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Grants and Other Financial Assistance Programs

FY2023: Expanded Learning Time (ELT)

Fund Code: 225


There is a body of research supporting the efficacy of Expanded Learning Time (ELT) in accelerating student achievement and closing gaps. Research suggests that, "ELT is especially beneficial for students from low-income families, students of color, and students who are academically behind" as it provides access to academic support, engaging enrichment opportunities, and high quality instruction by teachers who regularly participate in meaningful collaboration.

As we have learned in over a decade of funding the expanded day model through Massachusetts state funding (line item 7061-9412), successful implementation of additional time relies on a balanced and embedded allocation of additional time which includes one or more of the following ELT components:

  1. additional time for core academics (including academic support and acceleration),
  2. teacher collaboration and professional development, and
  3. enrichment opportunities informed by student voice.

Districts may apply for funding to schools adding time to their day/year schedule for all students. Additional time must be calculated in comparison with and above the district average and can include up to an additional 300 hours and no fewer than 50 hours, depending on model. This grant will support additional time for ALL students within the school day or year to incorporate one, two or all three components of ELT (additional time for core academics, collaboration time for teachers, and/or enrichment opportunities for students).


Strengthening student learning during the school year through engaging instruction, nurturing a sense of belonging, and implementing high quality curriculum with the full adoption of high-quality instructional materials.

Using data effectively in designing programming that addresses student needs and interests and in demonstrating continuous improvement efforts.

Developing systems of support that are culturally relevant and leverage the knowledge, strengths, and assets of students, families, educators, and the community.

Developing sustainable models for supporting additional quality learning time.

Supporting schools in districts receiving under $1.5 million in increased Chapter 70 funding 1 over three years with an expressed need or interest in adding time through a redesigned school day or year.

Competitive Priorities:

Competitive Priority will be given to districts that:

  • received ratings of "Meets" or "Exemplary" under the majority (no fewer than 6) Expectations for Implementation on its most recent ELT Site Visit Report (Veteran ELT Schools Only);
  • received ELT funding in FY22 and meet the Veteran ELT School eligibility requirements noted above (Veteran ELT Schools Only);
  • identified Expanded Learning Time (ELT) as an evidence-based practice in its SOA plan but does not have sufficient funding through SOA to support its model (all applicants);
  • have already committed to the adoption/implementation of high-quality instructional materials (HQIM) for Mathematics, ELA/literacy, or Science, Technology/Engineering2 (all applicants); and
  • are in chronically underperforming status.

Category 1 — Districts with Veteran ELT Schools (see Addendum B — Eligibility List):

  • Any public school district with schools that have a demonstrated record of using additional time to advance student outcomes as a recipient of state funded Expanded Learning Time through Fund Code 225.
  • Veteran schools are only eligible to apply if they have maintained an overall accountability percentile3 above 10 on the State Accountability System (see Addendum B — Eligibility List).

Category 2 — New ELT Schools:

  • Public school districts with schools serving a high percentage of students in the low-income population that do not currently implement additional time in the form of a longer school day or year (in comparison with the district average) for all students may apply. Eligible districts/schools may also request funding through this grant to engage in planning activities related to adding time to the school day or year for all students, or.
  • Public school districts with veteran ELT schools meeting the above criteria may also apply for funding to support other schools without experience in implementing additional time and would like to do so in the coming academic year (2022-2023) or would like to plan to add time in future academic years. Districts with experience with ELT through this model that would like to include an additional school that will be mentored by experienced school and will commit to on-going technical assistance that will include visits to implementing ELT schools and meetings regarding their model (schedules, enrichment, collaboration structures, etc.). New district schools must serve high percentages of students in the low-income student group4.
Funding Type:



Approximately $4,600,000 is available, subject to final appropriation. Funding allocations per school will be calculated in consideration of amounts requested by applying district as appropriate to the additional time proposed, scope of work, and size of school(s).

Funding is contingent upon availability. All dollar amounts listed are estimated/approximate and are subject to change. If more funding becomes available it will be distributed under the same guidelines that appear in this RFP document.

Fund Use:

Salaries, stipends, contracts, instructional materials, transportation, enrichment materials, professional development costs, curricular materials, and other expenses associated with operating an expanded school schedule. Please Note: Although the majority of expenditures are expected to cover the cost of salaries and stipends to teachers, funds should be allocated in ways that are most sustainable. Your requested allocation should be inclusive of other costs that may be incurred while expanding the day.

Project Duration:

Upon Approval – June 30, 2023

Program Unit:

Statewide Systems of Support


Moira Connolly

Date Due:

Wednesday, July 20, 2022

Required Forms:
Submission Instructions:

Email one complete application that includes all required forms in their original word or excel formats to . Part I must be submitted as a PDF, however, please do not convert other documents into a PDF or send as a google doc.

If the attachment is too large to send in one email you may split it into multiple emails and label them in the subject line 1 of X, 2 of X, etc.

Awarded Recipients: Upon award, recipients will be required to enter the approved budget and Part I in EdGrants. Once selected, recipients will be contacted with further instructions on the process.

1 Districts and schools may also reference Preliminary FY23 Chapter 70 Formula Spreadsheet . In the Excel file, a district would click on the Comparison to FY22 tab and look at Change in Aid (Column N) to see its proposed FY23 increase.

2 For the context of this grant, high-quality instructional materials should be those identified in CURATE and/or those that have been verified as aligned to rigorous college- and career-ready standards by a neutral third-party evaluator. For example, provides such a review for Math and ELA/literacy materials. STE materials may be verified by a range of independent evaluators or a detailed crosswalk/description of the alignment of the curriculum to the STE Framework (including content and practices).

3 An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that administer similar assessments and is calculated using up to two years of data for all accountability indicators. Accountability percentiles are not calculated for districts, or for any school without sufficient achievement and growth data in English language arts (ELA) and mathematics.

4 Low-income (2022 to present): Calculated based on a student's participation in one or more of the following state-administered programs: the Supplemental Nutrition Assistance Program (SNAP); the Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; expanded MassHealth (Medicaid) up to 185% of the federal poverty level, as well as students identified by districts as homeless and students the district confirmed had met the low-income criteria through the supplemental process and collected the required supporting documentation (SIMS DOE056)
source: See Redefining Low-income Under the Student Opportunity Act (SY 2021-22)

Last Updated: June 27, 2022

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