Schools & afterschool
21st CCLC
Boosts engagement & attendance through hands-on SEL and STEAM using the power of music; produces a music video usable for recruitment & funder reports; strengthens SEL & school climate; gives students access to celebrity producers. Perfect for those looking for enrichment programs for students, dropout prevention programs, and dropout prevention strategies.
We specialize in Attendance/ADA improvement, PBIS, MTSS Tier 1 Support, SEL, student engagement & program enrollment, expanded-learning quality. Aligned with 21st CCLC objectives and applicable state and local standards
FAQs
Straight answers.
Supplemental instruction activities that run in 30 to 45 minutes with existing staff. The Psychological Effects of Music Supplemental Instructional Books are built to that constraint, and supplemental books are a cleaner budget line than a program contract.
Coordinators looking for supplemental learning activities or enrichment programs for students usually need a defined arc rather than one-off sessions.
Yes. We are ideal for those looking for dropout prevention programs. 21st CCLC sites report on school-day attendance and behavior, which are two of the three early warning indicators — attendance, behavior, and course performance — that predict high school completion more reliably than demographics.
Attendance is the indicator most responsive to engagement, because a student who wants to be somewhere shows up. Our music enrichments, books, and keynotes motivate them to want to be engaged. Sites working on chronic absenteeism or building dropout prevention programs use voluntary Enrichments as the part students choose rather than are assigned.
This is aligned to that framework. It is not a claim that the books move your attendance rate on their own.
Music as the delivery mechanism rather than the subject. Among types of student engagement strategies, the ones that hold middle and high school attendance are the ones students opt into — which is why active engagement strategies built on something students already care about outperform assigned programming.
Coordinators comparing student engagement strategies examples for an afterschool block generally need a defined arc rather than one-off activities. That is what the Psychological Effects of Music Supplemental Instructional Books provide.
A teen advanced edition for middle and high school. Coordinators searching for music activities for high school students or youth program curriculum are usually looking for something that treats teens as capable rather than recycling elementary material — the teen edition is written for that audience.
Music recording and video production programming is also available for sites that want a production component.
Yes. The Psychological Effects of Music Interactive Social Emotional Learning School Assembly works as a site-wide event an end-of-session showcase, or a family engagement event teaching students and/or parents who music effects their behavior, self-regulation and how music can be used as a tool to manage behavior, emotions and stress management.
For sites running enrichment across several campuses, we can do a SEL school tour providing morning and afternoon assemblies at multiple sites within a drive-able radius..The statute names arts, music, and youth development activities among allowable activities under Title IV, Part B, and recording programming sits squarely inside that. It also carries a technology and career dimension that reads well in a grant narrative.
Programs building a youth program curriculum involving STEAM often pair the recording programming with the Psychological Effects of Music Supplemental Instructional Books — the books carry the social-emotional content, the studio work carries the technical skill.
The ones with a finished piece at the end. STEAM based projects that stop at exploration lose students by week three; STEAM project based learning with a deliverable does not.
Recording gives a site a multi-week arc: plan, record, revise, finish. Coordinators looking for STEAM activities for elementary in a 30 to 45 minute block find the project structure does more work than any single activity.
A weekly or multi-week block combining the consumable books with music enrichment activities, and optionally recording and video production programming.
Coordinators searching for afterschool enrichment activities, after school enrichment solutions, or a 21st century enrichment program generally need something that runs on a fixed schedule with existing staff. That is the constraint the material is built around.
Program enrichment across three pieces: the Psychological Effects of Music Supplemental Instructional Books, music Enrichments, recording and video production, and the Psychological Effects of Music interactive School Assembly.
Coordinators looking for enrichment programs ideas or asking what are interactive activities that work in a 30 to 45 minute block usually want something with structure that runs with existing staff. That is the constraint these are built around. The books are perfect for 30min-1 hr time blocks.
Yes, and the engineering is real rather than decorative. Recording is applied physics and applied math — frequency and wavelength, signal flow, gain structure, digital sampling rates.
Coordinators building STEAM enrichment programs usually have the science and technology covered and the arts bolted on. Music is the one place the A carries actual STEM content rather than sitting beside it.
Yes, the teen advanced edition. After school enrichment activities for middle school are the hardest slot to fill — elementary material insults them and high school material loses them.
For enrichment ideas for middle school students and enrichment activities for secondary schools, most sites use the Psychological Effects of Music Supplemental teen edition book as the spine and add recording programming as the project. It also covers fun friday activities for middle school if you need one session rather than a week long event. The book lessons can be covered over a semester.
Yes. 21st CCLC is authorized under Title IV, Part B of the Every Student Succeeds Act, and the statute names allowable activities including youth development activities, service learning, counseling programs, and arts, music, physical fitness and wellness programs.
Program descriptions also commonly frame the goal as helping students achieve academically while developing socially, emotionally, physically, and behaviorally. That language is useful when justifying a social-emotional enrichment purchase.
Grants are generally intended for schools eligible for Title I schoolwide programs, typically where at least 40% of students qualify for free or reduced-price lunch. Eligibility specifics are set by each state's competition.
21st CCLC is federal money administered by states, so competition cycles vary. Some states run competitions every other year; others have annual application windows. Check your state education agency's expanded learning or 21st CCLC page for the current cycle.
Federal awards follow the Uniform Guidance cost principles — the cost must be necessary, reasonable, and allocable to the program. Practically, that means the expense should tie to an activity in your approved application, and you keep the quote and invoice on file. Your state program officer is the right check on anything ambiguous.
No. We send our own staff to run the programming. We do not train your staff to run it.
Recording and production is a skill set, not a procedure. Trying to hand it off in a few hours would be like teaching a doctor to perform surgery in an afternoon — you would get a session that technically happened and a result nobody wants to hear.
Budget it as a contracted service in your application rather than as professional development, since that is what it actually is.
No. We are supplemental. We do not replace your SEL curriculum, your trauma-informed practice, or any program you already have in place.
If you run a core SEL program, keep it — ours adds a music-based component alongside it. If you have trauma-informed protocols, training, and referral pathways, those stay in force exactly as they are. Nothing in our material substitutes for them, and our facilitators are not a substitute for your clinical, counseling, or behavioral staff.
In your application it is an added enrichment activity, not a substitution for anything already described in your approved narrative.
45 minutes to 2 hours. Most schools book a class period or 90 minutes.
The 90-minute format is the one we recommend when you have the room. 45 minutes works for a single class period or a tight bell schedule, and 2 hours suits a half-day event, a grade-level rally, or a Black History Month or Red Ribbon Week program.
Tell us your bell schedule and we will fit the session to it rather than asking you to build around us.
Yes. The Psychological Effects of Music interactive SEL School Assembly is built for exactly this — a family engagement event where parents and children participate together rather than sitting through a presentation. Participants learn how music can be used as a tool to manage behavior, emotions and scress management.
That is the difference that matters for attendance. Families come to an event where something happens; they skip an information night. The session is music-driven and participatory, so a parent who speaks little English and a fourth grader are in it on the same terms.
21st CCLC requires a family engagement component, and this is a clean way to satisfy it — the event is documentable, it draws attendance, and arts and music programs are named in the authorizing statute. Budget it as a family engagement activity in your approved plan.
Quote, W-9, and invoice on request. We are registered in SAM.gov, and we accept purchase orders and purchasing card payment.
How this program runs
Same SIWM work. Built for 21st CCLC.
Start with the social emotional learning books. Add a keynote. Bring a recording program when you want participants writing and performing — we produce the song and video.
Aligned with 21st CCLC objectives and applicable state and local standards, including CASEL’s five SEL competencies; National Core Arts Standards in Music and Media Arts; state ELA writing, speaking, listening and presentation standards; state mathematics standards; state science and engineering standards through the study of sound waves, frequency, amplitude and acoustics; CTE Arts, A/V Technology and Communications; digital and media literacy; STEM/STEAM practices; and college, career and employability skills.
Send a request and tell us this is a 21st CCLC site.
The Psychological Effects of Music
SEL books & curriculum
SEL books by Ava Johnson plus keynotes for the same rooms.
Ava the Aviator
Keynotes & assemblies
Interactive talks on the science of sound and the psychology of music.
The studio
Recording & music video program
Participants write and perform. We record, produce, and film.