounds that the WVDE failed to correctly apply the standards for reviewing the application, as specified in this RFA. Appeals based on a disagreement with the professional judgment of the grant reviewers will not be considered. The appellant must file a complete written appeal, including the issue(s) in dispute, the legal authority or another basis for the appeal position, and the remedy sought. The letter must have an original signature of the authorized agent who signed the application. An original and two copies of the appeal should be delivered or mailed to: Melanie B. Purkey Senior Administrator, Office of Federal Programs West Virginia Department of EducationBuilding 6, Room 7001900 Kanawha Boulevard EastCharleston, WV 25305-0330 The Department must receive the letter of appeal within 30 calendar days of the Notification of Grant Award announcement. Upon review of the appeal, a response will be provided to the complainant within 30 days. If the WVDE does not rescind its ruling, the applicant may apply to the Secretary of the U.S. Department of Education within 20 days of the applicant receiving written notification of the results of the appeal. Upon request, the WVDE will make available records about the review or appeal, including the records of other applicants.Application Procedures:Completed applications must be submitted in GPS by 4 p.m. on Friday, May 29, 2020. Applications will not be accepted after this deadline.Intent to ApplyThe application must be submitted entirely online through the department’s grant management system, GPS. Applications will not have access to GPS until the Intent to Apply Form has been emailed and received by Madison Haymaker at madison.haymaker@k12.wv.us. Applicants are REQUIRED to email a completed official WVDE 21stCCLC Intent to Apply form located in this application package WVDE of the intent to apply for 21st CCLC funding by May 1, 2020. Any applicant that does not complete and return the intent to apply form (pg. 51) by May 1, 2020, will not receive access to GPS, therefore, disqualifying them from eligibility for funding. Failure to submit the official WVDE 21stCCLC Intent to Apply form via email to madison.haymaker@k12.wv.us as instructed will result in not being allowed to compete in the 2020-2021 grant funding competition. Again, the application will not be disqualified and not considered for funding if agency-level approvalhas not been obtained. Plan accordingly. Allow for plenty of time for each agency representative to review and approve the application. Completed applications must be submitted in GPS by 4 p.m. on Friday, May 29, 2020. Applications will not be accepted after the 4 p.m. May 29th deadline.Technical Assistance WorkshopsParticipation in the Bidders’ Conference is strongly recommended but not required for submission of an application. Bidders’ Conferences will be held:Northern Panhandle March 3, 2020, Olgebay Resort 1:30 pm Wheeling, WV Eastern Panhandle March 5, 2020, Brier Inn at 11:00am Romney, WVSouthern West Virginia February 25, 2020 at 1:00pm Beckley, WVAdditionally, two technical assistance calls will be provided:April 24, 2020 at 10am Join Microsoft Teams Meeting +1 304-553-7794 ? United States, Charleston (Toll) Conference ID: 861 919 118# May 15, 2020 at 10amJoin Microsoft Teams Meeting +1 304-553-7794 ? United States, Charleston (Toll) Conference ID: 417 061 669# To prepare an application, use this WV 21st CCLC Application Package information. Additional copies are available for download from the WVDE 21st CCLC web site at . Submission ProceduresThe following information describes eligibility, required activities, application contents, and application review criteria. Applications must comply with the following format:complete application in GPS;chart format may be used in appropriate sections;citations must be the correct American Psychological Association (APA) format with bibliography uploaded into the related documents section of GPS.If plagiarism is found or brought to the attention of officials at the West Virginia Department of Education during a grant competition, then at the discretion of the Department, the WVDE has the right to remove the grant application for funding consideration.Steps for applying:1. Submit Intent to Apply form to obtain access to the GPS platform.2. Participate in technical assistance workshop or conference calls.3. Enter information for all sections of the application into GPS.4. Upload all requested/related documents (see Related Documents section for details).5. Complete the Assurances section of the application.6. Submit the application for approval within the agency (i.e., fiscal director approval, and LEA agency director approval/organization executive director approval).Application ComponentsTo be eligible for 21st CCLC funding, a completed 21st CCLC application MUST be completed in GPS: Cover Sheet Program Summary Program Goals, Monitoring, and Evaluation Application Narrative Budget and Budget Narrative AssurancesAppendicesCover Sheet: The applicant must provide all contact and descriptive information requested in the cover sheet section of the GPS. Program Summary: Complete the required Project Summary information describing the sites and participants to be served. The number of students proposed to serve will become the requirements if the proposal is funded.Program Goals, Monitoring and Evaluation (35 points): Quality grant goals and objectives are created to sufficiently meet the critical data-based needs of the students, parents, and families in the community.A minimum of two goals is required:One goal must address raising academic achievement for students, and One goal must address the child’s educational needs by providing adults integrated ways in which they can support/assist their child’s academic achievement. Grant goals and objectives are created to sufficiently meet the critical data-based needs of the students, parents, and families in the community. Other goals may be added. Goals are statements of what you are working to achieve. (Please consider school and district goals when developing goals for your program.)Program Logic Model The purpose of the project logic model is to help guide applicants’ in the planning of their projects and to ensure grantees have developed a framework for the proposed afterschool program. Applicants will develop a Program Logic Model that provides a roadmap for the proposed program. This model must include measurable goals and objectives that align to 21st CCLC program goals, activities, inputs, outputs, outcomes, and data-based indicators. Quality logic models include both process and outcome measures. Process measures should include the documentation of significant project milestones/completion of key tasks (e.g., number of participants, number of events sponsored, etc.). Outcome measures should reflect the intended results of your project (e.g., indicators of progress in impacting student learning). Program Logic Model--A logic model is a tool used to depict the logical relationships that exist among program goals, objectives, activities, inputs, and outputs/outcomes. It also describes the data-based indicators that will be used to provide evidence of the program’s effectiveness. All applicants must complete the program logic model in GPS. It is strongly recommended that grantees complete the logic model before writing the application narrative as it can significantly assist with preparing a quality application. Please note, applicants must use the definitions below when completing the program logic model.Goal- a broad statement of intended outcomes for the programObjective – a detailed statement of intended outcomes that includes the population, outcome, target, measure, and time frame (all Objectives must be Specific, Measurable, Attainable, Realistic, and Time-bound. See SMART objective guiding questions on the application resource page of the WV 21st CCLC website, – actions needed to meet objectivesInputs - resources needed to design and implement activitiesOutputs - tangible services and products that are direct results of activitiesOutcomes – specific, attainable, measurable changes that are likely to occur as a result of the activitiesIndicators – data to monitor implementation and measure progress, as well as the success of the initiativeAn example of a high-quality logic model submitted by a previous 21st CCLC grantee is provided beginning on page 41Internal Monitoring Plan The applicant is to engage in internal monitoring that will track continuous progress toward meeting grant goals, objectives, and outcomes, as stated in the Logic Model. Additionally, all applicants must provide a narrative that indicates how continuous self-monitoring will be employed to improve and strengthen their program. This narrative should describe the steps to be taken to collect evidence of completing program activities, objectives, and outcomes, the process for reviewing this information, and how such information will drive changes in program decision-making. The internal monitoring plan should also include a timeline of monitoring activities that clearly aligns with the information provided in the Program Logic Model.The internal monitoring plan must include a description of: the applicant’s capacity to access, collect, and analyze the data necessary to document program objectives and outcomes adequately; the specific action steps that will be taken to monitor the activities included in the logic model, including a timeline for completion of these activities; assurances that monitoring results will be documented quarterly; and how monitoring results will be continuously reviewed and used to inform program decision-making. During the program’s implementation, the logic model and monitoring plan may be amended upon WVDE 21st CCLC administrative approval.Application Narrative: Statement of Need (20 points) In this section, the applicant describes the needs of the populations to be served by the afterschool program, as demonstrated from multiple sources of data and how the proposed program will help meet these needs by providing services and opportunities not currently available. The application should clearly show specific, identified needs that connect to the goals and measurable objectives of the application, the proposed activities and services, and the program evaluation.Establish a compelling need for the program.Define the needs of students to be served by subgroup, using current, specific data to document those needs. Define the local, data-based needs of the community to be served by the grant program, focusing on parents and families. Include data from a community needs assessment conducted within the last three years to support identified needs.Explain why this community was selected and how the program establishes a clear link between identified needs and expected outcomes.Describe the gaps in community afterschool services and opportunities in the proposed program area. Communicate how the grant will help provide services and activities not available for participants in the community. If the applicant currently has an afterschool program, explain how this funding would meet community needs and enhance and not supplant existing programs.If the fiscal agent is not a school district, describes the role of school personnel in the process of determining need. Cite any research information using APA citation of the data source. Afterschool Quality Program & Implementation (30 points) Describe the quality need-based program design and how the program will meet the high-quality afterschool program characteristics (pp. 34-37) and “Principles of Effectiveness.”Describe plans for targeting the students’ academic needs and how strategies and instruction will align with the West Virginia Academic Standards in math, language arts, science, and other core content areas. Describe how the proposed program will provide hands-on, problem-based, or project-based learning activities that support state and local learning standards and contribute to academic performance for all students. Describe plans to use scientifically-based best practices to provide educational and related activities that will complement and enhance academic performance, achievement, postsecondary and workforce preparation, and positive youth development.Explain how the individual needs of students will be met to improve their progress in core academic areas. Include steps you propose to ensure equitable access to and participation by students and program personnel with special needs.Describe the process to be used for linking program activities and curriculum to school day learning, including the plan to communicate with school-day teachers to monitor students’ needs and progress.Describe strategies for implementing optional summer programs, if desired. Programs will not receive credit for having a summer program if sufficient funds are not included in the budgets for years 1-3 and the budget narrative.Include a tentative schedule, including time allotted to program components and activities, as well as partner involvement. Explain how students will be recruited and retained in the program. Describe how the afterschool program will be available to any participating student a minimum of three days for high school programs and four days per week for elementary and middle school students. All programs must begin by October 15 and meet a minimum of 25 weeks during the regular school year.Include plans to provide supper for participating students each day the program meets. A snack may also be anizational Capacity (10 points):New applicants. New applicants should describe their capabilities and any experience implementing successful, quality afterschool programs. The applicant explains how this grant does not supplant afterschool programs that are operated by the applicant or by others within the community where the 21stCCLC is planned. The applicant should also describe the capacity of their organization to implement a 21stCCLC grant successfully. Inclusion of the history of the organization and how they have the administrative and fiscal capacity to manage federal, state, or local grants is to be explained.Prior history –Re-applicants. Re-applicants should describe previous experience implementing the 21st CCLC grant, including successful completion of grant goals and objectives as well as lessons learned. This success description should also include the number of students served and the percentage of those students meeting the 30 days or more attendance requirement. The reapplicant should identify how they have increased in sustainability and how this new grant will impact their organization and the community in which they work. New project components may include additional program activities (i.e., activities that were not available to students or families in prior project years) and/or an expansion of the program into different target areas (i.e., adding program sites or serving another grade level). Applicants must indicate how this funding would not supplant any afterschool programs that are operated by the applicant or by others within the community where the 21stCCLC is planned. Collaboration (15 points):Explain how the applicant collaborated actively with the schools the students attend to develop the program and how the program will be implemented in active collaboration with these schools. Describe how joint professional development opportunities will be available for school staff, program staff, and partners that will help meet both after school program goals and objectives and school goals and objectives.Explain the data-sharing plan for your program: how you will access student records and individual and aggregate achievement data for use in program planning, implementation, and evaluation, as well as how you will share program data with the schools served. Include the process you will use to gain individual parent consent to access and use an individual student’s data. Describe the partnerships and support provided by collaborating organizations that have signed MOUs (example—training, supplies, funding, etc.) If a co-applicant has been identified, be sure to address how the proposal has been submitted jointly, which is found in the competitive priorities section of this application. Describe the capacity of co-applicant to provide out-of-school educational and related activities and how these will complement and enhance the academic performance, achievement, and positive youth development of students. Upload Memoranda of Understanding or letters in the “Related Documents” section of GPS that clearly indicate the role, capacity, specific contributions, and in-kind value of each partnering organization. A letter from the principal of each participating school must be included.Demonstrate a plan for convening an Advisory Council and securing partners (parents, students, school, community and business partners, etc.)Private School Consultation: Describe communication with private school personnel located in the proposed service area. This communication must be verified by completing the form that comprises Appendix C and uploading it into the “Related Documents” section of GPS. This form MUST be completed and signed, even if there are no private schools in your service area. Facility Plan (10 points) Describe how the program provides a safe, welcoming environment for participants. Include specific information that describes the interior and exterior environment of the site. Describe how the facility is accessible to persons with disabilities.List the required agency inspections that are conducted at non-school based sites(s), including the State Fire Marshall Report and a county-level Health Department inspection.Tell how the program will ensure that the students will travel safely to and from the 21st CCLC site. State the number of buses needed to adequately serve the target participants, based on data provided by the county board of education and/or principal.Describe the emergency exit plan and emergency readiness plan and how it will be communicated to the staff, students, and parents, and how fire drills will be conducted during afterschool hours.Program Personnel (15 points) Use a chart to describe the staff structure (roles and responsibilities). Include position descriptions for vital community and school staff. It is not necessary to name a specific person to serve as the program director or staff. Instead, position descriptions for the personnel you intend to employ with 21st CCLC funding should be included. Describe how staffing level assures participant safety, as well as the highest quality of program delivery based on the type of activity, programmatic level, and the number of participants. Describe plans and budget for on-going staff training for the program. Expenses may include payment of staff for time to plan and attend the training. Include required grantee professional development as described in the program requirement section of this RFP. Describe how the program will have a Program Director for a minimum of 10 hours per week to carry out grant responsibilities. Explain how at least one full-time staff member per site to be certified in both CPR and first aid (within one month of employment).Describe a program Advisory Council that will meet at least quarterly and consist of program staff, co-applicant partners, and school/district administrative staff, parents, students, and community members.Describe the vetting procedures for all staff and regular volunteers to ensure the safety of children. Describe jobs that volunteers will complete to support afterschool activities. Include funds in the budget and budget narrative for this vetting expense (i.e., background checks). West Virginia Department of Health and Human Resources offer these vetting guidelines: Sustainability (15 points)Since grant funding is intended as an incentive to promote the long-range establishment of out-of-school-time community programs, the application must include the following: Provide a reasonable plan for sustaining the community learning center(s) after grant funding ends,Describe how partnerships will be utilized to continue the program beyond grant funding.Include a description of in-kind contributions,Describe how other sources of funding will be leveraged to supplement the grant award and to support services, including coordination with other federal, state and local programs with compatible/complementary services (i.e., Title I, Adult Basic Education, etc.), Explain how the program will ensure that funds will not be used to supplant federal, state, local or non-federal funds,If you are a returning grantee, explain the reasoning as to why you are seeking additional funding and what successful efforts have been achieved in sustainability from the past grant funding. In other words, why should 21stCCLC provide the same amount of funding when you should need less due to your sustainability efforts of the past five years,Describe how the budget is reasonable about the number of average daily attendees to be served, services to be provided, and expected results and benefits. The budget and budget narrative will be judged against the scope of the program and its anticipated benefits,Applicants who choose to establish a fee structure must provide a narrative explaining the fee structure and how they will assure that income and or ability to pay will not deter families from enrolling their children in the program. Additionally, they must describe how the funds will be administered and managed. Anticipated income from the collection of fees must be reported in the budget as an additional source of revenue. Fees are considered program income, and unless approval is received from the federal government, program income will be used to reduce grant awards. Parent, Family and Community Involvement (15 points) Describe the components and related activities that your program will offer to parents, families, and community members to meet the needs previously identified. These activities MUST be aimed at improving parents’ involvement in their children’s learning either at home, at programs sponsored by the center, or elsewhere. Additionally, you may indicate how the education or skill level of adults is based on needs assessment,Include the steps you propose to ensure equitable access to, and participation by family members and program beneficiaries with special needs.Describe how students, parents, and community members will be involved in planning, implementation of services, program evaluation, and decision-making in the program.Explain how your program will disseminate information appropriately labeled with the 21stCCLC logo about the center(s) to the community in a manner that is understandable and accessible. Describe a minimum of three meaningful skill-building activities for parents and families of participating students to occur throughout the year.Budget and Budget Narrative (10 Points):All budget information will need to be completed in the budget section of the GPS.Provide a detailed budget narrative that clearly explains: the mathematical basis for estimating the costs of professional personnel salaries, fringe benefits, project staff travel, student transportation, materials and supplies, consultant and subcontract fees, indirect costs and other program expenditures; (Be sure to name each staff position and provide the formula for rate of pay and the duration of services, see example on pg. 21.)A detailed description explaining in-kind support and/or funding/resources provided by co-applicant partners (as applicable) and other collaborating partners in the program. This information is to be entered into the “Cover Sheet” section of GPS under the matching and in-kind areas.Funded programs reporting successful implementation will be asked to provide continuation applications and budgets for each of the five years of the program if federal funding continues. Year four funding will be, at maximum, 80% of the year one amount. Year five will be, at maximum, 70% of the year one amount.the applicant’s capacity to access, collect, and analyze the data necessary to document program objectives and outcomes adequately; the specific action steps that will be taken to monitor the activities included in the logic model, including a timeline for completion of these activities; assurances that monitoring results will be documented quarterly; and how monitoring results will be continuously reviewed and used to inform program decision-making. During the program’s implementation, the logic model and monitoring plan may be amended upon WVDE 21st CCLC administrative approval.Assurances The applicant will assure the State Education Agency that they will follow all regulations applicable for 21st CCLC listed by selecting the appropriate check box in the “Assurances” section of GPS. Requirements for Applicant and Co-ApplicantThe applicant assures it has described steps make equitable access to and equitable participation in the programs/activities to be conducted with such assistance as addressing the special needs of students, staff, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers to gender, race, color, national origin, disability, and age. (Per the General Education Provision Act (GEPA) page 6 in Section 427 )The applicant or grant recipient must have a Data Universal Numbering System (DUNS) number and provide it to the WV Department of Education.? No entity may receive a federal subaward without a DUNS number.? Administer the 21st Century Community Learning Centers (CCLC) project in accordance with all applicable statutes, regulations, program plans and applications.Adopt and use proper methods of administering 21st CCLC, including: the enforcement of any obligations imposed by law; the correction of deficiencies in program operations that are identified through program audits, monitoring, or evaluation; and the adoption of written procedures for the receipt and resolution of complaints alleging violations of law or other state and federal requirements in the administration of such programs.Cooperate in carrying out any evaluation of 21st CCLC conducted by or for the West Virginia Dept. Of Education (WVDE), the US Secretary of Education or other Federal officials.The applicant assures that it prohibits text messaging and emailing while driving during official grant business. Federal grant recipients, sub recipients and their grant personnel are prohibited from text messaging while driving a government owned vehicle, or while driving their own privately-owned vehicle during official grant business, or from using government supplied electronic equipment to text message or email while driving. Recipients must comply with these conditions under Executive Order 13513, “Federal Leadership on Reducing Text Messaging While Driving,” October 1, 2009. Permit & mandate appropriate program staff to attend the required trainings specified in the Request for Application and has budgeted funds for such participation each budget year of the grant.Use such fiscal control and fund accounting procedures so as to ensure proper disbursement of funds and reporting procedures consistent with WVDE accounting practices. Sub-granting of the award is not allowable. Program Income may not be generated without approval by the US Department of Education.Make reports to the WVDE and the US Secretary of Education as may be necessary, to enable such agency and the US Secretary of Education to perform their duties and maintain such records, provide such information and afford access to the records as the WVDE and the Secretary may find necessary to carry out their ply with the following to receive funding in the fourth and fifth years of the grant cycle:Ability to demonstrate substantial progress has been made toward meeting the stated goals and objectives, in measurable terms, as stated in the original grant application within the first three years;Maintain the scope of the original level of programs and services to the same number of students at reduced grant allocation in the fourth year;Maintain the scope of the original level of programs and service to the same number of students at reduced grant allocation in the fifth year or beyond. (The minimum grant award during any one year will be $50,000); andProvide documentation of completed federal and state report as ply with provisions of Title IX of the Elementary and Secondary Education Act, the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR), 34 CFR Parts 76, 77, 82 and 85, and the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR Part ply with the following acts of Congress:Single Audit Act of 1984Civil Rights Act of 1964Gun-Free Schools Act of 1994Americans with Disabilities Act 1990Pro-Children’s Act of 1994Stevens Amendment, 1991Comply with the Debarment, Suspension, and Other Responsibility Matters Regulation (34 CFR 85.110).Not utilize any federal funds to lobby Congress or any federal agency.Abide by and remain current on collection of and reporting of data.Abide by and remain current on rules and regulations governing allowable and unallowable uses of funds.The school district, as fiscal agent or co-applicant, agrees to provide the individual designated as responsible for data collection and reporting timely access to necessary demographic and academic data in accordance with grant reporting requirements, including but not limited to mandatory information for completion of Annual Performance Report (APR) data collection. (Examples of current requirements include, but are not limited to: grades, attendance, demographic information, disciplinary infractions, and state assessment scores).If a non-governmental agency (CBO or FBO) serves as the fiscal agent, the school district/school must provide the individual designated as responsible for data collection and reporting timely access to necessary demographic and academic data in accordance with grant reporting requirements, including but not limited to mandatory information for completion of Annual Performance Report (APR) data collection. Meet the minimum number of hours and days as required under program operations.Begin serving students with the 21stCCLC Program by October 15, 2019Provide dedicated program space in the school(s) served during approved program hours of operation during both the academic school year and summer months. Programming space shall be sufficient in size for the number of students to be served and appropriate for the approved activities.Utilize the federal USDA snack program or the Child and Adult Care Food Program. Alternative funding sources must be used to pay for program snacks and/or meals. 21st CCLC funds may not pay for snacks or meals. Other funding sources or donations must be secured to provide for the program.Immediately notify WVDE of a change of director or site coordinator.Uphold the parameters of the agreement with the Co-Applicant as outlined in the original application for the duration of the grant cycle.Provide comparable opportunities for the participation of both public and private school students served by the award.Allow site coordinators and directors access to 21st Century guidelines and required WVDE trainings.To comply with ESEA Title IV Part B Section 4204 (b)(2)(L), the community must be given public notice of an organization’s intent to submit an application and that the application and any waiver request be available for public review after submission of the applicationThe grantee agrees to comply with all applicable requirements of all state statutes, federal laws, executive orders, regulations, policies and award conditions governing this program. The grantee understands and agrees that if it materially fails to comply with the terms and conditions of the grant award, the West Virginia Department of Education may withhold funds otherwise due to the grantee from this grant program until the grantee comes into compliance or the matter has been adjudicated and the amount disallowed has been recaptured (forfeited). The Department may withhold up to 100% of any payment based on any noncompliance, misappropriation of funds, monitoring finding, audit finding or pending final report. Grantees failing to meet one or more of the grant requirements will be subject to an “Out of Compliance” and “High Risk” status. Grantees who significantly fail to comply with any term of the grant will be considered “High Risk." Once a grantee enters the “High Risk” status, it may become necessary to hold funds until any critical issues become resolved. A “High Risk” grantee will have four months to become compliant. Failure to become compliant past the timeline of four months will initiate the termination process.The West Virginia Department of Education, by written notice, may terminate the grant award for non- performance by the sub-grantee at any time during the term of the award. Examples of “High Risk” non-performance/non-compliance include, but are not limited to, the failure to:Provide a high-quality program with evidence of academic progress;Implement the program as described in the application;Serve number of regular attendee students as stated in the application;Adhere to assigned assurances;Submit required reports and documentation in a timely manner;Use funds in a responsible and appropriate manner;Resolve a non-compliance audit/monitoring finding;Submit required data within the given timeframe;Implement a required Corrective Action PlanUphold these assurances regardless of change of individual’s serving in the role or capacity of representative signing the application.Application Appendices:A: Program Summary and Summer Program Summary ExamplesB: Afterschool ResourcesC: Example of Budget and Budget NarrativeD: Private School Consultation DocumentE: Community Notice Document F: Evidence of Joint Planning and Partnership Document ExamplesG: Sample Logic ModelH: Intent to Apply Form Appendix A:Example of Program SummaryName & location of each site Days and times of program operation throughout weekEstimated number of students to be served annuallyEstimated average daily attendanceEstimated total number of attendees 30 days or moreStudent Free/Reduced Lunch %Estimated adults/ family members served MonTuesWedThurFriSatMonTuesWedThurFriSatMonTuesWedThurFriSatMonTuesWedThurFriSatMonTueWedThurFriSatTotals for the entire programTotal estimate of students to be served______Total estimate of attendees 30 days or more________Average % ofFreeReduced Lunch students________Total estimate of adults/ family members served________*Start date of each site is no later than October 15th.Estimated number to be served does not refer to the total school population but to the estimated students likely to participate. Program Summary for Summer (if applicable)Name & location of each site Days and times of program operation throughout weekEstimated number of students to be served annuallyEstimated average daily attendanceEstimated adults/ family members served MonTuesWedThurFriSatMonTuesWedThurFriSatMonTuesWedThurFriSatMonTuesWedThurFriSatMonTueWedThurFriSatTotals for the entire programTotal estimate of students to be served______Total estimate of adults/ family members served________Appendix B:Afterschool ResourcesPRINCIPLES OF EFFECTIVENESSIN GENERAL- For a program or activity developed pursuant to this part to meet the principles of effectiveness, such program or activity shall — be based upon an assessment of objective data regarding the need for before and after school programs (including during summer recess periods) and activities in the schools and communities; be based upon an established set of performance measures aimed at ensuring the availability of high quality academic enrichment opportunities; and if appropriate, be based upon scientifically based research that provides evidence that the program or activity will help students meet the State and local student academic achievement standards.High Quality Program CharacteristicsAccording to the U.S. Department of Education publication “Working for Children and Families: Safe and Smart II—Afterschool Programs” there are the following components present in high-quality afterschool programs.Goal Setting, Strong Management, and SustainabilityQuality Afterschool StaffingHigh Academic StandardsAttention to Safety, Health, and Nutrition issuesEffective Partnerships with Community-Based Organizations, Juvenile Justice Agencies, Law Enforcement and Youth Serving OrganizationsStrong Involvement of FamiliesEnriching Learning OpportunitiesLinkages between School-Day and Afterschool PersonnelEvaluation of Program Progress and Effectiveness.Evidence-Based ProgramsThe U.S. Department of Education has issued non-regulatory guidance on using Evidence to Strengthen Education Investments to provide State Educational Agencies (SEAs), local educational agencies (LEAs), schools, evaluators, and partner organization with information to assist them in selecting and using “evidence-based” activities, strategies, and interventions, as defined in Title VII of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA).Using, generating, and sharing evidence about effective strategies to support students give stakeholders an important tool to accelerate student learning. ESSA emphasizes the use of evidence-based activities, strategies, and interventions (collectively referred to as “interventions”).Applicants are strongly encouraged to study and use this guidance to assist them in selecting proper program curricula and strategies to build, implement, evaluate, and improve their 21stCCLC applications and programs.The document may be found at . Example of Budget and Budget NarrativeBudget ItemFunding Examples of Funding Purposes & CalculationsTotal CostSalaryFederal1 Project Director x $2,500/month x 12 months = $30,000 + fringe benefits (Social Security 7.65%, Workers Comp 1.32%) $2,69132,691Federal2 VISTA workers x $10,000/year20,000Federal1 Karate teacher x $20/hour x 2 hours/week x 8 weeks 320Local1 Dentist x $300/day x12 days 3,600Local1 Part-time secretary x $15/hour X 10 hours x 25 weeks 3,750SuppliesFederal10 Basketballs x $10.00/ball 100Federal10 Modeling clay x 20.00/box 200Federal10 Magnifying glasses x $8/per 80Local25 Watercolor paint x $2/set 50TransportationFederal1 Bus driver x$20/hour x 3 hours/day x 4 days/week x 25 weeks = $6,000 + fringe (Social Security 7.65%, Workers Comp 1.32%) 6,538Local1 Bus driver (field trips) x $20/hour x 12 hours =$240 + fringe (Social Security 7.65%, Workers Comp 1.32%) 262TravelFederal2 staff members X 2 WVDE training registration fees x $250/training1000Federal2 staff members X 100 miles x $.50/mile 100C: D: Private School Consultation DocumentVERIFICATION OF PRIVATE SCHOOL CONSULTATIONAccording to the non-regulatory guidance for 21st CCLC, a public school or other public or private organization that is awarded a grant must provide equitable services to private school students, and their families. In designing a program that meets this requirement, grantees must provide comparable opportunities for the participation of both public- and private-school students in the attendance area served by the grant. Grantees must consult with private school officials during the design and development of the 21st CCLC program on issues such as how the children's needs will be identified and what services will be offered. Services and benefits provided to private school students must be secular, neutral, and non-ideological. This communication must be verified by completing the form below. Double-click on the cell to enter information. * Private schools whose students will participate in the program should be listed on the Summary and Abstract form as a participating school._______There are no private schools in the attendance area(s) of the school(s) to be served by this grant.Applicant Signature: _______________________________ Date: _________________________County Superintendent (s) of Schools: __________________________ Date: ______________________ E: Community Notice Document Verification of Sharing Intent/Application with CommunityTo comply with ESEA Title IV Part B Section 4204 (b)(2)(L), each applicant must sign an assurance that the community was given notice of its intent to submit an application and that the application and any waiver request be available for public review after submission of the application. To verify that this has been done, please complete the form below:Please explain how the community was informed:Applicant Signature: _______________________________Date: __________________F: Evidence of Joint Planning and Partnership Document ExamplesCo-Applicants AgreementIn determining whether an application has been “submitted jointly,” States should look for evidence in the application that the LEA and at least one other organization collaborated in the planning and design of the program, each have substantial roles to play in the delivery of services, share grant resources to carry out those roles, and have significant ongoing involvement in the management and oversight of the program. States may want to consider what organization(s) wrote the application, what organization will be the fiscal agent, whether there is a history of these organizations working together, and whether there is evidence in the application of integration of the after-school program activities with the regular school day program. Letters of endorsement are not by themselves sufficient evidence that organizations or school districts have substantially been involved in the design of a program. (This clarification comes from the USDOE Nonregulatory Guidance for 21st CCLC programs.)Evidence such as meeting agendas, sign-in sheets and planning documents should be included in the pages after the Appendix E signature sheet. It is strongly advised that in each letter of support a contribution table is included.CONTRIBUTION DESCRIPTIONSUPPORTSProvide 2 skill-building activities for parents each year based on family needsFamily literacy and parent engagementProvide STEM Enrichment activities twice per month for STEM Clubs. Materials included.Academic EnrichmentProvide 50 netbooks for use in weekly coding clubAcademic EnrichmentCo-Applicant/Partner Signature: _______________________________Date: __________________G: Sample Logic ModelGoal 1: To increase academic achievement among regular student attendees on an annual basis.Objectives(Specific, Measurable, Achievable, Realistic, and Time-bound)Activities(what we do to achieve objectives/goals)Inputs/Resources(human, financial, technology, etc., resources needed for activities)Outputs(tangible and direct products of activities that lead to desired outcomes)Outcomes(short-, medium-, and long- term desired results of activities)Indicator/Data Source(indicators we look for to measure implementation, progress and success)1.1 – By spring 2019, at least 70% of all students enrolled in participating schools will attend the CCLC for a minimum of 20 days/year, with at least 50% of students attending at least 30 days.1.1.1 – Teachers and CCLC staff provide targeted, ongoing outreach to encourage CCLC attendance1.1.2 – Participating students and their guardians sign attendance agreement1.1.3 – Parents and students are given a voice into CCLC activities to support ownership, relevance to participants, and enthusiasm.1.1.4 – CCLC outreach is consistent, supportive, and regular via multiple channels.Human: RESA 2 Project Director, 2 Site Coordinators, 6 teacher/tutorsTechnology: iPadsEnrichment suppliesTransportation: busingCCLC website developed/regularly updated.Social media for CCLC: FacebookAttendance agreement drafted and shared with students & guardians for signing.Student and parent surveys written.Outreach materials written/created and distributed: press releases, mailings, email scripts, flyers, posters, and brochures.95% of parents sign and students sign attendance agreement.Daily attendance shows evidence of consistent improvement.Student attendance at CCLC remains stable or increases every LC attendance RecordsStudent Surveys1.2 – At least 55% of students who attend CCLC for at least 30 days will increase their reading scores by 5% on the Acuity/Scholastic Reading Inventory from October 2018 to spring 2019.1.2.1 – Students meet with tutors to establish unique literacy and reading goals and a plan to achieve them.1.2.2 – Students will receive daily 1:1 individualized academic tutoring in literacy, language arts, and reading.1.2.3 – Acuity/SRI is administered; progress mapped for each student.Human: teachers/tutorsTechnology: iPads, Read180, etc.Tutoring suppliesDaily literacy and language arts tutoring logs updated by tutors.iPad apps utilized for reading and language artsDaily progress made in language arts and reading.AcuitySRITutoring Logs1.3 – By October 2021, at least 50% of all regular attendees will be performing at grade level in reading as measured by the Statewide Assessment.1.3.1 – Students meet with tutors to establish unique literacy and reading goals plus a plan to achieve them.1.3.2 – Students will receive daily, 1:1, individualized academic tutoring in literacy, language arts, and reading.1.3.3 Statewide Assessment is administered; results are longitudinally compared to past year’s results per student.Human (teacher/tutors)Technology (iPads, Read 180, etc.)Tutoring suppliesDaily Literacy and language arts tutoring logs updated by tutors.iPad apps utilized for reading and language artsStatewide Assessment administered.Evaluation matrices developed as-needed for reading assessment.Daily progress made in language arts and reading.Statewide Assessment1.4 – At least 55% of students who attend for at least 30 days will increase their math scores by a minimum of 5% as measured by Acuity benchmarking from October 2018 to spring 2019.1.4.1 – Students meet with tutors to establish unique math goals plus a plan to achieve them.1.4.2 – Students receive daily, 1:1, individualized academic tutoring in math.1.4.3 – STEM and PBL embedded into math activities to the extent possible.Human (teacher/tutors) Technology (iPads, math apps, STEM-related resources, etc.)STEM and project-based learning supplies.Daily math tutoring logs updated by tutors. iPad apps utilized for mathAcuity benchmarking administered.Evaluation matrices developed as-needed for math assessment.Daily progress made in math homework, quizzes, exams, etc.STEM and project-based learning activities integrate math and reflect local curriculum.Acuity benchmarking1.5 By October 2019, at least 45% of all regular attendees will be performing at grade level in math as measured by the Statewide Assessment .1.5.1 Students meet with tutors to establish unique math goals plus a plan to achieve them.1.5.2 Students will receive daily, 1:1, individualized academic tutoring in math.1.5.3 Statewide Assessment is administered; results are longitudinally compared to past year’s results per student.Human (teacher/tutors)Technology (iPads, math apps, STEM-related resources, etc.)STEM and project-based learning suppliesDaily math tutoring logs updated by tutors. iPad apps utilized for mathStatewide Assessment administered.Evaluation matrices developed as-needed for math assessment. Daily progress made in math homework, quizzes, exams, etc.STEM, tutoring, and project-based learning activities integrate math and reflect local curriculum and instructional strategies.Statewide Assessment 1.6 By spring 2019, at least 75% of all regular attendees will demonstrate improved homework completion and class participation. (As measured by homework completion matrix, teacher survey, After School Matters survey.)1.6.1 Students are referred for CCLC support by classroom teachers, parents, and counselors.1.6.2 CCLC Tutors develop individual progress folders for each student and outline specific unique learning goals based on each student’s needs.1.6.3 Students will receive 1-2 hours of 1:1 homework assistance from tutors daily at each site, based on need.1.6.4 Students attend enrichment modules and recreation based on interests1.6.5 Project-based learning and STEM embedded in after-school activities.Human: all CCLC staff, especially enrichment module leadersEnrichment supplies (arts and crafts, recreation, STEM, etc.).Tutoring supplies, including technology.Busing home.Student enrichment interest surveys developed and administered. Results tabulated and shared with CCLC staff. List of potential enrichment module leaders compiled. Communication/outreach with potential adult enrichment modules documented (email, phone records)Background checks completed. Supplies purchased (receipts = evidence)Enrichment schedules updated.Student engagement matrices developed for classroom teachers to track daily homework completion and participation rates.Surveys developed for classroom teachers.Daily homework completion logs show improvement. Enrichment and recreation modules boost student attendance, interest, engagement, and enthusiasm for learning.Homework completion matrix, class participation survey (teacher completed), After School Matters survey.1.7 By spring 2019 at least 75% of regular employees will demonstrate improvement in behavior. (As measured by school disciplinary records).1.7.1 Students attending CCLC participate in enrichment and PBL activities including (1) social skill development and service learning; (2) art, music, drama, recreation; (3) entrepreneurship; and (4) other interest-based activities.1.7.2 Students are given a voice to provide feedback into CCLC activities. Human all CCLC staff, especially enrichment module leadersEnrichment supplies (arts and crafts, recreating, STEM etc.).Tutoring supplies, including technology.Busing HomeStudent enrichment interest surveys developed and administered. Results tabulated and shared with CCLC staff.List of potential enrichment module leaders munication/outreach with potential adult enrichment modules documented (email, phone records).Background checks completed.Supplies purchased (receipts = evidence)Enrichment schedules updated.Student engagement matrices developed for classroom teachers to track daily homework completion and participation rates.Surveys developed for classroom teachers.Daily behavior tacking shows improvement.Student code-of-conduct referrals decrease. Out-of-school suspensions decrease.In-school suspensions decrease.Enrichment and recreation modules boost student attendance, interest, engagement, and enthusiasm for learning. Goal 2: To increase the education and skill level of adults and parents.Objectives(Specific, Measurable, Achievable, Realistic, and Time-bound)Activities(what we do to achieve objectives/goals)Inputs/Resources(human, financial, technology, etc… resources needed for activities)Outputs(tangible and direct products of activities that lead to desired outcomes)Outcomes(short-, medium-, and long- term desired results of activities)Indicator/Data Source(indicators we look for to measure implementation, progress and success)2.1 By spring 2018, at least 85% of parents/adults who have participated in adult CCLC programs will report increased family-school connectedness as well as improved skills and knowledge in the specific program in which they participated. 2.1.1 Parents are surveyed to determine interests, schedules and availability. 2.1.2 Existing classes identified, meeting scheduled with staff and partners. 2.1.3 New classes designed and scheduled, based on survey feedback.2.1.4 Publicity is targeted and stresses benefits to adult participants.2.1.5 Surveys and focus groups are designed and administered pre-and post-events.Human: instructors of adult programming, CCLC Director to coordinate and conduct outreach, Site supervision of extended hours at computer labs and libraries.Financial: purchase of resources, supplies and consumables.Pre-and post-surveys developed and administered to determinate areas of adult interest and need.Existing classes identified, meeting with scheduled staff and partners (meeting minutes, lists)Outreach strategies analyzed and improved to increase attendance (meeting minutes, lists, brochures, mailings).Electronic medial updated (social mediate, websites).New programs developed and scheduled (instructor contracts, schedule posted via identified venues)Adult attendance at CCLC-coordinated programs at least 60% of anticipated.Attendee recommendations contribute to continual improvement.Families report increased school engagement.More parents volunteering at schoolMore parents attending conferences and school events.More adults completing GEDs and other post-secondary coursework.Adult literacy rates increase.Participant surveysFocus group resultsAdult literacy measuresAttendance logsEvent feedback forms2.2 By spring 2018 at least 85% of parents will report that CCLC services are helpful, accessible, conveniently scheduled, and targeted to their needs. 2.2.1 Adult activities are scheduled based on participant feedback on convenience schedules.2.2.2 Adult services are designated around participant interests and needs.2.2.3 Surveys and focus groups are designed and administered pre and post-events.Human: instructors of adult programming, CCLC Director to coordinate and conduct outreach, Site supervision of extended hours at computer labs and libraries.Financial: purchase of resources, supplies, and consumablesPre-and post-surveys developed and administered to determine areas of adult interest and need.Existing classes identified, meeting scheduled with staff and partners (meeting minutes, lists)Outreach strategies analyzed and improved to increase attendance (meeting minutes, lists, brochures, mailings).Electronic media updated (social media, websites).New programs developed and scheduled (instructor contracts, schedule posted via identified venues)Adult attendance at CCLC-coordinated programs at least 60% of anticipated.Adult attendance remains stable or increases each quarter.Attendee recommendations contribute to continual improvement.Families report increased school engagement. More parents volunteering at school.More parents attending conferences and school events.More adults completing GEDs and other post-secondary coursework.Adult literacy rates increase.Participant surveysFocus group resultsAttendance logs Event feedback formsAppendix H: Intent to Apply Document2020 Nita M. Lowery 21ST Century Community Learning Center Grant CompetitionNOTIFICATION OF INTENT TO APPLY FORMDUE May 1, 2020 The following organization will be submitting a 21st Century Community Learning Center Grant application:Name of Organization:Lead Administrator Name:Email:Phone:Grant Application Contact Name:Email:Phone:Number of Applications:Individual Submitting Form: Email (if different from any above):Any applicant that does not complete and return the intent to apply by May 1st will not receive access to GPS, therefore, disqualifying them from eligibility for funding. If you submit the intent form and later decide not to apply, it would be much appreciated if you would send an email informing Madison Haymaker at Madison.haymaker@k12.wv.us Having an accurate number of applications to be scored will secure the appropriate number of reviewers. ................
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