FOR 21ST CENTURY COMMUNITY LEARNING CENTER DIRECTORS
How to triple your impact and increase your funding in 90 days
Step 1: Acquaint yourself with the video below.
Step 2: Click "Book My Free Demo" to get started.
The Indiana Afterschool Network goes from No High School CCR Programming to 200+ students engaged
Project Brief: The Indiana Afterschool Network and Indiana Department of Education provide funding and resources to Out of School programs across the state to help them reach their goals.
Most of the work in this space is focused on Elementary and Middle School programs, while the High School Programs are left without much attention.
Before our partnership, the programs were doing a lot to try to meet the needs, but were falling short because they didn't have the adaptable resources to be able to support and engage the students. Staff were overworked and the high school students were more overlooked than before.
We started working with 10 programs from across the state in fall of 2020 during a very challenging year for schools and afterschool organizations. All program staff and students were given access to the 220 Platform and students were encouraged to complete one 220 module per week. We also conducted monthly webinars to answer questions and support the students/staff.
By the end of first semester, programs were off and running with the 220 Platform. Students were developing their leadership skills online and the Afterschool professionals had more time to spend connecting with students.The adaptable nature of the platform allowed for students to login at the best time for them to complete their work. Teachers were able to conduct impactful discussions with their students based on the work that had been completed each week.

Before: 0 Students Engaged in HS CCR Programming
After: 200+ Students Engaged
Timeline: 3 months

"I appreciated the program a lot because I'm big on exposure. And you really don't know what you don't know...I love the program because it allows the students to look at different perspectives. Being that it's online it allows students to connect and meet students where they are which is the technology...allows students to experience something that isn't so cookie cutter. It applies to them. All students want to be seen, heard, and valued. And this is a program that allows them to see "Hey this is for me, this is my future.' And it allows them to project out and not just worry about today. And so I think it's just a phenomenal opportunity for students who have the chance to participate."
Nyika Leggett, Michigan City Area School, Safe Harbor Program

"In the craziness in what the world is going through right now, half of our group was quarantined one week and then the other half was quarantined. So we were never able to all be together, but everyone was able to get on and continue to go through the program. I think just seeing the process that you can have these big dreams and you can achieve it is so important...Noah would come running into my office and saying "Hey! I just finished my 220 and I'm going to do this, this and this!". It was just great that we could do it in-person or they could do it on their own then come back the next day and share. And there was that flexibility to do that because we need flexibility in everything we're doing right now."
Desiree Frederick, Boys & Girls Club Huntington Program Director

"This program allows that special quality in afterschool workers to be highlighted. There are a lot of programs that don't allow for the facilitation of a real connection and encourage growth and curiosity. I'd like to thank 220 for building something out that encourages and facilitates relationships in afterschool. Because that's what afterschool really is all about."
Abby May, Michigan City Area School, Safe Harbor Program Director
ChickTech Chicago gets $15,000 to start a new entrepreneurship program where students created their own conceptual startup
Project Brief: In partnership with the Chicago Learning Exchange, ChickTech and 220 worked together to help aspiring entrepreneurs bring their ideas to life. Participants used 220 Online Courses to develop their ideas, supplemented by workshops hosted at 1871- Chicago’s Technology & Entrepreneurship Center. Each participant created a minimum viable app design and presented their passion project at the culminating “pitch” event.
The ChickTech / 220 partnership empowered individual students to change the trajectory of their lives. Through the program intervention of self-discovery, leadership and social entrepreneurship, students will expand their perspective of what is possible for themselves, their community and the world whereas if the intervention did not occur, they might have settled for much less.
By empowering more individuals to optimize their potential and become positive, contributing citizens, students can transform their schools and organizations, and the community by solving some of its greatest challenges.

Before: 0 Students Engaged in Entrepreneurship Program
After: 20+ Students Engaged
$15,000 in new funding
Timeline: 3 months
What people are saying...

"They will use those skills and experiences for the rest of their lives...”
“In the long run you will see the importance of the work you've done, and that's irreplaceable - for you, your family, and others you've helped in the process. And you are changing the world, one young person at a time. You are teaching them that our minds have the ability to reason and the potential to wrap around all sorts of issues and situations – and they will use those skills and experiences for the rest of their lives.”
Sreela Banerjee
Founder, Life Skills Network

"They were able to assist me in becoming a leader in the community..."
"While working 220 I was able to see not only an increase in my grades consistently, but overall with everything I improved in. They were able to help me apply useful skills for every part of my life and assist me in becoming a leader in the community. Looking at any of my accomplishments from 2017-on will lead back to my working with 220."
Kurt Eshleman
220 Student, Information Technology Major

"Helping kids identify what success means to them..."
“This program is excellent, helping kids identify what success means to them, create a vision for themselves, and put a solid plan together to help them achieve their goals. Our son has learned a great deal and is equipped with a personalized plan going forward. Working with 220 has been a wonderful experience for us all and we would highly recommend this program!”
Kristy Brindley
Parent of 220 Student

"The things you taught me are so important..."
"You inspired me, motivated me, and guided me in the exact direction I need. The things you taught me are so important in relation to my life. You taught me how to be a good friend, a leader, and how to pursue my dreams. Again, thank you so much."
Zion G.
Aspiring NBA Executive, 220 Student

"I actually see a purpose in life now..."
“I feel a lot better now than I did before. Before, I saw myself as really unmotivated, not excited to do anything, didn’t really care about anything. I actually see a purpose in life now. I feel more motivated to get my things done and things matter to me a lot more now and I want to work hard. It’s helped me with my parents the most. In situations with my parents, it helps me not to get mad at them, and understanding more what they’re going through. I take a lot more into consideration...I’ve found myself not hanging out with the same (negative) friend groups anymore too. It’s not that I can’t, it’s just that I don’t really want to after what we’ve talked about and worked on.”
Drew Conrad
Aspiring Musician, 220 Student

"I would highly recommend 220..."
“I have been able to use their extensive, well designed workbooks to enhance the education I provide for our First Tee of Phoenix Ace members. These kids are 14 to 18 and are approaching a time where they will be venturing out into the "real" world and with the help of 220 materials, I feel I am helping to prepare them to be our next leaders. The sequential workbooks provide me with a step to step format that continues to motivate these kids to define and follow their dreams in a logical and easy to understand manner. I would highly recommend 220 for any organization looking to develop strong and motivated youth.”
Greg Hall
The First Tee, Phoenix
So, who is this for?
You’re a 21st CCLC Director working hard for your students, families, staff and community.
Because you’re a visionary, you want your program to thrive.
You want to provide more exciting opportunities for your middle and high school students. But the program you have is outdated. Or maybe you don’t know where to start with a new program.
This is not easy when you have to worry about:
- grant writing
- program evaluation
- staff development, burnout and turnover
- stretched resources
- satisfying current funders
- schools not cooperating with your program
All of this, while you’re worrying about the financial sustainability of your organization.
“Will 21st CCLC Funding get cut?”
“Will my local funder continue funding my program next year? If not, will I be able to keep Mr./Mrs. ________ on payroll?”
“How will this affect my students?”
“How will this affect my job?”
We’ve seen this play out over the last 10 years working with thousands of students and hundreds of organizations across the country.
So if you’d love to stop worrying about funding, empower your staff and generate long-term outcomes for your students, then stick around.
You’re in the right place if:
- You want to grow your programming and funding opportunities for high school students (without constantly applying for grants)
- You want to create a standout program recognized by funders and partners
- You want to stop worrying about hitting your regularly attending participants (RAPs)
- You want your program to produce powerful, sustainable outcomes for your students
- You want to help students who are struggling, disengaged, and/or overcoming trauma
- You want to standardize the quality of your staff without spending a fortune or your own time on training
- You want to reduce your dependency on individual staff while increasing the quality of your program and outcomes
- You want to stop feeling burned out, get some work life balance and find more joy in your daily work
- You want to be seen as a leader and innovator in your community and leave a lasting legacy with your organization
That being said, you’re probably not in the right place if:
- You’re not an Afterschool/21st CCLC Program Leader
- You predominantly serve elementary school students
- You’re just trying to maintain your current funding, staff and programs or make incremental improvements
- You believe the current education system is producing the outcomes we need
- You believe college is the only way to succeed
- You’re on your way out and aren’t looking to shake things up
- You don’t want to have an amazing impact on your students and communities
But if this is NOT you, stick with us.
Here’s the truth: You can triple your impact and increase your funding by using an online program experience.
However, most organizations don’t know how to build online programs or where to start. So they’re stuck using what they already have.
This leads to ineffective outcomes, endless grant writing and staff burnout.
We are the only 100% intentionally designed afterschool online platform that focuses on giving your entire organization ready-to-implement programs to reduce staff burnout, increase student engagement and expand funding opportunities.
We’re Matthew & Joseph Moheban brothers and the co-founders of 220.
We’re a former banker and consultant turned education entrepreneurs.
Why? When? And how, you might ask?

Our dad introduced us to entrepreneurship in high school. We were hooked. Becoming entrepreneurs felt like our destiny.
But we felt pressure from our education system to follow the traditional path: high school to college to career.
So we did that and experienced success, getting hired out of Indiana University’s Kelley School of Business at a bank and consulting firm, both in Chicago.
We had achieved “success” as defined by our education system. But we were both left asking ourselves, “is this all there is?”
We had been told (implicitly and explicitly) to put our dreams of entrepreneurship on hold because they weren't “practical”. They didn’t fit into the available education at our high school. And this led us to jobs we didn’t love, which means we were never going to be great at them. We would always be wondering what else was out there.
As we reflected on our journey, we realized way too many students were suffering from more serious problems:
Our one-size-fits-all education system is leaving students behind. Especially students who:
- have suffered trauma
- don’t have family/home support
- have different learning styles
- aren’t wired to sit at a desk and memorize information they won’t use again
- wish they could explore their passions, discover their purpose and create their own version of success
And unfortunately it’s showing:

(Since you’re a professional in afterschool, we’re preaching to the choir regarding the issues with our education system.)
We wanted to create a solution that helped students avoid our path; encouraged them to pursue work that leveraged their unique strengths and passions; and helped them build the transferable skills they need to get there.
We left our jobs in 2015 and started teaching these concepts with workshops.
It was not easy. We didn’t pay ourselves for the first 1.5 years in business. Schools were, of course, very resistant to work with us.

But you know who was willing to give us a chance?
Afterschool Programs.
And that’s when our programs started to take off.
Because while some people still have the misconception of afterschool as “babysitting”, you know and we know afterschool is filling the gaps education has left behind.
After refining our content with programs across the country and experiencing exciting results, we decided we wanted to be able to help more students and organizations than our workshops would allow.

We also realized through this work how stretched the people and resources are in afterschool. We learned how dependent your organizations are on continuously renewing its funding.
You’re trying to create a high-quality experience while constantly applying for money, dealing with staff turnover and burnout, and working relentlessly to hit your RAP goals.
So instead of limiting ourselves to the organizations we could work with in-person, we dove headfirst into the world of online learning. We created a platform with turnkey courses to help organizations install these same programs with their students. In turn, these organizations would be able to empower their students with the leadership, career-readiness, entrepreneurship and personal finance skills they need to carve their own path and thrive in the 21st century.

The results? Organizations all over the country are using this method to:
- Generate new funding streams or increase existing sources
- Reduce staff prep time and burnout
- Produce standout student outcomes

The process to triple your impact and increase your funding in 90 days
Want to apply this method to your organization and see similar or better results?
Follow these steps:
Step 1: Set long-term program goals before writing new grants


THE NEW WAY
Set “unrealistic” 5-year program goals (without the limitations of historical funding levels or currently available resources).
The key as a leader of your organization is to ask yourself:
“If I had no limits on my program budget, the quality of my staff, or the outcomes I could generate for my students, what would that program look like?”
Old Way: 65% of our students will have set a goal about their future.
New Way: 100% of our students will secure college acceptance or job placement before graduation in Year 5.

THE NEW RESULT
Generate better outcomes and get more funding.
You are a visionary. Which is why you’re so passionate about the possibilities in afterschool. Don’t get bogged down by the limits of what is. Plan based on what could be.
Applying a compelling long-term approach allows you more time to produce meaningful results for your students, and is more enticing for funders because you’re showing them you have a continuity plan. Bigger goals are easier and more exciting to get behind. And they help you stand out in the competitive world of 21st CCLC funding.

AN EXAMPLE OF SUCCESS
The Missouri AfterSchool Network (MASN) wanted to transform the quality of their statewide high school program offerings. They applied for and received $150,000 of new College and Career Readiness (CCR) funding through a National Foundation.
They used this funding to establish partnerships with national programs, and were invited to apply for a second round of this funding based on the impact of this new program.

QUESTIONS
I’m worried about setting “unrealistic” goals I’m not confident we can achieve. How do I account for this?
We teach students how to set “unrealistic goals” as a foundational concept in our courses.
For students, unrealistic goals are when:
- Other people might call you crazy or your goals impossible
- Your passions are connected to your goals
- You do work you absolutely love
- You don’t put limits on what you go after
- You have awesome, fulfilling relationships
- You create a life you’re proud of
For 21CCLC organizations, this means setting goals other programs aren’t willing to set because they’re afraid of failure.
The key to success is to first, set the ambitious goals and don’t limit your vision. Then figure out how to get there by being creative and flexible.
There are 2 ways to make your goals unrealistic:
- Increase the target: Take your metric and make it more audacious. Instead of serving 25 students, serve 100 students.
- Shorten the timeline: Challenge your organization to accomplish the goal faster. Instead of starting your new program next year, start it in the next 90 days.
If you goal passes these two tests, you’ve set an unrealistic goal:
- Do I get that butterfly feeling in your gut because you know it’s going to be challenging?
- Is my excitement a 10 out of 10 when I imagine accomplishing the goal and the journey it will take to get there?
The benefit of setting unrealistic goals is that they have the same two outcomes as realistic goals: success or failure.
If you succeed, you’ll be better off than if you achieved a realistic goal.
If you fail, but set your goal high enough, you’ll still be better off than if you achieved a realistic goal. You are a visionary. Which is why you’re so passionate about the possibilities in afterschool. Don’t get bogged down by the limits of what is. Plan based on what could be.
Applying a compelling long-term approach allows you more time to produce meaningful results for your students, and is more enticing for funders because you’re showing them you have a continuity plan. Bigger goals are easier and more exciting to get behind. And they help you stand out in the competitive world of 21st CCLC funding.
Which goals need to be unrealistic? Which metrics are the ones that will help me get more funding?
As you know, there are two categories of metrics you need to measure and meet for 21CCLC funding:
- Metrics ALL 21CCLC programs have to achieve
- Unique metrics for your site
It’s this second category where you get to stand out in your proposals.
The exact metrics will be unique to the types of programs you’re running, how many students you serve and the current metrics and activities of your programs.
But when you include “unrealistic” metrics and have a plan to achieve them (see below), the people reviewing your application will have a tough time ignoring you.
Your Action Items
-
Map out your long-term vision for your program, students and community. What do you want your program to look like in 10 years?
-
Conduct a SWOT Analysis of your program as it stands today. What are your program’s current strengths, weaknesses, opportunities and threats?
- Use your 10-year vision and your SWOT Analysis to set “unrealistic” 5-year program goals without limitations. Which 5-year goals would most people consider “unrealistic” for your program?
Step 2: Use an online program to reach more students, more effectively


THE OLD RESULTS
Students have to physically show up to participate and be counted in your RAPs.
This can lead to:
- Limited number of students able to participate and even a waiting list
- Strained student-to-staff ratios
- Only allowing you to work with students unless they can show up that day.
Students might love the in-person aspect, but RAPs are dependent on in-person attendance. If they’re sick, have another commitment, can’t get a ride, decide not to show up, or you don’t have enough spots for them, you lose a RAP day.

THE NEW RESULT
Students can be engaged in-person or at home, making it easier to hit your current RAP goals and serve even more students.
And because student progress and outcomes can all be tracked online, you improve your reporting and can track and produce higher quality outcomes that stand out to funders.
Applying a compelling long-term approach allows you more time to produce meaningful results for your students, and is more enticing for funders because you’re showing them you have a continuity plan. Bigger goals are easier and more exciting to get behind. And they help you stand out in the competitive world of 21st CCLC funding.

AN EXAMPLE OF SUCCESS
Edna Martin Christian Center was able to acquire two large new funding streams through The Full Service Community Schools grant and Martindale Brightwood Education Zone funding.
Edna Martin Christian Center is now working with 100+ KIPP students in the community through a combination of in-person and online programs on leadership development, entrepreneurship, community engagement, mentorship and school collaboration.

QUESTIONS
How do I put my content online? Do I need software? What are my options?
The short answer is there are endless options for your online content.
You could just put your videos on YouTube and use Google Docs or Microsoft Office docs. That makes it very hard to track progress.
Google Classroom is a solid free tool you can use.
There are also inexpensive tools like Teachable or Thinkific. But many of these make it harder to track students by group if you want to use this at different sites.
There are some awesome platforms that provide multi-site functionality, but these platforms tend to either be:
- expensive and charge you money per user on the platform (student/instructor), or
- so customizable, there’s a huge learning curve to make the course functional (let alone look and work great)
At the most premium end, you can hire an educational consultant to help you plan and create the course.
You just need to choose the option that works best for your organization and your budget.
The list below is not comprehensive, but here are some options:
- Free: Put videos on YouTube, host documents and forms on Google Docs, Microsoft Office, or PDFs
- Free, but More Professional: Google Classroom
- Some paid options (there are infinite):
Teachable (basic account starts at $348/year);
Thinkific (basic account starts at $588/year);
Tovuti ($4,500/year for 0-50 users + $1,500 setup fee)
What if we still want to run in-person programs?
Online learning doesn’t have to replace your in-person programming. In fact, it will actually enhance your in-person programming and allow you to reach more students.
The best combination is having students use online learning to learn new concepts, then apply it in the real-world with their own projects and in discussions with their peers and program staff. As mentioned above, some programs run their online program while students are in-person, then enhance their learning with discussions and activities.
Having your program online gives you the option to not just be a continuation of the schoolday, still do your in-person activities and have students do the work when they have the energy.
What if I can’t get my students to login from home? What if my students are burned out from being online during COVID?
The key is to use a program based on student-centered learning. We need students to want to login because they enjoy the program and get to personalize the content.
What is student-centered learning?
According to International Society for Technology in Education (ISTE):
“student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities. When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems.”
Many times, we just need to get students in the door first and then we can get them hooked with quality programs.
You probably already know how to do this! And when your program is based on student-centered learning, and students discover how personalized this program is- how it’s immediately helping them do things they love, build skills around it and eventually get paid for these skills- your students won’t consider this just another online class!
If your program is not currently student-centered, consider modifying your program or investing in a new program. This will help you produce those amazing student results you’ve always wanted, and it’s pretty hard to do without it.
The other strategy we’ve seen programs use to help students engage online is have them log in and work through the course while they’re in-person. Students are just being guided by an instructor, but participation and program completion rates can go up because everyone is working on this together.
How do I do this? How do I turn my program content into student-centered learning?
Imagine you have 3 students: Desmond, Sarah and Serena. Desmond is passionate about football. Sarah is passionate about video games. Serena is passionate about music. So what you need is to:
- Choose a project as the culminating program deliverable. This can be an essay, a presentation, a passion project, a community project, creating a startup, anything that gets you and your students excited.
- Create a structure for this project. This includes the activities and deliverables for the project day-by-day and week-by-week; rubrics and assessments, etc…
- Let students determine the content of that project. This is the key. You provide the structure, but students provide the content.
Let’s say for example, you choose a passion project as the deliverable, and each student is required to deliver a presentation with slides or media to showcase what they created.
Desmond, Sarah and Serena will all build critical skills of self-management, learning on their own, sourcing information, dealing with uncertainty, written and public speaking skills, graphic design, etc.
But you won’t have to constantly pep talk students to work hard. Each student will be motivated to work on their project because it’s related to something they’re passionate about.
- Desmond gets to put his energy into creating a passion project about football.
- Sarah gets to build marketable skills beyond just playing video games.
- Serena gets to diversify her music skill set while developing transferable intangible skills.
Students learn about their specific topic by doing online research, connecting with experts, practicing on their own and failing to get better. They have fun in your program and in the meantime gain experience and build skills in the areas they’re passionate about.
Your Action Items
- Evaluate your current program content for online learning. Is there one (or more) programs that could be converted into online learning? What is the best part of the program in its current state, and can we replicate this magic in an online program? If not, is there a readily available program(s) you could incorporate that matches your program and funding goals?
- If using your own content, create and upload content to a website or learning management system. If using an outside program, purchase the program and have you and your staff get familiar with the content and structure.
-
Determine the new programming schedule. How much will students complete each week? What will be completed at home by students vs. in-person with an instructor and peers?
Step 3: Depend less on your staff to improve student outcomes


THE OLD RESULTS
Your program quality and consistency can suffer.
You feel like you’re constantly planning.
The experience and skill level of your staff ranges so widely, it’s hard to ensure quality instruction and care.
Your staff has more pressure on them, which is harder for the inexperienced instructors. So you ask a lot of your most experienced staff even though their plate is already full.
They get burned out and aren't open to trying new things. And in afterschool, frequent turnover puts a lot of pressure on you to find replacements and get new staff trained quickly.

THE NEW RESULT
Staff is more energized. Students are more engaged. Program outcomes improve.
By centralizing your program content and materials online, your students will still get their high-quality program, progress through real-world projects and build valuable skills.
This helps when you have a key instructor retire or leave for another organization. Your core program remains intact online and new instructors can get up to speed fast.
Because the online course will provide the primary content for your program, you’ll reduce staff prep time and as a result, decrease staff burnout. All while still delivering a high quality program through your online content.
This will not only reduce the pressure placed on staff for programming, but it will allow them to connect with students more effectively and do what they do best.
You’ll also decrease your dependency on individual staff to deliver your content, easing the burden from the high turnover in afterschool.
You can focus on creating a culture that naturally promotes buy-in, fun and high quality for current and future staff as opposed to constantly relying on new training.

AN EXAMPLE OF SUCCESS
"This kind of program allows that special quality in afterschool workers to be highlighted. There are a lot of programs that don't allow for the facilitation of a real connection and encourage growth and curiosity. I'd like to thank 220 for building something out that encourages and facilitates relationships in afterschool. Because that's what afterschool really is all about."
-Abby May, Michigan City Area Schools, Safe Harbor Program Director

QUESTIONS
Won’t my staff have to learn how to use the system and prep to deliver the new content?
A great online course will provide the meat and potatoes of the content students need to learn along with workbooks or activities where they get to apply these concepts to their own goals.
Instructors should be familiar with the course, but instructor involvement can be as little as monitoring that students are progressing.
That instructor involvement can be scaled up to leading discussions and activities based on the course material (just asking questions and letting students drive the content).
Even with this scaled up involvement, prep time goes down, as does your dependency on consistent and/or highly experienced instructors.
What if I have staff who are resistant to change and use an online program?
This is where Action Step #3 above (1-on-1 meetings) come in.
Explain why you’re making this change to online and how it will ultimately benefit everyone (especially students). If they’re in this for the right reasons, this personalized conversation should get them on board.
Your Action Items
Since you’ve done a lot of the work by getting your program online, these action steps will help you re energize your staff and improve your program experience.
- Send out a survey to your staff. Ask them how they’re spending their time to understand daily activities. Learn how to help them focus more on programming and less on the activities that could burn them out.
- Have staff come up with a weekly personal development and self-care routine. Making sure your staff are mentally and physically healthy will lead to higher levels of commitment and performance for your organization.
- Set up recurring 1:1 check-in meetings with each person on your staff (if you don’t already have them in place). A personalized check-in can reveal things you’d never know about, and help you build relationships that make staff feel valued and want to work hard.
Step 4: Develop new funder relationships and enhance existing ones


THE OLD WAY
Apply for similar funding from the same sources, or apply for as many grants as you can.
Most organizations apply for enough money just to stay afloat, or make incremental program improvements from their existing sources.
Or if they apply for grants from different sources, they do so without building relationships first.
They’d love to apply for more money from each source, but worry about including metrics that are too bold and not getting funded. They get stuck applying for amounts close to historical funding levels and can’t afford to be innovative with their program.

THE OLD RESULTS
Similar levels of funding, which leads to similar programming, similar staffing and incremental results.
If you don’t stand out enough, it’s possible your organization doesn’t get funded.
But hopefully, you get that same funding you’ve counted on for years to keep your program going.
But you still worry about long-term sustainability. You’d love to have more breathing room to try new things, have a cutting edge program, improve your staff and produce standout results.

THE NEW WAY
Engage new and current funders by challenging the status quo with your program goals and results.
Most organizations have to wait for new funding to implement new and innovative programs.
You didn’t wait. You've taken your program online, increased program quality, can serve more students and are already producing results. So you have an advantage over other programs. You can build relationships with your funders by talking to them about your new program and the results you’re seeing.

THE NEW RESULT
Establish more predictable funding from new and current sources.
Just like in entrepreneurship, it’s much easier to fund ideas that have already been executed and have momentum versus funding an idea and a promise. Funders love pouring gasoline on a burning fire.
You’ll have the confidence and merits to win larger grants.
You’ll be able to get more money because funders want to see big ideas and innovative solutions that they can help you bring to life and grow.
This will help you serve more students while increasing the quality of your program, student outcomes and community impact.
You’ll be doing things that have never been done before, on your way to leaving your legacy.

AN EXAMPLE OF SUCCESS
EmployIndy was able to receive numerous additional rounds of funding after an initial investment in online programming.
Local and National Foundations, along with federal funding streams have helped EmployIndy continue to build capacity by supporting the development of their online ecosystem, The EmployIndy Learning Hub.
Grants have totaled $200k+. This allowed EmployIndy to increase their funding and exponentially grow their impact (100+ Ecosystem Partners reached).

QUESTIONS
We don’t have relationships with many large funders- what should we do?
Your organization is a business. Selling (fundraising) should always be a priority so can sustain and grow your program.
Yes, you ultimately still have to apply for and win grants. But developing strong relationships with current and potential funders gives you credibility and an advantage you can take advantage of with your new program results.
According to Charitable Advisors, this year you should be focused on:
- Optimizing your donor portfolios to focus on the right prospects
- Engaging new prospects
- Establishing continuity plans for special pandemic fundraising initiatives
Follow the action steps outlined below to connect with your current funders and new funders, and you will be setting up your organization for long-term success.
Your Action Items
- Connect with your current funders to understand their top funding priorities over the next 3-5 years. It’s always better to know for sure than to assume they’ll stay the same.
- Come up with a list of 10 new funders to connect with based on your new program. Look at foundations, initiatives, and other trends in your state and around the country that line up with your program goals.
- Reach out to these new funders. Set up an initial brainstorming conversation to:
- understand their funding priorities
- learn about qualities of successful past grantees
- start building a mutually beneficial relationships
In summary...
You can 3x your impact and increase your funding opportunities by following these steps:
- Set long-term program goals before writing new grants
- Use an online program to reach students more effectively
- Depend less on your staff to improve student outcomes
- Develop new funder relationships and enhance existing ones
Now there are a few ways to achieve this:
1. You can do it yourself.
However:
- getting your program online will take time
- your online program will not have been tested yet with students
the evaluation criteria might not align with funding priorities - you’ll be asking a lot of yourself or your staff to put this together- especially if they’ve never created an online program before
- you need to factor in the opportunity costs of your time, your staff’s time, and the strain this will put on your full plates
2. You can hire an educational consultant.
Some consultants are good, some are not so good. The good consultants are more expensive and still need time to create an online curriculum.
3. You can use 220.
Or you can use our platform and online courses to start the program overnight for a fraction of the price, time and effort.
Again, this is for Afterschool Program Directors who want to grow their impact and funding, but who don’t know how to make it happen.
Here are a few success stories from partners that we've helped 3x their impact and expand their funding:
The Indiana Afterschool Network goes from No High School CCR Programming to 200+ students engaged
Project Brief: The Indiana Afterschool Network and Indiana Department of Education provide funding and resources to Out of School programs across the state to help them reach their goals.
Most of the work in this space is focused on Elementary and Middle School programs, while the High School Programs are left without much attention.
Before our partnership, the programs were doing a lot to try to meet the needs, but were falling short because they didn't have the adaptable resources to be able to support and engage the students. Staff were overworked and the high school students were more overlooked than before.
We started working with 10 programs from across the state in fall of 2020 during a very challenging year for schools and afterschool organizations. All program staff and students were given access to the 220 Platform and students were encouraged to complete one 220 module per week. We also conducted monthly webinars to answer questions and support the students/staff.
By the end of first semester, programs were off and running with the 220 Platform. Students were developing their leadership skills online and the Afterschool professionals had more time to spend connecting with students. The adaptable nature of the platform allowed for students to login at the best time for them to complete their work. Teachers were able to conduct impactful discussions with their students based on the work that had been completed each week.

Before: 0 Students Engaged in HS CCR Programming
After: 200+ Students Engaged
Timeline: 3 months

"I appreciated the program a lot because I'm big on exposure. And you really don't know what you don't know...I love the program because it allows the students to look at different perspectives. Being that it's online it allows students to connect and meet students where they are which is the technology...allows students to experience something that isn't so cookie cutter. It applies to them. All students want to be seen, heard, and valued. And this is a program that allows them to see "Hey this is for me, this is my future.' And it allows them to project out and not just worry about today. And so I think it's just a phenomenal opportunity for students who have the chance to participate."
Nyika Leggett, Michigan City Area School, Safe Harbor Program

"In the craziness in what the world is going through right now, half of our group was quarantined one week and then the other half was quarantined. So we were never able to all be together, but everyone was able to get on and continue to go through the program. I think just seeing the process that you can have these big dreams and you can achieve it is so important...Noah would come running into my office and saying "Hey! I just finished my 220 and I'm going to do this, this and this!". It was just great that we could do it in-person or they could do it on their own then come back the next day and share. And there was that flexibility to do that because we need flexibility in everything we're doing right now."
Desiree Frederick, Boys & Girls Club Huntington Program Director

"This program allows that special quality in afterschool workers to be highlighted. There are a lot of programs that don't allow for the facilitation of a real connection and encourage growth and curiosity. I'd like to thank 220 for building something out that encourages and facilitates relationships in afterschool. Because that's what afterschool really is all about."
Abby May, Michigan City Area School, Safe Harbor Program Director
ChickTech Chicago gets $15,000 to start a new entrepreneurship program where students created their own conceptual startup
Project Brief: In partnership with the Chicago Learning Exchange, ChickTech and 220 worked together to help aspiring entrepreneurs bring their ideas to life. Participants used 220 Online Courses to develop their ideas, supplemented by workshops hosted at 1871- Chicago’s Technology & Entrepreneurship Center. Each participant created a minimum viable app design and presented their passion project at the culminating “pitch” event.
The ChickTech / 220 partnership empowered individual students to change the trajectory of their lives. Through the program intervention of self-discovery, leadership and social entrepreneurship, students will expand their perspective of what is possible for themselves, their community and the world whereas if the intervention did not occur, they might have settled for much less.
By empowering more individuals to optimize their potential and become positive, contributing citizens, students can transform their schools and organizations, and the community by solving some of its greatest challenges.

Before: 0 Students Engaged in Entrepreneurship Program
After: 20+ Students Engaged
$15,000 in new funding
Timeline: 3 months
The Y in Central Maryland goes from no online programming to 250 students developing Leadership Skills Online in less than 30 days
Project Brief: The Y in Central Maryland is a mission-driven, charitable organization dedicated to developing the full potential of every individual through programs that build healthy spirit, mind and body for all.
220s online programs have been used to train teen workers across Baltimore and the Central Maryland area on leadership, career, and entrepreneurial skills. The Y in Central Maryland was looking for a way to deliver meaningful online content to 250 teens during the COVID pandemic.
They purchased 220 to serve all of their students and prepare them for their employment and life beyond their time in The Y in Central Maryland programs.
The Y in Central Maryland is utilizing 220s student-facing programs which includes our Leadership, Resume, Interview, and Personal Finance courses.

Before: 0 Students Engaged with 220s Online Job Training Program
After: 250+ New Students Utilizing Job Training Program
Timeline: 1 month

“My organization partnered with 220 for our students, and I'm so excited to check it out myself! I am equally excited to share this opportunity with my students- wish something like this existed when I was trying to figure out my life as a teen.”
Lia Reed, Program Manager for Next Generation Scholars The Y in Central Maryland

“I love that I have access to a practical platform that enables me to create the life I've always wanted. I am also pumped that a program like this exists and is being shared with my students. Hopefully, this will one day be used in our public school systems. I am excited that this program has been created and that I get to share it with my students.”
Maria Amuroso, Enrichment Specialist The Y in Central Maryland
EmployIndy went from monthly in-person trainings to a full learning management system with on-demand courses to serve all of Marion County
Project Brief: EmployIndy partnered with 220 and co-developed a new LMS that is serving career coaches across the Marion County Workforce Ecosystem and has expanded to serve various departments at EmployIndy. EmployIndy has received multiple new funding streams to support this exciting project. This past month, approximately 200 users were using the online courses.

Before: 0 Users Engaged in Online Training Courses
After: 184 Users Engaged in Online Training Courses
Timeline: 12 months


“WOW – it seems like just last week we connected 220 and the YES Indy team to build out this set of courses for the network but in reality I know it has been a thoughtfully orchestrated and executed project for many, many months. Congratulations, team, for getting this over the finish line! The expansion and improvements to the Learning Hub over the past year have been nothing short of remarkable!”
Chelsea Meldrum, Chief Development & External Affairs Officer
EmployIndy

Matthew – Really appreciate your leadership, technical guidance and expertise to not only help call out questions we didn’t know we should be asking, to get a quality product for users, but for your administrative and project management skills as well which proved invaluable towards keeping this project on task, schedule and within budget. Thanks again, Rodney”
Rodney Francis, Chief Programs Officer EmployIndy
What you can expect from 220
Like the partners we’ve helped above, here’s what is going to happen when you work with us:
- You will be able to generate student and staff engagement like you’ve never seen before
- You will be able reduce staff burnout by cutting staff prep-time in half
- You will be able to reach more students than ever before
- You can help your students develop the skills to land their dream job
- You can double your program budget in 12 months if you execute properly.
- You can forget about spending weeks on end collecting data for your funders.
- You will be able to streamline your staff professional development
- You will be able to teach 21st Century skills like entrepreneurship, leadership, and advanced communication skills
- You will feel empowered, confident, and motivated to do everything you can for your program
- You will have flexible programming to engage students while they’re at your site or at home
- You will have a stand out program that community leaders will want to highlight at conferences and in publications
How does 220 work?
Ready-to-Implement Learning Tracks
Before, when you wanted to create a new program, you would have to do a ton of research, hire a consultant and/or put a staff person in charge of writing a new curriculum.
But now, you can use our ready-to-implement Learning Tracks to teach students the skills they need to succeed without burning out your staff, spending tens of thousands of dollars on consultants, or stringing together boring and outdated resources. We have multiple content tracks to help you teach what’s most relevant for your program and your funders that you can implement overnight:
- The Leadership Track
- The Professional Track
- The Entrepreneurship Track
- The Personal Finance Track
Do you see how easy that is?

A world class LMS with unlimited accounts
Before, when you wanted to bring your program online, you would have to research which LMS is best, hire a consultant and/or spend months and months working through the technology/content design before you’re ready to launch.
But now, you can use our all-in-one LMS to get your whole organization (unlimited staff and students) online overnight. We have spent years designing a world class LMS for Afterschool programs with Learning Paths, Badging, and Student Portfolios included. All you have to do is enroll your students using our Enrollment Form.
Do you see how easy that is?

Reporting Tools and Grant Templates
Before, when you wanted to measure the success of your programs, you would have to manually collect data with paper forms and transcribe that data into your grant update reports.
But now, you can use our digital Reporting Tools and Grant Templates to make the overall grant process easy.
So you can stop just applying for as many grants as you can to survive or only make incremental improvements to your program.

The Onboarding Course
Before, when you wanted to get staff trained on a new program, you would have to organize in-depth train-the-trainer sessions.
But now, you can use The 220 Onboarding Course to make your platform training easy and on-demand without having to organize sessions or disrupt a day of programming.

Monthly Professional Development
Before, when you wanted to run Professional Development training, you would have to organize and pay a thought leader to come deliver valuable content- and it wasn’t always that valuable.
But now, you can make sure that your staff is always getting high quality PD through our Monthly Professional Development training without having to organize anything yourself.
Recorded trainings will be available on-demand for those who can’t make the live sessions.

Weekly Student Q&A Webinars
Before, when you wanted to connect students with other like-minded teens, you would have to develop community partnerships or do field trips.
But now, your students can simply log on to our Weekly Student Webinars to allow them to connect with other 220 students. All this without having to spend extra dollars on partnerships, events, or field trips.

Weekly Office Hours
Before, it was almost impossible to get help with program implementation, so you would have to figure it out yourself.
But now, you can use our Weekly Office Hours feature to get all your questions answered without having to spend extra time figuring out how to implement a new program.

The 220 Experience
Now if you wanted to get this job done before by doing it yourself or using a consultant, it would cost you up to $100,000+ and at least 6 months of work before launching your program.
We are only a fraction of the cost.
Here’s what you get:
- A world class LMS with unlimited accounts for your whole organization.
This will allow you to reach more students than ever before and cut staff prep time in half. This is valued at $5,000. - The Leadership Track
This will teach students how to lead themselves through ready-to-implement engaging online programs and courses. This is valued at $5,000 - The Professional Track
This will teach students essential professional and communication skills through ready-to-implement engaging online programs and courses. This is valued at $5,000 - The Entrepreneurship Track
This will teach students how to think like an entrepreneur and start their first startup through ready-to-implement engaging online programs and courses. This is valued at $5,000 - The Personal Finance Track
This will teach students the foundational concepts to start building elite personal finance skills through ready-to-implement engaging online programs and courses. This is valued at $5,000 - Learning Paths, Badging, Portfolio
This will give students the ability to showcase their learning experiences and skills through a personal portfolio that includes certified badges. This is valued at $5,000 - Reporting Tools
This will make your life easier by giving you on demand reports that you can copy+paste into new funding opportunities and current grant reports. This is valued at $10,000 - The Onboarding Course
This will teach your current staff (and any new staff) exactly what they need to know to maximize the platform. This Course includes all key links, a contact us form, Office Hours sign up, student enrollment, and anything else your staff might need during the process. This is valued at $1,000 - Monthly Professional Development
This will simplify your professional development initiatives. Each month, we will bring in an expert in the Out-of-School time space and have that content on-demand on our platform for your staff to continue their learning. Current 220 members will be able to vote up on topics that are most relevant/pressing so we can meet you and your staff’s needs. This is valued at $24,000 - Weekly Office Hours
This will give you direct exposure to our team to make sure you have everything you need to implement your programs effectively. Office hours take place every week and we stay on until everyone’s questions are answered. This is valued at $24,000 - Weekly Student Q&A Webinars
This will give students an opportunity to connect and share ideas with other 220 students. We will have weekly office hours where students can ask questions and share exciting ideas they want to share with others in the 220 Community. This is valued at $24,000 - Grant Templates
This will simplify your grant writing initiatives. For each course/program on our platform, we have templates that you can use to copy+paste into your grant applications. Our templates include program information, data/analytics, and research that you can use to reference the work you’re doing. The templates fit in with the data/evaluation tools you can export from the platform for student data and staff PD. This is valued at $5,000

Instead of paying $100,000+, we are offering this to you for only a fraction of the cost.
All you need to do is Book A Free Demo (click button below).
Right now, we can only support 10 new organizations per month.
We can take only 10 because there's a lot of personal work that our entire team needs to do to get these amazing results for our clients.
So make sure to get in touch with us to book a spot.
Once you complete our basic quiz so we can learn more about you, you’ll schedule a call with a 220 Team Member at a time that works for you.
We’ll make sure this is a good fit for you, your students and your organization.