Post on 23-Feb-2018
21st CCLC Grantee Handbook 1 Revised 8-1-2017
New Hampshire
21st Century Community
Learning Center
Grantee Handbook
21st CCLC Grantee Handbook 2 Revised 8-1-2017
Table of Contents
GRANT OVERVIEW 1
FINANCIAL 1
ONLINE GRANTS MANAGEMENT SYSTEM 1
SEPARATION OF DUTIES 1
APPLICATION (BUDGET) 1
REPORTING EXPENSES (DRAWDOWNS) 3
STATUS INDICATORS 3
BUDGET CHANGES AND APPROVAL 3
DEPARTMENT REVIEW AND APPROVALS 4
FISCAL YEAR CLOSEOUT 4
CARRYOVER FUNDS 4
PROGRAM INCOME UPDATED! 4
SUPPLANTING 5
FOOD FOR MEETINGS AND EVENTS 5
GRANT CLOSEOUT NEW! 6
PROGRAM INVENTORY 6
PROGRAM INCOME 6
REPORTING & BUDGET 6
RECORD RETENTION 7
FREQUENTLY ASKED QUESTIONS ERROR! BOOKMARK NOT DEFINED.
REPORTING AND PARTICIPATION REQUIREMENTS 7
5-YEAR MONITORING SCHEDULE: 7
DATA COLLECTION AND REPORTING 7
21st CCLC Grantee Handbook 3 Revised 8-1-2017
TEACHER SURVEY 8
I4SEE 8
FEDERAL REPORT 8
ANNUAL PERFORMANCE REPORT (STATE REPORT) 8
PERFORMANCE PATHWAYS ERROR! BOOKMARK NOT DEFINED.
STATE-WIDE EVALUATION 9
YOUTH SURVEYS 9
PROGRAM DIRECTOR, SITE COORDINATOR, AND PRINCIPAL SURVEYS 9
MYNHDOE SINGLE SIGN ON 9
ESTABLISHING AN ACCOUNT 9
DATA SYSTEMS AND PERMISSIONS 9
GRANTS MANAGEMENT SYSTEM (GMS) 10
I4SEE 10
EDUCATIONAL STATISTICS SYSTEM (ESS) 10
PERFORMANCE PATHWAYS ERROR! BOOKMARK NOT DEFINED.
MEETINGS AND TRAININGS 11
PROGRAM DIRECTOR MEETINGS 11
SITE DIRECTOR MEETINGS ERROR! BOOKMARK NOT DEFINED.
SUMMER CONFERENCE 11
REGIONAL CONFERENCE 11
NATIONAL CONFERENCE (OPTIONAL) 11
CAYEN AND I4SEE 11
LIGHTS ON! AFTERSCHOOL 11
CURRENT STATE INITIATIVES 12
HIGH SCHOOL EXTENDED LEARNING OPPORTUNITIES 12
PROJECT BASED LEARNING 12
STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, & MATHEMATICS) 12
21st CCLC Grantee Handbook 4 Revised 8-1-2017
GOALS, DATA, AND EVALUATION 12
GUIDANCE 13
FEDERAL GUIDANCE UPDATED! 13
TITLE IV, PART B 13
EDGAR 13
UNIFORM GUIDANCE 13
NON-REGULATORY GUIDANCE 13
PRIVATE SCHOOL PARTICIPATION 14
STATE GUIDANCE UPDATED! 14
FEDERAL FUNDS HANDBOOK 14
GUIDANCE ON STUDENT ELIGIBILITY 14
PROPERTY GUIDANCE (EQUIPMENT AND INVENTORY) UPDATED! 17
LOGO 18
RESOURCES UPDATED! 19
NH DEPARTMENT OF EDUCATION WEBSITE 19
ACROSS NH 19
AFTERSCHOOL ALLIANCE 19
NHAN (NEW HAMPSHIRE AFTERSCHOOL NETWORK) 19
UNIFORM GUIDANCE 19
EDGAR 19
FEDERAL FUNDS HANDBOOK 19
PRIVATE SCHOOL PARTICIPATION 19
GLOSSARY OF 21ST CCLC TERMS AND COMMON ACRONYMS UPDATED! 20
APPENDICES 1
21st CCLC Grantee Handbook Revised 8-1-2017
GRANT OVERVIEW
FINANCIAL The State disperses grant funds on a reimbursement basis using an online grants management
system. In order to ensure timely availability and distribution of funds, please be sure to closely
adhere to submission deadlines.
ONLINE GRANTS MANAGEMENT SYSTEM The online grants management (GMS) system tracks the allocations, budgets, and expenditures
for each project. A brief overview of the system is provided below. More complete directions
and guidance regarding the use of the online grants management system can be found in the
Online Grants Management System Handbook located on the DOE website at:
http://www.education.nh.gov/data/documents/grants_manage_handbook.pdf.
In order to access the system, each individual must have his/her own login and account in the
myNHDOE Single Sign-On System. (For directions on how to establish an account, see myNHDOE
Single Sign On under the Reporting and Participation Requirements.)
SEPARATION OF DUTIES Generally Accepted Accounting Principles indicate that there should be at least three people
(roles) associated with each grant. Each of these roles will have different permissions levels and
responsibilities within the GMS regarding the financial process.
Budget Creator—this individual is responsible for creating and entering the budget and
budget narrative into the online system. Often this is the program director.
Budget Approval—this individual is responsible for reviewing and approving both budgets
and fiscal reports as they are completed and submitting them to the Department of
Education, typically the Superintendent or CEO of the fiscal agent. Note: This individual’s
signature must be on file as an authorized signer at the Department.
Fiscal Reporting—this individual is responsible for completing the monthly expenditure
reports which allow the program to draw down reimbursement funds. This role is fulfilled
by an individual who has no financial interest in how the grant funds are being
expended, typically a business administrator or secretary.
Reviewer/Read-Only (optional)—this additional role is provided for staff who may need
to view the budget and expenses recorded in the system, but will not be responsible for
making any changes.
APPLICATION (BUDGET) Once an account has been created and permissions established, the budget creator is able to
enter the budget into the system. There are three parts to the budget: budget categories, the
budget narrative and the budget line items.
Budget categories are simply groupings of related budget items, such as administrative salaries
and benefits. The system is pre-populated with a list of categories including: administrative
21st CCLC Grantee Handbook 2 Revised 8-1-2017
salaries and benefits; instructional salaries and benefits; other administrative costs; contracted
services, professional development, SES, etc.; supplies and materials; travel; and indirect costs as
well as N/A. Select the appropriate category for the activities and expenses to be described in
the budget narrative.
The budget narrative is entered into the ACTIVITIES block in the online system and consists of a
brief description of how funds in a given section of the budget will be used. For example: under
the supplies and materials category, the narrative might read “4 laptop computers @ $4000;
paper and craft supplies @ $2000”or for administrative salaries and benefits, it might read “site
coordinator @ $20/hr x 30 hr/wk x 42 weeks = $25,200; FICA = $1008.00; ***Note: when including
salaries and equipment purchases (items costing in excess of $250 each), include details such as
the position title or equipment to be purchased and formula for calculations including pay rate
or item cost and quantity. Additionally, a list of contracts and individual contract cost needs to
be provided. Contracts exceeding $5,000 will require either a line item breakdown of contract
expenses in the Grants Management System (sample below) or the submission of a separate
budget spreadsheet outlining how funds will be expended under the contract.
CATEGORY:
Contracted Services, Professional Development Activities, etc.
ACTIVITIES:
Name of Contract Entity #1: (Total for Contract Entity: $58,422.48; breakdown follows) Program Director Salary: $40,000 PD FICA: $1,680.00 PD Retirement: $1,680 PD Workers Comp: $760 PD Health Benefits: $6,502.48 Education Coordinators:$7,800 ((2) @ $20 per/hour, 5 hours/week, 39 weeks) Name of Contract Entity #2 : $7,700 (AmeriCorps Member, 1,700 service hours, 10.5 months)
Function Code Object Code TITLEIVB21C
2210 - Improvement of Instruction Services 300 - Purchased Professional/Technical Services $66,122.48
Totals: $66,122.48
After saving the budget category and narrative, the budget line items section will appear at the
bottom of the screen. In this section, select the appropriate function and object codes to
represent each budget line described in the narrative above. Multiple budget lines may be
entered for each category based on the activities described. For example: an Administrative
Salaries and Benefits category may include lines for the program administration’s salaries, taxes,
and insurances. A complete description of available object and function codes can be found
in Appendix A of the Financial Accounting Handbook located on the DOE website at
http://www.education.nh.gov/data/documents/fin_acct_handbk.pdf.
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REPORTING EXPENSES (DRAWDOWNS)
Under the online grants management system, program expenses are reported and reimbursed
monthly. Programs are required to submit monthly reports of actual disbursements (funds paid
out during the course of the month). Reports are due to the DOE by the 10th of the month
following the reporting period to be considered on time.
Note: Additional documentation may be requested to verify monthly expenditure reports
against local receipts, invoices, and time sheets during site level monitoring visits or at any time
when there may be a concern regarding a grantees fiscal processes or program activities.
STATUS INDICATORS The online system lists the status of applications/reports as they progress through the
authorization process. Below is a list of these status indicators and their significance.
Ready for Local Authorized Signature: Application/report has been submitted to the
local authority for approval.
Submitted: Application/report has been submitted to the DOE for approval.
Budget Reviewed: Application/report has been reviewed for accuracy by the DOE
Accountant and is pending approval by the program coordinator.
Approved: Application/report has been reviewed by both the Accountant and your
program coordinator. In the case of your application, this constitutes your authorization
to spend. In the case of an expense report, this indicates that the DOE business office has
been authorized to process payment.
Returned: Application/report has been returned to the grantee to make changes.
Paid: Report has been processed by the business office and sent to the Treasury for
payment.
BUDGET CHANGES AND APPROVAL Any budget changes that impact the scope or objective of the project must be approved in
writing by the state program coordinator.
Any budget changes in the following object codes, must obtain prior written authorization from
the state program director:
Object Code 300—Contracted Services
Object Code 700—Equipment
Object Code 900—Indirect Costs
Budget changes, other than those described above, can be made directly through the online
grants management system without securing prior written authorization provided they do not
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exceed 10% of the total budget approved. To update your budget in the system, contact your
state director so that the application can be returned for revisions.
Note: Any final budget changes for the project year are due to the Department by June 15th to
allow sufficient time for processing before the grant end date.
DEPARTMENT REVIEW AND APPROVALS The Department of Education will review and respond to all grants management system
submissions within 30 days.
FISCAL YEAR CLOSEOUT Programs have 60 days following the project end date to disperse funds and all expenses must
be reported within two reporting cycles following the project end. Be sure to indicate when you
are submitting the final report by clicking the Final Report Checkbox in the upper left of the
reporting screen.
For programs at the end of their five-year grant, final reimbursement reports/requests will be held
until all program reporting and data collection has been completed.
CARRYOVER FUNDS You may carryover up to 10% of your annual allocation into the next fiscal year during the life
cycle of the grant. Carryover funds are calculated and released once the final report from the
previous year has been received and processed. Unspent funds in excess of the 10% or
remaining at the end of the five-year grant cycle will be released for redistribution at the state
level.
PROGRAM INCOME Definitions: Program income means gross income earned by the non-Federal entity that is
directly generated by a supported activity or earned as a result of the Federal award during the
period of performance. The period of performance is the time between the effective date of the
award and the ending date of the award reflected in the approved budget application.
Program income includes but is not limited to income from fees for services performed, the use
or rental or real or personal property acquired under Federal awards, the sale of commodities or
items fabricated under a Federal award, license fees and royalties on patents and copyrights,
and principal and interest on loans made with Federal award funds.
OMB Super Circular—The Office of Management and Budget (OMB) published new
requirements for federal award programs entitled Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards (also known as the Super Circular)
codified at 2 CFR 200. The guidance supersedes and consolidates the requirements from OMB
Circulars A-21, A-87, A-110, A-122, A-89, A-102, A-133, and A-50.
(https://www.whitehouse.gov/omb/grants_docs)
21st CCLC Grantee Handbook 5 Revised 8-1-2017
§200.80 Program income
(e)(1) Deduction. Ordinarily program income must be deducted from total allowable costs to
determine the net allowable costs. Program income must be used for current costs unless the
Federal awarding agency authorizes otherwise. Program income that the non-Federal entity did
not anticipate at the time of the Federal award must be used to reduce the Federal award and
non-Federal entity contributions rather than to increase the funds committed to the project.
SUPPLANTING Funding from the 21st Century Community Learning Center grant may only be used to
supplement, and to the extent practical, increase the level of funds that would, in the absence
of the Federal funds, be made available from non-Federal sources for the education of
participating students. In no case may a grant recipient use Federal program funds to supplant
funds from non-Federal sources.
To determine whether or not an example is supplanting, consider “What would you have done
in the absence of the grant?” If alternate funds would have been available, then using grant
funds would be considered supplanting.
Also, OMB Circular A-133 Compliance Supplement (Department of Education, section III G 2.2)
offers the following guidance:
Supplanting is presumed to have occurred if:
The State Education Agency (SEA) or Local Education Agency (LEA) used Federal funds
to provide services that the SEA or LEA was required to make available under other
Federal, State or local laws.
The SEA or LEA used Federal funds to provide services that the SEA or LEA provided with
non-Federal funds in the prior year.
The Compliance Supplement goes on to explain that “these presumptions are rebuttable if the
SEA or LEA can demonstrate that it would not have provided the services in question with non-
Federal funds had the Federal funds not been available.”
FOOD FOR MEETINGS AND EVENTS In May 2013, the US Department of Education issued updated guidance pertaining to the use of
federal funds to support the costs of meetings, conferences, and food purchases. The full
document, Frequently Asked Questions to Assist ED Grantees to Appropriately Use Federal Funds
for Conferences and Meetings—December 2014, can be found on the US Department’s website
at http://www2.ed.gov/policy/fund/guid/gposbul/gposbul.html.
Federal funds can be used when they are deemed necessary to meet the goals and objectives
of a federal grant. For 21st CCLC programs, providing snacks and/or meals (as appropriate)
during the course of the program is considered necessary to mitigate risk and achieve the
academic and social outcomes provided for by the grant.
21st CCLC Grantee Handbook 6 Revised 8-1-2017
For staff, partner, and other business meetings, the general rule is that participants should be
purchasing/providing their own food, beverages, and snacks. However, for activities involving
families, additional clarification regarding this FAQ has since been issued (July 2014) that permits
an LEA to provide refreshments for parents at family literacy activities in order to facilitate parent
attendance at those meetings. The FAQ above “is generally intended to apply to professional
meetings, including those that you may have with LEA staff, and not to school-based events
such as a Title I parent meeting” or 21st CCLC family literacy activity. “As a result, as long as
there is a connection to a programmatic purpose and the cost is reasonable, an LEA may
continue to provide food” for these events.
GRANT CLOSEOUT PROGRAM INVENTORY Prior to closing the grant, the grantee must account for any personal property acquired with
Federal funds. Equipment, purchased with grant funds may continue to be used in the program
or project for which it was acquired as long as needed, whether or not the project or program
continues to be supported by the Federal award, When it is no longer needed for the original
program or project, the equipment may be used in other activities supported through the U.S.
Department of Education, or in the absence of such programs activities supported by other
Federal agencies.
References: 2 CFR 200.313 and 2 CFR 200.343
PROGRAM INCOME All program income must be obligated prior to the project end date for the fifth and final year of
the grant. Any funds remaining will be used to offset the federal share in the project. This can
be accomplished either by allocating expenses typically charged to the grant to program
income funds as the project end date approaches or by using the clean-up period (60 days
following the project end date) in the Grants Management System to reimburse the grant for
any expenditures that should have been charged to local funds. If assistance is needed, please
contact your state director.
Reference: 2 CFR 200.80
REPORTING & BUDGET Timely submission of reports is important. Data submissions to i4see and both federal and state
annual performance reports must be accurate and complete prior to closing the grant, and no
later than 90 days following the grant end date. (Reference 2 CFR 200.343)
In addition, programs have 60 days following the project end date to disperse funds and all
expenses must be reported within two reporting cycles following the project end. For programs
at the end of their five-year grant, final reimbursement reports/requests will be held until all
program reporting and data collection has been completed.
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RECORD RETENTION Financial records, supporting documents, statistical records, and all other non-Federal entity
records pertinent to a Federal award must be retained for a period of three years from the date
of submission of the final expenditure report.
Reference: 2 CFR 200.333
Other Grant Dollars
You may, and should, apply for other grant dollars to support your work. When applying you
need to charge the grant for the associated expenses including the time needed to administer
it.
REPORTING AND PARTICIPATION REQUIREMENTS
5-YEAR MONITORING SCHEDULE:
Year 1: NHDOE Site Visits
Year 2: Peer Visits
Year 3: Continuous Improvement Process Visits - The Continuous Improvement Process uses a
tool that provides an in-depth quality improvement process.
Year 4: NHDOE Site Visits
Year 5: Service to the Field
DATA COLLECTION AND REPORTING
CAYEN is an online data collection system utilized by NH 21st CCLC programs. It collects and
organizes information regarding program enrollment and attendance, program offerings,
academic performance, teacher surveys, as well as the goals and performance information
required for the 21st CCLC federal report (APR 21). In addition to facilitating the collection of
data required for state and federal reports, Cayen has many features that support daily
program function including the ability to create sign in/out sheets, bus lists, and mailing labels,
as well as track fees, record payments, and generate invoices.
Cayen trainings are offered throughout the year and are tailored to the needs and familiarity
level of the participants. Please refer to the program calendar (located in Appendix A) for a
schedule of these opportunities. Additional support is offered through the Cayen HelpDesk and
a preset allowance of phone support directly through Cayen.
SASIDs in Cayen
A combination of birth dates and SASID numbers (State Assigned Student Identifier Numbers) are
used to link student data between the Cayen and i4see databases (described below). For
some students, SASIDs are not available either because they are not currently enrolled in a
public school or they are from outside the host district.
21st CCLC Grantee Handbook 8 Revised 8-1-2017
To prevent errors when uploading data to i4see for these students, please enter the following
codes into the SASID (State ID) field in Cayen.
Homeschool: 1111111111
Pre-school: 9999999999
Out-of-district: 8888888888
TEACHER SURVEY Teacher surveys are annual paper-based surveys distributed at the end of the school year to
school day teachers. They are designed to measure the impact the afterschool program had
on homework completion, class participation, and behavior for youth who regularly attend the
program (regular attendees—youth who attend 30 or more days per year). The data from this
survey is entered into the Cayen database and included in your federal report via APR21. A
copy of the teacher survey is included in the Annual Performance Report in Appendix B.
Note: For a fee, Cayen can activate a feature allowing teachers to complete these surveys
online with the results automatically uploaded into the database. This service is optional and at
the discretion of individual programs.
I4SEE I4see is the State data collection system used by the Department of Education. This system
houses all of the information reported by school districts, including enrollment, demographics,
and standardized test scores. The 21st CCLC program uploads data from Cayen into i4see
several times a year as part of the annual evaluation and reporting processes. At each upload
the program is responsible for rectifying any errors in both i4see and Cayen.
By uploading 21st CCLC data into i4see, 21st CCLC programs are able to access valuable data
regarding participants, including sensitive demographics information regarding race,
participation in the free and reduced lunch program, as well as special education and English
Language Learner (ELL) designations. This information is reported to programs in aggregate form
to protect confidentiality, and can be used to complete State and Federal performance reports
as well as to support sustainability efforts.
FEDERAL REPORT Each 21st CCLC grantee completes triannual federal reports (APR21). Data for these reports is
uploaded to the federal system by Cayen for the summer, fall and spring time periods. Each
program is responsible for ensuring their data in Cayen and i4see is complete and accurate
according to the reporting timeline. The report contains a summary of participant data and
demographics as well as information regarding program goals, community partners, and
staffing.
ANNUAL PERFORMANCE REPORT (STATE REPORT) In addition to the federal APR21 reports, 21st CCLC grantees complete an annual performance
report for the State describing progress on project goals and performance measures. This report
is due each year by June 30th and must be completed in order to receive funding for the
upcoming year. A sample report can be found in Appendix B.
21st CCLC Grantee Handbook 9 Revised 8-1-2017
STATE-WIDE EVALUATION
In 2012, NH 21st CCLC implemented a new process for statewide evaluation. This process
includes the annual collection of surveys from youth participants, site coordinators, program
directors, and principals and is conducted online through state systems. For survey examples,
please contact your state director.
YOUTH SURVEYS During the month of March youth currently participating in the programs will engage in a survey
process aimed at gathering information about their perceptions of the program, academic
engagement, social skills, and ambitions. The surveys are conducted online and results will be
available to programs via the i4see workbench (see above under Data Collection and
Reporting).
PROGRAM DIRECTOR, SITE COORDINATOR, AND PRINCIPAL SURVEYS In May, program directors, site coordinators, and principals participate in a survey to collect
information regarding the programming, operation, and partnerships of each program. The
surveys are conducted online through the ESS System via myNHDOE Single Sign-On system with
state-level aggregate results available on the i4see workbench (see above under Data
Collection and Reporting). Please note: site coordinator and program director surveys include
questions pertaining to professional development opportunities accessed through the year and
overall program budget. Establishing a system for tracking this information through the year is
helpful.
MYNHDOE SINGLE SIGN ON All of the DOE systems that programs utilize for reporting and data access listed above—i4see,
Performance Pathways, and the ESS system (for the professional level surveys) as well as the
Grants Management System (GMS) are accessed through a single portal called myNHDOE
Single Sign-On.
ESTABLISHING AN ACCOUNT To establish an account:
1. Go to the myNHDOE website at https://my.doe.nh.gov/myNHDOE/Login/Login.aspx
2. Click on CREATE NEW USER ACCOUNT and follow the wizard. 3. Once you’ve reached the end of the wizard, you will see a red “x” and a message that
says you do not have permissions to go further. Your account has been created.
DATA SYSTEMS AND PERMISSIONS Once an account has been created, permissions need to be established to determine the level
and type of access each individual has and to which systems. For programs in which the district
is the lead organization or fiscal agent, contact the district Single Sign-On Coordinator to
establish these permissions. If the community or faith-based organization is the lead or fiscal
agent, your state program director will be able to establish permissions to both ESS and GMS on
your behalf, but you will need to coordinate with your district partner to access i4see and/or
Performance Pathways.
21st CCLC Grantee Handbook 10 Revised 8-1-2017
GRANTS MANAGEMENT SYSTEM (GMS) As described above, Generally Accepted Accounting Principles indicate that there should be
at least three people (roles) associated with each grant. Each of these roles will have different
permissions levels and responsibilities within the GMS regarding the financial process.
Budget Creator—this individual is responsible for creating and entering the budget and
budget narrative into the online system. Often this is the program director.
Budget Approval—this individual is responsible for reviewing and approving both budgets
and fiscal reports as they are completed and submitting them to the Department of
Education, typically the Superintendent or CEO of the fiscal agent. Note: This individual’s
signature must be on file on as an authorized signer at the Department.
Fiscal Reporting—this individual is responsible for completing the monthly expenditure
reports which allow the program to draw down reimbursement funds. This role is fulfilled
by an individual who has no financial interest in how the grant funds are being
expended, typically a business administrator or secretary.
Reviewer/Read-Only (optional)—this additional role is provided for staff who may need
view the budget and expenses recorded in the system, but will not be responsible for
making any changes.
I4SEE The level and process for accessing i4see is at the partnering district’s discretion. Typically the
program director is granted individual account access to this system in order to perform required
uploads for reporting and surveying purposes, as well as to access reports in support of
sustainability activities. However, in some cases, the district may elect to pair the director with a
tech director or secretary with existing access to complete these required tasks.
EDUCATIONAL STATISTICS SYSTEM (ESS) Site coordinators, program directors, and principals all need permissions to the Educational
Statistics System (ESS) in order to complete the annual state-wide evaluation surveys. (Note:
Youth surveys are completed through a special link outside of the myNHDOE portal and do not
require access to the system.) When establishing permissions, please use the following roles to
ensure accounts are linked to the appropriate survey.
Site Coordinators—Site Coordinator – 21st CCLC
Program Directors—Program Director – 21st CCLC
Principals—General User
Note: Site coordinators and principals should be linked to an individual school and program
directors should be linked to the district. Step by step directions for this process can be found on
page 14 of the Security User Manual, located in the Help Menu on the left side of the screen in
Single Sign On for Single Sign On Coordinators with Security Administrator permissions.
21st CCLC Grantee Handbook 11 Revised 8-1-2017
MEETINGS AND TRAININGS
PROGRAM DIRECTOR MEETINGS Program director meetings are required professional development and networking opportunities
designed to establish a strong community of support. These half day meetings are scheduled
every other month and include a two-day retreat in January.
SUMMER CONFERENCE The summer conference is a required three day annual event (Summer Summit) for program
directors. This is an opportunity for program directors to meet with their school teams to work on
a problem of practice during the three day event.
REGIONAL CONFERENCE The regional conference is a collaborative effort between the New England 21st CCLC programs
and when offered is traditionally a spring event. If offered, grantees are required to attend.
NATIONAL CONFERENCE Attending national conferences is an optional but worthwhile experience. It is required that
every program attend a national conference at least once in its five year grant cycle.
CAYEN AND I4SEE Trainings on the Cayen and i4see databases are held periodically throughout the year (by
webinar and in person) to assist programs with data collection and reporting. Scheduled
trainings can be found in the program calendar (see Appendix A). Supplemental trainings may
be added over the course of the year and will be announced via email.
LIGHTS ON! AFTERSCHOOL Lights on Afterschool is a nationwide celebration of afterschool organized by the Afterschool
Alliance. This celebration is an opportunity to recognize and promote your program, engaging
families, community members and local leaders in supporting and celebrating the impact your
program has on youth.
The Afterschool Alliance website (http://www.afterschoolalliance.org/loa.cfm) is a tremendous
planning resource with toolkits, media templates, and fact sheets outlining the critical role of
afterschool. It is also the site to visit to register your event and support ongoing efforts to
increase awareness.
21st CCLC Grantee Handbook 12 Revised 8-1-2017
CURRENT STATE INITIATIVES
HIGH SCHOOL EXTENDED LEARNING OPPORTUNITIES High Schools are expected to offer ELO opportunities to their participants. Please see NH DOE
guidance here: http://www.education.nh.gov/innovations/elo/index.htm
PROJECT BASED LEARNING Project Based Learning (PBL) is a teaching method or strategy in which students investigate and
address a complex question or issue over an extended period of time. PBL is frequently inquiry
driven and is both content and skill-focused, with an emphasis on 21st Century Skills (including
problem solving, critical thinking, communication and collaboration, and effective use of
technology as well as creativity and innovation). Quality experiences provide opportunities for
youth to have voice in the project’s direction, format, and process; incorporate opportunities to
provide and receive feedback leading to revision or further study; as well as create
opportunities to share or present acquired knowledge.
STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, & MATHEMATICS) STEAM competencies have been identified as critical to improving college and workforce
readiness as well as supporting the innovative and economic vitality of both states and the
nation as a whole. The recent integration of Arts into this framework emphasizes the role of
creativity in innovation.
Quality STEAM activities provide opportunities to tackle real-world challenges and issues using
inquiry, project-based, and hands on approaches. They create experiences that spark original
thinking and creative problem solving while challenging youth to integrate foundational
knowledge and skills across disciplines.
GOALS, DATA, AND EVALUATION Clear, focused, and concise goals and outcomes provide a roadmap for program
development and implementation; guide activities and initiatives and help to direct resources in
the pursuit of meaningful and attainable impacts; and lead to data that is both easily
understood and tells a clear story of a program’s progress and impact. Over the past few years,
21st CCLC programs have been working to review and refine their goals to more clearly reflect
the needs and opportunities central to their program design.
Efforts have also been made to streamline data collection, reduce data burden, and increase
accessibility of both program level and statewide data. Programs are encouraged to review
their current data collection efforts to ensure alignment with program goals and maximize the
quality and meaningfulness of data being collected. In addition, data collected for statewide
evaluation has been made available at the local level via the i4see system. These reports and
data can now be used by programs to support progress towards local goals and impacts, as
well as gains on established statewide quality benchmarks for annual performance reporting,
grant applications, and presentations to key stakeholders and potential funders.
21st CCLC Grantee Handbook 13 Revised 8-1-2017
GUIDANCE
FEDERAL GUIDANCE
TITLE IV, PART B
Program Authority: Title IV, Part B of the ESSA, as amended by the Every Student Succeeds
Act (ESSA) (20 U.S.C. 7171-7176). This is the law which governs the 21st CCLC program. All
program activities must be conducted in accordance with this statute. The law is available for
review on the US Department of Education (USDOE) website at:
http://www2.ed.gov/programs/21stcclc/legislation.html.
EDGAR The Education Department General Administrative Requirements (EDGAR) is the federal
document governing appropriate use and procedures for federal education dollars. This
document can be found online at:
http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html.
UNIFORM GUIDANCE In 2014, the federal Office of Management and Budget (OMB) updated its guidance regarding
the use and management of federal funds. The previous OMB Circulars were consolidated and
aligned to create a single, uniform guidance document which can be found at:
http://www.ecfr.gov/cgi-bin/text-
idx?SID=6214841a79953f26c5c230d72d6b70a1&tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl.
Support in transitioning to this new guidance can be found at
http://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html.
NON-REGULATORY GUIDANCE The Non-Regulatory Guidance is a document created by the US Department of Education
(USDOE) to translate some of the key guidance for the 21st CCLC grant into more accessible
language. A copy of this guidance can be found on the USDOE website at
http://www2.ed.gov/programs/21stcclc/legislation.html.
In May 2013, the US Department of Education issued a second document to provide guidance
across all federal programs regarding the use of federal funds to support conferences, meetings,
and food purchases. The Frequently Asked Questions to Assist ED Grantees to Appropriately Use
Federal Funds for Conferences and Meetings can be found at
http://www2.ed.gov/policy/fund/guid/gposbul/gposbul.html.
Additional clarification regarding this FAQ has since been issued (July 2014) that permits an LEA
to provide refreshments for parents at family literacy activities in order to facilitate parent
attendance at those meetings. The FAQ above “is generally intended to apply to professional
meetings, including those that you may have with LEA staff, and not to school-based events
such as a Title I parent meeting” or 21st CCLC family literacy activity. “As a result, as long as
21st CCLC Grantee Handbook 14 Revised 8-1-2017
there is a connection to a programmatic purpose and the cost is reasonable, an LEA may
continue to provide food” for these events.
PRIVATE SCHOOL PARTICIPATION
Grantees are required to provide students enrolled in private schools with a genuine opportunity
for equitable participation. To ensure equity, programs should consult with local private schools
during the annual design and development of their projects. Conversations with interested
schools should address the following:
1) Which children will receive benefits under the project;
(2) How the children's needs will be identified;
(3) What benefits will be provided;
(4) How the benefits will be provided; and
(5) How the project will be evaluated.
and occur before the subgrantee makes any decision that affects the opportunities of those
students to participate in the project.
Reference: EDGAR 76.652
STATE GUIDANCE Note: State guidance documents are in the process of being updated to align with the recently
released federal Uniform Guidance.
FEDERAL FUNDS HANDBOOK The Federal Funds Handbook is a comprehensive document put together by the New
Hampshire Department of Education (NHDOE) to guide grant recipients in appropriate
processes and uses of federal funds. It includes specific instructions for working with our state
budgeting system (Online Grants Management System). The document is available in PDF
format from the NHDOE website at:
http://www.education.nh.gov/documents/fed_funds_handbk.pdf.
GRANTS MANAGEMENT SYSTEM HANDBOOK
The Grants Management System Handbook is a handy reference summarizing both the how-to’s
of navigating the online fiscal system for managing your grant as well as some of the more
common federal and state regulations for grants management. The handbook is available in
PDF format from the NHDOE website at:
http://www.education.nh.gov/data/documents/grants_manage_handbook.pdf.
GUIDANCE ON STUDENT ELIGIBILITY What are the qualifications to participate in a 21st CCLC program?
Federal law requires that participation in any federally funded program, including 21st CCLC,
must be open to all qualifying individuals. According to the goals and expectations of New
Hampshire’s 21st CCLC program, there is a focus on serving students who:
(1) attend, or would be eligible to attend, high poverty schools with a minimum of 30% free
and reduced lunch rates; and
21st CCLC Grantee Handbook 15 Revised 8-1-2017
(2) are low-performing, as defined by state and local assessments, or
(3) otherwise classified “at risk” due to truancy, family instability, transience, substance
abuse, etc. as identified in the awarded grant proposal.
Though 21st CCLC programs are open to all qualifying students, there may be enrollment caps
due to funding levels and overall capacity. Program enrollment for 21st CCLC programs may
operate on a first-come, first-serve basis or elect to use a priority system which, through an
established and transparent process, identifies youth with the most need (based on the criteria
above) and prioritizes their registration and admittance to the program. Once a program has
reached its capacity, students may be placed on a waiting list and may enroll when the
program has an opening.
What relationship does the 21st CCLC program have with other Federal programs?
The 21st CCLC serves as a supplementary program that can enhance state or local reform efforts
to improve student academic achievement and to support their overall development. In
particular, 21st CCLC funds create and expand afterschool programs that offer extended
learning opportunities for children and their families. Once these programs have been
established with 21st CCLC funds, other federal, state, and/or local funds can also be used to
provide activities and services in these centers.
Can 21st CCLC programs serve students who are also supported by other Federal
programs?
Yes. Programs are encouraged to support low-performing students who are also receiving
services from other fderal programs. For example, students receiving Title I services, students with
disabilities, and English language learners are among the student populations that can also
benefit from 21st CCLC programs and services. For any student who is receiving services through
another federal program, as long as that student meets the 21st CCLC program’s qualifications
and the program has the capacity to serve the student, the student must be allowed to
participate in the 21st CCLC program.
Title I
Title I funding can, but is not required to, be used to provide supplemental programming services
to support the participation of Title I identified students in 21st CCLC programs. These program
services must be supplemental and not supplant any services currently being offered to Title I
students.
Title III/ELL
Students who are receiving ELL services are learning English and academic content
simultaneously and often perform lower on state and local assessments. As such, 21st CCLC
programs are encouraged to serve ELL students in order to support their language and
academic needs, thus helping them progress toward grade level proficiency standards. Schools
should consider including participation in the 21st CCLC program as part of a student’s Individual
Language Acquisition Plan (ILAP), which outlines a personalized action plan for language
development. In the event that an ILAP doesn’t include the 21st CCLC program, discretionary
21st CCLC funds can be used to support the student’s participation in the program.
21st CCLC Grantee Handbook 16 Revised 8-1-2017
Homeless
Students who have been identified as homeless under the McKinney Vento Act are at risk and
often perform below their peers on state and local assessments and benefit greatly from the
stability and services offered by many 21st CCLC programs. In cases where it is determined that
afterschool programming is a need for a homeless student and funds are available from
either McKinney Vento or Title I Part A reservation of funds for homeless students, space would
be made available to support participation in such a program in the absences of 21st CCLC,
then either the McKinney Vento program or Title I Part A may elect to cover the program cost (if
any, following the normal registration and scholarship/sliding rate processes for the program) for
the identified youth.
Migrant
Students who are receiving services through the Migrant education are often at risk and perform
lower on state and local assessments. Programs serving communities with migrant populations
should consider flexible services to meet the needs of this specialized population, including
socialization opportunities, academic resources, and family engagement and supports.
What if a student is protected under Section 504 of the Rehabilitation Act?
Section 504 of the Rehabilitation Act specifically states: "No otherwise qualified individual with
handicaps in the United States . . . shall, solely by reason of her or his handicap, be excluded
from the participation in, be denied the benefits of, or be subjected to discrimination under any
program or activity receiving Federal financial assistance." No student, who wishes to
participate in the 21st CCLC program, can be excluded from receiving services solely by reason
of her or his handicap. Any student who otherwise meets the program qualifications, could
succeed at the program with or without modifications, and who the program has capacity to
serve, must be allowed to participate in the program. It is advised that 21st CCLC programs
consult local district personnel to determine if a student has a 504 plan, and if so, the details
regarding that plan. 21st CCLC programs must ensure that reasonable accommodations are in
place to support the student’s participation in the program.
How about a student who has an Individualized Education Plan (IEP)?
Students with disabilities receiving special education and related services through an
Individualized Education Plan (IEP) under the Individuals with Disabilities Education Act (IDEA),
who also meet the program qualifications, may participate in a 21st CCLC program. Though it is
unusual for an IEP to include programming during non-school hours, if the IEP Team determines
that participation in the 21st CCLC program is necessary in order for the student to receive a
free, appropriate public education, then that student’s IEP must address the extended school
day services to be provided. 21st CCLC program staff are advised to collaborate with local IEP
Teams to ensure that reasonable accommodations are provided to the student. In the event
that an IEP does not include the 21st CCLC program, discretionary 21st CCLC funds can be used
to support the student’s participation in the program.
What if a student is homeschooled?
Homeschooled youth living in the catchment area of an eligible, funded 21st CCLC school who
would be eligible to attend said school if they were not being homeschooled are subject to the
21st CCLC Grantee Handbook 17 Revised 8-1-2017
same eligibility and priority criteria for 21st CCLC participation as students attending the host
school.
PROPERTY GUIDANCE (EQUIPMENT AND INVENTORY) Introduction:
Recipients may follow their own property management policies and procedure provided they
observe the requirements of this guidance.
Reference: 2 CFR 200.313
Definition: Equipment with acquisition cost of $250 or more per unit and a useful life of more
than one year and needs to be inventoried.
Reference: 2 CFR 200.33
Requirements Relating to Equipment:
a. Physical inventory of the property must be taken and the results reconciled with the
property records at least once every director.
b. Individual property records must be maintained accurately and contain:
1. Local identification number
2. Description of the property
3. Manufacturer’s serial number or other identification number
4. Acquisition date and cost
5. Federal project title and federal award ID# (from state program director)
6. Who holds title to the property
7. Vendor
8. Percentage of federal funds used in the purchase of the property
9. Location, use, and condition of the property and date information was
reported
10. Ultimate disposition data including sale price or the method used to
determine current fair market value if the grantee reimburses the federal
government of the federal share.
c. Adequate maintenance procedures shall be implemented to keep the property in
good condition.
d. A control system shall be in effect to insure adequate safeguards to prevent loss,
damage, or theft of property. Any loss, damage, or theft shall be investigated and
fully documented. The recipient must replace or repair, with funds other than
federal of the recipient, property which is lost, damaged or destroyed due to
negligence of the recipient.
e. If the non-Federal entity is authorized or required to sell the property, proper sales
procedures must be established to ensure the highest possible return.
f. Equipment normally must be used in the project for which it was acquired. If other
use is made of the equipment, written approval should be obtained from the SEA
director.
g. The recipient must use the property for the purposes authorized by the original
grant. When no longer needed for its original purposes the SEA may authorize the
property to be used for other activities sponsored by federal awards or that are
21st CCLC Grantee Handbook 18 Revised 8-1-2017
consistent with purposes of the original federal legislation. When the property no
longer falls under the intent of this paragraph appropriate compensation must be
made to the federal government.
Reference: 2 CFR 200.313
Disposition/End of Grant
Equipment must be used in the program or project for which it was acquired as long as
needed, whether or not the project or program continues to be supported by the Federal
award. When no longer needed for the original program or project, the equipment may be
used in other activities supported by the Federal Award agency (U.S. Department of
Education), in the following order of priority:
(i) Activities under a Federal award from the U.S. Department of Education, then
(ii) Activities under Federal awards from other Federal awarding agencies. This includes
consolidated equipment for information technology systems.
Reference: 2 CFR 200.313
Intangible Personal Property
Intangible personal property includes trademarks, copyrights, patents and patent
applications and property, such as loans, notes and other debt instruments, lease
agreements, stock and other instruments of property ownership (whether the property is
tangible or intangible. When there is a possibility that a project could have intangible
property, the SEA director must be notified so that appropriate agreements between the
recipient and SEA are drawn up and approved.
Reference: 2 CFR 200.315
LOGO Materials developed or activities sponsored using 21st CCLC funds should bear the 21st CCLC
logo. For an electronic version of the logo, contact your state program director.
21st CCLC Grantee Handbook 19 Revised 8-1-2017
RESOURCES
NH DEPARTMENT OF EDUCATION WEBSITE www.education.nh.gov
ACROSS NH www.acrossnh.org
AFTERSCHOOL ALLIANCE www.afterschoolalliance.org
NHAN (NEW HAMPSHIRE AFTERSCHOOL NETWORK) www.nhan.org
UNIFORM GUIDANCE http://www.ecfr.gov/cgi-bin/text-
idx?SID=6214841a79953f26c5c230d72d6b70a1&tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl
EDGAR http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html
FEDERAL FUNDS HANDBOOK http://www.education.nh.gov/documents/fed_funds_handbk.pdf.
PRIVATE SCHOOL PARTICIPATION Title IX, Part E Uniform Provisions, Subpart 1—Private Schools
http://www2.ed.gov/policy/elsec/guid/equitableserguidance.doc
Participation of Students Enrolled in Private Schools (EDGAR 76.650 to 76.662)
http://www.ecfr.gov/cgi-bin/text-
idx?SID=393301a7cdccca1ea71f18aae51824e7&node=34:1.1.1.1.23&rgn=div5#sg34.1.76_1600.s
g12
21st CCLC Grantee Handbook 20 Revised 8-1-2017
GLOSSARY OF 21ST CCLC TERMS AND COMMON ACRONYMS 21CCLC – 21st Century Community Learning Centers; federal program under Title IVb of
the Elementary and Secondary Education Act supporting out-of-school academic and
enrichment activities for youth in high poverty communities
A*VISTA – AmeriCorps Volunteer In Service To America
APR – Annual Performance Report; required by the NH Departments of Education to
communicate progress on grant goals and performance measures
APR21 – Triannual USDOE report
ASP – After School programs; programs that provide services to youth during out-of-
school hours
ACROSS NH – A Comprehensive Resource for Out-of-Schooltime Staff, housed at SERESC,
is funded by the Child Development Bureau (CDB below) to provide professional
development and technical assistance to support quality programming in afterschool
(http://www.seresc.net/our-programs/across-nh)
CBO – Community Based Organization
CDB – Child Development Bureau at the Department of Health and Human Services;
provides funding through the Child Development Block Grant to support quality initiatives
in afterschool including ACROSS NH and the Afterschool Professional Credential System
Co-applicant (on your 21C grant) is an entity that provides a significant level of support
during the pre-grant design, planning, and application phase, followed by material
involvement during the post-award program delivery of grant related services. Although
the support may come in monetary form, in order to be considered a co-applicant, the
organization must play an ongoing continuous role throughout the grant period, without
which the applicant would not pursue the award of a 21st CCLC grant. If also a
subcontractor, the co-applicant should be clearly contributing a greater amount to the
grant than it may receive from grant funds.
CIPAS – Continuous Improvement Process for After School; evaluation process to support
continued development and quality practice (Appendix C)
DCYF – Division of Children, Youth & Families; division of the NH Department of Health
and Human Services that oversees aid to families in need and child care, including child
care scholarships, program licensing, and credentialing
DFC – Drug Free Communities (grant program)
EDGAR – Education Department General Administrative Requirements; federal
regulations governing the management and use of federal funds
21st CCLC Grantee Handbook 21 Revised 8-1-2017
ELL – English Language Learners; school-based program that provides support to youth
whose home language is not English
ELO – Extended Learning Opportunities; opportunities for youth to earn school credit for
learning opportunities occurring outside of the traditional school day (See
http://www.education.nh.gov/innovations/elo/index.htm for more information.)
ESEA - Elementary and Secondary Education Act; the federal congressional legislation
that governs most educational programs: currently transitioning from NCLB to ESSA.
ESSA - President Obama signs the Every Student Succeeds Act into law on December 10,
2015. ESSA includes provisions that will help to ensure success for students and schools.
Below are just a few. The law:
Advances equity by upholding critical protections for America's disadvantaged
and high-need students.
Requires—for the first time—that all students in America be taught to high
academic standards that will prepare them to succeed in college and careers.
Ensures that vital information is provided to educators, families, students, and
communities through annual statewide assessments that measure students'
progress toward those high standards.
Helps to support and grow local innovations—including evidence-based and
place-based interventions developed by local leaders and educators—
consistent with our Investing in Innovation and Promise Neighborhoods
Sustains and expands this administration's historic investments in increasing access
to high-quality preschool.
Maintains an expectation that there will be accountability and action to effect
positive change in our lowest-performing schools, where groups of students are
not making progress, and where graduation rates are low over extended periods
of time.
FBO – Faith Based Organization
Family Literacy is defined as services provided to participants on a voluntary basis that
are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable
changes in a family, and that integrate all of the following activities:
(A) Interactive literacy activities between parents and their children.
(B) Training for parents regarding how to be the primary teacher for their children
and full partners in the education of their children.
(C) Parent literacy training that leads to economic self-sufficiency.
(D) An age-appropriate education to prepare children for success in school and
life experiences.
--Elementary and Secondary Education Act, 9 USC §9101 (20)
21st CCLC Grantee Handbook 22 Revised 8-1-2017
In-Kind Contribution is resources contributed to the program as goods, commodities, or
services instead of money (i.e. staffing, discounts, or supplies paid for by a partner).
LEA—Local Education Agency; an entity which operates local primary or secondary
schools, often a school district
LOS – Letter of Support
MOA or MOU – Memorandum of Agreement or Memorandum of Understanding; written
and signed agreement between two organizations to outline the terms of a partnership
NHAN – New Hampshire Afterschool Network; a statewide collaboration created to foster
and encourage the development and sustainability of high quality afterschool
programming in New Hampshire (www.nhafterschool.org).
NH DHHS – New Hampshire Department of Health & Human Services
NH DOE – New Hampshire Department of Education
NHPR –New Hampshire Performance Report; annual 21st Century Community Learning
Center performance report to the NH Department of Education, see APR
NSLP/ASP – National School Lunch Program/Afterschool Snack Program
OMB—Office of Management and Budget; federal office providing guidance and
oversight of the use of federal funds
PSA – Public Service Announcement; advertisement run on radio or television, typically at
no-cost, to raise awareness about specific issues
Regular Attendees are youth who participate in programming for 30 or more days in a
single program year.
RFA or RFP – Request For Applications or Request For Proposals; directions outlining the
format and process for applying for funding
RSA – Revised Statutes Annotated; laws of the State of NH
Partner is a non-applicant/co-applicant entity that provides varying levels of support
and/or enhancement to the grant related programming. The support may come in
multiple forms comprising financial contribution, in-kind contribution, volunteer
participation, or provision of program components directly connected to the fulfillment
of the partner organization’s mission.
SAU – School Administrative Unit
SEA—State Education Agency; in NH, the Department of Education
21st CCLC Grantee Handbook 23 Revised 8-1-2017
SERESC – Southeastern Regional Educational Service Center; organization that provides
professional development and consultant services to schools and educational programs
as well as has a conference center located in Bedford, NH
STEM/STEAM – Science, Technology, Engineering, Arts and Mathematics
Subcontractor is an entity that provides varying levels of grant related support on a
contract or fee-for-services basis. While fee-for-services components may comprise both
the co-applicant and partner relationships, a subcontractor relationship does not require
any in-kind contribution.
Title IVB—Title IV, Part B; section of the Every Student Succeeds Act legislation that
outlines provisions for the 21st Century Community Learning Center Program.
21st CCLC Grantee Handbook 1 Revised 8-1-2017
APPENDICES APPENDIX A: 2017-2018 PROGRAM CALENDAR
21st Century Community Learning Centers
2017-2018 Calendar
August: 2nd
-4th
Summer Summit
8th
New Grantee Orientation: 10-11:30 NHDOE
September: 19th CAYEN Webinar: 10:00-12pm
26th
Program Directors Meeting: 9:00-12:00pm-PSU Concord
October: 13th
NHAN Annual meeting: Time & Location TBD
20th Spring 2017 data in CAYEN
26th
Lights On Afterschool!
November: 14th
Program Director Regional Meeting: 9:00-11:00 Location TBD
December: 12th
i4see Upload
January: 18th
-19th
Program Director Winter Retreat- TBD
26th
i4see Upload
February: Peer Site Visits
March: 5th-30th
Youth Survey Implementation
20th
Program Director Regional Meetings: 9:00-11:00 Location TBD
21St
Snow Date: Program Director Regional Meetings
April: Peer Site Visits
TBD CAYEN End of Year Reporting Webinar
May: 1st-30
th Program Director, Site Coordinator & Principal Surveys
22nd
Program Directors Meeting: 9:00-12:00pm-PSU Concord
June: TBD Online Grants Management System Training
15th
i4see upload, FY 19 budget, final changes to FY 18 Budget, CAYEN certification
30th
End of Year Report & Assurances
July: TBD
*Calendar Subject to change
21st CCLC Grantee Handbook 2 Revised 8-1-2017
Appendix B: Sample 2016 APR
NH Department of Education
21st Century Community Learning Centers
Annual Performance Report
Project Title:
Project Number:
District Served: Reporting Period: July 1 2017- June 30 2018
Report Author: Title:
Authorized Representative Information: To the best of my knowledge and belief, all data in this performance report are true and correct.
Superintendent’s/CEO’s Board Name (Typed or printed) Email Address
Signature Date
21st CCLC Grantee Handbook 3 Revised 8-1-2017
Instructions
US Department of Education No Child Left Behind Goals Applicable to 21st CCLC:
Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better
in reading/language arts and mathematics.
Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic
standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 5: All students will graduate from high school.
The two purposes of the Performance Report are to (1) demonstrate that substantial progress has been made toward
meeting the objectives of the project as outlined in your grant application, and (2) collect data that addresses the
performance indicators for the 21st Century Community Learning Centers program. The Annual Performance Reports
were developed by the U.S. Department of Education and amended by the New Hampshire Department of Education and
the Statewide Evaluation Task Force. On-time submission of the Performance Reports is a requirement of your grant and
continued funding will be contingent upon grantees making quantifiable progress towards stated objectives. Additional
data required by the U.S. Department of Education may be requested of grantees as part of the No Child Left Behind Act.
Two types of data are collected in the Performance Report: descriptive data and achievement data. See below for
reporting deadlines.
Please read through all the forms before you answer any of the questions. This will give you a better understanding of
exactly what information is being requested of you. You may add pages to any narrative section of the report as needed.
Reporting periods for your annual performance report coincide with the school year and include the summer prior to the
school year.
Reporting Deadlines:
Year End Report USDOE Federal Report (via Cayen)
June 15, 2018 (i4see upload & FY17 budget)
June 30, 2018 (Report & 21st CCLC Program
Assurances & CBOs General Assurances)
June15, 2018 Data is complete in Cayen and ready for
upload
Please complete the cover sheet (included) with each report submission. Please submit an electronic copy to:
Ashlee.fye@doe.nh.gov
21st CCLC Grantee Handbook 4 Revised 8-1-2017
Frank Edelblut Paul K. Leather Commissioner Deputy Commissioner
STATE OF NEW HAMPSHIRE DEPARTMENT OF EDUCATION 101 Pleasant Street
Concord, N.H. 03301 TEL. (603) 271-3495 FAX (603) 271-1953
21st Century Community Learning Center Assurances
School District Served: _____________________
Fiscal Agent DUNS #:_______________________
1. The program was developed, and will be carried out, in active collaboration between the identified community
partner(s) and the schools the students attend, including private schools. 4203 (a) (4) 2. The funds will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of
funds under this part, be made available for programs and activities authorized under this program and in no case supplant Federal, State, local, or non-Federal funds. 4203 (a) (2)
3. The Program will:
Take place in a safe and easily accessible facility. 4203 (a) (2)
Submit timely performance reports that describe project activities, accomplishments, and outcomes. 4203 (a) (2)
Keep accurate and timely records on a state approved web-based data collection system. 4203 (a) (2) 4203 (a) (2)
Participate in evaluation studies conducted by the New Hampshire State Department of Education. 4203 (a) (2)
Send a representative(s) to Technical Assistance Workshops and Grantee Meetings. 4203 (a) (2) & 4203 (a) (4)
Send a representative team, always including the program director, to one state conference as scheduled by the New Hampshire State Department of Education. 4203 (a) (2)
_____________________________________________________ _______________ Printed Name & Title of Authorized Personnel Date _____________________________________________________ _______________ Signature of Authorized Personnel
1.1: Project Goals, Objectives and Outcomes
Project Goals, Objectives, and Outcomes: Provide an update on your project’s goals, objectives, and outcomes. Include measurable data to indicate
progress toward your objectives/outcomes during the reporting period as well as other pertinent information, including any changes to your original goals
and why. Reflecting on your current data and progress, outline clear next steps to support and expand current success and/or address challenges/barriers
in meeting your target outcomes. (Additional rows or pages may be added as needed. Please note: you may need to copy and paste this table onto
additional pages to preserve formatting.)
Goal 1:
Objectives/Short Term Outcomes:
(list below, insert rows as needed)
Current Data & Progress Next Steps
Long Term Outcomes:
Goal 2:
Objectives/Short Term Outcomes: Current Data & Progress Next Steps
Long Term Outcomes:
Goal 3:
Objectives/Short Term Outcomes: Current Data & Progress Next Steps
Long Term Outcomes:
1.2 Professional Development:
1.2A DESCRIBE TRAINING, TECHNICAL ASSISTANCE, AND OTHER PROFESSIONAL DEVELOPMENT ACTIVITIES DURING THIS REPORTING PERIOD.
REPORT ON ACTIVITIES SPECIFIC TO PROFESSIONAL DEVELOPMENT AND CONNECTED TO A LEARNING OBJECTIVE. PLEASE DO NOT INCLUDE
MEETINGS THAT WORK OUT LOGISTICS, ORGANIZATIONAL OR SYSTEMIC ISSUES. IF A PROGRAM OR SITE DIRECTOR MEETING HAS AN
OUTSIDE EXPERT TO TEACH OR INSTRUCT YOU MAY INCLUDE THESE MEETINGS HERE. YOU MAY USE THIS TEMPLATE TO SHARE ADDITIONAL
ACTIVITIES WITH YOUR DISTRICT/CBO LEADERSHIP.
MONTH/DATE TITLE # of ATTENDEES & ROLE (director, site coord., direct service)
LEARNING OBJECTIVE
EXAMPLE
BEHAVIORAL MANAGEMENT 1 DIRECTOR
3 SITE COORDINATORS
5 DIRECT SERVICE
LEARN HOW TO MANAGE DIFFICULT BEHAVIORS
EXAMPLE
EMERGENCY PREPAREDNESS 1 DIRECTOR
4 SITE DIRECTORS
LEARN WHAT BEST PRACTICE IS FOR AS
EMERGENCY PREPAREDNESS AND LINK TO THE
SCHOOL DAY.
EXAMPLE FAMILY LITERACY 3 SITE DIRECTORS
6 DIRECT SERVICE
LEARN MORE ABOUT FAMILY LITERACY BEST
PRACTICE IN AS.
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
1.2b Professional Development Plan for 2017-2018 List 3-5 priority professional development
activities/areas for your staff for the 2017-2018 year. If you have specific trainings scheduled include
them here.
1.3 Project Status: This section of the report is for accomplishments and challenges at the project level. If part of an
accomplishment/challenge at the project level is for a particular site this may be included. Provide 3-
4 bullet points addressing the following:
1.3a Key Accomplishments:
1.3b Challenges:
1.3c Please share one anecdote and/or selected quote regarding the impact of your program on the students or the
community.
1.4: Lessons Learned and Planned Adjustments
1.4a Lessons Learned: What lessons have you learned about your project during the reporting period?
1.4b Planned Adjustments: Describe the adjustments, if any, that you plan to make to your project, based on the
information collected for this report.
1.5: Budget
For the 12 month period from July 1 2016-June 30 2017:
A B C D
2017 Total 21C Expenditure
$_______________
RFP
Target
2016-2017
Program Year
Total Expenditure per Student/Hours (2017
Total Expenditure ÷ Column C)
Youth Per Day/Measured by
Average Daily Attendance
Youth Served Per Year
Regular Attendees (30 or more
visits)
Service Hours
1.5h Narrative explanation of above
1.5i Submit a budget and budget narrative in the online grants management system for fiscal year 2018.
1.6: Sustainability
1.6a Describe sustainability successes and challenges.
1.6b Describe planned 2017-2018 sustainability activities.
1.7: Continuous Improvement Process (CIPAS)
Concord, Barnstead, Berlin, Gorham, Farmington, Manchester, Nashua please provide updates on your
short and long term goals per your 2016-17 CIPAS findings and action plan.
Goals Updates
1.8: Partnerships
1.8a Include with your June Report a Memorandum of Understanding (MOU) with your Co-Applicant and major
partner/partners for the upcoming program year. Have both parties sign it and include applicable areas for your
program from Appendix A.
1.8b Include a copy of your original MOU and indicate the results and progress on each point in the agreement.
1.9: Data Collection
Please complete your end-of-year upload from Cayen into i4see by June 15th
. You may update this in July if
there is any outstanding data entry.
APPENDIX A: Memorandum of Understanding Template
Directions: A Memorandum of Understanding (MOU) can help set expectations for your community partners
and your program. The following sample memorandum can be adapted to help you outline who will be
responsible for what activities. It is particularly helpful to avoid misunderstandings and to ensure continuity if
there is turnover in either organization. Make sure that the signers are people with authority to commit the time
or resources of each entity. Complete an MOU for each partnering organization.
____________________________________ will partner with the______________________________
(agency/organization) (names of schools)
participating in the _________________________________ and commits to do the following with:
(program name)
Areas to Consider (This list is not meant to be comprehensive nor are organizations meant to respond to them
all. Rather, respond as appropriate to your partnership.)
1. Personnel
Will staff time be devoted to this project?
Who will pay for staff time?
Number of hours per week?
Description of what they will do during their time on the project
Who will train and supervise them?
2. Volunteers
Number of volunteers?
How many hours per week?
Who will train and supervise them?
3. Supplies
List supplies (as you know them)
4. Space
Will space be made available?
Where, when, and how often?
Will custodial services be included?
5. Transportation
Where and when will it be provided?
What vehicles will be used to transport?
6. Programming
What will be offered?
Where will it be offered?
Will there be a fee?
How will families be notified of programming?
Who will schedule, facilitate, and supervise them?
7. Funding
Will the partnering CBO/School include you in future grants they are writing?
Is there a commitment from their budget for the program?
8. Advisory Board Representation
Who will serve on the board?
Will they commit to attend all meetings?
9. Other commitments such as:
Advertising
Community Relations
____________________________________ sees its role as assisting _____________________________
(agency/organization) (program name)
in reaching its goals and will be as flexible as possible to accommodate any special needs or changes.
In turn, _________________________________ will be flexible in accommodating the concerns of
(program name)
__________________________________ .
(agency/organization)
Signed this ______ day of _____________, 20______:
_________________________________ __________________________________
Agency/Organization Representative Principal’s Signature
APPENDIX B: Teacher surveys (required)
Administration of a teacher survey is required. Teacher surveys should be administered toward at the end of
the third quarter. Teacher selection: For every student you have identified as a regular attendee
(participated 30 days or more), select one of his or her regular school day teachers to complete the teacher
survey. For elementary school students, the teacher should be the regular classroom teacher. For middle and
high school students, a Mathematics or English teacher should be surveyed. Although you may include in
your sample teachers who are also serving as 21st CCLC program staff, it is preferable to survey teachers who
are not also program staff. It is also recommended that grantees add project relevant questions to the teacher
survey.
In addition, please note that students meeting the definition of a regular attendee that participated only in
center-related activities during the summer of 2017 should not be included in the reporting of teacher survey
results.
Teacher Survey–21st Century Community Learning Centers (21st CCLCs)
This survey is designed to collect information about changes in a particular student’s behavior during the school year. Please select only one
response for each of the questions asked in the table below. Please note that survey response options are divided into two primary groups: (1) Did
Not Need to Improve, which suggests that the student had already obtained an acceptable level of functioning and no improvement was
needed during the course of the school year; and (2) Acceptable Level of Functioning Not Demonstrated Early in School Year–Improvement
Warranted, which suggests that the student was not functioning at a desirable level of performance on the behavior being described. If the
student warranted improvement on a given behavior, please indicate the extent to which the student did or did not improve on that behavior
during the course of the school year by indicating if they demonstrated Significant Improvement, Moderate Improvement, or one of the other
levels listed below. If you believe the behavior described in a given question is not applicable for the student for whom you are completing the
survey (e.g., homework is not given in your classroom because of the age of the student), please do not provide a response for that question.
Name of student:
Grade/school:
Subject taught (if middle or high school):
To what extent has your student changed their behavior in terms of:
Did Not Need to Improve
Acceptable Level of Functioning Not Demonstrated Early in School Year – Improvement Warranted
Significant Improvement
Moderate Improvement
Slight Improvement
No Change
Slight Decline
Moderate Decline
Significant Decline
Turning in his/her homework on time.
Completing homework to your satisfaction.
Participating in class.
Volunteering (e.g., for extra credit or more responsibilities).
Attending class regularly.
Being attentive in class.
Behaving well in class.
Academic performance.
Coming to school motivated to learn.
Getting along well with other students.
21st CCLC Grantee Handbook Revised 8-1-2017
APPENDIX C: CIPAS HANDBOOK
Your Guide to Quality
Afterschool Programs
Continuous
Improvement
Process For
Afterschool
(CIPAS)
Updated: July 31, 2015
2
Welcome to CIPAS
The realities of the 21st century make afterschool programming a vital part of your community. To
achieve excellence there must be a vision and a steadfast commitment to ongoing reflection,
evaluation, and program improvement. The Continuous Improvement Process for Afterschool
(CIPAS) is a tool to help you get the most out of your planning and the action steps you take.
The National Community Education Association (NCEA) designed the CIPAS tool to assist you in
your afterschool work by providing a system for continually improving your programs. Their
approach combines knowledge and work in the field for afterschool programs. The CIPAS tool
incorporates a set of strategies that allow you to continually assess, plan, improve, and sustain your
program.
The New Hampshire Department of Education is committed to assisting its 21st Century
Community Learning Center (21st CCLC) programs in continuous improvement and has adopted
the CIPAS process as an evaluation tool.
Congratulations on taking this important task on. If you have any questions or concerns during the
process please do not hesitate to contact me.
Sincerely,
Kathy Vestal
State Director
21st Century Community Learning Center
New Hampshire Department of Education
3
Visitation Guide
Purpose of Site Visit
To validate the self-assessment and to gather useful data to generate suggestions and
recommend actions that support strategic planning and continuous improvement.
Appendix A provides an overview of the CIPAS process in the form of a checklist.
Host Responsibilities: Pre-Visitation
Self-Assessment The afterschool program to be visited (host) is asked to complete a self-assessment using the
CIPAS Rubric as a guide (Appendix C). Appropriate documentation should be compiled to
justify the placement (Basic, Emerging, Proficient, and Exemplary) on the Rubric for each
of the seven components.
Financial Obligations Programs whose fiscal agent is the school district will receive a financial supplement
based on the current Department of Education contribution to offset the cost of the CIPAS
visit.
If the host site is authorized through a Governor and Council contract they need to contact
the 21st CCLC State Director.
Scheduling Interviews and Group Meetings Appendix F provides a template for the site visit schedule.
Interviews should be approximately 30-45 minutes in length, depending on interviewee.
Ideally, no more than 7 interviews should be scheduled per Visiting Team member.
The following interviews are required as part of the CIPAS visit. Suggested times for the
length of the interviews are provided in parentheses; these are based on past CIPAS
experience but can be adapted, as appropriate.
School District Superintendent or Assistant Superintendent (whoever has more
knowledge about/engagement with the program) [30 minutes]
Representative(s) from co-applicant organization [45 minutes]
Representative(s) from 1-2 community-based organizations engaged with the
program [30 minutes each]
1-2 Representatives from the program’s Advisory Group (if representatives are not
included in the other interviews) [30 minutes each]
For each site:
o School Principal [30 minutes]
o Site Coordinator [45 minutes]
4
o 1 Parent [15 minutes, often done by phone]
o 3-5 Youth [15 minutes conducted as a focus group, programs that have youth
advisory boards often engage these students in the focus group]
o 1 representative from school day staff [30 minutes]
o 1-2 Staff who provide programming [30 minutes each]
The following interviews may be included as part of the CIPAS visit if individuals are
available and schedule allows it:
Community based organizations and agencies (e.g. executives from the United Way,
YMCA, Boys & Girls Clubs, Drug and Alcohol Council, Arts Council);
Business community (e.g. Chamber of Commerce executives, business
owners/managers, bankers, realtors, insurance professionals)
Local government officials (e.g. City Manager, Mayor, Police Chief, Recreation
Supervisor, Librarian)
Local institutions of higher education.
Pre-Visitation Package The host will mail to each member of the CIPAS Visiting Team (VT) a pre-visitation
package (at least four weeks prior to the visit) consisting of:
Answers to the synthesis questions included in the Self-Assessment Cover Page
(Appendix C) (not to exceed three pages);
A binder with a copy of the completed self-assessment rubric along with related
documentation (up to five pieces of evidence per component) (Appendix D); and
Schedule for the visit (Appendix F).
Program Director Call and Interview Approximately two weeks prior to the site visit, the Site Visit Team and Program Director will have
a phone call of approximately one hour to discuss the information contained in the binder and the
site visit schedule and conduct an interview with the Program Director. The purpose of the Program
Director interview is to ensure that the Site Visit team has thorough knowledge of the program and
can ask any outstanding questions. This phone call will also be used to learn from the Program
Director if there are any questions he/she has that he/she would like to see incorporated into the site
visit interview process.
Program Director Tip Sheet
Here are a few tips to help you with the self-assessment:
Familiarize Yourself and Your Staff with the CIPAS Process and Rubric (Appendix C)
Distribute copies of the Self-Assessment Rubric to your staff and advisory group. Discuss
the CIPAS Rubric and process before conducting a self-assessment.
Perform Self-Assessment
Go through each component with staff and other stakeholders, one at a time, with program
staff and other stakeholders, starting from the bottom up on each page. Study the criteria
5
and examples at each level. Determine the appropriate level (Emerging, Basic, Proficient,
and Exemplary) for your program as it pertains to that specific component. Only choose the
appropriate level once you feel you can clearly state evidence to support that choice.
Assign an Appropriate Level for Each of the Seven Components
For example, Community and Family Involvement will have an assigned level (e.g. Basic),
Programming will have an assigned level (e.g. Proficient), Management & Administration
(e.g. Emerging) and so on.
Include Supporting Documentation
Place the documentation directly behind each completed component page. Do not exceed
five pieces of evidence per component. Keep the seven components and their supporting
evidence pieces separated from the other components. (Please note: You may find that you
are referring to one document on numerous occasions as evidence. For example, your
advisory group minutes may be evidence under Community & Family Involvement at the
Emerging Level, and then again under Financing you may want to note the same Advisory
group minutes as “substantial input” into program decisions. In this case, place the minutes
behind the Community & Family Involvement component page and then reference their
location in the Financing section to use to demonstrate that you are achieving at the
Exemplary level in this component). Please also note that several materials are required in
the first section of the documentation (e.g., program budget, organizational chart).
Be Specific and Do Not Assume Anything
The CIPAS Visiting Team, most likely, will not know your program or your community.
Paint a clear and thorough picture. The Visiting Team expects to see various answers, as
there is no one right way to develop answers. Remember to only provide information that
can be verified.
6
Appendix A
7
Program Director CIPAS Checklist
Dates of CIPAS Visit: ____________________
□ Date: __________ At least 8 weeks prior to visit – MOU is entered into (Appendix
F)
□ Date: __________ 6-8 weeks prior to visit - Begin CIPAS process – Team Leader
contacts program and reviews checklist and CIPAS Guide with Program Director
□ Date: __________ 6-8 weeks prior to visit – Program Director convenes team to
plan and complete self-assessment
□ Date: __________ 4 weeks prior to visit - Mail binder to Visiting Team Members -
include draft site visit schedule
□ Date: __________ 3 weeks prior to visit - Binders received and reviewed by all
Visiting Team Members
□ Date: __________ 2 weeks prior to visit – Visiting Team and Program Director
have a conference call for any needed clarification and to conduct Program Director
Interview
□ Site Visit:
W-9s for Visiting Team members and MOU collected and any additional
paperwork for district completed
Interviews
Site Visits
Meet with Visiting Team members to debrief
□ Date: __________ 2 weeks post visit – Receive a draft of the report for review of
matters of fact.
□ Date: __________ 3 weeks post visit – Program Director response to draft report
due to Team Leader.
□ Date: __________ 4 weeks post visit – Receive final report.
□ Date: __________ 6 weeks post visit - Action Plan (Appendix G) to the State that
includes short term and long-term goals.
□ June NHPR Action Plan Update
8
Appendix B
9
Self-Assessment Cover Page (Complete this form and include it in your self-assessment report)
Program Name:
Program Location:
Program Director:
1) Brief description of the program (include partners in your program, hours of operation,
how long your program has been operating, enrollment, youth served and other pertinent
information that will help the visiting team understand the program). Please limit this
section to one-half page.
2) Brief description of the community (include school district(s), demographic data on the
population, geographic information and any other information that will help the visiting
team understand the community). Please limit this section to one-half page.
3) Brief history of the program including the year it was established, any important changes
that have occurred over the years, growth, any improvements that have already been tried,
and any other information that will help the visiting team understand how the program has
evolved. This should be no longer than one-half page.
4) Briefly describe the ratings for all the rubric categories. Please talk about rubrics you
think are the most important to address at this time. Feel free to provide additional
information about the program in the rubric areas you believe would help the visiting team
better understand the program. This section should be limited to no more than one page.
5) Please provide information on challenges that may inhibit the program leadership from
implementing changes for program improvement. Limit this section to no more than one-
half page.
10
Appendix C
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 11
Programming
Component Scope and Key Features: Programming involves the depth and breadth of the activities offered in the afterschool program, and is based upon community needs and student interest.
Improvement in student achievement/learning should be among the key program outcomes. Programming includes program design, implementation, and adaptation, as well as integration of after
school with the regular school day, youth involvement, and targeted populations (e.g., youth in need of academic enrichment or remediation, low-income youth, youth with disabilities)
Level Criteria Indicators √ Observations
4
Exemplary
The afterschool program
activities reflect wide
community values, are
designed to serve all its
youth, and program content
and/or themes are
coordinated with the school
day curriculum.
Content is multifaceted and includes a blend of the following: arts,
culture, homework, tutorial assistance, physical activity, science,
leadership development, community service, among other offerings.
Programming is coordinated with the school day curriculum.
Programs reflect and celebrate the diversity of the community.
Partners are integral to program planning and implementation.
Delivery strategies include structured and unstructured learning, a
variety of teaching and learning styles, and opportunities for
autonomy, choice, and leadership.
Programs are engaging, enriching, and utilize expertise and resources
of staff and the community.
Program meets the state/local standards in appropriate areas.
3
Proficient
The afterschool program’s
design, content, and
delivery are based on best
practices and research.
Program content and design are based on national data on effective
practice.
The materials and activities in the program are appropriate for the
participants.
The afterschool program is part of the organization’s strategic plan,
policies, and/or school improvement plan.
Subject area content supports local and state standards.
Programming is enriched and extended by partners and others.
Program provides opportunities for students to participate in the
community surrounding the school.
2
Emerging
The afterschool program
provides learning and social
activities that are linked to
targeted positive outcomes.
Academic enrichment experiences are provided.
Youth development and recreational activities are provided.
Informal learning experiences, tutoring, and homework are provided.
Hours and days of operation are sufficient to meet student and family
needs.
A wide range of appropriate programming is delivered in various
ways.
The program uses technology as an instructional tool.
Activities promote positive participant development and reflect the
overall goals of the program.
The program design is based on feedback about the needs and interests
of participants, parents and school staff.
The program tracks participant progress.
The program provides social activities and physical activities.
Program provides opportunities for youth voice and engagement.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 12
1
Basic
The infrastructure is in
place to support the
afterschool program.
Highly qualified adults supervise participants at appropriate
adult/student ratios.
Program is implemented during out of school time.
The program is a safe place for participants.
Registration forms include parent/guardian permission.
Needs assessment conducted to determine participants’ interest.
Snack and transportation needs are addressed.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 13
Management & Administration
Component Scope and Key Features: Management & Administration covers all operational procedures and addresses issues of oversight, quality and the ability to address a broad array of
program needs.
Level
Criteria Indicators √ Observations
4
Exemplary
The afterschool program
can demonstrate that it is
recognized by local boards
(school, city, town) and
other relevant entities as a
necessary component for
delivering youth and
community services.
The integrity of the
management structure holds
beyond the leadership of
one person.
The school board and local government actively support afterschool
with policy and/or funding.
A method for sustainability is in place.
Long-term partnership agreements are in place.
Data is used for decision-making.
Program operates effectively and is structured to grow and expand as
needs change.
There is effective and regular communication between the program
and school administrators and other school staff.
Emergency and crisis situations are effectively addressed.
Management personnel support the advisory group activities.
3
Proficient
The afterschool program
can demonstrate policies to
assure efficient and fiscally
sound program operations.
Program policies support quality management practices.
Program monitoring is conducted, needs are assessed, and program
decisions are made based on identified needs.
There are clear procedures for addressing & resolving issues.
Resource development strategies exist.
Operational resources are in place for a sustained program.
Management is current on funding opportunities.
Chain of command is known and understood by all program staff and
school staff.
Methods and strategies are in place for data collection.
Management attends school staff meetings, as appropriate.
2
Emerging
The afterschool program
has implemented a formal
management structure and
practices to support high
quality programs.
Advisory group meets at least quarterly to discuss planning.
The management plan is communicated with staff, partners and
advisory group to ensure smooth program operation, fiscal
management and timely adherence to program goals.
Contracts or agreements are in place with partners and collaborators.
Management serves as a liaison to the regular school day staff.
Program director has full understanding of fiscal management.
Management schedules and attends regular program staff meetings.
1
Basic
The afterschool program
has a management and
administrative plan.
Program operation elements are established.
The program has annual audit and report.
Logistical issues (space, snacks, etc.) are arranged and appropriate
licensing requirements are met.
Job descriptions are in place.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 14
Orientation for staff takes place.
An advisory group is in place.
Appropriate legal requirements are followed.
Materials and supplies are adequate and timely.
Community & Family Involvement
Component Scope and Key Features: Community & Family Involvement is about engaging parents, business leaders, local government officials, faith-based leaders, youth, families,
community-based organizations, neighbors, and others. This might be educating them about your program, creating partnerships, keeping the community informed about program needs and
successes, and addressing issues of equality and accessibility. Community & Family Involvement measures the program’s role and impact on the community.
Level
Criteria Indicators √ Observations
4
Exemplary
The afterschool program
can demonstrate that all
parts of the broader
community are involved
in promoting, supporting
and participating in
quality afterschool
opportunities. The
program survives
individual leaders and
initial funding sources.
The wider community participates regularly and supports afterschool
programs.
The community embraces vision and goals of program.
The program connects families and students with community
opportunities and resources.
The advisory group is fully institutionalized, formalized, and guided
by its own policies and/or by-laws.
Community members, parents, and youth serve as leaders of and
advocate for the afterschool program.
Advisory group is knowledgeable about the program, advocates for
program needs and actively works toward sustainability.
The media is a partner in promoting the program.
3
Proficient
The afterschool program
can demonstrate that its
leaders have come from a
broad cross-section of the
community.
The program reflects the importance of life-long learning programs
and services to build families and communities.
The advisory group determines its own leadership, informs agenda,
guides sustainability, and develops guiding policies and/or by-laws.
Partners collaborate in activities to develop community leaders for
afterschool.
Community members, parents, youth, and volunteers serve as mentors
in afterschool program
Program involvement reflects community demographics.
Special events are well attended by community and parents.
Multiple strategies are used to outreach and communicate with
families and the community.
There is outreach to engage the media in covering program events.
2
Emerging
The afterschool program
can demonstrate that it has
achieved regular
community and family
involvement.
The advisory group meets quarterly and provides guidance to the
development of the program. Parents/community members are
represented on council.
The program vision has been created by the advisory group,
collaborative partners, families, and community members.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 15
1
Basic
The afterschool program
can demonstrate that it
encourages involvement of
community and family.
Open houses and community events are scheduled regularly.
A multi-agency advisory group is formed.
Community, youth, and parents participate in focus groups and/or
surveys.
Program schedules and descriptions are disseminated widely in the
community.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 16
Staffing & Training
Component Scope and Key Features: Staffing & Training covers practices that affect the people who work in afterschool programs, including full- and part-time staff and volunteers. It
includes staff orientation and development, credentialing and certification, compensation and benefits, staff-to-youth ratios, hiring practices, supervision and staff evaluation processes.
Staffing & Training also includes career path support, volunteer coordination, and professional membership organizations.
Level Criteria Indicators √ Observations
4
Exemplary
The afterschool program
can demonstrate that it
places a high premium on
retaining skilled staff & on
the training provided to
skilled staff.
Staff are formally educated and trained in appropriate educational
strategies to meet the needs of participants.
Staff has expertise to help participants develop positive relationships.
Staff mentoring and training supports working with diverse
populations.
Incentives are in place to reward staff members who advance along
their career path.
The program supports professional growth opportunities through
financial support and/or other strategies.
3
Proficient
Afterschool program
leadership can demonstrate
that it values staff trained to
meet program goals.
Staff and volunteers are bi-lingual as appropriate to participant needs.
A staff development plan is in place that includes recognition of
individual staff career goals and is followed on a consistent basis.
A staff evaluation process is in place.
A system for staff supervision is in place.
A system is in place so that new staff are mentored by more seasoned
staff.
Staff and volunteers are supported to attend trainings, skill
development workshops and conferences.
Staff and volunteers are recognized for their contributions.
Staff are valued, (benefits and salaries are aligned with other youth
providers), have input into designing their professional development,
and understand their career path.
Staff training clearly responds to students’ needs.
The program supports professional training.
The quality of services provided by contracted providers is guided by
contracts or agreements.
2
Emerging
The afterschool program
can demonstrate that action
steps are taken for
improving the skills of staff
and training initiatives are
in place.
On-going orientation and professional development are provided for
all staff and volunteers.
Personnel and volunteer manuals are in place.
Staff development is part of the program and focuses on working
effectively with participants.
Staff interaction activities occur regularly.
1
Basic
The afterschool program
has employed staff and/or
has contracted personnel or
Adequate staff have been hired to meet program goals and maintains
an adequate staff to participant ratio.
Background checks are conducted prior to the hiring of program staff
and volunteers.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 17
volunteers. The afterschool
program is aware of
training that is needed.
Orientation is provided for all staff, including contracted personnel &
volunteers.
Job descriptions exist.
Professional development opportunities are available for all staff.
Volunteers and youth are used when appropriate.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 18
Financing
Component Scope and Key Features: Financing includes a wide range of practices related to program funding, including accounting, budgeting, management, identification and
procurement of funding streams, development of ways to address capital costs, and sustainability.
Level
Criteria Indicators √ Observations
4
Exemplary
The afterschool program
can demonstrate that
financing processes have
been institutionalized to the
extent that sustainability is
a community-wide
objective.
The program has a primary funding source with additional funding.
Strong partnerships exist to support the program and services from
which all partners benefit.
Funding opportunities are pursued systemically.
Community linkages, partnerships, and connections exist to support
enhanced services.
Long-term alliances ensure continued funding period.
3
Proficient
The afterschool program
can demonstrate that the
program’s budget is used
appropriately as a tool in
the decision-making
process for sustainability.
Sustainability planning relies on objective data and takes place to
ensure a diversity of funding to support current and future program
objectives.
The program actively pursues a variety of funding sources.
The program has identified and pursued long-term funding.
The program maximizes the use of existing resources (e.g. 21st CCLC,
CCDBG, USDA etc.).
Advisory group includes active participation by a financial expert.
A fee structure is in place for participants.
2
Emerging
The afterschool program
can demonstrate that the
program’s financial
management and
development strategies
mirror program vision and
goals.
Funding is leveraged by in-kind and local funds.
The program identifies various funding streams.
The program engages partners to support various program
components.
Sustainability is frequently discussed by staff and the advisory group.
The budget is sufficient and allocations are appropriate to support
program objectives.
The program has a system for the stewardship of funds.
1
Basic
The program can
demonstrate that budgeting
is essential to its
functioning.
The program has a budget.
Funds are used appropriately and for their intended purposes.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 19
Research & Evaluation
Component Scope and Key Features: Research & Evaluation provides the evidence that the program, in all its components, is proceeding towards its goals. This section covers external and
internal assessment, measuring achievement, performance and behavior, and the impact of programs on outcomes, as well as building a body of evidence for after school programs’
effectiveness.
Level
Criteria Indicators √ Observations
4
Exemplary
The afterschool program
has fully implemented a
continuous improvement
process (CIP) for achieving
program outcomes and
processes that are
consistent with best
practices for afterschool.
Evidence exists for input to and buy-in for a continuous improvement
process from all stakeholder groups.
The program participates in local, state, and national review and
recognition systems.
The program shares results of evaluation with community
stakeholders, e.g. presentations, brochures, newsletters, etc.
Program promotes the results of its evaluation to add to the body of
evidence supporting afterschool.
All program decisions are data driven and rely on substantial input
from the advisory group.
3
Proficient
The afterschool program
can demonstrate that
program evaluation and
assessment is used to guide
decision-making.
Evaluation data is used to guide decision-making.
Program activities are added, refined or eliminated as a result of
evaluation data.
Student outcomes are examined according to evaluation evidence.
Surveys are used to access input and feedback from participants,
families, classroom teachers, community partners, school
administrators, advisory group members, among others.
Financial management policies, procedures, and the sustainability plan
may be altered as a result of evaluation data.
2
Emerging
The afterschool program
has a written plan to
measure what is to be
evaluated and implements
the plan.
An evaluation plan is in place that focuses on continuous
improvement.
The program monitors needs and collects data in ways appropriate
with evaluation plan.
Needs assessment questions are a part of program evaluation and other
survey instruments.
The evaluation plan prescribes and follows a variety of data collection
techniques.
1
Basic
The afterschool program
identifies the areas that will
be evaluated.
Program objectives are in place and there is a mechanism to collect
data to measure progress toward those objectives.
Program director, fiscal agent, administrators, and evaluator (if
appropriate) understand all program reporting requirements.
Continuous Improvement Process Quality Rubric for Afterschool Programs
©National Community Education Association, 2005
Revised August 2014, © NH Department of Education 20
Policy & Advocacy
Component Scope and Key Features: Policy & Advocacy cover public engagement efforts to educate the general public and policy makers about the importance of afterschool. It includes
effective strategies that aim to impact the governance structures and provision of resources that influence the quality and number of afterschool programs.
Level
Criteria Indicators √ Observations
4
Exemplary
The afterschool program
influences public policy
and perceptions about
afterschool.
The program is actively involved in and leads community mobilization
efforts to affect funding levels and policies.
Evidence of program quality is used to build the case for the necessity
of after school.
Constituency-building activities occur intentionally and effectively.
Advocacy activities are part of the program’s strategic plan, on the
annual calendar of activities and events and appropriate trainings are
held regularly.
3
Proficient
The afterschool program
can demonstrate active
involvement in advocacy
practices.
The program develops an advocacy plan.
The program sponsors proactive advocacy training of community
members, including youth.
The program creates and participates in major events to advocate for
itself in their local communities, and, when appropriate, at the state
and federal levels.
The program encourages direct advocacy efforts by its stakeholders,
including such things as letter-writing, presentations to the school
board and other community groups, etc.
Program partnerships, linkages, and connections include community
outreach and advocacy as a goal.
2
Emerging
The afterschool program
embraces the importance of
advocacy as being central
to its success.
The program staff participates in organizations whose purpose is to
impact afterschool policy.
Key program staff work to engage community decision-makers in
program support.
1
Basic
Afterschool program staff
and partners demonstrate an
awareness of how the
program impacts the
community.
The program staff recognizes that it is appropriate to participate in
advocacy activities.
The program ensures equal access to quality programs for children and
youth.
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Appendix D
22
Samples of Supporting Documentation for Self-Assessment Rubrics
This list is just an example of the types of documentation programs have submitted for each self-
assessment component in the past. Except for the first section, Required Program
Documentation, this is NOT a list of required documentation and not all programs have all of
these types of information. Note that several documents could fit into several categories.
REQUIRED PROGRAM DOCUMENTATION
Most recent program budget with revenues and expenditures
Most current organizational chart with all staff members identified by name, title, and
years with program (this can be hand-drawn, nothing fancy is needed)
For each site: most recent schedule of activities/curriculum descriptions and program
brochure/flyer, if available
Most current enrollment data
PROGRAMMING
Memoranda of Understanding (MOU) with partners offering programming
List of partners
Registration form
Letter to parents/parent information
Samples of certificates/staff certifications
Newsletter
Student interest surveys
MANAGEMENT AND ADMINISTRATION
Parent Handbook
Organizational chart
Employee/staff manual
Staff evaluation forms
Job descriptions
Memoranda of Understanding (MOU)
Program policy documents
COMMUNITY AND FAMILY ENGAGEMENT
List of community Advisory Board members
Advisory Board meeting agenda
Advisory Board minutes
Advisory Board by-laws
Flyers/literature about community events
Articles about program
Press releases
STAFFING AND TRAINING
Staff/employee manual
Job descriptions
Resumes of program leaders
List of professional development offerings/training programs offered
Professional development certificates
23
Staff surveys
FINANCING
Sustainability reports/presentations
Funding requests
Sample fundraising letters
Fundraising event flyers
RESEARCH AND EVALUATION
Program goals and outcomes
Surveys (parent, staff, partners)
Evaluation data/reports about the program
POLICY AND ADVOCACY
Fundraising event flyers
PTO meeting agenda (when program is on the agenda)
Minutes from school board meeting (when program is on the agenda)
School board meeting agenda (when program is on the agenda)
Presentations to external stakeholders
Reports about program
Examples of letters and postcards from advocacy campaigns (i.e., Lights On!)
Articles about program in local media
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Appendix E
25
21ST CENTURY SCHOOLS SITE VISIT AGENDA
Site #1 Site #2 Site #3
Team Member #1 Team Member #2 Team Member #3
9:00-9:30 TEAM MEETS WITH PROGRAM DIRECTOR AND OTHER STAFF AS APPROPRIATE
9:30-10:15
10:15-10:45
10:45-11:00
11:00-11:30
11:30-12:00
12:00-1:00 VISITING TEAM LUNCH
1:00-1:45
1:45-2:15
2:15-2:45
2:45-3:00 BREAK AND TRAVEL TO PROGRAM IF NEEDED
3:00-4:00 PROGRAM OBSERVATION
4:00-4:45 VISITING TEAM DEBRIEF
4:45-5:15 TEAM MEETS WITH PROGRAM DIRECTOR
* Please include interviewee name, title and organization
Timeframes can be moved around although the activities in BOLD cannot be changed. In general, we allow about 45 minutes for interviews with Site Coordinators and Co-Applicant and 30 minutes for other interviews, depending on person's schedule. Phone interviews tend to be with parents and take about 15 minutes. Focus groups with youth tend to take about 15 minutes and ideally occur right before program begins for minimal schedule disruption. Although we have limited time for program observations, we would like to visit all schools if there are multiple sites.
26
Appendix F
27
Memorandum of Understanding
Agreement to provide Continuous Improvement Process for Afterschool Services (CIPAS) for
the __________________ Afterschool Program.
The Visiting Team Leader will:
1. Provide training and the CIPAS Program Guide to the Visiting Team and Program
Director.
2. Coordinate the visit. Be the point person for the Visiting Team and Program Director.
3. Coordinate a conference call among team members and the Program Director at least two
weeks prior to the on-site visit.
4. Ensure that the Visiting Team provides a formative report (validations of self-assessment,
observations, perceptions, and recommendations).
5. Ensure that a draft of the report is submitted to Visiting Team members for review of
facts no more than one week after the CIPAS visit.
6. Ensure that a draft of the report is sent to the Program Director for review of facts no
more than two weeks after the CIPAS visit.
7. Ensure that the final report is submitted to the Visiting Team members, NHDOE, and
Program Director within four weeks of original site visit.
8. Work with the NHDOE Consultant to ensure contract for services and payment of
stipends for team members is in place.
Team Members will:
1. Participate in a conference call with other Visiting Team members to review process.
2. Review binders sent by host site prior to conference call with Program Director.
3. Participate in a conference call with all team members and the Program Director at least
two weeks prior to the on-site visit.
4. Be on site for the scheduled visit: (___________________) to interview selected staff
and stakeholders, attend small and large group meetings, and observe afterschool
programs and services.
5. Participate in the development of a formative report (validations of self-assessment,
observations, perceptions, and recommendations).
6. Provide a formative and a final report to the project. Provide feedback on the formative
report within one week following the reception of report.
The Program Director will:
1. Provide Visiting Team with all necessary paperwork to enter into contract with the
program or school district.
2. Ensure that a self-assessment is completed using the CIPAS rubric as a guide, with
appropriate documentation justifying placement on the rubric.
3. Provide each member of the Visiting Team, by mail, a pre-visitation binder at least four
weeks prior to the visit.
28
4. Make appointments with a variety of school and community representatives (as outlined
in the CIPAS Guide) between 15 to 45 minutes each to be conducted by Visiting Team
members during the visit.
5. Arrange visits of the afterschool site(s).
6. Participate in a conference call with the Visiting Team at least two weeks prior to the on-
site visit.
7. Provide space for Visiting Team to conduct interviews and meet for discussion during
lunch and at the end of the day.
8. Review draft report and return within one week of receiving draft.
Financial Responsibilities:
1. The host site will facilitate payment of a stipend inclusive of travel expenses for
Visiting Team members.
2 The host site may, if they are not authorized through a Governor and Council
contract, submit a new budget with an additional $1500 to cover some of the cost of
the visit. If the host site is authorized through a Governor and Council contract they
need to contact the NH DOE State Director.
Dated:____________________ _________________________________________ 21
st CCLC NHDOE
Dated:_____________________ _________________________________________ Program Director
Dated:_____________________ _________________________________________ Team Leader
Dated:_____________________ _________________________________________ Team Member
Dated:_____________________ _________________________________________ Team Member
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Appendix G
20
CONTINUOUS IMPROVEMENT ACTION PLAN
After reviewing the final CIPAS report recommendations for improvement, select three to five (3-5) top priority areas for your program to address in the coming
year with specific action steps, using the template below. Consider the following criteria when selecting the priority areas:
Level of impact on the overall program;
Resources needed to accomplish the action steps;
Level of importance to the overall success of the program;
Urgent or imperative nature of the recommendation for the optimal functioning of the program.
COMPONENT
AREA
Programming
Management/Admin
Community/Family
Staffing/Training
Financing
Research/Evaluation
Policy/Advocacy
RECOMMENDATION
TO BE ADDRESSED
GOAL TO BE
ACCOMPLISHED
ACTION
STEPS TO
REACH GOAL
[3-5 STEPS]
PERSON
RESPONSIBLE
(BY ROLE)
RESOURCES
NEEDED
DATE TO BE
COMPLETED