1

21st Century Community Learning Centers (21st CCLC) Frequently Asked Questions (FAQs) Expanded Learning Time (ELT) under the E EA Flexi!ility "ptional #ai$er
I. 21st CCLC Program Requirements 1% #hat optional &ai$er &ith respe't to 21st CCLC program (unds is a$aila!le to a tate that re'ei$es E EA (lexi!ility) A State that receives flexibility under the Elementary and Secondary Education Act of 1965, as amended (ESEA),1 has the option to re uest a !aiver of ESEA sections "#$1(b)(1)(A) and "#$"(b)(#)(A), !hich re uire community learnin% centers to carry out #1st &&'& pro%ram activities durin% non(school hours or periods !hen school is not in session (i.e., before school, after school, !ee)ends, or durin% summer recess)* +n a State that has re uested this !aiver, an eli%ible entity may use #1st &&'& pro%ram funds to support E', durin% the school day in addition to activities durin% non(school hours or periods !hen school is not in session* 2% #hat is expanded learning time (ELT) in the 'ontext o( E EA (lexi!ility) As defined for purposes of flexibility under the ESEA, E', is the time that a local educational a%ency ('EA) or school -extends its normal school day, !ee), or year to provide additional instruction or educational pro%rams for all students beyond the State(mandated re uirements for the minimum number of hours in a school day, days in a school !ee), or days or !ee)s in a school year. (see uestion /0(#"a in the ESEA Flexibility Frequently Asked Questions at http122!!!#*ed*%ov2policy2elsec2%uid2esea(flexibility2index*html*) *% #hy &ould an LEA or s'hool 'onsider implementing ELT and &hat might it look like3 A %ro!in% number of policy ma)ers and educators reco%ni4e that the standard school calendar does not meet the needs of all students* 5esearch su%%ests that students !ho attend under( performin% schools that have lon%er school schedules for tar%eted academic support achieve at hi%her levels than students !ho are not exposed to additional learnin% time* E', provides a %reater opportunity for 'EAs and schools to develop school!ide instructional strate%ies that ali%n core academics, enrichment, and family en%a%ement !ith instructional %oals and desired outcomes* 6i%h( uality E', mi%ht include1
1

7sin% the additional time to increase learnin% time for all students in areas of need8 7sin% the additional time to support a !ell(rounded education that includes time for academics and enrichment activities8 9rovidin% additional time for teacher collaboration and common plannin%8

#$ 7*S*&* :1:1(:1:6*

9artnerin% !ith one or more outside or%ani4ations, such as a nonprofit or%ani4ation !ith demonstrated experience in improvin% student achievement8 5edesi%nin% the !hole school day to use time more strate%ically, especially in desi%nin% activities that are not -more of the same.8 9rovidin% evidence(based activities and pro%rams8 9ersonali4in% instructional student supports8 7sin% data to inform E', activities and practices8 and ;irectly ali%nin% E', activities to student achievement and preparation for colle%e and careers*

+% ,o& 'an 21st CCLC program (unds support ELT) <ne of the %oals of the #1st &&'& pro%ram is to provide academic and enrichment activities for students !ho !ould benefit most from E',* Eli%ible entities in States that have approved re uests for ESEA flexibility and an optional !aiver of Sections "#$1(b)(1)(A) and "#$"(b) (#)(A) of the ESEA may apply to their State educational a%ency (SEA) to use #1st &&'& pro%ram funds durin% the school day to support E',* -% #hen using 21st CCLC program (unds to support ELT. &hi'h 21st CCLC program requirements do EAs. LEAs. 'ommunity/!ased organi0ations (C1"s). and other eligi!le entities ha$e to meet) SEAs and sub%rantees, includin% 'EAs, &0<s, and other eli%ible entities, must meet all #1st &&'& re uirements !hen usin% pro%ram funds to support E',* ,he optional #1st &&'& !aiver, as re uested by SEAs under ESEA flexibility, only affects when services provided !ith #1st &&'& funds may be delivered* ,herefore, in a State that has received ESEA flexibility and, as part of its re uest, a !aiver of the re uirement to provide activities outside the re%ular school day, authori4ed activities under the #1st &&'& pro%ram may be implemented durin% the school day as !ell as before school, after school, on !ee)ends, and durin% the summer* Absent ESEA flexibility and the optional !aiver, #1st &&'& services must be provided outside the re%ular school day* All other provisions of the #1st &&'& pro%ram remain unchan%ed, includin% the allocation of funds to SEAs by formula8 the re uirement that SEAs use 95 percent of their State formula %rants to ma)e competitive sub%rants8 the re uirement that SEAs %ive priority to partnerships bet!een 'EAs receivin% ,itle +, 9art A funds and &0<s or other public or private entities8 the supplement(not(supplant re uirement (see also =A> /19 belo!)8 and the entities eli%ible to compete for sub%rants (i.e., 'EAs, &0<s, faith(based or%ani4ations (=0<s), other public or private entities, and consortia of those entities)* Section "#$? of the ESEA re uires that SEAs ma)e a!ards only to eli%ible entities that propose to serve (a) primarily students !ho attend schools eli%ible for school!ide pro%rams under section 111" or schools that serve a hi%h percenta%e of students from lo!(income families8 and (b) the families of the students to be served by the pro%ram* +n addition, the re uirement to provide e uitable services to eli%ible private school students in Section 95$1 of the ESEA may not be !aived (see =A> /1? belo!)* 2% 3( a su!grantee uses 21st CCLC program (unds to support ELT. do the a'ti$ities allo&a!le under the 21st CCLC program 'hange)

@o* ,he activities that are allo!able under the #1st &&'& pro%ram do not chan%e8 only the time at !hich they may be offered chan%es (see Section "#$5(a) of the ESEA)* 4% 3( a su!grantee takes ad$antage o( the optional &ai$er under E EA (lexi!ility. must it use 21st CCLC program (unds ex'lusi$ely during ELT) @o* As defined, E', means expandin% the school day, !ee), or year beyond the State(mandated re uirements for the minimum number of hours in a school day, days in a school !ee), or days or !ee)s in a school year (see =A> /#)*1)* +n other !ords, E', is a uantifiable amount of additional time A hours, days, or !ee)s* ,he optional #1st &&'& !aiver available under ESEA flexibility authori4es the use of #1st &&'& pro%ram funds durin% the school day to support E',* +t does not re uire, ho!ever, that #1st &&'& activities occur only during E',* (See also =A> /15 belo!*) 5% 6ust an eligi!le entity use 21st CCLC program (unds to support ELT) @o* ,he ESEA flexibility !aiver authori4es an additional, but not exclusive, use of #1st &&'& pro%ram funds for activities that support E',* 0efore(school and after(school pro%rams, as !ell as !ee)end and summer pro%rams, remain allo!able uses of #1st &&'& pro%ram funds* 7% Are 'urrent 21st CCLC su!grantees eligi!le to implement the (lexi!ility a((orded !y the 21st CCLC &ai$er under E EA (lexi!ility) 7nder certain conditions, as established by individual States, an existin% #1st &&'& sub%rantee may implement the flexibility afforded by the #1st &&'& !aiver under ESEA flexibility* ,he use of #1st &&'& funds by an existin% sub%rantee to support E', must be approved by the SEA and may not involve a substantial chan%e in the scope or obBectives of the existin% proBect* Chile a chan%e in the time !hen services are provided is permissible, the activities conducted usin% #1st &&'& funds, the partners committed to the proBect, and other conditions (such as fundin% level and ualifications or s)ills of )ey staff) must remain the same as those identified in the existin% State(approved application* ,o use #1st &&'& funds to support E',, an existin% sub%rantee must submit a !ritten re uest to its SEA for approval to amend its #1st &&'& sub%rant application* +f approval is appropriate, the SEA must approve the sub%ranteeDs re uest to amend its application to use #1st &&'& pro%ram funds to support E', prior to implementation of the amendment* 18% 6ust a s'hool or LEA expand learning time prior to an eligi!le entity applying (or a 21st CCLC su!grant to support ELT) @o* A school or 'EA is not re uired to have implemented E', prior to submittin% an application (or prior to an eli%ible entity submittin% an application as part of a partnership a%reement) for a sub%rant to use #1st &&'& funds to support E',* 6o!ever, an SEA must have received the optional !aiver under ESEA flexibility prior to a!ardin%, or approvin% an amendment to, a sub%rant to use #1st &&'& pro%ram funds to support E',* Chen solicitin% proposals to use #1st &&'& funds to support E',, the SEA should conduct its competition in a

manner that re uires the applicant to present a plan and outline the actions it !ill ta)e to ensure that the school or 'EA has implemented E', by the time #1st &&'& pro%ram funds are made available* 9lease note that the #1st &&'& statute does not allo! pro%ram funds to be used to provide a plannin% period for development of a future pro%ram* 11% ,o& 'an eligi!le entities that are not LEAs. su'h as C1"s and F1"s. apply to use 21st CCLC program (unds to support ELT) @on('EA eli%ible entities may apply to use #1st &&'& funds to carry out authori4ed activities on the same basis as 'EAs* Althou%h &0<s, =0<s, and other non(school entities do not have the authority to expand the school day, !ee), or year, providin% #1st &&'& pro%rams that support E', offers a ne! opportunity for &0<s, =0<s, and other public and private educational entities to support schools, students, and families durin% the school day* Since districts and schools ma)e the decision to expand the school day, year or !ee), non('EA eli%ible entities should !or) closely !ith 'EAs and schools to explore !ays to provide academic and enrichment activities to students and professional development to teachers, principals, and other school officials to support E',* Some research su%%ests that, if implemented successfully, such partnerships bet!een school personnel and community or%ani4ations become embedded in the school community, !hich in turn helps to create stability, routine, and structure for students A )ey in%redients for student success* 7nder certain circumstances, priority must be %iven to 'EAs receivin% ,itle +, 9art A funds that partner !ith a &0< or other public or private entity (see Section "#$"(i)(1)(0) of the ESEA)* Additional resources on E', for non('EA eli%ible entities can be found on the ;epartmentDs Ceb site at http122!!!#*ed*%ov2about2inits2list2fbci2expandin%*html under Expanded Learning Resources* 12% Are there general strategies (or ho& LEAs. C1"s. F1"s. and other eligi!le entities 'an &ork together to 'arry out 21st CCLC a'ti$ities to support ELT during the s'hool day) An 'EA mi%ht partner !ith a non(school entity, such as a &0< or =0<, to apply for a #1st &&'& sub%rant to support E',* Alternatively, a non('EA eli%ible entity mi%ht apply for a #1st &&'& sub%rant after partnerin% !ith an 'EA to provide academic or enrichment activities in schools durin% an expanded school day* ,he follo!in% list offers examples of strate%ies that have demonstrated success for developin% and stren%thenin% such partnerships1 'EAs involve community partners early in the plannin% process to analy4e data and share ideas on !ays to achieve student success* All partners are part of a mana%ement team responsible for maintainin% on%oin% communication, identifyin% and a%reein% to clear expectations and roles assi%ned to each partner, and supportin% the policies and procedures of the schools in !hich E', is ta)in% place* Sub%rantee partners coordinate and, !hen appropriate, establish a%reements !ith other or%ani4ations that are !or)in% !ith the same schools and students* @on(school staffs participate in school(based professional development alon% !ith teachers and other school officials*

All partners commit to identifyin% ade uate fundin% and in()ind resources to sustain support for E',* All partners Bointly establish pro%ram direction and priorities, includin% plannin%, bud%etin%, trainin% and ali%nin% pro%ram staff, communicatin% across the partnership, and continuously improvin% pro%ram services* All partners coordinate to promote school and community safety, reinforce health and !ellness pro%rammin%, and provide necessary student supports* All partners share information, data, performance measures, and evaluation strate%ies that %uide proBect mana%ement, resource allocation, and service delivery !hile maintainin% data privacy re uirements* All partners develop a plan that addresses the interactions !ith families to stren%then positive family en%a%ement that reinforces learnin% in multiple settin%s*

1*% ,o& does the equita!le ser$i'es pro$ision (or eligi!le pri$ate s'hool students apply to 21st CCLC a'ti$ities 'arried out in pu!li' s'hools during an expanded s'hool day) Sub%rantees remain obli%ated to comply !ith Section 95$1 of the ESEA (#$ 7*S*&* :EE1) !hen implementin% #1st &&'& activities that support E', durin% the school day* 7nder section 95$1, each #1st &&'& sub%rantee must provide e uitable services to private school students and their families* A sub%rantee %enerally meets this re uirement by offerin% private school students in the area served by the sub%rant comparable opportunities to participate in the #1st &&'& pro%ram* +f a sub%rantee in a State !ith ESEA flexibility receives funds to provide #1st &&'& activities durin% the school day, ho!ever, it may be difficult to include eli%ible private school students in those activities* Feetin% the e uitable services re uirement in this instance may re uire the sub%rantee to provide the opportunity for private school students to participate in the #1st &&'& activities implemented to support E', at the public school, or to offer comparable #1st &&'& activities durin% the school day in private schools* Cith respect to any #1st &&'& activities, a sub%rantee must consult !ith private school officials durin% the desi%n and development of the #1st &&'& pro%ram on issues such as ho! the private school studentsD needs !ill be identified and the services that !ill be offered throu%h the #1st &&'& pro%ram* ,his consultation must ta)e place before the 'EA, &0< or other public or private entity ma)es any decision that affects the opportunities of eli%ible private school students, teachers, and other educational personnel to participate in the pro%ram* Services and benefits provided to private school students must be secular, neutral, and non(ideolo%ical* +t should also be noted that a private school is eli%ible to apply directly to the SEA for a #1st &&'& sub%rant on its o!n behalf, althou%h such funds may not be used to support E', in a private school* 1+% ,o& may an EA a&ard 21st CCLC su!grants (or the required three/ to (i$e/year grant period to a su!grantee that applies to use 21st CCLC program (unds to support ELT &hen the E EA (lexi!ility &ai$er is appro$ed (or only t&o years) Section "#$?(a)(E)(A) of the ESEA re uires an SEA to ma)e a!ards for #1st &&'& pro%rams for a period of not less than three years and not more than five years (#$ 7*S*&* :1:"(%))* 7nder

ESEA flexibility, the Secretary is %enerally %rantin% !aivers to SEAs that re uested flexibility in Cindo! 1 or Cindo! # throu%h the end of the #$1?G#$1" school year, !ith the option to re uest a rene!al throu%h the #$1"G#$15 school year* ,he ;epartment expects that a%reements effective at the time of a #1st &&'& sub%rantee a!ard, includin% the application criteria to !hich the successful applicant responded, !ould remain unchan%ed and in effect for the entire duration of the %rant* Accordin%ly, an SEA may re uest an extension of the ESEA flexibility !aiver from the ;epartment for an additional year, consistent !ith the SecretaryDs authority under Section 9"$1(d) of the ESEA* 1-% 3s there a minimum num!er o( hours that a s'hool day. &eek. or year must !e expanded !e(ore a 21st CCLC su!grantee may use 21st CCLC (unds to support ELT) Althou%h E; has not established a minimum number of hours by !hich a school or 'EA must expand learnin% time in order for a #1st &&'& sub%rantee to ta)e advanta%e of the optional ESEA flexibility !aiver, the school day, !ee), or year should be expanded si%nificantly8 that is, addin% a fe! days or a fe! hours a !ee) !ould not be considered si%nificant* +n determinin% !hat is si%nificant, the school or 'EA should have a reasonable basis for believin% that the additional learnin% time !ill advance student academic achievement* 12% #hat are some examples o( models or a'ti$ities that a 21st CCLC su!grantee might 'onsider. 'onsistent &ith the 21st CCLC optional &ai$er (or ELT) ,he follo!in% are examples of E', activities that a #1st &&'& sub%rantee mi%ht support1 6odel 19 :ersonali0ation;An 'EA expanded its H(5 elementary school day by one 5$(minute period based on assessments of studentsD achievement data and needs* ,he schoolDs primary obBective for this additional time is to provide tar%eted math interventions and enrichment opportunities to students, !ith the amount and intensity of services varyin% dependin% on individual needs* ,eacher teams are assi%ned to develop an individuali4ed learnin% plan for each student for use durin% this expanded time* ,he plans include a combination of math interventions and enrichment opportunities based on each studentDs needs, !ith school staff employin% tar%eted intervention strate%ies alon%side local partner or%ani4ations, includin% a science museum and public library, that deliver enrichment opportunities* 6odel 29 :artnerships;A middle school offers a nine(hour day three days per !ee) to allo! all students an opportunity to participate in enrichment activities A some of !hich are supported !ith #1st &&'& funds A desi%ned to nurture interpersonal, behavioral, and or%ani4ational s)ills as !ell as to provide exposure to pro%rammin% offered at the local hi%h schools* Students choose from a !ide variety of electives, includin% en%ineerin%, performin% arts, and poetry !ritin%* Electives are tau%ht by school staff and professionals from local private and non( profit or%ani4ations, includin% some that also support instruction in local hi%h school career academy and &areer and ,echnical Education (&,E) courses* &0<s and the schools collaborate closely includin% Boint plannin%, trainin%, data analysis, and continuous improvement activities desi%ned to support student success*

Ioun%er students participate in courses developed and delivered by one of the partners that focus on enhancin% communication, !ritin% and leadership s)ills* <lder students participate in proBect(based learnin% activities that are co(tau%ht by their teachers and experts from partner or%ani4ations* 6odel *9 College and Career Fo'us;An 'EA expanded the school day and year beyond !hat !as re uired by the State, so that hi%h school students attend school for nine hours daily for #$$ days per year* Cith staff and resource support from nearby colle%es and universities, the expanded learnin% time curriculum includes a preparation course for the State colle%e placement exam and mini(courses supported by school staff, colle%e students, and colle%e staff !ho %uide studentsD colle%e search strate%ies, essay !ritin%, and career exploration* Activities are specifically desi%ned to help each student explore colle%e and career options, and to help ensure that they are %ainin% the problem(solvin% s)ills and creativity re uired in todayDs %lobal economy* Each local partner !or)s closely !ith school counselors and teachers to identify and develop activities that address a school( or student(identified need* 6i%h school and colle%e counselors also deliver %roup and individual sessions to ninth %raders to teach them ho! to trac) their credit accumulation and eli%ibility for admission to State colle%es and universities* 14% ,o& 'an digital learning support ELT) E', can provide ne! opportunities for collaboration throu%h partnerships that are built on di%ital learnin% or blended learnin%* ;i%ital learnin% provides a critical opportunity to transform ho! schools, parents, and &0<s collaborate to i%nite student curiosity and en%a%ement* 7sin% #1st &&'& pro%ram funds, di%ital learnin% partnerships can expand internet access, boost di%ital literacy, increase the scope and effect of volunteer and service partnerships, and open avenues to anytime2any!here learnin%* ;i%ital learnin% can also open up ne! avenues for students !ith blindness, dyslexia, or other print disabilities to access educational content* +n accordance !ith Section 5$" of the 5ehabilitation Act of 19:?, %rant recipients must ensure that all di%ital learnin% opportunities are fully accessible* Some evidence su%%ests that 'EAs and community partners !ho share data !or) better to%ether and establish better functionin% relationships* E', provides additional opportunities to use technolo%y to share data amon% schools, families, and community(based partners* A ne! report from the ;epartment, Expanding Evidence Approaches or Learning in a !igital "orld, hi%hli%hts the need for more efforts that connect community partners !ith school data systems (http122!!!*ed*%ov2edblo%s2technolo%y2evidence(frame!or)2)* ,he report emphasi4es that -youn% people learn and develop in a !ide ran%e of settin%s. and that !e need to use data more effectively -to support the full ran%e of student needs and interestsAboth inside and outside schools and classroomsAto improve learnin% outcomes*. +n addition, proBects such as the ;epartmentDs #pen $adges and %y!ata initiatives can be used to develop personali4ed learnin% portfolios that can travel !ith students bet!een school, home, and community(based learnin% experiences to inte%rate and connect learnin% from any location (for more information on these ;epartment data initiatives, visit http122!!!*ed*%ov2edblo%s2technolo%y2education(data( initiative2).

=or additional information on blended learnin% partnerships, see $lended Learning &artnerships or 'o((unity)based #rgani*ations at http122!!!#*ed*%ov2about2inits2list2fbci2blendedcbo*pdf* 15% 3s more in(ormation a$aila!le on E EA (lexi!ility) Ies* Additional information A includin% =A>s A is available on the ;epartmentDs ESEA flexibility !ebpa%e (http122!!!#*ed*%ov2policy2elsec2%uid2esea(flexibility2index*html)* II. Use of Funds 17% <oes the 21st CCLC =supplement. not supplant> pro$ision apply to the use o( 21st CCLC program (unds to support ELT under E EA (lexi!ility) Ies* ,he #1st &&'& -supplement, not supplant. provision applies to the use of #1st &&'& funds to support E', under ESEA flexibility* ,hus, an SEA receivin% a !aiver to permit an eli%ible entity to use #1st &&'& pro%ram funds to provide activities that support E', pro%rams must ensure that the #1st &&'& funds are used to supplement, and not supplant, =ederal, State, local, or other non(=ederal funds that, in the absence of the #1st &&'& funds, !ould be made available for pro%rams and activities authori4ed under the #1st &&'& pro%ram (see Sections "#$?(a)(9) and "#$"(b)(#)(J) of the ESEA)* 28% 6ay a su!grantee use 21st CCLC (unds to pay tea'her salaries (or a'ti$ities that support ELT) Ies, as lon% as the services provided by teachers paid !ith #1st &&'& funds are allo!able under the #1st &&'& pro%ram and supplement activities that the school !ould other!ise provide in the absence of the #1st &&'& funds* Cith respect to supplantin%, if a school expands the school day, !ee), or year for a si%nificant amount of time beyond the State minimum re uirements, by definition, the additional time is presumptively supplemental* Accordin%ly, a sub%rantee may use #1st &&'& funds to pay teacher salaries for the additional time, as lon% as the funds do not supplant other =ederal, State, local, or non(=ederal funds (see section "#$"(b)(#)(J) of the ESEA)* Similarly, a sub%rantee may use #1st &&'& funds to pay teacher salaries for supplemental courses that support E', durin% other parts of the school day (see also =A> /19 above)* 21% 6ay a su!grantee use 21st CCLC program (unds to pay (or an ele'ti$e 'ourse in a high s'hool &ith ELT i( the ele'ti$e 'ourse is a prerequisite to an ad$an'ed 'ourse and earns students 'redit to&ards high s'hool graduation) A hi%h school in !hich E', has been implemented may use #1st &&'& funds to offer an elective course that !ould prepare lo!(achievin% students to ta)e advanced courses* As described belo!, students ta)in% the elective course could earn credit to!ards hi%h school %raduation* Jenerally, the use of #1st &&'& funds for courses that provide credit needed to meet %raduation re uirements !ould violate the supplement, not supplant provision in Section "#$"(b)(#)(J) of the ESEA because, in the absence of the #1st &&'& funds, the school or 'EA !ould have to provide sufficient opportunities for students to earn the re uisite credits for %raduation*

6o!ever, a sub%rantee may use #1st &&'& funds for pro%rams or activities that allo! students to receive credit to!ards hi%h school %raduation re uirements if the pro%rams or activities (1) are an expansion of the options for receivin% hi%h school credit in a particular area that !ould not have been provided !ithout the #1st &&'& funds8 and (#) do not replace or reduce any courses or pro%rams normally provided by the school or 'EA (i.e., there is no reduction in the course offerin%s or costs in that particular academic area)* 22% 6ay a su!grantee use 21st CCLC (unds in a s'hool that pre$iously expanded its s'hool day. &eek. or year) Ies* A sub%rantee may use #1st &&'& funds to conduct activities durin% the school day in a school that previously expanded its school day, !ee), or year* 6o!ever, the sub%rantee !ould need to demonstrate that the activities are allo!able under the #1st &&'& pro%ram and do not violate the prohibition a%ainst supplantin% other =ederal, State, local, or non(=ederal funds* =or example, a school in a State !ith the optional ESEA flexibility #1st &&'& !aiver that expanded its school day previously could use #1st &&'& funds to provide additional services or activities (i.e., services or activities that it !ould not provide in the absence of #1st &&'& funds) to support E', durin% the school day* +n addition, if a school previously expanded its school day under a School +mprovement Jrant (S+J) and the S+J funds are no lon%er available, the school could use #1st &&'& funds to pay for allo!able #1st &&'& activities to support E', durin% the school day, as lon% as the school can demonstrate that #1st &&'& funds are not supplantin% other =ederal, State, local, or non(=ederal funds* 0y sho!in% that the S+J funds !ould no lon%er be available, the school could rebut the presumption of supplantin%, even thou%h the S+J funds !ere used for the activities in prior years* 2*% 6ay an EA require a mat'h as a 'ondition (or re'ei$ing 21st CCLC (unds) @o* Section "#$"(d)(") of the ESEA prohibits an SEA from considerin% an eli%ible entityDs ability to match funds !hen determinin% !hich eli%ible entities !ill receive #1st &&'& sub%rants* 6o!ever, an SEA may re uire an eli%ible entity to match funds under certain conditions (see Section "#$"(d)(1)((?) of the ESEA)* Additionally, sub%rantees must develop plans to continue services after #1st &&'& fundin% ends (see Section "#$?(a)(E)(0) of the ESEA)*

III. Monitoring and Evaluation

10

2+% EAs are responsi!le (or monitoring 21st CCLC su!grantees? a'ti$ities and uses o( (unds% #ill an EA?s monitoring responsi!ilities 'hange &ith respe't to su!grantees that use 21st CCLC (unds to support ELT) Chen monitorin% sub%rantees that implement #1st &&'& activities to support E',, an SEA may need to consider and revie! additional pro%ram functions* +n addition to continuin% fiscal monitorin%, the ;epartment !ill !or) !ith SEAs to identify potential compliance issues and technical assistance and professional development needs in the #1st &&'& community to ensure that #1st &&'& funds are used properly* Additionally, the ;epartment !ill !or) !ith SEAs to facilitate the sharin% of models, protocols, and other resources that may be helpful in monitorin% the use of #1st &&'& funds that support E',* 2-% ,o& &ill EAs and su!grantees !e required to report on early a'ademi' indi'ators. su'h as attendan'e at s'hool. tardiness. home&ork 'ompletion. and grades) &urrently, SEAs are re uired to report annually on #1st &&'& activities that occur durin% non( school hours (e.g., before school, after school, !ee)ends, and durin% the summer)* @ormally, ho!ever, these data do not include school attendance, tardiness, or %rades* Since the purpose of allo!in% #1st &&'& funds to be used durin% the school day is to support hi%h( uality E',, additional data may be needed to document the effects of #1st &&'& pro%ram activities* =or example, one ne! data set that !e are considerin% is the separation of attendance data G attendance data for students !ho participate in #1st &&'& activities durin% non(school hours and attendance data for students !ho participate in #1st &&'& activities durin% an expanded school day* ,he ;epartment is currently !or)in% !ith %rantees to determine !hat, if any, ne! data are necessary to meet reportin% re uirements*