Expanded Learning Opportunities

Program Plan Guide

Prepared by: Expanded Learning Division

California Department of Education 1430 N Street, Suite 3400

Sacramento, CA 95814-5901
916-319-0923

 

This Program Plan Template Guide is required by California Education Code (EC) Section 46120(b)(2).

Note: This cover page is an example; programs are free to use their own seals and the name of their program.

Local Educational Agencies and Expanded Learning Opportunities Program Plan Sites, 2024-2027

 

Local Educational Agency (LEA) Name: Miller Creek School District

Contact Name: Katelyn Renk

Contact Email: krenk@millercreeksd.org

Contact Title: Extended Learning Opportunity Coordinator

Contact Phone: 510-977-8487

 

SCHOOLS SERVICED

Miller Creek Middle School

Mary E. Silveira Elementary School

Vallecito Elementary School

Lucas Valley Elementary School

 

REVIEW AND REVISION TIMELINE

Full Plan Revision:

• Must occur at least once every three years as part of the Local Control and Accountability Plan (LCAP) cycle.
• The updated ELO-P plan is submitted alongside the LCAP to the CDE.

Annual Review:

•  Conduct a yearly evaluation of program effectiveness, funding allocations, and student outcomes.
• Document any updates or adjustments in board reports and local communications.

 

BOARD APPROVAL

• Governing Board Approval Date: October 14th, 2026
• Review/Revision Date: August 2027 (recommended)
• Review/Revision Date:  August 2028 (recommended)

Purpose

This template will aid LEAs in the development of a program plan as required by EC Section 46120(b)(2). In this program plan, LEAs will describe program activities that support the whole child and students’ Social and Emotional Learning (SEL) and development.

Definitions

“Expanded learning”:

“Expanded learning” means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results driven, include community partners, and complement, but do not replicate, learning activities in the regular school day and school year. (EC Section 8482.1[a])

“Expanded learning opportunities” has the same meaning as “expanded learning” as defined in EC Section 8482.1. “Expanded learning opportunities” does not mean an extension of instructional time, but rather, opportunities to engage pupils in enrichment, play, nutrition, and other developmentally appropriate activities. (EC Section 46120[e][1])

Instructions

This Program Plan needs to be approved by the LEA’s Governing Board in a public meeting and posted on the LEA’s website.

The program plan template guide is considered a living document that is periodically reviewed and adjusted to reflect the needs of the community, updates in the law, and to provide continuous improvement in the development of an effective ELO-P.

The LEA is responsible for creating, reviewing, and updating the program plan every three years in accordance with EC Section 8482.3(g)(1). LEAs are encouraged to work collaboratively with partners and staff to develop and review the program plan. The LEA is responsible for the plan and the oversight of any community partners or subcontractors. The LEA should include any partners in the development and review of the plan. It is recommended that the plan be reviewed annually.

The Expanded Learning Division adopted the Quality Standards for Expanded Learning in California (Quality Standards) and introduced requirements for Continuous Quality Improvement (CQI) to help programs engage in reflection and be intentional about program management practices and activities delivered to students.

Our district created a program plan that includes a narrative description in response to the prompts listed under each Quality Standard below.

Plan Instructions

Development/Review of the Plan

Collaborating with Partners

Miller Creek works collaboratively with partners and staff to develop to review the program plan. We are responsible for the plan, the oversight of any community partners or subcontractors and will include partners in the development and review of the plan.

Quality Programs

The Expanded Learning Division adopted the Quality Standards for Expanded Learning in California and introduced requirements for Continuous Quality Improvement (CQI) to help programs reflect on program goals, program content, and outcome measures. Additionally, to be intentional about program management practices and activities delivered to students, LEAs should download and reference the Quality Standards to provide ongoing improvements to the program. Information about the Quality Standards on the California Department of Education Quality Standards and CQI can be found on the following web page: https://www.cde.ca.gov/ls/ex/qualstandcqi.asp

Due Date, Approval, and Posting of the Plan

Program Plan Due Dates

All LEAs currently operating an ELO-P should have a Program Plan in place. See below for requirements for revising. It is the CDE's guidance that LEAs who receive ELO-P Funding for the first time must adopt a program plan within six months of the first apportionment of funding. The CDE may issue guidance on the development of a program plan (See [EC Section 46120(b)(C)(2)]).

Approving and Posting Program Plans

It is the CDE’s guidance that this Program Plan needs to be approved by the LEA’s Governing Board in a public meeting and publicly posted on the LEA’s website within 30 days of approval.

Revisions/Changes

Reviewing and Revising Program Plans

The LEA is responsible for creating, reviewing, and updating the program plan every three years in accordance with EC Section 8482.3(g)(1). The program plan template guide is considered a living document that is periodically reviewed and adjusted to reflect the needs of the community, updates to the law, and to provide continuous improvement in the development of an effective ELO-P.

It is recommended that the plan be reviewed annually. If there are substantive changes to any aspect of this plan it should be updated sooner than the three-year timeline.

1—Safe and Supportive Environment

Physical Safety

Describe how the program will provide opportunities for students to experience a safe and supportive environment. Include if the program will be offered on the school site or off campus. If not on site, describe where in the community it will be and how students will be supported to get there. Additionally, describe the elements such as staff training, incident reporting, and maintenance of health records.

Miller Creek School District partners with the 1. City of San Rafael’s after-care program at each of our three elementary schools, 2. City of San Rafael’s after-school enrichment classes at Vallecito Elementary and Mary Silveira Elementary 3. America SCORES at Miller Creek Middle School, Vallecito Elementary, and Mary Silveira Elementary. All three programs offer high-quality after-school and intersession programming for our students. These programs create welcoming and supportive spaces where students can engage in a variety of physical, academic, and enrichment activities. Our district is proud of these strong partnerships, built around a shared goal of offering comprehensive, well-rounded opportunities at every school site. Both programs provide staff training, implement systems to track attendance, and prioritize the health and well-being of every student we serve.

Emotionally Safe & Supportive

Describe how the program provides an emotionally safe and supportive environment for students. This may include how the program incorporates social-emotional learning.

Each of the programs seamlessly integrates sports, academics, or both within a socially and emotionally safe environment, fostering a strong sense of community and belonging. Through engaging athletic opportunities paired with academic support, students learn the values of teamwork, sportsmanship, and perseverance while developing essential communication and listening skills. Our dedicated staff actively participate and model positive behaviors, creating joyful and supportive spaces where connections are part of the daily experience. With clear management practices in place, both programs are well-organized and inclusive, empowering every student to thrive both in the classroom and on the field.

2—Active and Engaged Learning

Explain how the program will provide opportunities for students to experience active and engaged learning that either supports or supplements, but does not duplicate, the instructional day.

Our after-school programs are intentionally designed to give students a vibrant, well-rounded afternoon that extends their learning through hands-on experiences, rather than duplicating the traditional classroom desk-and-chair structure. We achieve this through a balanced, three-pillar approach for our TK-5 students:

• Active Physical Fitness (Our Soccer Program): Instead of standard physical education, students participate in a structured soccer program. This isn't just free play—it teaches teamwork, physical coordination, and character-building on the field, allowing kids to burn off energy while learning to lead healthy lives.
• Academic Support (Homework Help): We don't re-teach school-day lessons. Instead, our dedicated after-care staff provides structured homework support. We help students review what they learned during the day, answer their questions, and build independent study habits so they can go home with their work completed.
• Enriching After-Care & Creative Play: The remainder of the afternoon is filled with engaging, student-led opportunities to explore new creative interests, build confidence, and socialize with peers in a safe, structured space.

By blending sportsmanship, academic accountability, and creative enrichment, our programs give students a safe space to grow, engage with others, and develop the character to shape positive change in our community.

Academic support is a key focus. Students from Miller Creek District attend programs on site, where they are welcomed into a safe, supportive, and joyful environment. They receive help with homework, enjoy a healthy snack, and have dedicated time to focus on their studies, guided by staff who encourage curiosity, persistence, and collaboration.

Fitness and physical activity are equally emphasized, recognizing the vital role they play in students’ overall health and well-being. Depending on the day, students can participate in outdoor activities such as sports, cooperative games, or imaginative play, or enjoy indoor options like art, interactive games, and enrichment projects that challenge them in fun, hands-on ways. These opportunities help build strength, coordination, teamwork, and healthy habits while promoting joy, laughter, and a sense of accomplishment.

By combining engaging academic support with active, health-focused play, students are empowered to succeed, build friendships, develop sportsmanship, and thrive in a well-managed, nurturing community that encourages social-emotional growth, creativity, and connection.

3—Skill Building

Detail how the program will provide opportunities for students to experience skill building.

Skill building in our programs happens through real, hands-on experiences where students "learn by doing." We intentionally design our activities to foster the 4Cs of 21st-Century Learning: Collaboration, Critical Thinking, Creativity, and Communication. To deliver this effectively, we leverage a powerful partnership between the City of San Rafael and America SCORES:

• City of San Rafael Aftercare & Enrichment: Our core program focuses on life skills and academic independence. Through structured homework support and tutoring, students learn accountability and study habits. Our rotating enrichment clubs—including engineering, arts, cooking, and athletics—challenge students to think critically, solve problems creatively, and work in teams. For our middle school students, we provide a safe, supportive environment dedicated to academic growth and peer leadership.
• America SCORES (Soccer & Poetry): This unique component uses a dual-focus approach to build confidence and character. On the soccer field, students build physical competencies, healthy habits, and teamwork. In the classroom, the poetry and spoken-word curriculum gives students a voice, drastically improving their communication, emotional expression, and public speaking skills.

An Inclusive Approach to Growth Our staff works diligently to create developmentally appropriate activities that promote peer dialogue and teamwork. Because we are fully committed to an inclusive environment, we adapt our skill-building approaches to meet the unique needs of every single student—ensuring everyone has the support they need to build independence and confidence.

4—Youth Voice and Leadership

Describe how the program will provide opportunities for students to engage in youth voice and leadership. Consider and describe what opportunities youth have to lead activities or provide mentorship within the program. Address how youth are included in program quality assessment and improvement.

Youth voice and leadership are core pillars of our programming. Building on the deep trust established during our successful partnership, the City of San Rafael and America SCORES intentionally create spaces where students don't just participate—they help guide the program.We foster youth voice, mentorship, and continuous improvement through several concrete pathways:

• Elevating Youth Voice & Agency: America SCORES sessions provide dedicated time for students to share ideas, debate community issues, and learn to advocate for themselves and others. Through the poetry and spoken-word curriculum, students explicitly practice public speaking and amplifying their personal narratives, building the confidence to know their voices matter.
• Opportunities to Lead & Mentor:
  • Peer Support: Students actively cultivate leadership and empathy by supporting one another academically during homework time and practicing positive communication on the soccer field. They learn vital group dynamics—such as knowing when to "lean in" to lead and when to "step back" and listen.
  • Service-Learning: Program participants design and execute meaningful service projects that address real needs within San Rafael. This directly fosters civic responsibility and shows students the tangible impact of their leadership.
• Including Youth in Quality Assessment & Improvement: To ensure our programs adapt to student needs, we include youth directly in our evaluation process. Through regular reflection circles, community forums, and student feedback surveys, we ask participants what is working and what they want to see changed. Because of the long-standing, trusting relationships built by our staff, students feel safe providing honest feedback, and we actively implement programmatic changes based on their input.

Through this intentional blend of student-led service, peer mentorship, and active participation in program design, our youth grow into empowered, engaged, and socially conscious individuals.

5—Healthy Choices and Behaviors

Explain how the program will provide opportunities for students to engage in healthy choices and behaviors. Include the plan to provide nutritious meals and snacks and how opportunities for physical activity will be provided.

The Miller Creek School District ELOP Program prioritizes the whole child by integrating physical health, nutrition, and social-emotional well-being into our daily routines. We ensure students develop lifelong skills for health and wellness through a multi-layered approach:

• Nutritious Meals and Snacks (Aftercare & America SCORES): Daily nutritious snacks meeting state nutritional guidelines are provided specifically for students enrolled in our Aftercare and America SCORES program components (snacks/meals are not provided for standalone enrichment-only tracks). To turn snack time into a learning experience, staff actively engage students in the preparation process—showing them how snacks are made, discussing the ingredients, and teaching them why these choices fuel their bodies effectively.
• Structured Physical Activity: Physical fitness is seamlessly woven into our daily schedule. Through our core partnership with America SCORES, students participate in structured soccer programming that teaches athletic skills, teamwork, and healthy habits. Across our program sites, staff don't just supervise from the sidelines; they participate alongside students, modeling positive physical habits while creating a fun, inclusive, and active environment.
• Social-Emotional Health & Relationship Building: True health includes mental and emotional well-being. Our staff takes the time to connect with each child individually, ensuring they feel valued, respected, and heard. Staff challenge students to reach their goals, share power by giving them choices in their daily activities, and expand their horizons by introducing them to new people, cultures, and experiences.
• Positive Behavior Support (PBIS): We utilize a tiered PBIS framework to support the social-emotional needs of all students. Tier 1 emphasizes proactive, healthy social-emotional development for every child. We achieve this by establishing clear, shared behavioral expectations from day one, creating supportive environments, and consistently modeling positive peer interactions and conflict resolution.

By combining active physical education, targeted nutritional support where it's needed most, and a robust social-emotional framework, Miller Creek ensures our students have the tools and routines they need to make healthy choices every day.

6—Diversity, Access, and Equity

Describe how the program is designed to address cultural and linguistic diversity and provide opportunities for all students to experience diversity, access, and equity. Include how the ELO-P will provide access for students with disabilities.

The Miller Creek School District ELOP Program is deeply committed to providing high-quality, inclusive practices that celebrate diversity, remove barriers to access, and ensure equity for all students across our Aftercare, America SCORES, and Enrichment tracks. We address these core values through the following targeted strategies:

• Cultural & Linguistic Diversity
  • Accessible Communication: We ensure language is never a barrier to entry. Families are informed about ELOP opportunities through fully translated communications delivered in their home languages via ParentSquare, WhatsApp, school-site messaging, and direct, personal phone outreach.
  • Representative Staffing: Our program prioritizes hiring staff who reflect our diverse student population, including educators fluent in both English and Spanish. While recruiting and retaining highly qualified, diverse staff is an ongoing focus and an area of active growth for our district, we remain dedicated to maintaining a culturally welcoming environment.
  • Inclusive Curriculum: Diversity is woven directly into our programming. Through America SCORES’ poetry curriculum, students explore and share their personal identities, cultures, and family narratives. In our enrichment and aftercare tracks, collaborative projects are designed to promote global awareness, empathy, and mutual respect among peers.
• Access & Equity for Students with Disabilities
  • Regulatory Alignment: Miller Creek fully affirms the rights of all children to engage in a barrier-free environment. We strictly adhere to the legal expectations and protections outlined in the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA).
  • Universal Inclusion: Our procedures ensure that all children can fully participate in program activities regardless of physical, behavioral, social, or cognitive ability. We adapt our skill-building approaches, game structures on the soccer field, and classroom environments to meet individual student needs.
• Social-Emotional Learning (SEL) as an Equity Tool: We recognize that robust SEL practices are critical to creating a true sense of belonging. By integrating daily SEL routines that emphasize self-awareness, responsible decision-making, and collaboration, we ensure that every child—regardless of their background or ability—feels valued, capable, and empowered to contribute to the Miller Creek community.

7—Quality Staff

Staff Engagement

Detail how the program will provide opportunities for students to engage with quality staff.

Genuine staff engagement is the true cornerstone of your child’s success. Across all three of our distinct programs—the City of San Rafael Enrichment Classes, the City of San Rafael Aftercare Program, and America SCORES Soccer—our staff does so much more than just supervise. They are on the ground, building real relationships and actively participating in activities right alongside our students to create a welcoming, inclusive, and motivating space.

In our America SCORES soccer sessions, coaches play side-by-side with students to model teamwork, good sportsmanship, and perseverance, ensuring every child feels encouraged to take part regardless of skill level. During our City of San Rafael Aftercare homework and academic support time, our team guides students through challenging assignments, celebrates their victories, and helps them build independent learning habits. In our City of San Rafael Enrichment classes — whether focusing on poetry, art, science, robotics, or creative expression — our instructors foster imagination, listen attentively to every student’s voice, and ensure each child feels deeply valued and heard.

When building our ELO-P team, we intentionally recruit individuals who are uniquely gifted, kind, student-centered, thoughtful, and communicative. We look for mentors who bring a sense of humor and absolute joy to the program every day, and who actively seek out every student to make sure they are included. By bringing in staff with these exceptional qualities, we create a nurturing, fun environment where your child will feel empowered, seen, and excited to participate day after day!

Minimum Staff Qualifications

What are the minimum qualifications of an instructional aide pursuant to the policies of the LEA? Describe the process for health and safety screening for staff. Describe how your program will maintain minimum staffing ratios. (See [EC Section 46120(b)(2)(D)]).

Student safety, development, and well-being are our highest priorities. To ensure the highest quality of care across all three of our offerings—the City of San Rafael Enrichment Classes, the City of San Rafael Aftercare Program, and America SCORES Soccer—staff are held to rigorous standards. Every single team member used in our supervision ratios meets or exceeds the District’s minimum requirements for an instructional aide.

Candidates are vetted carefully through a thorough screening and interview process, looking specifically for professionals who possess deeply nurturing values while also knowing how to inspire and push kids to excel and reach their full potential. In strict compliance with California Education Code 45125.1, all applicants must complete comprehensive reference checks and mandatory fingerprinting/background health and safety screenings before they are ever offered employment.

To maintain an environment where every child is safely supervised and supported, we strictly adhere to state-mandated staff-to-pupil ratios:

• Standard Programs: We maintain a safe 1:20 ratio for our general student groups.
• TK/K and Mixed Groups: To ensure our youngest learners have the focused attention they need, any group or mixed-age group that includes Transitional Kindergarten (TK) or Kindergarten (K) students strictly adheres to a supportive 1:10 ratio.

Our dedicated recruitment team actively supports all three program sites as staffing needs arise, ensuring our safe pupil-to-staff ratios are consistently met. Once on board, all staff members across the City of San Rafael and America SCORES programs receive comprehensive training in curriculum, creative instructional strategies, positive group management, and safety protocols to ensure a high-quality, encouraging environment for all students.

Staff Development

Describe your staff training and development plan. Include the tools and resources offered to staff to provide them with the competencies needed to engage and enrich students. LEAs operating ASES, 21st CCLC, and/or the ELO Program, may close program to offer up to 3 days of staff development. This activity is allowable during the instructional days or the non-school days. (See [EC Section 46120(b)(8)]).

The Miller Creek School District ELO-P program is deeply committed to equipping all staff across our three distinct programs—the City of San Rafael Enrichment Classes, the City of San Rafael Aftercare Program, and America SCORES Soccer—with the knowledge, skills, and tools needed to provide high-quality support and engaging experiences for students. Our training plan focuses on both comprehensive pre-service preparation and ongoing professional development to ensure consistency, safety, and excellence in program delivery.

Before the school year begins, our teams participate in pre-service training that covers curriculum implementation, student supervision, positive classroom management, accident reporting, attendance procedures, and the overall goals of the program.

• City of San Rafael Enrichment Classes: Because new instructors often introduce fresh topics and may shift from Fall to Winter to Spring sessions, our Director carefully vets every single teacher. The Director personally reviews our thorough onboarding process, explicitly detailing program expectations, classroom and room-use etiquette, and best practices for working with elementary students to ensure every instructor is fully prepared and ready for the specific class they will be teaching after school.
• America SCORES & City of San Rafael Aftercare Programs: To maintain high standards of daily care, both programs conduct specialized training for their staff. This training deeply aligns our teams with clear program expectations, safety protocols, and positive behavior strategies, ensuring all leaders and coaches provide a consistent, supportive structure for the students every single day.

By continuously investing in our team's skills and vetting our seasonal instructors with care, we ensure that your child is surrounded by motivated, highly competent mentors who are fully prepared to help every student learn, grow, and thrive day after day!

8—Clear Vision, Mission, and Purpose

Explain the program’s clear vision, mission, and purpose.

Mission Statement:

Miller Creek Middle School is a community that encourages all its members- students, staff, and parents- to be lifelong learners who embrace a healthy lifestyle, demonstrate compassion and empathy for others, and act with integrity and honesty. It is the goal of this community to provide the tools and resources necessary to foster creative, independent thinkers who will become proud stewards of our world.

Vision Statement:

Miller Creek Middle School strives to be an exemplary organization that operates within a model of continuous improvement and life-long learning. As a school community, we focus our attention and resources on improving the character and achievement of our students and staff. We value a strong core curriculum that is enriched with a variety of electives in an environment that is supportive, safe, and clean.

We envision:

• Students who demonstrate respect for school staff, peers, parents, campus, and community.
• Students who value learning and actively pursue academic excellence.
• Students who explore extra-curricular interests, including the visual/performing arts, athletics, and Miller Creek clubs.
• Staff that models life-long learning and make professional development an annual priority.
• Staff that collaborates on a regular basis to create lessons that stimulate active and creative learning.
• Staff who identify and address the learning of all students, and, consequently, have a clear practice of differentiated instruction.
• Staff that communicates and model a consistent discipline system so that students have a clear understanding of behavior expectations.
• Curriculum that meets the learning needs of all students and has interventions when needed.
• Curriculum that is guided by specific, clearly articulated, challenging standards and goals.
• Curriculum that integrates technology and promotes creative, interactive learning that includes exploration and student-led inquiry.
• Curriculum that utilizes multiple assessments to guide instruction and confirm student learning.
• A school climate where the efforts and achievements of all students and staff are recognized and celebrated.
• A school climate where there are clear rules that are consistently enforced and modeled.
• A school climate that has reasonable student/teacher ratios to enhance the learning process.
• A school climate that encourages students to be healthy via physical activity and healthy lifestyle choices.
• A school climate that celebrates and appreciates diversity.
• A school climate that includes well-maintained physical facilities that meet the needs of our school community and reflect pride in the school.

9—Collaborative Partnerships

Describe the program’s collaborative partnerships. Local educational agencies are encouraged to collaborate with non-LEA entities to administer and implement ELO-P programs.

At Miller Creek School District, we believe that the strength of our Expanded Learning Opportunities Program (ELO-P) lies in our deep, collaborative relationships. We have established strong, formal partnerships with the City of San Rafael and Recreation Reimagined, working hand-in-hand for several years now. Moving into the 2026–2027 school year, we are especially proud to celebrate our ongoing relationship with America SCORES. All three of our flagship programs—the City of San Rafael Enrichment Classes, the City of San Rafael Aftercare Program, and America SCORES Soccer—are in exceptional standing with our district. Over time, we have built a long-running, deep partnership rooted in a shared dedication to our community.

These programs are deeply connected not only to our students and families but also directly with our district office teams. Our administrative and program leaders work seamlessly together behind the scenes to manage monthly budgets, streamline communication, and create collaborative alignment between after-school personnel and school day staff. This tight-knit connection allows us to build a truly cohesive, comprehensive program that supports your child academically, emotionally, socially, and physically from the moment the final school bell rings.

Furthermore, our programs serve as a vital daily bridge between the school day and home. During student pick-up, program staff are on the ground to connect with parents, sharing updates about upcoming school events, new enrichment opportunities, and valuable community resources. To ensure every family feels completely supported, welcome, and informed, our teams include bilingual staff members who provide essential communication and guidance for our second-language learners and their families. We are incredibly proud of this collaborative ecosystem and look forward to another wonderful year of working together for our students!

Community-Based Organizations and Other Non-LEA Partners

Describe how the LEA engaged Community-Based Organizations and other non-LEA partners to design the program plan and how they will be included in the administration/implementation of the program. Include how ELO-P will be coordinated with other initiatives such as Community Schools, Multi-Tiered Systems of Support.

Currently, we are partnering with America SCORES and the City of San Rafael to provide engaging programs and enriching experiences for our students, while also maximizing funding and student opportunities. As we continue to develop and refine our after-school offerings, we are committed to expanding partnerships that strengthen the quality and reach of our programs.

All four of our schools are actively implementing MTSS (Multi-Tiered System of Supports) approaches to ensure that every student’s academic, behavioral, and social-emotional needs are met. These after-school programs are intentionally designed to complement and align with MTSS practices, providing targeted supports, enrichment opportunities, and interventions that help students thrive both during and beyond the school day.

In accordance with EC Section 8482.6, programs may charge family fees; however, these fees are waived for pupils eligible for free or reduced-price meals, students experiencing homelessness, and children in foster care. For families who are subject to fees, programs will implement a sliding scale structure that considers household income and ability to pay, ensuring equitable access for all students.

10—Continuous Quality Improvement

Describe the collection and use of student social, behavioral, or skill development data to support CQI, to engage in reflection and be intentional about program management practices and activities delivered to students. Data outcomes may relate to specific social-emotional competencies, including, but not necessarily limited to, social skills, self-control, academic mindset, perseverance, conflict resolution, and school connectedness. More information on CQI can be found on the CDE Quality Standards and CQI web page, as previously provided.

The District is committed to working alongside our partners to align systems, strengthen supports, and ensure that every student has the opportunity to thrive. As we continue to grow and refine our after-school programs, we are focused on creating enriching, safe, and engaging environments that support both academic and social-emotional development. By fostering collaboration among staff, families, and community partners, we aim to provide consistent and meaningful opportunities for students to explore, learn, and succeed beyond the regular school day.

To achieve these goals, we will use a variety of metrics to monitor student progress and program effectiveness. This includes regular check-ins with students and families, careful monitoring of staffing-to-student ratios (1:20 for grades 1–6 and 1:10 for TK/K), and daily attendance tracking, with program data submitted to the District at the end of the year. Programmatic outcomes will also be evaluated to guide continuous improvement. After-school staff will participate in regular team meetings, supported by the Miller Creek District Office, to review implementation, discuss student needs, and ensure programs remain responsive, adaptive, and effective.

Open and consistent communication with families is central to our approach. We value their feedback and consider them key partners in shaping program decisions, ensuring that their voices inform program design and adjustments. By maintaining these strong connections and leveraging ongoing program insights, the District strives to create after-school experiences that are not only educationally enriching but also joyful, inclusive, and empowering. Together with our staff, families, and community partners, we are committed to providing every student with the support and opportunities they need to thrive both inside and outside the classroom.

11—Program Management

Describe the plan for program management.

The program design and evaluation will be overseen by the ELO-P district coordinator, who will be responsible for launching and managing the program. This includes establishing partnerships, developing and maintaining Memorandums of Understanding (MOUs), addressing site-specific needs, monitoring of the program, developing appropriate times to meet with staff to discuss program goals, managing the budget, and overseeing the program’s daily operations.

All contracts will be managed through the Business Office to ensure compliance and fiscal accountability. As part of the District’s annual LCAP process, updates will be provided to the Board of Trustees regarding progress toward full implementation and costs associated with sustaining this new program.

The ELO-P District Coordinator will develop and annually revise the Outreach/Interest letter to families in English and Spanish that describes the two program options, registration information, and locations. The ELO-P program flier will be posted on the district website and shared with families annually via participating school sites.

Behavior and Attendance Expectations
The Miller Creek School District’s ELO-P program is designed to provide a safe, supportive, and engaging environment for all students. To ensure a positive experience, students are expected to:

• Follow program rules and school behavior expectations
• Show respect for staff, peers, and property
• Attend regularly if enrolled, as consistent participation helps students benefit fully from the program

If ongoing behavioral challenges or excessive unexcused absences disrupt the learning environment or the safety of others, the program team will work closely with families to address concerns. This may include conferences, support plans, or interventions.

If challenges persist despite these efforts, students may be removed from the program to maintain a safe and effective environment for all participants.

12 — Budget

Provide your budget for the program including cost-share items. The LEA is required to ensure all costs charged to the program are reasonable, necessary, and allowable in accordance with applicable statutes, regulations, and program plans for the Expanded Learning Opportunities Program3. How does this budget reflect the needs of students and families within the community? Provide a detailed description of how the LEA will ensure the proper implementation of the above requirements.

To ensure that all Expanded Learning Opportunities Program (ELO-P) funds are used effectively and responsibly, the Miller Creek School District utilizes a highly collaborative and structured budget oversight process. Each of our three distinct programs—the City of San Rafael Enrichment Classes, the City of San Rafael Aftercare Program, and America SCORES Soccer—operates under a detailed, customized Memorandum of Understanding (MOU). These comprehensive contracts explicitly outline the exact operational costs for each program. Far from being generic templates, these agreements are designed from the ground up through close collaboration with the individual directors of each partner organization.

Our collaborative financial workflow ensures total accountability and strict alignment with state standards:

• Initial Program-Level Planning: At the start of the school year in August and September, detailed line-item costs are provided by our partners to ensure day-one readiness. The America SCORES team outlines specific financial needs for player equipment, student awards, program snacks, and poetry resources. Similarly, the City of San Rafael Aftercare team notes their specific needs for program resources, daily provisions, and recreational supplies.
• Ongoing Monitoring & Billing: As the school year progresses, the City of San Rafael Aftercare program tracks their ongoing resource needs and bills the district throughout the year as expenses arise.
• Strict Financial Guardrails: To protect public funds and maintain absolute fiscal control, every single MOU contains a hard financial cap. These contracts explicitly state a precise "not to exceed" financial number, ensuring that expenditures remain predictable, transparent, and strictly within the district's approved budget.
• Administrative Oversight & Executive Review: The ELO-P Coordinator/Director directly manages and monitors these invoices and caps on an ongoing basis to guarantee that all expenditures are reasonable, necessary, and fully compliant with the California Department of Education’s statutory regulations. To maintain the highest level of fiscal integrity, all developed contracts and financial plans undergo a secondary internal review by the district’s Chief Financial Officer (CFO). Final sign-off and legal execution of all MOUs are completed by the District Superintendent.

By maintaining this rigorous, multi-tiered review process involving our program directors, ELO-P leadership, the CFO, and the Superintendent, the Miller Creek School District ensures the proper implementation of all financial requirements. This deliberate oversight guarantees that every dollar received is maxed out to provide safe, high-quality, and deeply enriching after-school experiences that are 100% free for our qualifying families.

General Questions

Transitional Kindergarten and Kindergarten

Programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1. (See [EC Section 46120(b)(2)(D)]). Please address the proposed schedule and plan for recruiting and preparing staff to work in the program, including supporting them to understand how to work with younger children. How will the lower pupil-to-staff ratio be maintained? How will the curriculum and program be developmentally informed to address this younger age group?

Both America SCORES and the City of San Rafael programs are committed to meeting the unique needs of our Kindergarten and Transitional Kindergarten students. Each program will hire staff to maintain a pupil-to-staff ratio of no more than 10:1, ensuring individualized attention and support. Staff will be thoroughly trained to create a developmentally appropriate and nurturing environment, fostering social, emotional, and academic growth. The programs’ approaches and curricular components will be specifically tailored to the age and needs of TK/K students, promoting a space where they feel happy, safe, and engaged in learning. Additionally, we hope to recruit additional staff as necessary based on the interest of the program each year, to provide a seamless connection between the school day and the ELO-P program, further enhancing consistency and continuity for our youngest learners.

Program Fees

The Expanded Learning Opportunities Program (ELO-P) in California provides funding for after-school and summer enrichment programs for students in transitional kindergarten through sixth grade. To ensure equitable access, ELO-P prioritizes students who meet specific criteria. Before any outside enrollment is considered, our absolute priority is to ensure that every single qualifying student is guaranteed an opportunity to enroll in one of our three flagship offerings—the City of San Rafael Enrichment Classes, the City of San Rafael Aftercare Program, and America SCORES Soccer. Once those priority needs are completely met, the district reviews any remaining open spots on a student-by-student basis.

Our structured process ensures that state funding directly serves the families who need it most, while maximizing program availability for our entire community:

• Targeted Identification & Multilingual Outreach: Prior to the start of the registration cycle, our administration teams carefully research and identify students who meet the state-mandated qualifications for ELO-P funding. We reach out to these families directly and privately using ParentSquare, ensuring all initial outreach and program details are delivered seamlessly in the family's preferred home language.
• Guaranteed Free Access for Qualifying Families: We explicitly advertise through these initial offer letters that the program is 100% free of charge for qualifying students. In strict compliance with state guidelines, all fees are completely waived for students who are eligible for free or reduced-price meals, children identified as English Learners, foster youth, or homeless youth as defined by the federal McKinney-Vento Homeless Assistance Act. There are no hidden fees, equipment costs, or tuition charges for these families across any of the three program options.
• Community Expansion & Sliding Scale Fees: We prioritize our qualifying ELOP students first to ensure they have full access to available slots. However, after this initial round of qualifiers has been thoroughly reached and accommodated on a student-by-student basis, we evaluate remaining roster capacities. If space permits, we may open enrollment up to additional families within the school community. In these instances, the district has the option of charging a fee for these after-school services. Any family fees charged are scheduled on a sliding scale that carefully considers family income and ability to pay.

By adopting this careful, phased approach, we ensure total compliance with state funding rules while optimizing attendance and bringing vibrant after-school adventures, athletic teams, and daily care to as many Miller Creek students as possible.

Eligible Student Groups for ELO-P Funding

ELO-P is designed to support students who are identified as:

• English Learners
• Foster Youth
• Homeless Students
• Students Eligible for Free or Reduced-Price Meals

Sample Program Schedule- Regular School Day

Please include a sample program schedule that describes how the ELO-P or other fund sources, including the California State Preschool Program for children enrolled in transitional kindergarten or kindergarten, and all other grades, will be combined with the instructional day to create a minimum of nine hours per day of programming (instructional day plus ELO-P or other supports). Programs are required to include both an educational and enrichment element; the sample program schedule should clearly identify that this requirement is met.

 

Additional Legal Requirements

Below are additional legal requirements for the ELO-P. Please ensure your Program Plan meets all of these legal requirements:

Operations, Sites, ELO Program Plan, Family Fees, Ratio

EC Section 46120(b)(2):

Local educational agencies operating expanded learning opportunity programs pursuant to this section may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple school sites, and shall comply with subdivisions (c), (d), and (g) of Section 8482.3, including the development of a program plan based on all of the following:

(A)  The department’s guidance.

(B)  Section 8482.6.

(C)  Paragraphs (1) to (9), inclusive, and paragraph (12) of subdivision (c) of Section 8483.3.

(D)  Section 8483.4, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.

Regular Schooldays and Hours

EC Section 46120(b)(1)(A):

On schooldays, as described in Section 46100 and Sections 46110 to 46119, inclusive, and days on which school is taught for the purpose of meeting the 175-instructional-day offering as described in Section 11960 of Title 5 of the California Code of Regulations, in-person before or after school expanded learning opportunities that, when added to daily instructional minutes, recess, and meals, are no less than nine hours of combined instructional time, recess, meals, and expanded learning opportunities per instructional day.

Nonschool Days and Hours

EC Section 46120(b)(1)(B):

(A)  For at least 30 nonschool days, inclusive of extended school year days provided pursuant to paragraph (3) of subdivision (b) of Section 56345, no less than nine hours of in-person expanded learning opportunities per day.

(B)  Extended school year days may include in-person before or after school expanded learning opportunities that, when added to daily instructional minutes, recess, and meals, are not less than nine hours of combined instructional time, recess, meals, and expanded learning opportunities per instructional day.

Prioritizing School Sites

EC Section 46120(b)(3):

Local educational agencies shall prioritize services provided pursuant to this section at school sites in the lowest income communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while maximizing the number of schools and neighborhoods with expanded learning opportunity programs across their attendance area.

Grades Served

EC Section 46120(b)(4):

Local educational agencies may serve all pupils, including elementary, middle, and secondary school pupils, in expanded learning opportunity programs provided pursuant to this section.

Partners

EC Section 46120(b)(6):

Local educational agencies are encouraged to collaborate with community-based organizations and childcare providers, especially those participating in state or federally subsidized childcare programs, to maximize the number of expanded learning opportunity programs offered across their attendance areas.

Audit

EC Section 46120(c)(1):

Commencing with the 2023–24 fiscal year, a local educational agency shall be subject to the audit conducted pursuant to Section 41020 to determine compliance with subdivision (b).

Snacks and Meals

EC Section 8482.3(d)(1-2):

(A)  [Local educational agencies] shall agree that snacks made available through a program shall conform to the nutrition standards in Article 2.5 (commencing with Section 49430) of Chapter 9 of Part 27 of Division 4 of Title 2.

(B)  [Local educational agencies] shall agree that meals made available through a program shall conform to the nutrition standards of the United States Department of Agriculture’s at-risk afterschool meal component of the Child and Adult Care Food Program (42 U.S.C. Sec. 1766).

Program Capacity, Family Fees, Sliding Scale

EC Section 46120(b)(5):

Local educational agencies may charge pupil fees for expanded learning opportunity programs provided pursuant to this section, consistent with Section 8482.6.

Staff Minimum Qualifications, Ratio

EC sections 8483.4(a) and 46120(b)(2)(D):

The administrator of every program established pursuant to this article shall establish minimum qualifications for each staff position that, at a minimum, ensure that all staff members who directly supervise pupils meet the minimum qualifications for an instructional aide, pursuant to the policies of the school district. Selection of the program site supervisors shall be subject to the approval of the school site principal.

The administrator shall also ensure that the program maintains a pupil-to-staff member ratio of no more than 20 to 1, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1. All program staff and volunteers shall be subject to the health screening and fingerprint clearance requirements in current law and district policy for school personnel and volunteers in the school district.

Program Components

EC Section 8482.3(c)(1)(A–B):

Each component of a program established pursuant to this article shall consist of the following two elements:

(A)  An educational and literacy element in which tutoring or homework assistance is provided in one or more of the following areas: language arts, mathematics, history and social science, computer training, or science.

(B)  An educational enrichment element that may include, but need not be limited to, fine arts, career technical education, recreation, physical fitness, and prevention activities.

Third Party Notifications

EC Section 8483.4(b-d):

(A)  When a local educational agency contracts with a third party to operate a program pursuant to this article, the local educational agency shall require the third party to notify the local educational agency by the next working day following, and to submit a written report within seven days of, the occurrence of any health- or safety-related issues, including, but not limited to, issues involving criminal background clearances for employees, building safety, and any event specified in subdivision (c).

(B)  For purposes of this section, an “event” includes any of the following:

(1)  Death of a child from any cause.

(2)  Any injury to a child that requires medical treatment.

(3)  Any unusual incident or child absence that threatens the physical or emotional health or safety of a child.

(4)  Any suspected child abuse or neglect, as defined in Section 11165.6 of the Penal Code.

(5)  Epidemic outbreaks.

(6)  Poisonings.

(7)  Fires or explosions that occur in or on the premises.

(8)  Exposure to toxic substances.

(9)  The arrest of an employee of the third party.

(C)  Any other event as specified by the local educational agency.
When a local educational agency contracts with a third party, the local educational agency shall require the third party to request from parents or guardians pupil health information, such as whether a pupil has allergies or asthma, before pupil enrollment. Parents or guardians may provide this information at their discretion and are not required to provide pupil health information for the pupil to receive services pursuant to this article.