California district planning
ELO-P & ASES
Enrichment Planning
Build a practical STEAM enrichment scope around your district’s expanded-learning goals.
Teach Me Technology works with California school districts to plan hands-on experiences, delivery responsibilities, and useful evidence of participation and learning.
Start with your students and your program plan
A useful enrichment proposal begins with the students your district wants to serve and the experience you want them to have. Share your participating grade levels, school sites, calendar, and priorities. Your team may be exploring creative expression, collaboration, technology skills, or opportunities to investigate a subject through a practical project.
TMT offers student programs for grades 1–12. That catalog range is separate from the grade levels served by a particular funding program. California’s ELO-P supports after-school and summer enrichment for transitional kindergarten through grade six. ASES supports local after-school education and enrichment. Your district reviews the applicable program requirements and selects an appropriate scope.
Use the California Department of Education’s current ELO-P information and ASES program description as authoritative starting points. TMT is an enrichment partner, not a funding approval authority.
Choose enrichment that fits the purpose
Explore robotics, coding, aviation, CSI forensics, game design, AI, creative arts, media, and other options in the student catalog. Discuss the intended learning experience before selecting a mix of activities. For example, an investigation can invite students to explain observations, while a design project can create opportunities to test and revise an idea.
After-school delivery
Plan after-school STEAM enrichment around the district’s schedule, students, rooms, and transition arrangements. Confirm the number of meetings, group sizes, materials, and staff responsibilities.
Summer and intersession
Explore summer or intersession programs with a focused subject or complementary rotations. Allow time for setup, student projects, and review within the agreed calendar.
Where engagement and school connection are priorities, districts can discuss Attendance Accelerator as part of their broader strategy. Attendance improvement is a program goal, not a guaranteed result.
Make the delivery plan concrete
A clear scope helps district staff and instructors prepare for the same program. Identify the sites, grade groups, session schedule, and selected activities. Discuss rooms, equipment, materials, technology access, staffing, and the district’s site procedures. Confirm how schedule changes and day-to-day questions will be handled.
Language support and accessibility needs should be part of the planning conversation. Share the needs your district has identified so the delivery arrangements can be reviewed before launch. On-site, virtual, or hybrid formats depend on the activity and student group; the district must also determine whether a proposed format fits the requirements of its funding and program plan.
The Impact Partnership Framework organizes the partnership around goals, implementation, evidence, and review. It provides a conversation structure without replacing district procurement, safety procedures, or program responsibilities.
Separate program fit from funding approval
A proposed TMT scope may align with parts of a district’s ELO-P or ASES program plan. It can also be discussed in relation to LCAP goals or Community Schools priorities. These are distinct programs and planning frameworks; a useful activity is not automatically an allowable expenditure.
Your district determines eligibility, allowable costs, procurement, required approvals, and fit with its adopted plans. TMT can describe the proposed activities and delivery responsibilities to support that review. We do not award funds, determine eligibility, or certify district compliance.
ELO-P and ASES are California programs. They do not apply to Nevada. Nevada districts review their own funding and vendor requirements; regional delivery and travel are confirmed during planning.
Agree on evidence before the first session
Decide what information will help your team review the experience. Depending on the program, that may include student projects, learning checks, instructor observations, or feedback. Discuss the reporting format, timing, and responsibilities in the proposal.
Keep conclusions proportionate to the evidence. A completed project, a participant comment, and a pre/post learning check answer different questions. Results vary by program and group, and no academic or attendance outcome is guaranteed. A closing review can guide improvements to the next delivery period.
District planning questions
Is TMT an “ELO-P-approved” provider?
TMT does not claim that designation. Your district evaluates vendors and the proposed services through its own procurement and approval process. Funding eligibility is determined by the district under applicable requirements.
What should we share when requesting a proposal?
Share your district contact, sites, grade levels, target dates, program interests, learning goals, and relevant delivery needs. Include any procurement timeline or program-plan requirements your team needs addressed.
Can families enroll through this page?
Student programs are contracted through school districts. Families should contact their district for participation information. TMT’s business address is not a public teaching or enrollment center.
Can we combine several program areas?
Yes, a district can discuss complementary subjects or a focused sequence. Activities, scheduling, staffing, and materials are established in the agreed scope.
Build your district’s next enrichment scope
Review our California district partnership options, then share the students, sites, and goals you have in mind.