Success For Each Child & Eliminate the Opportunity Gap by Leading with Racial Equity

Program Operations, Schedule, Staffing, and Recruitment

Operations and Schedule
During the 2023-24 school year, East Hill and Springbrook offered programming during the Fall and Spring semesters. Participation in 21st CCLC programming was available to all students interested in participating.

  • Afterschool programming at each site ran from Monday through Thursday for 2-3 hours per day over the course of 30-34 weeks.
    • Both schools had regular, early-release Wednesdays during the academic year, which allowed site coordinators to run the afterschool program earlier in the day.

Staffing
Each of the two schools had a full-time 21st CCLC site coordinator responsible for overseeing staff and programming at their respective sites. While each coordinator’s primary role is dedicated to the afterschool program, they work closely with other school staff who contribute in various capacities. Some of these roles are specifically dedicated to the program, while others involve supporting the program alongside their other school-day responsibilities (e.g., school day teachers, administrators). Running the program requires substantial collaboration and coordination, as the site coordinators manage all 21st CCLC responsibilities as a full-time commitment.

  • East Hill had a total of three paid and one volunteer staff members. This included two high school student interns, one other non-teaching staff and one other staff.  
  • Springbrook had a total of 44 paid staff members. This included school day teachers (28) and other non-teaching staff, including high school interns (16).

By employing high school interns, both sites were able to offer hands-on experiences for students in their career interest areas supporting their exploration of potential career paths.

Recruitment
During the first year of the grant, the 21st CCLC sites focused on recruiting 1st-5th grade students. Recruitment for participation involved collaboration with teachers and school administrators to identify and invite families who were recognized as demonstrating need. Site Coordinators at both sites focused on students who had referrals from school staff and administrators for academic and special needs, behavioral issues, or attendance concerns. At Springbrook the Site Coordinator also focused on recruiting students who were academically “Below Proficient” or had a “Fail to Pass Grade.” Additionally, they focused on students who were receiving MLL services.