Expanded Learning Opportunities Program Plan Guide
EXPANDED LEARNING OPPORTUNITIES PROGRAM PLAN GUIDE
Prepared by: Expanded Learning Division
California Department of Education 1430 N Street, Suite 3400
Sacramento, CA 95814-5901
916-319-0923
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This Program Plan Template Guide is required by California Education Code (EC) Section 46120(b)(2) Note: This cover page is an example, programs are free to use their own logos and the name of their program.
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Name of Local Educational Agency and Expanded Learning Opportunities Program Site(s)
Name of Local Educational Agency or Equivalent:
Lemoore University Elementary Charter School-------- |
Contact Name: Contact Email: Contact Phone:
Micky Yocum-------- |
myocum@myluesd.net-------- |
(559) 924-6890-------- |
Instructions: Please list the school sites that your LEA selected to operate the Expanded Learning Opportunities Program (ELO-P). Add additional rows as needed.
1.
Purpose
Lemoore University Elementary Charter-------- |
This template will aid LEAs in the development of a program plan as required by EC Section 46120(b)(2). In this program plan, LEAs will describe program activities that support the whole child, and students’ Social and Emotional Learning (SEL) and development.
Definitions
“Expanded learning” means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results driven, include community partners, and complement, but do not replicate, learning activities in the regular school day and school year. (EC Section 8482.1[a])
“Expanded learning opportunities” has the same meaning as “expanded learning” as defined in EC Section 8482.1. “Expanded learning opportunities” does not mean an extension of instructional time, but rather, opportunities to engage pupils in enrichment, play, nutrition, and other developmentally appropriate activities. (EC Section 46120[e][1])
Instructions
This Program Plan needs to be approved by the LEA’s Governing Board in a public meeting and posted on the LEA’s website.
The program plan template guide is considered a living document that is periodically reviewed and adjusted to reflect the needs of the community, updates in the law, and to provide continuous improvement in the development of an effective ELO-P.
The LEA is responsible for creating, reviewing, and updating the program plan every three years in accordance with EC Section 8482.3(g)(1). LEAs are encouraged to work collaboratively with partners and staff to develop and review the program plan. The LEA is responsible for the plan and the oversight of any community partners or subcontractors. The LEA should include any partners in the development and review of the plan. It is recommended that the plan be reviewed annually.
The Expanded Learning Division adopted the Quality Standards for Expanded Learning in California (Quality Standards) and introduced requirements for Continuous Quality Improvement (CQI) to help programs engage in reflection and be intentional about program management practices and activities delivered to students. To create the program plan, provide a narrative description in response to the prompts listed under each Quality Standard below. The LEA may customize and include additional prompts, such as describing SEL activities, or refining the plan. In addition to the narrative response, it
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may be useful to include tables, charts, or other visual representations that contribute to the understanding of the ELO P. LEAs are encouraged to download and reference the Quality Standards in order to provide ongoing improvements to the program. The Quality Standards can be found on the California Department of Education’s (CDE) Quality Standards and CQI web page, located at https://www.cde.ca.gov/ls/ex/qualstandcqi.asp.
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1—Safe and Supportive Environment
Describe how the program will provide opportunities for students to experience a safe and supportive environment. Include if the program will be offered on the schoolsite or off campus. If not on site, describe where in the community it will be and how students will be supported to get there.
Lemoore University Elementary Charter (UCS) is committed to providing students with a safe, violence-free, bullying free learning environment. In order to accomplish this goal, the staff is dedicated to achieving a full implementation of Positive Behavior and Intervention Supports (PBIS) which provides a framework for social interaction between students, and addressing issues that do arise on campus in a manner that involves staff, students, and families. The staff treats students in a fair and impartial manner by modeling the appropriate behaviors of mentors and teachers when leading activities with students. “Positive Discipline” is used to re-direct students to meet behavioral expectations and increase responsible choices and student cooperation. We have implemented simple, clearly defined rules that align with the regular day but are flexible and accessible to ensure inclusion for all students participating in the program. Building relationships with the regular day site staff is supported so that the needs of students with special needs are not only known but appropriately supported. Practices and activities to involve students in school in a meaningful way will continue to evolve. This will include Social Emotional Learning (SEL) and (PBIS) supports and programs. A PBIS Team will study and address the needs of students who are struggling and provide services. Teachers in their PLC’s and SST meetings will also assess student connectedness. Parenting Partners will also be used at UCS, building the capacity of parents, thereby strengthening the connection between home and school. Our relationship with the Dude, Be Nice program will also continue. This interaction will strengthen the bond of an extended school day by aligning our PBIS practices to maintain continuity between the two partners. UCS is committed to protecting our students and staff during individual, school and District emergencies. Drills are done on a monthly basis to ensure all students and staff members are well practiced in our emergency procedures. All of the same procedures and protocols will be used and practiced by both the after school programs and the regular educational programs to ensure consistency. Emergency drills are conducted regularly at different intervals. Practicing Fire drills (monthly), Earthquake (quarterly) and Lockdown drills (twice a year) helps ensure that students know what to do in a dangerous situation. It is by conducting these drills that we ensure that even if students are scared or panicked, they will be able to rely on the training they have done throughout the years at school. |
2—Active and Engaged Learning
Describe how the program will provide opportunities for students to experience active and engaged learning that either supports or supplements, but does not duplicate, the instructional day.
The ELOP will utilize lessons that are designed to support the learning that is being done with students during the regular instructional day. These lessons will be aligned with the California Content Standards and the grade level focus. The lessons require collaboration with their fellow students and therefore all students are actively engaged. These lessons will be focused primarily in ELA and math, but also may include music/Art, STEM, physical activities and other educational activities. Additionally, enrichment lessons will be planned around a theme that the team selects based on student interest. In the future the program may look into purchasing a curriculum that is specific to the ELOP. |
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3—Skill Building
Describe how the program will provide opportunities for students to experience skill building.
The ELOP's educational and literacy element will include tutoring and homework assistance designed to help students meet grade-level standards. Homework assistance will be provided Monday through Friday on an on-needed basis for a minimum of 45 minutes. There will be an educational enrichment component that consist of fine arts, physical fitness, and prevention activities that reinforce and complement the school’s academic program. At the beginning of each year, the UCS Dean will review the ELOP program with the staff. Recommendations and program changes will be reviewed with the subcontractor operating the daily program. Students will be grouped into classes and activities according to grade level, ability level, and interests. All ELOP program activities are intended to keep students motivated and actively engaged. Planned educational activity will include the math, ELA, Music/Art, STEM Activities, physical activities and other educational opportunities. |
4—Youth Voice and Leadership
Describe how the program will provide opportunities for students to engage in youth voice and leadership.
At all grade levels the students will be divided into smaller groups with an Adult leader. Enrichment lessons are to be planned around a theme that the team selects based on student interest. Opportunities for choice of projects will also be part of every lesson plan. All students will be given opportunities to develop their leadership skills through their participation in group projects. In addition, the UCS Dean will authorize the Instructional Resource Teacher from their staff to train the team leaders on strategies for whole group and small group instruction. Students will be surveyed and evaluated by staff to guide in the development of training, curricula, and projects that will meet students’ needs, interest and real world problems. |
5—Healthy Choices and Behaviors
Describe how the program will provide opportunities for students to engage in healthy choices and behaviors. Describe how students will be served nutritious meals and/or snacks during the ELO-P hours of programing.
Through structured physical activities students learn and grow through play. Play provides students with an opportunity to learn while engaging in fun activities, discover themselves, and build social skills in both recreational and physical activities. The program may have a collaborative partnership with the City of Lemoore's Recreation Department to provide a wide variety of physical fitness and wellness activities at their local facilities. This includes activities of great interest to students such as Dance, Zumba, Yoga, fitness exercise circuit, and multiple sports activities. The daily physical activity sessions may also extend the activities students use in their regular day PE curriculum. We will also offer a variety of outdoor recreation programs such as, but not limited to: soccer, football, dodge ball, tetherball, at our site. Parent and student annual after-school school program survey results are also used to determine new recreation activities/sports that could be added. The health and safety of all students begins with a smooth transition between the regular school day and the ELOP and vice versa. Student attendance in the ELOP will be tracked and monitored at the beginning of each session and monitored throughout the program sessions. Program staff will monitor student behavior to ensure that all students are safe, treated with respect, and valued for their individuality. Rules and expectations will be outlined in the registration packets that go home to parents and are reviewed with students in after school program classes. Nutritious snacks will be provided daily for every student in attendance. The Lemoore Unified School District (LUESD) Food Service staff selects the snacks served in the after school program. Selections will be based on a reimbursable |
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snack consisting of two of the following four food components: milk/meat, meat alternative/fruit, vegetable/grain, or bread product. Examples of snacks served include cheese sticks, apple juice, yogurt, apples, cup of carrots with broccoli and ranch dressing, and milk. |
6—Diversity, Access, and Equity
Describe how the program is designed to address cultural and linguistic diversity and provide opportunities for all students to experience diversity, access, and equity. Describe how the ELO-P will provide access and opportunity for students with disabilities.
The program will include a curriculum that will have both a lesson extension option that include Multicultural Education/ Cultural Awareness and an ELL Extension. These options may be used to extend project activities. Additionally, all students will be provided access to the program. |
7—Quality Staff
Describe how the program will provide opportunities for students to engage with quality staff.
All Program contractors will be required to maintain ongoing assurance of compliance with LUESD’s requirements for instructional aides as well as criminal background checks required by the Department of Justice and Federal Bureau of Investigation. All instructional aides involved in the program at the site level must meet the NCLB qualifications for their position. LUESD requires that instructional aides meet the following minimum requirements: i) have completed 48 units of college credit, ii) hold an associate of art degree or higher, or iii), or score 70% higher on the CODESP examination proficiency exam. Staff members will be recruited primarily from the existing pool of regular school district employees. Hiring notices will be posted at the district office and all school sites. Job openings may also posted in the local newspaper. In addition, job postings will be posted on the district's and Teaching Fellows social media accounts. UCS plans to contract with the California Teaching Fellows Foundation (Teaching Fellows) to operate the program. The Teaching Fellows will be responsible for the daily operation of the before and/or after school and intersession programs including the hiring of employees and all other provisions of the contract. The Teaching Fellows hires a program director, site leads, and team leaders to meet program requirements and implement program goals. The Teaching Fellows provides UCS with verification that the employees meet the minimum requirements for instructional aides. The program will provide regular in-service professional development for the after school program staff (e.g., regional staff development programs). This will happen six time per year, three times in the fall and three times in the spring. Additionally, the will site lead conduct a monthly staff meeting with their program staff. |
8—Clear Vision, Mission, and Purpose
Describe the program’s clear vision, mission, and purpose.
Our Mission is "To ensure that every student learns to his or her greatest potential". This is accomplished by focusing on the district's EACH ONE philosophy: Every student, All staff, Committed to, High expectations, Oriented to results, No excuses and Excellence every day. The needs of the community, students, parents, and school will be identified through various sources; annual surveys, parent advisory committee, and student reports. Once these needs are identified by the site administrators and site coordinator, then the focus of the program will be established along with the target groups. |
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The Program will offer an academic support component, healthy fitness component and recreational enrichment component. The academic support component will consist of homework assistance and intervention in the focus area chosen by the site. The healthy fitness component will consist of physical fitness and education along with a healthy snack. The recreational enrichment component will consists of STEM activities, clubs, community events, service learning projects, community partners, and much more. |
9—Collaborative Partnerships
Describe the program’s collaborative partnerships. Local educational agencies are encouraged to collaborate with non LEA entities to administer and implement ELO-P programs.
Teaching Fellows will be responsible for the daily operation of the before and after school programs including the hiring of employees and all other provisions of the contract. The Teaching Fellows hires a program director, site lead, and team leaders to meet program requirements and implement program goals. The Teaching Fellows provides LUESD with verification that the employees meet the minimum requirements for instructional aides. The county outdoor education program has been identified for potential benefit. The Burris Park Outdoor Education program has developed standard-based outdoor education activities, including lessons for different seasons that highlight the way weather affects the park and its wildlife. UCS may partner with The Police Activities Leave (PAL). This organization foster positive relationships and build bonds between youth and law enforcement. Students would be referred based on a recommendation by site administration. Dude, Be Nice is a used to help children reach their potential through supported, one-to-one relationships with volunteer mentors. The program may coordinate with and utilize the resources of the City of Lemoore's Recreation Department for providing enrichment activities for students in the areas of physical fitness, team sports, cooking, aerobics, and swimming. UCS is also looking to expand its partnerships in the future to include multiple educational partners. Some possible partners include but are not limited to; West Hills Community College (Specifically 5 C's), Circle T Ranch, Kings Art Center, Kings Players, Fresno Art Museum, College Study Trips, Local Emergency Services and The Discovery Center. A parent survey will be conducted to gain input on the Expanded Learning Opportunity Program and ideas to include in the program. All Educational Partners will be surveyed yearly to get garnish ideas and feedback on the program successes, areas of improvement and new ideas. |
10—Continuous Quality Improvement
Describe the program’s Continuous Quality Improvement plan.
The Quality Standards for Expanded Learning will be used to assess program quality, and used to revise and refine the areas of needed improvement. Data will be collected in a variety of ways which will include; surveys, interviews, observations and self-assessments. The information will be collected from all Educational Partners, which will include, students, parents, community members and staff. The results will be used to drive improvement of the program. The Program Director and site lead will participate and review the Expanded Learning Field and site Coordinator Survey every year. This will provide an opportunity for the staff to review the program and discuss possible changes in the program. Each year, the Director and Site Directors will spend a week before the school year starts reviewing the data collected to identify past successes and improvements needed. This data will be used to revise and refine our program and develop the program for the current school year. In addition, at the weekly Staff meetings the Program Director and staff will review current projects, success of projects, and possible changes to the yearly plans. The Program Director will also provide monthly professional development in-services for the site lead. |
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The UCS Dean will meet annually with the Teaching Fellows Administration and the Program Director to review the Program Plan. This will include quarterly on-site visits to all schools. The Program Director will meet with the Dean twice per year to review the plan. In addition, on an as-needed basis, the site lead will meet with the teaching staff to review the plan. A few goals are: 1. Work with site Administration and instructional staff to ensure activities coordinate with the regular school day program. 2. Provide targeted staff development activities that focus on the TAPPLE framework (Teach First, Ask a Question, Pause and Pair Share, Pick a Non-Volunteer, Listen to the Response, and Provide Effective Feedback), effective classroom management, and engagement strategies, The program partners will meet at least quarterly to discuss all areas of program design and implementation, provide key programmatic and financial guidance, and conduct ongoing formative evaluation to ensure ongoing program improvement. |
11—Program Management
Describe the plan for program management.
At the UCS site, the Team Leader will have a Cluster Summary binder that consists of documents identifying the month/year, site name, and Program Leader name. The Team Leader will be responsible for recording the last and first names of their 20 students. Monthly attendance sheets will track attendance by month. The following categories are to be tracked: a check mark if the student is present; A-Absent, H-Holiday, E-Entered first day of program, NP-No Program, and D-Drop. At the end of each month, the Team Leader will compute the attendance percentage and compare it to the target goal. LUESD receives ELOP funding from the state (via Kings County Office of Education and Treasurer). LUESD will send monthly payments to the California Teaching Fellows Foundation according to the agreed upon contract for services. LUESD and the Teaching Fellows will work together on reporting attendance and quarterly expenditures to the CDE. The Teaching Fellows will track and report all expenditures on a quarterly basis to the LUESD Assistant Superintendent. An independent auditor will audit the fiscal records annually for both the Teaching Fellows and LUESD. The Teaching Fellows wl run the program with oversight by UCS. However, LUESD will have the final say in the programs content, how the funds are spent and collaborates with the Teaching Fellows on areas that need improvement. |
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General Questions
Existing After School Education and Safety (ASES) and 21st Community Learning Centers (21st CCLC) Elementary and Middle School grantees.
ASES, 21st CCLC Elementary/Middle School, and the ELO-P should be considered a single, comprehensive program. In coordinating all these funding streams to move towards a single program, the expectation is that the most stringent requirements will be adopted for program guidance. If one or both grants are held, please describe how the ELO-P funding will be used to create one comprehensive and universal Expanded Learning Program.
N/A: UCS does not contract with ASES or 21st CCLC. |
Transitional Kindergarten and Kindergarten
Programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1. (EC Section 46120[b][2][D]). Please address the proposed schedule and plan for recruiting and preparing staff to work in the program, including supporting them to understand how to work with younger children. How will the lower pupil-to-staff ratio be maintained? How will the curriculum and program be developmentally-informed to address this younger age group?
N/A: UCS serves only 6-8th grades. |
Sample Program Schedule
Please submit a sample program schedule that describes how the ELO-P or other fund sources, including the California State Preschool Program for children enrolled in transitional kindergarten or kindergarten, will be combined with the instructional day to create a minimum of nine hours per day of programming (instructional day plus ELO-P or other supports). Also, submit a sample schedule for a minimum nine-hour summer or intersession day.
Regular Instructional Day Schedule 8:00-3:00 Regular Instructional Day 3:00-3:15 Student Check-in and Snack 3:15-3:20 Rotation 3:20-3:50 Physical Fitness 3:50-3:55 Rotation 3:55-4:55 Enrichment 4:55-5:00 Rotation 5:00-5:15 Academics 5:20-6:00 Homework 6:00 Dismissal Sample Summer or Intersession daily schedule as the program expands 8:00-8:30 Welcome Sign-in |
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8:30-9:00 Morning snack 9:00-9:15 Restroom break 9:15-10:00 Crafts/Outdoor activities 10:00-10:15 Restroom break 10:15-11:15 Crafts/Outdoor activities 11:15-12:15 Expended grade level curriculum activities 12:30-1:00 Lunch 1:00-1:15 Restroom break 1:15-2:00 Crafts/Outdoor activities 2:00-2:15 Restroom break 2:15-3:00 Crafts/Outdoor activities 3:00-5:00 Expanded grade level curriculum activities 5:00-5:30 Dismissal |
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Below are additional legal requirements for the ELO-P. Please ensure your Program Plan meets all of these legal requirements:
EC Section 46120(b)(2):
[LEAs] operating expanded learning opportunities programs may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple school sites, and shall comply with subdivisions (c), (d), and (g) of Section 8482.3, including the development of a program plan based on the following;
(2) [LEAs] operating expanded learning opportunity programs pursuant to this section may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple schoolsites, and shall comply with subdivisions (c), (d), and (g) of Section 8482.3, including the development of a program plan based on all of the following:
(A) The department’s guidance.
(B) Section 8482.6.
(C) Paragraphs (1) to (9), inclusive, and paragraph (12) of subdivision (c) of Section 8483.3.
(D) Section 8483.4, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.
EC Section 46120(b)(1)(A):
On schooldays, as described in Section 46100 and Sections 46110 to 46119, inclusive, and days on which school is taught for the purpose of meeting the 175-instructional-day offering as described in Section 11960 of Title 5 of the California Code of Regulations, in-person before or after school expanded learning opportunities that, when added to daily instructional minutes, are no less than nine hours of combined instructional time and expanded learning opportunities per instructional day.
EC Section 46120(b)(1)(B):
For at least 30 nonschooldays, during intersessional periods, no less than nine hours of in-person expanded learning opportunities per day.
EC Section 46120(b)(3):
[LEAs] shall prioritize services provided pursuant to this section at schoolsites in the lowest income communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while maximizing the number of schools and neighborhoods with expanded learning opportunities programs across their attendance area.
EC Section 46120(b)(4):
[LEAs] may serve all pupils, including elementary, middle, and secondary school pupils, in expanded learning opportunity programs provided pursuant to this section.
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EC Section 46120(b)(6):
[LEAs] are encouraged to collaborate with community-based organizations and childcare providers, especially those participating in state or federally subsidized childcare programs, to maximize the number of expanded learning opportunities programs offered across their attendance areas.
EC Section 46120(c):
A [LEA] shall be subject to the audit conducted pursuant to Section 41020 to determine compliance with subdivision (b).
EC Section 8482.3(d):
[LEAs] shall agree that snacks made available through a program shall conform to the nutrition standards in Article 2.5 (commencing with Section 49430) of Chapter 9 of Part 27 of Division 4 of Title 2.
[LEAs] shall agree that meals made available through a program shall conform to the nutrition standards of the United States Department of Agriculture’s at-risk afterschool meal component of the Child and Adult Care Food Program (42 United States Code [U.S.C.] Section 1766).
EC Section 8482.6:
Every pupil attending a school operating a program . . . is eligible to participate in the program, subject to program capacity. A program established . . . may charge family fees. Programs that charge family fees shall waive the cost of these fees for pupils who are eligible for free or reduced-price meals, for a child that is a homeless youth, as defined by the federal McKinney-Vento Homeless Assistance Act (42 U.S.C. Section 11434a), or for a child who the program knows is in foster care. A program that charges family fees shall schedule fees on a sliding scale that considers family income and ability to pay.
EC sections 8483.4 and 46120(b)(2)(D):
The administrator of every program established pursuant to this article shall establish minimum qualifications for each staff position that, at a minimum, ensure that all staff members who directly supervise pupils meet the minimum qualifications for an instructional aide, pursuant to the policies of the school district. Selection of the program site supervisors shall be subject to the approval of the school site principal. The administrator shall also ensure that the program maintains a pupil-to-staff member ratio of no more than 20 to 1. All program staff and volunteers shall be subject to the health screening and fingerprint clearance requirements in current law and district policy for school personnel and volunteers in the school district, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.
EC Section 8482.3(c)(1)(A–B):
Each component of a program established pursuant to this article shall consist of the following two elements:
(A) An educational and literacy element in which tutoring or homework assistance is provided in one or more of the following areas: language arts, mathematics, history and social science, computer training, or science.
(B) An educational enrichment element that may include, but need not be limited to, fine arts, career technical education, recreation, physical fitness, and prevention activities.
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