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: Will Anderson

Contact Email: wanderson@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 or 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 classrooms 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.

America Scores is the organization we partner with to provide enriching experiences that complement and support classroom-based instruction while aligning with school-day learning goals  without duplicating the instructional day. This team inspires our 3rd-6th grade youth to lead healthy lives, be engaged students, and develop the confidence and character to shape positive change in their communities. Their program blends fitness with academics. In the City of San Rafael programs opportunities to augment learning or engage in new creative learning opportunities are provided for grades TK-5.

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.

Students build competency through hands-on learning, collaborative projects and effective teamwork. Students take part in projects and activities that demand teamwork and communication. Additionally, there are many opportunities for children to develop their 4Cs of the 21st Century Skills (Collaboration, Critical Thinking, Creativity and Communication) within the different program components. Opportunities for child leadership development, and healthy habits, are part of America SCORES regular programming. Beyond all of this, students have access to tutoring and homework help, and they also have access to exciting programs like engineering, arts, athletics and cooking. Middle school students have access to tutoring, homework help and a safe space during after school times.

Their staff works diligently to generate developmentally appropriate plans while leading activities that encourage students to build valuable life skills like communication, team work, and independence. They recognize that it is important that activities include aspects that promote peer dialogue and communication. Furthermore, part of their/our mission is to establish an environment that is inclusive to all students, meaning that skill building may require different approaches based on a student’s needs.

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.

America SCORES after school sessions provide dedicated time to share ideas and support students in learning to elevate their voices. Because their staff have a reputation, carried over from our successful 2024-2025 partnership, they have created long-standing, trusting relationships with the children in their programs that have helped students to feel confident that their voices are valued and that programmatic changes may be implemented based on their input.

These programs actively cultivate leadership skills by providing opportunities for students to support one another academically, collaborate as effective team members, and practice important communication skills—such as knowing when to lean in and contribute to a conversation and when to step back and listen. Students also develop empathy, responsibility, and social awareness through guided reflection and peer-to-peer interactions.

In addition to leadership and teamwork, program participants engage in meaningful service projects that address needs within their communities. These experiences help students see the impact of their actions, reinforce civic responsibility, and strengthen a sense of collective purpose, while also fostering confidence in their ability to shape positive change.

Through these combined opportunities—youth voice, leadership development, academic support, teamwork, and service—students grow into empowered, engaged, and socially conscious individuals who are prepared to contribute thoughtfully to their communities.

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.

Students who attend the Miller Creek ELOP Program benefit from daily opportunities to support their physical and emotional well-being. Each day, they are served a nutritious snack, and staff actively engage with them in the preparation process, showing children how the snacks are made and why they are healthy. Beyond nutrition, physical activity is an integral part of the program. Staff not only organize and supervise these activities but also participate alongside students, modeling healthy practices while creating a fun and supportive environment. This hands-on approach reinforces positive habits in a way that is both educational and enjoyable.

The program also prioritizes students’ social-emotional health by fostering meaningful relationships between staff and children. Staff take the time to connect with each child, demonstrating that they are valued and that their voices matter. Through these relationships, staff challenge students to grow, provide support to help them achieve their goals, and share power by treating children with respect and giving them opportunities to express themselves. Additionally, staff broaden children’s horizons by connecting them with new people, experiences, and opportunities that expand their worlds.

Positive behavior support, or PBIS, is a key component of the program, reflecting a tiered approach to meet the social-emotional needs of all students. The first tier emphasizes healthy social-emotional development for every child through nurturing, responsive relationships and high-quality, supportive environments. Staff create these environments by establishing clear, shared expectations for behavior and consistently modeling positive actions.

Finally, Miller Creek ELOP staff are trained to educate students about the importance of making healthy choices and practicing positive behaviors. From the very first day, expectations and routines are clearly explained, and students observe staff modeling these behaviors daily. By combining education, guidance, and hands-on participation, the program ensures that children develop lifelong skills for health, wellness, and positive social interactions.

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.

America SCORES programs are deeply committed to providing high-quality, inclusive practices that center upon the child and their family. These programs recognize that social-emotional learning (SEL) is a critical component of student development, and they are designed to support not only academic growth but also emotional well-being, interpersonal skills, and a sense of belonging.

Robust research guides their procedures for equitable access, ensuring that all children can fully participate in program activities regardless of physical, behavioral, social, or cognitive ability. America SCORES programs affirm the rights of all children to engage in a barrier-free environment and embrace the legal expectations outlined in the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). As noted by the Department of Health and Human Services and the U.S. Department of Education (2015), “Inclusion in early childhood programs can set a trajectory of inclusion across the life course, making it critical that individuals with disabilities are included in all facets of society from birth.”

To support this vision, America SCORES commits to programs that actively promote the inclusion of children with varying abilities. By providing equitable access to all students, regardless of ability level, these programs help cultivate a society that values and recognizes the social contributions of every member. SEL practices are woven throughout programming, emphasizing empathy, self-awareness, responsible decision-making, and collaboration, helping children develop the skills they need to navigate relationships and challenges in positive ways.

Their approach to inclusion, which mirrors that of Miller Creek District, starts with accessibility for all. Families are informed about program opportunities through translated communications, school site messaging, and direct phone outreach when necessary, ensuring that language, culture, or disability does not create a barrier to participation. Messages about program availability are delivered in families’ home languages through platforms such as ParentSquare, WhatsApp, or by personal phone calls when more appropriate.

Staff at Miller Creek ELO Programs are fluent in English and Spanish, Spanish and representative of our student population. But like all instructional organizations, our work remains before us to ensure full cultural and linguistic alignment. Like many Expanded Learning Opportunities programs, recruiting and retaining highly qualified, diverse staff has been an ongoing challenge but an area of focus for our team. Despite this, the program remains committed to fostering a supportive environment where every child feels valued, capable, and included, and where social-emotional growth is prioritized alongside academic enrichment.

7—Quality Staff

Staff Engagement

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

In our after-school academic and fitness programs, staff engagement is the cornerstone of student success. Highly engaged staff create a welcoming, inclusive, and motivating environment where every child feels seen, supported, and inspired to participate. Through consistent interaction, encouragement, and hands-on involvement, staff model healthy habits, academic curiosity, and social-emotional skills, helping students develop confidence both on the playground and in the classroom.

Staff engagement goes beyond supervision—it is about building relationships and actively participating in activities alongside students. In our soccer sessions, staff model teamwork, good sportsmanship, and perseverance, while encouraging every child to take part, regardless of skill level. During homework and academic support time, staff guide students through challenging assignments, celebrate successes, and help them develop independent learning strategies. In poetry and creative expression activities, staff foster imagination, encourage self-expression, and listen attentively to every student’s voice, making each child feel valued and heard.

Recruiting and hiring ELOP staff is essential to this work. We seek individuals who are kind, student-centered, thoughtful, and communicative—professionals who bring a sense of humor and joy to the program while actively seeking out every student to ensure they are included in all activities. Staff with these qualities not only facilitate learning and fitness but also create an environment where children feel empowered, engaged, 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)]).

Staff that is used in ratio with pupils must meet the LEA’s minimum requirements for an instructional aide. All ELO Programs must maintain a staff to pupil ratio of 1:20, unless working with TK/K pupils, where the staff to pupil ratio must be at least 1:10 EC Section 46120(b)(2)(D).

It is CDE's guidance that mixed pupil groups that include any TK/K pupils must adhere to the 1:10 staff to pupil ratio requirement.

Candidates for positions in both programs undergo a thorough screening and interview process to ensure they not only meet the qualifications of the role but are also an excellent fit for our teams. Both programs comply with California Education Code 45125.1 regarding fingerprinting of employees who will have contact with the District’s pupils. In addition, all applicants complete reference checks and are only offered employment after all necessary screening and compliance procedures are successfully completed. Our dedicated recruitment team supports program sites as staffing needs arise, ensuring that pupil-to-staff ratios are consistently met.

Once hired, all staff members in the City of San Rafael and AmericaSCORES programs receive comprehensive training in program curriculum, instructional strategies, management practices, and safety protocols, ensuring a high-quality, developmentally appropriate 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 committed to equipping all staff with the knowledge, skills, and tools needed to provide high-quality support and engaging experiences for students. Our training plan focuses on both pre-service preparation and ongoing professional development to ensure consistency and excellence in program delivery.

Before the school year begins, both of our programs provide training that covers curriculum implementation, supervision, classroom management, accident reporting, attendance procedures, and the overall goals of the program. This training lays the foundation for smooth operations and prepares staff to meet the diverse needs of our students.

By investing in comprehensive, ongoing training, the Miller Creek ELO-P program builds a highly skilled, motivated, and collaborative team dedicated to helping every student learn, grow, and thrive.

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 makes professional development an annual priority.
• Staff that collaborates on a regular basis to create lessons that stimulate active and creative learning.
• Staff that identifies and addresses the learning of all students, and, consequently, has a clear practice of differentiated instruction.
• Staff that communicates and models 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.

Miller Creek School District has established strong, formal partnerships with the City of San Rafael and Recreation Reimagined, both of whom we have collaborated with for several years. These partnerships work seamlessly together, alongside our teams, to develop monthly budgets, streamline communication processes, create collaborative opportunities between the programs and LEA staff, and—most importantly—build a cohesive, comprehensive after-school program that supports students academically, emotionally, socially, and physically. The programs also serve as a vital link between the school day and families, particularly during student pick-up, with staff sharing information about upcoming events, enrichment opportunities, and community resources to ensure families remain engaged and connected. To support our students who are second-language learners and their families, both teams include bilingual staff members who provide essential communication and guidance.

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.

America SCORES Program Budget
Program Year: September 22, 2025 – June 10, 2026

• 1 (California Public Contract Code (CPCC) 20110- 20118; CSAM including but not limited to 101, 405, 410; California Code of Regulations (CCR) Title IV 70; GC 1090; EC 14500-14509; EC 41010-41024)
• 2 (California School Accounting Manual (CSAM) Procedure 905; Education Code (EC) 14500-14509; EC 41010-41024; California Government Code (GC) 13401-13407)
• 3 (EC 46120[b][8]; 46120 [d][3]; 46120 [d][8][A-B]

 

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

Every student attending a school operating a program is eligible to participate in the program. Programs may charge family fees. Programs that charge family fees shall waive the cost of these fees for students who are eligible for free or reduced-price meals, for a child that is a homeless youth, as defined by the federal McKinney-Vento Homeless Assistance Act (42 U.S.C. Sec. 11434a), a chid identified as an English Learner, or for a child who the program knows is in foster care. A program that charges family fees shall schedule fees on a sliding scale that considers family income and ability to pay.

The Expanded Learning Opportunities Program (ELO-P) in California provides funding for afterschool and summer enrichment programs for students in transitional kindergarten through sixth grade. To ensure equitable access, ELO-P prioritizes students who meet specific criteria.

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 nonschooldays, 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 schoolsites in the lowest income communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while maximizing the number of schools and neighborhoods with expanded learning 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.