In Indiana, out-of-school time (OST) programshave been an essential way to supportchildren, youth and families when school is notin session. During the COVID-19 pandemic,many OST programs stepped up to serve essential workers and families when schoolswere closed. With the historic financial supportthat districts will receive via relief funding,youth-serving organizations are challengedwith a great opportunity to build strong,intentional school and community partnershipsthat will support recovery efforts and helpstudents accelerate their learning.

OUT-OF-SCHOOL-TIMEPROGRAMMING: IMPACT

WHY PARTNERSHIPS AREIMPORTANT

BEST PRACTICES

SCHOOL & COMMUNITYPARTNERSHIP CASE STUDIES

RESOURCES

SCHOOL &COMMUNITY-BASED

ORGANIZATION PARTNERSHIPS

TABLE OF CONTENTS

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Establish and strengthen bridges withfamilies and communitiesRepresent the demographics of thegroups they serveConnect students and families to food,health, economic and other types ofsupport

Sustaining Connections to Familiesand Communities After-school programs can help:

IMPACT

Engage students with additional learningtime in a way that feels valuable andrewarding, different but complementaryto the school dayProvide new ways to explore materialand ideasReduce the 6,000 hour learning gapbetween high-income and low-incomefamilies

Creating More Time for EngagedLearning After-school programs can help:

.

Reach and serve a significant number ofyoung people from low-incomefamilies, rural communities, and raciallyand ethnically diverse backgroundsProvide the space for students from allbackgrounds to gain confidencethrough hands-on, real world learningexperiencesPromote opportunities to connect withbusinesses and employment fieldswhere minorities and women aretraditionally under-represented, suchwomen in STEM

Addressing Inequities After-school programs can help:

OUT-OF-SCHOOL-TIMEPROGRAMMING: IMPACT

Provide a safe place where professionaleducators connect with kids, engagethem in hands-on learning, help themnavigate challenges, and talk about howto make good decisionsFocus on the whole child and offerenriching activities that encourageyoung people to try new things, buildconfidence, and develop social skillsPartner with school districts byproviding virtual programming,distributing learning activities withschool lunches, and offering virtualcheck-ins and support for workingfamilies

Supporting the Whole ChildAfter-school programs can help:

.

Make gains in reading and mathImprove their test scoresHave higher graduation ratesParticipate in class more oftenAttend school at higher rates than thosewho do not attend OST programming

Boosting Academic PerformanceAfter-school programs are proven to helpstudents get excited about learning andimprove their work habits and grades. Theseprograms inspire kids of all ages to lovelearning by engaging them in creative,hands-on projects that teach foundationalskills, like communication, teamwork, andproblem solving. Students who regularlyparticipate in afterschool:

.

A 2019 evaluation of Indiana’s 21st Century CommunityLearning Center programs by Diehl Consulting Group

found that more than 7 in 10 students with high programparticipation (90+ days) maintained a B or higher or

increased their grade from fall to spring in English and inmath. Teachers reported that 56% of students in need of

improvement came to school more motivated to learn and53% improved their classroom behavior.

Partnership

Providing SpaceData SharingTransportation Meals and SnacksGrant Administration

Create a strong Memorandum of Understandingthat includes details about which party isresponsible for:

Strong partnerships between communityorganizations and schools are at the core ofsuccessful out-of-school time programs. Asschools begin planning new ways to supportstudents, utilizing relief funding, OST programsare an opportune partner to keep students ontrack academically while engaging in a safe andsupportive learning environment.Partnerships between schools and community-based organizations (CBOs) should becharacterized by: alignment of goals andservices, effective lines of communication, anddata and resource sharing. Meaningful, activecollaboration maximizes the use of communityresources and fosters creative learning solutionsthat engage young people and their families.Well-aligned OST programs provide a broadarray of enrichment activities that reinforce andcomplement the regular academic programs ofthe school, but look and feel different than theregular school day.

Communication Meet with the leadership team from both thelocal educational agency (LEA) and CBO todetermine preferred methods ofcommunication, frequency of meetings, maincontacts, and to create shared goals for thestudents and families you will serve.

Staffing Determine what qualities, credentials, andqualifications you would like your OST staff topossess. Discuss which parties will be a part ofthe hiring and staff management. If theprogram intends to hire school day staff,determine if pay must align with the LEA's payschedule.

Programming Utilize a needs assessment, schoolimprovement plan, teacher/parent/studentsurveys, and academic data to determine howto best serve the students in your community.Prioritize providing programming that isenriching and aligns with the social emotionaland academic needs of your students.Remember that for many students, OST isoptional, so create programming that will befun and exciting to encourage regularattendance.

BESTPRACTICES

WHY PARTNERSHIPSARE IMPORTANT

“Our tutoring program is one of the strongestelements in the elementary after-school program, all

done by teachers. They have a good connectionbetween the school day and afterschool because it’sthe same teachers that are helping in the afterschoolprogram and they know the kids. The teachers takeownership in it… They love the after-school program,and they encourage it big time with parents and withkids. They believe in it. It’s not an extra thing for them.It’s an essential part of the school .”- 2018-2019 21st

CCLC State Evaluation

“ W E H A V E F O U N D T H A T , I F K I D S A R E I N O U RP R O G R A M S , T H E Y A R E I N T H E S C H O O L S . T H A T ’ ST H E T H I N G T H A T K E E P S T H E M C O M I N G . K I D SV O T E W I T H T H E I R F E E T A N D T H E Y W A N T T O B EI N E N G A G I N G P R O G R A M S . D U R I N G T H E S C H O O LD A Y , W E H A V E S E E N P A R T I C I P A N T S ' B E H A V I O RT A K E A N U P T I C K . I F T H I S W A S T H E O N L Y T H I N GO U R P R O G R A M P R O V I D E D , T H A T W O U L D B EF A N T A S T I C , B U T W E A R E R E A L L Y L U C K Y T H A TW E A R E A B L E T O M O V E T H E N E E D L E W I T HT H E S E K I D S I N T E R M S O F T H E I R A C A D E M I C S A SW E L L . "- D E R E K M C K I L L O P , E V A N S V I L L E V A N D E R B U R G H

S C H O O L C O R P O R A T I O N

97%of regular attendees in grades two through five

earned a "C" or better or increased their ELA/readinggrade from fall to spring during the 2018-2019 school

year.

76% of students reported that the afterschool program

helped improve their relationship skills (e.g., makingfriends, getting along better with classmates) during the

2018-2019 school year.

80% of parents reported regular participation ("a fewtimes a week" to "daily") in talking to their child

about the school day during the 2018-2019 schoolyear.

Grades Served: K-12

Program Focus: STEM

Fiscal Agent: Local Educational Agency

(LEA)

EVANSVILLE , IN

Evansville VanderburghSchool Corporation &YMCA of SouthwesternIndiana

Build authentic relationships with your local after-school Regional LearningNetwork -The Evansville community has a strong coalition that works tocollectively support the young people in their community. Many of theprogram's community partners and coalition members participate in theirschool's advisory boards. When the after-school program lost funding, many ofthe coalition members and community partners stepped in to support studentsand provide services. Derek McKillop, Program Director, shared, “A lot of timespeople think funding is contingent. And although money, funding, and contractsmake the world go around, I think if you have those relationships, you can findways to survive, even when things break down.”

P R O M I S I N G P R A C T I C E S

Evansville Vanderburgh School Corporation (EVSC) serves as the fiscalagent for eight after-school programs in their district. The LEA alsopartners with the YMCA of Southwestern Indiana to provide OST programming at two elementary schools and one middle school intheir district. The LEA manages and pays for staff and transportation,purchases supplies and equipment, administers the grant, andprovides snacks and meals via the USDA's Child and Adult Care FoodProgram, For programs that are fiscally managed by the YMCA ofSouthwestern Indiana, the CBO manages and pays for staff andtransportation, purchases supplies and equipment, and administersthe grant; the LEA provides snacks and meals via the USDA's Childand Adult Care Food Program.

P A R T N E R S H I P D E T A I L S

To ensure the after-school and school day staff are in alignment, theLEA has hired a full time Program Director to manage the OSTprogram. The Program Director manages communication and has bi-weekly meetings with every school. During these meetings, theleadership team discusses attendance trends, family engagementefforts, the advisory council, program operations, successes, andconcerns. Communication is also conducted informally via text, email,and in-person interactions.

C O M M U N I C A T I O N

At EVSC, building principals help select staff that are passionate aboutserving kids in a less structured environment. They look for staff who canbuild community and a positive culture in the OST program. They alsomarket their program as an opportunity for school day staff to becreative and work with students in smaller groups, which intereststeachers. Most of the staff in their program is comprised of teachers,instructional assistants and other school personnel. The program alsoemploys community members, but academics are facilitated by certifiedteachers. Each site employs one Site Coordinator, teachers, andassistants.

The Program Director manages the Site Coordinators and works toensure they have a finger on the pulse of each school, but tries not tomicromanage their staff. The program is intentional about hiring andretaining staff that are able to use the existing assets of their school andcommunity and can become experts at serving students and families.

S T A F F I N G

Every individual who serves students in the OST program (communitypartners, district staff, and community members) is encouraged toparticipate in district training. Training focuses on de-escalation and GAIN(Growth in Academics through Innovation and Neuroeducation), which isEVSC's Comprehensive Framework for Student Success. Because the OSTprogram is often able to connect with parents more often than school daystaff, they engage with the parents and share how behavior managementtactics like mindfulness and de-escalation used in school can be used athome.

To support learning and growth, teachers lead the academic portion of theprogram. Each location has a Site Coordinator who engages with teachersand attends grade level meetings. The Site Coordinators uses informationfrom grade level meetings to ensure the program is incorporating solutionsto school day issues into the OST program. For EVSC, afterschool is not aseparate program, it’s just an extension of school day efforts. Enrichment programming and family engagement is provided by severalcommunity partners (Boy Scouts, Girl Scouts, YMCA, YWCA, etc.). Thesepartnerships allow the community partners to meet their ownorganizational goals while also providing services and experiences thatcan't be provided for by the district. Many of the community partnersparticipate in walk-throughs in each building that are designed to ensurethat schools are accessible and family-friendly.

P R O G R A M M I N G

“ W E D O T H E W O R K T O E N S U R E T H E S EK I D S A R E G O I N G T O S U C C E E D I N T H EC L A S S R O O M . I T H I N K T H A T T H E N U M B E RO N E B E N E F I T O F O U R P R O G R A M I SS O C I A L E M O T I O N A L L E A R N I N G ( S E L ) . S E LI S I N V A L U A B L E ! W E H A V E T H E A B I L I T YT O R E A L L Y D I V E I N T O T H I S I N A N A F T E R -S C H O O L S E T T I N G . ”

- K A T H Y A R M S T R O N G , S T E U B E N L I T E R A C YC O A L I T I O N

The CBO manages and pays for staff, purchases supplies and equipment,and administers the grant; the LEA provides snacks and meals via theUSDA's Child and Adult Care Food Program, The CBO pays fortransportation, and the LEA uses their buses and bus drivers andcoordinates the route. This partnership serves kids at seven program sites from four school districts. Additional program partners include: Annie E.Casey Foundation’s Juvenile Detention Alternatives Initiative (JDAI), PurdueExtension/4-H, local nursing homes, senior living facilities, and more.

P A R T N E R S H I P D E T A I L S

91%of regular participants demonstrated improved

classroom grades from fall to spring during the 2018-2019 school year.

87% of regular participants improved in

classroom behavior as documented by their teachers duringthe 2018-2019 school year.

85%of regular participants' parents self-reported that they

assisted their child with a school project during the2018-2019 school year.

Customize communication efforts- Program staff have made an effort tocustomize their communication efforts with each of their stakeholders. Fortheir families, they use the Remind App to allow them to select themethod of communication that works for them. Since many schoolleaders have busy schedules, the program actively works with leadershipto communicate in a way that is not overwhelming or time consuming.This means that informal communication like texts and quickconversations in the hallways happen more frequently than formalmeetings. For some teachers, filling out forms about homework andmissing assignments was not feasible. To ensure that OST is still able tosupport students, the program asked teachers to write their assignmentson the chalkboard instead. OST staff arrive to the school a few minutesearly for programming and they visit each classroom to see what studentsshould be working on.

P R O M I S I N G P R A C T I C E S

ANGOLA , IN

Steuben Literacy Coalition &Prairie Heights SchoolCorporation, FremontCommunity Schools, MSDSteuben County & HamiltonCommunity Schools

Grades Served: K-8

Program Focus: STEM

Fiscal Agent: Community-Based Organization

(CBO)

Steuben County Literacy Coalition relies on both informal and formalcommunication methods with the LEA to build a strong relationship.Each program location has a Site Coordinator who actively connectswith school day personnel to ensure the OST program is providinglesson plans and accommodations that align with the school day. To ensure students are meeting their academic goals, the SiteCoordinators have created a few ways to determine which studentshave homework and missing assignments. Some sites have a form thatthey put in teachers' mailboxes for each student, some have a folderwhere teachers can write notes to after-school staff, and others reviewstudent planners when they arrive to the program. Staff at SteubenLiteracy Coalition shared, “We’re really sensitive not to make morework for the classroom teachers. At the end of the day, we are there tosupport them and we try not to ask for more than we need.”

C O M M U N I C A T I O N

The program is managed by two leaders: one focused on elementaryand one focused on middle and high school. The Executive Director ofthe CBO spends half of their time managing the OST program. The LEA isavailable for troubleshooting, data collection, and meetings whennecessary. Each location has a Site Coordinator who is responsible for connectingwith school day staff, planning, and coordinating family engagement.The organization prefers to hire staff who are licensed or retiredteachers. They also hire instructional assistants, paraprofessionals, andanyone with two or more years of college. For applicants with a highschool diploma who would like to be part of the organization, SteubenLiteracy Coalition pays for the paraprofessional examination for theirstaff. For many former students, an opportunity to return to their after-school program as staff is also an option. Any applicants that arebetween 16 and 18 years old can volunteer with a letter ofrecommendation from a teacher or coach.

S T A F F I N G

This organization has created programming that aligns with the prioritiesof the school day while providing hands-on experiences that are differentfrom the experiences of the school day. The program uses standards-based programs that keeps their kids engaged in daily activities. They alsooffer incentives like weekend field trips that encourage regularattendance in OST. Steuben County Literacy Coalition partners with JDAIto provide food, supplies, and books for family engagement events.

For students who may not have an interest in or access to sports or thearts, the program has found that their Lego Robotics program hasengaged additional students. Students are able to learn more about STEMcareers and compete in robotics competitions because the program isable to pay and provide transportation for everyone.

Every student who attends the program is given time to completehomework and has access to tutoring and homework help during OST.

P R O G R A M M I N G

“ A T T H E S E C O N D A R Y L E V E L , W EC O N T R A C T W I T H S C H O O L D A YS T A F F A S L I A I S O N S . T H E Y R E A L L YH E L P W I T H R E C R U I T I N G A N D B E I N GA S T R O N G V O I C E A T T H E S C H O O L . “

- M I C H E L L E A L L E N , C O M M U N I T I E S I NS C H O O L S O F C L A R K C O U N T Y

The CBO manages and pays for staff, purchases supplies andequipment, and administers the grant; the LEA provides snacks andmeals via the USDA's Child and Adult Care Food Program, and the CBOmanages the partnership with Dare to Care, who serves meals forstudents in southern Indiana. This program partners with their districts toprovide 21st Century Community Learning Center (CCLC) programmingto low-income students and fee-for-service extended day learningprogramming following the 21st CCLC program model.

P A R T N E R S H I P D E T A I L S

100%of regular attendees improved or needed no

improvement to their academic performance in thespring as reported by school day teachers during the

2018-2019 school year.

88% of regular attendees had no suspensions during the

2018-2019 school year.

75%of high school parents reported reviewing their

child's grades on assignments and tests during the2018-2019 school year.

Focus on program quality- Program staff use data, evaluation, andfeedback from their students and families to consistently improvetheir program. They have learned that programs that meet the needsof students while also providing an enjoyable experience will yieldhigh attendance in programs. Site staff work hard to create activitiesand enrichment opportunities that make students want to attend andbring their friends. Site Coordinators frequently pull attendancereports to review attendance trends and identify students who havemissed programming. Staff are encouraged to reach out to kids andfamilies to let them know they are missed and to encourage them toreturn to OST.

P R O M I S I N G P R A C T I C E S

JEFFERSONVILLE , IN

Communities in Schools of ClarkCounty & Silver Creek SchoolCorporation, Borden/HenryvilleSchool Corporation, ClarksvilleCommunity School Corporation& Greater Clark County Schools

Grades Served: 1-12

Program Focus: STEM, SEL, & Literacy

Fiscal Agent: Community Based Organization

(CBO)

Communities in Schools of Clark County provided school day supportbefore they began serving students in OST. The existing relationshippaved the way for the program to work well for their community. LEAand CBO leadership meet via video conference and phone calls atleast twice a year. Site Coordinators and program staff are in constantcontact with school leadership and teachers. At the secondary level,liaisons keep a pulse on what is going on during the school day via acombination of formal and informal meetings and connections. Theprogram also sends newsletters to the teachers and principals aboutthe program with pictures and stories about what students are doing inafterschool.

For this organization, partnership is all about relationships. Creatingstrong, authentic relationships has helped the program navigatedifficult conversations. Michelle Allen, Director of Programs shared,"When there are issues, the positive relationship can offset thenegative. Try to build good, quality interactions to soften the blowwhen things don't go as planned."

C O M M U N I C A T I O N

Communities in Schools of Clark County hires, manages, and pays thestaff for their OST programs. Each program location has a SiteCoordinator who takes on the majority of the responsibilities for theprogram.

This organization prefers to hire staff who have experience in educationand can relate to school culture. Communities in Schools of Clark Countyactively recruits staff that have part-time positions at the district to workafterschool. This provides an opportunity for part-time staff to becomemore financially secure while also helping the OST program retain staffand build relationships with the school.

The elementary school staff who don't work during the school day arrivetwo hours before the program to stop by classrooms and talk toteachers. At the secondary level, they contract with school day staff asliaisons who have access to the building and are willing to speak for theOST program during the day. Their liaisons serve as counselors,academic coaches, and administrative assistants during the school day.

S T A F F I N G

To ensure that the OST program is aligned with school improvementefforts and the academic need of the students, Communities inSchools of Clark County relies on the relationship with the principal.The Program Director meets with the principal at least twice a year to talk about what’s working and what’s not working in their school.Principals complete a needs assessment and evaluation for theprogram twice a year. Often, school principals will refer students toOST programming when they believe they are in need of additionalacademic and social emotional support. The program uses thisfeedback in addition to information from teacher, student, and parentsurveys to prioritize and plan for the year.

P R O G R A M M I N G

Grades Served: K-12

Program Focus: STEM

Fiscal Agent: Community Based Organization

(CBO)

The Knox, IN community hosts an annual partnership luncheon. TheStarke County Youth Club uses this opportunity to make informalconnections with school leaders and potential program partners. Theprogram frequently reaches out to their partners and asks for feedback,to share data, and to invite them to join their self-assessment team. Overthe years, they have learned that asking the question "How do we makeour programs better for kids?" is a welcome and important conversationfor all stakeholders in their community.

At the school level, the Program Director meets with superintendentsand the Site Coordinators meet with school principals on a regular basis.The Site Coordinators also meet with administrators or teaching staff tooffer help with school day concerns and to disseminate relevant information about programming, student performance, and behavior.Since Site Coordinators have an office in each building, it’s notuncommon for teachers to come by with extra homework and ideas tosupport students who are struggling. Both parties know their kids welland work together help students achieve their goals.

C O M M U N I C A T I O N

All OST staff are hired, screened, and trained by the Starke County YouthClub. They employ certified Child and Youth Care professionals, education majors, community members, paraprofessionals, teachers,recess workers, and cafeteria workers. The program also employs highschool students, many of whom were in the program as kids, to serve asteachers' aides. Some of the after-school staff are also employed by theLEA.

When looking for staff, they hope to find individuals who are patient,caring, and thoughtful. Not all of the staff in the OST program arecredentialed or teachers, so the CBO is equipped to provide additionaltraining and support. The program also offers OST-focused training forschool day teachers. Each location has one full-time Site Coordinatorwho is dedicated to the program. They are responsible for managingtheir own team, program planning, family engagement, and buildingrelationships with school personnel. Every Site Coordinator has their ownoffice in the school building, access to printing, and their own phone line.

S T A F F I N G

For school leadership in this community, the academic and personalwellness aspect of the OST program is most beneficial for theirstudents. The Starke County Youth Club provides structured andsupportive programming that allows students to feel comfortable, safe,and good about themselves. Irene Szakonyi, Executive Director shares, “the more people are contributing to kids, who are building a network ofsupport, and providing protective factors around kids. the better the kid,the family, the community is... once you understand that, you can’t denyit’s importance… these partnerships are good for kids and families!"

In their OST program, they focus on academic achievement andsupport, but they also work to ensure their kids become good humansby helping them express themselves, develop to their best potential, and build healthy relationships.

Since the relationship between OST and school day personnel is sostrong, students benefit by having programming that is customized tothe issues they may be facing during the school day. The schoolprincipal might notice that their third graders are struggling with acertain concept and will communicate this with the Site Coordinator. The OST program can easily adjust their lessons for that week, pivot,and help support learning this concept in OST.

P R O G R A M M I N G

" K I D S W H O A T T E N D A F T E R S C H O O L H A V E B E T T E R S C H O O L D A YA T T E N D A N C E B E C A U S E T H E Y W A N T T O S T A Y A F T E R . P A R E N T SH A V E S A I D T H E I R K I D S D O N ' T W A N T T O G E T U P F O R S C H O O LB U T W I L L G E T U P I F T H E Y A R E R E M I N D E D T H A T T H E Y H A V E O S TL A T E R . "

- I R E N E S Z A K O N Y I , T H E S T A R K E C O U N T Y Y O U T H C L U B

The CBO manages and pays for staff, purchases supplies andequipment, and administers the grant; the LEA provides snacks andmeals via the USDA's Child and Adult Care Food Program, The LEAs arecontracted to coordinate transportation, and the CBO pays the LEA. TheOST staff share classrooms with school day teachers.

P A R T N E R S H I P D E T A I L S

89% of regularly attending students reported that this

program helps them make healthy choices during the2018-2019 school year.

98%of families engaged with their child's school byparticipating in at least one school event during

the 2018-2019 school year.

Create a strong data sharing agreement with your district - Programstaff have found that access to student data is an important aspect ofsupporting their growth. Having a FERPA release on each student ishelpful as well. The staff at the OST program and the school talk aboutdata and gather it often. This helps the two parties find common groundand work together for academic results.

Share student attendance expectations with families - The StarkeCounty Youth Club informs kids and families, during registration, of theirexpectations in terms of attendance in their Family Handbook. They wantparents to know that the OST program is not just a drop-in program andtheir students will benefit from regular attendance.

P R O M I S I N G P R A C T I C E S

84%of regularly attending students in kindergarten

through grade five earned a B or better or improvedfall to spring during the 2018-2019 school year.

KNOX , IN

The Starke County Youth Club& Knox Community SchoolCorporation, North Judson-San Pierre Schools, & Oregon-Davis School Corporation

AFTERSCHOOL AND SUMMER LEARNING IMPLEMENTATION GUIDE21ST CCLC PROGRAM AND CONFERENCE RESOURCE LISTAFTERSCHOOL ALLIANCEPROFESSIONAL DEVELOPMENT RESOURCE GUIDERESEARCHED BASED CURRICULATITLE FUNDING OPTIONS TO SUPPORT OST PROGRAMSCONNECTING AFTERSCHOOL AND SCHOOL: 15 WAYS TO IMPROVEPARTNERSHIP

SCHOOL-DAY PARTNERSHIPS: IT’S MORE THAN ALIGNMENT, IT’S CONTINUOUSEDUCATION!CONTINUOUS EDUCATION COURSEHEALTH AND WELLNESS: PARTNERING WITH THE SCHOOL DAYSTRATEGIC PARTNERSHIPS

AFTERSCHOOL ALLIANCE COMMUNITY LEARNING HUBSWESTED ADVANCING STUDENT SUCCESS: ALIGNING IN-SCHOOL AND AFTER-SCHOOL LEARNINGNAESP LEADING AFTERSCHOOL LEARNING COMMUNITIESCONNECTING AFTERSCHOOL AND SCHOOL: 15 WAYS TO IMPROVE PARTNERSHIPS

WEBINAR: ESSENTIALS FOR OST AND SCHOOLPARTNERSHIPS YOU FOR YOUTH

OTHER PARTNERSHIP RESOURCES

Indiana Academy on Out-of-School Learning:

The high-quality online training hub is specifically designed for after-schoolprofessionals. Join hundreds of Indiana OST professionals in the Academy. All

courses are aligned with the IN Afterschool Standards, CYC credentials, and CCDFrequirements. Recommended Indiana Academy trainings:

Building Relationships with School PersonnelEngaging the Community in Quality Summer Programs

www.indianaafterschool.org

RESOURCES

Out-of-School Time Resources

Partnership Resources:

Memorandum of UnderstandingExamples:

LEA as the Fiscal AgentCBO as the Fiscal Agent (Simple Version) CBO as the Fiscal Agent CBO as the Fiscal Agent (Strong DataSharing Agreement)