Part 1 of a 4-Part Afterschool Series
Part 1: Data, Partnerships, and Compliance
Part 2: The Site Coordinator & Program Leader Toolkit
Part 3: The Meticulous Attendance Specialist Guidebook
Part 4: The IT Director & Tech Team Guide
A Note on Purpose and Approach
This article is the first installment in our four-part series exploring the various roles that support afterschool programs. We want to emphasize that our purpose is not to dictate how you should work—instead, we recognize that you are the expert. What follows is an overarching structure, a set of insights and best practices designed to serve as a reflective mirror for your own methods. As you read, you might find yourself thinking, ‘Yes, I do that,’ or, ‘Yes, that is a good idea,’ and at times, wondering, ‘I don’t do that… why is that?’ This playbook is intended as an opportunity for you to evaluate your own systems, identify strengths and weaknesses, and consider what might be tweaked or expanded. No program is perfect; and yet this playbook might illuminate ways your program can continue to grow.
Seeing Data as a Support System
Data can sometimes feel like busywork, but when used with care, it becomes a solid foundation for decision-making. For instance, tracking attendance can reveal patterns—like whether Fridays draw fewer students—so that you can create targeted activities or workshops to encourage steady enrollment. It also ensures you meet state and federal requirements, especially for ASES and 21st CCLC programs (see expandedlearningr11.com).
Many California afterschool programs follow a Continuous Quality Improvement (CQI) cycle that starts with data collection, then leads to analysis, planning, action, and reassessment. By weaving CQI into your regular practice, you strengthen the quality of your expanded learning programs while sending a strong message about your commitment to students.
Choosing the Right Data Points
As a director, you do not have to track every possible metric. Identify the data that connects directly to program quality and compliance. Daily attendance and enrollment are central for meeting ASES and 21st CCLC guidelines (cde.ca.gov/ls/ex/documents/asestwentyfirstassests.docx).
Academic outcomes and engagement measures—like homework completion rates or social-emotional indicators—provide insight on the overall impact of your learning programs. Operational metrics, including staff ratios and hours of operation, confirm you are meeting the needed standards, such as the ASES requirement of at least 15 hours per week until 6:00 PM (eaap.ca.gov) or the ELO-P nine-hour day (afterschoolnetwork.org).
Picking a Data System That Fits
Some directors of expanded learning use spreadsheets; others rely on specialized management software like EZReports or Cityspan. The core idea is to have a system that integrates smoothly with state reporting platforms such as ASSIST (cde.ca.gov/ls/ex/assist.asp), provides real-time updates, and alerts you to missing or incomplete information. Just as important, all staff must understand how to enter and interpret data so that everyone stays on the same page.
Building Strong Partnerships
Expanded learning flourishes when supported by schools, community-based organizations (CBOs), and local businesses. Whether you’re looking to expand STEM offerings through a partnership with a local university or bring in arts education through a museum collaboration, finding like-minded partners broadens the enrichment opportunities you can offer students.
To ensure success, lay out clear roles in a Memorandum of Understanding (MOU). Decide who supplies staff and training, how expenses are covered, and how compliance rules are followed. Then, keep communication open through regular check-ins or advisory meetings. By showing partners how their involvement is improving student outcomes—such as increased family participation or higher homework completion rates—you reinforce the value of collaboration.
Handling Multiple Funding Sources
Some expanded learning programs blend grants from ASES, 21st CCLC, the Expanded Learning Opportunities Program (ELO-P)21st, and additional local grants. Each source has rules about allowable expenses and reporting requirements. Keeping these organized can feel overwhelming, but it is manageable with a clear structure.
- ASES (K-8): Offers state funding, requires matching contributions, and demands at least 15 hours per week until 6:00 PM. Attendance falling below certain percentages can trigger reduced funds.
- 21st CCLC (K-12): Federal money that requires both academic assistance and additional enrichment, along with a family engagement element. Funding often runs in 5-year cycles, with strict performance targets.
- ELO-P (TK-6): Focuses on extending the school day to reach nine hours total, plus 30 extra days of summer or intersession. Staffing ratios are especially detailed, such as 10:1 for transitional kindergarten.
Braiding these funds involves assigning each type of expense—staff salaries, materials, or training—to the right grant. This avoids double-counting the same student or staff hours for multiple grants. Some directors create a master budget with labeled line items or use software that can handle multiple cost centers. The goal is to maximize funding while respecting each program’s rules.
Staying on Top of Reporting
Meeting and maintaining compliance standards can be one of the most challenging parts of overseeing expanded learning. Timelines can differ for each grant, and missing a deadline can jeopardize future support. Common reports include:
- Semiannual Attendance Reports (ASES/21st CCLC): Typically due in January and July.
- Annual Outcome and CQI Reports: You must show how data leads to program refinements (cde.ca.gov/ls/ex/cqimain.asp).
- Fiscal Expenditure Reports: Detail how you used the funds—staff salaries, supply costs, and other operational needs.
- Audits and Program Reviews: If you spend more than $750,000 in federal funds, a Single Audit is mandatory (ecfr.gov).
These requirements may feel daunting, but creating a central calendar of due dates and assigning tasks to team members keeps things predictable. Many directors of expanded learning also prepare site-level binders—physical or digital—so that attendance sheets, staff certifications, and budget documents are easily accessible.
Overseeing Multiple Sites
When a director manages multiple school locations, maintaining consistent quality can be tricky. Different sites might have varied campus layouts or staffing levels. One way to keep everyone aligned is by issuing standardized procedures: daily sign-in forms, safety protocols, and scheduled data reporting. A central dashboard that gathers attendance from all sites in real time can flag any red flags—like a site that forgot to enter data for several days.
Site visits are also worth the time. Walking through a program lets you confirm staff-to-student ratios, check that hours of operation meet funding rules, and see the overall climate firsthand. Routine visits—both announced and unannounced—help ensure that each site is delivering learning experiences that match the promises made in your grant applications.
A Quick Illustration
Consider a district running afterschool programs at several elementary and middle schools. Each site has a standardized binder with daily attendance rosters, a list of grant deadlines, and basic instructions about acceptable staff-to-student ratios. The district’s expanded learning director holds monthly data reviews to spot declining attendance or any compliance gaps. Site coordinators explain unusual trends, and together they plan steps to correct them—maybe a special recruitment event or an innovative enrichment to boost student excitement.
During unannounced drop-ins, the director might verify that sign-in sheets are properly maintained and that any substitute staff have the necessary clearances. Simple measures like these keep each site efficient and audit-ready. By combining consistent checklists, routine data tracking, and supportive supervision, the district upholds compliance requirements while focusing on the heart of the mission: giving students meaningful afterschool enrichment and support.
Moving Forward
Overseeing expanded learning programs is challenging, especially when juggling multiple forms of funding and reporting. Yet, these very compliance mandates and data requirements can become useful tools. By leaning on data-driven decisions, forging community partnerships, and setting up organized systems, a director can ensure that students receive high-quality learning opportunities, families find needed support, and school communities benefit overall.
The suggestions here are meant to spark reflection rather than dictate a single approach. Your local context—whether urban, rural, large district, or small charter—will shape how you apply these ideas. Stay open to refining your strategies over time, keep communication channels strong, and never underestimate the power of careful data collection. When done thoughtfully, expanded learning offers a chance to transform afterschool hours into something that truly enriches children’s academic and personal growth, reinforcing the value of each program in the wider school community.
