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 the ELO program.

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))

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.

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 visual representations that contribute to the understanding of the ELO program. 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 program should have a Program Plan in place. See below for requirements for revising. It is the CDE's guidance that LEAs who receive ELO program 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 program. 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.

The expanded learning opportunity program within the Rocklin Unified School District will be held at each elementary school site. RUSD will partner with Catalyst Kids, to extend the school day and offer a nine hour extended day per ELO program requirements set forth by the CDE.

To extend learning opportunities for students, RUSD will offer seven additional intersession days during the regular school year. These days will be strategically scheduled to align with existing breaks and professional development time, ensuring accessibility for families and continuity for staff. Specifically, intersession programming will occur on the districtwide fall professional development day, three days during the November break, and three days during the February break.

In addition, RUSD will host an expanded learning intersession program, which currently operates as a 30-day program. This program provides a blend of academic and enrichment opportunities designed to support student growth and engagement. For students participating in summer school, families also have the option to access Catalyst Kids ELO program enrichment for up to five additional hours each intersession programming day, extending learning and providing a well-rounded experience for students.

Compliance Alignment

This structure ensures that RUSD meets the requirements outlined in Education Code §46120, including the provision of at least 30 non-school days of programming during non-school days and access to a minimum of nine hours of programming per day when combined with school hours.

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.

RUSD prioritizes student safety and believes physical safety is imperative to academic, behavioral, and social-emotional learning. The Expanded Learning Opportunities Program (ELO program) will be held at each elementary school site, ensuring students remain in a familiar and secure environment.

RUSD will continue its partnership with Catalyst Kids to provide a nine-hour extended day serving unduplicated students at all 12 elementary school sites. Catalyst Kids has a strong history of prioritizing safe environments in expanded learning spaces. RUSD has long partnered with Catalyst Kids (formerly Child Development Centers) to provide before and after-school care across the district.

All Catalyst Kids staff are trained in CPR/First Aid, Mandated Reporter requirements, and behavior management strategies. Catalyst Kids takes safety seriously, reporting all incidents and accidents to both parents and the RUSD Coordinator of Expanded Learning.

The intersession program will be staffed by qualified personnel designated by RUSD and will adhere to district safety protocols, including incident reporting, Positive Behavior Interventions and Supports (PBIS), and maintenance of health records.

Describe how the program provides an emotionally safe and supportive environment for students. This may include how the program incorporates social emotional learning.

RUSD ensures that expanded learning programs create an emotionally safe and supportive environment for all students. Programs integrate Positive Behavior Interventions and Supports (PBIS) and use Purposefull People character traits to teach and reinforce social-emotional learning.

In addition, continued professional development is provided by both Catalyst Kids and RUSD staff to ensure students are supported in a trauma-informed way. Staff are trained to foster caring, respectful, and inclusive relationships, and to recognize and respond to student needs with empathy. Teachers engage children in a variety of Social-Emotional Learning (SEL) activities that build self-awareness and friendship skills through team-building experiences and self-reflective questions. This shared commitment ensures that students are socially and emotionally cared for in intentional ways, strengthening their resilience, confidence, and sense of belonging in the program.

Describe 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.

RUSD provides students with opportunities for active and engaged learning that supports but does not duplicate the instructional day. The Expanded Learning Opportunities (ELO) Program includes two main components:

• 177 days of extended care during the school year, in addition to three professional learning days for staff, and
• 30 days of intersession programming during non-school days.

Extended Day Program

The extended day program is offered through a partnership with Catalyst Kids. Catalyst Kids programs are built on the belief that all children are competent and capable learners who thrive through hands-on, active experiences. Staff provide discovery-based learning opportunities that strengthen students' connections to family, school, and community, creating a foundation for lifelong learning.

Knowledgeable and responsive staff build authentic and positive relationships with children, guiding development through individual interests and group experiences. Trusting relationships with families are a cornerstone of the program, and reciprocal partnerships with community-based organizations and school districts ensure cohesive services and support for students.

To connect extended day programming with the instructional day, Catalyst Kids staff collaborate with RUSD teachers to:

• Support students with homework completion,
• Provide practice with math and reading, and
• Offer enrichment activities that extend classroom learning.

Extended Year (Intersession) Program

The RUSD intersession program includes 30 days, scheduled across the fall break, winter break, and professional development days (when campuses are closed), and summer.

Summer Program Offerings:

The RUSD intersession program will provide 30 days of programming annually, ensuring students have access to both academic support and enrichment opportunities during non-school days.

• Academic Component: The academic portion of intersession programming will focus on reinforcing essential skills in literacy and mathematics while engaging students in hands-on, project-based learning. Instruction will emphasize active participation, small group interaction, and opportunities for students to apply skills in meaningful contexts.
• Enrichment Component: Students will also have the opportunity to participate in Catalyst Kids camp, which provides a wide variety of experiences such as art, STEM, sports, cooking, and on-campus field trips. Catalyst's camp culture emphasizes creativity, community, and belonging, creating a supportive environment where students develop friendships, build confidence, and explore new interests.

Skill-Building Outcomes:

• Academic reinforcement in literacy and mathematics through interactive and engaging activities.
• Creative exploration in art, STEM, and hands-on projects.
• Social development through teamwork, leadership, and community-building experiences.
• Practical life skills cultivated through enrichment such as cooking, sports, and collaborative play.

Program Structure:

• All RUSD students in Intersession programs will receive access to technology devices.
• Students will also participate in supplemental, non-linguistic math programs that reinforce core instruction.
• Students requiring intersession school and a nine-hour day will attend the academic program during the school day and transition to the ELO program in the afternoon.

The 30-day program will either expand upon the academic model or provide enrichment opportunities to ensure both rigor and variety. This structure supports student learning, promotes engagement, and gives families flexible, high-quality programming throughout the year.

Compliance Alignment

Together, RUSD's extended day and intersession programs ensure alignment with Education Code §46120, including the requirements to provide:

• Access to nine hours of programming per day (when combined with school hours), and
• At least 30 non-school days of programming during non-school days.

These programs also demonstrate how ELO program funding supports meaningful enrichment and supplemental learning opportunities that complement, rather than duplicate, the instructional day.

Describe how the program will provide opportunities for students to experience skill building.

The ELO program provides intentional opportunities for students to build both academic and 21st century skills through a balance of extended day care and intersession programming. Across 177 days of extended school-day care (plus three professional learning days for staff) and 30 days of intersession during non-school days, students engage in experiences that strengthen academic knowledge, foster creativity, and cultivate life skills essential for success in school and beyond.

Extended Day Program

Description of After-school Programs: Our programs are based on the interests and abilities of each young person and intentional curriculum. To ensure balance, we provide a daily schedule with opportunities for homework, recreation, and pursuing individual ideas. Our programs are also reflective of the partnership between the center, families, the school, school district, and the community. While each school age program is unique to the school and community it serves, in all our programs you will see:

• Teaching staff that supports the academic, youth development, and recreational needs of school age children.
• School day learning is being supported daily through hands-on enrichment activities that blend academics, enrichment, and youth development.
• A daily schedule includes dedicated time for homework, recreation, fitness, and personal development based on the interests of the children.
• Teachers and young people co-create and collaborate on activities and clubs emphasizing the arts, engineering, music, cooking, sports, science, community service, fitness, technology, and leadership.
• An understanding that relationships and relational practices may be expressed in many ways based on individual, community, culture, and other differences.
• A center environment that is home-like, rich in experience and discovery, and with a touch of whimsy, to represent the young people in the program and community.
• Variety of opportunities for young people to practice 21st century life skills such as critical thinking, creativity, collaboration, and communication.

Extended Year (Intersession) Program

The RUSD intersession program will provide 30 days of programming, ensuring that students have access to both academic support and enrichment opportunities during non-school days.

Summer Academic Program: The academic portion of intersession programming will focus on reinforcing essential skills in literacy and mathematics while also engaging students in hands-on, project-based learning. Instruction will emphasize small group interaction, active participation, and opportunities for students to practice and apply skills in meaningful contexts.

Enrichment Opportunities: Students will also have the opportunity to participate in Catalyst Kids camp, which provides a wide variety of experiences including art, STEM, sports, cooking, and on-campus field trips. Camp culture emphasizes creativity, community, and belonging, creating a supportive environment where students develop friendships, build confidence, and explore new interests.

Skill-Building Outcomes:

• Academic reinforcement in literacy and mathematics through interactive and engaging activities.
• Creative exploration in art, STEM, and hands-on projects.
• Social development through teamwork, leadership, and community-building experiences.
• Practical life skills cultivated through enrichment such as cooking, sports, and collaborative play.

Program Structure:

Students needing a nine-hour day will have access to a full schedule of academic programming in combination with enrichment through Catalyst Kids, ensuring alignment with state requirements for expanded learning opportunities.

Describe how the program will provide opportunities for students to engage in youth voice and leadership.

During both the extended day and intersession programs, students will have intentional opportunities to play a meaningful role in program design.

The Catalyst Kids Parent Handbook outlines how programs integrate youth voice and leadership development through intentional practices that foster decision-making, goal-setting, and positive relationships:

Catalyst Kids programs for those in grades TK-6th grade support and foster the positive development of young people. This approach encourages youth to build relationships, set goals, make decisions, develop skills, and practice leadership and life skills in a participatory environment. Our programs use the Search Institute's Developmental Assets & Relationships Frameworks to support opportunities and relationships young people need across all aspects of their lives. In our programs, we are actively cultivating a relationally rich culture where you will see our staff expressing care, challenging growth, providing support, sharing power, and expanding possibilities to support each individual young person to thrive. Our programs are based on the interests and abilities of each young person and intentional curriculum. To ensure balance, we provide a daily schedule with opportunities for homework, recreation, and pursuing individual ideas.

Compliance Alignment

By embedding youth voice, decision-making, and leadership opportunities, the ELO program meets the intent of Education Code §46120(b)(2), ensuring programming is developmentally appropriate and responsive to student interests and needs.

Describe how the program will provide opportunities for students to engage in healthy choices and behaviors. Describe how students will be served nutritious meals and/or snacks during the ELO program hours of programming.

Catalyst Kids' extended day and intersession programs promote student well-being through opportunities to learn about and practice balanced nutrition, physical activity, and other healthy choices in an environment that supports a healthy lifestyle.

Depending on the length of time a child participates in ELO program, meal service will vary. As part of the regular extended school day program, a PM snack will be provided. During the intersession program, breakfast and lunch are also provided.

Catalyst Kids - Creating a Healthy Environment

At Catalyst Kids we provide a healthy environment for children and staff by setting a high standard for the quality of food served through participation in the Child and Adult Care Food Program, facilitating physical activity daily, and integrating Nutrition Education in our curriculum for the children, families, and staff.

Nutrition

In all aspects of the Catalyst Kids nutrition program, our staff role model and set an example to support a healthy environment with a focus on the well-being of the children.

Families today face many nutritional challenges; accordingly, our nutrition staff has established guidelines for centers to build a healthy environment for the children and the staff. This vision of a healthy environment includes a foundation for developing a positive attitude toward food, understanding the importance of good nutrition, forming healthy eating habits, and the importance of daily exercise. For more information, ask to see a copy of our Wellness Policies for a Healthy Environment.

Our teachers introduce nutritional and fun cooking activities into the program, which both enhance the curriculum and assist the children in making healthy choices in their daily lives. In addition, both staff and families are offered wellness education that includes best practices in food choices as well as best practices for an active life.

Catalyst Kids employs a Nutrition Services Team who plan menus and choose meal vendors for our centers that provide good nutrition and keep cultural sensitivities in mind. Menus are posted in the center and copies are available for parents/guardians upon request. Foods purchased, prepared, and served at the centers promote healthy choices; we require that foods be limited in the amount of salt, sugar, and fats. In addition, we serve a wide variety of whole grains, fruits, and vegetables. Children with specific health and/or special dietary requirements can be accommodated. A physician's note is required if your child needs special food or is unable to participate in the center meals.

Physical Activity & Wellness

All children should be physically active every day. Just like adults, children get important health benefits from being physically active. Benefits of physical activity include reduced risk of heart disease, diabetes, high blood pressure, and high cholesterol, stronger bones and muscles, improved endurance and strength, good mental health and cognition, and increased self-esteem. Children should have an opportunity for active play 60 to 120 minutes per day that includes structured (teacher-guided) and unstructured (child-guided) playtime. Children in Catalyst Kids programs will have at least 30 minutes cumulative (half day program) and 60 minutes cumulative (full day program) of moderate to vigorous physical activity daily. Our school age children participate in 30Fit. 30Fit provides all children and youth who attend Catalyst Kids' Before and After School Program with 30 minutes of moderate to vigorous physical activity.

Just as in the feeding relationship between adult and child, encouraging physical activity in a child's life is much the same. Teachers will plan a place and time for active play throughout a child's day and participate with the child as a role model. Active playtime includes a variety of activities for children to choose from and enjoy. Young children will naturally tend to be active, and if children learn to be active regularly and enjoy it, then research indicates that they will continue to be active adults as well.

According to research, children tend to pattern their play based on their environment. Children in Catalyst Kids programs have safe and appropriate indoor and outdoor spaces to encourage large muscle activities and enhance the development of a wide range of motor skills. A wide variety of play equipment increases the opportunities for children to explore and challenge themselves physically. Climbing, balancing, swinging, hanging, and sliding are just a few of the skills children can develop. When playing with portable equipment that requires skills like throwing, catching, and hitting, children also build and expand a variety of other motor skills requiring eye-hand coordination and eye-foot coordination.

Nutrition and Physical Activity Education

Good nutrition and regular physical activity are crucial to a child's health and well-being. In the childcare environment, it is the responsibility of the childcare staff to ensure children get their basic needs met daily by eating healthy foods and having regular opportunities to be physically active. As part of the emergent curriculum, by integrating these topics into weekly activity planning and meal conversations, staff can educate children about health, nutrition, and the importance of being active. Nutrition education can be integrated into subjects such as math, science, language, and literacy.

Catalyst Kids' Nutrition Services Team is a valuable resource to staff and parents/guardians. Nutritionists are available to provide training to staff and parents/guardians on how to integrate nutrition and physical activity into the center and into their lives. Additionally, center staff can access a regional resource library that provides materials and books relating to health, nutrition, and physical activity.

Compliance Alignment

All meals and snacks served during ELO program hours will comply with the requirements outlined in Education Code §8482.3(d) and §46120(b)(2). This ensures that every student has access to nutritious meals and snacks that promote healthy growth, learning, and development in alignment with state standards.

Describe how the program addresses and honors cultural and linguistic diversity, ensures access and supports for students with disabilities, and provides equitable opportunities so that all students can fully participate in high-quality after-school programs.

In compliance with the District's non-discrimination statement, The Rocklin Unified School District is committed to equal opportunity for all individuals. District programs, activities and services shall be free from unlawful discrimination, harassment, intimidation, and/or bullying based on actual or perceived characteristics of race, color, ancestry, nationality, immigration status, age, ethnicity, religion, marital status, medical information, mental or physical disability, sex, sexual orientation, gender, gender identity, gender expression, genetic information, or any other legally protected status or association with a person or group with one or more of these actual or perceived characteristics.

As specifically outlined in Goal 3, Action 22 of the LCAP, Rocklin Unified will "Implement and monitor the Expanded Learning Opportunities Program for unduplicated students. Program will offer a nine-hour instructional day for students in grades TK-6 and 30 intersession days." This program will continue building a culture where individual differences are valued and celebrated by providing a program of staff development and strategies for positive social interactions.

The ELO program will strive to serve any student whose family requests placement, however program participation will be optional. Enrollment priority will be given to foster youth, socio-economically disadvantaged families (including students experiencing homelessness) and English Learner families. In addition, our expanded learning programs will work with their respective sites to provide support to students with disabilities.

Our expanded learning provider has an understanding that relationships and relational practices may be expressed in many ways based on individual, community, culture, and other differences.

Reducing Barriers to Enrollment

RUSD recognizes that barriers to enrollment exist and has systems in place to reduce these barriers. English Language Development staff and family liaisons will directly reach out to students in multilingual households to ensure access. RUSD extended day and extended year programs are equipped with the same access to chromebooks students have access to during the day. Additionally, a chromebook check out policy exists for students who do not have access at home. Catalyst kids directors and RUSD intersession staff work closely with case managers and site 504 coordinators ensuring appropriate accommodations are in place for students in the extended learning programs.

Transportation

To reduce barriers to access, transportation is provided through the Rocklin Unified School District Transportation Department. Students may be offered transportation to their homeschool if redirected for programming, as well as on non-school days. Parents are not required to utilize transportation on district buses, but the option is available to ensure all students can participate fully in ELO programming without transportation challenges being a limiting factor.

Compliance Alignment

This commitment aligns with Education Code §46120(b)(2), which requires Expanded Learning Opportunities Programs to ensure equitable access for all students, particularly unduplicated pupil groups. By offering transportation supports, RUSD removes barriers and expands participation in both extended day and intersession programming.

Access Plans for Students with IEPs

RUSD is committed to ensuring that all students, including those with Individualized Education Programs (IEPs), have equitable access to the academic, social, emotional, and behavioral aspects of Expanded Learning Opportunities (ELO program). Access is not defined only by participation in activities, but by creating the conditions in which students can engage meaningfully alongside their peers.

Collaborative Approach

Access planning is a collaborative process involving the student's parent/guardian, case manager, site principal, and Catalyst staff, with input from the RUSD Coordinator of Expanded Learning when appropriate. Together, the team identifies supports that will allow the student to successfully access the program environment, while also ensuring that expectations remain developmentally appropriate and balanced with the less formal, enrichment-focused nature of ELO program.

Supports & Tools

Catalyst staff are trained to support a wide range of student needs and to integrate individualized strategies into enrichment and recreational contexts. Access plans may include, but are not limited to:

• Visual supports (e.g., schedules, reminders, behavioral expectations)
• Token boards or reinforcement systems
• Core communication boards
• Assistive technology (AT) or other tools recommended by the student's IEP team

These supports are used only when necessary to ensure the student can access the program, avoiding unnecessary over-support. The goal is to balance providing access with fostering independence, acknowledging that expanded learning environments differ significantly from structured classroom settings.

Staff Readiness

Catalyst staff receive training in safety, trauma-informed practices, and youth development strategies to ensure they can meet diverse student needs. When additional expertise is required, Catalyst staff collaborate directly with RUSD staff (case managers, specialists, or the Coordinator of Expanded Learning) to implement and monitor supports.

Compliance Alignment

This commitment aligns with Education Code §46120(b)(2), which requires Expanded Learning Opportunities Programs to provide safe and supportive access for all students, including those with disabilities. By developing individualized access plans and collaborating across staff, families, and partners, RUSD ensures that students with IEPs can fully participate in and benefit from ELO-P alongside their peers.

Describe how the program will provide opportunities for students to engage with quality staff.

The extended day and intersession programs recruit and retain high-quality staff who are focused on creating a positive learning environment and provide ongoing professional development based on assessed staff needs.

RUSD's intersession programs are provided in collaboration with Catalyst Kids and may include a combination of district staff and Catalyst Kids staff, depending on the structure of programming in a given year. Regardless of the staffing model, RUSD and Catalyst Kids coordinate to ensure professional development opportunities are available and aligned to support student success.

RUSD's extended day and year provider, Catalyst Kids, recruits and retains their own staff. The information below provides information about hiring and professional development for these programs.

Catalyst Kids Staff

Our members of the staff are professionals committed to providing the best possible experiences for you and your child. They are fingerprinted, certified in First Aid and CPR and have both education and work experience in the child and youth development fields. Our commitment to on-going professional development results in staff staying abreast of current trends and practices. Our programs are complemented by specialists, experts in their field that are placed in our programs to spark and support the interests of the children.

Catalyst Kids Staff Professional Development

Our agency believes strongly in investing in our employees to encourage their best work. We provide a variety of comprehensive professional development opportunities for all teachers and managers over the course of the year. A few of the topics include: programming and curriculum development, health, safety & nutrition, human resources, leadership, marketing, and business management. Small groups are co-created to meet the program & curriculum needs of teachers & site supervisors. We encourage learning in cohort groups for more in-depth learning regarding core theory and practical application for infant/toddler, preschool, and school age programs. We provide hands-on staff development as well as on-demand learning including podcasts, conference calls, webinars and online training to meet the goals of individual teachers, center improvement plans, and the agency mission.

All employees receive training in core module topics that include adult/child interactions, social/emotional development, problem solving, curriculum, schedule, and assessment. The Education Team plans additional professional development experiences for staff that include child/youth development theory & practice, and short and long-term projects that connect to school readiness content for preschoolers or to school day content for school age learning. Our seasonal camp training program offers a unique learning series that focuses on what the difference is between camp and our regular school year programs.

Collaboration Between RUSD and Catalyst Kids

In addition to Catalyst Kids' agency-wide professional learning, RUSD collaborates directly with Catalyst Kids staff to provide targeted professional development aligned with district priorities and student needs. At a minimum, three professional development sessions are delivered each year by RUSD staff to support Catalyst teams. These sessions are complemented by individualized or small-group coaching provided by the RUSD Coordinator of Expanded Learning, who offers direct support or connects Catalyst staff with specialized district personnel. This ensures Catalyst staff are equipped to better support students with academic, behavioral, or social-emotional needs, fostering alignment between the school day and expanded learning environments.

Compliance Alignment

This professional development structure ensures that all staff supporting the ELO program are qualified, supported, and continuously improving, in alignment with Education Code §46120(b)(2). By combining Catalyst Kids' agency-wide training with targeted RUSD-led sessions, the program demonstrates compliance with the state's expectation for quality staff and ongoing professional growth that directly benefit students.

Describe the program's clear vision, mission, and purpose.

In alignment with Rocklin Unified's Strategic Plan:

Vision

The RUSD ELO program envisions a learning environment where:

• Each student engages in authentic learning experiences
• Each student demonstrates continuous progress toward increasingly challenging academic goals
• Each student discovers their passion as a learner
• Each student acquires the resilience, problem-solving skills, and relational skills to face challenges and build healthy relationships
• Each student understands the value of contributing to their community through active participation

These priorities reflect and extend the district's strategic objectives.

Mission

In alignment with the Rocklin Unified mission, the mission of RUSD's ELO program is to ensure every student becomes a well-rounded individual who thrives intellectually, develops personal strengths, and is equipped to contribute meaningfully in a dynamic world. The ELO program supports this through:

• Access to high-quality extended day and intersession programs
• Opportunities for inspired learning, personal growth, and holistic development
• Vital and coordinated partnerships across schools, families, and the community

Purpose

The primary purpose of the ELO program is to expand access to quality extended day and extended year (intersession) programming, with particular focus on underserved student groups (e.g. English learners, foster youth, students experiencing homelessness). The program exists to:

• Provide supplemental academic and enrichment support
• Reduce barriers to participation
• Ensure continuity of learning and engagement during non-school days
• Align closely with district priorities and student needs

Alignment with LCAP Goals

The ELO program is designed to support and reinforce the three current LCAP goals of the district:

• Goal 1 (Math Achievement): The program supplements classroom instruction with high-leverage practices, technology access, and targeted support in math—particularly for socioeconomically disadvantaged students, English learners, foster youth, and students experiencing homelessness.
• Goal 2 (Social-Emotional & Behavioral Supports): The program embeds social-emotional learning, restorative practices, and behavioral supports into daily activities to enhance student connectedness, resilience, and self-awareness.
• Goal 3 (Continuous Improvement & Core Program Support): The ELO program complements district efforts in early literacy, attendance, and tailored supports, serving as an extension of interventions and enrichment aligned with district and state priorities.

Describe the program's collaborative partnerships. Local educational agencies are encouraged to collaborate with non-LEA entities to administer and implement ELO programs.

RUSD has a long history of fostering partnerships with organizations that build strong connections with youth and create spaces for them to grow socially and emotionally. RUSD partners with Catalyst Kids (formerly Child Development Centers) to provide before- and after-school care at elementary sites within the district. This partnership continues under the ELO program to serve RUSD students. RUSD and Catalyst maintain a strong, collaborative working relationship to ensure programming is aligned and responsive to the best interests of our students.

RUSD also cultivates community partnerships with local organizations to expand enrichment opportunities. These partnerships broaden student access to programming in world languages, visual and performing arts, and the sciences. These relationships strengthen the overall quality of ELO program programming and provide students with experiences that extend beyond the traditional school day.

Compliance Alignment

These collaborative partnerships demonstrate RUSD's commitment to working with non-LEA entities in alignment with Education Code §46120(b)(2). By leveraging strong partnerships with Catalyst Kids and community organizations, RUSD ensures that ELO program programs offer a broad range of academic and enrichment opportunities that complement the instructional day and support student success.

Describe the program's Continuous Quality Improvement plan.

RUSD is committed to refining and improving ELO program programming through the use of improvement science and triangulated data. The continuous quality improvement (CQI) plan is structured around the following components:

1. Data Sources & Feedback Loops

• Surveys & Feedback: Catalyst Kids issues periodic surveys to families. RUSD and Catalyst analyze the results to identify areas of strength and areas in need of adjustment (e.g., scheduling, enrichment options, communication).
• Program Data: Attendance, academic progress (e.g., reading/math benchmark data, growth in ST Math), discipline/referral data, and SEL survey results are monitored annually.
• Observations & Walkthroughs: RUSD leadership and Expanded Learning coordinators conduct site visits, classroom observations, and walkthroughs to monitor fidelity, instructional practices, student engagement, and safety.
• Focus Groups & Educational Partner Input: Regular meetings with students, parents, teachers, and site staff to collect qualitative feedback and program suggestions.

2. Continuous Improvement

RUSD is committed to continuous improvement in all areas.

• Initially, RUSD launched ELO program in targeted sites to pilot the model, learn lessons, and test strategies.
• As the program has grown, those lessons guide expansion, adaptation, and continuous adjustments. Examples of pilot expansions include tutoring and attendance recovery programs.

3. Responsibility & Accountability

• The RUSD Coordinator of Expanded Learning oversees CQI processes in conjunction with the Catalyst staff to coordinate data collection, analyze, and report to leadership and stakeholders.
• Each site has a site coordinator responsible for implementing iterative improvements.
• Progress and adjustments are reported to district leadership and the Board annually (or more frequently as needed).

4. Feedback & Communication

• Results from surveys and CQI cycles are shared with families, staff, and partners in accessible formats.
• Staff at various levels review the data to co-design adjustments and improvements.

5. Capacity Building & Professional Development

Data-informed PD sessions help staff refine practices in areas such as instructional alignment, SEL strategies, or classroom management, based on CQI insights.

Compliance Alignment

This CQI process aligns with Education Code §46120(b)(2), which requires expanded learning programs to engage in continuous improvement to ensure quality programming, strong outcomes, and responsiveness to student and family needs.

Describe the plan for program management.

The Expanded Learning Opportunities Program (ELO program) is managed through Education Services, with direct oversight by the Coordinator of Expanded Learning, under the supervision of the Director of Innovation, School Programs, and Accountability. This leadership team coordinates implementation in partnership with Catalyst Kids and collaborates with the intersession/extended year planning team to ensure program quality and alignment with district goals.

The planning team has developed and maintains documented policies and procedures to ensure the sustainability of a well-functioning ELO program. These policies address fiscal management, personnel policies, and program operations, providing clear structures for accountability and consistency across all sites.

Compliance Alignment

This management structure aligns with Education Code §46120(b)(2), which requires that Expanded Learning Opportunities Programs be administered in a manner that ensures access to safe, supportive, and high-quality programming. Oversight by RUSD's Education Services team, in collaboration with Catalyst Kids, ensures compliance with program standards, fiscal accountability, and continuous improvement expectations.

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 program 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 requirements will be adopted for program guidance. If one or both grants are held, please describe how the ELO program funding will be used to create one comprehensive and universal Expanded Learning Program.

Response: RUSD is not a recipient of ASES or 21st CCLC funding; therefore, this prompt does not apply to the district's ELO program plan.

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. (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?

RUSD has a strong history of offering extended day Transitional Kindergarten (TK) and full day Kindergarten (K) programs, ensuring that our youngest students experience safe, supportive, and developmentally informed environments. Through partnership with Catalyst Kids, extended day programming of up to nine hours per day is available for TK and K students.

Staffing & Ratios

In alignment with Education Code §46120(b)(2)(D), programs serving TK and K students will maintain a pupil-to-staff ratio of no more than 10:1. This ratio will be achieved through Catalyst Kids' intentional recruitment of staff. Ongoing training in the area of understanding and working with young children is provided in collaboration with Catalyst Kids and RUSD staff. There is also ongoing monitoring by the RUSD Coordinator of Expanded Learning. Staff receive training in CPR/First Aid, mandated reporting, safety protocols, and child development practices to ensure quality care and supervision.

Curriculum & Developmentally Informed Practices

The curriculum for TK and K within ELO program emphasizes a play-based and exploratory approach, aligned with developmental research on early learning. Students will engage in:

• Structured play that promotes social-emotional growth, communication, and self-regulation.
• Hands-on activities in literacy, math, and STEM that are adapted for early learners.
• Visual and performing arts, music, and movement to encourage creativity and self-expression.
• Outdoor recreation and physical play to support healthy development and motor skills.

Catalyst Kids staff collaborate with RUSD educators to ensure that extended day experiences complement the instructional day, reinforcing early literacy, math readiness, and social-emotional learning introduced in the classroom.

Staff Preparation & Support

Staff working with TK and K students receive specialized professional development on:

• Early childhood development and behavior management,
• Creating trauma-informed, nurturing environments,
• Supporting self-help skills and independence, and
• Implementing play-based instructional strategies.

In addition, staff have access to coaching and support from the RUSD Coordinator of Expanded Learning and district specialists, ensuring alignment with best practices in early learning.

Compliance Alignment

RUSD's ELO program for Transitional Kindergarten and Kindergarten students fully complies with Education Code §46120(b)(2)(D) maintaining the required 10:1 pupil-to-staff ratio. Through play-based curriculum, intentional staff training, and collaboration with Catalyst Kids, RUSD ensures that programming for our youngest learners is developmentally informed, supportive, and enriching.

Please submit 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, 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). Also, submit a sample schedule for a minimum nine-hour summer or intersession day.

RUSD Sample Daily Schedules

Daily Extended Care Schedule

• 2:10 - 2:30 PM: Check in / meeting time
• 2:30 - 2:45 PM: Snack
• 2:50 - 3:20 PM: Homework / Silent Reading
• 3:30 - 4:00 PM: Outside
• 4:10 - 4:40 PM: Core Enrichment
• 4:40 - 6:00 PM: Discovery Time and Clean up

Intersession Daily Schedule

• 8:00 AM: Program Starts
• 9:45 - 10:20 AM: Breakfast / Recess
• 12:00 - 12:20 PM: Lunch
• 12:20 - 12:40 PM: Recess
• 3:00 - 3:20 PM: Last Recess
• 5:00 PM: Program Ends

Intersession Library Schedule

• TK / Kindergarten: Monday | 11:00 - 11:30 AM
• 1st Grade: Thursday | 11:00 - 11:30 AM
• 2nd Grade: Friday | 11:00 - 11:30 AM
• 3rd Grade: Monday | 11:30 AM - 12:00 PM
• 4th Grade: Thursday | 11:30 AM - 12:00 PM
• 5th / 6th Grades: Friday | 11:30 AM - 12:00 PM

School Site Bell & Extended Care Schedules

• Antelope Creek Elementary (Late Schedule)
  Monday Schedule:
  TK/K: 8:25 AM - 1:45 PM
  Grades 1-6: 8:25 AM - 1:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 8:25 AM - 1:45 PM
  K: 8:25 AM - 2:45 PM
  Grades 1-6: 8:25 AM - 2:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Minimum Day:
  TK/K: 8:25 AM - 12:45 PM
  Grades 1-6: 8:25 AM - 12:55 PM
  ELOP: 12:45 PM - 6:00 PM
• Breen Elementary (Early Schedule)
  Monday Schedule:
  TK/K: 7:50 AM - 1:10 PM
  Grades 1-6: 7:50 AM - 1:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 7:50 AM - 1:10 PM
  K: 7:50 AM - 2:10 PM
  Grades 1-6: 7:50 AM - 2:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Minimum Day:
  TK/K: 7:50 AM - 12:10 PM
  Grades 1-6: 7:50 AM - 12:20 PM
  ELOP: 12:10 PM - 6:00 PM
• Cobblestone Elementary (Early Schedule)
  Monday Schedule:
  TK/K: 7:50 AM - 1:10 PM
  Grades 1-6: 7:50 AM - 1:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 7:50 AM - 1:10 PM
  K: 7:50 AM - 2:10 PM
  Grades 1-6: 7:50 AM - 2:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Minimum Day:
  TK/K: 7:50 AM - 12:10 PM
  Grades 1-6: 7:50 AM - 12:20 PM
  ELOP: 12:10 PM - 6:00 PM
• Parker Whitney Elementary (Late Schedule)
  Monday Schedule:
  TK/K: 8:25 AM - 1:45 PM
  Grades 1-6: 8:25 AM - 1:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 8:25 AM - 1:45 PM
  K: 8:25 AM - 2:45 PM
  Grades 1-6: 8:25 AM - 2:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Minimum Day:
  TK/K: 8:25 AM - 12:45 PM
  Grades 1-6: 8:25 AM - 12:55 PM
  ELOP: 12:45 PM - 6:00 PM
• Quarry Trail Elementary (Late Schedule)
  Monday Schedule:
  TK/K: 8:25 AM - 1:45 PM
  Grades 1-6: 8:25 AM - 1:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 8:25 AM - 1:45 PM
  K: 8:25 AM - 2:45 PM
  Grades 1-6: 8:25 AM - 2:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Minimum Day:
  TK/K: 8:25 AM - 12:45 PM
  Grades 1-6: 8:25 AM - 12:55 PM
  ELOP: 12:45 PM - 6:00 PM
• Rock Creek Elementary (Early Schedule)
  Monday Schedule:
  TK/K: 7:50 AM - 1:10 PM
  Grades 1-6: 7:50 AM - 1:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 7:50 AM - 1:10 PM
  K: 7:50 AM - 2:10 PM
  Grades 1-6: 7:50 AM - 2:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Minimum Day:
  TK/K: 7:50 AM - 12:10 PM
  Grades 1-6: 7:50 AM - 12:20 PM
  ELOP: 12:10 PM - 6:00 PM
• Rocklin Elementary (Late Schedule)
  Monday Schedule:
  TK/K: 8:25 AM - 1:45 PM
  Grades 1-6: 8:25 AM - 1:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 8:25 AM - 1:45 PM
  K: 8:25 AM - 2:45 PM
  Grades 1-6: 8:25 AM - 2:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Minimum Day:
  TK/K: 8:25 AM - 12:45 PM
  Grades 1-6: 8:25 AM - 12:55 PM
  ELOP: 12:45 PM - 6:00 PM
• Ruhkala Elementary (Early Schedule)
  Monday Schedule:
  TK/K: 7:50 AM - 1:10 PM
  Grades 1-6: 7:50 AM - 1:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 7:50 AM - 1:10 PM
  K: 7:50 AM - 2:10 PM
  Grades 1-6: 7:50 AM - 2:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Minimum Day:
  TK/K: 7:50 AM - 12:10 PM
  Grades 1-6: 7:50 AM - 12:20 PM
  ELOP: 12:10 PM - 6:00 PM
• Sierra Elementary (Late Schedule)
  Monday Schedule:
  TK/K: 8:25 AM - 1:45 PM
  Grades 1-6: 8:25 AM - 1:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 8:25 AM - 1:45 PM
  K: 8:25 AM - 2:45 PM
  Grades 1-6: 8:25 AM - 2:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Minimum Day:
  TK/K: 8:25 AM - 12:45 PM
  Grades 1-6: 8:25 AM - 12:55 PM
  ELOP: 12:45 PM - 6:00 PM
• Sunset Ranch Elementary (Late Schedule)
  Monday Schedule:
  TK/K: 8:25 AM - 1:45 PM
  Grades 1-6: 8:25 AM - 1:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 8:25 AM - 1:45 PM
  K: 8:25 AM - 2:45 PM
  Grades 1-6: 8:25 AM - 2:55 PM
  ELOP: 1:45 PM - 6:00 PM

  Minimum Day:
  TK/K: 8:25 AM - 12:45 PM
  Grades 1-6: 8:25 AM - 12:55 PM
  ELOP: 12:45 PM - 6:00 PM
• Twin Oaks Elementary (Early Schedule)
  Monday Schedule:
  TK/K: 7:50 AM - 1:10 PM
  Grades 1-6: 7:50 AM - 1:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 7:50 AM - 1:10 PM
  K: 7:50 AM - 2:10 PM
  Grades 1-6: 7:50 AM - 2:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Minimum Day:
  TK/K: 7:50 AM - 12:10 PM
  Grades 1-6: 7:50 AM - 12:20 PM
  ELOP: 12:10 PM - 6:00 PM
• Valley View Elementary (Early Schedule)
  Monday Schedule:
  TK/K: 7:50 AM - 1:10 PM
  Grades 1-6: 7:50 AM - 1:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Regular Schedule (Tue-Fri):
  TK: 7:50 AM - 1:10 PM
  K: 7:50 AM - 2:10 PM
  Grades 1-6: 7:50 AM - 2:20 PM
  ELOP: 1:10 PM - 6:00 PM

  Minimum Day:
  TK/K: 7:50 AM - 12:10 PM
  Grades 1-6: 7:50 AM - 12:20 PM
  ELOP: 12:10 PM - 6:00 PM

Elementary Summer Programs Schedule & Overview

Location: Quarry Trail Elementary

• Staff Development / Professional Development: Scheduled prior to program start
• First Day of Summer School: Mid-June
• Last Day of Summer School: Mid-July
• Last Day of ELOP: Mid-July
• Holidays (No School): Designated District Holidays

Summer Daily Schedules by Program Grade

• Transitional Kindergarten

  School Starts: 8:00 AM | Recess: 9:20 - 9:35 AM | Lunch: 11:20 - 11:40 AM | Recess: 11:40 AM - 12:00 PM | Dismissal: 12:00 PM

• STP Preschool & Preschool SDC

  STP Preschool: 8:00 AM - 12:00 PM

  Preschool SDC: 9:00 AM - 12:00 PM (Tuesday - Friday)

  ESY: 8:00 AM - 12:00 PM

• Kindergarten & Grades 1 / 2

  School Starts: 8:00 AM | Recess: 9:20 - 9:35 AM | Lunch: 11:20 - 11:40 AM | Recess: 11:40 AM - 12:00 PM | Dismissal: 12:00 PM

• Grades 3 / 4 / 5 - 6

  School Starts: 8:00 AM | Recess: 9:05 - 9:20 AM | Recess: 11:20 - 11:40 AM | Lunch: 11:40 AM - 12:00 PM | Dismissal: 12:00 PM

• ELOP Summer Program

  Program Starts: 8:00 AM | Recess: 9:45 - 10:20 AM | Lunch: 12:00 - 12:20 PM | Recess: 12:20 - 12:40 PM | Recess: 3:00 - 3:20 PM | Program Ends: 5:00 PM

Below are additional legal requirements for the ELO program. Please ensure your Program Plan meets all of these legal requirements:

EC Section 46120(b)(2):

[LEAs] operating expanded learning opportunities programs 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.

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, are no less than nine hours of combined instructional time and expanded learning opportunities per instructional day.

EC Section 46120(b)(1)(B):

For at least 30 non school days, during intersessional periods, no less than nine hours of in-person expanded learning opportunities per day.

EC Section 46120(b)(3):

[LEAs] shall prioritize services provided pursuant to this section at school sites 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 opportunities programs across their attendance area.

EC Section 46120(b)(4):

[LEAs] may serve all pupils, including elementary, middle, and secondary school pupils, in expanded learning opportunity programs provided pursuant to this section.

EC Section 46120(b)(6):

[LEAs] are encouraged to collaborate with community-based organizations and childcare providers, especially those participating in state or federally subsidized child care programs, to maximize the number of expanded learning opportunities programs offered across their attendance areas.

EC Section 46120(c):

A [LEA] shall be subject to the audit conducted pursuant to Section 41020 to determine compliance with subdivision (b).

EC Section 8482.3(d):

[LEAs] 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.

[LEAs] 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 United States Code [U.S.C.] Section 1766).

EC Section 8482.6:

Every pupil attending a school operating a program is eligible to participate in the program, subject to program capacity. A program established may charge family fees. Programs that charge family fees shall waive the cost of these fees for pupils 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. Section 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.

EC sections 8483.4 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. 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, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.

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.