After School Education and Safety (ASES) Program Plan

2019

Mary Vang, ASES Program Supervisor Janet Samuelian, Director of Child Development
Debbie Parra, Ed,D., Area Superintendent of Curriculum, Instruction and Accountability (CI&A) Eimear O’Farrell, Ed,D., Superintendent

Grant Identification Number:
	
10-23939-6211-EZ

County District School (CDS) Code:
	
10621170000000
	
Authorized Signatory
(Fiscally responsible for the program)

Name:
	
Eimear O’Farrell, Ed,D.

Title:
	
Superintendent, Clovis Unified School District

Address:
	
1450 Herndon Avenue

City, State, Zip Code:
	
Clovis, California 93611-0567

Telephone Number:
	
559-327-9100

Email Address:
	
EimearOFarrell@clovisusd.k12.ca.us

Table of Contents

Page I.	CUSD ASES Vision, Mission, AIMs, and Beliefs	i
II.	CUSD ASES Values and Principles	ii III.	Program Overview
(a) Names of After School Program Sites & Projected Attendance         1 (b) Target Population                                                                                    2
IV.        1—Safe and Supportive Environment                                                       3-6 V.         2—Active and Engaged Learning                                                               7-8 VI.        3—Skill Building                                                                                         9-10
VII.	4—Youth Voice and Leadership	11 VII.        5—Healthy Choices and Behaviors                                                          12-13
VIII.       6—Diversity, Access, and Equity                                                                14 IX.        7—Quality Staff                                                                                             15
X.         8—Clear Vision, Mission, and Purpose                                                   16-17 XI.        9—Collaborative Partnerships                                                                 18-21 XII.        10—Continuous Quality Improvement                                                    22-23 XIII.       11—Program Management                                                                       24-30
XIV.	12—Sustainability	31 XV.	Appendix
(a) Organization Chart	32 (b) Meeting Schedule and Professional Developments	33 (c) ASES Enrollment Application                                                             34-36 (d) Change Request on Student Attendance Record	37 (e) Early Release Permission Form                                                          38-39 (f) Excessive Early Release Notification	40 (g) Late Pick-Up Notification	41 (h) Student Unexcused Absence Notification	42 (i) Quarterly Safety Drills	43 (j) Walk-thru Observation Form                                                               44-45 (k) Did You Know? ASES Facts                                                                46-47

OUR VISION

Strive to be America’s benchmark for excellence

OUR MISSION

To provide a safe after school environment that fosters educational and enrichment opportunities for students and staff

OUR AIMS
AIM I:

Maximize Achievement for ALL Students

ASES activities and programs are designed to support the child’s classroom instruction, provide intervention activities and enrichment opportunities to students.
	AIM II:

Operate with Increasing Efficiency and Effectiveness

ASES programs practice safety standards in excess of State mandates. The Character Counts pillars are the mainstay of our community service and leadership program strand.
	AIM III:

Maintain, Sustain and Value a Quality Workforce

ASES proudly maintains the traditions and culture of CUSD by recruiting, training and retaining a quality diverse workforce.

OUR BELIEFS

All children can learn, and we can teach all children.

Everyone is a reader and a teacher of reading.

Our values must be more than words.

Hard work promotes achievement.

It’s people, not programs.

United as Americans, we value our diversity and our differences.

We hold ourselves accountable to achieve high standards.

Success is an individual journey of continuous achievement.

Education is a partnership between the school, the family, and the community.

i

OUR VALUES

Trustworthiness Respect Responsibility Fairness Caring Citizenship

OUR PRINCIPLES

Visionary leadership Learning-centered education
Organizational and personal learning Valuing faculty and staff as partners Agility
Focus on the future Managing for innovation Management by fact
Public responsibility and citizenship Focus on results and creating value Systems perspective
Stakeholder involvement

ii

Name(s) of After School Program Site(s)

Site Name
	Projected Daily Attendance
	
The school sites that are shared are funded by the Proposition 49 Grant, and the non-shaded school sites are funded by CUSD Local Control Accountability Plan (LCAP).
	
1. Clovis Elementary School
	92
	
2. Cole Elementary School
	73
	
3. Fancher Creek Elementary School
	91
	
4. Jefferson Elementary School
	85
	
5. Lincoln Elementary School
	77
	
6. Mickey Cox Elementary School
	79
	
7. Miramonte Elementary School
	82
	
8. Mountain View Elementary School
	85
	
9. Nelson Elementary School
	100
	
10.Tarpey Elementary School
	90
	
11.Temperance-Kutner Elementary School
	96
	
12.Weldon Elementary School
	84

1

Target Population

Clovis Unified School District (CUSD) After School Education and Safety (ASES) Program criteria targets students who: are identified as Foster Youth (FY), Homeless (HL), English Learners (EL), have not met English and Math standards in the Smarter Balance Assessment Consortium (SBAC), Socio Economic Disadvantaged (SE), Migrant (MEP), Indian Education, and Special Education (SpEd) students. CUSD targets its population based on the subgroups with needs and in accordance to the criteria recommended by the California Department of Education (CDE). As per AB 1567, effective as of July 1, 2017, after school program priority enrollment to students are given to those that are identified by the program as homeless and foster youth. In accordance with the district and CDE target population criteria, each program also sets a site specific student target population to meet the needs of their students and families. Based on current enrollment, the following chart shows the percentages of target population served at each ASES school site.

Target Population
The school sites that are shaded are funded by the Proposition 49 Grant and the non-shaded school sites are funded by CUSD Local Control Accountability Plan (LCAP)

School
	
EL
	
SE
	
FY
	
MEP
	Indian Ed
	
SpEd
	
HL
	Single Home
	At-Risk
	
Clovis Elementary
	6%
	59.52%
	2%
	.56%
	1.12%
	10.22%
	1%
	--
	--

Cole
	
5.6%
	
56.49%
	
.05%
	
--
	
2%
	
8.84%
	
.1%
	
--
	
--
	
Fancher Creek
	11.18%
	64.06%
	.25%
	--
	.90%
	8.86%
	.13%
	60%
	12%

Jefferson
	
6.67%
	
64.34%
	
--
	
.47%
	
1.24%
	
8.53%
	
.004%
	
20%
	
--
	
Lincoln
	6.4%
	54.95%
	1%
	--
	1.33%
	7.68%
	.5%
	--
	--
	
Mickey Cox
	4%
	51.07%
	1%
	.92%
	1.38%
	10.89%
	1%
	--
	--
	
Miramonte
	16%
	69.66%
	0.5%
	--
	.65%
	9.30%
	--
	--
	--

Mountain View
	
8%
	
46.39%
	
--
	
--
	
.45%
	
8.43%
	
--
	
--
	
--
	
Nelson
	5.18%
	56.57%
	--
	--
	2.39%
	10.36%
	--
	--
	--

Tarpey
	
18%
	
72.86%
	
.01%
	
.80%
	
1.34%
	
9.63%
	
.01%
	
--
	
20%

Temperance-Kutner
	
12.3%
	
69.88%
	
.004%
	
--
	
0.29%
	
7.60%
	
--
	
--
	
--

Weldon
	
6.6%
	
64.01%
	
0.5%
	
.47%
	
2.35%
	
5.95%
	
--
	
--
	
51%

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1—Safe and Supportive Environment

At the beginning of each school year, the District ASES Program Supervisor provides an orientation for the after school instructional assistants and Teaching Fellows tutors to cover numerous district policies and procedures, roles and responsibilities, child abuse reporting, employee expectations, employee use of technology; (which includes social media and texting guidelines and best practices), and safety protocols and procedures. After the orientation, after school instructional assistants and Teaching Fellows tutors are given a lanyard with a regular whistle along with an emergency whistle and ASES shirts for easy identification by students, parents, staff, and other community members. The District ASES Program Supervisor provides each school site with first aid fanny packs and red clipboards that contain emergency protocols and procedures as well as emergency contacts and a current student roster. After school staff are required to have their CUSD or CTFF name badge, whistles, designated ASES shirt, walkie-talkie, first aid fanny pack, and emergency clipboard on them at all times during program hours. The district requires that the ASES program conducts safety drills on a quarterly basis. The District ASES Program Supervisor works withthe district on coordinating and establishing CPR/First Aid classes to certify the after school staff.

As part of implementing safety measures, the ASES Program usesan in-house electronic attendance system which students use to sign in on a daily basis utilizing the last 5-digits of their ID number. Any adult who wishes to pick up their child from program must sign out utilizing their 10-digit phone number listed on the district database (Parent Connect). Adults must be 18 years of age or older and be prepared to show a valid ID that matches each student's contact release form in order to be able to sign out the child. The ASES Program has, and follows, an Early Release Policy established by Local Educational Agency (LEA).

Each of the school sites conduct a “welcome back” meeting at the beginning of the school year to meet with their respective after school staff. During school site meetings, the program site coordinator and administrative team review the school site safety plan with their after school staff to ensure they understand what to do in the case of an emergency. This includes a detailed description of the procedures for each emergency drill, a school site map of the emergency routes, and updated classroom rosters. The site coordinator and credentialed site lead are trained in using the intercom system in case of an emergency on campus. Site coordinator and the administrative teammembers also share student health plans with the after school staff to ensure student safety. In alignment with the regular instructional day, the ASES Programs conduct their emergency safety drills on a quarterly basis. Following the conclusion of the safety drills the team comes together to debrief.

Site coordinatorsupdate the schoolASES webpage to provide current contact information and other pertinent information. Site coordinators also ensure that family members are provided phone numbers to their after school room as well as the location of ASES classrooms.

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Developmental

The ASES Program provides standards-based, research-based curricula in reading, math, science, and social studies. These academic materials and resources are woven into the program schedules on a regular basis to ensure academic and literacy support for participating students. Each program offers time to assist participating students with homework and provide additional intervention on subjectmatter determined by the school administration and teachers. The after school instructional assistant or tutor in the classroom keepsa Weekly Student Report ofstudents’homeworkand behavior progress; which is then collected and shared with regular classroom teachers at the end of the week. The regular classroom teachers are encouraged to review the Weekly Student Report and make comments and/or give suggestions. These reports are reviewed by the site coordinator. Reports provide information that helps monitor student progress and is used to adjust and change plans to be responsive to student needs. The information is shared with the respective instructional assistant or tutor to better build lesson plans to support the needs of the students and/or grade level.

To further support academic achievement, the program site coordinator actively communicates with the site administrative team and the regular day teachers to get feedback regarding student performance on state and district assessments. Program site coordinator, site certificated lead, Teaching Fellows site lead, Teaching Fellows site liaison, and the District ASES Program Supervisor collaborate with the instructional assistant or tutor in creating lesson plans that are aligned with the academic lessons and standards that are offered during the regular school day. These lesson plans align with the regular academic lessons offered during the school day; however, use a more hands-on, engaging approach to give students another perspective of the subject matter as well as getting students to actively engage with learning. These lesson plans are extended activities that may include; art, writing, math, physical education, nutrition, multicultural components, STEM/STEAM, and an English Language Learner extension which addresses the English Language Development standards.

Participating students also have the opportunity to use regular instructional day tools, resources, and programs; such as, iReady: Math and Reading, Accelerated Reading (AR), Reading Counts, Clever.com, KidzLit, etc. during the after school hours.

To ensure all students benefit from different opportunities that are offered during program hours, the ASES Program maintains its student-to-staff ratio of no more than 20 to 1. Activities planned are age and grade level appropriate.

In developing our students’ mind, body, and spirit; our ASES Program collaborates with our Career and Technical Education (CTE) director and learning directors to expose our elementary students to other opportunities. Selected CTE programs are incorporated in the after school hours to allow high schools in CTE program to promote and demonstrate their skills to our elementary students. These programs consist of Design, Visual and

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Media, Child Development, Education, Engineering Design, Food Service and Hospitality, Performing Arts, Residential and Commercial Construction, and Robotics.

Educational and enrichment field trips are another way the program provides active and engaged learning for their students. Each after school program surveys their students for specific interests and then designs clubs and field trips around those interests. Past field trips have included such destinations as California State University, Fresno Downing Planetarium; covering a wide range of topics from ancient sky lore to the latest exciting astronomical discoveries and includes a live tour of the constellations conducted by the planetarium operator. Other field trips have included Fresno Chaffee Zoo, Fresno County Public Library, Discovery Center, California State University, Fresno Library and campus tour, and many other wonderful destinations. These field trips provide effective cultural awareness activities for our students. Field trips give financially in need students equal opportunity to experience things outside classrooms that their families may not be able to afford.

Social-Emotional

The ASES Program ensures the school site programs align their behavioral and social support with the regular day school. The district has implemented Positive Behavioral Interventions and Supports (PBIS) at the elementary schools. PBIS is a way for schools to encourage good behavior and teach the students about behavior and making the right choices. PBIS focuses on prevention versus punishment. The ASES Program at the school site also uses PBIS during program time to align with the regular school day and follow the school rulesand expectations.Second Step, a research-based social emotional learning (SEL) curriculum, is used at some programs. Other programs utilize the district’s Clovis Support and Intervention (CSI); which is an eight week confidential support group that helps students learn to listen, communicate, empathize, accept, and support others. The adult facilitators are trained and certified to create a safe, positive environment that is supportive but is not counseling or therapy. Students participating in the program gain hope, support, and tools to navigate successfully in all areas of their life.

Instructional assistants and tutors go through training in growth mindset and trauma informed care. During these trainings, instructional assistants and tutors are given resources and materials to implement and incorporate in their weekly lesson plans such as; mindfulness activities and strategies, behavior reflection or think sheets, growth mindset activities, and more.

To help the students feel welcomed and safe in the after school program, the after school staff takes the time to build relationships with their students. In doing so, the after school staff knows the student’s likes and dislikes, student’s triggers, and addresses each of the students by name. After school staff have team building activities planned for their students to learn how to work as a group or as a team in accomplishing a goal. These activities build a safer and more welcoming classroom environment and overall program.

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Collaboration exists between after school site coordinators, site administrators, the district’s Transition Team, counselors, and the Wellness Team to create a social-emotional support group for all the students.

Physical Needs of Students

The ASES Program offers recreational enrichment opportunities on a daily basis. The program provides age-appropriate activities and clubs that engage student participation such as; art, dance (Hip-Hop, Hmong, and Folkloric), chess, garden, soccer, cooking/nutrition, hands-on science, karate, and coding/robotics. The District ASES Program Supervisor collaborates with community partners to bring different opportunities to school sites. Our partners offer participating students and families a chance to see, explore, and learn new skills and learn about what their community has to offer. The program supervisor coordinates with the district Campus Catering Department to provide a nutritious snack daily to their participating students. The district’s food services department ensures that the nutritious snacks meet all state guidelines and requirements. These nutritious snacks provide students with nutrition during after school care and enhance their learning abilities by contributing to their physical and mental well-being.

6

2—Active and Engaged Learning

The ASES Programs collaborate with the regular day school to ensure that best practices are in place during the after school hours which include; research and/or evidence-based practices to guide and plan their educational literacy and educational enrichment activities. By aligning the regular school day with the after school program academic performance is enhanced and positive youth development is achieved. Site administrators, regular day teachers, and site coordinators review data from various sources, such as; iReady Math and Reading formative assessments, Smarter Balanced Assessment Consortium (SBAC) Math and English Language Arts, English Language Proficiency Assessments for California (ELPAC), district benchmarks, Accelerated Reader (AR), Reading Counts (RC), and data-driven instruction and interventions. This information is used to create the focus of the program and help streamline the daily schedule. The information is also used in trainings and meetings with the after school staffto supportthe learning focus for their group of students. The after school instructional assistants and tutors then use this information to help them with lesson planning and activities.

The planned activities of the ASES Program help provide positive youth development as they feel they have a voice in what they do. They also get a chance to take leadership roles with their peers or younger aged-students. Examples of activities that take place are cross-age reading buddies, where older students go and read to younger students; Girl Scouts, where girls in program get to participate in learning leadership and building character; and student leadership, where selected students represent their fellow peers in choosing what enrichment and clubs the program should have and are snack taste testers for possible new snacks in the after school program.

Hands-on, project-based learning takes place at the individual sites that meet the needs of their learning community. These activities and events include; Kindness Week, Character Counts Week, Autism Awareness Week, Red Ribbon Week, Lights On, multicultural fair, talent show, Science, Technology, Engineering, and Math (STEM) projects, and service learning projects.

During Kindness Week and Character Counts Week, students learn about different ways they can help out their community. Students develop service learning projects to help their community, such as; beautification of the school, recycling, helping others, etc.

The program builds community events that include their families to come take part in the after school program and see what the program has to offer. These community events include the National Lights On celebration, multicultural fair, Autism Awareness Week, talent show,and STEM projects and presentation. For the National Lights On celebrations there are various activities, such as; STEM, community partners: Aquarius Aquarium, Magic Show, High Fitness, etc. The multicultural fair and Autism Awareness events allow for students to learn information from their after school instructional assistant or tutor. Then, at the multicultural fair, the students have the opportunity to present to their parents

7

and peers about what they have learnedabouteither their own culture ora culture/country assigned to them. Students also research and present information about autism and disabilities during Autism Awareness Week.The program staff teach students aboutother cultures and celebrate everyone’s differences and similarities. Some programs collaborate with the area high school and/or their parent English Learner Advisory Committee at their particular school site.

Many of the programs have a student-led talent show during the after school hours. Selected students help after school staff organize, market the event, set-up, and even serve as Master of Ceremonies (MC) for the event. All students in program are encouraged to participate in the talent show. Students come together and create skits, build bands, and show off their skills and talents to their peers, staff, and families.

Each ASES Program has STEM projects and presentations incorporated into their program lessons and schedules. Some of the programs invite their parents and community to come take part of the STEM activities. The district ASES Program Supervisor collaborates with the site coordinators and Teaching Fellows Site Leads/Assistant Site Leads to host the district STEM/Science Family Night where each program site brings one or two STEM/Science projects to showcase and represent their after school program. The STEM/Science project must be student-led and presented by the students. The district ASES Program Supervisor encourages each of the after school programs to have many STEM/Science competitionsat the site and bring the winning one to showcase. In planning this event, the district ASES Program Supervisor will be reaching out to community partners for support; such as, Clovis Unified CTE team, the local STEAM Hub, Fresno State Physics Outreach, Bricks4Kidz, California Teaching Fellows Foundation (CTFF), and the Fresno Region Lead. The event will be open to our stakeholders, the district’s parents, families, learning community, governing board officials and members, administrative and leadership team, teachers and staff, community, CTFF, Fresno Region Lead, and our California Department of Education (CDE) consultant. This will serve as a community activity district-wide for STEM learning.

Some of the ASES Programs have monthly, quarterly, and yearly service learning projects. These service learning projects are created to teach students about their community and the world around them on how each of them can make a difference in someone’s else life. Service learning projects include, building a school garden and giving vegetables grown to families in need, holding a food drive, writing cards to the veterans, clothing drives, decorating boxes and bins for food for the holidays. This gives a chance for students to be empowered and make a difference in their community.

8

3—Skill Building

Educational and Literacy Elements

Academic support and literacy is a priority in the daily schedule of ASES Programs in CUSD. All academic assistance is aligned and designed to complement the regular school day and focus on mastery of the California State Content Standards. The academic portion of each program consists of three components: homework time, academic intervention, and literacy time.

Homework Time

Students are given approximately one hour to complete their homework with Elementary and Secondary Education Act (ESEA) qualified teachers or staff. The program staff collaborates with classroom teachers on student homework completion. Each student’s planner is checked and signed off daily for homework completion.

Academic Intervention

California Teaching Fellows Foundation (CTFF) teaching fellows tutors, instructional assistants and certificated teachers will review students’ academic status and periodic benchmark assessments to provide parallel interventions in English Language Arts and Mathematics.	Intervention sessions will be aligned with California State Content Standards and utilize a number of research-based learning tools, such as; Accelerated Reader, READ 180, Kidz Lit, and FASTT Math.

English Learners Tutoring

To meet the English Language Development (ELD) needs of the English Learner (EL) students, an ESEA-qualified/certificated staff will coach, guide, and instruct the after school instructional assistant or tutor on strategies and tools in order to support and help ELs with homework, intervention, and language development activities designed for ELs.

Literacy Time

Literacy is at least 20 minutes to one hour per day for students. All school sites have the autonomy to develop reading intervention programs that meet the needs of their community. Research based activities such as; Accelerated Reader (AR), Reading Counts (RC), iReady Reading, and READ 180, are utilized. Students are given opportunity to practice skills. Tutors are taught to sequence activities to build on previously learned skills. Students are offered reading and writing opportunities that help

9

them connect their skills to life outside the classroom, such as; research and reports on autism or disabilities. These reports are shared with peers and staff during Autism Awareness Week. Group projects are incorporated into collaborative learning during activity and project weeks.

Survey of School and Community Needs

The ASES Annual surveys were developed to assess the ASES Program and to gather any possible input for program improvement from the different stakeholders; students, parents, regular day staff, after school staff, site administrators, site coordinators, and community partners. Once surveys have been administered and collected, the ASES Program Supervisor will then analyze and disaggregate the information. The results from the surveys are then compiled into the ASES Evaluation Report; which is presented to the district’s governing board, shared with participating school sites, and a copy is posted on the district ASES webpage. Our goal is to gather and collect rich information, ideas, and suggestions that will be used in planning and improving next year's ASES Program.

10

4—Youth Voice and Leadership

The site coordinator organizes the professional development of program staff. Site coordinators will use formal and informal classroom observations, as well as, the Continuous Quality Improvement plan and survey results from the stakeholders to help identify areas for staff professional development, curricula, and projects that will meet students’ needs and interests.

Students in the program have opportunities to share their viewpoints, concerns, or interests in various ways that help the after school staff in creating and establishing program expectations and practices along with the curricula and activities. After school staff take informal and formal surveys from students to learn their interests, what they feel an after school program should be like, and what they know about the ASES Program. Some programs have student groups that help select enrichment activities and are snack tasters for possible new after school snacks as a culminating activity for nutrition learning units.

All students participating in the after school program, whether lower or upper grade, have the opportunities in making choices when participating in program activities. They have the opportunity to choose enrichment and clubs, partake in school and community events; talent show, service learning projects, and a multicultural fair.

11

5—Healthy Choices and Behaviors

The ASES Program collaborates with the school to ensure that their healthy practices and program activitiesare aligned with the school wellnessplan. Just like a regular school day, physical education and fitness is provided to students in the after school hours for a minimum of 30 minutes daily. On top of that, other recreational activities are planned throughout the day to ensure students stay active. Nutrition lessons are offered, in cooperation with one of our partners, CUSD Campus Catering. Through this partner, we are able to offer healthy eating and nutrition lessons and activities for students to have a better understanding ofhow their body works and howimportant nutrients areto the body. The ASES Program utilizes curriculum and materials from United States Department of Agriculture “Choose My Plate”, Food & Fun After School and Harvest of the Month. “Choose My Plate” provides resources, recipes, lessons, and videos on healthy eating habitsand healthy fitness.Food & Fun After School providesa curriculum onout of school nutrition and physical activities. Harvest of the Month provides resources about different fruits and vegetables and what is in season. It also comes with a newsletter each month that is sent home with students outlining nutrition information and importance of cooking with healthy foods.

Each of the ASES Programs have community partners, activities, and events that they incorporate into their daily development of physical activities. Research-based physical education curriculum, such as; Game Day and Skillastics are used. Different community partners like Playground Training Academy, Soccer Club, Karate, High Fitness, Hip Hop, and Zumba are contracted to provide additional physical fitness enrichment for the students. One of the after school programs collaborates with their district Transition Team to bring different physical fitness activities to their program, such as; a basketball unit and red bouncy ball unit. At the end of each of the units the students in their program get to take home a ball.

The district’s ASES Programs provides a nutritious snack to participating students during after school care to enhance their learning abilities by contributing to their physical and mental well-being. Studies have shown that children whose nutritional needs are met have fewer attendance and discipline problems and are more attentive to learning. In accordance to California Project Lean http://www.californiaprojectlean.org, the following nutritious snacks served at the ASES Programs are in compliance with the California Nutritional Guidelines.

12

Chocolate Chip Oat Bar
	
Serving Size:
	1
	
Servings Per Container
	1
	
Calories Per Serving
	150 grams
	
Calories for Fat
	35 grams

Total Fat (g)
	5
	
Saturated Fat (g)
	1
	
Trans Fat (g)
	0
	
Sodium (mg)
	105
	
Sugars (g)
	8

Cereal Bar, Cinnamon Toast Crunch
	
Serving Size:
	1
	
Servings Per Container
	1
	
Calories Per Serving
	150 grams
	
Calories for Fat
	40 grams

Total Fat (g)
	4
	
Saturated Fat (g)
	0
	
Trans Fat (g)
	0
	
Sodium (mg)
	115
	
Sugars (g)
	9

Cheez-it Whole Grain
	
Serving Size:
	1
	
Servings Per Container
	1
	
Calories Per Serving
	100 grams
	
Calories for Fat
	21 grams

Total Fat (g)
	3.5
	
Saturated Fat (g)
	1
	
Trans Fat (g)
	0
	
Sodium (mg)
	150
	
Sugars (g)
	0

Apple & Eve Juice
	
Serving Size:
	1
	
Servings Per Container
	6.75 fl. oz.

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6—Diversity, Access, and Equity

The ASES Program will create an environment that promotes diversity and provides activities and opportunities to celebrate students’ cultural and unique backgrounds by ensuring there’s a diverse group of students participating in program. Each program in the district has a different demographic make-up, so after school staff are provided information to better understand their learning community. This information is also used to help site coordinators in the hiring process.Documents, notices, and flyers going home are provided in multiple languages. After school staff plan lessons, activities, and events to promote culture awareness and acceptance through multicultural fair and presentations, holidays around the world, Literature, clubs; American Sign Language (ASL) instruction, Spanish literacy and cultural lessons, and Hmong literacy and cultural lessons are offered. Cultural dance lessons are also offered including Hmong and folklorico.

Each of the ASES Program works with their respective team to reach out and provide support to students with disabilities, English language learners, and any students who have potential barriers to participate in the program. In order to provide support and opportunities for these students to participate, the district designs the program to accommodate the needs of the students. The after school program also makes accommodations for students that are Foster Youth, Homeless, and/or have custody issues to still allow them access to the program. Any students with program day accommodation has appropriate and/or reasonable documentations in place.

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7—Quality Staff

It is part of the ASES Program Supervisor’s duty to ensure that all instructional assistants and/or tutors meet the minimum requirements of the district. The program supervisor compiles a compliance spreadsheet that lists all staff working in the after school program along with their position and qualifications. The program supervisor works with their community based organization California Teaching Fellows Foundation (CTFF) to ensure compliance qualifications are met.

All credentialed teaching staff and paraprofessional personnel involved in the program at the site level meet the Elementary and Secondary Education Act qualifications for their position. Non-credentialed staff will have one of the following: high school diploma or the equivalent,andtwo years of college (48 units),orearned an associate degree (or higher), or pass a local assessment of knowledge and skills in assisting in instruction. To ensure these requirements are met all employees will be employed by either CTFF or the district.

CUSD collaborates with California Teaching Fellows Foundation (CTFF) to staff the majority of their after school programs. CTFF hires college age students in many fields of studies. The ASES Program Supervisor along with CTFF Site Liaison meets with the administrators and site coordinator from each program to find out what the needs and wants are for their program. From there the CTFF Site Liaison conducts interviews and finds potential candidates to send to interview with program site coordinator and site administrators. If the site coordinator and administrators approve of their candidate, then they communicate with the CTFF Site Liaison and ASES Program Supervisor. Once the candidate is approved, they are placed at that particular program site. If the candidate did not work out during site interview CTFF Site Liaison and program supervisor request feedback from the interviewers. The process is not completed until all sites are fully staffed with quality staff.

Continuous Professional Development

In collaboration with CTFF, all Teaching Fellows tutors are mandated to attend Teaching Fellows Academy (TFA) which is held one Saturday a month, three times in the Fall semester and three times in the Spring semester. During TFA, the tutors are taught the most effective classroom management techniques, youth development strategies, English Learner strategies, STEM and other pertinent staff development topics.

CUSD also conducts their own district trainings three times a year. Each school site program also provides their own site specific professional development that aligns with their school needs. Coaching and mentoring are offered to provide support and guidance after walk-through observations completed by after school supervisors at the site, district and CBO level.

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8—Clear Vision, Mission, and Purpose

The needs of the community, students, parents, and school were identified through various sources; annual surveys, parent advisory committee, and student reports. Once the needs are identified by the site administrators and site coordinator, then the focus of the program is established along with the target groups.

The ASES Program offers an academic support component, healthy fitness component and recreational enrichment component. The academic support component consists of homework assistance and intervention in the focus area chosen by the school site and its specific grade level. The healthy fitness component consists of physical fitness and education along with a healthy snack. The recreational enrichment component consists of STEM, clubs, community events, service learning projects, community partners, and much more.

Program Goals

1. Provide a safe, healthy environment, both physically and emotionally.

2. Provide fun and engaging activities in order to exceed or meet daily attendance requirements.
3. Support student academic achievement through standards-based academic and enrichment activities that are aligned with the regular school day.
4. Promote parent and community involvement.

Engaged or Will Engage Stakeholders

The program has engaged and will continue to engage its stakeholders in the creation of the program’s mission, vision, goals, and expected outcomes based on the needs of the specific community. This process will occur through various meetings on a monthly, quarterly, and annually basis at the regional, district, and school site level. Also, annual surveys are sent out to all stakeholders to provide their input and feedback in the improvement of their site specific program and the district programs as a whole.

Other means of engaging the stakeholders include parent advisory committee meetings at the site and district level; School Site Council (SSC), School Advisory Committee (SAC), English Learner Advisory Committee (ELAC), School Attendance Review Team (SART), Intercultural Diversity Advisory Council (IDAC), District MigrantEducation Parent Advisory Committee (DMEPAC), District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and Local Control Accountability Plan (LCAP). Site coordinators attend monthly meetings with the ASES Program Supervisor to gather information to share with school site administrators and the parents and school community learning committees. The site coordinator gathers input and feedback from site stakeholders, then reports it back to the ASES Program Supervisor. At the district

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level, the ASES Program Supervisor attends the district parent advisory committees to report and get input and feedback.

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9—Collaborative Partnerships

The ASES staff and collaborative partner meetings are a critical component to improve the quality of our programs. In order to ensure a strong relationship with collaborative partners and ASES school sites, CUSD conducts at least six ASES site coordinator meetings, quarterly collaborative meetings with the California Teaching Fellows Foundation (CTFF) and the regional lead, and annual ASES school site principal meetings. ASES school sites also meet with partners to discuss and plan future enrichment, program needs, educational activities, and professional learning opportunities. The ASES Program Supervisor collaborates with the Fresno Region Lead to conduct training and activities for the instructional assistants and tutors about the Quality Standards for Expanded Learning in California and the Continuous Quality Improvement (CQI) process.

Collaborative Partnership and Descriptions of specific duties/responsibilities or contributions
	
Partner
	Function and Role

Clovis Unified School District
	LEA: Provides a Program Director, Program Supervisor, Financial Analyst, oversight, and articulation between the program and federal and state programs. The internal departments and services of Clovis Unified School District will support the diverse needs of after school programs.
Department of Child Development and Supplemental Services: Overall program administration, financial accounting, ASES Program Supervisor devoted to program success, compliance, mandated reporting and ongoing evaluation, and provide ongoing professional developments and workshops. Campus Club collaboration on the national celebration of Lights On Afterschool as well as other after school events and opportunities.
Curriculum, Instruction & Accountability (CI&A): CUSD CI&A Department provides ongoing professional development for all teachers and administrators in grades Pre-K-12. It supplies ongoing support that is designed to improve instruction and student learning. Campus Catering: Campus Catering Department provides the dietitian who develops the menu of after school snacks, guaranteeing compliance to grant nutrition regulations. They also assist with mandated documentation. In addition to providing after school snacks, they also conduct nutritional awareness presentations and activities for our ASES program.
Clovis Adult School: Partnering with the ASES Programs to bring additional fun and enrichment classes; Science Fun, Hip Hop Dance, Kids karate, and Bling it. Every child deserves a chance to explore his or her creativity and passions.

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	Technology Department: CUSD technology department supports all technology purchased with grant funding. The department provides assistance with networking, product repairs, product use, and provides staff development.
Assessment Department: CUSD Assessment Department provides data for analysis and staff development on the usage of web based assessment tools such as Illuminate.
CUSD Co-Curricular Department: An internal department at CUSD, the co-curricular department provides overall technical assistance and opportunities for students to develop skills in individual, intramural, and team sports. Co-Curricular facilities improved by district funding and maintained by district personnel are utilized by programs
Special Education: CUSD Special Education Department assists with the understanding and accommodation and support of our students that are on IEPs and/or 504s.
Human Resources: CUSD Human Resources Department assists with the hiring, evaluation, payroll, and mandated training process and policies for staff working in the after school program.

Fresno Region Lead
	Provide training opportunities, technical assistance, and support with trainings. Attends monthly coordinator meetings to provide updates, input and feedback, and attend district LCAP Forum to have discussions with other stakeholders, review the district LCAP plan, provide input and feedback.

California Teaching Fellows Foundation (CTFF)
	Proving ongoing professional development, ongoing collaboration in hiring staff, continuous support in coaching, mentoring, and supporting tutors, program, and the district.

Playground Training Academy
	Playground Training Academy will be presenting on living a healthy lifestyle, as well as, showing students exciting and fun “urban gymnastic” exercise movements.

Aquarius Aquarium
	Provides a teaching tide pool that gives elementary grade children the opportunity to see and touch living California tide pool animal collections and interact with Aquarius Aquarium staff educators. The students will take away a better understanding of the ocean environment and appreciate our own California tide pool habitat.

Reptile Ron
	Birds from Around the World—45-minute interactive bird program. Birds may include; Green Nape Lorikeet, Keel-billed Toucan, Sulphur-crested Cockatoo, Red tailed hawk, and a Red-shouldered hawk.

E & M Reptile
	E&M Reptile family provides a very unique, fun, and educational one-hour program. The program will focus on delivering ecological knowledge and give students the opportunity to learn more about reptiles. Students will be engaged with visual and hands-on experiences that covers five areas of studies:
1. Wildlife species and populations 2. Habitats, Ecosystems, and Niches
3. Interdependence—commonalities and interactions
4. Changes and Adaptions—environments and organisms 5. Biodiversity

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Wild Child Adventure
	Provides a 50-minute presentation on the fun and science of bubbles mesmerize the children with bubble tricks and manipulations introduced to the physical characteristics of bubbles

Fresno State Physics
	Provides a presentation on physics followed by fun and engaging activities to inspire students into the physics career field

NASA, Fresno State
	Fresno State is one of nine institutions nationwide, funded by NASA, to implement an Aerospace Academy. A major purpose of the Academy is to increase interest and involvement of K-12 students in science, technology, engineering, and mathematics. The program offers 36 hours of STEM engagement, using NASA-themed, problem-based curriculum. The family involvement component includes family nights and take-home projects to promote collaboration between students and family members.

Discovery Center
	Provides weird science lessons where students learn fun and exciting things about chemistry. It’s all about rapid chemical reactions and the states of matter! Solids, liquids, and gases have one thing in common - matter! We’ll mix up some science with different things such as dry ice, glue, baking soda, and vinegar. We will make chain molecules of flubber that students can take home and also do acid based reactions to blow up balloons. Students will experiment how matter changes from solid to liquid to gas.

Cat Haven
	Cat Haven will provide one (1) presentation in the length of one (1) hour on exotic cats and their natural habitats. Along with the presentation, Cat Haven will feature one small exotic cat to show and tell.

Fresno Chaffee Zoo Mobile
	Fresno Chaffee Zoo will provide 45 minute educational presentations. These presentations are fun and provide an interactive learning experience for children of all ages. It is designed to meet the California Science Standards for each grade level. A selection of mammals, birds, reptiles, amphibians, and creepy crawlies will be available along with the presentations.

Winged Wonders
	Winged Wonders Bird Show will provide a 45 minute educational presentation and opportunity for students to learn about endangered birds. Students will get a chance to see the birds in action and learn about their natural habitats.

Magic of Kenny B
	The Magic of Kenny B will provide 50 minute presentations on magic and illusions. Kenny B uses world class magic and illusions to bring a magical experience to students. The show is engaging and entertaining. The show has an education foundation; i.e., math, linguistics, science, citizenship, test-taking, listening, understanding, behavioral reactions, increasing cognitive thinking, individual thought process, and problem solving. Kenny B will help boost their self-esteem, essential for success in life, giving students more ambition to learn necessary life skills.

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Journey to the Past
	Jacque Nunes, Native American presenter. Students will learn about the Native Americans in California and then will be making their own clappers stick (a Native American musical instrument).

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10—Continuous Quality Improvement

CUSD has adopted the twelve Quality Standards for Expanded Learning Programs as part of our continuous program improvement plan. The intent of the Quality Standards for Expanded Learning in California is designed to assist after school programs to reach their highest potential in providing an effective after school program with quality to meet the needs of each learning community. These quality standards provide a common framework for school districts, communities, partners, parents, and after school programs across California. It also allows our sites to self-assess, plan for quality, observe quality in action, evaluate externally, and internally to continuously improve the CUSD ASES program.

Timeline
	Task
	Roles/Stakeholder

March/April
	
Administer surveys aligned to Quality Standards
	District ASES Program Supervisor
Site Coordinator

March/April

Annual surveys
	Students Parents Regular Day Staff Site Administration After School Staff Site Coordinator
Community Partners
	
April/May
	 Review results from surveys
	District ASES Program

May/June
	
 Review site results from surveys and CQI plan
	Site Coordinator After School Staff Site Administration

June/July
	 ASES Evaluation Report presentation
	ASES Program Supervisor District Governing Board
	
July
	 NO PROGRAM
	NO PROGRAM

August/September

 Improve/Revise CQI
	ASES Program Supervisor Site Coordinators
Site Administration After School Staff

August/September

 Review/Plan CQI
	ASES Program Supervisor Site Coordinators
After School Staff Fresno Region Lead

September/October

 Share information to advisory committee
	ASES Program Supervisor Site Coordinator District and Site
Administration Parents

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October/November
	
 Learn, training, assess Quality Standards and CQI
	ASES Program Supervisor After School Staff Fresno Region Lead CTFF

November/December
	
 Assess program and implementation of CQI
	ASES Program Supervisor Site Coordinator
After School Staff

December/January
	
 Review/Plan CQI
	ASES Program Supervisor Site Coordinators
After School Staff

January/February

 Improve/Revise CQI
	ASES Program Supervisor Site Coordinators
Site Administration After School Staff

February/March
	
 Assess program and implementation of CQI
	ASES Program Supervisor Site Coordinator
After School Staff

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11—Program Management

Each ASES Program assessesand utilizesfundingfortheir programto support the vision, mission, and goals. Depending on the school site’s program focus and goal, they hire staff to meet those needs and purchase supplies and materials to support their program. Each program funds trainings and activities that best fit their community learning needs to support their students academically, physically, and emotionally.

The ASES Programinstructional assistantor Teaching Fellows tutor are assigned a grade level of students to work with. Each of them is in charge of providing homework assistance, academic intervention (based-on school focus), recreational and enrichment activities, and physical education and fitness activities. Some programs are able to staff an ASES teacher who has their teaching credential to provide data-driven intervention in designated area of Math, English Language Arts, English LanguageDevelopment,and/or Science. Meeting schedule and professional development attached in appendix.

Program Plan Review

The program plan is updated annually using information from a variety of sources. Each year, ASES sites administer student, parent, teacher, and site support staff surveys.

These surveys afford the site an opportunity to evaluate, review and reflect on their program from an internal point of view, collaborating with all stakeholders. In addition, sites will complete an annual evaluation which will address several quality indicators of an effective ASES Program. These include; attendance rate, expenditures, staff development	opportunities,	parent	participation,	student	achievement	and recommendations for continued improvement. Based upon a comprehensive analysis of data and information, schools are asked to articulate what was effective and list any program modifications and changes that may be projected. Schools are committed to promoting excellence and high expectations for all students and work to ensure meaningful involvement in decision-making by students, teachers, parents, and community members. The evaluations are shared with CUSD Governing Board, district administrators, staff, community members, CTFF, Fresno County Regional Lead, and district departments and are reviewed with staff members. In addition, additional program information is gathered at the various parent advisory committee meetings.

Additionally, ASES site coordinators will meet on a regular basis with the district ASES Program Supervisor to collaborate and share ideas of their programs. These meetings are another tool designed to review both site and district programs strengths and areas of focus.

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Fiscal Accounting and Reporting

The ASES Programs have an effective management and fiscal organizational structure in place that develops and implements policies, procedures, and practices to ensure the successful operation of out of school time programs based on program goals, vision, and design. A program supervisor has been assigned to ensure programs adhere to local, state, and federal operational and reporting requirements and a financial analyst ensures that fiscal, accounting, and record keeping requirements are maintained. The financial analyst and program supervisor work together to ensure all reports are completed and submitted onto ASSIST (web-based reporting system) by the due dates and ensure the district is in compliance in all areas of spending.

The grants will be fiscally monitored through the district’s financial system (Munis); which follows all of the above requirements in the California School Accounting Manual (CSAM) and is able to create the financial reports necessary to meet the reporting requirements of the grant. This includes the processing of purchase orders, contracted services agreements, the maintenance of the general ledger, and all payroll related information by the Business Services team. Each site budget is reviewed by the program supervisor at each monthly site coordinator meeting. Schools have the ability to monitor, revise, and make purchases on their budget at their site.

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In-Kind Funding

The total of the local match funds (cash or in-kind) contribution is calculated to ensure compliance to the one-third of the state grant amount requirement, as well as to meet the restriction of 25% for facility usage.

The match contributions to Clovis Unified School District’s ASES Program are listed in the table below. The contributions exceed the minimum required amount of $307,621.31 based on 33% of the grant award amount of $932,185.80.

Agency
	Value
	
Clovis Unified School District Facilities
	$76,905.33
	
Snacks
	$14,382.00
	
Clovis Unified School District Campus Catering Manager
	$10,347.55
	
Clovis Unified School District Campus Catering Supervisor
	$6,854.45
	
Clovis Unified School District Campus Catering Nutritionist
	$8,382.86
	
Clovis Unified School District Custodial School Plant Supervisor
	$7,211.66
	
Clovis Unified School District Custodial Custodian
	$5,223.55
	
Clovis Unified School District Principal
	$12,316.80
	
Clovis Unified School District Guidance & Learning Specialist, Sr.
	$10,427.25
	
Clovis Unified School District Resource Teacher
	$9,930.60
	
Clovis Unified School District School Office Supervisor
	$6,561.43
	
Clovis Unified School District Student Activities Specialist
	$4,584.74
	
Clovis Unified School District Clerical Specialist
	$3,937.39
	
Clovis Unified School District Library Technician
	$4,363.63
	
Clovis Unified School District Warehouse
	$5,577.84
	
Clovis Unified School District Graphic Arts
	$5,577.84
	
Clovis Unified School District Purchasing
	$6,854.45
	
Clovis Unified School District Payroll Technician
	$7,601.09
	
Clovis Unified School District Human Resource Specialist
	$7,601.09
	
Clovis Unified School District Financial Analyst
	$8,945.04
	
Clovis Unified School District Transition Counselor
	$10,427.39
	
Clovis Unified School District Nurse
	$8,382.86
	
Clovis Unified School District Health Services Assistant
	$4,363.63
	
Clovis Unified School District School Psychologist
	$10,532.70
	
Clovis Unified School District Police Dispatcher
	$4,345.15
	
Clovis Unified School District Program Evaluation
	$8,674.10
	
Clovis Unified School District Consulting System and Application Analyst
	$15,885.38
	
Clovis Unified School District Technical Support Specialist
	$6,854.45
	
Clovis Unified School District Oral Translator
	$10,641.60
	
Clovis Unified School District Written Translation
	$4,000.00
	
Total In-Kind Contribution	$307,693.85

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Attendance Tracking, Including Sign-In and Sign-Out Procedures

Clovis Unified takes attendance tracking very seriously as it’s a critical component of our safety plan. It is also an integral part of student’s development. CUSD understands that when students attend school and after school programs on a regular basis, it fosters the student to grow in body, mind, and spirit.

Policies and procedures have been developed for each school site after school staff to ensure attendance is properly taken and recorded in the ASES Electronic Attendance System on a daily basis.

In the Spring, site coordinator holds mandatory parent meetings to go over important ASES information such as; what is ASES, the program elements, structure and expectations, attendance policy and procedures, early release policy and procedures, and site specific information. Parents in attendance at the mandatory meeting receive an ASES Enrollment Application to complete. Applications are collected the same day by site coordinator. Site coordinators review all applications and collaborates with site administrators and regular day teachers regarding the students, the program focus, and community/school needs. Once students have been determined as a participant of the ASES Program, the Site Coordinator starts adding and enrolling students into the ASES Electronic Attendance System. This ensures that the correct students have been enrolled into the program. Parents/guardians are then informed that their child is enrolled in the program.

A paper sign-in and sign-out report is generated for use in case the electronic system is down.

Attendance Reporting

The attendance system was created based on the promising practice required by the California Department of Education (CDE). According to promising practices, sign-in and sign-out systems should do the following:

Require that only authorized persons sign out a student from the program Record and track all sign in/out entries by student name, unique identifier, date,
and time

Identify, record, and track all entries or alterations made by the program staff Generate reports that identify input errors or inconsistencies
Identify and record absences

Require the reasons for late arrival or early release from the program

Back up information on a daily basis and maintain the data for at least five years Prevent alterations of historical data

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Sign-in Procedures

A designated area is determined by school program for students to report to sign-in.
After school instructional assistant or Teaching Fellows tutor and/or Site Coordinator and Site Certificated Lead are in the designated area ready to greet, monitor, and assist students.
o iPads and/or laptops are set out

 students sign-in using the last 5-digits of their student ID number

o Each individual after school staff then verifies, checks, and accounts for all students
o Site Coordinator and/or Teaching Fellows Site Lead/Assistant Site Lead check and see which students has not yet signed-in (looking at the Home Page of the electronic system)
 Attendance is verified with school registrar on whether the student was present or absent from school that day
•	If absent, then Site Coordinator and/or Teaching Fellows Site Lead/Assistant Site Lead marks the student absent in the system.
•	If present, an all-call is placed for the student to report to the ASES room. If no response, parent phone call is made.

Sign-out Procedures

Students participating in the ASES Program must be signed out by a parent/guardian or designated person on the Parent Connect Emergency & Release Contact List, unless student is a walker or bus rider.

A designated area is determined by school program for sign-out. Based on school site and room availability;
o Instructional assistant or Teaching Fellows tutor, Site Coordinator, Site Certificated Lead, and/or Teaching Fellows Site Lead/Assistant Site Lead assist parents and students with sign-out using the electronic system.
 Student Sign-out

•	Walkers and bus riders ONLY

•	 Students sign-out using the last 5-digits of their student ID number
•	Walkers have a note on file stating parent gives permission  Parent Sign-out
•	 Parent/guardian or designated person signs student out of program by using their 10-digits phone number listed in Parent Connect.

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•	 Parent/guardian or designated person picking up student must be prepared to show ID, especially the first few weeks of school and/or first time picking up student.
•	Any adult trying to pick up student that is not listed on the Parent Connect Emergency & Release Contact list
o MUST have picture identification ready

o Site Coordinator or Teaching Fellows Site Lead/Assistant Site Lead will make contact with parent/guardian
o Parent will be asked to add this person onto student contact list for future pick-up
o Site Coordinator or Teaching Fellows Site Lead/Assistant Site Lead will manually sign student out with this person’s information

Early Release Policies and Procedures (EC Section 8483[a][1])

To comply with state and federal grant requirements the ASES Program will commence immediately upon the conclusion of the regular school day and operate a minimum of 15 hours per week and at least until 6:00 PM on every regular school day. We pride ourselves in creating a safe, engaging, positive setting for our students. To get the most out of their time in the program, students need to attend each day and stay for the entire program. Staff and students alike are negatively impacted by early departures. In order for all students to get the most out of the academic support, enrichment classes, leadership activities and other program offerings they must stay to the conclusion of the program. Early release should be kept to a minimum. Students who do not attend program until 6:00 PM regularly or have three unexcused early release will be replaced with students on the waiting list unless otherwise indicated.

Excused reasons thata child may be released early fromthe afterschool program include, but are not limited to:

Attending an Off-Site Enrichment Programs (such as, clubs, performing arts, sports, etc.) *must have a note of file
Medical appointments (Doctor note must be provided to ASES).

Child accidents or illnesses that occur during after school hours (staff will contact parent by phone in the event this is the case).
Family emergency/necessity (such as death in the family, catastrophic incidents, etc.)
Transportation

Other safety conditions as determined by school officials. Walker, not on file—parent giving permission
Bus Rider

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Site Coordinator and/or Teaching Fellows Site Lead/Assistant Site Lead monitors and reviews Early Release Report. If a student shows excessive early releases, then an Excessive Early Release Notification letter is sent home along with the student’s early release report attached to it.

There are two different types of early release for students—occasional and recurring.

Occasional Early Release

On occasion, students may need to be released early from the ASES Program before 6:00 PM due to medical appointment, family emergency, transportation, child illness or injury, or other circumstance. When this occurs, parent/guardian or designated person must notify the site supervisor in advance, ifpossible. Only parent/guardian ordesignated person listed on student’s emergency & release contact list may sign-out student from program. Note that photo identification will be needed before student is allowed to be signed-out or released to any individual. A reason must be selected when signing student out using the electronic system. Depending on the reason, follow-up documentation may be needed. A parent/guardian or designated individual must sign the student out.

Recurring Early Release

Parents requesting that students be released earlier than 6:00 PM on a regular recurring basis must complete an Early Release Permission Form and provide appropriate documentation. Please see attachment in appendix.

Walkersand bus riders are allowed to sign-out earlyto allow daylightand ensure students get home safely. Walkers must have a completed Early Release Permission Form on file indicating parent/guardian granting permission for student to sign themselves out from program and walk home.

Late Release Policies and Procedures

Students participating in program must be picked up promptly at the end of each program day. After school staff will attempt to make contact with parent/guardian and/or anyone else listed on the student’s emergency & release contact list. If no one can be reached, law enforcement will be contacted for the student’s safety. Late pick-up is documented and on the third offense may result in the student being dropped from the ASES Program. A Late Pick-up Notification letter is sent home or given to parent along with the Late Pick-up report.

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12—Sustainability

Clovis Unified School District’s ASES Program is the result of the 2002 voter-approved initiative,Proposition 49(Prop 49). This proposition amended California Education Code (EC) sections 8482–8482.55 to expand and rename the former Before and After School Learning and Safe Neighborhood Partnerships Program. In February 2008, seven Title I elementary school sites in Clovis Unified were awarded the Prop 49 grant; Clovis Elementary, Fancher Creek, Miramonte, Nelson, Tarpey, Temperance-Kutner, and Weldon. At the end of 2012-2013 school year, Clovis Unified’s district administrative and leadership team met on the new finance system Local Control Funding Formula (LCFF) and discussed where funding was going to be allotted.In discussion and reviewof student data, the district felt that it would help student academic achievement to provide a quality after school intervention program at all Title I elementary schools. In search and upon reflection, the district modeled these after school programs after their ASES Program. In 2013-2014, additional Title I elementary school sites were funded through CUSD Local Control Accountability Plan (LCAP); Cole, Jefferson, Lincoln, Mickey Cox, and Oraze. In 2015-2016, Oraze fell out of the Title I status and was no longer a site that offered the ASES Program. In 2016-2017, Mountain View Elementary fell into Title I status and an LCAP ASES Program was established at the school site.

The site coordinator, site and district administration, Business Services, and ASES Program Supervisor collaborates to complete grant renewal. The ASES Program Supervisor reaches out for support from the Fresno Region Lead and CDE consultant when needed.

Although,not all ASES Programs in the district are funded by the state grant; all programs receive the same allocation for their school sites. Each time the district’s Prop 49 grant ASES Program receives an increase, the district’s Business Service team meet to find funding to give the LCAP ASES Program the same increase. This helps keep all ASES Programs in the district aligned and functioning.

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(a) Organization Chart

(b) Meeting Schedule and Professional Developments

(c) ASES Enrollment Application

(d) Change Request on Student Attendance Record

(e) Early Release Permission Form

(f) Excessive Early Release Notification

(g) Late Pick-Up Notification

(h) Student Unexcused Absence Notification

(i) Quarterly Safety Drills

(j) Walk-thru Observation Form

(k) Did You Know? ASES Facts

Appendix A

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Appendix B

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Appendix C (1)

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Appendix C (2)

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Appendix C (3)

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Appendix D

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Appendix E (1)

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Appendix E (2)

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Appendix F

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Appendix G

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Appendix H

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Appendix I

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Appendix J (1)

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Appendix J (2)

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Appendix K (1)

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Appendix K (2)

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