ࡱ>  1bjbjWW T7==f6$ %m%m%m%T%%%Y&T)%"+q-i00001{2,2*******.D1**9m%XG11XGXG*%%00h*NONONOXG%80m%0*NOXG*NONOvU%0]DBP%NIbA|**0"+n1Kn1xn1m%AL229NOQ>-B+222**vM222"+XGXGXGXGn1222222222 #: Notice of Grant Opportunity 21st Century Community Learning Centers Program Competitive Grant: Cohort 11 September 1, 2015 August 31, 2016 15-EK32-H05 David C. Hespe Commissioner Susan Martz Assistant Commissioner Division of Student Services and Career Readiness Nancy Curry Director Office of Student Support Services Division of Student Services and Career Readiness March 2015 Application Due Date: April 30, 2015 CFDA 84.287C NEW JERSEY DEPARTMENT OF EDUCATION P.O. Box 500 Trenton, NJ 08625-0500  HYPERLINK "http://www.state.nj.us/education" http://www.state.nj.us/education STATE BOARD OF EDUCATION MARK W. BIEDRON . Hunterdon President JOSEPH FISICARO. Burlington Vice President ARCELIO APONTE.............................................................................. Middlesex RONALD K. BUTCHER .. Gloucester CLAIRE CHAMBERLAIN .. Somerset JACK FORNARO..... Warren EDITHE FULTON . Ocean ERNEST P. LEPORE .... Hudson ANDREW J. MULVIHILL Sussex J. PETER SIMON . Morris DOROTHY S. STRICKLAND .. Essex Dave C. Hespe, Commissioner Secretary, State Board of Education It is a policy of the New Jersey State Board of Education and the State Department of Education that no person, on the basis of race, color, creed, national origin, age, sex, handicap or marital status, shall be subjected to discrimination in employment or be excluded from or denied benefits of any activity, program or service for which the department has responsibility. The department will comply with all state and federal laws and regulations concerning nondiscrimination. TABLE OF CONTENTS When responding to this Notice of Grant Opportunity (NGO), applicants must use the Electronic Web Enabled Grant (EWEG) online application system which can be accessed at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/. Please refer to the New Jersey Department of Education, Discretionary Grants web page at  HYPERLINK "http://www.nj.gov/education/grants/discretionary" http://www.nj.gov/education/grants/discretionary for more information. The NGO will be posted under Available Grants when it becomes available. SECTION 1: GRANT PROGRAM INFORMATION PAGE 1.1 Description of the Grant Program 1 1.2 Eligibility to Apply 3 1.3 Federal Compliance Requirements (DUNS, CCR) 7 1.4 Statutory/Regulatory Source and Funding 8 1.5 Dissemination of This Notice 10 1.6 Technical Assistance 10 1.7 Application Submission 10 1.8 Program and Fiscal Reporting Requirements 11 1.9 Assessment of Statewide Program Results 12 1.10 Reimbursement Requests 17 SECTION 2: PROJECT GUIDELINES Project Design Considerations 18 Project Requirements 20 Budget Design Considerations 36 Budget Requirements 38 SECTION 3: COMPLETING THE APPLICATION 3.1 General Instructions for Applying 42 3.2 Review of Application 42 3.3 Application Component Checklist 43 NGO APPENDICES: Appendix 1 Documentation of School Eligibility (Upload) Appendix 2 Verification of School Collaboration (Upload) Appendix 3 21st CCLC Program Statement of Assurances (Upload) Appendix 4 Nonpublic Equitable Participation Summary and Affirmation of Consultation Form Appendix 5 Action Research Resources Appendix 6 Verification of Partnership (Upload) Appendix 7 State Mandated Goals and Objectives (Upload) Appendix 8 List of National, Statewide and Regional Conferences Appendix 9 & 9A Documentation of Required Collaboration (Upload) Appendix 10 21st CCLC Project Staff Responsibilities Appendix 11 Budget Requirement Instructions Appendix 12 Electronic Web-Enabled Grant System (EWEG) Tips SECTION I: GRANT PROGRAM INFORMATION DESCRIPTION OF THE GRANT PROGRAM Under Title IV, Part B of the No Child Left Behind (NCLB) Act of 2001, 21st Century Community Learning Centers (CCLC) are defined as centers that offer academic remediation and enrichment activities in tandem with a broad array of other enrichment activities in the areas of arts and culture, youth development, and physical activity to students and their adult family members when school is not in session. The purpose of the 21st CCLC program is to supplement the education of students in grades four through 12, who attend schools eligible for Title I schoolwide programs or schools where a minimum of 30% of students are from low-income families. The program aims to assist students in attaining the skills necessary to meet New Jerseys Core Curriculum Content Standards. Therefore, all 21st CCLC programs must provide participating students with academic enrichment opportunities that complement the regular school day. According to The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities, ELOs are critical supports within high functioning education systems. Research demonstrates that ELOs boost academic gains, increase participant engagement, cultivate work-study habits, improve behaviors and social and emotional developments, support working families and build stronger connections among families, schools, and communities. Additionally, researchers and afterschool practitioners have found that effective programs combine academic enrichment, cultural, and recreational activities to guide learning and engage youth. Also, ELOs, such as afterschool, before school and summer programs, provide youth with a safe, structured learning environment, thereby providing support to working families. New Jerseys Vision The vision for New Jerseys 21st CCLC program is to develop high quality out-of-school time programs through community learning centers that provide services not just to the child but to the entire family. The provision of services through 21st CCLC programs throughout the state will: Increase students career and college readiness by offering high-quality remediation activities in core academic areas such as language arts and mathematics and enrichment activities including arts and culture, youth development experiences, and physical activity; Increase positive student behavior by infusing social, emotional, and character development into the program; Engage adult family members of participating students through participation in an array of parental involvement activities; and Establish and maintain partnerships and collaborative relationships to ensure participants access to all available resources through coordinated efforts and to sustain programs. The 21st CCLC program intends to fund quality afterschool programs operated by knowledgeable and creative staff in partnership with schools and community agencies. To further enhance the impact on student achievement and career and college readiness programs will implement the following components: Align project activities with school-day learning through intentional planning and on-going communication between school-day (both public and non-public) and 21st CCLC program staff in order to improve participant achievement; Support regularly-scheduled communication between school-day staff and program staff; Promote combined, professional development opportunities between school-day/district and 21st CCLC program staff, including professional learning communities; Create a youth-centered environment, including planning with participating youth to design learning experiences that are relevant and interesting to them; Integrate cross-content information and skills by focusing on one of the following themes: science, technology, math, and engineering (STEM), civic engagement, career awareness and exploration, or visual and performing arts; Provide opportunities for experiential learning, problem solving, self-direction, creativity, exploration, and expression, by using a guided-inquiry approach to promote perseverance, curiosity, leadership, responsibility, and self-confidence; Establish a summer program that engages youth in learning and reduces the potential for summer learning loss; Create and maintain partnerships that produce tangible resources and will directly benefit 21st CCLC participants; Offer families of youth served by the program opportunities for literacy and related educational development; Utilize action research methodology to evaluate and improve the program design in order to optimize positive participant outcomes, including academic achievement, engagement in learning, school attendance, social and communication skills, positive behavior and healthy choices; and Document the project design, findings and outcomes for replication. Currently, New Jerseys 21st CCLC program is comprised of 50 grantees throughout the state. Grantees include local education agencies (LEAs), non-profit, for-profit, community-based, and faith-based organizations, operating solely or in partnership with other agencies. Grant Program Period Awards will be issued on an annual basis with the NJDOE reviewing program performance through on-site and desk monitoring, reports, local and state-level evaluations, adequate and efficient use of federal funds, and a continuation application to determine continued program funding. Based on the availability of federal resources, this five-year grant program will begin September 1, 2015 and end August 31, 2020. The initial award year will be September 1, 2015 through August 31, 2016. The project periods for the subsequent award years are: Year 2: September 1, 2016 August 31, 2017 Year 3: September 1, 2017 August 31, 2018 Year 4: September 1, 2018 August 31, 2019 Year 5: September 1, 2019 August 31, 2020 NOTE: Awards will be issued on an annual basis contingent on continued program eligibility, program performance and availability of federal funds. ELIGIBILITY TO APPLY The 21st CCLC program is a limited, competitive grant program open to all New Jersey public or private agencies, local education agencies (i.e., charter schools, educational service commissions, jointure commissions and special-services school districts), non-profit organizations, city or county government agencies, faith-based organizations (including religious private schools), institutions of higher education and for-profit agencies, but limited to those that will serve participants in grades four through 12, who primarily attend schools eligible to participate in Title I schoolwide programs or schools that serve a high percentage of participants from low-income families. Additionally, the families of those participants must also be served through the program. Applicants are required to serve a minimum of 75 students to be eligible for funding. The applicant agency may submit only one application. Former cohort 7 grantees are eligible to reapply for funds under this competitive process. Those agencies currently receiving 21st CCLC funds are ineligible to apply. Agencies that are a sub-grantee of an existing 21st CCLC program are also ineligible to apply. Applicants are not permitted to divest more than 20% of the total grant award to any single entity, including but not limited to partners, collaborators or sub-grantees. At a minimum, applicants must maintain direct control of 51% of the total grant award during the entire grant cycle. Additionally, 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 sub-grant process. These funds may not be used as a pass-through to another agency to operate a 21st CCLC program. Title I Schoolwide Program Eligibility The applicant agency may serve schools that have been identified as a Title I schoolwide program by the New Jersey Department of Education (NJDOE) Office of Supplemental Education Programs. Applicants must have the chief school administrator sign the Documentation of School Eligibility, Schoolwide and Low-income form (Appendix 1) and submit it with the application. For the most recent approved list of schools designated as schoolwide programs, go to  HYPERLINK "http://www.nj.gov/education/title1/program" http://www.nj.gov/education/title1/program. High Percentage of Low-income Eligibility For those applicants choosing to serve youth attending non-Title I schoolwide schools with a high percentage of low-income families, the school (public and non-public) must have a minimum of 30% of its participant population from low-income families. Low income families are defined as those families whose children who are eligible for free lunch and/or free milk. Applicants must have the chief school administrator sign the Documentation of School Eligibility, Schoolwide and Low-income form (Appendix 1) and submit it with this application. Conditions of Award Once the NJDOE has found an applicant eligible by achieving the eligibility requirements listed above, applicants must also satisfy the following conditions of award: documentation of school collaboration, child care licensing (if applicable), assurances and nonpublic participation as detailed below. School Collaboration As required in the NCLB legislation, section 4204(b)(2)(H), an agency applying for local grants must provide an assurance that its program was developed and will be carried out in active collaboration with the schools the participants attend. Applicants must complete the Verification of School Collaboration form (Appendix 2). Submission of this form is a condition of award under this grant program. If the applicant agency is an LEA, this form is not required for the eligible collaborating schools within the applicant LEA. Child Care Licensing Pursuant to N.J.S.A. 30:5B-1 through 15, supplemented by P.L. 1992, c.95, the NJDOE will require all programs that are managed and staffed by a non-LEA agency and service children up to age 13 to be a licensed child care center prior to receiving an executed award. Submission of a copy of the agencys child care license or receipt of a temporary license is a condition of award under this grant program. For additional information, you may visit HYPERLINK "http://www.state.nj.us/dcf/providers/licensing/laws/"http://www.state.nj.us/dcf/providers/licensing/laws/ or contact the Department of Children and Families, Office of Licensing at 1-(877) 667-9845. Assurances In an effort to maintain consistency among all N.J. 21st CCLC programs, all applicants must read and sign the 21st CCLC Program Statement of Assurances (Appendix 3). Submission of this form is a condition of award under this grant program. Providing services to eligible nonpublic school students, teachers, and other personnel NCLB legislation, Section 9501, requires all applicants for certain discretionary grant programs to include and provide services to eligible nonpublic school students, parents, and/or teachers. This grant program is governed by this requirement. Applicants must consult with nonpublic schools prior to preparing the application, as documented by the Nonpublic Equitable Participation Summary and Affirmation of Consultation, the Documentation of Nonpublic School Participation and the Nonpublic School Requirements listed within EWEG. Nonpublic School Eligibility The nonpublic school must have a minimum of 30% of its total student population designated as low-income. After which, the eligibility is based on the location of the nonpublic school(s), design of the specific grant program and needs of the nonpublic school students and teachers. The needs must be able to be met via the discretionary grant programs specific program design.** Generally, the nonpublic school must be located within the communities or geographic boundaries of the applicant agency or partner agency, if applicable. According to the parameters of the grant program and available funding, the applicant agency determines the area to be served. **Example: If the design of the grant program is to provide supplemental math instruction for seventh and eighth grade students, then the nonpublic school(s) must serve seventh and eighth grade students who are in need of supplemental math instruction and must be in the geographic area served by participating public schools. (NOTE: See section on timely and meaningful consultation below.) Timely and Meaningful Consultation For assistance in identifying all of the nonpublic schools located within the applicants and all subgrantees geographic boundaries, the applicant should visit the NJDOEs website at  HYPERLINK "http://www.nj.gov/njded/nonpublic" http://www.nj.gov/njded/nonpublic, for a list of nonpublic schools by locality and Frequently Asked Questions (FAQ), that includes suggestions on how to contact the schools and how to document those contacts. The applicant agency is responsible to identify all appropriate nonpublic schools and to contact the appropriate nonpublic school officials to begin the consultation process. The nonpublic school(s) must be given a genuine opportunity to participate in the grant program. The NCLB legislation requires all applicants to conduct timely and meaningful consultation with the appropriate nonpublic school officials prior to the development of the local projects grant application and prior to any decision being made regarding the design of the local project that could affect the ability of nonpublic school students, teachers and other education personnel to receive benefits. Consultation must continue throughout the implementation and assessment of activities. Listed on the following page are the considerations that must be taken into account by all applicants when assessing the needs of the nonpublic school students and teachers and when determining in consultation with the nonpublic school(s) whether those needs fit the grants program design. Consultation generally must include discussion on such issues as: Which children will receive benefits under the project and how their needs will be/have been identified; What services will be provided; How, when, where, and by whom the services will be provided; How the services will be assessed and how the results of the assessment will be used to improve those services; The amount of funds available for services; and How and when decisions about the delivery of services will be made. NOTE: A unilateral offer of services by an applicant agency with no opportunity for discussion on the part of the nonpublic school representative is not adequate consultation. Consistent and Comparable Services and Benefits The NCLB legislation requires that the participation and involvement of the nonpublic school partners and participants be consistent (closely parallel or similar) with the number of eligible children enrolled in nonpublic elementary and secondary schools within the geographic boundaries of the applicant agency or partner agency if applicable. The grant-related services and benefits must be comparable (having a similar effect) to those provided to public school children and teachers participating in the program, and they must be provided in a timely manner. All services to nonpublic school students and teachers must be secular, neutral, and non-ideological. The Education Department General Administrative Regulations (EDGAR) 76.652 states that the applicant agency shall give appropriate representatives a genuine opportunity to express their views regarding each matter subject to the consultation requirements outlined above. By following this course of action, a successful consultation should produce programs that will: Allow for the orderly and efficient integration of the services for the nonpublic school students/teachers into the operation of the local project; Result in benefits that have similar effects for both the applicant and the nonpublic school students and/or teachers; and Be appropriate for the specific grant program. Grant Application Nonpublic School Requirements Forms The applicant must complete the Documentation of Nonpublic School Participation form in EWEG, which is located under the Narrative, Nonpublic tab. In addition, the applicant must submit the signed Nonpublic Equitable Participation Summary and Affirmation of Consultation (complete and upload this form into EWEG so that it is part of the grant application). The uploaded form must be signed and dated by both the applicant Chief School Administrator (CSA) and the nonpublic school official, where appropriate. An applicant agency may be disqualified if it fails to complete and include these forms in its grant application. Program and Budget Requirements For program and budget requirements affecting the use of funds for nonpublic schools see the Program Requirements and Budget Requirements sections of this NGO. After Receiving the Grant Award and throughout the Grant Program Comprehensive program planning must continue with nonpublic schools throughout both the implementation and assessment of the grant activities. NOTE: If awarded, the NJDOE reserves the right to determine continuation of funding based on the applicants ability to make substantial progress toward meeting the objectives set forth in its approved application (see EDGAR at 34 C.F.R. 75.253). 1.3 FEDERAL COMPLIANCE REQUIREMENTS (DUNS, CCR) In accordance with the Federal Fiscal Accountability Transparency Act (FFATA), all grant recipients must have a valid DUNS number and must also be registered with the System for Award Management (SAM), the successor to the Central Contractor Registration (CCR) database. DUNS numbers are issued by Dun and Bradstreet and are available for free to all entities required to register under FFATA. To obtain a DUNS number, go to  HYPERLINK "http://fedgov.dnb.com/webform/" http://fedgov.dnb.com/webform/ To register with the SAM database, go to  HYPERLINK "http://www.sam.gov" www.sam.gov Applicants are required to submit their DUNS number and expiration date of their SAM registration as part of the EWEG application (Document Upload) and must certify that they will ensure that their SAM registration will remain active for the entire grant period. FFATA Executive Compensation Disclosure Criteria In the preceding fiscal year, if an applicant: Received at least $25,000,000 in annual gross revenues from federal awards; and, If at least eighty (80) percent of the applicants annual gross revenues came from federal awards; the applicant is required to disclose the name and total compensation of the five (5) most highly compensated officers of the applicant as part of the grant application. This information is to be entered using the appropriate EWEG tab (contacts). The term federal award includes federal contracts, sub-contracts, grants, and sub-grants. No award will be made to an applicant not in compliance with FFATA. STATUTORY/REGULATORY SOURCE AND FUNDING The applicants project must be designed and implemented in conformance with all applicable state and federal regulations. The 21st CCLC program is 100% federally-funded under Title IV, Part B of the NCLB Act of 2001 (CFDA 84.287C). The NJDOE will provide approximately $2.5 million to fund approximately 4-10 new applications to operate programs that will offer services in community learning centers for before school, afterschool, summer, weekends, and/or holidays. Applicants are required to serve a minimum of 75 students to apply for funding. The NJDOE will award a minimum of $250,000 and a maximum of $550,000 for a 12-month program year, regardless of the number of sites. The applicant is expected to complete the goal(s) and objectives laid out in the approved grant application, complete implementation activities established in its grant agreement, and make satisfactory progress toward the completion of its approved action plan. Failure to do so may result in the withdrawal by the NJDOE of the applicants eligibility for the continuation of grant funding. In addition, the NJDOE will remove ineligible, inappropriate or undocumented costs from funding consideration. Applicants are reminded that the federal funding language and New Jersey 21st CCLC logo, which will be forward to awarded applicants, must be prominently displayed on all printed and electronic program materials. Additionally, applicants must ensure that the program is listed on the agency website to assist in marketability and recognition of the program. Final awards are subject to the availability of Title IV, Part B funds. If balances are available, or if additional funds become available during the fiscal year, the next highest scoring application(s), at or above 65 points, may become eligible for an award. Maximum Award Amounts In an effort to provide adequate funding for quality programming while promoting prudent operations and expenditures, the NJDOE has established maximum award amounts based on the number of proposed students served. Level of Service (# of students)Maximum eligible amount75 - 100 $250,000101 - 125$300,000126 - 150$350,000151 - 200$425,000201 250$500,000251 - 300$535,000301 +$550,000 NOTE: An agency may request funds in excess of the amounts specified if the agency is serving youth with severe disabilities and documents extraordinary associated costs and may require a lower teacher/pupil ratio because of the nature of the youths disabilities. NJDOE reserves the right to reduce the requested amount for any application that does not document this need. Actual number of students served is subject to monitoring and verification by the NJDOE. The level of service is determined by the number of students that attend the program for 30 days or more. Applicants are required to maintain the level of service identified in year one for each of the subsequent years of funding. Awarded applicants must meet their level of service by November 30, 2015. Grant awards will be reduced if the level of service proposed is not met by November 30, 2015. Cost Justification All costs must be reasonable and necessary to carry out the program, and directly linked to the size and scope of the program and to specific goals, objectives, and activities. Supplemental Funds These funds can be used only to supplement and not supplant, federal, state or local funds. Failure to demonstrate the aforesaid will result in the reduction of the requested award amount. Final awards are subject to the availability of Title IV, Part B funds. Matching There are no matching requirements; however, the NJDOE reserves the right to change programmatic or fiscal requirements in subsequent years. Applicants may request up to 3 additional points (see pages 18-19 for more detail) under the budget section if they complete each of the following criteria: Provide a budget narrative describing the matching funds within the Match Narrative Section; Identify the matching funding source within the Match Narrative Section; Provide a detailed narrative of activities or services to be provided by the matching funds within the Match Narrative Section and Project Activity Plan; and Complete the Matching Funds Summary and Expenditure Report form (within EWEG) with their application. Applicants are reminded that the matching funds may not exceed the amount of the grant award and cannot be derived from other federal or state funds; however, all or any portion of the match may be in the form of in-kind contributions. Applicants are encouraged to demonstrate their ability to transition from primary reliance on federal funds to becoming self-sustaining programs. Once an applicant reports any matching funds, it is expected that they would achieve the same level of match for each subsequent year of funding. Equitable Distribution To ensure the equitable distribution of funds throughout the State, the NJDOE will first select the highest scoring applicants 65 points or above. The NJDOE will attempt to award at least one award per region based on highest score. One award to applicants in the Northern region (Warren, Sussex, Passaic, Morris Essex, Bergen, Hudson) One award to applicants in the Central region (Hunterdon, Somerset, Union, Mercer, Middlesex, Monmouth) One award to applicants in the Southern region (Burlington, Ocean, Camden, Gloucester, Atlantic, Salem, Cumberland, Cape May) In the event of a tie, the applicant that scored highest in the project description, project activity and budget section will be awarded. NOTE: NJDOE reserves the right to change programmatic or fiscal requirements in subsequent years. DISSEMINATION OF THIS NOTICE The Office of Student Support Services (OSSS) will make this notice available to the following groups: RAC executive directors, executive county superintendents, established listservs and previously-funded 21st CCLC grantees. Additionally, the OSSS will disseminate this notice to the New Jersey School Age Care Coalition, the Afterschool Network, Elementary Secondary Education Act (ESEA) Advisory Committee and the Nonpublic Advisory Board for dissemination to their constituents. This NGO will be available on the NJDOEs website at  HYPERLINK "http://www.state.nj.us/njded/grants/discretionary/" http://www.state.nj.us/njded/grants/discretionary. TECHNICAL ASSISTANCE Applicants may attend a technical assistance workshop, which will be held on March 26, 2015 from 1:30 P.M. to 3:30 P.M at the New Jersey Department of Education, 100 River View Plaza, Trenton, NJ 08625. Attendance is not mandatory. If attending, registration is required. Applicants must register online at  HYPERLINK "http://education.state.nj.us/events/" http://education.state.nj.us/events/. If there are any registration issues, please contact  HYPERLINK "mailto:NJ21stCCLC@doe.state.nj.us" NJ21stCCLC@doe.state.nj.us. 1.7 APPLICATION SUBMISSION The NJDOE administers discretionary grant programs in strict conformance with procedures designed to ensure accountability and integrity in the use of public funds and, therefore, will not accept late applications. The responsibility for a timely submission resides with the applicant. The Application Control Center (ACC) must receive the complete application through the online Electronic Web Enabled Grant (EWEG) system at  HYPERLINK "http://homeroom.state.nj.us" http://homeroom.state.nj.us no later than 4:00 P.M. on Thursday, April 30, 2015. Without exception, the ACC will not accept, and the Office of Grants Management cannot evaluate for funding consideration, an application received after this deadline. Complete applications are those that include all elements listed in Section 3.3, Application Component Checklist, of this notice. Applications received by the due date and time will be screened to determine whether they are, in fact, eligible for evaluation. The NJDOE reserves the right to reject any application not in conformance with the requirements of this NGO. Paper copies of the grant application will not be accepted in lieu of the EWEG application system. Each eligible applicant must have a logon ID and password to access the system. School districts (LEAs) should contact their districts Homeroom Administrator (formerly the Web User Administrator), who will complete the registration. Non-LEA agencies should send an email request to the EWEG Help Desk at  HYPERLINK "mailto:eweghelp@doe.state.nj.us" eweghelp@doe.state.nj.us. At least 24 to 48 hours are needed to enable EWEG set-up for users. Applicants are urged to request access well in advance of the application due date. Applicants are advised to plan appropriately to allow time to address any technical challenges that may occur. Additionally, applicants should run a consistency check at least 24 hours before the due date to determine any errors that might prevent submission of the application. Applicants are advised not to wait until the due date to submit the application online as the system may be slower than normal due to increased usage. Please note that the EWEG system will be closed at exactly 4:00 PM on the due date. Applications submitted by FAX cannot be accepted under any circumstances. Applicant agencies seeking reconsideration of a grant decision made by the Office of Grants Management (OGM) must submit a written request, in a timely manner, to request a review of the disputed matter. The written request must be sent to Application Control Center, 100 River View Plaza, PO Box 500, Trenton, NJ 08625. Please note that all disputes must be based on procedural inconsistencies and not reader scores. OGM will review the request, prepare findings of facts and conclusions, and makes a determination to uphold or rescind the disputed decision or action. OGM will notify the agency in writing of the final decision. 1.8 PROGRAM AND FISCAL REPORTING REQUIREMENTS Grant recipients are required to submit quarterly program and fiscal progress reports. For additional information regarding post-award reporting requirements, please review the Grant Recipients Manual for Discretionary Grants, Part Seven, which is available online at  HYPERLINK "http://www.nj.gov/njded/grants/discretionary/management/manual.shtml" http://www.nj.gov/njded/grants/discretionary/management/manual.shtml. All reports will be submitted through the online EWEG system. Program and fiscal reports for this program will be due through EWEG as follows: Program/Fiscal Report Quarterly Reporting Period Due Date_____ 1st Quarter September 1, 2015 December 31, 2015 January 15, 2016 Interim September 1, 2015 March 31, 2016 April 18, 2016 3rd Quarter September 1, 2015 June 30, 2016 July 18, 2016 Final September 1, 2015 August 31, 2016 October 31, 2016 Applicants will be required to submit the above reports through the online EWEG system at  HYPERLINK "http://homeroom.state.nj.us" http://homeroom.state.nj.us on the dates specified above. Accompanying the program report, grantees are required to submit a narrative summary of activities conducted during the reporting period. This summary may be submitted as an upload within EWEG. A minimum of 5% of the total award amount will be withheld until all final reports and 21st CCLC data have been submitted, reviewed and approved by the NJDOE. Additional Program Reports Grant recipients are also required to submit the following information by the designated timelines. Please refer to Section 1.9, Assessment of Statewide Program Results, for additional information. Report Reporting Period Due Date ETRS Operations September 1, 2015 January 29, 2016 February 19, 2016 ETRS Goals September 1, 2015 April 30, 2016 May 20, 2016 ETRS Final September 1, 2015 August 31, 2016 October 31, 2016 PARS21 Monthly 15th of each month Federal Reporting September 1, 2015 July 31, 2016 August 31, 2016 Reporting Period Due Date Final Comprehensive September 2015 August 31, 2020 October 31, 2020 5-year Evaluation Report ASSESSMENT OF STATEWIDE PROGRAM RESULTS The evaluation of New Jerseys 21st CCLC program is both statewide and local. The statewide evaluation is conducted by our contracted evaluator, American Institute for Research (AIR). The local evaluation is conducted by an evaluator contracted by the applicant working in conjunction with 21st CCLC program staff. Both levels of program evaluation focus on accountability, program improvement and dissemination of identified best practices. The NJDOEs comprehensive evaluation of this grant program will include a department review of state and federal data, quarterly reports, monitoring reports, and local-level data to measure the progress of local programs. If awarded, applicants will be required to comply with all components of the comprehensive evaluation, which may include, but are not limited to, submission of additional reports or data. The data obtained through the multi-tier comprehensive evaluation will be used for continuous improvement and to inform the NJDOEs monitoring of programs and reporting to the United States Department of Education (USDE). Statewide Evaluation AIR is responsible for evaluating the overall impact of the 21st CCLC program in New Jersey. The components of the state-level evaluation include an assessment of grantee progress towards achieving the state-mandated goals and objectives; impact on youth and their families; and effectiveness of the states administration of the 21st CCLC program. Special consideration is given to identifying the activities that support the integration of 21st century skills. The statewide evaluation is also designed to yield information organized around a series of leading indicators that support program improvement efforts. During the grant period, the state-level evaluator administers staff surveys, interviews program staff and analyze qualitative and quantitative data. Additionally, AIR will provide a series of webinars and presentations that support quality improvement efforts, including regional Planning with Data sessions that will be conducted in August 2016. 21st CCLC grantees are expected to perform all statewide evaluation activity and cooperate with the state-level evaluator during the grant period. Local Level Evaluation Applicants are required to hire an external evaluator to evaluate the overall impact of the 21st CCLC program on the participants, both student and parents. Each grantee must undergo an annual local level evaluation to assess its progress toward achieving its goal of providing high-quality opportunities for academic enrichment. Federal legislation requires that the local evaluation is based on the factors included in the Principles of Effectiveness pursuant to Title IV, Part B, Sec.4205 (b)(1), which are: An assessment of objective data regarding the need for the before- and after- school programs (including during summer recess periods) and activities in the schools and communities; An established set of performance measures aimed at ensuring the availability of high-quality academic enrichment opportunities; and Scientifically-based research that provides evidence that the program or activity will help students meet state and local student academic achievement standards. Additionally, the results of the evaluation must be: (1) used to refine, improve, and strengthen the program and to refine the performance measures; and (2) made available to the public upon request. If awarded, in subsequent years, it is expected that the local-level evaluation will be designed to support a comprehensive longitudinal analysis report submitted to NJDOE at the end of the five-year grant cycle, which would be October 31, 2020. This report would include a comprehensive longitudinal analysis of the impact of the 21st CCLC program on the participants (both student and families) and the school community environment. This final five-year cumulative report will include, at a minimum: an analysis of the development of the program over the past five-years; identification of significant trends over the past five-years; a description of the impact of the program on students and families over the past five-years; and a summary of progress on the attainment of the goals and objectives and corresponding local-level indicators over the past five-years. More information will be available to the applicant, if awarded. NJDOE reserves the right to request returned funds if the report is deemed insufficient and unsatisfactory. Local Evaluation Use of Action Research It is expected that program staff and the local evaluator will continuously evaluate the impact of the program. To accomplish this, programs need to identify intermediary measures of progress towards the indicators. For example, academic outcomes may include school-day class grades, test scores, and teacher observations; student behavior could be measured by discipline referrals, reports of suspensions and/or teacher observations; and local administration of the program may be measured by partner participation and/or student attendance. As a result of continuous evaluation, program staff and evaluators must use the collected data to make program improvements throughout the year. To this end, the NJDOE is requiring each grantee to use action research to promote continuous improvement and to document effective practices. Action research is a process in which participants examine their own practices using the techniques of research and take action based on research findings. Action research is a cyclical process that requires the identification of a problem or area for improvement; research about that area; the formulation of a plan of action; the implementation of the plan of action; an evaluation of the effectiveness of the plan; reflection on what happened; revision of the plan; implementation of the revised plan; and evaluation of the outcomes once again. The 21st CCLC action research process begins with the 21st CCLC staff identifying what change is desired (area of focus). Practitioners should engage in action research in groups of two or more to collaboratively identify the area of focus. Next, the group determines what action to take to address this area for purposes of enhancement or improvement (e.g., ameliorating a problem, promoting skills acquisition, or imparting content knowledge). The area of focus may be prompted by a promising practice or because an existing program or practice is not producing the intended outcome. The next step is to collect data on the impact of the action(s) (e.g. recording observations and collecting data). Periodically, staff meet to reflect on the data measuring the implementation and impact of the action(s). Through an analysis of the data, program staff and the evaluator can identify effective and ineffective approaches, programs and activities. Program staff then revises the focus and/or redesign the action(s), and the action research process continues. Each applicant must identify staff that will lead and support the action research effort. These staff members are sometimes referred to as critical friends and provide feedback to those taking and reflecting on the action. The inclusion of school-day staff will serve to strengthen this process. The critical friends review the areas of focus and either observe the implementation of the action taken and provide feedback or review a report from the staff implementing the action and provide feedback. The actions selected should be chosen by staff, through observation, analysis of data and the local evaluations findings, conclusions and recommendations. Local evaluators should assist program staff in fully implementing this strategy. The 21st CCLC action research component is designed to engage all program staff and provide job-embedded professional development. Direct service staff should be trained and engaged from the beginning of the program year in the implementation of the 21st CCLC action research. Staff need to feel empowered by their ability to facilitate positive change in their programs. Local-level Evaluator To ensure an objective on-going evaluation, all applicant agencies must hire an external evaluator to develop and implement an evaluation plan for the local 21st CCLC program. In general, an evaluator is someone who has received formal training in research and/or evaluation and has experience in conducting evaluations of similar programs. Based on recommendations from the USDE, NJDOE is providing guidance on selecting local evaluators. Applicants should ensure they follow their agency policy when soliciting for services. In the absence of agency policy, NJDOE recommends the following: 1) contact similar programs that have implemented and evaluated their program for suggestions; 2) contact local colleges and universities, specifically, faculty in departments of sociology, social work, education, community psychology, public health, and in university-based research centers often have training and experience in program evaluation; lastly 3) contact professional associations, such as the American Evaluation Association. Although the applicant must submit a quote with this NGO, they should not enter into any agreements with the evaluator, until after notification from the NJDOE. As with all contracts/vendors, applicants should interview their local evaluator prior to entering into any agreement. If selected, applicants will receive additional information to assist in the selection and procuring of an appropriate evaluator. Typically, an external program evaluator will be responsible for, but not limited to, the following: Facilitating the implementation of action research methodology and documentation of the process, findings, and outcomes; Evaluating local program administration and performance, based upon the states mandated goals and objectives and the grantees indicators; Meeting with the program administrator at least once a month; Attending all mandated NJDOE evaluator trainings (tentatively scheduled in August); Supporting the collection and analysis of data needed to complete interim and final evaluation reports; Developing timelines for data collection, analysis, reporting that are reflective of the requirements of this NGO; Reviewing and analyzing data, including PARS21, ETRS, Leading Indicator Reports, school report cards, assessment scores, etc; Identifying student outcomes and trends; Providing recommendations for the purpose of ensuring program improvement; Assisting program staff in designing and/or revising program and record-keeping forms and/or systems; and Identifying strategies for informing advisory board, parents, school-day staff, program staff, and other key stakeholders of conclusions and recommendations drawn from the evaluation. The applicant agency must obtain and submit one quote from an external program evaluator with their application for funding. The external evaluator may not be a current vendor or employee of the agency. The quote must include information regarding the scope of the evaluation, deliverables, and costs. Additionally, applicants must attach the evaluators resume or curriculum vitae. Please refer to Section 2, Project Guidelines, of this NGO for submission instructions. Data Collection Systems NJDOE utilizes three specific data collection systems to support a comprehensive evaluation of the 21st CCLC program. The systems are the Program Activity Review System (PARS21), the Federal Collection System and the 21st CCLC Evaluation Template and Reporting System (ETRS). Applicants are responsible for entering all required data directly into each system manually. Each system has a specific purpose and deadline which are detailed below. Program Activity Review System (PARS21) PARS21 collects information about youth activities, parent activities, staff, students, collaborators, partners, and assessment data (state, local and federal). Due to the intensity and accuracy necessary to enter data into PARS21, grantees must regularly enter data. The PARS21 data must be entered by the 15th of each month for the prior month (i.e. all data for September must be entered by October 15). The NJDOE will conduct a review of PARS21 attendance data on November 30, 2015 to determine if each agency has maintained the level of service approved in its application. The level of service is defined as the number of youth participating in the program for 30 days or more during the school year. This review will analyze data submitted between September through November 2015 to confirm the actual number of students attending the program for 30 days or more. Award amounts may be reduced based on this review for the current year or consecutive years. Participants who have attended the program for 30 days or more are the only participants who will be counted towards the programs participation rate. The NJDOE reserves the right to reduce funding award amounts or withhold payments to any program that does not meet an appropriate level of service. Federal Collection System During this grant cycle, the USDE will also require annual federal data reporting. USDE will collect basic information about the characteristics associated with 21st CCLC funded programs and the outcomes they were able to achieve as a result of providing services to students and adult family members attending their programs. Information collected may include: (1) data about the progress made during the preceding year in meeting project objectives; and (2) data that addresses the federally-defined performance indicators for the 21st CCLC program. Grantees will be required to enter data directly into the system. Available reports from PARS21 will provide grantees with the necessary data for completion. Grantees may be required to collect additional data if requested by USDE. The data entry is tentatively scheduled to be collected by August 31, 2016 for the 2015-2016 program year. Further details will be shared with grantees once received from USDE. Due date may change based on USDE guidance. 21st CCLC Evaluation Template and Reporting System (ETRS) The online 21st CCLC Evaluation Template and Reporting System (ETRS) was developed to facilitate consistent prompt reporting about the impact that the New Jersey 21st CCLC program has on participating students and their families based on information obtained from local evaluation efforts. Information is gathered twice a year: mid-year (interim) and end-of-year (final). Information is provided by the grantees for each site active during the program period. Grantees are required to enter data directly into ETRS. Some of the data requires coordination with local evaluators. The impact is measured by the extent to which progress is achieved on objectives related to students academic achievement, behavior, and socialization. The ETRS is separated into three main sections: 1) Program Operations, 2) Goals, and 3) Conclusions and Recommendations. Grantees are encouraged to access the 21st CCLC Evaluation Template and Reporting System early in the project period to review the information that is needed to complete the mid-year local evaluation report housed in the system. 1.10 Reimbursement Requests Payment of grant funds is made through a reimbursement system. Reimbursement requests for any grant funds the local project has expended are made through the EWEG system. Reimbursement requests may begin once the application has been marked Final Approved in the EWEG system, and the grantee has accepted the award by clicking on the Accept Award button on the Application Select page and completing the Grant Acceptance Certificate information. Payments cannot be processed until the award has been accepted in EWEG. Only one (1) reimbursement request may be submitted per month. In order to receive a reimbursement at the beginning of the following month, applicants, if awarded, must submit a monthly request no later than the 15th of the month. The requests may include funds that will be expended through the last calendar day of the month in which reimbursement is requested. If the grantees request is approved by the NJDOE program officer, the grantee should receive payment approximately between the 8th10th of the following month. A tutorial on reimbursement requests may be found at  HYPERLINK "http://www.nj.gov/education/grants/rrt.htm" http://www.nj.gov/education/grants/rrt.htm. The last day to submit a reimbursement request for this program is August 15, 2016. NOTE: The NJDOE will not approve a reimbursement request(s), if a program has any outstanding report(s). SECTION 2: PROJECT GUIDELINES The intent of this section is to provide the applicant with the framework within which it will plan, design, and develop its proposed project to meet the purpose of this grant program. Before preparing applications, potential applicants are advised to review Section 1.1, Description of the Grant Program, of this NGO to ensure a full understanding of the states vision and purpose for offering the program. Additionally, the information contained in Section 2 will complete the applicants understanding of the specific considerations and requirements that are to be considered and/or addressed in their project. When submitting an application, the agency must use the Electronic Web-Enabled Grants (EWEG) online application system located at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/. PROJECT DESIGN CONSIDERATIONS Considerable thought and planning between the applicant agency and its partners, if applicable, must occur to ensure a correlation between the NJDOEs purpose (presented in Section 1.1) and the design of each local project. By collaborating and coordinating the resources of schools, outside agencies, community centers, corporations, churches and/or other community groups, programs expand the benefits available to participants; allow for more efficient use of resources; and increase the chances of sustainability as a result of the investment that each organization makes to the program. Additionally, 21st CCLC grantees must carefully plan and develop a program that encourages daily participation. Regular attendance by all students is expected in order to achieve significant improvement in student outcomes. Through a waiver application to the USDE, flexibility has been granted to the NJDOE for the requirements in the ESEA sections 4201(b)(1)(A) and 4204(b)(2)(A), which restricted the activities provided by a 21st CCLC programs to activities provided only during non-school hours or periods when school is not in session (i.e., before and after school or during summer recess). This flexibility now allows NJDOE to permit an eligible entity to use funds under the 21st CCLC program to provide activities that support high-quality expanded learning time (ELT) during an expanded school day, week, or year in addition to the activities during the non-school hours or periods when school is not in session. ELT is the time that an LEA or school extends its normal school day, week or year to provide additional instruction or educational programs for all students beyond the State-mandated requirements for the minimum number of hours in a school day, days in a school week or days/weeks in a school year. Therefore, applicants, with existing ELT programs, may consider using 21st CCLC funds to provide activities that support high-quality ELT activities provided that the funds are used to supplement, but not supplant, their existing program. While 21st CCLC funds may be used for a variety of supportive activities during ELT, it is expected that the program is not just more of the same; but rather, it should involve careful planning by the eligible entity to ensure that the programs or activities will be used to improve student achievement and ensure a well-rounded education that prepares students for college and careers. Again, these funds are to be used to supplement, and not supplant federal, state, local or other non-federal funds that in the absence of 21st CCLC funds would be made available for programs and activities authorized under the 21st CCLC programs. Priority Consideration The following priority considerations are optional. Applicants are not required to apply for any of these priorities. Pursuant to federal requirements, the state education agency (SEA) must give priority to applicants if they: propose to serve participants who attend schools identified as a schools in need of improvement under Title I, including their families; and are submitting jointly between at least one LEA receiving funds under Title I, Part A and at least one public or private community organization. New Jersey has received approval for a waiver for the provisions of ESEA Section 1116 (b) regarding the identification of schools in need of improvement. Those schools identified now as a priority school are the schools targeted for these priority points. Applicants may receive two (2) additional points for this priority. Applicants wishing to apply in partnership must submit the Verification of Partnership form (Appendix 6). Appendix 6 is required only when applying for this priority consideration. Should an applicant wish to apply for these priority points, a description of the partnership must be included in the project description. The organization designated as the applicant agency must remain the applicant agency and assume all fiscal and program oversight. This partnership configuration is not required. For a listing of priority schools, please go to  HYPERLINK "http://www.state.nj.us/education/reform/PFRschools" http://www.state.nj.us/education/reform/PFRschools. Based on recommendations from the USDE to ensure equitable distribution of funds throughout the State, the NJDOE will award two (2) points to programs that propose to serve students within the following underserved counties: Morris, Hunterdon, Ocean, Gloucester & Salem In order to receive the additional points, the applicant agency must also have an established residence within the same county. Applicants must clearly state in the project description if they are requesting these additional points and certify that they meet the criteria set forth in this NGO. If awarded, these two (2) priority points will be added to the project description section. Applicants are encouraged to demonstrate their ability to transition from primary reliance on federal funds to becoming self-sustaining programs. Matching funds may not exceed the amount of the grant award and cannot be derived from other federal or state funds; however, all or any portion of the match may be in the form of in-kind contributions. Applicants may receive additional points based on the following: Applicants will receive 1 point if they match 10% of the requested budget; Applicants will receive 2 points if they match 20% of the requested budget; or Applicants will receive 3 points if they match 30% of the requested budget. Once an applicant reports any matching funds, those funds or in-kind contributions are subject to reporting and monitoring requirements. It is expected that the applicant will maintain the same level of match, identified in year 1, for the duration of the five-year grant. If awarded, points will be added to the Budget Section. All applicants requesting to receive up to 3 additional points for matching must complete each of the following criteria: Provide a budget narrative describing the matching funds within the Match Narrative section; Identify the matching funding source within the Match Narrative section; Provide a detailed narrative of activities or services to be provided by the matching funds within the Match Narrative section and Project Activity Plan; and Complete the Matching Funds Summary and Expenditure Report form (within EWEG) with their application. NOTE: Failure to submit the required documentation listed for any of the priorities above will result in applicants forfeiting their right to obtain any additional points even in the presence of the requested descriptions. PROJECT REQUIREMENTS Each eligible organization that receives an award may use the funds to carry out a broad array of before and/or afterschool activities (including activities during summer/winter/spring recess periods) and school day activities for those implementing ELT (see page 17) that advance academic achievement and social, behavioral, and physical development. To maintain consistency with the regulations set forth by the USDE and NJDOEs belief that there are diverse and multiple paths for youth achievement, the NJDOE has established minimum program requirements. All applicants are required to adhere to and implement the project requirements as set forth in this section of the application. Program Abstract The project abstract is a one-page (250-300 words) summary of your proposed projects need, purpose, and projected outcomes. Applicants must indicate the start and end date of their programs. Responses to this section must be submitted in the Program Abstract section. Statement of Need The Statement of Need identifies the local conditions and/or needs that justify the project you are proposing to implement in your application. Applicants must demonstrate the need for the proposed project in relation to this particular grant program. If applicants are seeking approval to operate a program using an ELT model, they must clearly state that within the Comment tab. Please note that all requirements listed within this NGO are still required to be implemented. Responses to this section must be submitted in the Need section. Target Population Applicants may serve youth in grades four through 12 and adult family members of those youth. 21st CCLC funds cannot be used to provide services to kindergarten to grade 3, as well as community members at large. Regular attendance by all participants is expected in order to achieve significant improvement in participant outcomes. The applicant must carefully plan and develop a program that encourages daily participation. Applicants must respond to each of the following: Provide a complete description of the target population being served at each program site, including youth demographic information such as grade levels, ethnic and racial background, economic status, and the number of public and nonpublic participants receiving services. Include the number of students to be served at each site. Include the number of students to be served during the summer at each site. Describe how the applicant agency will provide a safe and easily accessible facility. Identify and provide specific accommodations, modifications, supplementary aids, and services that are necessary to serve participants with disabilities. Describe the recruitment and retention plans. Describe how the applicant agency will disseminate information about the center to the community. Responses to this section must be submitted in the Target Population section. Project Description The NJDOEs expectation is that all 21st CCLC programs will be comprehensive in nature. Program Components Applicants must implement activities in each of the following six (6) categories: academic remediation, academic enrichment, positive youth development, cultural and arts, health, nutrition, fitness and physical activity, and parental involvement. Responses to this section must be submitted in the Project Description section. Theme-based Programs To enhance the impact on student achievement and career and college readiness, the NJDOE requires each applicant to select and design their program around one of the following four themes: Science, Technology, Engineering, and Math (STEM), Career Exploration, Civic Engagement, or Visual and Performing Arts to promote cross-content integration and application of skills. The 21st CCLC program must focus on the same theme for the duration of the program period. However, if the grantee has multiple sites, a different theme may be selected for each site. The theme should be selected based on the students needs, interests and developmental age. The NJDOE recognizes the benefit of cross-content integration and application of skills across the themes. The applicant is permitted and encouraged to provide cross-theme experiences. Frequently, the integration occurs naturally. Examples are provided at the end of each of the theme descriptions that follow. Science, Technology, Engineering and Mathematics (STEM): Both private and public sectors report that 21st-century workers require skills that many of todays graduates do not have. Students need more in-depth knowledge of math and science, plus the ability to integrate and apply that knowledge to solve the challenges facing our nation. Students who study STEM develop a variety of skills that are essential for success, such as: critical thinking and problem solving; creativity and innovation; communication; collaboration; and entrepreneurship. STEM programs are designed for a specific purpose to integrate and apply knowledge of math and science in order to create technologies and solutions for real-world problems, using an engineering design approach. Out-of-school time programs provide students with flexible opportunities to engage in STEM-themed programs. Student experiences centered on engineering design challenges offer students meaningful ways to engage with mathematics and science content, implying that engineering is a natural conduit for STEM integration. The America Society for Engineering Education identified several characteristics of quality STEM programs: 1. The context is motivating, engaging, and real-world. 2. Students integrate and apply meaningful and important mathematics and science content. 3. Teaching methods are inquiry-based and student-centered. 4. Students engage in solving engineering challenges using an engineering design process. 5. Teamwork and communications are a major focus. Throughout the program, students have the freedom to think critically, creatively, and innovatively, as well as opportunities to fail and try again in safe environments. (Jolly, Anne. STEM vs. STEAM: Do the Arts Belong? Education Week. Published Online: November 18, 2014) Career awareness can be supported by face-to-face or digital conversations with practicing STEM professionals. STEM professionals may enrich the STEM program by mentoring and/or supporting students as they complete program activities. (Jolly, A. 2014). Career Awareness and Exploration: To assist youth in developing lifelong aspirations, making informed choices about careers and identifying career goals, they need to be exposed to a wide range of experiences and develop the soft skills needed to be successful in a global economy. Career awareness, exploration and preparation provides exposure to careers and affords youth numerous opportunities to develop key core competencies, including the ability to: 1) identify talents, career interests, values and skills; 2) gain an awareness of the world of work, including the multitude of career opportunities available; 3) identify career goals and understand how to effectively manage transitions between school and work, and between occupations; 4) research and explore career pathways that support career interests; 5) participate and apply learning experiences that reflect career interests (i.e., job shadowing, volunteering, service learning, etc.); and 6) reflect and understand the relationships among personal abilities, education, knowledge and skills needed to pursue 21st century occupations and careers. It is expected that programs selecting this theme will provide participants with active exploration opportunities while reinforcing basic skills in reading and math, and the New Jersey Core Curriculum Content Standards Career Ready Practices. The 12 Career Ready Practices reflect the skills and dispositions that all youth need to develop and practice to be career ready, and should be taught in all grade levels with increasingly higher levels of complexity as students progress into higher grades. By integrating career awareness, exploration and preparation concepts, career and college readiness will be promoted throughout all programming. For example, 21st CCLC programs could create collaborations with different work industries, including those in the seven key industry clusters (as identified by the N.J. Department of Labor and Workforce Development), and create opportunities for students to shadow professionals. A personalized student learning plan could be created for each student detailing school-related volunteer or community service projects, resume writing, college majors and career paths congruent with their chosen profession. You can find out more about the 12 Career Ready Practices at  HYPERLINK "http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf" http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf or the N.J. Department of Labor and Workforce Development Key Industry Clusters  HYPERLINK "http://lwd.dol.state.nj.us/labor/lpa/pub/lmv/cluster%20handout.pdf" http://lwd.dol.state.nj.us/labor/lpa/pub/lmv/cluster%20handout.pdf. Civic Engagement: Students will benefit from experiences that support the knowledge, skills, and dispositions necessary to become responsible and engaged citizens. Through civic engagement, youth have the opportunity to appreciate a wide range of perspectives as they seek to understand the underlying causes of public issues in their community, state and/or nation. It is expected that programs selecting this theme will provide their youth with experiences beyond one day events such as a food drive or local clean up. Instead, participants in this theme should have opportunities to deliberate with their peers and/or adults in leadership roles about how to define and address these issues; take constructive, independent, and collaborative action; reflect on their actions; and create a plan for sustainability. As such, the experiences should be relevant to the community needs and provide a chance for the participants to assume key roles in terms of leadership, decision-making, and developing partnerships or collaborative relationships with relevant stakeholders. Visual and Performing Arts: Quality arts education can help youth to think critically, understand people and traditions, develop skills associated with imagination, invention, and innovation skills and to use sights, sounds, and movement to convey meaning beyond the power of words. The knowledge and skills acquired through this theme exposes youth to the fundamental form of literacy that is necessary to function in todays new media and information society. The arts are a key element to attracting young people, especially middle- and high-school participants, to afterschool programs because they allow for individual expression and demonstration of their work. Engagement is essential because regular attendance is the only way afterschool and summer programs can impart positive effects on program participants. By designing the program around a visual and performing arts theme, it is expected that participants will develop a basic level of understanding in each of the four arts disciplines (dance, music, theater and visual art). By integrating arts with other subjects, such as math, reading/literacy, science, and technology, the program can enable youth to think creatively in addition to exploring, applying, and understanding the meaning of arts as it relates to their own lives. For example, a program might integrate career awareness and exploration through projects related to famous visual and performing artists. Additionally, programs could incorporate activities that highlight other careers connected to visual/performing arts, such as, stage management, set design or sound production. Responses to this section must be submitted in the Project Description section. Inquiry-Based Learning Out-of-school time programs are well-suited to implement strategies that support inquiry-based learning. Engaging participants in active learning by simply asking them questions that spark their intellect, pushing them past the surface of the subject matter and promoting higher-order thinking is essential to implementing inquiry-based learning. Programs are required to develop afterschool activities that are experiential, interactive, hands on, learner directed, and related to the real world while remaining grounded in academic learning goals. Applicants must describe how they intend to design activities that guide participants in finding the answers themselves and encourage them to ask new questions along the way, while also providing participants with time to think, investigate and problem solve before answering questions. Responses to this section must be submitted in the Project Description section. Summer Programming Applicants are required to operate a summer program that engages youth in learning and reduces the potential summer learning loss. The program must operate for at least four (4) hours per day, five (5) days per week for a minimum of four (4) weeks. If the program has multiple sites, the summer program may be combined to one site; however, the program must offer the summer program to all participants served during the school year. Applicants must completely describe their summer program, including the number of students, sites, number of weeks, types of activities, etc. Responses to this section must be described within the Project Description section. Intentional Planning, Coordination, and Communication with School Day Aligning school day (both public and non-public) learning with afterschool activities through intentional planning and on-going communication between school-day and program staff will enhance participants academic and social progress and skills development. Afterschool programs are optimal for providing engaging, hands-on experiences, enabling participants to apply, reinforce, and extend skills and concepts taught in school. Intentional planning provides the afterschool program, school day, and participants with a way to maximize their time and instruction. Afterschool programs and schools have the shared mission of helping youth achieve success; as such, collaboration between the two can be beneficial. Regular communication can help identify the needs and strengths of individual participants and those strategies that are most effective in raising achievement. An additional strategy that is effective in ensuring intentional planning and coordination is building the capacity of staff through professional development. Joint professional development for both school-day and afterschool staff equips staff to support youth learning and develops a positive and welcoming environment for staff and participants. Ensuring opportunities for staff to share or turn-key the information further strengthens their capacity and in turn increases participant academic success. Responses to this section must be submitted in the Project Description section. Programs are expected to embed the following practices within their 21st CCLC program: Identify the linkage of program activities to the New Jersey Core Curriculum Content Standards in language arts, math and the Next Generation Science Standards. The applicant must allow special consideration to the English/language arts capacities and the mathematical practices; Document the linkage with the school day through lesson plans, progress reports, and regularly-scheduled meetings; Ensure the afterschool program staff participate in school meetings and committees, such as professional learning communities and school improvement teams; Designate a regular school-day staff person (at each school site) to coordinate communication with the afterschool program to help them support school needs; Assist youth with the development of skills that support classroom instruction, such as learning how to plan, take notes, and develop an outline; Coordinate with the school to identify appropriate staff for the program and hire classroom teachers who demonstrate success during the school day; Link professional development to identified school-based goals and learning objectives; and Provide joint training for both school-day and afterschool staff on relevant out-of-school time topics, including training on how children and youth learn and develop, how to establish appropriate learning environments, and emphasize cross-curricular content. Parental Involvement Describe how the program intends to offer parents an opportunity to provide input on all facets of the program design and implementation, including asking for input on what and how activities should be provided for them and their children. Additionally, describe how the program will formally inform parents of childs progress in program; formally invite parents to attend events/meetings at the program; and regularly meet with parents individually or as a group. The Department expects that programs will have implemented a minimum of one (1) parental involvement activity a month. This information must be entered within PARS21 to document the activity. Responses to this section must be submitted in the Project Description section. Off-site Educational Activities (Field Trips) All off-site activities must be educational in nature, age-appropriate, and relevant to the goals and objectives of the 21st CCLC program. Applicants must submit a detailed description of anticipated off-site educational activities with this competitive application. The description should include information regarding the specific activity and the educational benefit of the proposed activity. This information should be included in the Project Description section and included in the program site chart, under the appropriate component(s). Any field trip not documented in the approved grant application must have prior approval from the grantees assigned program officer, after receiving the grant award. All applicants are required to provide a minimum of four (4) off-site field trips (1 per quarter). Responses to this section must be submitted in the Project Description section. Goals, Objectives, and Indicators Applicants are required to adopt the state-mandated goals and objectives (see Appendix 7) and create program-specific indicators. Performance indicators are quantifiable performance measurements used to define success factors and measure progress toward the achievement of program goals and objectives. Each indicator must specify a time frame when that objective will be achieved; identify the clients and needs served; specify what will be achieved; and identify the expected level of performance. Additionally, indicators must be: Relevant: Make certain to construct measurable indicators of success that directly link to and support project goals and objectives. Specific: Detail how the objective will be achieved, for whom and by whom. Measurable: Identify the level of performance expected in order to indicate successful achievement of the objective. Concise: Develop succinct indicators, generally no more than one sentence. Responses to this section must be submitted on the Goals and Objectives section. Professional Development It is the intention of this NGO to enhance staff capacity through professional development for both school day and afterschool staff on relevant out-of-school time topics. As mentioned above, professional development is a strategy to ensure intentional collaboration and linkage to the school-day. Providing joint professional development equips staff with skills necessary to implement a quality afterschool program that supports youth learning, engages staff, and encourages new ideas and creativity. In an effort to ensure linkage with the school day, applicants are required to adhere to the professional development requirements listed below as part of the design of the program: The 21st CCLC administrator and one program staff person are required to attend at least two conferences that focus on out-of-school time programming. It is expected that conference attendees will turn-key the information to other 21st CCLC program staff and incorporate relevant best practices into the program. Applicants may allocate funds for expenses related to registration costs, travel, meals, and lodging. Refer to Appendix 8 for a list of national, statewide, and regional conferences. Applicants are required to conduct a minimum of one staff orientation and one in-service training in which all program staff are required to attend. Training topics must be aligned with the goals and objectives of the 21st CCLC program and should be tailored to each programs areas of focus. Applicants may allocate funds for expenses related to consultant fees to conduct the trainings. Partners are required to attend a minimum of two staff training opportunities that are directly related to the implementation of the program as determined by the project director. Project directors are required to attend all NJDOE project directors meetings, trainings, and technical assistance workshops. Responses to this section must be submitted in the Professional Development section. Stakeholders Advisory Board Applicants are required to maintain a stakeholder advisory board comprised of partners, collaborators, evaluator, parents, a youth representative, and other interested parties. The advisory board should support the agency in achieving its program goals and objectives. Board members should offer guidance in the areas of program implementation, evaluation, and sustainability of the 21st CCLC program. It is required that the stakeholder advisory board meet regularly, at a minimum of once per quarter. Responses to this section must be submitted in the Stakeholder section. Student Council Applicants are required to maintain a 21st CCLC student council that must be comprised of the youth that participate in the program and must include representatives from all grade levels and sites served. Student input can improve and strengthen programs in ways that the project director could not do alone. Students bring new energy and ideas to the program. Involving students in meaningful ways both in and beyond the afterschool program provides leadership opportunities to get involved and to learn skills that can be transferable to the workplace or community. Participation on a student council also gives students ownership of the program they attend, while deepening their commitment to the program and increasing the chances that the student will enhance their learning. The student council may organize activities, plan student events, conduct a student orientation, help solve problems at the program, present to local school boards on program accomplishments, and advertise the program. Project directors must consider, and implement where appropriate, the recommendations made by the student council regarding program implementation, including activities, space configuration, off-site educational activities, family events, etc., to ensure that student interests are being addressed. It is required that the student council meets regularly, at a minimum every other month. Responses to this section must be submitted in the Stakeholder section. Collaborations All applicants are required to develop and maintain effective collaborations within the community among diverse agencies to strengthen the variety of services that the 21st CCLC program can offer and allow for more efficient use of local resources. Applicants must complete the Documentation of Required Collaboration forms found in Appendix 9 & 9a for each collaborator. Responses to this section must be submitted in the Stakeholder section. Partnerships Partnerships formed with key organizations that provide high-quality services increase the likelihood of sustainability as a result of the investment that each organization contributes. The NJDOE requires applicants to develop partnerships with a variety of agencies to ensure the development of a comprehensive program. Partnerships among out-of-school time (OST) programs, schools, and the community have been recognized as a feature of high-performing programs and can play a critical role when programs decide to implement new, evidence-based practices or activities. Stakeholders may include public and private coalitions that will bring together leaders and supporters to pursue the goals and objectives of this NGO. Additionally, quality partnerships provide sufficient program resources and enable programs to sustain funding after the end of the cycle of grant funding. Applicants must include the following requirements in the program design: At a minimum, quarterly meetings between the applicant and its partners to review progress toward program goals and each agencys continued role and responsibility; Expansion of the number of partners (at least one per year) as programs enter each succeeding year, in order to increase available resources and services; and Partners must provide tangible program resources, such as curriculum, facilities, staffing, equipment, etc., that are directly related to the goals and outcomes of the program. Responses to this section must be submitted in the Stakeholder section. Sustainability The vision of the New Jersey 21st CCLC program is to develop and support long-term, sustainable programs that enhance or improve participants academic performance along with social, emotional, and physical development. Applicants must demonstrate the ability to continue to provide comparable services upon the expiration of this grant program. The NJDOE expects the advisory board will work with program administrators in the development and implementation of a sustainability plan. Applicants must describe how they plan to sustain the program after federal funding ends, including the leveraging or identification of other sources of funding. The sustainability plan must be implemented throughout the grant year and succeeding grant years. Applicants must respond to the following: Provide a description of how the applicant will leverage other sources of funding to supplement the grant award and support services after the expiration of the grant period. Provide a description of how the applicant will coordinate with federal, state, and local programs with compatible services (e.g., Workforce Development, Title I, SIA-Part G, etc.) Provide a description of how the applicant will identify new collaborators to assist in the implementation of program activities. Additionally, applicants will be required to conduct at least one N.J. Celebrates Afterschool event annually. N.J. Celebrates Afterschool events are open houses with fun and educational activities for parents, children and local community leaders to build ongoing community support. These events will provide an opportunity for parents and other community members to observe what the 21st CCLC program is offering to participants. These events may coincide with the Lights On Afterschool day or any other date the applicant chooses. Applicants are required to conduct this event before the end of the program year. Responses to this section must be submitted in the Sustainability section. NJDOE Compliance and Continuous Quality Improvement Process All programs will receive two separate on-site visits during their first and third year of funding. The types of on-site visits are: 1) a program quality visit and 2) a compliance monitoring visit. Additionally, programs that have been identified as at-risk due to low level of service or program or fiscal irregularities may also receive an on-site visit. Program quality visits are considered targeted technical assistance for continuous quality improvement of 21st CCLC programs. The program quality visits will occur prior to the on-site compliance monitoring visits. The program quality visits will be conducted by the contracted technical assistance provider, New Jersey School Age Care Coalition (NJSACC), utilizing the NJ Quality Standards for Afterschool self-assessment tool. Generally, these program quality visits occur between October and March. NJSACC, in collaboration with the grantee, will develop strategies to address any areas in need of improvement. NJDOE will not collect the self-assessment tool; however, the grantee should maintain a record of the program quality visit. All on-site compliance monitoring visits are conducted by NJDOE staff and generally occur between November and April. The purpose of the on-site compliance monitoring visit is to assess the programs implementation, effectiveness and progress towards the achievement of 21st CCLC program indicators, goals, and objectives. Additionally, the NJDOE will assess the agencys adherence to the requirements outlined in the approved contractual agreement. NJDOE will utilize the NJDOE Compliance Monitoring Tool, which project directors may download from the grantee only website. Both programmatic and fiscal documentation will be reviewed. Any non-compliant findings from the on-site compliance monitoring visit will require a corrective action plan. N.J. Quality Standards for Afterschool The N.J. Quality Standards for Afterschool is a resource available to all afterschool programs as a self-evaluation and continuous quality improvement tool. Applicants should become familiar with these standards and utilize them as a resource throughout the year. Applicants must document a review of these standards by program staff and the completion of the accompanying assessment tool. Additional information on these standards can be found at  HYPERLINK "http://www.njsacc.org/qualityStandards/index.php" http://www.njsacc.org/qualityStandards/index.php. All programs are responsible for completing all sections of the quality assessment tool. This process may be divided among staff at the agencys discretion and should include multiple staff members. For example, a program section can be divided amongst staff whose responsibilities are specific to certain areas. Applicants are required to complete the N.J. Quality Standards for Afterschool self-assessment tool no later than March 1, 2016. Responses to this section must be submitted in the Sustainability section. Assurances In an effort to maintain consistency among all N.J. 21st CCLC programs, all applicants must read and sign the 21st CCLC Program Statement of Assurances (Appendix 3). Submission of this form is a condition of award under this grant program. Program Evaluation State Level Evaluation: Applicants must describe how they intend to ensure that appropriate program staff will continually input data into the PARS21 state database; participate in on-site monitoring; complete required state quarterly reports; complete federal PPICS data collection; and participate in state-level evaluation activities. Based on the local-level evaluations, the NJDOE expects to distribute replicable models of quality out-of-school-time programs. Local Level Evaluation: Applicants are required to document the project model, findings and outcomes of this program for replication. It is expected that applicants will comply with all components of the comprehensive statewide evaluation plan, as described in Section 1.9. Each applicant is required to fully describe its program implementation strategies, findings, and outcomes and to utilize the findings of its local evaluation efforts to continuously improve its program. Accordingly, the local evaluation must: Define and use indicators to measure the progress towards meeting the state-mandated goals/objectives, e.g., academic and behavioral outcomes (see Goals, Objectives, and Indicators section of this NGO); Describe the impact of the program on students and families, e.g., student attendance and engagement during the school-day and afterschool, parental involvement, and parent participation and skills acquired by parents; Special consideration should be given to assessing the knowledge and skills that promote career and college readiness such as critical thinking, problem-solving, perseverance, collaboration, creativity and communication. Assess the efficacy of the local administration and implementation of the approved program, e.g., recruitment and retention of staff and students, program staff instruction and engagement, maintenance of collaborations and partnerships, intentional planning, student attendance, linkage to the school day (both public and non-public), breadth of program offerings, and progress towards sustainability; and Describe the action research steps taken and the program improvements implemented. Applicants are required to refine, improve, and strengthen the program and to refine the local performance measures, as appropriate. Thus, in future years, if awarded, the applicant must describe how the previous years evaluation data will inform the upcoming years program design. Applicants must list what types of data that will be collected, the frequency of collection and the related objectives. Additionally, applicants must describe how the local level evaluation findings will be used to provide feedback to stakeholders and project staff while also informing future program direction. Applicants must provide a description of plans for: familiarizing staff with the action research process; identifying key stakeholders in the action research process, including those taking the action; and those in a supportive role; identifying data sources and/or shared data systems; the methods of collecting and reporting qualitative and quantitative data (PARS21, focus groups, student surveys, staff surveys, parent surveys, etc.); reporting to stakeholders (advisory board, parents, school-day staff, program staff and other key stakeholders); ensuring that what is learned from the action research projects undertaken informs efforts to improve the afterschool program; and the utilization of the local evaluator as a resource. Action research is a reflective process and applicants must ensure that participants understand the reflective process and share results of this process with all stakeholders. Please refer to Section 1.9 of this NGO for further details. Responses to this section must be submitted in the Evaluation section. Organizational Commitment and Capacity Applicants are required to respond to the following questions within EWEG: Describe why the project you propose is important to your community. Describe your commitment to addressing the conditions and/or needs you identified in the needs section, including the organizational support that exists for implementing your proposed project. Describe why you are an appropriate (i.e., authorized) agency to implement the project. Describe experience you have had in implementing similar types of projects, as well as the outcomes of those projects. What worked, what did not work, and why? Describe how you will use your previous experience to ensure successful implementation of your proposed project. If you have not implemented similar projects, tell us why your proposed project will be successful. Describe your organizational resources (staff, facilities, equipment, funds, etc.) that will support successful project implementation. Responses to this section must be submitted in the Organizational Commitment and Capacity section. Status Report Service Start and End Dates In an effort to ensure quality and continuity of care, the NJDOE is requiring all programs to have in place a full complement of services available to all participants as of October 1, 2015. Applicants must indicate the exact start and end dates within the application. Applicants are required to establish the end date no earlier than two weeks prior to the last day of school. Responses to this section must be submitted in the Abstract and the Status Report section. NOTE: Failure to begin by October 1, 2015 will result in a withholding of grant payments and may result in a reduced award or termination of the grant. Program Hours of Operation Applicants must specify the actual hours of operation for each of the proposed 21st CCLC sites. NJDOE is requiring that each 21st CCLC program adhere to the minimum requirements outlined below: Programs operating a before-school component during the academic year must operate for at least one (1) hour per day, five (5) days per week and conclude before the school day begins. Program scheduling and days of operation must coincide with the regular school year. Afterschool programs are required to operate for at least three (3) hours per day, five (5) days per week, during the academic school year. Afterschool programs must commence when the school day officially ends. Program scheduling and days of operation must coincide with the regular school-year. 21st CCLC program activities may also be provided while school is in session during an expanded school day, week or year, in addition to the program activities provided when school is not in session. The 21st CCLC program is still required to operate as described above. Program scheduling and days of operation must coincide with the regular school-year. These activity hours do not count towards the 3 hour minimum for the afterschool activities. Please refer to Section 2.1 for more detail. Applicants are required to operate a summer program for at least four (4) hours per day, five (5) days per week for a minimum of four (4) weeks. Programs that propose to operate on weekends, half-days, and/or other non-school days are required to operate a minimum of four (4) hours per day. Responses to this section must be submitted in the Abstract section and the Status Report section. NOTE: For applicants operating multiple sites, please note that the requirements listed above must be applied to each program site. Staffing and Certification Requirements In order to effectively perform the administrative responsibilities of this federally-funded grant program, the NJDOE requires that each 21st CCLC program adhere to the minimum requirements outlined below. Applicants have some flexibility in the establishment of their staffing patterns; however, the NJDOE will review and approve the management plan, including staffing, based on what is necessary and reasonable to implement the project and adhere to program requirements. It is expected that applicants maintain a staff to student ratio of 1:15 for all activities, including physical activities. The NJDOE reserves the right to require changes based on this review. All programs are required to identify a project director who will serve as the agencys primary point of contact with the NJDOE program officer responsible for the grant program. This person must be employed by the applicant agency and is responsible for managing the administrative functions of this program. For programs that service 151 or more participants, a full-time project director is required. For programs that service less than 151 participants, a minimum of one part-time project director is required. Project directors, whether full-time, part-time, funded by 21st CCLC funds or not, are required to fulfill all responsibilities described in Appendix 10, 21st CCLC Project Staff Responsibilities. Programs are required to have regular meetings with staff at each site to ensure appropriate linkage with school-day activities. Programs must utilize certified teachers to implement the academic remediation component activities. All teachers providing instruction in math and language arts must be certified in the content area in which they teach. One (1) site coordinator is required at each site. The site coordinators, whether funded by 21st CCLC funds or not, must fulfill all responsibilities detailed in Appendix 10 for their respective program sites. A teacher or part-time project director may serve as the site coordinator, if the person works a sufficient number of hours to fulfill all of the responsibilities. Data-entry staff must be assigned specific responsibility for entering data into PARS21 and completing other administrative duties detailed in Appendix 10. Other project staff may fulfill data-entry activities, if employed for a sufficient number of hours to fulfill all of the responsibilities. Responses to this section must be submitted in the Status Report section. Background Checks All applicants are required under state law to submit Child Abuse Record Information (CARI) forms to the Department of Children and Families, Office of Licensing, for all staff members and volunteers who regularly interact with youth participants. Additionally, all applicants are required under state law to submit Criminal History Record Information (CHRI) forms to the Department of Human Services for all staff members and volunteers who regularly interact with youth participants. For additional information on CARI, contact the Department of Children and Families, Office of Licensing at 1-(877) 667-9845. For additional information on CHRI, contact the Department of Human Services, CHRI Unit at 1-(609) 633-3761. Responses to this section must be submitted in the Status Report section. Child Care Licensing Pursuant to N.J.S.A. 30:5B-1 through 15, supplemented by P.L. 1992, c.95, the NJDOE will require all programs that are managed and staffed by a non-LEA agency and service children up to age 13 to be a licensed child care center prior to receiving an executed award. All 21st CCLC programs must adhere to the requirements pursuant to New Jersey Administrative Code (N.J.A.C.) 10:122, Manual of Requirements for Child Care Centers, under the New Jersey Department of Children and Families. Although local educational agencies (LEAs) are exempt from this mandate, it is advised that these agencies utilize the manual as a guide for best practices. Submission of a copy of the agencys child care license or receipt of a temporary license is a condition of award under this grant program. Please refer to the website at  HYPERLINK "http://www.state.nj.us/dcf/providers/licensing/laws/" http://www.state.nj.us/dcf/providers/licensing/laws/ or contact the Department of Children and Families, Office of Licensing at 1-(877)-667-9845. Responses to this section must be submitted in the Status Report section. Emergency Protocols Applicants must adhere to the following emergency protocols and maintain the following documentation at each program site: An emergency readiness plan that includes policies and procedures for early dismissal, inclement weather, health emergencies, building security breaches and other urgent situations; Emergency contact information for each participating student, which includes a minimum of two emergency contact persons, other than the parent/guardian; A list of persons, authorized by the parents/guardians, to whom the site can release the child; A procedure for verifying the identity of the person to whom the child is released, if other than the parent/guardian; and Information detailing chronic health conditions for all participants and procedures for the care of any participant who becomes ill during the program. Responses to this section must be submitted within the Status Report section. NOTE: All information should also be readily accessible when program activities occur off-site. Transportation Applicants are required to provide transportation for participants to and from the program site and home or pre-arranged site. In the event that participants are transported to a location other than their home, applicants must obtain written parental consent. Applicants must also obtain written parental consent for participants who walk to and from the program site. It is the responsibility of the applicant agency to ensure the safety of each child to and from the program site. Responses to this section must be submitted within the Status Report section. NOTE: Applicants must transport participants in accordance with all applicable state laws and regulations. Daily Nutritious Snack While snacks are required, 21st CCLC funds may not be used to purchase those snacks or any other food for any participants, child or adult. NJDOE strongly encourages programs to determine their eligibility for the following federal nutrition programs: snack from the National School Lunch Program, snacks and full meals from the CACFP At-Risk Afterschool Meal Program, as well as the Summer Food Service Program for summer programs. For more information, please visit:  HYPERLINK "http://www.nj.gov/agriculture/divisions/fn/" http://www.nj.gov/agriculture/divisions/fn/. These programs are administered by the NJ Department of Agriculture. If programs do not qualify for the above nutrition programs, they must utilize other sources of funding to provide daily snacks. For more information on USDA snack requirements, please visit  HYPERLINK "http://www.nj.gov/agriculture/divisions/fn/childadult/school_snack.html" \t "_blank" http://www.nj.gov/agriculture/divisions/fn/childadult/school_snack.html. Responses to this section must be submitted within the Status Report section. Project Activity Plan Applicants must describe the proposed activities that will be implemented to achieve each state mandated goal and objective and result in the attainment of the performance indicators. The Project Activity Plan must directly support the budget, as it will serve as the basis for the proposed expenditures. Activities described must be specific and measurable and directly relate to the goal and objective. For example, the following is an unacceptable activity: Meetings with community partners, community entities, collaborators. A more acceptable activity would be: Relevant program staff will meet with community entities, partners, and collaborators on a quarterly basis. For consistency purposes, please ensure that all activities are documented within the appropriate objective. Applicants may want to refer to Appendix 7, State Mandated Goals and Objectives, for a list of state mandated objectives. Listed below are general categories of activities most common for 21st CCLC programs and the appropriate objective where they should be listed. This list is not exhaustive. These are general categories and you should not use these categories within the project activity plan, as you are required to be more specific when describing the activity. Objective 1.1 partner/collaborator/advisory/student meetings; Objective 1.2 intentional planning, thematic activities; summer programming, inquiry-based activities, project based activities, and off-site activities; Objective 1.3 professional development and trainings; Objective 1.4 academic, recreational, cultural, arts activities and daily snacks; Objectives 1.5 youth development activities and social, emotional and character development activities; Objective 2.1, 2.2, 2.3 family involvement activities; and Objective 3.1, 3.2, 3.3, 3.4 evaluation including implementation of action-research. Within the EWEG Project Activity Plan section, applicants must select the period in which the activity will be implemented. If the activity is ongoing or recurring, select each period in which the activity will take place. Responses to this section must be submitted in the Project Activity Plan section. 2.3 BUDGET DESIGN CONSIDERATIONS The organization designated as the applicant agency in the original application must remain the applicant agency and must be accountable for all fiscal and program oversight. It is critical for applicants to develop strong collaborations that will enable them to leverage private resources to sustain the program beyond the period for which grant funds are available. Applicants should consider required trainings/conferences (e.g., state and national 21st CCLC conferences), transportation expenses, and evaluation costs when preparing budget detail forms. Programs must be equally accessible to all students targeted for services, regardless of their ability to pay. As such, programs that charge fees may not prohibit any family from participating for financial reasons. Programs that choose to charge fees must offer a sliding scale fee and scholarships for those who cannot afford the program. Program income collected from fees must be used to fund additional costs consistent with the grant application and cannot be carried over into any subsequent years. In an effort to provide adequate funding for quality programming while promoting prudent operations and expenditures, the NJDOE will review budget line items to determine percentage of administrative costs and ensure that they, like all costs, are reasonable and necessary. These line items may include administrative salaries, fringe benefits, office supplies and office equipment. The NJDOE reserves the right to require a reduction should it be determined that the administrative costs are excessive and unreasonable. If proposing a match to receive additional points, the Matching Funds Summary and Expenditure Report section within EWEG must be complete. Applicants are reminded that the level of match identified in the original application is expected for the duration of this multi-year program. The applicants budget must be well-considered, necessary for the implementation of the project, remain within the funding parameters contained in this handout, and demonstrate prudent use of resources. The budget will be reviewed to ensure that costs are customary and reasonable for implementation of each project activity. The applicant must provide a direct link for each cost to the goal, objectives and activities in the Project Activity Plan that provides programmatic support for the proposed cost. In addition, the applicant must provide documentation and details sufficient to support each proposed cost. Guidance on constructing a grant budget may be found in the Discretionary Grant Application (DGA) document, which can be accessed at  HYPERLINK "http://www.state.nj.us/education/grants/discretionary" www.state.nj.us/education/grants/discretionary. The budget submitted as part of the application is for the current grant period only. The Department of Education will remove from consideration all ineligible costs, as well as costs not supported by the Project Activity Plan. The actual amount awarded will be contingent upon the applicants ability to provide support for its proposed budget upon application and ultimately will be determined by the NJDOE through the pre-award revision process. The applicants opportunity to make pre-award revisions will be limited by the NJDOE which is not responsible either to provide repeated opportunities for revisions or to permit reallocation of the funds previously requested for costs that have not been approved or have been disallowed. BUDGET REQUIREMENTS All applicants may apply for 12 months of 21st CCLC funding. In constructing the budget, please note that all costs must be reasonable and necessary to implement program activities. Additionally, the budget entries must demonstrate clear and specific links to the project activity plan. All applicants must provide sufficient explanation of budgeted costs, including the calculation detail (cost-basis). Programs that charge fees must obtain prior approval from the NJDOE through their program officer. If approval is granted, the applicant will be required to submit a program income report with the quarterly and final fiscal reports. For additional information regarding the program income report, please see part seven of the Grant Recipients Manual for Discretionary Grants. This manual is available online at  HYPERLINK "http://www.nj.gov/njded/grants/discretionary/management/" www.nj.gov/njded/grants/discretionary/management/. To reduce the number of pre-award revisions under the Budget section of EWEG, please review the Budget Development Instructions document in Appendix 11 for additional details as you construct your budget. Applicants must adhere to the NJDOE required provisions of A-5/Chapter Law 53. The provisions of A-5/Chapter Law 53 contain additional requirements concerning prior approvals, as well as expenditures related to travel. It is strongly recommended that the applicant work with their business administrator or chief financial officer when constructing the budget. The NJDOE applies the A-5 restrictions uniformly to all applicants. Unless otherwise specified, the following restrictions apply to all grant programs: No reimbursement for in-state overnight travel (meals and/or lodging); No reimbursement for meals on in-state travel; Mileage reimbursement may not exceed $.31 per mile; and, Other ineligible costs are listed in the section below. The applicant must ensure that it meets all of the requirements listed below: 1. Transportation Cost for transportation must be reasonable and necessary for the program. Vehicles may not be purchased; however, any applicant may choose to contract with a service provider or annually lease a vehicle. 2. Background Checks Applicants are required to have criminal background checks. The fee required for a Child Abuse Record of Information (CARI) background check is $10 and the fee required for a Criminal History Record of Information (CHRI) is approximately $90 for each individual, which is an allowable cost that may be included in the program budget. For additional information, please visit the New Jersey Department of Children and Families (DCF) website at  HYPERLINK "http://www.state.nj.us/dcf/reporting/record/" http://www.state.nj.us/dcf/reporting/record/. For additional information on the CHRI, please visit  HYPERLINK "http://www.state.nj.us/education/educators/crimhist/" http://www.state.nj.us/education/educators/crimhist/. 3. Professional Development Applicants may budget grant funds for expenses related to consultant fees, registration costs, travel, meals, and lodging in accordance with A-5 regulations. 4. Supplement not Supplant Applicants must use program funds to supplement and not supplant other federal, state, and local funds to provide programs and activities allowable under this grant program. 5. Evaluation Applicants must obtain and submit one quote from an external program evaluator with their application for funding. The external evaluator may not be a current vendor or employee of the agency. The quote must include information regarding the scope of the evaluation, deliverables, and costs. Additionally, applicants must attach the evaluators resume or curriculum vitae. Please refer to Section 2, Project Guidelines, of this NGO for submission instructions. Applicants must budget sufficient funds to cover the costs to complete the required evaluation, including costs for the external (non-employee) program evaluator and administrative support personnel responsible for PARS21 data entry. 6. Maintenance of Effort (MOE) 21st CCLC programs are subject to a Maintenance of Effort (MOE) requirement, which is the same requirement that is applied to Title I, Part A. Under the MOE requirement, a 21st CCLC program may receive its full award, only if the NJDOE determines that the projects LEA partners combined fiscal effort per pupil or aggregate expenditures of state and local funds for free public education in the preceding fiscal year was not less than 90 percent of the combined fiscal effort or aggregate expenditures for the second preceding fiscal year. If the LEA fails to meet the 90% level, the NJDOE must reduce the projects award by the exact percentage by which the LEA failed to meet the 90% level. The NJDOE will verify the MOE requirement for LEAs during the award process. As additional information regarding this requirement becomes available, the NJDOE will post it on the NJDOE website at  HYPERLINK "http://www.nj.gov/njded/grants/gropps.shtml" www.nj.gov/njded/grants/gropps.shtml. Eligible Costs Grant funds may be used by applicants for the following costs that directly support the activities described in the application: Salaries and benefits for program staff, including but not limited to custodial, security, and nursing staff, that are reasonable and necessary; Purchase of curricula, project materials, and supplies for grant-funded project activities, including computer software and on-line resources; Professional development and training in support of grant-funded projects and services; Fees for Child Abuse Record Information (CARI) and Criminal History Record Information (CHRI); Identification, selection, and orientation of grant-funded staff; Transportation services for project participants to participate in grant-funded activities; Reasonable and necessary services and accommodations associated with serving disabled students; Computer(s) for the purpose of program administration and implementation; Other grant related expenses (e.g., printing, telephones, postage, travel, rent) that are necessary to perform grant administrative functions; and Indirect costs represent the expenses of doing business that are not readily identified with a particular grant function or activity, but are necessary for the general operation of the organization and the conduct of activities it performs. Indirect costs may be requested in the budget from applicants that either 1) have a current federally negotiated indirect cost rate agreement; or 2) have never received a federally negotiated indirect cost rate agreement. The actual indirect cost rate that may be used in budgeting is a de minimis rate, which is subject to the requirements of the grant program. If indirect costs are requested, care must be taken to ensure that costs that would be considered an indirect cost are not included in the budgeted as a direct cost. Please refer to 2 CFR Part 200.414 for additional information ( HYPERLINK "http://www.ecfr.gov" www.ecfr.gov). For applicants with a current federally negotiated indirect cost rate agreement, they must scan and upload a copy of their indirect cost rate agreement. As this program is subject to a supplement, not supplant requirement, applicants with an approved restricted indirect cost rate must use that rate; applicants with rate agreements that do not include a restricted indirect cost rate are limited to 8% MTDC. For applicants that have never received a federally negotiated indirect cost rate agreement, they must scan and upload a signed statement as part of the application. This statement must attest to the fact that the organization has never received a federally negotiated indirect cost rate agreement, and that the applicant is requesting the use of a de minimis indirect cost rate. This statement must be signed by the Chief Executive Officer or designee of the organization. The de minimis rate is 8% MTDC, as this program is subject to a supplement, not supplant requirement. NOTE: Out-of-state travel not documented in the approved grant application requires prior approval from the applicants program officer. Ineligible Costs Funds provided under this grant may not be used for the following costs: Food, including snacks and refreshments, for project participants, both children and families, or 21st CCLC staff meetings, including required orientation, professional development trainings, scheduled in-service trainings and advisory board meetings; Vehicle purchases; Supplanting local, state, or federal funds already designated for grant-related activities; Any costs budgeted for an expanded learning time program through other federal, state, local or other non-federal funds; Instructional teachers during the expanded learning time (ELT); Construction or capital improvements; Religious practices or programs; such as religious instruction, worship, or prayer; Costs that are not directly related to the implementation of grant activities; Membership to associations or organizations; In-state overnight meals and/or lodging; Meals on in-state travel; and Mileage reimbursement in excess of $.31 per mile. NOTE: Ineligible costs, as well as costs not supported by the activity plan, will be removed from consideration. SECTION 3: COMPLETING THE APPLICATION 3.1 GENERAL INSTRUCTIONS FOR APPLYING To apply for a grant under this NGO, you must prepare and submit a complete application. The application must be a response to the states vision as articulated in Section 1: Grant Program Information of this NGO. It must be planned, designed and developed in accordance with the program framework articulated in Section 2: Project Guidelines of this NGO. The applicant may wish to consult additional guidance found in the Discretionary Grant Application (DGA) document, found at  HYPERLINK "http://www.state.nj.us/education/grants/discretionary" www.state.nj.us/education/grants/discretionary. You must submit your application using the online EWEG system found at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/. Paper copies of the application will not be accepted. 3.2 REVIEW OF APPLICATIONS Evaluators will use the selection criteria found in Part I: General Information and Guidance of the Discretionary Grants Application to review and rate your application according to how well the content addresses Sections 1 and 2 in this NGO. The DGA manual may be viewed online at,  HYPERLINK "http://www.state.nj.us/education/grants/discretionary/apps/" http://www.state.nj.us/education/grants/discretionary/apps/ Applications will be reviewed by a panel of readers internal and external to the NJDOE and may include, but are not limited to, representatives from the following groups: experts in expanded-learning and afterschool programs, community-service agencies, school-age child care alliances, state department agencies, local and civic leaders, faith-based organizations (including religious private schools), and school personnel. Applications will also be reviewed for the completeness and accuracy. Any application that is deemed incomplete by NJDOE will be ineligible to receive any funds. The following point values apply to the evaluation of applications received in response to this NGO: Application ComponentPoint ValueExtra Point ValueSTATEMENT OF NEED 10PROJECT DESCRIPTION (Additional points for Priority A or B)204GOALS, OBJECTIVES, INDICATORS and EVALUATION 15PROJECT ACTIVITY PLAN (year one) 20ORGANIZATIONAL COMMITMENT AND CAPACITY 20BUDGET (Additional points for Priority C)151-3TOTAL 1001-7**All applications must score 65 points or above to be considered eligible for funding. Please be advised that in accordance with the Open Public Records Act P.L. 2001, c. 404, all applications for discretionary grant funds received September 1, 2003 or later, as well as the evaluation results associated with these applications, and other information regarding the competitive grants process, will become public records upon the completion of the evaluation process, and will be available to members of the public upon request. If an application has been selected for pre-award revisions (PARs), the successful applicant will be notified by the EWEG system via email. Only the personnel listed on the contact page will receive a notification. The successful applicant will be required to initiate the PAR process by accessing the EWEG system, creating an amendment for the application and submitting the amendment through EWEG to the NJDOE. You will not be able to make changes on any of the application pages at this time. Questions on how to submit an amendment should be directed to the EWEG Help Desk at  HYPERLINK "mailto:eweghelp@doe.state.nj.us" eweghelp@doe.state.nj.us. 3.3 APPLICATION COMPONENT CHECKLIST The following components are required (see Required ( Column) to be included as part of your EWEG application. Failure to include a required component may result in your application being removed from consideration for funding. Please make note of Appendix 12, Electronic Web-Enabled Grants System (EWEG) Tips, to reduce errors within the EWEG system. When uploading documents to EWEG be sure to properly label each document with the title of the form and not the appendix number. Please note that once a document is uploaded into EWEG it cannot be deleted thus it will be a part of the final submission. Use the checklist (see Included ( Column) to ensure that all required components have been completed. Required (()Form EWEG TAB/SUBTABIncluded (()(EWEGAdmin (Contacts, Allocation, Assurance, Board Resolution and DUNS-SAM)(EWEGNarrative (Abstract, Need, Target Population, Project Description, Goals/Objectives, Professional Development, Stakeholders, Sustainability, Evaluation, Nonpublic, Activity Plan, Organizational Capacity, Status Report) (EWEGBudget*The following documents are to be scanned and uploaded in the EWEG Application, as PDF files, prior to submission. Specific criteria for this activity will be listed on the Upload tab in the EWEG application. With the exception of the Evaluation Quote, Weekly schedule and Child Care License, all forms are included as Appendices in the NGO document. (NGODocumentation of School Eligibility (Appendix 1) (Scan/Upload)(NGOVerification of School Collaboration (Appendix 2) (Scan/Upload)(NGO21st CCLC Program Statement of Assurances (Appendix 3) (Scan/Upload)NGOVerification of Partnership (Appendix 6) (Scan/Upload)(NGOState Mandated Goals and Objectives (Appendix 7) (Scan/Upload)(NGODocumentation of Required Collaboration (Appendix 9 & 9a) (Scan/Upload)(UPLOADLocal External Evaluation Quote including Evaluators Resume or Curriculum Vitae (Scan/Upload)(UPLOADChild Care License (Scan/Upload)(UPLOADWeekly schedule of activities for each program site (Scan/Upload)(UPLOADCopy of applicants federally negotiated indirect cost rate OR a signed statement requesting the use of a de minimis indirect cost rate subject to the conditions set forth in the NGO. (Scan/Upload) Applicant Agency: _____________________________ Appendix 1 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM DOCUMENTATION OF SCHOOL ELIGIBILITY SCHOOLWIDE AND LOW-INCOME 2015-2016 Applicants who propose to serve students who: (1) attend schools eligible for schoolwide programs; or (2) attend schools with a high percentage of students from low-income families. Schools that serve a high percentage of low-income families will be defined as those schools that have a minimum of 30% of its student population defined as low-income. Low-income families are defined as those families whose children are eligible for free lunch and/or free milk as defined in the Application for State School Aid (ASSA). Please copy and complete for each school the applicant proposes to serve. Applicant Agency Name: _____________________________________________________  FORMCHECKBOX  Check this box if this school will be the site where activities will take place Name of School: _________________________________________________________ Address: _________________________________________________________ Phone: (___) _____________ Fax: (___) ________________________ District: _________________________________________________________ County: _________________________________________________________ I certify that the school listed above meets the following eligibility requirement (please check one box)  FORMCHECKBOX  (1) Current Title I Schoolwide program participant; OR  FORMCHECKBOX  (2) A minimum of 30% of the school buildings student population is free-eligible for lunch and/or milk, as documented in the most recent Application for State School Aid (ASSA) count of enrolled students. 1. Total Number of Students Enrolled: _____ 2. Total Number of Students Eligible for Free Lunch: ____ 3. Total Number of Students Eligible for Free Milk: _____ 4. Low Income Percentage (adding #2 & #3 and dividing by #1): _________% Name of Chief School Administrator (Print): ____________________________________ Signature: __________________________________________ Date: __________________ Applicant Agency: _____________________________ Appendix 2 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM VERIFICATION OF SCHOOL COLLABORATION (Please duplicate for each school to be served.) 2015-2016 This document is to be signed and included with the application as evidence of collaboration with a partnering school to be served. Applicant Agency Name: ______________________________________________________________ Name of School to be Served: ___________________________________________________________ Name of School District (if different than applicant agency): __________________________________ It is my understanding that the above-named applicant will serve the students who attend my school with comprehensive out-of-school time services. A representative of the school will work with this program to ensure coordination and collaboration of services to these students and their families. In addition, I certify that my school meets the eligibility requirements specified in this NGO in Section 1.2, Eligibility to Apply, and will provide data to the above applicant for the purposes of the local and state evaluations. Print Name of Chief School Administrator District ___________________________ Signature of Chief School Administrator Date _______________________________________________ Print Name of Applicant Chief School Administrator or CEO __________________________________________________ ____________________________ Signature of Applicant Chief School Administrator or CEO Date Applicant Agency: _____________________________ Appendix 3 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM 21st CCLC PROGRAM STATEMENT OF ASSURANCES 2015-2016 The ____________________________________________________ (applicant agency name) hereby assures that: The program will conduct activities in a safe and easily accessible facility. The program will ensure the safe transportation of students to and from the program. The program will provide equitable services to participating nonpublic schools as specified in the original approved application. The program was developed and will be implemented in active collaboration with the schools the students attend and at least one other public or private community agency. The program will target students who attend schools eligible for Title I schoolwide programs or students from low-income families and the families of those students. Funds under the program will be used for authorized programs and activities, and will not supplant federal, state, local, or non-federal funds. The program will conduct outreach activities to identify qualified children with disabilities who meet the eligibility criteria for participation in the centers programs. The program will provide accommodations, modifications, supplementary aids, and services for eligible children with handicaps/disabilities and their families that ensure their equal participation in, and benefit from, the programs/services/activities offered to non-handicapped children and their families. The program will comply with all components of the comprehensive statewide evaluation and a local level evaluation plan. The applicant will ensure that all services being provided are in accordance with all relevant New Jersey Administrative Code (N.J.A.C.) and New Jersey Statutes Annotated (N.J.S.A) licensing requirements. _______________________________________________ Print Name of Signature of Chief School Administrator or CEO _______________________________________________ _______________ Signature of Chief School Administrator or CEO Date Applicant Agency: _____________________________ Appendix 4 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM NONPUBLIC EQUITABLE PARTICIPATION SUMMARY and AFFIRMATION of CONSULTATION FORM 2015-2016 (Complete a form for each participating nonpublic school. Copy this form as necessary.) In the space below, the applicant agency is to briefly respond to each of the five items listed. Please ensure that what is described on this form is directly related to the components of timely and meaningful consultation and the equitable participation of nonpublic school students/teacher(s) in this grant program, as required (EDGAR 76.650-76.662). For each nonpublic school, this Summary Form must be signed and dated by the applicant CSA/CEO and the nonpublic school official. The LEA/applicant agency must submit with the grant application a copy of this form for each nonpublic school. Describe the consultation process that took place including meeting date, those in attendance and agenda. Describe the needs of the eligible nonpublic school students/teachers and how these needs have been/and will continue to be identified? What identified services will be provided? Explain how, when, where, and by whom the services will be provided. How and when will the services be assessed and how will the results of the assessment be used to improve the services? What is the amount of estimated grant funding available for the agreed upon services? RESPONSES: By our signatures below we agree that timely and meaningful consultation occurred before the LEA/applicant agency made any decision that affected the participation of eligible nonpublic school children, teachers or other educational personnel in the 21st Century Community Learning Centers Program. % Yes, we wish to participate in this grant opportunity % No, we do not wish to participate in this grant opportunity _____________________________________ ___________________________________ Name of LEA/Applicant Agency Name of Nonpublic School _____________________________________ ___________________________________ Official LEA/Applicant Agency Date Nonpublic School Representative Date Applicant Agency: _____________________________ Appendix 5 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM Action Research Resources Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria: Association for Supervision and Curriculum Development. Ferrance, Eileen (2000). Themes in education: Action research. Rhode Island: Brown University. Glanz, Jeffrey. (2003). Action research: An educational leaders guide to school improvement. Norwood, MA: Gordon Publishers, Inc. Marshak, D. (1997). Action research on block scheduling. Larchmont, NY: Eye on Education.* Mertler, Craig A. (2014). Action research: Improving schools and empowering educators. California: Sage Publications. McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge. Noffke, S.E., & Stevenson, R.B. (1995). Educational action research: Becoming practically critical. New York: Teachers College Press. Tomal, D. R. (2003). Action research for educators. Lanham, MD: Scarecrow Press*. *Available in New Jersey State Library. Applicant Agency: _____________________________ Appendix 6 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM VERIFICATION OF PARTNERSHIP (Please duplicate for each partnering agency.) 2015-2016 This document is to be completed by all applicants who applied with a partner as evidence of the partnership. Applicant Agency Name: Name of partnering agency/organization: _______ Contact Person Name and Title: _____________________________________________ Address: _________________________________________________________________ County: _________________Telephone #: ___________________ Fax #: _______________ Email Address: ________________________________________________ Type of agency/organization: I am committed to ensuring that my agency will act in full support of the program through the provision of activities, services, and/or resources. In addition, my agency will provide data to the applicant for the purposes of the local and state evaluations of the program. _______________________________________________________________ Print Name of Partnering Chief School Administrator or CEO __________________________________________________________________ _________ Signature of the Partnering Chief School Administrator or CEO Date Applicant Agency: _____________________________ Appendix 7 STATE MANDATED GOALS AND OBJECTIVES 2015-2016 Instructions: Applicants are required to adopt the state-mandated goals and objectives. Each applicant must create one or more program-specific performance indicators for each of the mandated goals and objectives. These goals and objectives have been updated to support the connection of program practices with the achievement of desired youth outcomes. This approach is also represented in the leading and summative indicators adopted for the program. Additionally, applicants must create performance indicators for each objective. Performance indicators are quantifiable performance measurements used to define success factors and measure progress toward the achievement of your programs goal and are directly correlated to the implementation activities created in the Project Activity Plan. When numbering the indicators, please follow the format provided below: Indicator 1.1a; Indicator: 1.1b; Indicator 1.2 a; Indicator 1.2b, etc. Applicants are required to upload this document into EWEG. Goal 1: To provide high-quality educational and enrichment programs that will enable students to improve academic achievement and promote positive behavior and appropriate social interaction with peers and adults. Objective 1.1: The grantee will establish and maintain partnerships and collaborative relationships with schools, families, youth, and the community to enhance students access to a variety of learning opportunities. Objective 1.2: The grantee will adopt intentional strategies and research-based practices designed to support student skill building and mastery, both academically and from a youth development perspective. Objective 1.3: The grantee will adopt practices to support the orientation, training, and development of afterschool staff in the adoption and use of intentional strategies and research-based practices to ensure program quality. Objective 1.4: Students regularly participating in the program will be positively impacted in terms of performance on state assessments in language arts and mathematics. Objective 1.5: Students regularly participating in the program will demonstrate improved school-day attendance, decreased disciplinary actions or other adverse behaviors, improved social-emotional functioning, and the development of 21st century skills. Goal 2: To implement activities that promote parental involvement and provide opportunities for literacy and related educational development to the families of participating students. Objective 2.1: The agency will establish collaborative relationships that offer opportunities for literacy and related educational activities to the families of participating students. Objective 2.2: Parents participating in grant-funded activities will increase their involvement in the education of children under their care. Objective 2.3: Grantees will adopt intentional strategies to communicate to parents and adult family members about program goals and objectives, activities, and their childs experience in the program. Goal 3: To measure participants progress and program effectiveness through monitoring and evaluating. Objective 3.1: Throughout the grant period, the grantee will continually assess program quality and effectiveness and use this information to support quality improvement. Objective 3.2: The grantee will work to obtain data on students in-school progress in the areas of academic achievement, behavior, and social development and use this information to inform the design and delivery of programming. Objective 3.3: Throughout the grant period, the grantee will adopt measures as needed within the program when data is not available from other sources to assess (a) youth engagement in program activities; (b) the academic and/or social-emotional needs of participating youth; and (c) program impact. Objective 3.4: The grantee will measure the impact of the program on family members of participating students. Applicant Agency: _____________________________ Appendix 8 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM LIST OF NATIONAL, STATEWIDE AND REGIONAL CONFERENCES The Center for Summer Learning National Conference (October 12-14, 2015, Baltimore, Maryland) This conference hosted by The Center for Summer Learning at Johns Hopkins University will challenge you to plan, implement, support and advocate for high-quality summer programming in your community and nationwide. Through its national network of providers and partners, the Center for Summer Learning works to make summer learning a priority in communities across the country. Using research-based approaches and models of effective practice, the Center strives to ensure that all children have access to high-quality learning opportunities during the summer months. For more information go to  HYPERLINK "http://www.summerlearning.org/index.php" www.summerlearning.org/index.php. Foundations, Inc. Beyond School Hours Conference (Date and Venue TBA) Foundations national Beyond School Hours conferences promote the expansion of quality after-school programs that provide safe havens for children, improve academic achievement, and offer positive social interaction in a healthy environment. Take advantage of this excellent professional development and networking opportunity. For more information, visit  HYPERLINK "http://www.foundationsinc.org" www.foundationsinc.org. National After-School Associations Annual Conference (Date and Venue TBA) The National After-School Association conference is the preeminent professional development experience for after-school professionals in the country. For twenty years, the NAA conference has been the place to connect with colleagues and learn the latest of what you need to know and be able to do to serve children in high quality after-school and summer programs. For more information, visit  HYPERLINK "http://www.naaconference.org/" http://www.naaconference.org/. Afterschool for All Challenge (Date and Venue TBA) The Afterschool Alliance will provide two days of workshops, speakers and fun for hundreds of afterschool providers and leaders from around the country, and some of the parents and children they serve. For more information go to  HYPERLINK "http://www.afterschoolalliance.org" www.afterschoolalliance.org. Statewide Conference New Jersey School-Age Care Coalition Annual Conference for Afterschool (Date and Venue TBA) The New Jersey School-Age Care Coalition (NJSACC) conference is the only statewide conference in New Jersey that offers administrative and direct service workshops for all afterschool personnel. The mission of NJSACC is to promote and support the development, continuity and expansion of quality programs for children and youth during out-of-school time. The conference will be held again at the Marriot Princeton Hotel and Conference Center at Forrestal (formerly the Doral), 100 College Road East, Princeton, NJ 08540. For more information, visit  HYPERLINK "http://www.njsacc.org" www.njsacc.org. Regional Conference The Out-of-School Time Resource Center (OSTRC) OSTRC is part of the University of Pennsylvanias School of Social Policy and Practice. The OSTRC promotes out-of-school time (OST) student achievement by enhancing staff support and professional development. They maintain a list of all regional and national conference/events, please visit  HYPERLINK "http://www.sp2.upenn.edu/ostrc/announcements.html" http://www.sp2.upenn.edu/ostrc/announcements.html. Applicant Agency: _____________________________ Appendix 9 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM DOCUMENTATION OF REQUIRED COLLABORATION (Please duplicate for each collaborating agency.) 2015-2016 This document is to be signed and submitted with the grant application as evidence of the collaboration between the applicant and the agency with whom the applicant has or will coordinate in the planning and execution of services outlined in the grant application. Name of collaborating agency/organization: Contact Person Name and Title: _____________________________________________ Address: _________________________________________________________________ County: _________________Telephone #: ___________________ Fax #: _______________ Email Address: ________________________________________________ Type of agency/organization (Please check the appropriate agency type): ___ Charter School ___ Institution of Higher Education ___ City Government ___ County Government ___ Business/ Corporation ___ Community-based Organization ___ Faith-based Organization  It is my understanding that the applicant listed above plans to submit a 21st Century Community Learning Centers Program application, available through the New Jersey Department of Education (NJDOE) to provide comprehensive afterschool programming services to eligible students and their families. Recognizing the need for such services, I am committed to ensuring that my agency acts in full support of the proposed program through the provision of activities, services, and/or resources as a result of the collaborative effort between my agency and the aforementioned applicant agency. In addition, my agency will provide data or other information to the applicant for the purposes of documentation of services and the state evaluation of the program. Please check off the services that the collaborating agency will provide: ___ Provide programming/activity-related services ___ Provide paid staffing ___ Provide volunteer staffing ___ Provide in-kind donations ___ Provide goods/materials ___ Provide transportation ___ Provide technical assistance___ Provide services (referral, mental health counseling,social services) ___ Fundraising ___ Adult Education ___ Parent Education ___ Provide evaluation services ___ Other (please specify) _________________ ___________________________________________________ Print Name of Collaborating Agency CEO or CSA ___________________________________________________ ___________________ Signature of Collaborating Agency CEO or CSA Date Applicant Agency: _____________________________ Appendix 9A 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM DOCUMENTATION OF REQUIRED COLLABORATION (Please duplicate for each collaborating agency.) 2015-2016 Name of collaborating agency/organization: _ Applicants must answer each of the following questions for each collaborating agency: Is this Collaborator also a Partner Agency in the Contract? ___ Yes ___ No Estimate the value of in-kind contributions made by this agency/collaborator _ Is this collaborating agency also a Sub-grantee in the Contract? ___ Yes ___ No If Yes, enter the dollar amount of the subcontract to be held by this agency/collaborator in the 2015-2016 contract year. ______ If Yes, provide the percentage (%) of the total award amount. ______ List below the address and contact information for each site of this program. [duplicate as necessary] The site would be where the majority of activities are being provided. Site #1 Name: ______________________________ # of Students proposed: ________________ District: __________________________________ County: ______________________ Address: _________________________________________________________ Phone: (___) _____________ Fax: (___) ________________________ Site Contact Name: _________________________________________________________ Contact Email: _________________________________________________________ Site #2 Name: ______________________________ # of Students proposed: ________________ District: __________________________________ County: ______________________ Address: _________________________________________________________ Phone: (___) _____________ Fax: (___) ________________________ Site Contact Name: _________________________________________________________ Contact Email: _________________________________________________________ Site #3 Name: ______________________________ # of Students proposed: ________________ District: __________________________________ County: ______________________ Address: _________________________________________________________ Phone: (___) _____________ Fax: (___) ________________________ Site Contact Name: _________________________________________________________ Contact Email: _________________________________________________________ Applicant Agency: _____________________________ Appendix 10 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM 21st CCLC PROJECT STAFF RESPONSIBILITITES Outlined below are minimum responsibilities for the staffing requirements outlined under Section 2.2. Agencies must ensure that all 21st CCLC project staff have sufficient time to perform these duties at a minimum. Applicants have some flexibility in the establishment of their staffing patterns. However, the NJDOE will review the management plan, including staffing, based on what is necessary and reasonable to implement the project and adhere to program requirements. The NJDOE reserves the right to require changes based on this review. Project Administrator (director or coordinator) This person will be responsible for managing and implementing the educational program and budget described in the approved application to ensure that the agency meets its responsibilities to the NJDOE under the grant agreement in a timely manner. Additional responsibilities include: Ensure implementation with approved application (monitor program/budget appropriately); Complete necessary reports and submit to state; Maintain participant files, program forms, and applicable licenses; Develop attendance policy, calendar of activities; Meeting with key program staff, teachers, partners, collaborators, evaluator, etc. regularly; Coordinate 21st CCLC advisory board meetings and ensure implementation of sustainability plan; Supervise site coordinators, administrative staff and program volunteers; Conduct program orientation for staff, parents, students, volunteers, and key program staff; Develop and maintain health and emergency plans/files; Attend mandated project directors meetings and required professional development trainings; and, Ensure compliance with evaluation requirements (data-entry into federal and state data-collection systems). Site Coordinator This position is required for each site. This person will be responsible for the daily operation, coordination and delivery of services at their respective program sites. If an agency has only one site the program may opt to hire a site coordinator to assist the director in the administration and oversight of the program. Agencies have the discretion to amend the title of the program coordinator to suit its program structure. Responsibilities include: Ensure staff and students are in assigned classrooms and have signed-in; ensure activities are delivered as intended; Oversee drop off and pick up of students; Coordination and distribution of daily snacks; Ensure field trip activities are completed as scheduled and ensure that emergency contacts are accessible; and Communicating with school-day teachers regarding specific student needs. Administrative Support This position is required for all agencies. This person will be responsible for entering data into PARS21 and the federal reporting system, gathering registration forms, attendance sheets and other forms as required by program. Additionally, this person is responsible for other administrative tasks as deemed necessary by the project administrator. Applicant Agency: _____________________________ Appendix 11 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM Budget Development Instructions To reduce the number of pre-award revisions, please follow instructions below: In EWEG under the Salary tabs and in the Title of Position box for positions that have other benefits be sure to list the other benefits by type and percentage amount such that the total of the individual other benefit percentage amounts equal the percentage amount shown in the Other Benefits box. For budget entries that represent administrative costs be sure to check, Administrative, in the Cost section of that budget entry. For any budget entry that has both a program and administrative portion create two budget entries, one for each. Be sure to check Program or Administrative in the Cost section. For example, if the Project Directors salary is based on providing both program and administrative services to the grant. Be sure to explain what the amounts in the How Many and Cost per Unit boxes represent for the Supply, Equipment, and Other tabs budget entries. If the amounts in those boxes represent a calculation, describe that calculation in the Description box. Be sure the Description boxes also describe the cost of the item, the need for the item, and the items relation to the grant program. Mileage reimbursement budget entries must describe the relation to the grant of the traveler(s) and the grant-related purpose(s) of the travel, as well as a brief explanation of how the number of miles was calculated. Mileage must be a separate budget entry. When requesting conference travel costs such as airfare, lodging, and meals, create separate entries for each conference. Be sure to identify the relation of the grant of each traveler. (There should be a corresponding conference registration entry.) Insert this statement: gsa.gov rates will be used at the time of travel, for all conference travel costs. Be sure to itemize a cost basis on a per person basis per day times the number of days basis for meals, per person times the number of grant staff basis for round-trip coach air or rail fare, and per room per night basis times the number of rooms times the number nights for lodging. Note that car transportation at a conference is generally not allowed. Applicant Agency: _____________________________ Appendix 12 21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM Electronic Web-Enabled Grants System (EWEG) Tips The following are tips to working within the EWEG system. Please take note as this would ease submission of applications. Do not use the Back button. This will cause a system error. It is always recommended that long narrative sections be typed in either Word or Note Pad, and copied and pasted into EWEG. Doing this, will prevent you losing the text that you worked hard to create, should something go wrong when you save the page. When copying and pasting from Word or Note Pad, be sure to check for special characters. Most notably, quotation marks, the apostrophe, and hyphen are the biggest culprits. However, avoid using all of the other special characters (!@#$%^&*()~/<>{} and bullets). Do not try to use fancy formatting. It will only give you problems. Just be sure that the content is there in a concise and clear manner. The EWEG system is not compatible with the way Microsoft Word formats apostrophes, quotation marks and bullets. Use the following procedure to resolve this problem. Remove the apostrophes and quotation marks in the text that you want to copy and paste. Paste the text into EWEG. Working in EWEG, BEFORE YOU TRY TO SAVE THE PAGE, put the apostrophes and quotation marks back in. You will notice that the apostrophes and quotation marks will now look different indicating that the problematic formatting has been removed. You should be able to save the page without getting an error message. In addition, do not use bullets in the text being pasted into EWEG. When you click on a Tab to open a page, do not click on it more than once. Some of our pages take a while to open (like the Needs Data page). If you click on the tab more than once, you will get a system error. Certain systems are just not compatible with EWEG. Most notably: MAC, Hand-held devices, Notebooks, Safari, Google Chrome and Firefox. 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able to view all application pages.  March 2009, National Governors Association, Center for Best Practices and Council of Chief State School Officers.  See Appendix 5 for a list of resources on Action Research.      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