Sustainability Case Studies Santa Rosa Independent School District
Santa Rosa ISD, a small school district located in the Rio Grande Valley, was awarded a Cycle 6 21st Century Community Learning Centers (21st CCLC) grant and served nearly 50% of their student population. When the grant neared its conclusion, Project Director Alberto Trevino worked with site principals, the school board and local partners to sustain the most needed services. Temple Independent School District
When Temple Independent School District was faced with the closure of their federal funding at the end of their Cycle 6 21st Century Community Learning Centers (21st CCLC) grant, program leadership turned to the voters for help in the form of a Tax Ratification Election (TRE). By developing a program with community support, district employee buy-in, and essential services that would be missed at the conclusion of the grant, the voters overwhelming approved the measure in June 2014. Fort Worth Independent School District
As the director of Fort Worth After School (FWAS), Miguel Garcia is in charge of one of the largest afterschool networks in Texas: FWAS runs 84 sites – 52 elementary, 24 middle, and 8 high schools – that serve over 9,000 students on a daily basis. Because of the size of the program, a great variety of services can be offered, and students can participate in activities ranging from robotics to culinary arts to agricultural engineering. But a huge program also means that huge financial commitments are required to keep it running, and the end of the Cycle 6 grant of the 21st Century Community Learning Centers (21st CCLC) grant this summer could have caused a big problem. Fortunately, Garcia was able to turn to local funding sources from Fort Worth ISD and a city- wide crime prevention initiative to keep these varied – and valuable – activities available for the coming year. Northside Independent School District
Northside Independent School District, which serves the city of San Antonio, has one of the most high- need school-age populations in Texas. The district includes 50 Title I schools, 10 of which were funded by Cycle 6 of the 21st Century Community Learning Centers (21st CCLC) program. With grants for those sites expiring this year, ACE Program Coordinator Terry Perez had to not only find new sources of funding, but also ensure that NISD’s schools were using their money in the most efficient way possible. Round Rock Independent School District ASPIRE Program
Round Rock ISD partnered closely with numerous community organizations to help provide services and programming for their After School Promoting Intensive Remediation & Enrichment (ASPIRE) program. With funding from Cycle 6 of the 21st Century Community Learning Centers grant expiring, RRISD turned to these community partners to help make up the difference – and the partners responded by increasing donations, providing extra services, and taking on many of the students whose sites would close without the grant money. Their response has ensured that many of the district’s high-need students will continue to take advantage of invaluable out of school time activities. San Benito Consolidated Independent School District
San Benito Consolidated Independent School District sits in the Rio Grande Valley, one of the most economically- disadvantaged areas of Texas. School districts and other afterschool providers across the Valley are being significantly impacted by the expiration of Cycle 6 of funding from the 21st Century Community Learning Centers (21st CCLC) program. But Jack Garcia, the Afterschool Program Director for SBCISD, demonstrates how hard work and tireless promotion of his program were able to convince San Benito’s school board to find the funding to continue afterschool programs in his district. Education Service Center 6
In 2009 Education Service Center (ESC) 6 applied for a 21st Century Community Learning Centers (21st CCLC) grant to serve students in Huntsville ISD and New Waverly ISD, both of which reside roughly 70 miles north of Houston. ESC 6 found the 21st CCLC program to be in great demand and easily exceeded the required number of students to be served by several hundred. The grant staff was shorthanded; in addition to meeting the demand of families and students the initial budget for the program failed to take into consideration several staff positions required by the grant requirements. From day one, Project Director Consuelo Stone cultivated new community partnerships and engaged a task force to support the program during the grant and beyond.