Directors and assistant directors of expanded learning programs are expected to comply with several funding requirements, manage budgets efficiently, and maintain strong teams, all while cultivating relationships with school leaders, teachers, and community allies. This playbook spotlights the core topics and provides clear, practical strategies, real-world examples, and hands-on checklists. Whether you’re preparing for an audit or improving your team’s performance, the ideas below can be used right away and also lay a solid base for ongoing growth.

In this chapter, we want to stress that we are not here to direct how you carry out your duties. We acknowledge your expertise. The guidance that follows lays out a broad framework, along with insights and best practices meant to serve as a reflective tool for your own approaches. As you read, you may think, “I already do this,” or, “That’s a good suggestion,” and sometimes, “I haven’t tried that… why not?” This material is an invitation to examine your current processes, note strengths and gaps, and consider what can be refined or enlarged. No program is flawless, but we hope this playbook can highlight ways for your program to keep growing.

Why Data Matters—and How to Use It

Data is often seen as a requirement for funders or a time-consuming administrative chore. Yet, when directors view data as a valuable tool for making decisions, it can spark major improvements. From daily attendance records to measures of student progress, data gives an objective look at how your program is doing and can either confirm or challenge assumptions.

Building a Culture of Continuous Quality Improvement (CQI)

Many California afterschool programs rely on a Continuous Quality Improvement (CQI) cycle. CQI works in stages—evaluate data, find problems, make changes, then check again. Here’s a quick outline:

Collect: Gather information about attendance, student progress, and staff performance.
Analyze: Examine patterns, note any anomalies, or pinpoint concerns (such as a drop in attendance after winter break, or a certain grade level avoiding some activities).
Plan: Formulate a plan to handle the issues—maybe try a fresh activity on Fridays if that day has the lowest attendance.
Implement: Put the plan into action (for instance, begin a robotics class on Fridays).
Assess: See if attendance goes up, and adjust if needed.

Basing your decisions on data shows staff, partners, and funders that your program is ready to spot problems early and keep adjusting for the good of students.

Key Metrics to Track

As a director, you don’t have to collect every possible detail—focus on what truly affects program quality and reporting. Three main categories include:

Attendance & Enrollment
Tracking daily attendance is required for performance and compliance (especially for ASES and 21st CCLC). Accurate enrollment records and sign-in/out logs each day help you see low numbers quickly. If attendance at a site falls below 75% of the target, you can address the issue right away with calls to families or shifts in staffing so it doesn’t lead to lower funding.
Student Outcomes & Engagement
While test scores often get the spotlight, other measures—like homework completion, social and emotional progress, and student feedback—are just as useful. Surveys or rating scales can show changes in behavior or interests. If you have a data-sharing agreement with the school, you might also track daily school attendance or standardized test results.
Operational Metrics
These metrics include staff-to-student ratios, operating hours, and total service days. For ASES, the program must run at least 15 hours each week and stay open until 6:00 PM on all regular school days. ELO-P requires a nine-hour day (school plus afterschool) and 30 extra days of programming during breaks. Keeping an eye on ratios ensures a safe environment and meets state rules. For instance, ASES usually has a 1:20 ratio, with at least two staff members on site.

After deciding on these main data points, set a regular schedule for collecting and reviewing them. Some directors review numbers with site coordinators every month, while others include data analysis in weekly leadership meetings. The key is consistency.

Selecting the Right Data Tools

There are many potential data systems to choose from, ranging from simple spreadsheets or attendance trackers to all-in-one grant management tools. As a director, make sure your choice meets these needs:

Integrates with Funders’ Requirements
The California Department of Education (CDE) uses the ASSIST system for ASES and 21st CCLC reporting. Whatever tool you pick should easily produce the data that ASSIST needs, such as the attendance summaries you send every six months.
Enables Real-Time Visibility
If you can track attendance as it happens, you can solve problems right away. Systems like the Real Time Attendance Tracker (provided by the California AfterSchool Network) let staff act immediately instead of rushing later.
Generates Easy-to-Read Reports
A thorough data system means little if you can’t interpret or share results. Clear dashboards—whether in software like Attendly or in a spreadsheet—help you see issues at a glance and show highlights to your partners.
Flags Missing or Incomplete Data
Common compliance errors often stem from data that’s missing or entered incorrectly. A system that automatically notifies you when a site hasn’t turned in attendance or is missing a registration record can prevent surprises.

Make sure your site coordinators and data-entry staff receive enough training so they feel comfortable using these tools. A user-friendly platform that employees actually use is more beneficial than a complicated one that sits idle.

Leveraging Data for Strategic Decision-Making

Attendance-Boosting Initiatives
Directors who rely on data often adjust programming to improve turnout. If you see fewer students on Fridays, an exciting class (like dance, cooking, or coding) may help. If a site’s numbers usually dip after certain breaks, consider a special event or field trip to draw families back in.
Avoiding Compliance Pitfalls
Grants can be cut if your attendance doesn’t meet required levels or if you don’t stay open the right hours. Put alerts in place if any site’s average daily attendance (ADA) drops below 85%. Also watch staff ratios. If student numbers jump on certain days or if staff call out sick, data can quickly warn you about a possible ratio issue.
Driving Student Outcomes
A good CQI process uses both academic and behavioral data to keep refining your program. If a tutoring group is helping English Learners improve reading skills, expand that support. If a particular enrichment has the most student interest, offer it to more sites. Funders will notice that you adapt based on your data, which shows a commitment to quality.

Strategic Partnerships: Strengthening Your Program’s Reach

Expanded learning depends on cooperation: schools, community groups, local businesses, and nonprofits all have a role. Directors who cultivate strong collaborations often see their programs thrive.

Identifying the Right Partners

Focus on shared goals. For instance, if you need more STEM content, connect with a local university or tech company. If you want more arts, look for arts groups or museums. Think creatively—police departments can help with safety workshops, and city services can offer facilities. ASES funding laws also encourage including parents, students, school staff, and local groups in the process.

Clarity in Roles and Responsibilities

Before jumping in, set clear guidelines with a Memorandum of Understanding (MOU). Decide who supplies staff, who runs the trainings, how data is shared, and what standards must be met. Having these details in writing prevents confusion later.

Maintaining Ongoing Communication

Hold regular meetings or calls—maybe every quarter or each month—to keep partners in the loop. Update them on attendance data, progress, or changes in rules. Share good news, like better homework completion or more family involvement in reading nights, to show the impact of their help. Many 21st CCLC grants require family education programs, so teaming up with an adult education center is one way to meet that requirement while adding value for families.

Funding Oversight: Braiding and Blending Without Breaking the Rules

Directors often manage multiple funding sources: ASES, 21st CCLC, the Expanded Learning Opportunities Program (ELO-P), plus local grants. Balancing each funding rule while still improving the student experience is a key task.

Understanding Each Grant’s Nuances

ASES (After School Education and Safety):
Funded by the state for grades K-8, requires a local match of one-third of the grant (cash or in-kind), must run at least 15 hours per week until 6:00 PM, and hit attendance goals (85% of the funded amount, with potential cuts below 75% after the first year).
21st CCLC (Community Learning Centers):
Federal funding for K-12 (ASSETs for high schools), similar to ASES. It must include academic support and a broad mix of services, plus family involvement. The funding runs in multi-year cycles and depends on results.
ELO-P (Expanded Learning Opportunities Program):
State funding for TK-6 that extends daily schedules to nine hours (school plus afterschool) and adds 30 extra days of enrichment in summer or during breaks. Staffing ratios are 10:1 in TK/K and 20:1 for grades 1-6. No match is required, but ELO-P can meet ASES match rules if recorded correctly.

Each funding source has its own rules about what costs are allowed, when reports are due, and what outcomes are expected. A key part of your job is to keep these details transparent and avoid double-counting—for example, counting the same student’s attendance for both ASES and 21st CCLC at once before hitting certain thresholds.

Braiding Funds: A Strategic Approach

Braiding means combining different grants so they form one unified program, while still tracking each source separately. For example:

Use ASES to pay for staff who run afterschool tutoring.
Use 21st CCLC to add summer enrichment or family reading nights.
Use ELO-P to expand the total hours for more students or add morning sessions, ensuring the daily nine-hour schedule during the school year or the extra days during breaks.

Just be sure to document these uses carefully—especially if staff are paid by multiple grants. Timesheets must note when a staff member shifts from ASES to 21st CCLC, for example.

Tools for Managing Multiple Streams

Set up a budget that labels each cost (staff, materials, training) by funding source. Some directors rely on grant management software to handle multiple accounts, link them to attendance, and warn if there’s a conflict. The goal is to use funding in a way that fills different needs without mixing sources incorrectly.

Common Reporting Requirements—and How to Nail Them

Reporting is often a main source of stress for directors. Late reports or mistakes in data can cause loss of funds, extra oversight, or even audits. The good news is that careful planning makes these tasks more manageable.

Semiannual Attendance Reports (ASES/21st CCLC)
Usually due by January 31 and July 31, these reports track attendance that decides grant funding. Missing a deadline or under-reporting can put funds at risk. Make sure each site updates daily attendance properly, and review the data before sending it in.
Annual Outcome-Based Data & CQI Report
California wants grantees to show how they used data to improve their programs (for both ASES and 21st CCLC). Treat this as an opportunity to highlight wins and detail how

you tackled challenges. It shouldn’t just be a formality—show real progress and thinking around next steps.
Fiscal Expenditure Reports
Different grants want details on how you spent their money. ELO-P may require a yearly spending update; ASES is based on a formula but can still be audited. Keep complete records of all purchases, salaries, vendor deals, and in-kind donations. If asked for specifics on a line item, be prepared with receipts or logs.
Audits and Program Reviews
Each year, local education agencies go through audits that might check afterschool details—such as operating hours, staffing ratios, or attendance records. If you spend more than $750,000 in federal funds, a Single Audit is mandatory and will look closely at 21st CCLC spending. Avoid panic by keeping organized documentation at each site—attendance sheets, staff certifications, safety plans, and other key items.

Managing Compliance Across Multiple Sites

Many directors oversee several schools—sometimes more than a dozen. Variations in campus culture, staff skill, and space can make compliance complicated. These methods can help ensure all sites stay on track:

Standardizing Compliance Checklists

Give each site coordinator a uniform binder or digital folder with compliance materials. Include sections like:

Daily Attendance: Sign-in/out sheets and directions on early release.
Staff Ratios and Schedules: A posted schedule showing staff assignments.
Safety and Emergency Procedures: Evacuation routes, first-aid training records, incident forms.
Academic & Enrichment Activities: Short lesson plans, daily timelines, samples of student work.

This system supports consistency and ensures each site is always ready for a visit. Having “must-have” documents in one place simplifies any check.

Central Data Management and Alerts

Use a system that collects attendance and other program data from all sites in one place. Do regular checks—weekly or monthly—to spot anything unusual. If a site hasn’t logged attendance in a few days or is exceeding staff capacity, the system should alert you so you can step in.

Regular Site Visits

No technology replaces in-person observation. When you visit, quickly check the staff-student ratio, confirm snack distribution, and look at attendance for the day. Most compliance issues show up in a short walkthrough. Take notes and set a deadline to fix any problem areas.

Training and Communication

Explain the reasons behind each compliance requirement to site coordinators. Go beyond, “You must do this because the grant says so.” Emphasize that meeting hours or ratio standards creates a safer, more engaging experience for students. Provide training at least once a year on data entry, meal logs, or safety rules. Use group calls or monthly coordinator meetings to address common concerns and reinforce good practices.

Real-World Example: A District’s Multi-Site Success

Consider a medium-sized district running programs at ten elementary schools and two middle schools. Every site uses the same binder that includes:

A daily attendance sheet that staff fill out each afternoon.
A shared calendar of all ASES, 21st CCLC, and ELO-P deadlines.
A one-page summary of ratio rules, early release rules, and snack guidelines.

At the monthly meeting, the director goes over a dashboard showing each site’s average daily attendance, with any site below 85% highlighted in red. Coordinators from those sites explain possible reasons (maybe a construction project on campus). Together, they plan solutions (move the program to a different space or host a big recruitment event). The director also reminds everyone of upcoming reports—like the semiannual attendance submission—and each coordinator is responsible for finalizing their data a week ahead.

The director and a regional supervisor drop by sites unannounced twice each semester. If they find missing attendance records or an unapproved substitute, they issue a quick correction plan. Thanks to regular support and strong data oversight, the district stays in good standing while also improving the overall experience for students.

Putting It All Together: A Director’s Action Checklist

Define Your Metrics
Choose the data points that matter most for your program’s results and reporting (e.g., daily attendance, student performance, staff ratio details).
Adopt (and Train on) a Data System
Pick a platform that lines up with state and federal needs. Train your staff so they all enter information correctly and on time.
Schedule Routine Data Reviews
Plan monthly or bi-weekly sessions with coordinators to review attendance trends, see which sites need help, and figure out solutions together.
Formalize Partnerships
Use MOUs to outline each partner’s duties, data-sharing rules, and compliance expectations.
Map Out Each Funding Source
Understand the requirements (hours, attendance goals, spending rules) for ASES, 21st CCLC, ELO-P, and other grants. Make one master budget that shows how each funding source is used without overlap.
Calendar All Reporting Deadlines
Create a main calendar with reminders for attendance reports, outcome evaluations, and financial statements. Have staff gather data a week before each due date.
Develop Site-Level Compliance Binders
Give site coordinators a standard set of checklists, forms, and a list of must-have documents. Make sure they can easily show compliance records whenever needed.
Conduct Regular Site Visits
Mix planned and surprise visits. Watch staff-student interactions, review attendance, verify staff qualifications, and confirm everything lines up with your program plan.
Embrace Continuous Quality Improvement
Don’t just gather data—use it. If attendance changes, find out why. If one approach delivers better outcomes, replicate it. Log these lessons to show your program’s ongoing improvements.
Celebrate and Share Successes
Tell staff, families, school leaders, and community partners about positive outcomes and improvements. Being transparent about your achievements encourages continued support.

Final Reflections

Directing an expanded learning program can be both incredibly challenging and rewarding. You have to handle different funding sources, meet attendance goals, and create high-quality experiences for students. Yet leaders who see compliance not just as a set of rules but as a structure that helps deliver excellent programs usually find success. By using data wisely, building strong partnerships, and embedding compliance in everyday routines, you help your program stay flexible and strong, even when laws or funding priorities change.

Keep in mind, these suggestions are not strict commands but ideas to guide you. Each setting is different, and no two sites run the same way. Use what fits, adapt it to your situation, and keep fine-tuning. With consistent effort and creative thinking, compliance can become the driving force for growth in your expanded learning program.

Chapter 12 End-of-Chapter Content

Chapter Summary

Chapter 12 provides a comprehensive roadmap for directors and assistant directors of expanded learning programs to navigate data management, strategic partnerships, and compliance requirements. The chapter emphasizes how data can be transformed from an administrative burden into a powerful decision-making tool through Continuous Quality Improvement (CQI) cycles. It outlines essential metrics to track—attendance, student outcomes, and operational metrics—and offers guidance on selecting appropriate data tools that integrate with funding requirements while providing real-time visibility. The chapter also explores how to leverage strategic partnerships with schools, community organizations, and businesses to strengthen program offerings. Additionally, it provides clarity on managing multiple funding sources (ASES, 21st CCLC, ELO-P) and their specific requirements, while offering practical compliance strategies that can be embedded into daily operations. Rather than presenting rigid directives, the chapter offers a flexible framework that directors can adapt to their unique program contexts.

Key Takeaways

Data collection should focus on actionable metrics that directly impact program quality and compliance, including attendance, student outcomes, and operational metrics.
A well-implemented Continuous Quality Improvement (CQI) cycle allows programs to identify issues early, make informed adjustments, and demonstrate commitment to excellence.
Strategic partnerships thrive when built on shared goals, clear roles (documented in MOUs), and consistent communication about program impacts.
Each funding source (ASES, 21st CCLC, ELO-P) has distinct requirements for attendance tracking, staffing ratios, operating hours, and allowable expenses that must be carefully managed.
Effective compliance strategies include regular site visits, clear documentation systems, and staff training that emphasizes the purpose behind requirements rather than just the rules.
Embedding compliance checks into regular operations transforms them from burdensome tasks into quality assurance mechanisms that strengthen program delivery.

Action Checklist

Select your program’s priority metrics from the three key categories outlined in the chapter: 1) daily attendance and enrollment records, 2) student engagement measures, and 3) operational metrics like staff-to-student ratios and service days.
Evaluate your current data collection system against the four criteria outlined in the chapter (integration with funders’ requirements, real-time visibility, easy-to-read reports, and flagging missing data).
Use your existing attendance tracking system to identify any sites that consistently fall below 85% of your attendance target, and schedule a brief check-in with those site coordinators.
During your next staff meeting, ask site coordinators to share which current program activities students engage with most enthusiastically, then note any potential gaps that could be filled by local partners.
Before beginning work with any new partner, use the key elements outlined in the chapter (roles, staffing, training responsibilities, data sharing) to guide your initial conversation and document agreements.
Mark your calendar with the semiannual ASES/21st CCLC attendance reporting deadlines (January 31 and July 31) that the chapter identifies as critical for maintaining grant funding.