2) Are the programs that seek help with 21st CCLC grants primarily new grantees that have never applied before, programs who have previously applied and not gotten one, or current grantees seeking further input?

3) What are common questions you hear related to applying for a 21st CCLC grant?

4) What are common problems and /or complaints you hear related to applying for a 21st CCLC grant?

5) Do you think most of the programs you talk to about a CCLC grant have already accessed the ODE web site?

6) Other specific questions they want an answer to related to the grant and /or applying for it?

2) Is there a compiled list of questions and particularly “common problem questions”?

3) Do you always refer to the additional notes when you are scoring up? If not, why? (i.e.: forget to refer to them, takes too long, they add confusion, etc.)

4) Do you use the sample questions listed by a “Q” for several items?

5) How are the taped notes we have in our purple book incorporated into the tablet system now used on a SACERS visit? Are they directly linked to each specific item they pertain to?

During the Glo-germ activity when the volunteers are in the bathroom washing their hands, what are you doing with the rest of the participants? Is there a small activity you've done? Do you chat for a few minutes? Do you give them a break? I'm trying to figure out what can be done for the 3 or so minutes that those volunteers are out of the room...something that those volunteers wouldn't necessarily be "missing," but something that will keep the other participants engaged.

Let me know what you have all done, so I can use your expertise!

-Janine

I am in the process of creating some trainings I've had on the back burner for a while. I like to include reflection activities at the end of the trainings I do, but I've kind of run the well dry of ideas.

Does anyone have ideas that they've used in the past or that they've heard of or that they have in a resource that you could share?

Thanks!

-Janine

Feedback from the training - what to do? The police in the community said they did not have jurisdiction to do anything until the parent left the program.

A suggestion could be that the program director and staff need to first build a relationship with the local police or sherriff's department regardless as it can be a great community resource for programming and activity planning, but also can help in law enforcement ways too.

One director said that there afterschool policy is to first suggest to the parent that they call someone for them, and if the parent refuses they call the police - and yes, the police have to literally wait until the parent gets in the car and starts to move before they can do anything.

What do you think? What have you experienced? What do your directors say?

Answer: A program needs to have either the content standard books (by subject) or the Family Guides (formerly known as the Parent Guides) for each grade of children they serve or could potentially serve according to their program philosophy.

For example: Program's philosophy is to serve children K- 5th grade - at the present time they only have children enrolled K-3rd grade - they will still need to have books available through 5th grade.

For example: Program is licensed for children through 6th grade. Program's philosophy is to serve children K-3rd grade - they would only need to have books available for K-3rd grade.

Question: If a program is rated should an ASI Specialist still contact quarterly or does that fall to the SUTQ coordinator?

Question: Are the K-12 Family Guide (formerly called the Parent Guides) be used instead of the content standard books.

Answer: yes

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