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Grants & Guidance for Title IV-B

This page provides current information on grant opportunities, awards and resources in Oregon Department of Education's 21st Century Community Learning Center Grant Program. Updates will be sent through the 21st CCLC RFA listserv, please click here to subscribe!

Announcement of Competitive Grant: 21st CCLC Request For Application (RFA)


21st CCLC 2023-2028 Request for Application 

21st CCLC Application Portal

Application Deadline

May 26, 2023 by 11:59 PM, PT

21st CCLC Grant Application Timeline

Tentative timeline for the 2023-2028 (Cohort 5) Request for Application (RFA)

Week of April 3, 2023

21st CCLC 2023-2028 RFA Released

April & May 2023

ODE Application Assistance Training Opportunities

May 26, 2023

Grant Applications Due to ODE

July 2023

Awards Announced for 2023-2028 Cohort

September 2023

21st CCLC 2023-2028 Programs Begin


Application Assistance

Several types of technical assistance are offered to all potential applicants in the planning, writing, and revising stages to encourage high quality applications. All of these technical assistance opportunities are available at no cost to applicants. Offerings include:

Online Resources: 

Virtual Technical Assistance Webinars:

Weekly Office Hours: ODE staff will be present to answer questions and applicants can come in and out of the meeting space as needed. There is no agenda or planned presentation for these meetings. 

  • Wednesdays, 3:00-4:00 PM PT, April 19 through May 17, 2023 - Zoom link

 FAQs
1. ​Q: What is the threshold for free and reduced lunch?  Does the school need to be at least 40% FRL?

There is not a specific FRL percentage threshold. Schools must be Title I-A eligible. Applicants should work with district partners to determine which schools meet this criteria. 

According to ESSA [§4203(A)(3)(A)], eligible entities must serve students who primarily attend:

  1. Schools implementing Comprehensive Support and Improvement (CSI) or Targeted Support and Improvement (TSI) under section 1111(d)(1); and other schools determined by the local educational agency (e.g., Title I-A schools) to be in need of intervention and support; and
  2. the families of such students.

​2. Q: How do I know if the school is a CSI, TSI, or Title I school?

Applicants should work directly with local school districts to determine if a school is Title I-A eligible and/or CSI or TSI.  Additionally, applicants may visit the ODE School and District Profiles and Reports website for yearly Accountability Detail Sheets alongside the At-A-Glance School and District Profiles for the status of schools in the community.

3. Q: To be eligible do I have to meet all 4 categories under Absolute Priority?

To be eligible, applicants must propose to serve students and the families of students who primarily attend:

  1. Title I-A eligible schools OR CSI/TSI schools.
  2. Prioritize focal student groups, and
  3. has formed a partnership between at least one LEA receiving funds under Title I-A, and
  4. at least one public or private community organization.

4. Q: Do schools with FRL rates of 50% or more that are not designated Title I-A schools qualify for consideration under the grant? Example: A middle school with 60% FRL that has Title I-A schools feeding into it, but that is not designated a Title I-A school. Will they be considered if they meet the 50% or more FRL if they are not a Title I-A school?

Yes. If the schools feeding into a middle and high school are Title I-A eligible, then it is likely the middle and high school are Title I-A eligible as well. Applicants should partner with the local school district to determine which schools are Title I-A eligible and in most need of a 21st CCLC program.

5. Q: Is there a specific age group focus? K-5, 6-12, or preschool age?

Applicants may serve students in kindergarten through 12th grade. Services for incoming kindergartners are limited to the summer months immediately preceding the child's entry into kindergarten.

6. Q: Are early learning programs allowable in addition to K-12 programming?

Services for incoming kindergartners are limited to the summer months immediately preceding the child's entry into kindergarten.

7. Q: I understand supplement not supplant, but can this fund programming that is going away with sunsetting of ESSR?

The supplanting provision does not prohibit Federal funds from being used to continue programs where a previous Federal grant has ended and other Federal, State or local funds would not have been available.

8. Q: How and where can we locate information to see if a school is Title I eligible? Looking at a high school that is not a Title I-A school (we fund elementary and not secondary with Title I-A funds). All schools in our district are CEP.

Applicants should work with the school district to see what schools are eligible for Title I-A and which schools would benefit the most from the 21st CCLC program. 21st CCLC services focus on helping children in schools who serve a large portion of students navigating poverty and applicants should focus on serving schools in the most need.

9. ​Q: If we have no schools in TSI or CSI, but identified Title Schools 1-A only--will we receive less priority?

CSI/TSI schools will get additional 1-5 points and this is the maximum amount even if there are multiple CSI/TSI schools as part of the application. Applicants who do not have CSI/TSI schools can still be competitive given the total point value for the base grant is 210 points.

10. Q: Seeking advice for applying as a consortium of small rural schools. How does ODE view consortia? What recommendations do you have for writing a strong consortia application?

Consortiums are welcome to apply for the 21st CCLC grant.  Be sure to follow the guidance found on page 5 of the RFA.  The strengths and needs assessment portion of the application may include the unique assets and characteristics of each partner in the consortium and how the proposed program reflects the needs of the students and families the consortium is planning to serve.

​11. Q: For an LEA applicant, I need to better understand what you mean by “At least one entity that is not primarily a contracted service" since we typically pay our partners, CBOs.   Does it need to be someone who becomes a part of the program? Partial partnership? Confused about the “primarily" word.

On page 5 of the RFA, it states: “Applicants should have at least one community-based organization that is not primarily a contracted entity who directly contributes services aligned to the goals and objectives of the grant and provides financial or in-kind support."

Partnerships may or may not include a financial commitment. ODE defines partnership as a group of organizations, Tribes, districts or individuals who agree to work together with a common interest and shared vision. In a partnership, there is a high level of trust and two-way communication, and differences in power and privilege are addressed. Roles and responsibilities on all sides are well-defined and developed with shared authority in decision making. There might be shared space and staff, with expectations and agreements in writing.​

1. ​Q: For clarity, there is no scoring benefit or penalty to including a summer program into the grant application?

Yes. There is no advantage for including a summer program in your grant application. The application should be built on the strengths and needs of the community it is proposing to serve.

2. Q: Can we write to more than one competitive priority?

Yes. Each" State Competitive Priority" area is optional.  Applicants may choose to write for one, two or all three of state priority areas.  Each area is worth up to 10 additional bonus points

3. Q: Is there added value in including schools with other designations, like Dual Language Immersion (DLI) that are also Title I.

Applicants should add enough information to the needs assessment portion of the application to demonstrate a clear need for a 21st CCLC program.

4. Q: Can you clarify if it is appropriate for a 21st CCLC program to be designed to specifically serve one focal group, like Black students? Or, must it be designed and open to all focal student groups?

21st CCLC programs should be open to all students who attend the targeted Title I-A eligible schools and/or schools identified as CSI/TSI. Within the proposed targeted schools, 21st CCLC programs must prioritize the outreach and engagement of focal students into the program. Applicants may choose to focus specific grant activities on a focal student group based on the applicant's needs assessment. However, there should be no discrimination on access to the program on the grounds of race, color, sex, religion, national origin, sexual orientation, or disability in any 21st CCLC program, activities or employment. For example, some current 21st CCLC programs offer cultural/identity affirming affinity groups; however, the general program is open to all student groups.

5. Q: For the Absolute Priorities like Title 1 and/or CSI/TSI schools, what if the schools status changes during the life of the 5 year grant? For instance, if we have a site at a TSI school and after two years of 21st CCLC programming the school moves up and out of TSI status. Can we still have a program there or does it no longer qualify?

Yes. 21st CCLC grantees are expected to serve the same schools as indicated in the original grant application for the life of the grant (5 years). Grantees must submit a program amendment if they want to change services within the grant period.

​6. Q: Does the competitive state priority for middle and high school CTE only apply to middle and high schools programs? Is it meant that elementary programs would include a CTE component, like a partnership with a high school CTE program?

The grant specifically identifies middle and high schools for competitive CTE priority points.  However, showing a program or a bridge to elementary school is certainly appropriate.

1. Q: Does the partnership have to include a financial commitment and/or services or can they act as an advisor?

A partnership may or may not include a financial commitment. ODE defines partnership as a group of organizations, Tribes, districts or individuals who agree to work together with a common interest and shared vision. In a partnership, there is a high level of trust and two-way communication, and differences in power and privilege are addressed. Roles and responsibilities on all sides are well-defined and developed with shared authority in decision making. There might be shared space and staff, with expectations and agreements in writing. 

2. ​Q: What if the main partner (CBO) has among other responsibilities, the responsibility of organizing and aligning multiple partners in support of a school or school district?

The partnership should have clearly defined responsibilities and have a significant and meaningful role in meeting the purpose and goals of the 21st CCLC program. The specific responsibilities are determined at the local level.

3. Q: Does ODE encourage partnerships with agencies, foundations, and private sector sponsors who are in a position to add resources for additional program features, expanded programming and reach to more students and families?  If we reach out for support from these organizations, are they predisposed to read and support worthy proposals?

While ODE continues to encourage partnerships between local education agencies and community partners to support expanded learning (before school, afterschool and summer) programs, partnerships should be developed at the local level to best capture the strengths and needs of the community the program serves. ODE has released guidance that highlights partnerships as a key element to quality programming. Please see the Summer Learning Best Practice and Companion Toolkit for more information.

4. Q: How do I know if the school prioritizes focal students in their school plan?

Applicants must prioritize focal student groups in the 21st CCLC program. It is not necessary for the school/district to prioritize focal students in the school day program; however, you can find this information in districts Aligning for Student Success Plans that are required to be posted on district websites.

5. Q: Does the 21st CCLC program have to provide all the accommodations (e.g. 1:1 support) outlined in the IEP including special transportation if needed?

It depends on what is written in the student's IEP.  Applicants should consider an intentional and explicit focus on identifying and addressing the needs of students experiencing disabilities, removing barriers to access to afterschool and summer programs, improving collaboration, and providing targeted resources and support in 21st CCLC programs.

6. Q: Is there flexibility with the hours of the Program Director and Center Coordinator roles? 

Projects must employ a 21st CCLC Program Director for a minimum of 30 hours per week. Salary and benefits must be adequate to employ a highly skilled individual in this role. Full-time Program Directors should be considered for all grants. Additionally, center-based coordination (Center Coordinator) within multi-site proposals is required. A minimum of 20 hours weekly is generally needed for this role for one site or center. Single site grants may merge Program Director and Center Coordinator duties.

7. Q: Are we limited to a part time program director, or could we make this a full time position where this is the person's only job. The importance of this seems to warrant the highest level of care and oversight.

Yes. Full-time Program Directors should be considered for all grants. Applicants should have enough leadership capacity to fully implement the program.

8. ​Q: If the application is based on a partnership, (district and a CBO) is the CBO considered a contractor?

A partnership may or may not include a financial commitment. ODE defines partnership as a group of organizations, Tribes, districts or individuals who agree to work together with a common interest and shared vision. In a partnership, there is a high level of trust and two-way communication, and differences in power and privilege are addressed. Roles and responsibilities on all sides are well-defined and developed with shared authority in decision making. There might be shared space and staff, with expectations and agreements in writing.

9. Q: Does the grant require letters of support?

No. However, applicants must complete and submit Attachment #3 the Lead Applicant and Partner Commitment form which serves as a formal commitment to the partnership for the life of the grant.

10. ​Q: Are there some model programs we can take a look at?

21st CCLC programs are built upon the specific context, strengths, assets and needs of the community it serves. It's difficult to point out a model program because 21st CCLC programs vary across the state and nation. The U.S. Department of Education contracts with an organization called You for Youth (Y4Y) which provides professional development related to high quality 21st CCLC programs. Another source for questions about quality programming is through OregonAsk as they have many resources for expanded learning programs.

11. Q: If we previously received a grant and we have sustained a program that meets the school year service requirements. Can we apply to expand to provide a summer program?

All programs are expected to operate from September through June and up to the last week of the regular school year for a minimum of 300 program hours per school year and provide programming aligned to grant goals and objectives. The afterschool component of the program should be expanded or enhanced with 21st CCLC funds to create a comprehensive community learning center first. Funds may be braided with other local, state or federal sources. Applicants may then choose to expand to include a summer program.

12. Q: One partner cannot receive a significant portion of the funds - how much is significant?

The official lead applicant/fiscal agent is not permitted to act as a “flow through" to another recipient. The lead applicant/fiscal agent must be a partner in realizing the goals, objectives and outcomes of the 21st CCLC grant. Contracted services cannot make up more than 90 percent of the total annual budget.

​13. Q: I have a question about the 90 hours attendance policy. Would a child have to attend every day that we are open? or could he have scheduled attendance like Tommy attends Monday, Wednesday, Friday and he attends every week those days? That way we could reach more children in our district.

All programs are expected to operate from September through June and up to the last week of the regular school year for a minimum of 300 program hours per school year

Page 9 of the RFA states “21st CCLC programs are not drop-in programs and should prioritize regular attendance for the duration of the program. To be considered a regular attendee a student must attend a minimum of 90 program hours. It is expected that 80 percent of participants in elementary and 60 percent of middle and high school participants will be regular attendees." The more a student attends, the more likely they are to realize all the benefits of these programs. 

1. Q: Is there a suggestion or target around cost per youth so we can determine where an appropriate grant request should fall based on how many youth we plan to serve?

There is not one specific cost per student amount. A per student amount is dependent on multiple variables including the program's location, partnership contributions, and overall program quality. The Wallace Foundation has developed an Out-of-School Time Cost Calculator that may help applicants in determining per student costs. Applicants must justify why the per student amount is reasonable in the budget narrative section of the application.

2. Q: Can budget cover programming going away with sunsetting of ESSR, or is this “supplant"?

Yes. The supplanting provision does not prohibit Federal funds from being used to continue programs where a previous federal grant has ended and other federal, state, or local funds would not have been available. Any continuation of programming with 21st CCLC funds must be adjusted to align to the purpose, objectives and goals of the 21st CCLC grant.

3. Q: We currently act as a "flow-through" where the school district is the fiscal agent (we hold the contract, we draw the grant in EGMS, etc.).  We take an indirect rate on the grant and the rest goes to pay invoices from our CBO. This means that currently about 96.6% of the grant gets flowed through to our CBO.  The way this new RFA is written we could continue to be the fiscal agent and flow funding through to the CBO but would need to make sure that we weren't flowing more than 90% through? Is this correct?

Yes. This is correct. The official lead applicant/fiscal agent is not permitted to contract a significant portion of the award to a single entity and cannot act as a “flow through" to another recipient. Contracted services cannot make up more than 90 percent of the total annual budget. It is required that the program has formed a partnership between at least one LEA receiving funds under Title I-A, and at least one public or private community organization. ODE defines partnership as a group of organizations, Tribes, districts or individuals who agree to work together with a common interest and shared vision. In a partnership, there is a high level of trust and two-way communication, and differences in power and privilege are addressed. Roles and responsibilities on all sides are well-defined and developed with shared authority in decision making. There might be shared space and staff, with expectations and agreements in writing.

4. Q: Is there a budget requirement or cap for durables and consumables?

Applicants should create a budget that represents the capacity and needs of the program.  It is recognized that equipment and consumables will be needed to implement a quality program.  If awarded a grant, ODE will work with applicants on what is reasonable and necessary for the grant to be fully implemented.

​​5. Q: Do we need to write a budget for each year of the program?

No. Applicants must submit a budget for year 1 of the grant. If awarded, grantees will submit an annual budget each year. 

​​1. Q: Are electronic signatures acceptable for the grant program?

Yes, there are several free programs that will assist in this, such as Adobe Fill & Sign, eSign, and PandaDoc, though none are endorsed by the Oregon Department of Education.




If you have questions, please email ODE.OR21stCCLC@ode.oregon.gov. 

Purpose of Funding

The 21st CCLC grants support the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.

Eligible Applicants

The 21st CCLC program is authorized under Title IV, Part B of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA). Grants are awarded through a competitive process to Local Education Agencies (LEAs), Community-Based Organizations (CBOs), Faith-Based Organizations, and other private or public entities, or a consortium of these entities to provide comprehensive community learning center services.

21st CCLC Grant Awards for 2018-2023


The Oregon Department of Education is pleased to announce the recipients of the 2018 21st Century Community Learning Centers (21st CCLC) grant competition. Students from one hundred sixteen (116) Oregon schools will benefit from the latest round of 21st CCLC grants. Ninety-five (95) centers will be established in twenty six (26) districts across Oregon over the coming five years to offer new academic and enrichment opportunities during non-school hours or when school is not in session (e.g; before school, after school, summer recess).

The current awardees will receive funding from 2018 through 2023. Award amounts range from $178,800 to $480,000 per year. Schools receive 100% of this award amount for the first three years of the grant. Years 4 and 5 of the grant are funded at 75%.

Below is a table of Oregon school districts and community partners receiving 2018-2023 21st CCLC grants and the amount at which they will be funded this year:

School DistrictAmount
Baker School District
$178,800
Beaverton School District$479,939
Central School District
$473,362
Centennial School District$480,000
Columbia Gorge ESD (North Wasco SD and Dufur SD)$451,372
Corvallis School District$433,725
Curry Public Library (Central Curry School District)$257,248
David Douglas School District$480,000
East Linn County (Sweet Home and Lebanon SD )$470,611
Eugene School District$479,997
Forest Grove School District$479,419
Gresham-Barlow School District$479,850
Hood River County School District$479,987
Jefferson County School District$480,000
Klamath Falls City School District$480,000
Lincoln County School District$480,000
McMinnville School District$479,396
Metropolitan Family Services (Reynolds SD)$479,663
Nestucca Valley School District$339,423
North Clackamas School District$480,000
Oregon City School District$407,482
Salem-Keizer Education Foundation (Salem-Keizer SD)$471,533
Umatilla School District$467,573
Woodburn School District$480,000

21st CCLC Non-Regulatory Guidance

This federal resource document is designed to help State educational agencies (SEAs) and eligible public and private schools and organizations throughout the country understand how they can successfully participate in this important initiative.

Statewide Evaluations

Title IV-B of the Elementary and Secondary Education Act (ESEA) includes the requirement that State Education Agencies receiving funds shall conduct periodic evaluation of programs and activities carried out under this part and will make public dissemination of the results.

The American Institutes of Research (AIR) completed the statewide evaluation of Oregon 21st CCLC programs in October 2012. Below are found their principal reports from this work:

For more information on this topic, email Raquel Gwynn or call (503) 947-5785.