Before and After School Learning and Safe Neighborhoods Partnerships Program
(a) The department shall select applicants to participate in the program established pursuant to this article from among applicants that apply on forms and in a manner prescribed by the department. It is the intent of the Legislature that the manner prescribed by the department, to the extent possible, allow for short and concise applicant responses.
(b) The department shall consider the following in selecting schools to participate in the program established pursuant to this article:
(1) Percentage of pupils eligible for free and reduced-price lunch.
(2) Other indicators of need for the program, including, but not limited to, socioeconomic status of the neighborhoods in which participating pupils reside, the percentage of English language learners at the school, and the availability of programs in the community in which participating pupils reside.
(c) The application shall certify all of the following:
(1) Inclusion of an educational element.
(2) Inclusion of an enrichment element. These opportunities may include arts, career technical education, recreation, technology, and other activities to support positive youth development.
(3) That the program will provide a safe physical and emotional environment, opportunities for relationship building, and promote active pupil engagement.
(4) Staff training and development will be provided.
(5) Integration with the regular schoolday and other expanded learning opportunities.
(6) Community collaboration, including, but not limited to, demonstrated support of the schoolsite principal and staff.
(7) Opportunities for physical activity.
(8) Inclusion of a nutritional snack, meal, or both.
(9) Fiscal accountability.
(10) Availability of required local matching funds.
(11) That the program will meet all of the evaluation requirements.
(12) Collection and use of pupil social, behavioral, or skill development data collection to support quality program improvement processes. These pupil data outcomes may relate to specific social-emotional competencies, including, but not necessarily limited to, social skills, self-control, academic mindset, perseverance, conflict resolution, and school connectedness.
(d) Subdivision (b) does not apply to an applicant school that meets the priority criteria described in subdivision (a) of Section 8482.5.
(Amended (as amended by Stats. 2014, Ch. 370, Sec. 14) by Stats. 2016, Ch. 470, Sec. 12.)