Using more time to implement innovative teaching and learning strategies that are multi-disciplinary and support students in all developmental areas (academic, social and emotional, civic, wellness, etc.).
Using more time to implement service-learning and project-based learning that supports core academic areas.
Using data effectively in designing programming that addresses student needs and interests.
Using data effectively in demonstrating continuous program improvement efforts.
Using more time to provide additional opportunities for adults (including school staff, program providers and partners) to participate in collaborative planning and professional development that supports desired student outcomes.
Developing systems of support that are culturally competent and relevant to the select population of students and families to be served with these funds.
Demonstrate that the activities proposed are not otherwise accessible to students who would be served, or would expand access to high-quality services that may be available in the community.
Developing engaging summer programming that addresses summer learning loss and helps students transition successfully into elementary, middle, and high school.
Engaging families and building strong school-community partnerships to support student outcomes in all developmental areas as described above.
Developing sustainable models for supporting additional quality learning time.
Propose to serve youth from schools/communities with ≥40 percent of students who are ED, as indicated at the Department's School and District profiles page for 2017-2018.
Propose to implement more time in, or in partnership with, a school designated as Level 3, 4, or 5 in 2016 (to view school accountability data — select "school" and "2016" and then "view report").
Propose to serve elementary grade levels that include Kindergarten (K) in their school year program model, and to include a summer program that will include rising K (students transitioning to K at the start of the school year).
Submit the application in full partnership, including a school district as well as one or more community-based organizations and/or other public or private organization. An LEA (school district) may receive priority points without a partner if they are able to show that they are unable to partner with a community-based organization in a reasonable geographic proximity and of sufficient quality.
Have not previously received 21st CCLC funding.
Last Updated: August 17, 2018
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