Nita M. Lowey 21st Century Community Learning Centers (21st

Nita M. Lowey 21st Century Community

Learning Centers (21st CCLC) Grant

FY24 Pre-application Technical Assistance Webinar

June 6 and 13, 2023

• This meeting is being recorded.

• When not speaking, please mute your microphone.

• Participants may ask questions by:

▪ Writing them into Microsoft Team’s chat function; or

▪ Waiting for designated Q&A portions throughout the meeting and at its end.

• This presentation will be posted to the OSSE website.

Housekeeping

• Welcome and introductions

• Overview of the Nita M. Lowey 21st CCLC grant program

• Purpose of the 21st CCLC Request for Applications

• The application review process

• Overview of EGMS application portal

• Technical assistance and Q&A opportunities

Agenda

7/21/2023 4

Valrie Brown, Ed.D.

Program Specialist

Valr[email protected] | (202) 746-6148

Alex Mackey, M.Ed.

Grant Specialist

Alexander.Mackey@dc.gov | (202) 316-8726

Kelly Rudd Safran, Ed.D.

State Director, 21st CCLC Program

KellyRudd.S[email protected] | (202) 215-3235

Karen Rivas

Director, Special Populations and Programs

Division of Systems and Supports, K–12

21st CCLC Program Staff

21st CCLC Grant

Program Overview

21st CCLC, funded by the US Department of Education (USED) and managed by

the Office of the State Superintendent of Education (OSSE), is designed to provide

opportunities for academic enrichment for K–12 students, particularly those in

high-poverty areas and low-performing schools.

▪ Support students to meet challenging state and local standards.

In addition to academic support, 21st CCLC funded programs should offer students

a broad array of additional enrichment services, programs and activities

designed to reinforce and complement the regular school day academic program.

▪ For example, youth development opportunities; drug and violence prevention programs;

counseling; art, music, sports and recreation opportunities; technology education and

character education.

Purpose of 21st CCLC Programs

The 21st CCLC learning environments must be safe and engaging and take place

during out-of-school time hours, including:

▪ Before school hours;

▪ After school hours;

▪ Weekends and holidays; or

▪ Summer.

21st CCLC programs must also partner with community groups and schools to

support students, which supports a broad array of services for participants.

Families of students served by 21st CCLC community learning centers must also

have opportunities for literacy and related educational development.

Purpose of 21st CCLC Programs

A community learning center is an entity that provides academic enrichment

opportunities during non-school hours for children, particularly students who attend

high-poverty and low-performing schools. These programs help students meet state

and local standards in core academic subjects such as reading and math; offer

students a broad array of enrichment activities that can complement their regular

academic programs; and offer literacy and other educational services to the families

of participating children.

Elementary and Secondary Education Act, Title IV, Part B, Section 4201(b)(1)

What is a Community Learning Center?

Each 21st CCLC site must be open for a minimum number of hours during the

school year depending on the grade level(s) in which students are enrolled:

▪ Pre-K through grade 8: 3 hours per day, 4 days per week, for 25 weeks (at least 300

hours)

▪ Grades 9–12: 3 hours per day, 3 days per week, for 25 weeks (at least 225 hours)

Services to adult family members do not contribute to these minimum hours.

21st CCLC services may be offered before school, after school, during weekends

and on holidays or non-school weekdays.

Funds may not be used to support programs that only operate during the summer

months. 21st CCLC services must be held during the school year for a program to

offer summer programming.

Required Program Scheduling

By statute, grants must be awarded to programs that serve students who attend

schools with a high concentration of low-income students. This includes:

▪ Schools that are eligible for designation as Title I school program schools;

▪ Schools where at least 40 percent of students are low-income;

▪ Schools that are identified as Comprehensive Support and Improvement–Type

1 (CS–1), Comprehensive Support and Improvement–Type 2 (CS–2), or Targeted

Support and Improvement Schools (TS) under OSSE’s School Transparency and

Reporting (STAR) accountability framework; or programs that partner with schools

determined by the local education agency (LEA) to need intervention and support to

improve student academic achievement and other outcomes; or

▪ Enrollment of students who may be at risk for academic failure, dropping out of school,

involvement in criminal or delinquent activities, or who lack strong positive role models.

Eligibility: Schools Served

Public and private organizations may provide 21st CCLC services to students. This

includes, but is not limited to:

▪ LEAs: DC Public Schools (DCPS) and public charter school networks, but not

individual schools within an LEA;

▪ Independent private schools;

▪ District government agencies;

▪ Institutions of higher education (IHEs);

▪ Community-based organizations (CBOs);

▪ Faith-based organizations;

▪ Private and for-profit companies; and

▪ Not-for-profit organizations.

Current 21st CCLC awardees whose funding ends Sept. 30, 2023, are eligible to

apply. All other current awardees are not eligible to apply.

Eligible Applicant Organizations

• This is a competitive application process. Not all applicants receive funding.

• Award sizes vary based on the number of proposed students to be served. An

applicant may apply for up to $2,225 per proposed student.

▪ Applicants are not required to match funds awarded by this grant opportunity.

▪ The award period is five years, contingent on available funding.

▪ Funds may only supplement, not supplant, existing expenditures. Funding must be used to add

services and may not be used to replace locally- or federally-funded activities and services.

▪ Subgrantees receive the same amount of funds each year contingent upon funding availability,

demonstrated progress and compliance metrics.

Funding

• Academic programming must align with DC’s challenging academic standards.

▪ Homework help does not constitute academic programming.

• Instructional practices must be high-quality, research-based and specifically

designed to support student learning and development.

• Programming must be delivered outside the regular school day while

complimenting the academic program a student experiences during the regular

school day.

• The program must have a program director and one site coordinator per site.

Program Design

7/21/2023 14

21st Century Community Centers program sites must be housed in elementary,

middle, or high schools or other similarly accessible community-based facilities.

• All 21st Century Community Learning Centers must post their hours, locations

and activity schedules.

• The program must have appropriate equipment, security, resources and a clear

strategy for the safe transport of students to and from the center and home. The

center must meet all Occupational Safety and Health Administration (OSHA),

Americans with Disabilities Act (ADA), and other relevant federal and District of

Columbia facility requirements.

• Background and tuberculosis checks are required for all staff working with

students.

Program Site Location

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To fully support the program and align with best practices, grantees must budget

salary for these required staff positions:

• Full-Time Project Director: One dedicated full-time project director qualified to

manage day-to-day and overall operations of the 21st CCLC program; ensure

compliance with all grant requirements; and lead the program through a process

of continuous improvement.

• Site Coordinator(s): One coordinator for each site who is qualified to manage

the design and implementation of all site-level activities including maintaining

student and family member attendance records.

Required Staffing

Examples of Program Activities

Tutoring Activities promoting parental involvement

Mentoring Career or job training for youth or parents

Recreational activities Financial education

Drug and violence prevention Technology and telecommunications training

Library services Science, technology, engineering and math (STEM)

Community service Animal science

Service learning Cultural activities

Youth leadership development Social studies instruction

Counseling Health and nutrition activities

Character education

Arts and music education

Entrepreneurial experiences

OSSE will provide a list of prescreened external organizations as a resource to 21st

CCLC applicants.

Applicants are not required to contract or partner with organizations on the provided

list when developing an application or managing a grant. Applicants may use the

organizations as a resource when developing application content and subgrantees

may choose to partner with the organizations to receive mentoring or guidance.

▪ The list of prescreened external organizations is available on OSSE’s 21st CCLC site.

▪ Inclusion of an organization on the list is neither an endorsement by OSSE of the

organization nor is it a certification or guarantee of the quality of service provided by an

organization included on the list.

Prescreened External Organizations List

Request for Applications

and Related Materials

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OSSE has published a request for applications, or RFA, that outlines the process to

submit a complete application and provides guidance about essential requirements

associated with the application and administration of 21st CCLC programs.

The RFA contains information including, but not limited to:

• Background information about the 21st CCLC program;

• Requirements for program operation (e.g., minimum site operation hours);

• A full list of the questions included in the application; and

• The weight of each application section when being scored.

Request for Applications (RFA)

7/21/2023 20

In addition to the request for applications, there are several documents that support application creation

and submission, including:

• Application guidance;

• Frequently asked questions;

• Grant writing tips;

• Measures of evaluation and effectiveness guide;

• Out-of-school time external resources;

• Required positions descriptions;

• Performance measure writing guide;

• Scoring rubric; and

• User guide for online grant submission platform.

These are documents you must submit as part of your application

• Partner attestation form;

• Program-specific assurances review; and

• Post-application documentation requirements, if applicable.

Supplemental Documents

Application Process

Start-Up

Before the Application

OSSE uses EGMS to manage grant applications and administration.

▪ Without exception, all applications must be submitted in EGMS by the deadline.

EGMS can be accessed at this link:

▪ grants.osse.dc.gov/

Enterprise Grants Management System (EGMS)

Information required to create an organizational account in EGMS:

▪ Federal Employer ID Number (FEIN); and

▪ W-9 form

Potential applicants can log into EGMS with their email address and use the “Forgot

Password” link to determine if EGMS credentials have already been created.

▪ If no credentials are found, use the FEIN prompt to request credentials under the “New

User Link” button.

▪ If an organization does not have a FEIN recognized in EGMS, it will need to contact the

EGMS Help Team (

osse.callcenter@dc.gov) to confirm that an up-to-date W-9 form has

been submitted.

Note: It may take up to 48 hours for the credentialing process to be completed.

EGMS

21st CCLC applications and budgets cannot be submitted until Central Data is

completed in EGMS.

Information required to complete Central Data in EGMS includes:

▪ Central organizational contacts;

▪ Dun & Bradstreet’s Data Universal Numbering System (DUNS) number;

▪ Active, not expired, System for Award Management (SAM) account;

▪ Agreement of certifications and assurances, including certifications

regarding lobbying; debarment, suspension and other responsibility matters; criminal

offenses and legal proceedings; political campaigns and contributions; tax and payment

compliance; and accuracy acknowledgement. (Assurances are based on federal and

local statutes); and

▪ Allocations and funding summary, including programs, allocations, current year funds

and prior year funds.

Central Data

Learn more about Central Data by accessing the EGMS user manual.

▪ osse.dc.gov/publication/enterprise-grants-management-system-egms-user-manual

Questions about Central Data may be submitted to the OSSE Help Desk.

▪ Hours of operation: 8 a.m. to 5 p.m., Monday through Friday

▪ Email:

[email protected]

▪ Phone: (202) 719-6500

Central Data

Application Elements

21st CCLC Application

Organizational contact information, including:

▪ Grant Manager Contact.

▪ First and last name, phone, fax and email.

▪ 21st CCLC Programs Contact.

▪ First and last name, position or title, phone, fax and email.

Optionally add up to five email addresses to receive copies of automated approval

and disproval notices.

1. Contact Information

List the number of sites that will be served by your proposed 21st CCLC program

during the 2023–24 school year.

For each site, provide contact information including:

▪ Required: Site name, street address, ZIP code and ward number; and

▪ If available: Site contact’s first and last name, phone number and email address.

Applicants proposing to serve more than 10 sites must contact OSSE’s 21st

CCLC program staff for additional instructions.

▪ Email 21stcclc.info@dc.gov

2. Site Contact Information

Allocations will appear in the Funding Distribution section of the EGMS application

if an applicant is awarded. During the application process, all allocation amounts

will be listed as $0.

3. Funding Distribution

The application is comprised of eight subsections (“criterion”). Each criterion contains

thematically-related questions about the proposed program.

The prompts comprising each criterion are outlined in the RFA and available in the

application in EGMS.

4. Application Requirements

Criterion # Section Maximum Points

1 Executive Summary 3

2 Priority(-ies) 15

3 Needs and Resources Assessment 22

4 Evidence-Based Program Design 31

5 Program Management and Implementation 61

6 Program Evaluation and Monitoring 40

7 Sustainability 10

8 Detailed Planning Expenditures (Budget) 33

Maximum Possible Points 215

The applicant will provide overview and summarized information about the

proposed project, including:

▪ Need for the proposed 21st CCLC program;

▪ Names of the schools proposed to be served;

▪ Reason(s) for selecting the target population;

▪ Theory of action that identifies the proposed program’s key design elements and

evidence-based practices to achieve desired outcomes;

▪ Program partners’ capacity to support the proposed program; and

▪ Overview of the wards and neighborhoods to be served.

4. Application

Criterion 1: Executive Summary

This section is optional. Additional points on the scoring rubric are available to

applicants that select competitive preference priority(-ies) as a component of their

application and provide a narrative description about how they will meet the

requirements of the selected priority(-ies). Applicants may select no competitive

priorities, one competitive priority, or two competitive priorities.

There are five competitive priorities from which to select.

4. Application

Criterion 2: Priority

4. Application

Criterion 2: Priority

# Priority Points

1 The applicant proposes a program where 50 percent of students are enrolled in

high school with programming that includes credential programs, internships,

residencies, workforce development activities, test preparation, or readiness for

advanced or honors-level courses. This includes alternative programs serving

grades 9–12 within high schools.

2 The applicant proposes to offer summer programming at sites that combined

serve at least 50 percent of all proposed students and the summer

programming, per site, is at least 120 hours or more during the summer break

period.

3 The applicant proposes to use the Forum for Youth Investment’s Program

Quality Assessment (PQA) tool within their program evaluation.

4. Application

Criterion 2: Priority

# Priority Points

4 The applicant proposes to implement at least one evidence-based practice

specifically designed for low-income middle and high school students that

increases school day attendance and engagement, reduces rates of chronic

absenteeism and enhances connections between those students and their

school, family and program partners. (Note: Applicants who select this

competitive priority and adequately justify their related programming in the

application will be eligible one year of supplemental funding.)

OSSE will give competitive priority to applications that both propose to serve

students who attend schools identified for improvement (pursuant to Section

1116 of Title I) and that are submitted jointly between at least one LEA receiving

funds under Title I, Part A, and at least one public or private community

organization.

Each applicant must use evidence-based data to evaluate the needs of students, families and

community to be served, in accordance with ESEA, Section 4204(b)(2)(I), as amended. The

needs assessment must include:

▪ Detailed description of the community’s needs, using the most current data available;

▪ Needs of, and gaps in services for, students at risk of educational failure;

▪ The need for academic enrichment opportunities designed to help students meet the District of Columbia

academic achievement standards in the core academic subject areas;

▪ How proposed activities will remedy identified needs of students and families;

▪ The need for opportunities for family literacy and related educational development;

▪ Description of how stakeholders were active participants in the development of the proposed program, how those

stakeholders helped identify the needs and service gaps identified and how those stakeholders will remain

engaged in the ongoing operation and evaluation of the proposed 21st CCLC program; and

▪ Description of the resources available to supplement the proposed 21st CCLC program.

4. Application

Criterion 3: Needs and Resources Assessment

For each proposed program site, the application must provide:

▪ Whether the proposed programming is new or an expansion of existing programming;

▪ A listing of the various funding sources used to supplement the proposed 21st CCLC program

and the percentage of overall funding the source represents; and

▪ Description of how the proposed program directly supports the school improvement plan for

each school served by the site.

4. Application

Criterion 3: Needs and Resource Assessment

Applicants are required to demonstrate their experience, or promise of success, in

providing educational and related activities that will complement and enhance the

academic performance, achievement and positive youth development of the

students. According to the USED publication “

Working for Children and Families:

Safe and Smart After-School Programs,” there are nine characteristics present in

high-quality expanded learning programs. The 21st CCLC peer reviewers will look

for these qualities in the program design.

4. Application

Criterion 4: Evidence-Based Program Design

The nine characteristics present in high-quality expanded learning programs are:

▪ Partnerships exist between community learning centers and schools, local education agencies, community-based

organizations, juvenile justice agencies, law enforcement, youth groups and other public or private entities, if

appropriate;

▪ Goal setting, strong management and sustainability;

▪ Quality after-school staffing;

▪ Attention to safety, health and nutrition issues;

▪ Strong involvement of families;

▪ Enriching learning opportunities;

▪ Linkages between the school day and after-school personnel;

▪ Evidence-based instructional activities and practices;

▪ Weekly schedule of activities; and

▪ Evaluation of program progress and effectiveness.

4. Application

Criterion 4: Evidence-Based Program Design

In this section applicants must:

▪ Describe the evidence-based research that supports the services and activities (programs,

models, instructional methods and techniques) to be implemented to achieve each program

objective;

▪ Describe the alignment between the proposed program and each of the nine identified

characteristics of a high-quality extended learning program;

▪ Describe how the proposed instructional practices align with the academic activities that

participants experience during their day school curriculum;

▪ Describe how the proposed programming will help students meet state and local student

achievement standards; and

▪ Describe how the proposed program will provide students with non-academic positive

outcomes such as, but not limited to, social-emotional development.

4. Application

Criterion 4: Evidence-Based Program Design

Applicants must have at least six performance measures, all of which are directly

aligned to the USED’s Government Performance and Results Act (GPRA)

performance measures for 21st CCLC.

▪ A template is provided in the RFA (Appendix G) to help with the writing of these

performance measures.

▪ For each performance measure, applicants must:

▪ Write out the performance measure for their program, making adjustments to the GPRA

measures only to account for the grade levels served by the program;

▪ Describe the activities that will be occur to meet the performance measure;

▪ Describe the milestones in the process of meeting the performance measure; and

▪ Describe the metric(s) for how progress toward the performance measure will be assessed.

4. Application

Criterion 4: Evidence-Based Program Design

4. Application

Criterion 4: Evidence-Based Program Design

# GPRA Measure Indicators Grade Levels

Performance

Measure/Data

1a Percentage of students in grades 4–8 participating in

21st CCLC programming during the school year and

summer who demonstrate growth in reading and

language arts on state assessments.

4–8 State

Assessment,

Reading and

Language Arts

1b Percentage of students in grades 4–8 participating in

21st CCLC programming during the school year and

summer who demonstrate growth in mathematics on

state assessments.

4–8 State

Assessment,

Mathematics

4. Application

Criterion 4: Evidence-Based Program Design

# GPRA Measure Indicators Grade Levels

Performance

Measure/Data

2 Percentage of students in grades 7–8 and 10–12

attending 21st CCLC programming during the school

year and summer with a prior-year unweighted grade

point average (GPA) of less than 3.0 who demonstrated

an improved GPA.

7–8

and 10–12

GPA

3 Percentage of students in grades 1–12 participating in

21st CCLC during the school year who had a school day

attendance rate at/or below 90 percent in the prior

school year and demonstrated an improved attendance

rate in the current school year.

1–12 Attendance

4. Application

Criterion 4: Evidence-Based Program Design

# GPRA Measure Indicators Grade Levels

Performance

Measure/Data

4 Percentage of students in grades 1–12 attending 21st

CCLC programming during the school year and summer

who experienced a decrease in in-school suspensions

compared to the previous school year.

1–12 In-School

Suspension

5 Percentage of students in grades 1–5 participating in

21st CCLC programming in the school year and summer

who demonstrated an improvement in teacher-reported

engagement in learning.

1–5 Engagement in

Learning

Optional - Applicants may write up to two additional performance measures that

are specific to the applicant’s program and not the GPRA measures.

▪ A list of approved subjects that these performance measures must be connected to are

outlined in the RFA (e.g., reading/literacy, math, science, tutoring, character education).

For each proposed optional performance measure, the applicant must:

▪ Develop a SMART objective (specific, measurable, achievable, relevant, and time-bound);

▪ Describe the activities that will be occur to meet the performance measure;

▪ Describe the milestones in the process of meeting the performance measure; and

▪ Describe the metric(s) for how progress toward the performance measure will be assessed.

4. Application

Criterion 4: Evidence-Based Program Design

In accordance with ESEA Section 4201(a), as amended, each application will be

evaluated based on the extent to which it is able to clearly and specifically explain

how the key instructional practices and major design elements of the program will:

▪ Provide evidence-based academic enrichment activities to help students—particularly

students who attend low-performing schools—to meet state and local academic

achievement standards in core academic subjects such as English language arts,

mathematics and science;

▪ Offer students a broad array of services that are designed to reinforce and complement

the academic program offered during the regular school day for participating students;

and

▪ Offer the families of students served by community learning centers opportunities for

literacy and related educational development to support students learning at home and

school.

4. Application

Criterion 5: Program Management & Implementation

Section 1: Instructional Program/Enrichment Learning Activities

▪ The instructional program should embed all nine components of a high-quality after-

school program. These components should be embedded in the program’s instructional

activities. These activities can fall within one of three activity domains:

▪ Academic programming and instruction. (note: does not include “homework help”);

▪ Enrichment (can include lessons in social skills, teamwork, leadership and competition; generally

interactive and project-based); and

▪ Recreation (e.g., arts, sports, music, dance, cooking).

Applicants must describe the specific approaches that will be incorporated into the

proposed 21st CCLC program for each of the three domains, including at least one

of the nine characteristics of high-quality extended learning programs.

4. Application

Criterion 5: Program Management and Implementation

Section 2: Literacy and Related Educational Programs for Parents

Applicants must describe the opportunities for literacy and related educational development for

families of students and other training for parents and families.

Section 3: Program Implementation Timeline

Applicants must provide a timeline to implement program activities and services for students and

families. The services and activities must demonstrate that the 21st CCLC program will expand

learning opportunities and clearly connect the program to students' daily classwork.

Section 4: Partnerships

Applicants must describe the partnership(s) that will be created and how each partner will provide

services to participating students and their families.

▪ Partner roles must be delineated by the partner including who will do what, when, where, to what end and

with what anticipated results.

▪ Signed Letter(s) of Commitment or Memorandum of Understanding that clearly indicates the role and

capacity of each partnering organization must be provided.

4. Application

Criterion 5: Program Management and Implementation

Section 5: Participation

Applicants must describe:

▪ Student recruitment and retention efforts, including

▪ Specific efforts that target private school students;

▪ How students will travel safely to and from the center and home;

▪ How students’ whereabouts will be accounted for throughout transportation;

▪ How the proposed program will ensure equitable access to and participation in, the

federally-assisted program for those individuals with disabilities; and

▪ How the program will ensure English language learners receive meaningful access to

the offered programming.

4. Application

Criterion 5: Program Management & Implementation

Section 6: Coordination

Applicants must describe:

▪ How information about the proposed community learning center(s) will be disseminated

to the community, including the English language learner population;

▪ How program staff will collaborate with regular school day teachers and staff to ensure a

strong connection between the program and school;

▪ How the program schedule will meet the schedule of working families;

▪ How students and families will access technology;

▪ How students will be supervised when using the internet; and

▪ How the program will provide a safe environment for students and staff.

4. Application

Criterion 5: Program Management and Implementation

Section 7: Staffing

Applicants must describe:

▪ Staff recruitment and retention efforts (includes volunteers, if applicable);

▪ Qualifications for each proposed position (including required positions);

▪ Safety-related training to be conducted (including subjects and timeline);

▪ Non-safety staff training to be conducted (including subjects and timeline);

▪ How program staff will offer differentiated and varied programming in academic

programming, enrichment and recreational activities;

▪ The methodology and frequency of staff evaluation methods; and

▪ The professional development plan for staff and volunteers.

4. Application

Criterion 5: Program Management and Implementation

Applications will be evaluated on the extent to which the administration, methodology and use of periodic (at

minimum annually) evaluations will be used to refine, improve and strengthen programs, including activities,

and to refine measurable goals for the program. The evaluation plan must include ongoing program

assessment of program implementation and quality aligned with the applicant's measurable objectives.

Applicants must describe:

▪ Data used to evaluate the program, its outcomes and progress toward performance measures;

▪ Who will be responsible for collecting and analyzing each data source;

▪ The frequency of data collection for each data collection instrument;

▪ How the proposed performance measures relate to the program’s intended outcomes;

▪ How routine, internal evaluations will be shared with parents and other stakeholders;

▪ The qualifications required by the program of an external evaluator (and selection method);

▪ How continuous improvement will occur based on evaluation outcomes; and

▪ The capacity to access and collect appropriate evaluation data.

4. Application

Criterion 6: Program Evaluation and Monitoring*

*In accordance with ESEA, Section 4205(b)(2)(A-B), as amended

Applications will be evaluated based on the inclusion of a description of a preliminary plan for

how the community learning center will continue after 21st CCLC funding under this part

ends. Applicants must describe:

▪ Evidence of commitment of the program partners, including:

▪ Facilities, supplies and equipment and in-kind contributions;

▪ How federal, state and local funds will be cooperatively utilized (“braided”) and leveraged against

one another for the most effective use of public resources; and

▪ A preliminary plan for sustaining the community learning center(s) after federal funding ends.

4. Application

Criterion 7: Sustainability*

*In accordance with ESEA, Section 4205(b)(2)(A-B), as amended

This is the applicant’s proposed budget.

▪ Applicants may request up to $2,225 per student proposed to be served.

▪ Applicants must budget for the same amount of funds each year.

The budget is comprised of six budget categories:

▪ Salaries and benefits;

▪ Professional services;

▪ Equipment;

▪ Supplies and materials;

▪ Fixed property costs; and

▪ Other objects.

4. Application

Criterion 8. Detailed Planning Expenditures

Applicants are not permitted to divert more than 20 percent of the total grant

award to any single entity, including but not limited to partners. At a minimum,

applicants must maintain direct control of 51 percent of the total grant award during

each year and throughout the entire grant period.

Applicants are not allowed to divest oversight of the program administration or

implementation to another agency. This includes, but is not limited to, existing 21st

CCLC programs and other agencies in a grant process.

▪ These funds may not be used as a pass-through to another agency to operate a 21st

CCLC program.

4. Application

Criterion 8. Detailed Planning Expenditures

Salaries and Benefits

▪ Only includes individuals paid as program staff, not contractors.

▪ Must include all required positions.

▪ Benefits may be included, but in this budget cannot exceed:

▪ 23 percent for full-time staff; and

▪ 8 percent for part-time staff.

▪ When applying do not include staff names; put “TBD” instead.

▪ Ensure that each position’s program category aligns to the work of the role.

▪ Selections include 10–Instruction, 20–Support Services, 30–Administration, 40–Operations and

Maintenance and 50–Student Transportation.

▪ A guide for properly selecting program categories is available in EGMS on each budget tab.

4. Application

Criterion 8. Detailed Planning Expenditures

Professional Services

▪ Must include external evaluation services.

▪ Cannot exceed 8 percent of the total budget.

▪ Includes any contracted services, including non-staff personnel.

▪ Ensure that each contract’s program category aligns to the work of the contract.

▪ Selections include 10–Instruction, 20–Support Services, 30–Administration, 40–Operations and

Maintenance and 50–Student Transportation.

▪ A guide for properly selecting program categories is available in EGMS on each budget tab.

4. Application

Criterion 8. Detailed Planning Expenditures

Equipment

▪ Any single item costing more than $5,000 per unit.

▪ Ensure that each item’s program category is properly selected.

Supplies and Materials

▪ Any items costing less than $5,000 per unit.

▪ Examples: general supplies, textbooks, instructional aids or software, books, testing materials.

▪ Ensure that each item’s program category is properly selected.

4. Application

Criterion 8. Detailed Planning Expenditures

Fixed Property Costs

▪ Prorated costs associated with the maintenance of properties in which the community

learning center takes place.

▪ Examples: rental of equipment or vehicles, property rents, utilities, insurance, cleaning services.

▪ Ensure that each cost’s program category is properly selected.

Other Objects

▪ Expenses that are not best categorized in other sections of the budget.

▪ Examples: dues and fees, conference fees, travel fees, other transportation costs associated

with transporting students.

▪ Ensure that each object’s program category is properly selected.

4. Application

Criterion 8. Detailed Planning Expenditures

Attachments are a component of the EGMS application, and must be submitted through

EGMS, not attached as documents to emails.

Attachment A: Program Summary

▪ List of site(s) where the program will be held.

▪ Percentage of students classified as at-risk.

▪ Percentage of English language learner students.

▪ Estimated number of students to be served.

▪ Estimated number of adults to be served.

▪ The school or site’s classification as a Title I schoolwide program.

▪ The school or site’s classification as a Comprehensive Support and Improvement Type 1 (CS–1), Type

2 (CS–2), or Targeted Support (TS) school according to OSSE’s STAR Accountability Framework.

Note: For community learning centers not located at a school, use the school data from

which most of your 21st CCLC program participants attend.

5. Attachments

Attachment B: Populations Served Checklist

▪ Population(s) to be served at each site.

▪ Preschool, elementary school, middle school, high school and/or adults.

▪ Services to be provided at the site.

▪ Both select from a checklist of approved services and include a description of each of the

services selected in the checklist.

▪ Time periods when the program is in operation.

▪ Before school, after school, holidays/weekends and/or summer.

5. Attachments

Attachment C: Sites 1–5 and Sites 6–10

For each site:

▪ Schedule for before school, after school, weekend/holiday and/or summer programming,

including:

▪ Start and end dates;

▪ Total number of days of programming;

▪ Total number of weekly hours; and

▪ Hours of operation per day of the week.

The minimum hours of operation must be met at each site proposed by an

applicant. These minimum hours are listed in the RFA.

If you are proposing to serve more than 10 sites, please contact OSSE for further

instructions about including this information.

5. Attachments

Attachment D: Community Partnership Information

Applicants will list their community partnerships and categorize the types of

partnerships involved in the 21st CCLC program.

A signed partnership attestation form must be included for each partner

named in the list.

▪ The partner attestation form is available in the RFA and on the OSSE website.

▪ Any applicant that is not an LEA and proposing a program site located in a school must

include that school’s LEA as a program partner and provide a signed partner attestation

form. (Note: A non-LEA application proposing multiple school sites, all operated by the

same LEA, only needs to include one partner attestation form for the LEA, not one

partner attestation form per site.)

5. Attachments

This flexibility is only available to LEAs implementing school-wide programs that

want to consolidate 21st CCLC funds into a “schoolwide program” pool of funds.

▪ An LEA that chooses to consolidate and use funds from different federal programs shall

not be required to maintain separate fiscal accounting records by program that identify

the specific activities supported by those funds if the school maintains records that

demonstrate that the school-wide program, considered as a whole, addresses the intent

and purposes of each of the federal programs that was consolidated to support the

school-wide program.

▪ LEAs opting to consolidate funds may consolidate up to 100 percent of 21st CCLC

funds.

▪ Unconsolidated, remaining 21st CCLC funds must be budgeted within the 21st CCLC budget.

▪ LEAs that opt to consolidate funds must complete the Budget Consolidation section and

create a new budget based on the revised award amount, if applicable.

6. Budget Consolidation

Applicants must project how funds will be used for the second, third, fourth and fifth

year of the projected grant period.

▪ A summary of how funding has been allocated by the applicant for the first year of the

program will be prepopulated based on the information provided in the Detailed Planning

Expenditures budget section.

▪ As applicable, applicants will include estimated in-kind contributions.

7. Program Budget Summary

Applications will be evaluated to ensure that the proposed program will comply with

federal, state and local health and safety standards as well as civil rights protections for

program employees and participants.

Prior to starting a 21st CCLC program and working directly with students, all successful

applicants must:

▪ Have documentation on file demonstrating that all staff members and volunteers who will be

working directly with children have or will receive FBI fingerprint and criminal background

checks and unexpired tuberculosis (TB) test results. (Successful applicants must conduct

background checks every two years and TB tests annually);

▪ Have all required applicable licenses and/or certifications for health and safety on file; and

▪ Have emergency and safety procedures on file.

▪ Applicants who do not check both the “Program Specific” and “Organization Specific”

assurances will not be able to submit the application.

8. Assurances

7/21/2023 67

• Understand the purpose of the grant–pay attention to the information requested in the RFA.

• Justify the need for a 21st CCLC program by clearly stating the needs of the target population

and community to be served. The information provided must be supported by the most recent

research-based data and proposed activities to remedy the identified needs.

• The program design and implementation must be detailed, relevant and clear for the reviewers

to visualize what the applicant is proposing and how the proposed program will address the

identified needs of the population to be served.

• Limit the information about relevant theories and discuss in detail evidence-based activities,

applications and benefits/expected outcomes of each activity. Tell the reviewers how the

proposed activities will address the identified needs of students and families, how the program

activities/services will improve students’ academic performance and behavior and how parents

will be supported to help their children to learn.

• Provide clear, specific and relevant information for each criterion.

• Avoid conflicting information.

• Spend adequate time developing a strong application.

Tips for Writing a Strong Application

Application Review

Applications and all supporting documentation are due by 12 p.m. on Aug. 11, 2023.

▪ Once the application is submitted, a panel composed of external, neutral, qualified,

professional individuals who have been selected for their unique qualifications in the fields of

elementary and secondary education and youth development will review and score all

components of each application submitted.

OSSE reserves the right to inspect the proposed 21st CCLC program site and facilities

before an award is approved.

OSSE makes the final determination on all awards.

Deadline and Follow-Up

Applications will be reviewed by a panel of three individuals who have been

selected for at least one of the following qualifications:

▪ Knowledge of the impact that afterschool learning opportunities have on improving the

academic achievement of students;

▪ Experience in an education-related field;

▪ STEM education experience;

▪ Specialized education experience;

▪ English learner education experience;

▪ Social and emotional learning experience;

▪ Experience working with a variety of community members to forge meaningful

partnerships that foster commitment to improving the lives of youths and families; or

▪ Previous experience/expertise as a grant reviewer.

Review Panel Information

Applications will be selected for funding based on these criteria:

▪ Final score assigned by the application review team based on the scoring indicators in

the RFA (Appendix J);

▪ Availability of funds; and

▪ OSSE’s approval.

▪ This is a competitive application process and submission of an application does not

guarantee that it will be selected for funding.

Review and Scoring

Key Dates

Date Action

June 14, 2023 Notice of funding opportunity published.

June 28, 2023 Release of 21st CCLC RFA.

June 28, 2023 Release of 21st CCLC application in EGMS.

July 19, 2023 Questions due to OSSE for public Q&A.

July–August 2023 Public Q&A responses published on OSSE’s 21st CCLC website.

Aug. 11, 2023 Application submission deadline.

August–September 2023 Peer review of applications (anticipated).

September 2023 Grant award notifications announced (anticipated).

September 2023 Post-award training sessions (anticipated).

Oct. 1, 2023 Date by which new programs must commence.

Questions

All questions received by OSSE before July 19, 2023, including questions raised

during these preapplication sessions, will be answered by OSSE and published in a

document to be posted on the OSSE 21st CCLC website.

Questions should be submitted to

21stCCLC.info@dc.gov.

Public Q&A

Q&A

7/21/2023 76

Please direct RFA-specific questions to [email protected]v.

Valrie Brown, Ed.D.

Program Specialist

V[email protected] | (202) 746-6148

Alex Mackey, M.Ed.

Grant Specialist

Alexander[email protected]v | (202) 316-8726

Kelly Rudd Safran, Ed.D.

State Director, 21st CCLC Program

KellyRudd.Safr[email protected]v | (202) 215-3235

Karen Rivas

Director, Special Populations and Programs

Division of Systems and Supports, K–12

21st CCLC Program Staff