21st Century Community Learning Centers
TABLE OF CONTENTS
Overview ..................................................................................................................................... 2
Background and Eligibility .................................................................................................... 2
Absolute Priority and Required Activities ............................................................................. 5
OSDE Goals and Objectives for Consolidated Application .................................................. 9
Preparing the Application ...................................................................................................... 10
Application Narrative ................................................................................................................ 12
Program Need ........................................................................................................................ 12
Program Design ..................................................................................................................... 12
Resource Management........................................................................................................... 15
Program Management ............................................................................................................ 17
Competitive Priority .............................................................................................................. 17
Grant Application Checklist .................................................................................................. 19
Grant Application Forms A-H ............................................................................................... 21
Appendix A: Narrative Scoring Guide .......................................................................... A1-A7
Appendix B: Oklahoma Requirements for School-Age Programs ..................................... B1
Appendix C: Resources on After-School Programs ....................................................... C1-C4
Appendix D: Selected Published Research Articles on After-School Programs .......... D1-D2
21st Century Community Learning Centers (CCLC)
No Child Left Behind - Title IV, Part B
BACKGROUND AND ELIGIBILITY
The purpose of the 21st CCLC program is to establish community learning
centers throughout Oklahoma that provide activities designed to complement the
regular academic program of K-12 students as well as opportunities for academic
enrichment. Authorized under Title IV, Part B, of the Elementary and Secondary
Education Act (ESEA), as amended by the No Child Left Behind Act of 2001,
(NCLB) the program’s specific purposes are to offer:
(1) Assistance to students in meeting state and local student performance
standards in core academic subjects and opportunities for academic
enrichment, including tutorial services for students, particularly those in
high-poverty areas and low-performing schools;
(2) A broad array of additional services, activities, and programs to students
such as youth development, drug and violence prevention, counseling, art,
music, technology, service-learning, character education, and physical
education and wellness to reinforce and complement the regular academic
program of participating students; and
(3) Opportunities for literacy training and related educational development
for families of students served by community learning centers and to help
working parents by providing a safe environment for students when school
is not in session.
Eligible Applicants Agencies and organizations eligible to receive 21st CCLC program funds include,
but are not limited to: local educational agencies (LEA), nonprofit agencies, city or
county government agencies, faith-based organizations, institutions of higher
education, and for-profit corporations.
Organizations are not required to demonstrate prior experience in providing after-
school programs to be eligible. However, in its application, an organization that
does not have prior experience must demonstrate promise of success in providing
educational and related activities that will complement and enhance the academic
performance, achievement, and positive youth development of participating
Only those eligible entities willing to collaborate or partner with eligible LEAs are
encouraged to take advantage of this grant opportunity.
Applicants are limited to two sites in a multisite application, and each site must
meet the eligibility requirements.
Collaboration The federal guidance for 21st CCLC contains several provisions about the
importance of collaboration. The guidance requires each applicant to provide:
(1) A description of how the program was developed and will be carried out in
active collaboration with the schools the students attend, if the local
(2) applicant is another public or private organization; and
(3) A description of the partnership between a local educational agency, a
community-based organization (CBO), and other public or private
organizations, if appropriate.
If the applicant is a public or private organization, the application should describe the arrangement with the LEA
for access to student achievement data necessary to evaluate the effectiveness of the program, including the
assurance of confidentiality of student data. The application should also describe how the LEA will share the
Priority Academic Student Skills (PASS) content-area standards and curriculum with the applicant.
By statute, a 21st CCLC grant may not be made in an amount that is less than
$50,000. It is the intent of the Oklahoma State Department of Education (OSDE)
to award grants of sufficient size and scope to support high-quality, effective
The OSDE will award competitive grants ranging from $50,000 to $300,000 per
year for three years with an optional two years of additional funding providing
• The project annually meets or exceeds the stated program mission and
• Documentation of regular (daily) attendance is provided;
• Attention is given to timely submission of evaluation; and
• There is evidence of efforts to build a sustainable program.
In order to encourage program sustainability, a fourth year at 80 percent, and
a fifth year at 60 percent of the original amount may be funded.
An applicant may choose to apply for a maximum of two sites within one
consolidated application. In this case, a minimum of $50,000 and a maximum of
$300,000 may be awarded for each site, based upon the quality of the application.
Program expenditures will be reported and reimbursed through the Oklahoma
Cost Accounting System (OCAS) with the LEA acting as fiscal agent. At the
close of each funding cycle, all funds should be expended. There is NO
Experience and Practice Each year, participating organizations should collect data that can help them analyze
and refine their programs based on the impact of the activities. Programs with proven
effectiveness are those that are most likely to be sustained after the federal funding
ends. Current practice and research strongly suggests that three years is not enough
time for local communities to fully develop a program. Research finds that it takes a
period of approximately five years of continual revision and improvement for a
community to fully implement a successful program.
The OSDE encourages applicants to consider the scope of services, the
number of students to be served, the needs of the families and community,
and current available assets when determining the amount of money to
Use of Funds Funds may be used solely for the purpose of creating local community learning
centers that provide students and their families with activities that reinforce the
regular academic program, and a broad array of other activities designed to
complement their school-day programs and advance student achievement.
Services must be offered during nonschool hours or periods when school is not in
session. This time may include before and/or after school, evenings, weekends,
school vacations, and/or summer.
Funds must be used only to supplement, not supplant, any federal, state or
local dollars available to support activities allowable under the 21st CCLC
Though a cash match is not required, applicants are encouraged to identify in-
kind services that will contribute to the sustainability of the 21st CCLC.
Attention will be given to each applicant’s capacity to administer the program
• Previous experience with similar amounts of funding at the state or federal
level through government or foundation grants;
• Proven fiduciary responsibility demonstrated through annual audits; and
• A clear and documented communication plan that links the school
district(s) and school program site(s), and major partners.
Fees may be charged by 21st CCLC programs, however, programs must be
equally accessible to all students targeted for services, regardless of their ability
to pay. Programs that charge fees may not prohibit any family from participating
due to its financial situation. Programs that opt to charge fees must offer a
sliding scale of fees and scholarships for those who cannot afford the
program. All income collected from fees must be used to fund program
activities specified in the 21st CCLC grant application.
ABSOLUTE PRIORITY AND REQUIRED ACTIVITIES
Absolute Priority The absolute priority is a mandatory requirement and must be addressed
by all applicants.
Eligible applications will:
• Propose to serve students who attend a school site that is eligible for
designation as a Title I schoolwide program. To be eligible for this
designation at least 40 percent of the students must qualify to receive free or
reduced-price meals through the National School Lunch Program;
• Be submitted jointly between at least one LEA eligible to receive funds under
Title I, Part A, and at least one public or private community organization. An
exception may be granted for LEAs that do not have qualified community
organizations within reasonable geographic proximity;
In determining whether an application has been “submitted jointly,” there
must be sufficient evidence that:
The LEA and at least one other organization collaborated in the planning
and design of the program;
Each has a substantial role to play in the delivery of services;
Each has significant ongoing involvement in the management and
oversight of the program; and
Provision has been made for educational services or activities
appropriate for adult family members of students participating in the 21st
• Identify program goals and objectives which have the potential to increase
student academic achievement, are scientifically based and provide evidence
that the program or activity will help students meet the PASS standards.
Scientifically based research involves the application of rigorous, systematic, and
Experience and Practice objective procedures to obtain reliable and valid knowledge relevant to education
activities and programs. This means research that:
(1) employs systematic, empirical methods that draw on observation or
(2) involves rigorous data analyses that are adequate to test the stated
hypotheses and justify the general conclusions drawn;
(3) relies on measurements or observational methods that provide reliable and
valid data across evaluators and observers, across multiple measurements
and observations, and across studies by the same or different investigators;
(4) is evaluated using experimental or quasi-experimental designs in which
individuals, entities, programs or activities are assigned to different
conditions and with appropriate controls to evaluate the effects of the
condition of interest, with a preference for random assignment, experiments,
or other designs to the extent that those designs contain within-condition or
(5) ensures that experimental studies are presented in sufficient detail and clarity
to allow for replication or, at a minimum, offer the opportunity to build
systematically on their findings; and
(6) has been accepted by a peer-reviewed journal or approved by a panel of
independent experts through a comparably rigorous, objective, and scientific
Required Activities Applicants must describe how each of the following components will be
incorporated into the proposed 21st CCLC program to advance student academic
achievement either, elementary or secondary levels:
• Remedial education and academic enrichment activities;
• Tutoring services, homework assistance, and mentoring programs;
• Reading and language arts activities;
• Mathematics and science education activities;
• Civic education and social studies activities;
• Art and music education activities;
• Telecommunications and technology education programs;
• Parental involvement and family literacy activities;
• Drug and violence prevention programs, counseling programs, and character
education programs; and
• Physical education and wellness activities.
Optional Activities Additionally, applicants may describe how the following components will be
incorporated into the program:
• Expanded library service hours;
• Entrepreneurial education programs;
• Assistance to students who have been truant, suspended, or expelled to allow
them to improve their academic achievement.
After-School Programs and the K-8 Principals, developed by the National
Experience and Practice Association for Elementary School Principals (NAESP), in cooperation with the
National Institute on Out-of-School-Time, The National School-Age Care Alliance,
and the United States Department of Education (USDE), identifies standards for
quality school-age child care. One of the standards of excellence that specifically
pertains to after-school programming reflects a commitment to promoting
knowledge, skills, and understandings through enriching learning opportunities that
complement the school day. Specifically, high-quality after-school programs should
offer opportunities for children to develop in the following areas:
• Communication skills in reading, writing, speaking, spelling, and listening;
• Math skills in computation, application, and problem solving;
• Scientific inquiry into the natural and physical world, as well as practical
applications of science and technology;
• The interrelationships of people and cultures to historic, geographic and
• Participation in the arts, including visual art, music, dance, and drama;
• Development of physical fitness and motor skills through physical activity;
• Opportunities for problem-solving that strengthen decision-making and
higher-level thinking skills;
• Study and time-management skills to encourage children’s responsibility for
their own learning;
• Personal and civic responsibility and the significance of service to others;
• Appreciation of, and respect for, differences in culture, race, and gender; and
• Skill development in computer and multimedia technology.
Experience and Practice
Enrichment Academic enrichment can include tutoring in core academic subject, and provide
extra learning opportunities that provide students with ways to practice their
academic skills through engaging, hands-on activities. Such activities might include:
• chess clubs to foster critical thinking skills, persistence, and other positive work
• service-learning programs to apply academic learning, meet community needs,
and reinforce civic education;
• theater programs, to encourage reading, writing and speaking as well as
teamwork, goal-setting, and decision-making;
• book clubs to encourage reading and writing for pleasure;
• cooking programs to foster application of reading, writing, and math and
• poetry contests to encourage reading, writing and speaking;
• woodworking programs to encourage planning, measurement, estimation and
other calculation skills; and
• computer clubs, including newspaper publishing, to promote writing, editing,
and knowledge of and comfort with technology.
Location of 21st CCLC A community learning center may be located in a facility other than an elementary
or secondary school. However, the facility must be at least as available and
accessible to the participants as if the program was located in an elementary or
Whether the program takes place in a school building or other facility, the
applicant must include a plan of how students will travel safely to and from
the community learning center and home, and include funds in the budget for
Operation Hours The majority of funded community learning centers are open at least 15 hours per
week during the regular school year. Research suggests that more time spent in
engaged and sustained learning activities yields greater benefits. Applicants should
consider the number of students who would benefit from after-school services, how
many students the facility will accommodate, and a plant to encourage regular
(daily) attendance of participating students. To best serve the children of working
families, centers should establish consistent and dependable hours of operation and
describe this process in the application.
The federal guidance does not specify hours of operation or the
minimum/maximum numbers of students a center must serve. The guidance does
specify that 21st CCLCs must offer services during nonschool hours or periods
when school is not in session. Pre-Kindergarten or Kindergarten students enrolled
in a half-day program may receive 21st CCLC services before or after their class
during regular school hours, as this may be the most suitable for serving these
Existing Site Eligibility Applicants who have previously been funded for a State 21st CCLC program
should provide a project summary as evidence of operating a successful program.
Such evidence should be limited to five additional pages, and should include:
• Summary of most recent Applicant Performance Report (APR);
• Number of students served;
• Academic achievement reports;
• Student attendance records; and
• Any outside evaluation information.
Funds for Planning Funds must be used to provide services and cannot exclusively support planning.
The legislation requires a local applicant to demonstrate prior experience or promise
of success in providing educational and related activities. Applicants should plan
for implementation prior to applying for the grant. However, grantees may use
funds for ongoing planning throughout the grant period to strengthen the program
based on evaluation results. Grant funds may NOT be used to reimburse a
proposal–writing firm or an individual grant writer.
Community-Based Community-based organizations (CBOs), including faith-based organizations
Organizations (FBOs), are eligible to apply for 21st CCLC grants provided they meet all
requirements of this program as stated in the application. In order to ensure that
a grantee meets the program’s purposes and criteria, it should not discriminate
against beneficiaries on the basis of religion. In matters of
program eligibility, the OSDE will not discriminate against grant applicants with
regard to religion. Thus, community-based and faith-based organizations may
apply for local grants on the same basis as other applicants.
Funds shall be used solely for the purposes set forth in this grant program. No
funds provided pursuant to this program shall be expended to support religious
practices, such as religious instruction, worship, or prayer. FBOs may offer
such practices, but not as part of the program receiving assistance, and FBOs
should comply with generally applicable cost accounting requirements to ensure
that funds are not used to support these activities. For example, FBOs are
required to provide evidence that grant funds are accounted for separately to
ensure that they are not used inappropriately.
OSDE GOALS AND OBJECTIVES FOR CONSOLIDATED APPLICATIONS
The 21st CCLC program was included in the OSDE’s consolidated application for activities funded under the
No Child Left Behind (NCLB) Act. In the consolidated application, the OSDE adopted the five performance
goals identified by the United States Department of Education (USDE). Applicants are encouraged to consider
the following goals and program-specific objectives in preparing the 21st CCLC application. Competitive
grants will be awarded to school and community partnerships that show the greatest promise of
enhancing the attainment of the five performance goals as designated in the consolidated application.
Goal 1: By the end of the school year, all students who regularly attend the 21st CCLC program will
improve their academic performance in Reading and Math by scoring a “satisfactory” or
better on the state CRT or increasing their knowledge and skills by a minimum of 20% as
measured by pre- and post-testing at the beginning and end of the school year.
* Pre- and posttesting using benchmark tests such as DIBELS, BEAR®, STAR, PassKey, Orchard,
* State CRT exams (Grades 3 - 8).
* After school academic instruction and activities will be aligned with the Oklahoma Priority Academic
Student Skills (PASS).
* After school academic activities will support the school day with intentional, innovative, and strategic
activities that enhance intervention, remediation, acceleration, and enrichment programming.
Goal 2: All students will be instructed by “Highly Qualified Teachers” and caring adults.
* Certified teachers are designated as "Highly Qualified." Professional development for Highly Qualified
teachers will include trainings that are "after school specific" in nature. A list of attended professional
development trainings or sessions will be submitted for SDE approval.
* Ninety percent of "noncertified" personnel will participate in a minimum of three OSDE-approved
professional development training and technical assistance each year.
Goal 3: All students will have a physically and emotionally safe place to attend, and continual
instruction to promote healthy bodies, minds, and habits.
* Instruction “in” and implementation “of” good nutrition and exercise, healthy skills and knowledge, and
good role models of physical, mental, and psychological health.
Goal 4: All grantees will provide four opportunities yearly for parents and students to learn and serve
their community together.
* PTA, OPAT, Lion’s Quest, parenting classes, enrichment activities, computer activities, community
service, and service-learning projects are examples of ways to involve parents/community members.
Goal 5: All grantees will identify students that exhibit the behaviors identified as “at-risk” for drop-
out’ and provide appropriate programming and instruction to engage those students.
* Identifying students that have poor attendance habits, have been retained, are “unengaged” in the regular
school day, or their family history shows a cycle of dropout behaviors, etc.
PREPARING THE APPLICATION
Training Each funded program will be required to send a representative(s) annually to at
least one (1) state, one (1) regional, and one (1) national workshop.
Principles of Effectiveness The federal guidance includes the Principles of Effectiveness for a 21st CCLC
program. Your program narrative must include a description of how its
proposed activities will meet these principles listed below. Such programs shall
• Based on an assessment of objective data regarding the need for before- and
after-school programs (including summer recess periods) and activities in the
schools and communities;
• Based upon an established set of performance measures aimed at ensuring
the availability of high quality academic enrichment opportunities; and
• Based upon research that provides evidence that the program or activity will
help students meet the state and local student academic achievement
The grant application, as well as continued funding, will be based on these
Principles of Effectiveness.
Preparing the Application Read the entire Request for Proposal (RFP) and the Application Narrative
Scoring Guide (Appendix A) before preparing the application. Information
contained in the RFP clearly identifies:
• Who is eligible to apply for a 21st CCLC grant;
• What the applicant(s) must propose to do;
• What must be contained in the application; and
• The criteria that will be used to evaluate applications.
In preparation for writing the application, a 21st CCLC Advisory Committee
should be established and should consist of the individual preparing the
application, representative(s) from partnering organizations, school
administrators, community and civic leaders, parents, and students. The Advisory
Committee should be used to guide the application and should convene at least
quarterly to guide the development and implementation of the 21st CCLC
program. Complete Form C by listing the individual members of the Advisory
Application Instructions The completed application must contain all sections included in the Application
Narrative in the order provided by the Checklist on page 22. Copies of all forms
and assurances discussed in each section are provided in the Application Forms
section of this RFP.
Provide no more than 25 pages of narrative (12-point font, double-spaced), with
one-inch margins, plus no more than 15 pages of supporting documents
Reviewers will have a limited time to review applications and will focus their
consideration of the application against the Narrative Scoring Guide
included as Appendix A. When writing the narrative, please follow the
outline provided in the Narrative Scoring Guide.
There are five sections in the application narrative. Scoring is based on a total of
540 possible points. Applicants may choose to include these additional
components for 10 competitive priority points per component. The score for
each section represents a percentage of the total score as indicated in the
Program Need (10% of the total score)
Program Design (66% of the total score)
Resource Management (12% of the total score)
Program Management (12% of the total score)
Competitive Priorities (up to 40 additional points)
Supplementary materials such as videotapes, CD-ROMs, files on disks,
publications, press clippings, and/or testimonial letters will not be reviewed nor
will they be returned to the applicant.
The deadline for submitting the application will be posted on the OSDE
Web site <http://sde.state.ok.us>. A signed original, plus two copies of the
21st CCLC grant application in its entirety must be received at the
Oklahoma State Department of Education in Suite 215 by 4:30 p.m. on the
deadline date. The superintendent of the LEA to be served by the center(s)
must sign Form A as the authorizing official. No faxes, electronic, or late
applications will be accepted. Applications written for multiple applicants
by a single grant writer MUST reflect the local needs for the community for
which they are written. DUPLICATE APPLICATIONS WILL NOT BE
CONSIDERED FOR FUNDING.
Assistance For general matters concerning the 21st CCLC application or technical
assistance preparing the application, please contact:
Melodie Fulmer, Director 21st CCLC
Oklahoma State Department of Education
2500 North Lincoln Boulevard, Room 215
Oklahoma City, Oklahoma 73105-4599
I. Program Need (10% of the total score)
The extent to which the proposed program will provide services or otherwise
address the needs of students at risk of educational failure.
Community Describe your community - cite factors that place students in your community
Description at risk of educational failure, and clearly describe the extent to which your
proposed program is appropriate to, and will successfully address the needs of
the target population. Data to validate the factors may include, but not be limited
• Poverty and unemployment rates in the communities to be served;
• Percentage or rapid growth of limited English proficient students and adults;
• Percentage of Title I students;
• Dropout rates; and
• Literacy rates and education levels in the community.
Use specific, relevant, and current data regarding the students and families to be
served by the project, including recent community needs assessments and an
inventory of community assets/resources. Communication with the LEA Title I
director is encouraged as data is being collected in preparation for the
Risk Factors Describe how the proposed program will address the risk factors for each target
population. The services to be provided should be closely aligned with the
academic enrichment, youth development, and family service needs identified.
II. Program Design (60% of the total score)
The Program Design section of the narrative includes three parts:
1) The extent to which the goals, objectives, and outcomes to be achieved by
the proposed project are clearly specified and measurable.
In its grant application to the United States Department of Education, the OSDE
set performance goals to be measured in the statewide 21st CCLC program (see
page 9). There should be a direct correlation between your program goals and
activities, the state performance goals, and the Oklahoma core curriculum PASS
standards. You may review the PASS document at <http://sde.state.ok.us>.
Based upon your needs assessment, identify:
• Measurable program goals, objectives, and outcomes for the entire three- or
five-year grant aimed at ensuring the availability of high quality academic
opportunities for students engaged in the 21st CCLC program;
• Activities for Program Year 1. Activities for subsequent years will be
requested in the annual evaluations;
• The timeline for meeting the goals and objectives of Program Year 1,
including partnership meetings, professional development, and reasonable
start-up and implementation benchmarks;
• The scientifically research-based curriculum you anticipate using in your 21st
• Specific teaching strategies that program staff will use to help students meet
their academic needs;
• How the program is expected to improve student performance, particularly in
core academic areas such as reading/language arts, mathematics, science,
social studies/civic education, and the arts;
• How your program will provide services and activities during extended hours
that are not currently available during the regular school day;
• How 21st CCLC staff will collaborate with regular school day teachers to
assess students’ needs;
• How and to what degree the specific learning opportunities and activities are
expected to improve student achievement, including a description of how
activities are coordinated with the regular school day; and
• Strategies that support regular (daily) student attendance in the local 21st
Experience and Practice Merely asserting in the application that the project will assist students in meeting or
exceeding local and state standards in core academic areas does not provide the
reviewers of the application with a full understanding of how this will occur.
2) The extent to which the design of the proposed program is appropriate to,
and will successfully address the needs of the target population.
Based upon your needs assessment:
• Describe the role of the advisory committee in determining the design of the
• Provide evidence that the program will be adequately staffed with qualified
personnel. Provide résumés or job descriptions for key staff as supporting
• Describe any services that are planned for adult family members of youth
• Describe how students participating in the program will travel safely to and
from the center and home (include cost in budget).
3) The extent to which the proposed project will establish linkages with
other appropriate agencies and organizations providing services to the
Based upon your needs assessment, describe:
• The eligible applicant’s experience or promise of success, in providing
educational and related programs that will complement and enhance the
academic performance, achievement, and positive youth development of
• The vision and responsibilities of specific program partners as they relate to
the 21st CCLC program, including the roles to be played by each of the
partners, i.e., who will do what, when, and where, to what ends, and with what
Include letters of commitment or memoranda of understanding, as supporting
documentation, that clearly indicate the role and capacity of each partnering
organization discussed in the application. Applicants are advised that letters
of support with a clear demonstration of buy-in from senior administrators of
the partnering organization are more important than the quantity of letters.
The most successful applications will have involved their community partners
in planning and writing the grant application.
• The process for developing plans for the continuous strengthening of the
partnership(s) between the local educational agency, community-based
organization(s), and public or private organization(s) (if appropriate). Include
preliminary plans for continuing the proposed programs beyond the three- to
five-year period of 21st CCLC grant funding.
• How other federal, state, and local programs will be combined or coordinated
with the 21st CCLC program to make the most effective use of public
Experience and Practice Federal programs can also complement local 21st CCLC programs. Many current
21st CCLC programs are eligible to receive funds through the U.S. Department of
Agriculture (USDA) Food and Nutrition Service for “After-school Snacks.” Local
communities can also participate in USDA’s Summer Food Service program. These
snacks and meals can contribute to the nutritional services provided in local
programs. For specific information on these programs, contact Dee Baker,
Executive Director of Child Nutrition, at the Oklahoma State Department of
Education, (405) 521-3327.
Services made available through funds from Temporary Assistance to Needy
Families (TANF), administered by the U.S. Department of Health and Human
Services, can be combined with 21st CCLC programs to serve children outside of the
regular school day. 21st CCLC programs can also utilize federal funding available
through local prevention grants under Title V of the Juvenile Justice and
Delinquency Prevention Act (administered by the Office of Juvenile Justice and
Delinquency Prevention in the U.S. Department of Justice). Further information on
local prevention grants can be found at <http://ojjdp.ncjrs.org/titlev/index.html>.
• How the applicant will recruit, train, and use volunteers, for example, National
Senior Service Corps, in activities carried out through the community learning
Experience and Practice National Senior Service Corps: Currently more than 12,900 seniors in Oklahoma
contribute their time and talents in one of three programs: Foster Grandparents, who
serve one-on-one with more than 3,000 young people who have special needs; Senior
Companions, who help more than 800 other seniors live independently in their homes;
and Retired and Senior Volunteer Program (RSVP) volunteers, who work with more
than 1,700 local groups to meet a wide range of community needs.
To contact the National Senior Service Corps programs in your area, refer to the
Corporation for National and Community Service Web site at <www.cns.gov>. Select
“Senior Corps” programs to find programs in your state.
For additional information, contact:
Corporation for National Service State Office in Oklahoma
Theresa Long, Program Officer
National Civilian Conservation Corps (NCCC): AmeriCorps’ NCCC teams meet
community needs in cooperation with nonprofit programs, state and local agencies, and
other community groups. Members serve on teams that address environmental,
education, public safety, disaster relief, and other community needs across the country.
For more information on how an NCCC team can support your 21 st CCLC program,
Jules Hampton, Region Director
1700 South 28th Avenue, suite 20
Hattiesburg, MS 39402 601-296-4711
III. Resource Management (15% of the total score)
General Guidance Projected budget costs should be reasonable in relation to the number of persons
to be served and for the anticipated results and benefits.
Administrative costs under this grant may not exceed 15 percent of the total
grant amount. Administrative costs include indirect costs and direct
administrative charges, such as administrative payroll. For example, a school
getting a grant for $200,000 would have a combined administrative salary,
benefits, and indirect cost of $30,000.
Salaries of positions that simply coordinate grant activities are also considered
administrative and should be calculated under the 15 percent cap.
Salaries of positions that are providing student, teacher, or parent training or
other direct services would not be considered administrative.
Each funded program will be required to send a representative(s) to at least one
(1) state, one (1) regional, and one (1) national workshop each year. Adequate
funding ($5000) should be included in your budget for their travel and lodging.
Each eligible organization that receives an award may use the funds to carry out a
broad array of before- and after-school activities (including during summer
recess periods) that advance student academic achievement. In Elementary and
Secondary Education Act (ESEA), NCLB provides some flexibility in how 21st
CCLC funds can be used at the local level for grantees that are LEAs.
• Consolidation of Local Administration Funds -- With approval from the state
educational agency (SEA), LEAs may consolidate administrative funds with
any other administrative funds available from ESEA programs consistent
with the administrative provisions established for each program. Such
consolidation may enhance the effective and coordinated use of
administrative funds under the consolidated programs.
• School wide Programs -- LEAs are permitted to consolidate and use funds
under Part A of Title I together with 21st CCLC and other ESEA program
funds received at the school to upgrade the entire educational program of a
school that serves an eligible school attendance area. (A school in which not
less than 40 percent of the children are from low-income families is eligible
for “schoolwide” status.) However, local schools are still responsible for
implementing activities for which they received the 21st CCLC award.
• Rural Education Initiatives -- LEAs eligible for the Small, Rural School
Achievement program may use their “applicable funding” (funds received
under the Improving Teacher Quality State Grants, Educational Technology
State Grants, State Grants for Innovative Programs, and Safe and Drug-Free
Schools and Communities program) to carry out activities authorized under
the 21st Century Community Learning Centers, Title I, Part A, Title III, or
any of these particular programs.
Note: 21st CCLC grant funds cannot be used to purchase facilities, buses,
furniture, or food, nor can they be used to support new construction. Grant
funds cannot supplant other federal, state, and/or local funds.
Budget Narrative For Year 1 of the grant, complete the Budget Worksheet, included as Form E.
This worksheet will serve as the budget narrative; itemize and justify the
projected use of the grant funds as well as any other funds committed to
In addition, a projected Program Budget Summary (Form F) must be
completed to provide a comprehensive overview of the three- to five-year
On the budget worksheet (Form E) describe:
• Any cash and in-kind resources that partners are contributing, such as the use
of transportation, community recreational areas, staff, supplies, etc;
• Evidence that appropriate resources and personnel have been carefully
allocated for the tasks and activities described in the application (including
program expenses and transportation);
• Any program funds allocated to program partners, if appropriate;
• The basis for estimating the costs of professional personnel, i.e., salaries,
benefits, projected staff travel, materials and supplies, consultants and
subcontracts, indirect costs, and any other projected expenditures; and
• How the major cost items relate to the proposed activities.
IV. Program Management (15% of the total score)
General Guidance Charts, timetables, and job descriptions for key staff are particularly helpful in
describing the structure of your project and the procedures for managing it
successfully. Successful projects typically budget for and employ a full-time
project director and seek guidance and advice from a variety of members of the
community. It is suggested that you address the issue of planning for
sustainability after the grant period and elaborate upon how the applicant and
partnering organizations will assist in sustaining the program. Applicants are
advised to describe the role and responsibility of all key staff, and outline a plan
and budget for ongoing staff development and training.
• Describe the plan to achieve the objectives of the proposed program on time
and within budget, including clearly defined responsibilities, timelines, and
benchmarks for tasks;
• Describe how the organization will disseminate information about the 21st
CCLC program to a culturally diverse community in a manner that is
understandable and accessible;
• Describe how the applicant will ensure that a diversity of perspectives are
brought to bear in the operation of the proposed project, including those of
parents, teachers, the business community, a variety of disciplinary and
professional fields, recipients or beneficiaries of services, or others, as
• Provide assurance that the fiscal agent (the LEA) will adopt and use proper
methods of administering each program, including the:
– Enforcement of any obligations imposed on agencies, institutions,
organizations, and other recipients responsible for carrying out each
– Correction of deficiencies in program operations that are identified
through audits, monitoring, or evaluation.
Experience and Practice
Based upon successful applications in the past, it is suggested that the applicant:
• clearly delineate the roles to be played by each of the partners, describe who will
do what, when, and, where and with what anticipated results. Provide job
descriptions for key staff is helpful in describing the structure of the project and
the procedures for managing it successfully.
• show that appropriate resources and personnel have been carefully allocated for
the tasks and activities described in the application. Make sure that your
proposed budget will adequately cover program expenses, including
transportation. It is important to demonstrate how you will leverage existing
resources, such as computer labs, libraries, and classrooms to carry out your
• include a schedule for advisory council meetings and professional development
as well as program implementation. Make sure the timeline is set up with
reasonable expectations for start-up dates, etc.
V. Competitive Priority The OSDE will award competitive priority points to applications that:
• Propose to serve children and youth in schools identified as in need of
improvement (pursuant to Section 1116 of Title I);
• Describe how service-learning as a teaching and learning methodology
will be embedded into the 21st CCLC program;
• Describe proposed service-learning projects;
Experience and Practice
Service-learning, as an educational methodology, can promote academic
learning and development through active participation in organized after-school
service experiences. These experiences, coordinated between the school and the
community, address unmet educational, public safety, human and environmental
needs in the community. High quality service-learning promotes positive youth
and character development through civic engagement, improved academic
performance, attendance, and improved self-esteem.
• Have never been awarded a 21 CCLC grant; and/or
• Commits to serve secondary (middle school and/or high school students).
Up to 10 points may be awarded for each of the competitive priority areas
that an application addresses for a maximum possibility of 40 total points.
21st Century Community Learning Center
Grant Application Checklist
Please submit your grant with pages organized in the following order:
FORM A - TITLE PAGE
TABLE OF CONTENTS
FORM B - CAPACITY DETERMINATION FORMS (Parts 1 and 2)
AUDITOR’S FINDINGS FROM MOST RECENT AUDIT
PROJECT SUMMARY (only previously funded 21st CCLC programs)
FORM C - ADVISORY COMMITTEE MEMBERSHIP AND AGREEMENT
FORM D - PARTNERSHIP INFORMATION AND AGREEMENT
FORM E - BUDGET WORKSHEET (Five Pages)
FORM F - PROGRAM BUDGET SUMMARY
FORM G - GENERAL STATEMENT OF ASSURANCES
FORM H - STATEMENT OF ASSURANCES
APPLICATION NARRATIVE (no more than 25 pages, 12-point font,
double-spaced with one-inch margins)
SUPPORTING DOCUMENTS (no more than 15 pages)
Grant Application Forms
21 Century Community Learning Center (CCLC)
Name of Applicant:
Local Educational Agency Faith-based Organization
Community-based Organization Other (describe)
Title of Applicant’s Project:
1st CCLC status:
______New Applicant or ______Received State Administered Grant Award*
______*Award Period Ended (See Form B)
Signature of Authorizing Official:
Telephone: Fax: E-mail Address:
Name of Primary Partner:
Signature of Authorizing Official
Telephone Fax E-mail
Name of each proposed 21st CCLC Number of % of Free or % of Limited Estimated number of Estimated
site, and level of students students Reduced Price English Proficient students to be number of
to be served enrolled in lunch students of each enrolled by the end of adults to be
(elementary, middle, high) proposed site of each school to school year one of the grant served
Type of Program: (Check or circle all that apply.)
Before school After school Weekend Summer
Days of Program Operation: M–F M – TH M–W–F Operating Hours:
Total Grant Amount Requested:
(SDE Use Only) Total Grant Award:
FORM B (Part 1)
21 Century Community Learning Center (CCLC)
Services that the 21st CCLC proposes to address (check all that apply):
Remedial education activities and academic enrichment learning programs, including
providing additional assistance to students to allow the students to improve their academic
Reading and language arts activities
Mathematics and science education activities
Civic education and social studies activities
Arts and music education activities
Tutoring services, homework assistance (including those provided by senior citizen
volunteers) and mentoring programs
Programs that provide after-school activities for limited English proficient (LEP) students
that emphasize language skills and academic achievement
Programs that promote parental involvement and family literacy
Telecommunications and technology education programs
Expanded library service hours
Entrepreneurial education programs
Programs that provide assistance to students who have been truant, suspended, or expelled,
to allow the students to improve their academic achievement
Drug and violence prevention programs, counseling programs, and character education
Physical education and wellness activities
In a maximum of 250 words suitable for publishing, briefly describe the key elements of this grant proposal.
FORM B (Part 2)
21 Century Community Learning Center (CCLC)
In order to determine if the applicant agency possesses the capacity to administer the proposed
program, the following information must be provided. If it is determined that sufficient capacity does
not exist, the application will not be reviewed.
1. In the space below, briefly describe previous experience with similar amounts of funding through
foundation grants or federal, state, or local sources.
2. From your most recent audit, please attach a copy of the “Schedule of Findings and Questioned Costs.”
3. In the space below, briefly describe plans for communication that will link the applicant (LEA,
community-based organization, or other public or private entities), the school/program site(s), and major
4. If the applicant has been a recipient of a 21st CCLC state grant, the final year’s expenditure report must
be attached as well as a copy of the grant.
21 Century Community Learning Center (CCLC)
Advisory Committee Membership and Agreement
*STATEMENT OF SUPPORT: I have participated in the planning and design of this program and agree to
support and participate in the activities as outlined in this application.
Print Name Signature* Date Role
(Refer to Advisory Committee on page
11 of this application.)
21 Century Community Learning Center (CCLC)
Partnership Information and Agreement
(Provide one form for each proposed program site. This form may be duplicated as necessary.)
*STATEMENT OF SUPPORT: I/We have participated in the planning and design of this
program and/or agree to support and participate in the activities as outlined in this application.
Legal Name of Participating Description of Services and Authorized Signature*
Agency Support (Please print name below signature)
(Name, Address, Phone, and Fax)
21 Century Community Learning Center (CCLC)
This worksheet is intended to help you plan the budget for the first year of your program and will serve as the
budget narrative for the application. In each section, list all projected costs including those that will not be
funded by the grant (in- kind), but do note clearly which costs are in-kind and their funding source(s).
List each projected instructional staff Per person, show number of projected hours Total cost of each entry.
position (include certified and multiplied by the hourly rate to calculate
uncertified teachers, program director, wages. Include calculation for benefits to
superintendent, principal, aids, and be paid.
tutors) involved in direct
Total Cost -- Instructional Staff
FORM E (Page 2)
21 CCLC Budget Worksheet
List projected administrative staff Show number of hours multiplied by the rate of Total cost of each
(includes clerical staff, non-instructional pay, or the salary, of each administrative staff entry.
administrative staff, i.e., program director, person. Per consultant, show projected length
superintendent, principal, custodial staff, and of service, amount of compensation, and how
technical support), consultants (include all compensation was calculated.
consultants whether or not there is a charge for
their services), and any other projected services
Total Cost -- Professional Services
List projected services needed to operate, Show projected amount these services will Total cost of each
repair, maintain, and/or rent property owned require and how the amount was determined. entry.
or used by the LEA. Include cleaning, repair,
and maintenance services.
Total Cost -- Purchased Property Services
FORM E (page 3)
21st CCLC Budget Worksheet
Estimate the cost of student Itemize all costs associated with Total cost of each entry.
transportation, both in- and out-of- student transportation (recurring
district, if appropriate, and insurance transportation and/or special events
costs (liability, vehicle, and property) transportation).
related to the program.
Show projected mileage i.e.(number of
Staff travel is also included here. miles X $.505 per mile) for staff
Estimate costs for state, regional and transportation (include automobile
national meetings. Any other in- or and air transportation).
out-of-district travel should be
included. Cost and calculations should be shown
for each item of printing and
Also include projected costs for description of how printing will be
advertising and printing. used.
Total Cost -- Purchased Services
FORM E (Page 4)
21st CCLC Budget Worksheet
List projected materials and Provide calculations for figuring the Total cost for each entry.
supplies needed for instructional and cost of each item. State the purpose for
administrative purposes. Include any specialized items.
expendables (paper, office supplies,
paper products, cleaning supplies,
etc.), curriculum, books, games,
health/wellness equipment, etc., and
specialized items (videos, audiovisuals,
software, testing supplies and
materials and tools for instructional
Total Cost -- Supplies/Materials
FORM E (Page 5)
21st CCLC Budget Worksheet
Expenditures for the acquisition of Show cost of each item and justify why Total cost for each entry.
fixed assets or additions to fixed the item is essential to the program.
assets. Included here are expenditures
for initial, additional, and replacement
items of equipment such as machinery,
furniture, and fixtures, or for lost or
stolen equipment with an
acquisition cost of $2,500 or
Total Cost – Property
Amounts paid for goods and Show the cost for each item listed and Total cost for each entry.
services not otherwise classified. the number of each item being
Include staff registration and/or purchased.
tuition for participation in
professional conventions and
seminars, and professional
memberships and/or dues.
Total Cost – Other
PROGRAM BUDGET SUMMARY
Project Code: 553 FY 2009 Allocation_______________
County/District Code________ District Name Site Name _________________________
Year 1 Year 2 Year 3 Year 4 Year 5
BUDGET CATEGORIES 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 TOTAL
A. Instructional Staff
300 Professional Services
A. Administrative Staff
400 Property Services
500 Purchased Services
A. Staff Travel
B. Student Transportation
C. Specialized (<$2,500)
700 Property (>$2,500) Fixed Assets
A. Staff Dues, Fees, and
Total Direct Costs (objects 100-800)
Total Costs (Direct and Indirect)
Download and complete a full-size FORM F
to submit with your grant application.
21 Century Community Learning Center (CCLC)
General Statement of Assurances
The Chief Operating Officer, Principal or Superintendent, or other designated leader requesting 21st CCLC funding must read the
assurances and sign below.
As the duly authorized representative of the application, I certify that the applicant will:
Primarily target students who attend schools eligible for Title I school wide programs under Section 1114 and the families of
Provide a safe and easily accessible facility and will comply with the Uniform Federal Accessibility Standards to ensure that
facilities comply with the Architectural and Transportation Barriers Compliance Board (ATBCB) in Section 502 of the
Rehabilitation Act of 1973 (the Rehabilitation Act), 29 U.S.C. 792;
Offer a sliding scale of fees and scholarships (if fees are charged) to make the program available to all families regardless of
their financial situation. Income collected from fees will fund program activities specified in the grant application;
Allocate funds to support program representatives to participate in state, regional (multistate), and national training
Participate in evaluations conducted by state or federal officials, and agree to cooperate with technical-assistance teams, and to
host site visits as requested;
Share pertinent student data required for the evaluation components between the applicant and partners;
Use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, federal
funds paid to the applicant under this program;
Use funds under the program to increase the level of state, local and other nonfederal funds that would, in the absence of these
federal funds, be made available for authorized programs and activities, and not supplant federal, state, local, or non-federal
Submit required reports to the OSDE to enable the OSDE to perform its duties; and maintain such records, provide such
information, and afford such access to the records as the OSDE may reasonably require;
Assure that instruction and content will be secular, neutral, and non-ideological; assure that equitable participation of
nonpublic participants (if any) will be provided;
Comply with all federal statutes relating to nondiscrimination. These include but are not limited to: (a) Title VI of the Civil
Rights Act of 1964 which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education
Amendments of 1972 which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973
which prohibits discrimination on the basis of handicaps; (d) the Age Discrimination Act of 1975, which prohibits
discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972, as amended, relating to
nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment
and Rehabilitation Act of 1970, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) 523 and 527 of
the Public Health Service Act of 1912 relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the
Civil Rights Act of 1968 relating to nondiscrimination in the sale, rental or financing of housing; (i) any other
nondiscrimination provisions in the specific statute(s) under which application for federal assistance is being made; and (j) the
requirements of any other nondiscrimination statute;
Assure that the proposed program was developed, and will be carried out, in active collaboration with the schools the students
Comply with all applicable requirements of all other federal laws, executive orders, regulations and policies governing the 21st
Signature of Authorized Certifying Official Title
Applicant Organization Date Submitted
21st Century Community Learning Center (CCLC)
Statement of Assurance for Program Evaluation
While the 21st CCLC grant may include five years of subsequent funding, the years following the initial
year are dependant upon submission of evaluation data according to the timeline presented by the evaluator.
I understand that if evaluation data is not submitted as required, the grantee will forfeit future funding.
Signature of Authorized Certifying Official Title
Applicant Organization Date Submitted