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v1.1 with minor clarifying edits

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TX21st Checklist and Calendar 2018 thru 2019

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Continuation Application Webinar Slides - April 3, 2019

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Continuation Application Webinar Slides - April 3, 2019

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Overview of Continuation Application Process

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21st CCLC Continuation Application Webinar

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White House Office of National Drug Control Policy School Resource Guide on Preventing Drug Abuse

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White House Office of National Drug Control Policy School Resource Guide on Preventing Drug Abuse

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March 2019

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Preventing and Reducing Youth and Young Adult Substance Misuse: Schools, Students, Families

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ED hosted a three-part miniseries on the opioid crisis. The first webinar looked at how the opioid crisis affected students and families, and the policies and practices that could help address the crisis in schools. The second webinar provided examples of how the opioid crisis was impacting schools and students and highlighted strategies to support students impacted by the crisis.

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Texas ACE Local Program Evaluation Guide

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Texas ACE Local Program Evaluation Guide

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FINAL_Texas ACE Local Evaluation Guide_ accessible

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PNP Equitable Services Requirement for 21st CCLC

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PNP Equitable Services Requirement for 21st CCLC

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Federal guidance on this requirement for all local grantees

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Readiness and Emergency Management for Schools - Tool to assess safety

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We support schools, school districts, and institutions of higher education, with their community partners, in the development of high-quality emergency operations plans (EOPs) and comprehensive emergency management planning efforts. Established in October 2004 and administered by the U.S.

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Final_Texas ACE Local Evaluation Toolkit_ accessible

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National Geographic #geochallenge for afterschool 

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National Geographic #geochallenge for afterschool 

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Free to register!

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The GeoChallenge is a competition from National Geographic that encourages middle school students to create and present solutions to real-world problems.

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US Office of Non Public Education and National Parks Service

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Statewide Parent and Family Engagement Initiative

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Statewide Parent and Family Engagement Initiative

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Texas Title I Part A

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2018 Texas Parent Involvement Conference Handouts

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2018 Texas Parent Involvement Conference Handouts

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TEA-sponsored conference

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Texas Education Agency

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Why does prekindergarten matter?

Attending high quality prekindergarten makes a big difference for small children. Children who go to high-quality 3- and 4-year-old prekindergarten enter school ready to learn and be successful, confident learners.

What does high-quality mean?

High-quality prekindergarten provides a learning environment that inspires curiosity, builds confidence, and fosters a love of learning. In high-quality prekindergarten, children learn essential skills for being successful in school like:

Paying attention

Following 2-3 step directions

Learning lots of new vocabulary words for objects and ideas that help them to comprehend what they read and hear

Learning the ABCs and the sounds associated with each letter

Learning how to read and write short words including their name

Learning numbers from 1-20 and counting

Sequencing, sorting and problem solving skills that will help them with reading and math

Following daily routines

Taking turns, sharing and appropriately communicating with others

Building strength and coordination of muscles for academic and nonacademic activities

Exploring

Asking questions

Seeking answers

Building confidence as learners and a positive relationship with school

Kindergarten Readiness Statement

TEA supports high-quality prekindergarten that is developmentally appropriate, multi-sensory, and experiential. Young children thrive when provided a learning environment that inspires curiosity, builds confidence, and fosters a love of learning.

Physical - Gross and Fine Motor

Literacy - Reading and Writing

Mathematical - Concepts and Thinking

Language and Communication

Health and Wellness

Children are "ready" for school when families, schools, and communities work together to ensure they enter school with strong foundational knowledge and skills across 5 primary domains of development. Although separate, these domains are interconnected and development in one area reinforces development in the other. The primary domains of development are:

In order to provide high-quality early childhood education that is focused on the unique needs of each child, student progress monitoring and kindergarten readiness should be measured across multiple domains of development.

Together we can ensure that every child in Texas thrives!

To find out if your child is eligible for free public 3-and 4-year old prekindergarten, see the state eligibility criteria.

For more information about state-funded 3- and 4-year old prekindergarten, see 3- and 4-Year Old PreK FAQ.

NEW Resource! Parent Guides

Beginning of school year and/or back-to-school events

Family conferences and/or home visits

When a new child enrolls in your class

End of school year in preparation for the following year

Family engagement events and activities

Strong family engagement in early childhood programs is central to promoting children's healthy intellectual, physical, and social-emotional development; preparing children for school; and supporting academic achievement in elementary school and beyond.

One way to promote strong family engagement is to equip families with tools to enhance and extend their child's learning. These Parent Guides have been created to help families understand some of the things their child will learn each school year. These resource documents have been developed for Prekindergarten 3, Prekindergarten 4, Kindergarten, 1st Grade, and 2nd Grade and may be distributed to families at various times during the school year, including:

Use these documents to spark conversations and increase families' knowledge on how they can support their child at home.

Prekindergarten Three-Year-Old Guide ( Spanish version)
Prekindergarten Four-Year-Old Guide ( Spanish version)
Kindergarten Guide ( Spanish version)
First Grade Guide ( Spanish version)
Second Grade Guide ( Spanish version)

Free Developmental Screening Tool

Act Early Texas! provides parents and early childhood professionals with information designed to determine if a child is developing similarly to other children his or her age. The tool is designed to answer the question, "Is this child's development like other children of the same age?"

CLI Engage for Parents

For over ten years, the Texas School Ready project has been supporting prekindergarten teachers in our common goal of improving children's "school readiness"-the foundational knowledge children need to be prepared for Kindergarten. Through the new CLI Engage platform, we are excited to provide opportunities for parents to participate in the Texas School Ready! project too!

Start Smart Texas

Start Smart Texas builds on research to empower parents to help with their child's success. The goal of this initiative is to empower parents with tips that inspire positive interactions between caregiver and child to promote healthy brain development, early literacy and reading skills. This statewide initiative is dedicated to promoting and improving reading skills. Statewide organizations and local community groups work to build an evidence-based strategy and network of organizations that will work together to increase reading proficiency rates across the state.

Updated Prekindergarten Guidelines

In fall 2015, TEA established a 13-member review committee consisting of classroom teachers and administrators from early childhood programs in public schools, higher education faculty, and early learning experts from across the state to participate in the revision of the Texas Prekindergarten Guidelines. The revised prekindergarten guidelines are aligned with the Kindergarten Texas Essential Knowledge and Skills (TEKS), sequenced to follow child development and give teaching strategies for each of the guidelines. The new guidelines offer educators the information and support to prepare all children for success in school.

Developmental Guidelines - 0-5 years old

Free 3- and 4-yr-old Public Prekindergarten Head Start and Early Head Start
Published in 2013, the Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines describe expectations about what children should know and be able to do across developmental domains of learning during specific age ranges, as well as what steps caregivers should take to support healthy development.
The Texas Workforce Commission- Childcare Assistance
Preschool, Head Start and Childcare
Tips for Parents
Looking for high-quality prekindergarten in your area?
Kids' Activities
Many elementary schools in the state offer free public prekindergarten to eligible 4-year-old children (some offer 3-year-old prekindergarten as well). Go to your closest elementary school or district administrative office and to obtain more information or contact Howard Morrison at TEA at howard.morrison@tea.texas.gov
2-1-1
Head Start and Early Head Start programs support the mental, social, and emotional development of children from birth to age 5. In addition to education services, programs provide children and their families with health, nutrition, social, and other services. Head Start services are responsive to each child and family's ethnic, cultural, and linguistic heritage.
Square Meals
Parents who work, attend school or participate in job training may be eligible for financial assistance with child-care. Learn more on the Texas Child Care Solutions website.
Texas Women, Infants and Children
These tips for parents give advice on topics ranging from bullying to water safety. Included are tips for children of all age groups - babies, toddlers, kids, preteens, and teens, plus quick video tips.
Childcare Licensing, Health and Safety of Children and Elderly
Looking for something for your kids to do? Download these games and activities. They're fun, and they teach your kids some important lessons.

2-1-1 Texas is a program of the Texas Health and Human Services Commission that provides a registry of resources and services by zip code. It is committed to helping Texas citizens connect with the services and resources they need.

The National School Lunch Program (NSLP) is a federally assisted meal program that provides lunches to more than 3 million Texas children in school and residential child care institutions. The NSLP serves nutritious, low-cost or free lunches to students in public and non-profit private schools in Texas.
DADS - Texas Department of Health and Human Services
WIC offers tips on breast feeding, formula and food packages that are based on the latest nutrition guidelines. The WIC food packages offer fruits, vegetables, whole grains, low-fat milk, yogurt, and baby food in addition to cereal, eggs, juice, peanut butter and beans. Overall, WIC offers a variety of foods to help you make smart choices for you and your family.
Early Childhood Intervention
The Texas Department of Family and Protective Services (DFPS) works with communities to protect children, the elderly, and people with disabilities from abuse, neglect, and exploitation. It also works to protect the health and safety of children in daycare, as well as foster care and other types of 24-hour care.

Children with Disabilities

In Texas, school district Preschool Programs for Children with Disabilities (PPCD) provide special education and related services for eligible children with disabilities ages 3-5. PPCD refers to the services provided by the school district, not to the place where they are provided. Eligible children may receive PPCD services in a variety of settings such as pre-kindergarten, resource, and self-contained classrooms or in community settings such as Head Start and pre-school. Learn more HERE.

DADS offers home and community services for children with disabilities. Services may include medical care through Medicaid, attendant care in your home or modifying your home to make it easier for your child to live in. These services may be different than what is available through your local school district or other state agencies.

In Texas, children between the ages of birth and 36 months can receive services from Early Childhood Intervention ("ECI") if their children need additional support to meet developmental milestones in areas such as language, motor development, adaptive behaviors such as feeding, or learning and play skills
2-1-1
Child Support
Texas School Ready Texas School Ready! website
Texas Attorney General's Office - Division of Child Support

As the official child support enforcement agency for the State of Texas, the Office of the Attorney General provides services for parents who wish to obtain or provide support for their children.

Preschool, Childcare and other Services

2-1-1 Texas is a program of the Texas Health and Human Services Commission that provides a registry of resources and services by zip code. It is committed to helping Texas citizens connect with the services and resources they need.

The Texas School Ready! program certifies early childhood programs across the state of Texas that demonstrate effective preparation of their students for kindergarten.

To find a Texas School Ready! certified classroom in your community, visit the Texas School Ready! website.

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Attending high quality prekindergarten makes a big difference for small children. Children who go to high-quality 3- and 4-year-old prekindergarten enter school ready to learn and be successful, confident learners. High-quality prekindergarten provides a learning environment that inspires curiosity, builds confidence, and fosters a love of learning.

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STEM-related OST resources from University of Nebraska

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Work with Click2Science to develop a customized professional development solution that fits your organization's needs, such as staff development guides, self-directed web lessons, training videos, frontline staff workshops, trainer workshops, trainer institutes, or learning communities. We're happy to discuss your needs and find a solution together.

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Once a grantee receives a Notice of Grant Award, it is the grantee's responsibility to comply with all grant policies and regulations. This includes meeting all listed deadlines, maintaining financial and programmatic records with supporting documentation, submitting payment requests based on approved budget costs and allowable activities, and submitting required reports. The following sections give an overview of these processes, and the section Best Practices for Administering a Grant provides helpful grant management strategies.

Guidelines, deadlines, and other pertinent information are kept up-to-date on the grant's Request for Application (RFA) on the TEA Grant Opportunities page. It is the applicant's responsibility to periodically check the RFA for any posting of errata notices that correct errors or identify significant changes to the grant program. Please note that changes affecting multiple grants may be provided as a Universal Errata notice.

Compliance

Grant recipients are subject to all statutory and regulatory requirements and policies, as well as specific grant guidelines. To ensure compliance with all terms and conditions, TEA monitors and reviews grantee activities. Additionally, TEA conducts annual risk assessments and may perform on-site visits or audits. Such duties are carried out by TEA's Federal Fiscal Compliance and Reporting (FFCR) and Federal Fiscal Monitoring divisions. Should a grantee fail to comply with the terms and conditions of the grant program, the grantee may be subject to Corrective Action.

Additional Resources

The Guidelines, Provisions, and Assurances page provides information regarding general, fiscal, or programmatic guidelines as well as required provisions and assurances. The General and Fiscal Guidelines are applicable to all grants administered by TEA and describe standard grant processes and requirements, as well as guidance for distribution and management of grant funds. Review these guidelines for additional information on such topics as obligation of funds, procurement, equipment acquisition and disposition, direct administrative and indirect costs, programmatic reports, equitable access, and more.

A grant's Program Guidelines and RFA, accessible through the TEA Grant Opportunities page, identify requirements for that specific grant program.

The EDGAR Materials and Resources page provides an overview of the regulations governing federal education grants.

Forms and Reports

Forms for Prior Approval, Disclosure, and Justification

EDGAR requires subgrantees to take specific steps to seek approval or document intent before expending federal funds on certain activities. TEA has developed different forms to help local education agencies (LEAs) meet these requirements. TEA will provide a formal response for each request submitted. Certain forms may be maintained locally but must be provided to TEA upon request.

Programmatic and Fiscal Reports

Grant recipients are required to provide other programmatic and fiscal reports according to the General and Fiscal Guidelines and the grant's Program Guidelines, accessible through the TEA Grant Opportunities page. Reporting requirements vary depending on the grant. Additionally, grantees must respond to any audit requests or other questions from TEA.

Time and Effort

Documentation of time and effort is required to support payroll costs for personnel whose salaries are paid in whole or in part with federal funds or are used to meet a cost share/match requirement. Please visit TEA's Substitute System of Time and Effort Reporting page for additional information.

Payment Requests and Expenditure Reporting

Grantees use the electronic expenditure reporting (ER) system to record allowable expenditures by class/object code and request payment for those expenditures. This system allows grantees to attach related documents, provide required narrative justification, or submit refund payments. To access the ER system, grantees must log into their TEA Login (TEAL) account. Visit Expenditure Reporting to learn more.

Grantees are encouraged to request payment for expenditures regularly to indicate to TEA that they are spending funds and carrying out activities according to the approved application and established timelines. Payment requests must be certified and submitted by an authorized grantee official. Final and revised final expenditure reporting deadlines are listed on the grant's RFA on the TEA Grant Opportunities page.

Additional Resources

Amending an Application

Should a grant recipient need to make changes to the grant program described and budgeted in an application already approved by TEA, it may be necessary to submit an amendment for approval. Amendments must also comply with all applicable grant requirements and are subject to negotiation for approval. This process is described more fully in Amending an Application. The Last Amendment Due Date is listed on the grant's RFA on the TEA Grant Opportunities page.

Fund Reallocations and/or Carryover

Formula-grant funding amounts may be recalculated if there are changes to the amount of grant funding made available by USDE or when population data and statutory formulas are finalized. Additionally, many federal grants authorize unobligated funds remaining at the end of a grant period to be carried forward to the next budget period. This allows grant recipients to use unexpended balances from the prior fiscal year to cover allowable costs in the current grant budget period. Should funding amounts change, it may be necessary for grantees to adjust their budget schedules through an amendment process.

Best Practices for Administering a Grant

The following strategies support effective grant management.

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Administering a Grant | Texas Education Agency

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Once a grantee receives a Notice of Grant Award, it is the grantee’s responsibility to comply with all grant policies and regulations. This includes meeting all listed deadlines, maintaining financial and programmatic records with supporting documentation, submitting payment requests based on approved budget costs and allowable activities, and submitting required reports. The following sections give an overview of these processes, and the section Best Practices for Administering a Grant provides helpful grant management strategies.

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September 2018

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This is a sample- parent agreements can also be part of the program orientation or family guide.

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This tool is best used for informal observation. It is not required- just a tool for organizing thoughts.

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Edit for your local program

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Customize for your program

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Edit for your local program!

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https://tea.texas.gov/Finance_and_Grants/Administering_a_Grant.aspx

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Introduction to LESI 2018-2019 with American Institutes for Research

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FINAL_TX ACE Introductory Webinar- Sept 2018 9-26-18

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LESI Webinar Dates and Timelines

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TX ACE Local Evaluation Support Initiative Year 2 Timeline 9-26-18

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TX ACE Local Evaluation Support Initiative Yr 2 Description

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Kick-off Meeting Presentation on Local Evaluation Guide, Toolkit, Initiative

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Kick-off Meeting Presentation on Local Evaluation Guide, Toolkit, Initiative

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American Institutes of Research

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All Topics

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TEAL SOS Training - How to get access to TX21st through TEAL

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A special Town Hall all about TEAL and how it interacts with the TX21st System.

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TX21st and TEAL:  Kick-off Meeting Presentation

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TX21st and TEAL:  Kick-off Meeting Presentation

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TX21st Data System Slides for Kickoff 2018-2019

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https://vimeo.com/287703607
More video training can be found in TX21st in the "Help" link.

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An ACE Town Hall that is all about TX21st Trouble Shooting

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Resource 2. Sample Texas ACE Local Evaluator Agreement Template

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August 29-30, 2018

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Kick-off Meeting 2018-2019 TEA_Final Revised 8.31.18

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Title IV Part B affirmation form is linked in the page (scroll down)

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This page describes TEA plans for compliance with equitable private nonprofit school (PNP) services requirements under the Every Student Succeeds Act (ESSA).

ESSA Equitable Services

Private Nonprofit Equitable Services Reservations

The reports below provide the amount of funds that must be reserved by LEAs for equitable services to eligible students at participating private nonprofit schools.

For Title I, Part A, the private nonprofit (PNP) equitable services reservation amount does not include any reduction for school district administration of private nonprofit services. School districts are required to consult with PNPs prior to deducting administration costs from the equitable services amount.

TEA is providing the PNP Equitable Services Calculator as an LEA resource tool. The LEA can determine the equitable share for each program with private school participation. In addition, the tool will determine the impact on the equitable share for LEAs that are electing to utilize the Funding Transferability option under Title V, Part A. This is a planning tool and not the official published equitable share amount that is calculated in the ESSA Consolidated Application for Federal Funding. At the discretion of the LEA and/or private school, the worksheets may be printed and maintained locally.

TEA is providing the Immediate Aid to Restart School Operations (Restart) grant planning amounts for eligible private nonprofit school equitable services.

PNP FAQs

ESSA PNP Equitable Services FAQ (Version 1, 08/23/2017) provides answers to common questions regarding the provision of equitable services.

ESSA PNP Equitable Services: Transferability Authority FAQ (Version 1, 04/25/2018) answers questions related to the authority ESSA provides grantees to transfer certain grant funds.

Restart FAQs for Private Nonprofit Schools provides answers to common questions regarding the Immediate Aid to Restart School Operations (Restart) grant.

ESSA Equitable Services Forms

TEA has developed the following forms for districts to use in complying with the ESSA equitable services requirement.

Affirmation of Consultation with PNP School Officials

In accordance with the requirements of ESSA, districts and eligible PNPs must collaborate to complete the following Affirmation of Consultation forms, as applicable, and submit them to TEA. Instructions for completing and submitting the forms are also linked below, in addition to the sections of ESSA that specify the PNP consultation requirement.

PNP Complaint Forms

The following resources are available in English and Spanish to private school officials and other stakeholders who believe that the ESSA equitable services requirement has been violated:

Approval of Participant Support Costs

Under ESSA, equitable services to PNPs that are required, and therefore allowable, under federal program statute include registration and travel costs for PNP staff participating in allowable professional development activities. The direct cost of providing training, including travel to professional conferences and any registration fees, meets the EDGAR definition of a "participant support cost."

School districts that expend federal grant funds on the provision of equitable services must complete the Request for Approval of Participant Support Costs: Private School Equitable Services form. The district must print the completed form and maintain the printed copy as documentation of the required approval for expenditure of federal grant funds on participant support costs. This documentation must be provided to auditors and monitors upon request.

PNP Ombudsman

Texas has designated an ombudsman to monitor and enforce equitable services requirements under Title I, Part A and Title VIII of ESSA. The ombudsman serves as the state's primary point of contact for addressing questions and concerns from private school officials and local school districts. Other ombudsman duties include the following:

Participating in TEA's Title I Committee of Practitioners meetings

PNP Complaints and Procedures

TEA's PNP ombudsman addresses alleged violations of the ESSA equitable services requirement. Refer to the PNP Complaint Forms section above for links to the complaint procedures and forms in both English and Spanish.

Private School Equitable Services Workgroup

TEA has established the Private School Equitable Services Workgroup to fulfill part of the PNP ombudsman responsibilities. This group is made up of eleven school district representatives, two education service center (ESC) representatives, and nine PNP school representatives.

Workgroup Roles and Duties

As described in this overview of its role and duties, the Private School Equitable Services Workgroup reviews equitable services requirements such as monitoring protocols, complaint procedures, and the process for requesting the state provide equitable services. The group also provides input on the types of support needed for equitable services.

Workgroup Meeting Schedule

The Private School Equitable Services Workgroup meets regularly, as follows:

September 5, 2018 (Austin)

October 9, 2018 (Virtual)

December 4, 2018 (Dallas)

February 12, 2019 (Virtual)

April 30, 2019 (ESC 20)

ESSA Equitable Services Information

Information on the ESSA equitable services requirement is available from the following sources.

TEA Resources

In addition to the FAQ linked above, TEA has prepared the following ESSA equitable services resources:

Capacity Building Initiative

TEA works closely with a coordinator at ESC 10 for the Capacity Building Initiative (CBI) grant. Part of the work for the CBI is to assist with the PNP implementation requirements. In this capacity, CBI provides information and resources on our behalf. CBI is also a participant in Private School Equitable Services Workgroup meetings.

Along with other resources, CBI makes the following information available:

Overview of ESSA requirements applicable to PNPs, including equitable services

Video of a sample PNP consultation

Federal Statute, Guidance, and Resources

The following links lead to federal statute and guidance describing the ESSA requirement for the provision of equitable services to private nonprofit schools (PNPs).

For more information on ESSA, including an FAQ and list of key statutory resources, refer to the ESSA page of the USDE website.

PNP Training Schedule

TEA staff provided the following training sessions on ESSA equitable services requirements.

April 24, 2017: ESC 13 (Austin)

May 1, 2017: ESC 20 (San Antonio)

May 10, 2017: ESC 10 (Dallas)

May 22, 2017: ESC 4 (Houston)

September 12, 2017: Department of Grants Compliance and Oversight Statewide Training

October 23, 2017: Association for Compensatory Educators of Texas (ACET)

March 27, 2018: ESSA Institute

April 12, 2018: Austin ISD

April 18, 2018: ACET Conference

April 30, 2018: Region 10 (Dallas) - 2 p.m. - 3:30 p.m.

May 3, 2018: Region 13 (Austin) - 2 p.m. - 3:30 p.m.

May 4, 2018: Region 20 (San Antonio) - 10 a.m. - 11:30 a.m.

May 31, 2018: Region 4 (Houston) - 9 a.m. - 10:30 a.m.

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pnp; private nonprofit; equitable services; pnp consultation; pnp complaint; essa pnp

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This page describes TEA plans for compliance with equitable private nonprofit school (PNP) services requirements under the Every Student Succeeds Act (ESSA). The reports below provide the amount of funds that must be reserved by LEAs for equitable services to eligible students at participating private nonprofit schools.

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For Center Level Logic Models and Sustainability Logic Models

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Resource 6. Process Evaluation Plan Template

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Resource 7. Outcome Evaluation Plan Template

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Resource 8. Texas ACE Action Plan Template

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Executive Summary

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TEA 21st CCLC Program Statewide Evaluation

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TEA 21st CCLC Program Statewide Evaluation

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Previous research indicates that after-school programs for students in at-risk situations can significantly improve student outcomes in such areas as academic performance, attendance, and discipline. TEA has implemented a number of state and federally funded after-school initiatives in Texas, including the Texas After-School Initiative for Middle Schools (TASI), the Optional Extended Year Program (OEYP), and the 21st Century Community Learning Centers Program (21st CCLC). The evaluation reports and executive summaries are available in PDF format from the links below.

21st Century Community Learning Centers Program

The 21st CCLC program helped create community learning centers to provide additional instruction and support to students and their families outside normal school hours. The program facilitates greater interaction between schools and communities to increase greater parental participation in school life and to increase students' academic achievement. For more information see TEA's 21st CCLC page.

The evaluation reports and executive summaries are available from the links below:

Texas 21st Century Community Learning Centers: 2014-15 Evaluation Report (American Institutes for Research, May 2016)
Executive Summary (17 pages)

Texas 21st Century Community Learning Centers: 2012-13 and 2013-14 Combined Evaluation Report (American Institutes for Research, July 2015)
Executive Summary (15 pages)

Texas 21st Century Community Learning Centers: Year 2 Evaluation Report (American Institutes for Research, February 2013)
Executive Summary (18 pages)

Texas 21st Century Community Learning Centers: Interim Evaluation Report (American Institutes for Research, April 2012)
Executive Summary (14 pages)

Texas 21st Century Community Learning Centers Evaluation: 2007-2008 (Center for Research in Educational Policy and Learning Point Associates, August 2009)
Executive Summary (11 pages)

Texas 21st Century Community Learning Centers: Annual Report 2006-07 (Education Innovations, LLC/Center for Research in Educational Policy and Learning Point Associate Consortium, March 2008)
Executive Summary (7 pages)
A Profile of Texas 21st Century Community Learning Centers, 2006-2007 (February 2008, 98 pages)

21st Century Community Learning Centers: Evaluation of Projects Funded During the 2004-2005 School Year (TEA, February 2007)
Executive Summary (5 pages)

The Evaluation of Texas 21st Century Community Learning Center Projects: Common Features of Promising Afterschool Programs in Texas (Southwest Educational Development Laboratory, August 2006)
The Evaluation of Texas 21st Century Community Learning Center Projects: Case Study Report (Southwest Educational Development Laboratory, August 2006)
Executive Summary (4 pages)

21st Century Community Learning Centers: Evaluation of Projects Funded For the 2003-04 School Year (TEA, January 2005)
Executive Summary (4 pages)

Intensive Summer Pilot Programs

Funded from 2008-2010, Intensive Summer Pilot (ISP) programs were collaborations between districts and institutions of higher education. The purpose was to provide intensive summer coursework to promote college and workforce readiness for middle school and high school students identified as being at risk of dropping out of school.

The evaluation report and executive summary are available from the links below:

Evaluation of the Intensive Summer Pilot Program: A High School Success Pilot Program, February 2011 Report (ICF International, February 2011)
Executive Summary (16 pages)

Optional Extended Year Program

OEYP provided additional support and instruction for students in kindergarten through Grade 11 who were unlikely to be promoted to the following grade or for students in Grade 12 who were unlikely to graduate. OEYP enabled districts to provide services through extended-day, extended-week, or extended-year programs.

The evaluation reports and executive summaries are available from the links below:

The Optional Extended-year Program: Evaluation of Activities, FY 2004 (TEA, April 2005)
Executive Summary (5 pages)

Texas After-School Initiative for Middle Schools

TASI served middle-school students at risk of academic failure or at risk for committing juvenile offenses. TASI-funded after school programs intended to increase participants' academic performance, reduce referrals to the juvenile justice system, and increase involvement of parents and mentors.

The evaluation report and executive summary are available from the links below:

Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary Through High School (Texas Center for Educational Research, October 2004)
Executive Summary (13 pages)

Contact: ProgramEval@tea.texas.gov

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Previous research indicates that after-school programs for students in at-risk situations can significantly improve student outcomes in such areas as academic performance, attendance, and discipline. TEA has implemented a number of state and federally funded after-school initiatives in Texas, including the Texas After-School Initiative for Middle Schools (TASI), the Optional Extended Year Program (OEYP), and the 21st Century Community Learning Centers Program (21st CCLC).

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21st CCLC

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after school programs; community centers; community education; elementary secondary education; extended school day; formula grants; grants; summer programs; community involvement; extended school year; learning centers (classroom); community involvement

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The 21st Century Community Learning Centers Program was established by Congress to award grants to rural and inner-city public schools, or consortia of such schools, to enable them to plan, implement, or expand projects that benefit the educational, health, social services, cultural and recreational needs of the community.

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Federal Technical Assistance and Training Resource

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Federal Technical Assistance and Training Resource

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Federal 21st CCLC Contractor You For Youth Portal

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Online Professional Development and Technical Assistance for 21st Century Community Learning Centers

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Full presentation on state programs and their subrecipients

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National Center on Afterschool and Summer Enrichment (NCASE)

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National Center on Afterschool and Summer Enrichment (NCASE)

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US Health and Human Services

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National Center on Afterschool and Summer Enrichment

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The National Center on Afterschool and Summer Enrichment (NCASE) provides training and technical assistance to the state, territory, and tribal CCDF lead agencies and their designated networks, which include the statewide afterschool networks, State and Local Education Agencies (SEAs/LEAs), provider associations, and Child Care Resource and Referral agencies.

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Office of Elementary and Secondary Education, 21st CCLC

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Contains statutory and program requirements

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2018-2019 Tx 21st CCLC Cy10Y1 Program Guidelines

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Child and Adult Care Food Program (CACFP)

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Child and Adult Care Food Program (CACFP)

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How to serve meals in afterschool

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Thousands of school nutrition staff from across the country arrived in Las Vegas the second week of July for the School Nutrition Association's Annual National Conference. We were thrilled to have a FRAC booth there that allowed us to connect with many of the attendees who poured into the exhibit hall for endless food samples, equipment demos, plenty of "swag," and good information on operating the school nutrition programs. The attendees also spent a lot of time in education sessions. Two of them were led by FRAC staff.

"Have there been times in the past 12 months when you did not have enough money to buy food that you or your family needed?"

FRAC's recent report on food hardship found that households with children answered "yes" to that question at a much higher rate than households without children, 18.4 percent compared to 14.1 percent. Given our nation's high child poverty rates, this is not a surprise. The data alone, however, only begin to capture how much harm America is causing its children because of the poverty and hunger rates they suffer.

It's going to get a whole lot easier to feed New Jersey kids, thanks to a package of bills passed this spring by our state legislature. The new school breakfast laws will affect an estimated 500 schools educating nearly 308,000 students. Together, the bills have the potential to feed tens of thousands more children through the federal school breakfast and summer meals programs, while bringing millions more in federal reimbursements back to New Jersey.

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Child and Adult Care Food Program (CACFP) - Food Research & Action Center

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Thousands of school nutrition staff from across the country arrived in Las Vegas the second week of July for the School Nutrition Association's Annual National Conference.

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Healthy Eating & Physical Activity (HEPA) in 21st CCLC

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Healthy Eating & Physical Activity (HEPA) in 21st CCLC

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Live Recording Adobe Connect: https://wcw.adobeconnect.com/_a918616978/pa2lr08tzio6/?proto=true

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HealthyEatingPhysicalActivity in 21st CCLC Webinar 9.20.18

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Nutrition Programs

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Centers and day care homes offering meals through the Child and Adult Care Food Program (CACFP) play a critical role in supporting the wellness, health, and development of children, older adults, and individuals with disabilities through the provision of nutritious foods. In particular, child care providers have a powerful opportunity to instill healthy habits in young children that serve as a foundation for healthy choices in life.

The nutrition standards for meals and snacks served in the CACFP are based on the Dietary Guidelines for Americans, science-based recommendations made by the National Academy of Medicine, cost and practical considerations, and stakeholder input. The standards support the service of a greater variety of vegetables and fruit, whole grains, lean meats/meat alternative, and low-fat and fat-free dairy while minimizing added sugar and saturated fat. In addition, the standards encourage breastfeeding to align the CACFP with the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC).

USDA provides guidance, resources, best practices, and training for CACFP operators in a variety of settings to support them in providing healthy, balanced meals and snacks to the children and adults they serve.

Nutrition Standards

Regulations

Meal Patterns Tables

Infants (all meals and snacks)

Children and Adults

Policy Memos

Guidance and Technical Assistance

CACFP operators can utilize the following materials and resources to help them implement the CACFP meal pattern requirements:

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Nutrition Standards for CACFP Meals and Snacks

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Centers and day care homes offering meals through the Child and Adult Care Food Program (CACFP) play a critical role in supporting the wellness, health, and development of children, older adults, and individuals with disabilities through the provision of nutritious foods.

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Texas Partnership for Out of School Time (TXPOST)

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Texas Partnership for Out of School Time (TXPOST)

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Texas Afterschool Network Lead

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Texas Partnership for Out of School Time

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TXPOST is excited to release its first report on the state of expanded learning opportunities in Texas. This report includes sections on summer learning, STEM and workforce development, state policy supporting afterschool and summer learning, and an overview of 21st Century Community Learning Centers (ACE). Our goal is to use this as a framework for reporting on the growth of expanded learning opportunities in Texas. Please share this report with your schools, parents and partners- it provides a comprehensive overview of afterschool and summer programming in our state and has multiple infographics to make the case for the importance of expanded learning.

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Home - Texas Partnership for Out of School Time

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TXPOST is excited to release its first report on the state of expanded learning opportunities in Texas. This report includes sections on summer learning, STEM and workforce development, state policy supporting afterschool and summer learning, and an overview of 21st Century Community Learning Centers (ACE).

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American Institutes for Research

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Welcome to Beyond The Bell | Beyond The Bell

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Foundations, Inc. Center for Afterschool and Expanded Learning

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Foundations, Inc. Center for Afterschool and Expanded Learning

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Center for Afterschool and Expanded Learning | Foundations, Inc.

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The Center for Afterschool and Expanded Learning at Foundations, Inc. provides professional development, technical assistance, tools and publications tailored to the unique world of afterschool, summer, and expanded day and year programs.

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National AfterSchool Association * 2961A Hunter Mill Road, #626 * Oakton, VA 22124 * info@naaweb.org

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Afterschool STEM HUB

Science, Technology, Engineering, and Mathematics.

Even though everyday life surrounds us with obvious STEM applications, it can still be challenging to make the case for meaningful reforms in STEM learning. It's harder still when it comes to afterschool settings.

Need help speaking afterschool STEM-ish? The STEM HUB has quick start guides, resources & more.

Visit the STEM HUB

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Even though everyday life surrounds us with obvious STEM applications, it can still be challenging to make the case for meaningful reforms in STEM learning. It's harder still when it comes to afterschool settings. Need help speaking afterschool STEM-ish? The STEM HUB has quick start guides, resources & more.

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National Summer Learning Association (NSLA)

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The National Summer Learning Association is a national, non-profit organization focused on the powerful impact of one achievable goal: investing in summer learning to help close the achievement gap.

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Department of Agriculture

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Contains budget schedules and required grant and program assurances. Assurances are requirements not necessarily addressed in the program guidelines.

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Contains budget schedules and required grant and program assurances. Assurances are requirements not necessarily addressed in the program guidelines.

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Contains statutory and program requirements

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2016-2017 TX 21ST CCLC C9Y1 Program Guidelines

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Federal Project for Student Ambassadors and Student Voice

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Afterschool and summer should be involved in campus safety planning

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Afterschool Program Safety Webinar 8.9.18

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TEA's General & Fiscal Guidelines Cycle 10 Y1 and Cycle 9 Y3

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TEA's General & Fiscal Guidelines Cycle 10 Y1 and Cycle 9 Y3

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Contains fiscal requirements and references.