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2021-2022 Nita M. Lowey 21st Century Community Learning

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2021-2022 Nita M. Lowey 21st Century Community Learning Centers (CCLC),
Cycle 11, Year 1
Competitive Grant Application: Due 11:59 p.m. CT, January 07, 2021
TEA will only accept grant application documents by email, including competitive grant
applications and amendments. Submit grant applications and amendments as follows:
Competitive grant applications and amendments to competitivegrants@tea.texas.gov
Application stamp-in date and time
Grant period:
From 07/01/2021 to 07/31/2022
NOGA ID
Pre-award costs:
ARE NOT permitted for this grant
Public Law 114-95, Elementary and Secondary Education Act of 1965, as amended by
Every Student Succeeds Act, Title IV, Part B (20 U.S.C. 7171-7176)
Refer to the program guidelines for a description of any required attachments.
Authorizing legislation:
Required attachments:
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 1 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
Amendment Number
Amendment number (For amendments only; enter N/A when completing this form to apply for grant funds):
1. Applicant Information
Name of organization
CDN Vendor ID
ESC DUNS
Address City ZIP Phone
Primary Contact
Email
Phone
Secondary Contact Email Phone
2. Certification and Incorporation
I understand that this application constitutes an offer and, if accepted by TEA or renegotiated to acceptance, will form
a binding agreement. I hereby certify that the information contained in this application is, to the best of my knowledge,
correct and that the organization named above has authorized me as its representative to obligate this organization in
a legally binding contractual agreement. I certify that any ensuing program and activity will be conducted in
accordance and compliance with all applicable federal and state laws and regulations.
I further certify my acceptance of the requirements conveyed in the following portions of the grant application, as
applicable, and that these documents are incorporated by reference as part of the grant application and Notice of
Grant Award (NOGA):
Grant application, guidelines, and instructions
General Provisions and Assurances
Application-Specific Provisions and Assurances
Debarment and Suspension Certification
Lobbying Certification
ESSA Provisions and Assurances requirements
Authorized Official Name
Title Email
Phone
Signature
Grant Writer Name
Signature
Grant writer is an employee of the applicant organization. Grant writer is not an employee of the applicant organization.
Campus name
Date
Date
San Felipe Del Rio Consolidated Independent School District
233901
069452118
315 Griner St.
Del Rio
78840
8307784010
Carlos H. Rios Ed.D.
8307784007
Aida Gomez
aida.gomez@sfdr-cisd.org
8307784043
Carlos H. Rios
Superintenden
8307784007
Carlos Rios
Digitally signed by Carlos Rios
Date: 2021.01.21 17:31:08 -06'00'
Aida Gomez
Aida Gomez
Digitally signed by Aida Gomez
Date: 2021.01.21 16:48:21 -06'00'
1/21/2021
1/21/2021
click to sign
signature
click to edit
click to sign
signature
click to edit
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 2 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
Amendment #
Vendor IDCDN
3. Shared Services Arrangements
Shared services arrangements (SSAs) are permitted for this grant.
Check the box below if applying as fiscal agent.
The LEA or ESC submitting this application is the fiscal agent of a planned SSA. All participating agencies will
enter into a written SSA agreement describing the fiscal agent and SSA member responsibilities. All participants
understand that the “Shared Services Arrangement Attachment” must be completed and signed by all SSA
members, and submitted to TEA before the 80% reserve on the NOGA is lifted.
4. Identify/Address Needs
List up to three quantifiable needs, as identified in your needs assessment, that these program funds will address.
Describe your plan for addressing each need.
5. SMART Goal
Describe the summative SMART goal you have identified for this program (a goal that is Specific, Measurable,
Achievable, Relevant, and Timely), either related to student outcome or consistent with the purpose of the grant.
6. Measurable Progress
Identify the benchmarks that you will use at the end of the first three grant quarters to measure progress toward
meeting the process and implementation goals defined for the grant.
First-Quarter Benchmark
Quantifiable Need Plan for Addressing Need
233901
The SFDRCISD 21st Century Community Learning Center's (CCLC) primary goal is to strengthen and increase our
students and parents academic commitment to learning. Through the program described below, we aspire to
improve student achievement in math and reading to ensure that students achieving the Meets expectation in
reading and math is improved by 10% each year as compared to the 2019 baseline year. Furthermore, we aim to
increase the number of economically disadvantaged students participating in Algebra I by a minimum of 5% each
year as compared to 2020 Algebra I enrollment to ensure a participation in more rigorous high school pathways
such as Engineering, Health Careers, Cyber Security and other career certifications (Aviation, HVAC, Welding, and
Automotive technology).
1. Identify and engage a minimum of 105 students, who meet the qualifying criteria at each of the ten centers.
2. 95% of students recruited are attending the required hours per week during the school year.
3. To measure initial progress students will demonstrate an increase in academic growth when comparing beginning
of the year assessments with weekly progress monitoring.
4. Participating students in Algebra 1 (8th grade) will demonstrate a passing rate equal to or greater than the
campus average for the 1st and 2nd six weeks.
5. Family Specialists will host a minimum of six parent meetings (program orientation) to ensure a minimum of 85%
of parents are informed of program opportunities.
In order to meet math and reading HB3 Goals in
grades 3 - 8, our students will require significant
improvement in student achievement. As many as
70% of our students currently require intensive
remediation.
SFDRCISD will promote and engage participation of at-risk students in
academically rigorous interventions and homework assistance to close learning
gaps during prearranged times during the summer months and throughout the
school year. Lesson planning, instructional delivery and academic support services
will be specifically targeted to meet individual student needs.
Success in Algebra 1 is the precursor to many high
school STEM courses. However, less than 25% of
current (and less than 10% of Eco. Dis.) students are
prepared for the rigors of advanced math.
SFDRCISD will promote and offer a variety of opportunities for students to gain
access to homework assistance, tutorial sessions or math clubs. Plans are included
for staff training in lesson delivery to encourage "safe zone" classrooms and
promote positive learning, plans for hosting and gaining parent support.
Increased high school graduation rates, especially
amongst economically disadvantaged students, is
dependent on introducing and engaging them (and
their parents) in meaningful activities that lead to
committing to the entire high school program.
Utilizing the student interest survey, conducted in preparation for this grant, we
will create opportunities for students to actively engage in meaningful activities
that center around academics, enrichment, support and identified interests. These
activities will correlate to the high school programs that are available (i.e. robotics,
fine arts, athletics, U.I.L academic competition).
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 3 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
8. Measurable Progress (Cont.)
Second-Quarter Benchmark
Third-Quarter Benchmark
7. Project Evaluation and Modification
Describe how you will use project evaluation data to determine when and how to modify your program. If your
benchmarks or summative SMART goals do not show progress, describe how you will use evaluation data to
modify your program for sustainability.
Amendment #
Vendor IDCDN
1. 95% of CCLC students will participate and attend the after school activities offered.
2. Participating students will demonstrate expected growth (30%) when comparing middle of the year assessment to
their beginning of the year assessment in grades K-8th grade.
3. Participating students enrolled in Algebra I will demonstrate significant academic growth (30%) when comparing
middle of the year assessment to their beginning of the year assessment.
4. A minimum 95% of students participating in the CCLC program will be engaged in academic clubs, robotics, fine
arts, and/or athletic events.
5. Family Engagement Specialist will host at least two Parent Engagement Activities per site.
6. A minimum of 30% of families will participate in one of the adult learning activities or adult support sessions.
1. 95% of CCLC students continue to participate and attend the after school activities offered.
2. 95% of participating students (in grades K – 3rd) will demonstrate grade level proficiency as measured by local
assessments data and reflected in DMAC reports.
3. 95% of participating students (in grades 4 – 8) will demonstrate significant academic growth in STAAR Reading &
Math.
4. Participating students enrolled in Algebra I will achieve a "Meets" rating in the Algebra I EOC.
5. Center Coordinator will ensure that new students are recruited to ensure each center serves a minimum of 105
students during the school year and throughout the summer.
6. The Family Engagement Specialist will recruit parents to ensure 30% parents participate in summer opportunities.
Multiple objective performance measures will be reviewed and analyzed in test scores, participation, attendance,
and behavior to improve program quality. Monthly evaluation of the program site report will occur in the following
ways: 1. Scheduled observations by the program director of program sessions will occur weekly. These will identify
program and teacher needs such as fidelity of implementation and overall participation. A weekly discussion of
feedback will allow the director, site coordinator, teachers, and support staff to discuss improvements in lesson
planning, teacher/staff training, and daily operations. 2. Scheduled observations will review participation in sessions,
attendance, and school behavior by program participants. These observations will also allow the director, site
coordinator, and family engagement specialist to engage with families, assess student needs, monitor and adjust as
needed for maximum student attendance and success. The director, program evaluators, and advisory committee
will use the results from individual student, program, and family/community data to make recommendations for any
needed changes that will improve the goals set forth for the program.
Quantitative Data Reviews: 1. Individual student data in (a) performance on local district level (progress monitoring
and benchmarks) or STAAR assessments; (b) performance on TX-KEA and TPRI assessments; (c) participation in
activities (academic interventions & extra-curricular activities); (d) school attendance record; and (e) discipline data
related to referral-based incidents. 2. Program data will include percentages of increase/decrease achieved by
program participants in STAAR performance, participation, attendance, and discipline but also to include: (a)
number of students promoted to next grade level; (b) the number of students on track with grade-level expectations;
and (c) the number of families engaged in the program. Qualitative data will include: surveys, discussions, and
focused feedback from students, parents, teachers, support staff and representatives from extra-curricular
organizations (i.e. athletic director & fine arts director). The CCLC program will assess program operations and
improve quality every quarter through quarterly reports, including a semester report, with participant data as a
source. The overall goal is to assure student and family success and sustainability as the focus.
233901
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 4 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
8. Statutory/Program Assurances
The following assurances apply to this grant program. In order to meet the requirements of the grant, the grantee
must comply with these assurances.
Check each of the following boxes to indicate your compliance.
Amendment #Vendor IDCDN
1. The program will take place in a safe facility that is properly equipped and easily accessible.
3. The program will target students who primarily attend schools eligible for schoolwide programs under ESEA as
amended, Section 1114 and the families of such students.
4. Applicants that receive priority points for serving: 1) students in schools implementing comprehensive support
and improvement activities or targeted support and improvement activities under ESEA as amended, Section
1111(d) and other schools determined by the local education agency to be in need of intervention and support and
2) students who may be at risk for academic failure, dropping out of school, involvement in criminal or delinquent
activities or who lack strong positive role models assure that they will target these students.
6. The community has been given notice of an intent to apply and the application and any waiver request will be
available for public review after submission of the application.
9. The applicant agrees to all applicable program-specific assurances as described in the 2021-2022 Nita M.
Lowey 21st Century Community Learning Centers (CCLC), Cycle 11, Year 1 Program Guidelines.
2. The proposed program was developed, and will be carried out, in active collaboration with the schools that
participating students attend, including through the sharing of relevant data among the schools, all participants of
the eligible entity, and any partnership entities in compliance with applicable laws relating to privacy and
confidentiality and in alignment with the challenging state academic standards and any local academic standards.
5. The applicant provides assurance that program services and activities to be funded from this grant will be
supplementary to existing services and activities and will not be used for any services or activities required by
state law, State Board of Education rules, or local policy. Funds will be used to increase the level of state, local,
and other non-federal funds that would, in the absence of funds under this part, be made available for programs
and activities authorized under this part, and in no case, supplant federal, state, local, or non-federal funds.
7. The applicant provides assurance that the application does not contain any information that would be protected
by the Family Educational Rights and Privacy Act (FERPA) from general release to the public.
8. The applicant provides assurance to adhere to all Statutory Requirements, TEA Program Requirements, and
Performance Measures, as noted in the 2021-2022 Nita M. Lowey 21st Century Community Learning Centers
(CCLC), Cycle 11, Year 1 Program Guidelines, and shall provide the Texas Education Agency, upon request, any
performance data necessary to assess the success of the grant program.
233901
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 5 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements
1. Applicants are required to evaluate community needs and resources and describe the results, including the
resources available in the community, and how the program strategies and activities proposed to be carried out in
the center(s) will address the identified needs of students and their families. In alignment with the information
provided in the application, Part I: Identify Address Needs, please provide the following information related to needs
assessment.
a. Describe the needs assessment process, center-level needs assessment process, multiple sources of data used,
and stakeholder feedback that occurred for this grant application.
b. Describe the results including the student population deemed “most in need” for each campus proposed to be
served and provide the estimated number of students that meet the need-based criteria, including the percent of
eligible students at the campus that the program plans to serve.
c. Describe the plan for how the center will continually assess and recruit the students most in need and how the
plan addresses the needs of working families.
Amendment #Vendor IDCDN
SFDRCISD conducted a multi-faceted assessment of our students and community to determine the best course of action
and resources to support our needs. In our most recent study of each identified learning center, we have identified at least
150 students whose reading levels are at least two grade levels below the average and current target; and at least 2.5 grade
levels below average and the current target in math. The community of Del Rio lies in a rural area on the Texas border. In
essence, the town lacks many outside resources; thus, the community struggles to cope. To further examine our
community's needs, SFDRCISD used parent surveys, City of Del Rio census data, the TAPR report, and TDS PEIMS data. The
reports collectively concluded that the community lacks substantial and effective after-school and summer programs for
Del Rio students. Del Rio's community would benefit greatly if SFDRCISD were to establish a sustainable CCLC program for
families. HB3 establishes a requirement for school districts to focus on reading and math. SFDRCISD has established specific
goals for learning and improving students' outcomes in grades 3-8 in reading and math, STEM programs, and improving
graduation rates for the 85% of Hispanic students below grade level and economically disadvantaged. In reviewing the
support available, we determined that the highest interest of students connected with the most available resources. These
available resources are the District's fine arts, athletics, CTE programs. Additionally, the students expressed interest in city of
Del Rio organizations such as Council for the Arts, Boys & Girls club and City swimming pools. However, most of the
programs are tuition-based and often unattainable to the average family in Del Rio, where the poverty rate is 23%, which is
an exponentially high rate compared to the state's 13.9%. Further analysis reveals that over 39.7% of our residents rent
their home rather than own one, attributing to a stark 11.3% mobility rate across our schools. These rates have consistently
negatively impacted student attendance and have significantly impacted academic performance and graduation rates. The
Texas ACE grant would afford families in this community the access needed for continuous support for our children and
their families during the most critical and essential time in their education. In response to these findings, SFDRCISD is
committed to examining and providing interventions that could assist families financially beyond what is currently
available. A survey was launched to parents and students in grades PK-8 to assess family needs. Of those who responded,
77% stated that academic support for reading in math was its greatest need (our district state report shows we are 10%
below the state average). In line with these deficits are the long term effects which impact our high school graduation rates.
To date, our district has fallen behind the state graduation rate by 6%. Historically, Hispanic students in our community only
have a 62% graduation rate. To create a paradigm shift in our community, perennial recruitment and successful
implementation of the SFDRCISD's CCLC program would encourage continued participation and college and career
readiness. Each of the ten centers would implement select research-based programs to enhance math and reading to
ensure our students are college, military, and career-ready. The programs would support STEM development. This would
enable new extracurricular activities, leading to increased participation and higher graduation rates. These learning centers
will respond to our diverse population of students with social and learning needs. SFDRCISD aims to support students
within our Hispanic and at-risk populations through recruitment and strategic planning. This process will be ongoing and
based on data, consisting of review of grades, grade level performance in reading/math, attendance, behavior and at-risk
for retention or not graduating. SFDRCISD will increase access to technology resources allowing students an opportunity to
enhance their STEM skills, leading to other interests in current and future CTE programs or organizations and a more
rounded and successful high school experience. Transportation will be provided to participants to and from centers to
assist working families, along with snacks, fees and other associated costs.
233901
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 6 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
2. Programs must help students meet academic standards as defined by the measures of effectiveness (i.e., growth
in state assessment, improved GPA, increased school day attendance, improved school day behavior, and
increased student engagement in learning) listed in the Purpose of Program section of this RFA. (See Program
Guidelines) Describe how the proposed program design will positively impact this set of measures at the grant and
center levels. Provide data and SMART goals describing the expected estimated impact over time on one or more
measure.
Amendment #
Vendor IDCDN
CCLCs will positively impact the learning experience for students who participate utilizing short term and long term
goals by reducing the number of struggling students (Tier 3) from 67% to 55% by the end of the first year of
program implementation; and further reduce by 10% each year thereafter. For example, a 3rd grade struggling
learner (Tier 3) who starts this program in Year 1 (Fall 2021) would participate in the first cycle of after school
academic support. The student's expected outcome would be to improve their reading and math skills to move them
from a Tier 3 level to a Tier 2 level concerning the identified areas of need. In collaboration with program tutors,
teachers will continuously monitor and track student participation, development, and growth at various progress
points throughout the program implementation. Data collected would show progression in academic growth. In
collaboration with program tutors, teachers would continuously use the data to evaluate interventions and the need
for realignment. Each campus/center would train staff to track data utilizing the Student Portfolio section in our
current data program, DMAC. The use of this data tool would allow the grade level (Tier 1 teacher) and the program
teacher/tutors (Tier 2 or Tier 3 teacher) to keep current, live data to track growth from grading period/cycle/year and
would allow for communication of student progress from campus to campus in the district. By the time the student
enters 8th grade, the expectation is that the child would now be on grade level (Tier 1) and would be on track to
score at the "Meets" level or above on the STAAR assessment. Students who participate and follow this program's
pathway would meet growth and readiness for success in Algebra by their 8th-grade year.
In a similar example, a 7th grade struggling learner (Tier 3) would also participate in the first cycle of after school
tutorials in the Fall (2021). Each explicitly designed tutoring session will support individualized instruction in small
groups. Additionally, each student will be assigned a mentor who will support the student's progress throughout the
scholastic year. The small group approach is designed to encourage student participation in Pre-Algebra and
Algebra I summer boot camps, focusing on prerequisite skills that accelerate students' learning of basic Algebra
skills. This accelerated program's expected outcome is to maximize closing the gap for Algebra I readiness by the
time the student reaches the end of 8th grade or beginning of 9th grade.
While these two scenarios explain the expected outcomes for students at either end of the program, the same data
cycle would apply to each scenario:
- Identify student needs to address instruction
- Collaboration amongst school personnel and program support personnel
- Identify time frame for implementation of interventions
- Progress monitor utilizing program tools and assessments
- Reflect, evaluate, and regroup based on student growth
Looking at the program's enrichment aspect, opportunities for students to experience success at an early age in
programs such as art, music, athletics, robotics, and CTE courses will be available as an after school and summer
program. Student interest inventories would be conducted for proper placement in a program that can be carried
forward and developed into a graduation distinction plan. Targeting students' peak interest would lead to a
development in leadership and achievement in college and career readiness pathways. The program would
specifically target at-risk students and provide students with an opportunity to build self-confidence and their ability
to achieve outside of the classroom. The expected outcome is many at-risk students participating and committing to
various extracurricular groups that would have typically not been available to them without this grant.
233901
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 7 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
Amendment #
Vendor IDCDN
3. Describe the proposed program activities and how they are expected to improve student academic achievement
and overall student success. Include a plan for how the center-level programs will coordinate with the regular school
day to address student needs and integrate program activities with the curricular program of the campus. Address
activity oversight and how the program will ensure that activities are engaging for students.
233901
CCLCs will fund expanded learning opportunities for students identified as most at risk at campuses serving
Kinder-8th grade students. Activities will be supplemental to the school day, scheduled after school at each
participating campus, and six weeks during the summer. Learning activities will be closely aligned with the regular
school day curriculum. However, they will supplement regular academic activities and curriculum by meeting
students academically and expanding both their math and reading literacy skills through engaging and enriching
learning experiences that provide a greater depth of understanding.
The academic portion of the after-school program would consist of a small student to teacher ratios. Each teacher
would have no more than fifteen students in their after-school program. This grouping allows students to create
meaningful relationships with their peers and teacher to ensure program success. Teachers will utilize programs
currently accessible in resources such as Education Galaxy, Comprehension Toolkit, Lexia, TPRI, and the district
math curriculum. These instructional components have additional resources above what is used in the classroom
during the regular instructional day. These components would provide continuity and redundancy in the after-school
program. Students would participate in high quality, in-depth learning activities that mirror what they currently do in
the classroom.
The SFDRCISD CCLC Program will also provide parental support. This parental support will include parent
newsletters and parent meetings. Newsletters will include suggested activities that families can engage outside of
the school setting to help expose students to high interest and background building experiences. Newsletters will
also include conversation topics to encourage students to talk about what they are learning at school. Parental
newsletters will be sent out once a month. Parents will be invited to join students on-site to participate in
informational meetings about the District Initiatives such as Del Rio CARES, STEM 2020, graduation plans, state
assessment requirements; and the benefits of joining extracurricular teams/clubs/groups.
SFDRCISD has identified critical needs through thoughtful and careful analysis of multiple data sources. These
sources include but are not limited to Texas Academic Performance Report (TAPR), TEA School Report Cards,
PEIMS data, student discipline data, promotion, and retention data, attendance data, parent and student surveys,
six-week assessment data, Star Renaissance test data, MOY reading assessment data along with TELPAS data.
Proposed grant activities and programs were chosen based on data from this multifaceted needs assessment. High-
quality academic enrichment is the primary goal of the SFDRCISD program. The evaluation measures addressed
will directly assess these strategies and will be analyzed monthly and quarterly to measure progress and make the
necessary adjustments to ensure student academic growth.
The SFDRCISD CCLC Program activities will be implemented in collaboration with extra-curricular programs in the
district, such as Athletics, Fine Arts, and various CTE & STEM organizations. The SFDRCISD CCLC program will
also encourage student participation in District established programs such as The Dexter's Science Club and
Fishing on the Creek. The school district is already in communication with the City of Del Rio to collaborate in this
initiative and with other community organizations such as La Casa de la Cultura, Parks and Recreation, Texas A&M
Agrilife Extension, Boys and Girls Club of Del Rio, Council for the Arts at the Firehouse, and the Val Verde County
Library. These organizations will help support students to participate in programs that interest them and provide an
early experience in extra-curricular programs available in High School. Research shows that students who
participate in group sports or other activities are at a lower risk of dropping out of school, and those who belong to a
club or group perform better academically than those who do not.
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 8 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
Amendment #
Vendor IDCDN
4. Describe the planned partnership between the applicant and the proposed eligible partner organization. Include
how the partnership will contribute to achieving stated objectives and sustaining the program over time. Check the
box if applying for priority points for such a partnership. To receive priority points, the applicant must provide
information that demonstrates the activities proposed in the application are, as of the date of the submission of the
application, not accessible to students who would be served; or that it would expand access to high-quality services
available in the community.
TEA will provide the same priority to an application submitted by a local education agency (LEA) if the LEA
demonstrates that it is unable to partner with a community-based organization in reasonable geographic proximity
and of sufficient quality to meet the requirements of this grant. Check the box if applying for priority points under this
special rule. If this box is checked, provide clear relevant evidence that the LEA is unable to partner with a
community-based organization in reasonable geographic proximity and of sufficient quality to meet the
requirements.
This applicant is part of a planned partnership
The applicant is unable to partner
233901
SFDRCISD plans to establish multiple partnerships to create opportunities to engage, support, and empower our
most at-risk students. Such partnerships will include those with entities such as the City of Del Rio, Val Verde
County, and Laughlin Air Force Base, along with other local community organizations, including the Boys and Girls
Club, Texas A&M Agrilife Extension, Casa de Cultura, Del Rio Council for the Arts, and BCFS Health and Human
Services. With over 75% of our students identified as economically disadvantaged, we are committed to coming
together as a community to provide our students with meaningful summer and after-school activities unattainable for
them due to economic hardships, even a source of transportation. Our goal is to remove these obstacles for our
families and cultivate a positive support system that will encourage and build our students’ confidence and recovery
from learning loss and achievement towards completing their high school program.
In a recent survey issued to students and their parents, students showed a high interest in participating in summer
sports, fine arts activities, STEM and robotics activities, and social and emotional learning opportunities. SFDR-
CISD will collaborate with our local entities and community organizations to tailor high-interest programs based on
our students’ and parents’ feedback. These programs will begin in Fall of 2021 and be sustained continuously
throughout the 2021-2022 school year and into the summer.
Given our rural border town location and limited resources, SFDRCISD will work collectively and creatively with its
local partners to establish a dynamic 21st Century Community Learning Center program to not only offer
supplemental assistance to strengthen and enrich students academically but would offer and expose our elementary
and middle school students to a variety of cultural interests and real-world experiences by pairing with the school
district’s CTE, fine arts, and athletic programs. For example, the Boys and Girls Club would pair with the district’s
athletic department to offer intramural sports during the summer. These students would be monitored and
encouraged to continue participating in intramural sports (elementary grades) or joining the athletic program at the
middle and high school levels. In another example, Laughlin Airforce Base (LAFB) and the Texas A&M Agrilife
Extension would collaborate with the district’s CTE department to create opportunities for students to explore STEM,
Robotics, Aircraft Maintenance, Agriculture, Consumer Science, and other CTE areas. These students would be
monitored and encouraged to enroll in CTE courses and participate in CTE Clubs during the school year. Finally,
the Casa de Cultura and the Del Rio Council for the Arts would partner with the district's Fine Arts department to
develop a music and art program. These students would be monitored and encouraged to participate in fine arts
clubs and programs offered at their schools.
Bringing the community together into partnerships will enhance SFDRCISD’s programming ability to cultivate and
nurture the necessary positive relationships needed to address learning loss and motivate our students to achieve
academically and finish high school successfully.
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 9 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
5. Explain how the program will apply best practices, including research- or evidence-based practices, to provide
educational and related activities that will complement and enhance academic performance, achievement,
postsecondary and workforce preparation, and positive youth development of the students.
6. Describe the transportation needs of participating students and how those needs will be addressed. Specifically
describe how students participating in the program will travel safely to and from each center and home.
Amendment #
Vendor IDCDN
SFDRCISD will apply evidence-based practices to create the foundation of its CCLC program, partnering with
Hanover Research for various studies. Using their research library, SFDRCISD has learned that there is sufficient
evidence to indicate that learning loss recovery in math and reading are more likely to occur when remediation is
provided during extended learning hours, in small groups, provided consistently over time and in a setting with
meaningful relationships between the adults (teachers and parents) and the learner.
Using this methodology, SFDRCISD will offer multiple opportunities for remediation to address learning loss by
1. Offering academic enrichment programming and individualized tutoring five times per week during the
school year and in a six-week summer program.
2. The teacher to student ratio will be no larger than 1:15, and smaller with higher at-risk groups.
3. Students will be assigned a mentor (school or community based) to encourage continued participation.
4. Parents will be engaged in both the learning process; as well as provided opportunities for literacy or related
educational support.
Materials for academic support sessions will also be prepared using research-based practices. To better address
learning loss, only evidence-based resources will be used during academic support sessions, and the construct of
the lessons would reflect the needs of the students as indicated by data analysis for each student.
In addition to activities that provide academic support, research indicates that when students are physically active,
they can better retain information long-term. Using this research, SFDRCISD will engage students using hands-on
activities or other physical activities to complement academic learning.
SFDRCISD will leverage various technologies to ensure students are transported safely and efficiently. In doing so,
the district will expand its Transfinder Routing Software to integrate available technologies such as GPS sensors,
Geo Fencing, and Geo Alerts. A clear understanding of these technologies is detailed below.
First, buses used for the 21st Century Community Learning Center Program (CCLC) Program will be equipped with
GPS Tracking systems. A host of information will be available to include: driving patterns, travel distances, ride
times, pickups, and the delivery times for each student. This information will be instrumental in validating that each
student does not experience extended transportation times between the campus and the activities associated with
the CCLC Program.
Second, using GEO Fence technology, boundaries will be configured at each location participating in the CCLC
Program. This virtual fence will trigger the parents' notifications once students have entered into an area outlined
within the digital fence. In doing so, parents will know the exact location and time a student was transported to the
program.
Third, Geo Alerts will be used to notify parents when students return from activities (away from the center) via a
mobile app easily set up on a smartphone or other mobile devices. These alerts can be sent via text or email,
notifying the parents of any delays due to weather, traffic, or mechanical issues that would alter the drop off times
for students returning from an event.
In addition to the technologies described, the SFDRCISD Transportation Department will also increase its
operational hours to provide services to students enrolled in the program either before or after school. During the
summer months, additional routes and drivers will also be provided to support the CCLC Program's needs.
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701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 10 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
Amendment #
Vendor IDCDN
7. If awarded, applicants must disseminate information about the community learning center, including its location, to
the community in a manner that is understandable and accessible. Please describe the applicant's plan to inform
the community about the center and participating in the program.
8. Demonstrate how the proposed program will coordinate federal, state, and local programs and make the most
effective use of public resources at each campus served. If applying for Program Priority 1- Program Integration,
include a description of how the grant program will integrate with other TEA or local initiatives designed to increase
specific academic student outcomes. Use data to explain how the program will realistically impact short- and long-
term goals for student academic achievement.
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SFDRCISD administration presented a detailed grant summary to our Board of Trustees on Tuesday, January 19th
during the monthly board meeting and issued a press release to all media sources notifying our community of our
intent to submit an application for the 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1 grant.
The notice provided our community with a first-hand description of the grant specifics and invited all stakeholders to
review the grant by visiting our website; and further encouraged stakeholders to provide comments and
suggestions. Furthermore, If awarded the grant, SFDRCISD will immediately inform the community through a
follow-up press release and disseminate detailed plans that will set the SFDRCISD CCLC Program into motion.
Detailed information will be created in English and Spanish and shared with parents, particularly parents of students
who would benefit the most from these services. Parents will receive information concerning the qualification
process in determining selection and requirements for continued participation.
This district currently employs parental liaisons (family engagement specialists) at each of its centers who will assist
campus principals with recruitment efforts through telephone calls and virtual conferencing. The district will develop
public service announcements for radio and social media blasts launched continuously throughout its program cycle.
Through strategic planning and collaboration amongst School Board of Trustees, Superintendent’s Cabinet, District,
and School Leadership teams and committees, all federal, state, and local programs will coordinate utilizing the
Comprehensive Needs Assessment (CNA) framework process. District and campus planning protocol teams and
RTI will facilitate extended learning services for all student populations by disaggregating data that targets specific
areas of need. This data will drive planning for differentiated instructional strategies.
Academic tutoring, STEM lessons, and activities, specifically in the areas of math, science, career, and technology,
with established community partnerships including university, law enforcement, health service providers, and local
military base, will integrate into ACE (HB3 Improving College, Career and Military Readiness). Del Rio Cares, our
district initiative to promote student well-being, will help ACE strengthen student connections that produce higher
grades, better attendance, and increased graduation rates. A Parental Liaison is assigned to each campus,
providing the gateway to open communication, increased family and community engagement through Title I, Part A
(98.59%). A one-to-one relationship with daily phone calls, emails, texts, home visits, and monthly meaningful
training will continue in ACE.
Adult Education classes will include GED, Ingles Sin Barreras, Citizenship, Basic Computer, and Literacy to all
families, including LEP households (17.09%), as parents gain the necessary skills to become advocates for their
children's successes. Through ACE student, family, and community events, our district will reach additional
economically disadvantaged students and families (72.64%) in our border community, promoting a culture of
educational partnership ensuring students gain necessary skills for high school and beyond.
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 11 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
9. Describe a preliminary plan for how the community learning center will continue after funding under this grant
ends. Include how the resources provided by this grant will assist the program in local sustainability efforts.
10. If the program plans to use volunteers in activities carried out through the community learning center(s),
describe how the program will encourage and use appropriately qualified persons to serve as the volunteers.
Explain the policy for screening and placing volunteers. If the entity does not plan to use volunteers, please indicate
that in the space provided. (Choosing not to use volunteers will not lower review scores)
Amendment #
Vendor IDCDN
The district's leadership will ensure that the program’s activities are integrated into daily operations and incorporated
into the district’s annual budget as necessary, before the CCLC funding expires. The leadership team will continue
to apply for competitive grants to further support the continuation of similar projects and services. District leadership
will also ensure all support positions are aligned with the same goals in mind.
Beyond the financial support, the District’s leadership team recognizes that business and community support is
essential for the continued success of the grant’s goals. To this end, SFDRCISD has shared its vision for our
students by communicating with focus groups that include parents, businesses, and community representatives.
The resources provided by this grant will allow us to make all citizens aware of the goals that we strive to achieve
and the importance of their continued support. Ten of the 14 campuses will participate in this grant, and updates will
be shared through monthly school board meetings, social media, and radio station talks. Notification of events and
activities will ensure all stakeholder awareness and encourage them to participate.
The intricateness of the application process, to include the needs assessment, has led to vital conversations and
awareness of what we need to provide our students, ensuring their success through graduation and beyond. We are
confident that the lessons and information acquired through the grant's five-year process will cause a shift in
mindsets to focused clarity, ensuring the support for students and parents, planning more effectively and equitably
to ensure long-range success. By developing new systems and processes throughout these phases, the district can
begin utilizing resources more efficiently. Once solidified with a strong community and business support, the district
is committed to doing everything possible to continue the strong partnerships and communication platforms with our
community to ensure all students have a successful future beyond graduation.
SFDRCISD is not planning on using volunteers in activities carried out through the community learning centers. We
will utilize community programs (i.e. swimming pools and firehouse), invite guest speakers, and host presenters and
presentations, but all activities will be under the direction and supervision of the staff that will be hired.
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701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 12 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
9. Statutory/Program Requirements (Cont.)
Amendment #
Vendor IDCDN
11.The level of attendance in the program (i.e., dosage) is correlated with certain positive student outcomes.
Describe the program's strategies for recruiting and retaining students in the program over time. Provide SMART
goals specifically related to student attendance targets and dosage for a typical school year (fall, spring) and
separately for summer.
12. Describe how the center-level needs assessments informed the proposed center operations schedule and
corresponding staffing and budget plans. Describe how the plan will help meet the measures of effectiveness and
student service targets while maintaining center-level quality.
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SFDRCISD will accomplish student retention and will reach 100% of students through successful implementation of
the CCLC Program during the school year by consistently implementing five core components: Monitor Data,
Engage Students and Families, Recognize Good and Improved Attendance, Provide Personalized Outreach and
Remove Barriers. The site coordinator and campus principal (as a collaborative team) will monitor and review the
percentage of participating students twice a month. Data will help the team determine students who should be
recognized for high levels of participation (at campus assemblies); and also determine any students who may need
assistance in order to continue participation. Direct calls will be made to parents to discuss attendance concerns
and provide further assistance to maintain good school attendance. SFDRCISD's CCLC Program will accomplish
student retention during the Summer Program and reach 100% of students using the same five core ingredients:
Monitor Data, Engage Students and Families, Recognize Good and Improved Attendance, Provide Personalized
Outreach and Remove Barriers. The administrative team will utilize the Family Engagement Specialist to monitor
attendance and personally call parents when a student has missed a day of tutoring. The CCLC coordinator and
Family Engagement Specialist will work with the parent to quickly determine avenues of support to re-engage the
student into the summer programming. Rewards and incentives will be given to students who exhibit and reach
100% weekly participation in summer learning camps. Homeroom teachers will monitor students academic growth
through a school period. Students would be rated on a scale of qualifying criteria to determine student academic
need. In order to best serve selected students in the CCLC teachers would analyze student date. Once the student
qualifies the student would complete an interest survey to be matched with appropriate high interest activities to
enrich their overall experience. Students will then be assigned a Mentor so that the student feel supported and
nurtured throughout their all around participation in school.
In preparation for program design and to guarantee program effectiveness, each proposed center launched a
survey to K-8th grade parents and students in 6th-8th grade. The survey responses helped determine a preference
for operation times with students’ academic areas of need for assistance. Indicative of survey results, the hours of
operation should be 9:00 AM through 3:00 PM in the summer, and immediately after school during the school year.
Survey results also indicated an overwhelming concern that Math was the highest area of deficiency, followed by
Reading. Therefore, based on the survey responses, the District’s House Bill 3 goals were reviewed to determine if
the parent and student perceptions would be substantiated. Based on our review, it was determined that for each
participating campus to meet the adopted House Bill 3 goals, tutoring in Math and Reading is to be consistently
available during the next five years. Survey questions also asked which extra-curricular activity programs had the
most interest amongst participants, including which community organizations they believed most appropriately
proved as practical activities. Overwhelmingly, respondents indicated the highest interest among potential
participants was fine arts, athletics, and STEM activities. As such, the centers will coordinate with the city’s Parks
and Recreation Department to use swimming pools and provide other tournament activities. Additionally,
collaboration with community organizations, such as Casa de la Cultura and Council for the Arts, will be established
to further enhance programs in the fine arts. Finally, the school district has formulated a plan to extend the Robotics
competitions to include teams from participating centers. Next, parents and students were asked which resources
should be provided by each center in order to secure maximum participation. Parents overwhelmingly indicated that
the provision of meals, fees for activities and access to transportation to and from centers be available for children
to participate. Finally, the survey asked for parent interest in adult literacy classes or other related educational
training sessions. Responses indicated they would engage in and benefit from computer skills and Parenting & Life
Skills courses.
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 13 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
10. Equitable Access and Participation
Check the appropriate box below to indicate whether any barriers exist to equitable access and participation for any
groups that receive services funded by this grant.
The applicant assures that no barriers exist to equitable access and participation for any groups receiving
services funded by this grant.
Barriers exist to equitable access and participation for the following groups receiving services funded by this
grant, as described below.
Group
Barrier
Barrier
Barrier
Barrier
Group
Group
Group
11. PNP Equitable Services
Are any private nonprofit schools located in the public school attendance zones of the campuses and feeders
proposed to be served by the centers in the application?
Yes No
If you answered "No" to the preceding question, stop here. You have completed the section. Proceed to the next
page.
Are any private nonprofit schools participating in the grant?
Yes No
If you answered "No" to the preceding question, stop here. You have completed the section. Proceed to the next
page.
Assurances
The applicant assures that it discussed all consultation requirements as listed in Section 1117(b)(1), and/or
Section 8501(c)(1), as applicable with all eligible private nonprofit schools.
The applicant assures the appropriate Affirmations of Consultation will be provided to the TEA Private Schools
Ombudsman in the manner and timeline to be requested.
Equitable Services Calculation
1. Total 21st CCLC program enrollment for all centers
2. Enrollment in 21st CCLC of students attending participating private schools
3. Total 21st CCLC program and participating private school students (line 1 plus line 2)
4. Total year 1 proposed grant budget for serving students in all centers
5. Applicant reservation for required staff payroll.
6. Total grant amount for provision of ESSA PNP equitable services (line 4 minus line 5)
7. Per-pupil grantee amount for provision of ESSA PNP equitable services (line 6 divided by line 3)
Grantee's total required ESSA PNP equitable services reservation (line 7 times line 2)
Amendment #Vendor IDCDN
The applicant assures that the total grant award requested includes any funding necessary to serve eligible
students from private nonprofit schools within the attendance area of the public schools to be served by the grant.
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701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 14 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
12. Request for Grant Funds
List all of the allowable grant-related activities for which you are requesting grant funds. Include the amounts
budgeted for each activity. Group similar activities and costs together under the appropriate heading. During
negotiation, you will be required to budget your planned expenditures on a separate attachment provided by TEA.
TOTAL GRANT AWARD REQUESTED:
Direct and indirect administrative costs:
Amendment #
Vendor IDCDN
Payroll Costs
Professional and Contracted Services
Supplies and Materials
Other Operating Costs
Capital Outlay
2.
4.
7.
9.
12.
14.
15.
19.
20.
18.
17.
16.
13.
11.
10.
8.
5.
6.
3.
1.
$1,700,000
$75,000
233901
$78,479
Center Coordinators: (10 Centers)
$26,397
Program Extra Duty: 28 weeks after school and 6 week summer program
$20,529
$130,000
Enrichment activities and sessions at 10 centers ($1,500.00 per center)
$6,075
Supplies for 10 Centers (parent/student activities) (1,500.00 per center)
$3,000
ACE Conference for 3-4 individuals
$11,000
Printers (2)
$1,800
Desktops or Laptops (for required staff: Director, Coordinators and Family Specialist)
$68,200
Transportation
$5,000
Adult Education Software Licenses or Instructional Material for Classes
$15,000
STEM Kits for Camps
$15,000
Employee Benefits
Fees: City/County of Del Rio (Casa de la Cultura, City Pools, Boys and Girls Club, Library)
$794,520
Family Engagement Specialist
$450,000
Project Director
701-21-102 2021-2022 Nita M. Lowey 21st CCLC Cycle 11, Year 1
RFA/SAS # Page 15 of 15
For TEA Use Only:
Adjustments on this page have been confirmed with ____________ by _____________ of TEA by phone / fax / email on ___________.
Appendix I: Negotiation and Amendments
Leave this section blank when completing the initial application for funding.
An amendment must be submitted when the program plan or budget is altered for the reasons described in the
"When to Amend the Application" document posted on the Administering a Grant page of the TEA website and may
be mailed OR faxed (not both). To fax: one copy of all sections pertinent to the amendment (including budget
attachments), along with a completed and signed page 1, to either (512) 463-9811 or (512) 463-9564. To mail: three
copies of all sections pertinent to the amendment (including budget attachments), along with a completed and signed
page 1, to the address on page 1. More detailed amendment instructions can be found on the last page of the budget
template.
You may duplicate this page.
For amendments, choose the section you wish to amend from the drop down menu on the left. In the text box on the
right, describe the changes you are making and the reason for them.
Always work with the most recent negotiated or amended application. If you are requesting a revised budget, please
include the budget attachments with your amendment.
Amendment #Vendor IDCDN
Negotiated Change or AmendmentSection Being Negotiated or Amended
233901
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