(text here, downloadable pdf link to right)

Prepared by: Expanded Learning Division
California Department of Education 1430 N Street, Suite 3400
Sacramento, CA 95814-5901
916-319-0923
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This Program Plan Template Guide is required by California Education Code (EC) Section 46120(b)(2

 

Name of Local Educational Agency and Expanded Learning Opportunities Program Site(s)
Name of Local Educational Agency or Equivalent: Creative Connections Arts Academy K12--------
Contact Name: Brian Emerson--------
Contact Email: brian.emerson@trusd.net--------
Contact Title: 
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Contact Phone: 916-566-1870 ext. 20500--------
Instructions: Please list the school sites that your LEA selected to operate the Expanded Learning Opportunities Program 
(ELO-P). Add additional rows as needed.
1. Creative Connections Arts Academy K12--------
Governing Board Approval Date: 
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Review/Revision Date: 
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Review/Revision Date: 
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Purpose
This template will aid LEAs in the development of a program plan as required by EC Section 46120(b)(2). In this program 
plan, LEAs will describe program activities that support the whole child and students’ Social and Emotional Learning 
(SEL) and development.
Definitions
“Expanded learning”:
Expanded Learning refers to before school, after school, summer, or intersession learning programs that focus on 
developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging 
learning experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results driven, 
include community partners, and complement, but do not replicate, learning activities in the regular school day and school 
year. (See [EC Section 8482.1(a).])
“Expanded Learning Opportunities”:
Expanded Learning Opportunities has the same meaning as “expanded learning” as defined in EC Section 8482.1. 
“Expanded learning opportunities” does not mean an extension of instructional time, but rather, opportunities to engage 
pupils in enrichment, play, nutrition, and other developmentally appropriate activities. (See [EC Section 46120(g)(1)]).
Expanded Learning is currently funded through After School Education and Safety (ASES), 21st Century Community 
Learning Center (CCLC), and ELO-P.
Educational Element:
An educational enrichment element may include, but need not be limited to, fine arts, career technical education, 
recreation, physical fitness, and prevention activities. Activities may also include hiring literacy coaches, high-dosage 
tutors, school counselors, and instructional day teachers and aides to assist pupils as part of the local educational agency’s 
program enrichment activities. (See [EC Section 46120(d)(3)])
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Enrichment Element:
These opportunities may include arts, career technical education, recreation, technology, and more. The United States 
government has provided examples of tools and resources that can support positive youth development. Those tools and 
resources can be found at https://youth.gov/youth-topics/positive-youth-development.
Off-Site Locations:
Off-Site or Non-LEA Sites include a physical location other than a school campus or other facility associated and operated 
by the LEA.
Plan Instructions
Development/Review of the Plan Collaborating with Partners
LEAs are encouraged to work collaboratively with partners and staff to develop and review the program plan. The LEA is 
responsible for the plan and the oversight of any community partners or subcontractors. The LEA should include partners 
in the development and review of the plan.
Quality Programs
The Expanded Learning Division adopted the Quality Standards for Expanded Learning in California and introduced 
requirements for Continuous Quality Improvement (CQI) to help programs reflect on program goals, program content, 
and outcome measures. Additionally, to be intentional about program management practices and activities delivered to 
students, LEAs should download and reference the Quality Standards to provide ongoing improvements to the program. 
You can find information about the Quality Standards on the California Department of Education Quality Standards and 
CQI web page at https://www.cde.ca.gov/ls/ex/qualstandcqi.asp
Completing the Program Plan
To create the program plan, provide a narrative description in response to all of the prompts listed under each Quality 
Standard (Program Goal) and General Question below. The LEA may customize and include additional prompts, such as 
describing SEL activities or refining the plan.
In addition to the narrative response, include tables, charts, or other visual representations that contribute to the 
understanding of the ELO-P. As needed, include attachments as addenda to further illustrate and respond to the prompts.
Due Date, Approval, and Posting of the Plan Program Plan Due Dates
All LEAs currently operating an ELO-P should have a Program Plan in place. See below for requirements for revising. It is 
the CDE's guidance that LEAs who receive ELO-P Funding for the first time must adopt a program plan within six months 
of the first apportionment of funding. The CDE may issue guidance on the development of a program plan (See [EC Section 
46120(b)(C)(2)]).
Approving and Posting Program Plans
It is the CDE’s guidance that this Program Plan needs to be approved by the LEA’s Governing Board in a public meeting 
and publicly posted on the LEA’s website within 30 days of approval.
Revisions/Changes
Reviewing and Revising Program Plans
The LEA is responsible for creating, reviewing, and updating the program plan every three years in accordance with EC 
Section 8482.3(g)(1). The program plan template guide is considered a living document that is periodically reviewed and 
adjusted to reflect the needs of the community, updates to the law, and to provide continuous improvement in the 
development of an effective ELO-P.
It is recommended that the plan be reviewed annually. If there are substantive changes to any aspect of this plan it should 
be updated sooner than the three year timeline.
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1—Safe and Supportive Environment
Physical Safety
Describe how the program will provide opportunities for students to experience a safe and supportive environment. 
Include if the program will be offered on the school site or off campus. If not onsite, describe where in the community it 
will be and how students will be supported to get there. Additionally, describe the elements such as staff training, 
incident reporting, and maintenance of health records.
Creative Connections is dedicated to providing a safe and supportive learning environments for all students. With the 
Expanded Learning Opportunities Program, we will build on our ASES program to provide Before and After school 
programs for all students K-12 at at both of our school sites. In order to ensure that our programs provide a safe 
experience, we implement multiple layers of training and monitoring. All the staff undergo a rigorous district vetting 
that includes background checks and educational qualifying examination. For training, Twin Rivers USD provides 
hands-on CPR training and first aid, include safety response training with our Twin Rivers USD Police department, and 
the nursing staff. CCAA K-12 has included our Before and After school programs in their Comprehensive Site Safety 
plans. Staff is included in safety team meetings, trainings, and recommended to be part of the site safety response 
team. Twin Rivers utilizes the Catapult Emergency Response App that allows users to create alerts, monitor staff and 
student responses to those alerts, and engage in drills for emergency response. The app also notifies the central office 
team and police services so that responses to situations are prompt and well documented. Twin Rivers includes this 
app on the mobile phones that are purchased for staff in our programs. Twin Rivers also provides ongoing training, 
walkie-talkies, and collaboration with district and site leadership to create safe and secure conditions for staff and 
students. Our daily morning and after school programs provide over 9 hours of care for students. Most of our 
programs begin at 7 AM; 45-60 minutes before the school day begins. Students that participate are provided 
breakfast, snack, and supper during our after school programming. During the 2022-2023 school year, CCAA was able 
to provide programs for students at both sites grades K-12 inclusive. Providing access to all of our students is priority, 
so we work to staff programs to the level where waitlist is minimal.
Before school/After School: CPR, first aid, vetting of staff, catapult emergency response system, 7 AM start time 
allows place to be when caregivers not available--food, supper in PM, snack, health and wellness activities, SEL, 
Offsite Programs: Intercession camps, Saturday events, athletics events, Kinder play activities, Secondary--academic 
supports, interest clubs
K-6 priority
District staff to oversee safety and respond to site needs,
DSA certified buildings and upgrades to facilities that are necessary and reasonable to operate programs safely
Transportation available for field trips and some events
Extensive background checks for staff
Scholarship to offsite care and activities
Partnerships with community agencies for arts, enrichment, and other comprehensive summer programs
Emotionally Safe & Supportive
Describe how the program provides an emotionally safe and supportive environment for students. This may include how 
the program incorporates social emotional learning.
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2—Active and Engaged Learning
Explain how the program will provide opportunities for students to experience active and engaged learning that either 
supports or supplements, but does not duplicate, the instructional day.
Aligned academic enrichments activities:
Creating enrichment activities that enhance the scope and sequence used in the classrooms.
Supplemental software for academic skill building
Professional development
Staff articulation school personnel, admin and teachers
Athletics for K-8
Clubs and other after school interest groups for students K-12
Tutoring
Community partner events
Field Trips
Summer Programs
3—Skill Building
Detail how the program will provide opportunities for students to experience skill building.
Career skills for secondary students
Social Skills--coping, friendship, aligning with MTSS and PBIS models of site
Collaboration with SPED and Behavior services to provide specific skills for students with disabilities
Athletics Skill focus in new sports, character building
Clubs-focus on skills of interest such as culinary, ceramics, media, e-sports, and drama/theater
SEL after school programs
4—Youth Voice and Leadership
Describe how the program will provide opportunities for students to engage in youth voice and leadership. Consider and 
describe what opportunities youth have to lead activities or provide mentorship within the program. Address how youth 
are included in program quality assessment and improvement.
Student input surveys, Presentation skills and performances, collaborative work, activity choices,
Service learning opportunities,
Participation in Cultural events and input in to program
Drama/Theater Camps
Student driven topics for clubs and groups
5—Healthy Choices and Behaviors
Explain how the program will provide opportunities for students to engage in healthy choices and behaviors. Include the 
plan to provide nutritious meals and snacks and how opportunities for physical activity will be provided.
Breakfast, snack and supper
Culinary club
Drug prevention education and awareness (Red Ribbon Week programs)
Physical activity element daily
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Indoor games for inclement weather
Athletics K-8
PBIS alignment for behavior choices
Student recognition for choices
6—Diversity, Access, and Equity
Describe how the program is designed to address cultural and linguistic diversity and provide opportunities for all 
students to experience diversity, access, and equity. Include how the ELO-P will provide access for students with 
disabilities.
Health services coordinate health needs for students
Cultural events, partners,
Prioritize Foster/homeless students, referral system for priority enrollment
Cultural events and athletics programs
Communication in various languages
Diverse staffing
Cultural holidays and celebrations
Collaboration with EL for programming and PD
Field trips
Tutoring and academic supports
7—Quality Staff
Staff Engagement
Detail how the program will provide opportunities for students to engage with quality staff.
CCAA, in collaboration with Twin Rivers Unified will provide:
Professional development
Educational requirements screening and support.
Program review, coaching, and evaluation ongoing.
Providing Staff to coach partners and agencies
Internal staff recruitment and partnership
PLCs monthly
Collaboration with ECE department to serve TK/K students
Collaboration with District departments to provide aligned services with district initiatives and enhance existing 
programs
Minimum Staff Qualifications
What are the minimum qualifications of an instructional aide pursuant to the policies of the LEA? Describe the process 
for health and safety screening for staff. Describe how your program will maintain minimum staffing ratios. (See [EC 
Section 46120(b)(2)(D)]).
Staff Development
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Describe your staff training and development plan. Include the tools and resources offered to staff to provide them with 
the competencies needed to engage and enrich students. LEAs operating ASES, 21st CCLC, and/or the ELO Program, may 
close program to offer up to 3 days of staff development. This activity is allowable during the instructional days or the 
nonschooldays. (See [EC Section 46120(b)(8)]).
8—Clear Vision, Mission, and Purpose
Explain the program’s clear vision, mission, and purpose.
Vision: ALL Twin Rivers students have access to and participate in enriching and high quality programs beyond the 
school day that provide academic, social emotional, and physical health support.
Mission: Twin Rivers will collaborate with district departments and sites, community agencies and partners, and 
family and community members to align and provide a standard of quality in all of our programs. Community input 
will be regularly elicited to develop and enhance programming that meet the needs and wants of our students and 
families. Local Partnerships will be prioritized to continue to enhance the community and community organizations.
Purpose:
All students deserve the opportunity to pursue passions, explore interests, and to be exposed to diverse cultures and 
traditions beyond the geographical limits of the school district. To bridge the opportunity gap for students in our 
district, the Expanded Learning Opportunities Program will eliminate financial restrictions to access. This includes 
transportation, health and safety, and other factors that may hinder participation in activities.
Creative Connections Arts Academy Mission/Vision: Creative Connections Arts Academy is a safe environment where 
we support lifelong learning in a creative arts-based community. Mission: Through a commitment to nurture the 
whole child, we offer high quality arts integration; we achieve growth and confidence in academic knowledge, 
leadership, and social action.
9—Collaborative Partnerships
Students and Families
Describe how students and families were involved in the creation of the program plan and how they are engaged 
throughout the year.
Nor Cal School of the Arts
B Street Theater
Crocker Museum
Sacramento Kings
Sacramento County Office of Education
Sacramento Chinese Community Service Center
Community Based Organizations and other Non-LEA Partners
Describe how the LEA engaged Community Based Organizations and other non- LEA partners to design the program plan 
and how they will be included in the administration/implementation of the program. Include how ELO-P will be 
coordinated with other initiatives such as Community Schools, Multi-Tiered Systems of Support.
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10—Continuous Quality Improvement
Describe the collection and use of student social, behavioral, or skill development data to support CQI, to engage in 
reflection and be intentional about program management practices and activities delivered to students. 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. More information on CQI can be found 
on the CDE Quality Standards and CQI web page, as previously provided.
Informal observations weekly
Formal observations 3X per year
Coaching and PLC
Admin Team Meetings with partners
LEA board review of programs
11—Program Management
Policies and Procedures
Include as an addendum (or hyperlink) any approved program policies, procedures, or manuals. This should include 
documentation and record-keeping practices, including enrollment/registration, attendance tracking, etc.
Weekly check ins with Program leads
Monthly check in with District officials
Programs are run by Sac Chinese Community Service Center leads
Budget
Provide your budget for the program including cost-share items. The LEA is required to ensure all costs charged to the 
program are reasonable, necessary, and allowable in accordance with applicable statutes, regulations, and program plans 
for the Expanded Learning Opportunities Program3. How does this budget reflect the needs of students and families 
within the community?
Provide a detailed description of how the LEA will ensure the proper implementation of the above requirements.
1 (California Public Contract Code (CPCC) 20110- 20118; CSAM including but not limited to 101, 405, 410; California Code of Regulations 
(CCR) Title IV 70; GC 1090; EC 14500-14509; EC 41010-41024)
2 (California School Accounting Manual (CSAM) Procedure 905; Education Code (EC) 14500-14509; EC 41010-41024; California 
Government Code (GC) 13401-13407)
3 (EC 46120[b][8]; 46120 [d][3]; 46120 [d][8][A-B]
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General Questions
Existing After School Education and Safety (ASES) and 21st Community Learning Centers (21st CCLC) 
Elementary and Middle School grantees
ASES, 21st CCLC Elementary/Middle School, and the ELO-P should be considered a single, comprehensive program. In 
coordinating all these funding streams to move towards a single program, the expectation is that the most stringent 
programmatic requirements will be adopted for program guidance.
Do you have an ASES Grant?
Do you have a 21st CCLC Grant?
If one or both grants are held, describe how these funding sources will be leveraged with the ELO-P funding to create one 
comprehensive and universal Expanded Learning Program.
We align with ASES guidelines for before and after school programs. Increasing access, training for staff, and 
opportunities for students.
Transitional Kindergarten and Kindergarten
Programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more 
than 10 to 1. (See [EC Section 46120(b)(2)(D)]). Please address the proposed schedule and plan for recruiting and preparing 
staff to work in the program, including supporting them to understand how to work with younger children. How will the 
lower pupil-to-staff ratio be maintained? How will the curriculum and program be developmentally informed to address 
this younger age group?
Funding provided in service agreements. Training for staff for working with younger students and collaborating with 
the ECE department for TK-K specific events and programs that support our youngest students. Additional Paras. 
Included in sports program with lower coach to students ratio. Kinder Kamp summer program
Offer and Provide Access
Describe how your LEA will offer ELO-P to their pupils and families using culturally and linguistically effective/appropriate 
communication channels. Describe how your LEA will provide access to the ELO-P by describing the enrollment process. 
Include the distribution of the form, signature process, and how the forms are stored. Will transportation be provided?
Field Trips
Field trips for entertainment purposes are not allowable. However, field trips can be a valuable educational and 
enrichment experience for youth. Field trips should be connected to the academic or enrichment program and provide an 
educational experience from which students can grow academically or culturally.
ELO-P funding can only be used for educational field trips that are coordinated and provided by the ELO-P. The educational 
field trips should be directly connected to the academic or enrichment components of the ELO-P. ELO-P funding cannot 
be used for field trips provided or coordinated by the core instructional day. ELO-P Field trips must follow ELO-P program 
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requirements, such as maintaining ratios and ensuring staff meet the minimum requirements for an instructional aide 
based on district policies. The LEA should also follow local policies and procedures related to field trips.
Describe the purpose of the field trip and learning outcomes intended. Include the specific knowledge and skills students 
will develop. Include the field trip location and its educational significance. Include the anticipated dates(s), duration of 
the trip, grade level(s) participating, and transportation arrangements.
Program Fees
Every student attending a school operating a program is eligible to participate in the program. Programs may charge family 
fees. Programs that charge family fees shall waive the cost of these fees for students who are eligible for free or reduced price meals, for a child that is a homeless youth, as defined by the federal McKinney- Vento Homeless Assistance Act (42 
U.S.C. Sec. 11434a), or for a child who the program knows is in foster care. A program that charges family fees shall 
schedule fees on a sliding scale that considers family income and ability to pay.
If applicable, describe your fee structure, including the process for waiving fees as outlined above and your sliding scale. 
If no fees will be collected please write that in the space provided.
Sample Program Schedule- Regular Schoolday
Please include a sample program schedule that describes how the ELO-P or other fund sources, including the California 
State Preschool Program for children enrolled in transitional kindergarten or kindergarten, and all other grades, will be 
combined with the instructional day to create a minimum of nine hours per day of programming (instructional day plus 
ELO-P or other supports). Programs are required to include both an educational and enrichment element; the sample 
program schedule should clearly identify that this requirement is met.
7 AM--Before school program begins (TK-6)
7:30 AM--Students are provided with breakfast and walking club.
8:10-2:52 Regular School Day
2:52-6:00 PM After School Programming (TK-6)
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Additional Legal Requirements
Below are additional legal requirements for the ELO-P. Please ensure your Program Plan meets all of these 
legal requirements:
Operations, Sites, ELO Program Plan, Family Fees, Ratio
EC Section 46120(b)(2):
Local educational agencies operating expanded learning opportunity programs pursuant to this section may operate a 
before school component of a program, an after school component of a program, or both the before and after school 
components of a program, on one or multiple school sites, and shall comply with subdivisions (c), (d), and (g) of Section 
8482.3, including the development of a program plan based on all of the following:
(A) The department’s guidance.
(B) Section 8482.6.
(C) Paragraphs (1) to (9), inclusive, and paragraph (12) of subdivision (c) of Section 8483.3.
(D) Section 8483.4, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a 
pupil-to-staff member ratio of no more than 10 to 1.
Regular Schooldays and Hours EC Section 46120(b)(1)(A):
On schooldays, as described in Section 46100 and Sections 46110 to 46119, inclusive, and days on which school is taught 
for the purpose of meeting the 175- instructional-day offering as described in Section 11960 of Title 5 of the California 
Code of Regulations, in-person before or after school expanded learning opportunities that, when added to daily 
instructional minutes, recess, and meals, are no less than nine hours of combined instructional time, recess, meals, and 
expanded learning opportunities per instructional day.
Nonschool Days and Hours EC Section 46120(b)(1)(B):
(A) For at least 30 nonschooldays, inclusive of extended school year days provided pursuant to paragraph (3) of 
subdivision (b) of Section 56345, no less than nine hours of in-person expanded learning opportunities per day.
(B) Extended school year days may include in-person before or after school expanded learning opportunities that, 
when added to daily instructional minutes, recess, and meals, are not less than nine hours of combined 
instructional time, recess, meals, and expanded learning opportunities per instructional day.
Prioritizing School Sites
EC Section 46120(b)(3):
Local educational agencies shall prioritize services provided pursuant to this section at schoolsites in the lowest income 
communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while 
maximizing the number of schools and neighborhoods with expanded learning opportunity programs across their 
attendance area.
Grades Served
EC Section 46120(b)(4):
Local educational agencies may serve all pupils, including elementary, middle, and secondary school pupils, in expanded 
learning opportunity programs provided pursuant to this section.
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Partners
EC Section 46120(b)(6):
Local educational agencies are encouraged to collaborate with community-based organizations and childcare providers, 
especially those participating in state or federally subsidized childcare programs, to maximize the number of expanded 
learning opportunity programs offered across their attendance areas.
Audit
EC Section 46120(c)(1):
Commencing with the 2023–24 fiscal year, a local educational agency shall be subject to the audit conducted pursuant to 
Section 41020 to determine compliance with subdivision (b).
Snacks and Meals
EC Section 8482.3(d)(1-2):
(A) [Local educational agencies] shall agree that snacks made available through a program shall conform to the 
nutrition standards in Article 2.5 (commencing with Section 49430) of Chapter 9 of Part 27 of
Division 4 of Title 2.
(B) [Local educational agencies] shall agree that meals made available through a program shall conform to the 
nutrition standards of the United States Department of Agriculture’s at-risk afterschool meal component of the 
Child and Adult Care Food Program (42 U.S.C. Sec. 1766).
Program Capacity, Family Fees, Sliding Scale
EC Section 46120(b)(5):
Local educational agencies may charge pupil fees for expanded learning opportunity programs provided pursuant to this 
section, consistent with Section 8482.6.
Staff Minimum Qualifications, Ratio
EC sections 8483.4(a) and 46120(b)(2)(D):
The administrator of every program established pursuant to this article shall establish minimum qualifications for each 
staff position that, at a minimum, ensure that all staff members who directly supervise pupils meet the minimum 
qualifications for an instructional aide, pursuant to the policies of the school district. Selection of the program site 
supervisors shall be subject to the approval of the school site principal.
The administrator shall also ensure that the program maintains a pupil-to-staff member ratio of no more than 20 to 1, 
except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio 
of no more than 10 to 1. All program staff and volunteers shall be subject to the health screening and fingerprint clearance 
requirements in current law and district policy for school personnel and volunteers in the school district.
Program Components
EC Section 8482.3(c)(1)(A–B):
Each component of a program established pursuant to this article shall consist of the following two elements:
(A) An educational and literacy element in which tutoring or homework assistance is provided in one or more of the 
following areas: language arts, mathematics, history and social science, computer training, or science.
(B) An educational enrichment element that may include, but need not be limited to, fine arts, career technical 
education, recreation, physical fitness, and prevention activities.
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Third Party Notifications
EC Section 8483.4(b-d):
(A) When a local educational agency contracts with a third party to operate a program pursuant to this article, the 
local educational agency shall require the third party to notify the local educational agency by the next working 
day following, and to submit a written report within seven days of, the occurrence of any health- or safety- related 
issues, including, but not limited to, issues involving criminal background clearances for employees, building 
safety, and any event specified in subdivision (c).
(B) For purposes of this section, an “event” includes any of the following:
(1) Death of a child from any cause.
(2) Any injury to a child that requires medical treatment.
(3) Any unusual incident or child absence that threatens the physical or emotional health or safety of a child.
(4) Any suspected child abuse or neglect, as defined in Section 11165.6 of the Penal Code.
(5) Epidemic outbreaks.
(6) Poisonings.
(7) Fires or explosions that occur in or on the premises.
(8) Exposure to toxic substances.
(9) The arrest of an employee of the third party.
(C) Any other event as specified by the local educational agency.
When a local educational agency contracts with a third party, the local educational agency shall require the third party to 
request from parents or guardians pupil health information, such as whether a pupil has allergies or asthma, before pupil 
enrollment. Parents or guardians may provide this information at their discretion and are not required to provide pupil 
health information for the pupil to receive services pursuant to this article