· Web viewCentury Community Learning Centers/Texas ACE July 26, 20 20 Kimberly Sherfield, 21st...

Final Evaluation Report

2019-2020

Hargrave Elementary 21st CCLC After School Program

Crowley Independent School District

Texas 21st Century Community Learning Centers/Texas ACE

July 26, 2020

Kimberly Sherfield, 21st Century Project Director

Crowley ISD

512 Peach Street

Crowley, Texas 76036

817 297-5217

Prepared by

Patricia Williams, Ph.D.

Independent Evaluator

1505 Treeline Drive

DeSoto, Texas 75115

Telephone: 972 296-9445

E-mail: [email protected]

Table of Contents

Snapshot4

Executive Summary5

Program Overview12

Evaluation Plan20

Process Evaluation Results22

Outcome Evaluation Plan and Results28

List of Tables and Figures

Tables

Table 1 Percentage of Regular and Non-Regular Students by Gender and Ethnicity7

Table 2 Percentage of Regular and Non-Regular Students by Grade Levels7

Table 3 Activities by Component7

Table 4 Number of Students by Attendance Percentage Ranges8

Table 5 Fiscal Management9

Table 6 Local Needs Addressed through Action Plans10

Table 7 Comparison of Selected Outcome Data for 2018-2019 and 2019-202011

Table 8 Outcomes for 2019-2020 Based on Action Plans12

Table 9 Logic Model13

Table 10 Process Evaluation Plan22

Table 11 Student Survey Items Related to Program Safety and Satisfaction23

Table 12 Student Items Related to Program Activities23

Table 13 Student Items Related to Academics and Behavior23

Table 14 Hargrave Elementary YDI/After School Teacher Program Feedback24

Table 15 Student Feedback Related to Program Strengths25

Table 16 Parent Feedback Related to Program Strengths26

Table 17 21st CCLC Afterschool YDI/Teacher Feedback Related to Program Strengths26

Table 18 21st CCLC Afterschool Student Feedback Related to Program Improvement26

Table 19 21st CCLC Afterschool Parent Feedback Related to Program Improvement27

Table 20 21st CCLC Afterschool YDI/Teacher Feedback Related to Program Improvement27

Table 21 Comparison of Selected Process Data for 2018-2019 and 2019-202027

Table 22 Outcome Evaluation Plan28

Table 23 STAAR Data29

Table 24 Average Core GPA30

Table 25 Average Percentage of Days Present for 2019-2020 Regular Students32

Table 26 2019-2020 Average Number of Behavior Incidents33

Table 27 Comparison of Selected Outcome Data for 2018-2019 and 2019-202034

Figures

Figure 1 Number of Students Served8

Figure 2 Report Card Grade Increases from Fall to Spring30

Figure 3 Percentage of Regular Students Who Passed all Core Subjects by Semester30

Figure 4 Percentage of Regular Students Who Attended 90% or More Days in a Semester32

Figure 5 Percentage of Regular Students with No Noncriminal Behavior Referrals by Semester33

Figure 6 Student Behavior Rated by Classroom Teachers34

Hargrave Elementary 21st CCLC After School Program

2019-2020 Snapshot

Percentage of Regular Students that Passed the STAAR Exams

STAAR exams were not administered this year.

Increases in Report Card Grades from Fall to Spring

Spring grades were not entered into the TX21st data system this year due to the coronavirus.

Number of Student Participants

Regular students have 45 or more days of attendance.

Outcomes for Regular Students

Crowley 21st CCLC After School Program/Hargrave Elementary School

Executive Summary

Overall Strengths and Next Steps

This was a unique school year. March 6, 2020 was the last day of the school year for in-person schooling at this site due to the coronavirus. The transition to At Home or distance learning was an unprecedented accomplishment. Activities were posted on google classroom, and virtual field trips were offered. Also, office hours were kept to provide homework help for students and to create activities for the distance learning. Staff made phone calls to all families to see if they had needs. Zoom meetings were held with students, and the staff maintained contact with school day staff, attending their PLC and grade level meetings. Because of the many changes, only the fall semester student data were entered into the TX21st data system statewide. There were two exceptions: 1) spring 21st CCLC student attendance through March 6, 2020 and 2) spring activities along with each activity’s attendance through March 6, 2020. Spring grades, school attendance, behavior referrals, and promotion rates were not entered. This report will reflect the student data that were available through the state system.

The Hargrave Elementary site demonstrated strengths in several areas. A variety of activities were provided for all components to help improve the academic performance, attendance, behavior, and promotion rates of students. Certified teachers worked with small groups of struggling students to provide tutoring, including a tutoring class for bilingual students. Specific activities were provided to support writing development, and writing was integrated into several activities including science activities. To support reading development, reading games and resources were purchased to help improve the students’ reading comprehension and vocabulary development. Also, the instructional coach incorporated Reading TEKS into the science activities and World Cultures. Math classes were structured this year so that the teachers could work with small groups of students on targeted math concepts and skills that were aligned with the school. While the teachers worked with the small groups, the other students participated in math games or worked on the computer using Prodigy, Dreambox, or Education.com math programs. Two local needs were identified and addressed with action plans: 1) to increase academic achievement in writing and 2) to increase academic achievement in reading. At the end of the fall semester, the site showed improvement from last year in the percentage of students passing all core subjects, the average percentage of days present, the average number of behavior referrals, and the percentage of students with no behavior referrals. Also on the student survey, the percentage of students that responded that the program helps them complete their homework increased this year from last year.

Recommendations:

· The Site Coordinator is commended for following up on last year’s recommendations.1) To improve students’ writing skills, Writing Club and tutoring was provided. Also, writing was incorporated into the science activities. 2) To increase academic achievement in reading, reading games and materials to improve reading comprehension and vocabulary were purchased. Ready Readers, homework help, and tutoring were provided along with integrating Reading TEKS into the science activities and World Culture. 3) To increase student choice, students were allowed to choose their activities on Fun Friday.

· Because in-person school ended early this year, continue to provide opportunities to improve students’ writing development. Closely review the beginning of the year student assessments to identify students with needs and to determine the TEKS to target. Provide opportunities for student/teacher writing conferences.

· Because in-person school ended abruptly this year, continue to provide support for reading achievement. Closely review the beginning of the year student assessments with campus instructional specialists to identify students with needs and to determine the TEKS to target. Also, provide some reading activities that help increase children’s love of reading.

Next Steps:

· The Site Coordinator will continue to work with campus administrators, teachers, and specialists to support student’s writing skills. Tutorials will be provided for writing, and the program will continue to integrate writing into other activities.

· The Site Coordinator will continue to work with campus administrators, teachers, and specialists to support struggling readers. Tutoring will continue in the fall and the spring to help meet students’ needs, and the program will continue to incorporate reading into other activities such as science activities and those related to culture.

· In looking forward, the Site Coordinator wants to focus on math and writing. Beginning of the year benchmarks and assessments will help identify students that would benefit from support and the TEKS that need strengthening.

· From the Capacity Development training in the spring, the Crowley ISD 21st CCLC staff developed goals which include 1) strengthening family engagement through collaborative planning, 2) creating collaborative teams or cohorts of Site Coordinators to facilitate program planning and to provide strategic professional development, and 3) increasing school/community engagement and relationships. The new school year will dictate to what extent these are developed, depending on how the schools function while the coronavirus is prevalent. Some progress has been made this year on these goals including collaborative work among Site Coordinators and the seven sites providing some joint family engagement events. The Site Coordinators are experienced in facilitating the program and have many strengths among them.

Center Overview

Hargrave Elementary is a part of the Crowley ISD. According to the 2018-2019 Texas Academic Performance Report, Hargrave had a student population of five hundred ninety-one (591) students in early childhood through grade four with 78.3% designated as economically disadvantaged, 18.1% designated as English Learners, and 51.1% designated as At-Risk. The school’s 2019 Accountability Rating was C. Hargrave Elementary had all new teachers this year except for three that returned. Also, the school day was lengthened, and the fifth grade was added to the student population.

Hargrave 21st CCLC served one hundred thirty-six (136) students with fifty-five (55) attending forty-five or more days from the beginning of school through March 6, 2020. The following tables provide gender, ethnicity and the grade levels of the students.

Table 1: Percentage of Regular and Non-Regular Students by Gender and Ethnicity

Data Source: TX21st Year End Summary

Hargrave Elementary CCLC After School Site by Gender and Ethnicity

Male

Female

African

American

Asian

Hispanic

White

American

Indian/

Alaskan

Two or More

Total*

52%

48%

50%

1%

46%

4%

0%

0%

Regular*

21%

19%

24%

1%

17%

0%

0%

0%

Non-Regular*

31%

29%

26%

0%

29%

4%

0%

0%

School Population

N/A

N/A

53.3%

0.2%

36.2%

5.2%

0.2%

4.6%

*21st CCLC percentages

The program served a population that was fairly similar to the school’s population.

Table 2: Percentage of Regular and Non-Regular Students by Grade Levels

Data Source: TX21st Year End Summary

Grade

PK

K

1st

2nd

3rd

4th

5th

% Regular

1%

2%

6%

5%

6%

7%

13%

% Non-Regular

1%

1%

3%

4%

21%

23%

7%

The grade level with the highest percentage of regular students was fifth grade.

Schedule/Staffing/Activities Offered

The program operated five days a week from 6:30 a.m. to 7:30 a.m. and from 4:00 p.m. to 6:45 p.m. and was led by a Site Coordinator with the support of the Project Director and Family Engagement Specialist. According to the TX21st Staff Export, the fall staff included three certified teachers, three paraprofessionals, and two non-school staff members, while the spring included five certified teachers, three paraprofessionals, and two non-school staff members. Also to help meet students’ interests, two vendors were used: Aramark with Chef Tess for cooking and Van Grow for art.

The activities for Hargrave Elementary are listed by components in the chart below.

Table 3: Activities by Component: Reflects activities provided from the beginning of the school year until the schools closed on March 6, 2020 due to the coronavirus.

Data Source: Logic Model and TX21st Activity Reports

Ongoing Activities Allocated to Four Components

Component

# Fall

Fall Activities

# Spring

Spring Activities

Academic

7

Offered Fall and Spring

Math Madness

Morning Scholars

STEM Club

Offered Fall Only

Brainiacs

Math in Action

Ready Readers

World Cultures

7


Math Madness

Morning Scholars

STEM Club

Offered Spring Only

Amazing Coders

Homework Help

Tutoring

Young Builders

Enrichment

5


Computer Club

Fitness Club

Monet’s Minis

Morning Scholars

Offered Fall Only

Board Game Club

4


Computer Club

Fitness Club

Monet’s Minis

Morning Scholars

College and Workforce Readiness

1

Offered Fall Only

Young Engineers

1

Offered Spring Only

College and Career Readiness

Family & Parent Support

4

Offered Fall Only

Family Fun Night

Family Museum Night

Parent Ice Cream Social

Parent Orientation

1

Offered Spring Only

Black History Bowl

The program provided activities for the four components: 1) Academic Assistance, 2) Enrichment, 3) Family and Parental Support Services, and 4) College and Workforce Readiness to improve the academic performance, attendance, behavior, and promotion rates for students. Students had thirteen (13) activity options in the fall, and twelve (12) activity options in the spring. For the Fall Semester, seven academic, five enrichment, and one college and workforce readiness activities were offered for students. For the Spring Semester, seven academic, four enrichment, and one college and workforce readiness activities were offered for students. For parents and/or families, four activities were offered in the fall, while one activity was offered in the spring.

Spring Activities offered by Distance Learning after the schools were closed due to the coronavirus:

Academic Component: Backyard Science, Homework Help, and World Cultures

Enrichment Component: Art at Home

College and Workforce: Agriculture 101

Parent and Family Support: Zoom Meetings with students and parents

Implementation

Participants

Figure 1: Number of Students Served

Data Source: TX21st Year End Student Demographic Summary (Reflects attendance from the beginning of the school year until the schools closed after March 6, 2020 due to the coronavirus.)

One hundred thirty-six (136) total students participated at the Hargrave Elementary 21st CCLC After School site. Fifty-five (55) of the total students were regular students, falling short of the required one hundred twenty-five (125) students. For these regular students, students who attended forty-five (45) or more days, the minimum number of days of participation was 47, the maximum number of days of participation was 132, and the average number of days of participation was 85. The number of hours of participation ranged from 70 to 313, with an average of 156 hours. In addition, the site served thirty-two (32) adults of the required sixty-five (65).

Student Responsiveness

Table 4: Number of Students by Attendance Percentage Ranges

Source: TX21st Student Attendance Percentage Report

Students by Attendance Percentage Ranges

Attendance Percentage Range

Fall

Spring

#

%

#

%

1-40

30

38%

N/A

N/A

41+

50

62%

N/A

N/A

Totals

80

100%

N/A

N/A

Sixty-two percent (62%) of the students in the fall fell into the 41+ percentage range of attendance, indicating that most students attended forty-one (41) or more days in the fall.

Resources

Adequate resources were available to provide appropriate activities and services to the students. Hargrave Elementary provided the use of the computer lab, library, gym, cafeteria, classrooms, science lab, kitchen, and stage. The site had $95,623 of funding for center level fixed costs including personnel, transportation, Clayton YES, and materials and supplies.

Table 5: Fiscal Management

Budget

Year

Total Budget

# Students Served (Regular & Non-regular)

Cost Per Child

19-20

$95,623

136

$703

Based on the amount budgeted to the site and the total number of students served, the cost per child was $703.

Quality

To improve his skills and knowledge, the Site Coordinator attended the following training and/or professional development: ACE Town Hall Meetings, ACE Capacity Development, 21st CCLC Grant Compliance Training, OSTI-Con Webinars, Weekly Articles to Read, Weekly Videos, YDI Staff Training, and Crowley 21st CCLC Staff Meetings. The Site Coordinator also attended PLC meetings and met with the Principal and Reading and Math Specialists to help align the afterschool program with the regular school day. In addition, the Site Coordinator reviewed posted lesson plans when planning afterschool activities and lessons.

Activities were intentionally selected to meet the needs of the students. Activities provided support for reading, math, science, writing, STEM, social studies, computer skills, coding, homework help, and critical thinking skills. Also, activities were offered for art, board games, fitness, technology, and college and career readiness to meet students’ interests and needs. Certified Hargrave school day teachers were employed to tutor small groups of students and to teach some of the academic activities. Activities were monitored by the Site Coordinator through formal observations and with daily or weekly walkthroughs. The Project Director visited regularly to observe the overall program, to monitor for fidelity of implementation, and to ensure that PBIS in the afterschool program was aligned with the regular school day. At the weekly 21st CCLC staff meetings with the director, site coordinators, family engagement specialist, and administrative assistant, issues were discussed as a team and the Monthly Communication Update with information about enrollment, discipline reports, budget expenditures, student academic data, examples of students who have been helped by the program, professional development attended, and issues along with plans for improvement were reported and discussed.

Local Needs and Outcomes

Hargrave selected two areas of need to be addressed through action plans. The areas of need are 1) to increase academic achievement in writing and 2) to increase academic achievement in reading. A summary of the Action Plan is presented below.

Table 6: Local Needs Addressed through Action Plans

Improvement Area Identified

Increase academic achievement in writing.

Rationale

Only 68.2% of Hargrave 21st CCLC students passed the Writing STAAR exam in 2018-2019.

Some Action Steps

The Site Coordinator collaborated with the instructional coaches and teachers to identify students needing support in writing, to identify the Writing TEKS to emphasize in 21st CCLC, and to align the 21st CCLC lesson plans with the school day lessons. Also, materials were purchased to provide teachers with resources to effectively teach the TEKS. Writing TEKS were incorporated into science activities including Young Engineers and STEM Club. The activities, Brainiacs, Homework Help, and Morning Scholars also provided support for writing. Hargrave school day certified teachers were recruited to tutor small groups of students in writing/ELA.

Results

Results are not available because the school was closed after March 6, 2020 due to the coronavirus, and the STAAR exam was not administered.

Improvement Area Identified

Increase academic achievement in reading.

Rationale

Only 69.9% of Hargrave 21st CCLC students passed the Reading STAAR exam in 2018-2019.

Some Action Steps

The Site Coordinator collaborated with the Reading Instructional Coach and teachers to identify students needing assistance in reading and to align the 21st CCLC lesson plans with the Reading TEKS. Also, materials were purchased to provide teachers with resources to effectively teach the TEKS including reading board games to help teach reading comprehension and vocabulary. Ready Readers, Brainiacs, Homework Help, and Morning Scholars were offered to provide reading support. Also, Reading TEKS were incorporated into the World Culture activity, into science and engineering activities, and into computer classes through iStation, iReady, and Epic Reports. Hargrave school day certified teachers were recruited to tutor small groups of students in reading.

Results

Results are not available because the school was closed after March 6, 2020 due to the coronavirus, and the STAAR exam was not administered.

Outcomes

Table 7: Comparison of Selected Outcome Data for 2018-2019 and 2019-2020

Intermediate Outcomes of Regular Students

2018-2019

Fall & Spring

2019-2020

Fall only

Higher (+) or Lower (-) Number or Percentage this Year

Average Core GPA

3.37

3.00

−

% Increased Reading Report Card Grade from Fall to Spring

11%

N/A

N/A

% Increased Math Report Card Grade from Fall to Spring

26%

N/A

N/A

% Increased Science Report Card Grade from Fall to Spring

23%

N/A

N/A

% Increased Social Studies Report Card Grade from Fall to Spring

37%

N/A

N/A

% Promoted

100%

N/A

N/A

Average % of Days Present

95.94%

97.47%

+

Average # of Behavior Incidents/% with None

0.09

93%

0.03

97%

+

% Passed STAAR Reading Standard

69.9%

N/A

N/A

% Passed STAAR Math Standard

75.9%

N/A

N/A

% Passed STAAR Writing Standard

68.2%

N/A

N/A

The site made improvements in behavior referrals and the percentage of days present in 2019-2020.

Table 8: Outcomes for 2019-2020 Based on Action Plans

2019-2020 SMART Goals

Fall Semester %

Spring Semester

%

At the end of each semester, 97% of regular students will have a passing grade in all core subjects, reading, math, science, and social studies.

100%

N/A

Regular students will attend 90% of school days each semester.

100%

N/A

At the end of each semester, ninety-four percent (94%) of regular students will have no behavior referrals for that semester.

97%

N/A %

Summary of Strengths, Recommendations, and Next Steps

The summary of strengths, recommendations, and next steps can be found at the beginning of the executive summary of this report.

Program Overview

Theory of Change

Students in need, who spend forty-five (45) or more days in well-structured and aligned afterschool activities, taught by qualified personnel, focused on the four activity components will yield improvement in academic performance, attendance, behavior, and promotion and graduation rates of students. Hargrave Elementary recruited students in need of academic or behavioral support with the assistance of the campus administrators, counselors, and teachers. Activities were provided each semester for all four of the components. This year, the program had a later starting time because the school day was lengthened. Also the program made adjustments to serve the fifth grade which was added this year, and the school had five bilingual teachers to meet the students’ needs. In the spring, the site added some tutoring classes including one for bilingual students, and coding was added to meet students’ interests. In the fall, two vendors were contracted to provide activities for the students. Chef Tess from Aramark taught a cooking class in the kitchen and Van Grow provided art activities.

Table 9: Logic Model (Reflects activities provided from the beginning of the school year until the schools closed on March 6, 2020 due to the coronavirus.)

2019-2020 J. A. Hargrave Elementary Logic Model

Theory of Change: Students in need, who spend 45 or more days in well-structured and aligned afterschool activities, taught by qualified personnel, focused on the four activity components will yield improvement in academic performance, attendance, behavior, and promotion and graduation rates of students.

Needs

Center Goals

Implementation (Process Evaluation)

Outcomes (Outcome Evaluation)

Inputs

(Resources/Assets)

Outputs

(Activities Provided and

Implementation Fidelity)

Academic Component

Students need academic assistance and support

% of Hargrave Elementary 21st CCLC Students that Did Not Meet the Standard based on 18-19 STAAR data in the following categories:

Reading:

· Approaches Grade Level: 38.5% of 3rd graders; 22.7% of 4th graders

· Meets Grade Level: 74.4% of 3rd graders; 70.5% of 4th graders

Math:

· Approaches Grade Level: 25.6% of 3rd graders; 22.7% of 4th graders

· Meets Grade Level: 64.1% of 3rd graders; 59.1% of 4th graders

Writing:

· Approaches Grade Level: 31.8% of 4th graders

Meets Grade Level: 77.3% of 4th graders

Increase Academic Achievement

Staff: Certified Teachers, Retired Teachers, Paraprofessionals, Youth Development Instructors

Curriculum/Technology: Prodigy, Dreambox, Istation, Kodable, IReady, education.com, KEVA Blocks, Legos, Base Ten Blocks, TEKS Resources, code.org

Training/Professional Development: True Colors, CHAMPS, YDI Afterschool Training

Resources/Assets:

Crowley Agricultural Center, Library, Computer Lab, Science Lab, Music Room, Café, Kitchen

Amazing Coders

Students learn programming and train robots to follow patterns.

Spring-12 students for 1 hour a day for 1 day per week

Math in Action

Students engage in hands-on activities and games that relate to the Math TEKS learned during the school day and during Math Madness.

Fall-34 students for 1 hour a day for 2 days per week

Math Madness

Students participate in activities and lessons that target specific Math TEKS that align with the school day.


Spring-23 students for 1 hour a day for 2 days per week

Ready Readers

Students engage in reading activities, acting, and/or creating plays based on books to improve comprehension and reading skills that align with the school day.


STEM Club

Students learn about the scientific method and enhance knowledge of science while incorporating reading, math, writing, and science.

Fall-50 students for 1 hour a day for 1 day per week


World Cultures

Students read about sociological topics from around the world and discuss different cultures using Social Studies and Reading TEKS.


Young Builders

Students use critical thinking skills to build the Eiffel Tower, bridges, and a merry-go-round.


Fidelity of Implementation:

Classroom Observation Checklist

Survey and/or Focus Groups

At the end of each semester, 97% of regular students will have a passing grade in each core subject.

At the end of the year, 73% of regular students will pass the Reading STAAR exam, 79% will pass the Math STAAR exam, and 71% will pass the Writing STAAR exam.

Students need homework assistance

Staff: Certified Teachers, Paraprofessionals, Youth Development Instructors

Curriculum/Technology: Computers, TEKS Resources

Training/Professional Development: True Colors, PBIS Champs, YDI Afterschool Training

Resources/Assets: Computer Lab, Science Lab, Classrooms

Brainiacs

Students receive help with homework and have small group interventions with research-based LLI curriculum.


Homework Help

Students work on homework and receive help, when needed.





Students need academic support for STAAR Exam

Increase Academic Achievement

Staff: Certified Teachers

Curriculum/Technology: TEKS Resources

Training/Professional Development: Certified Teacher, PBIS Training

Resources/Assets: Classrooms

Morning Scholars

Students attend tutoring with school day teacher and cover TEKS learned during the school day and address achievement gaps.

Fall-4 students for 1 hour a day for 5 days a week

Spring-12 students for 1 hour a day for 5 days a week

Tutoring

Students attend tutoring with school day teacher and cover TEKS learned during the school day and address achievement gaps.





At the end of the year, 73% of regular students will pass the Reading STAAR exam, 79% will pass the Math STAAR exam, and 71% will pass the Writing STAAR exam.

Enrichment Component

Students need exposure to the arts

Increase Attendance and Improve Behavior

Staff: DBDT Staff, Certified Teacher, Youth Development Instructor

Curriculum/Technology: Gym supplies, TEKS Resources

Training/Professional Development: Professional Dancer, Teaching Certification, CHAMPS/PBIS

Resources/Assets:

Gym, Science Lab, Café, Classroom

Monet’s Minis

Students learn various art works and the concepts of shapes, blocking, contour lines, shading, highlighting, and color wheels and work on projects.






Regular students will attend 90% of days each semester.

94% of regular students will have no behavior referrals each semester.

Students need opportunities for recreational activities

Staff: Youth Development Instructors, Van Grow Staff

Curriculum/Technology: Art Supplies, Gym Supplies, TEKS Resources, Board Games

Training/Professional: Art Degrees, YDI Afterschool Training

Development: CHAMPS PBIS

Resources/Assets:

Gym, Science Lab, Café, Classroom

Board Game Club

Students learn how to play board games while practicing team work, sportsmanship, manners, math, and reading.

Fall-19 students for 1 hour a day for 1 day a week

Computer Club

Students participate in a class to work on their PE TEKS, learn different sports, and work on physical skills.



Fitness Club

Students participate in organized sports and exercises to improve their fitness and to develop teamwork skills.


Spring- 40 students for 1 hour a day for 1 day per week




Students needs opportunities for mentoring


Curriculum/Technology: IStation

Training/Professional Development:

Certified Teachers

Resources/Assets: Classroom, Library

Morning Scholars

Students receive early morning help with homework, have additional time on computer educational programming, and engage in simple STEM challenges.






College & Workforce Component

Students need opportunities for career/job awareness

Increase Attendance and Improve Behavior


Curriculum/Technology: Computers, TEKS Resources

Training/Professional Development: Champs PBIS

Resources/Assets: Computer Lab, Science Lab, Café

College and Career Readiness

Students learn about the importance of college, degree plans, tuition, campus living, and career paths.


Young Engineers

Students construct objects using tape, Keva blocks, LEGOS, paper, and other materials to create, build, think creatively, and follow directions.






94% of regular students will have no behavior referrals each semester.

Family & Parent Support Component

Need for family and parental support services

Increase Parent Involvement

Staff: Certified Teacher, Youth Development Instructors

Curriculum/Technology: Kitchen, TEKS Resources

Training/Professional Development: Chef, Dietician, YDI Afterschool Training

Resources/Assets: Kitchen, Café

Family Fun Night

Families participate in games such as Bingo and other table games.

Fall-10 students and 12 adults for 1 hour a day for 1 day per week

Family Museum Night

Families visit the Fort Worth Science and History Museum to participate in an educational family event.

Fall-10 students and 8 adults for 1 hour a day for 1 day

Parent Ice Cream Social

Families and parents network and build relationships with the Site Coordinator and other parents.

Fall-25 students and 20 adults for 1 hour a day for 1 day

Parent Orientation

Families attend an orientation and discuss the nature and meaning of the 21st Century program including the rules, procedures, and expectations for the program.

Fall-7 adults for 1 hour a day for 1 day

Spring- 12 students and 10 adults for 1 hour a day for 1 day


Lesson Plan Checklist

Survey

At least 65 parents will participate in ACE by the end of the year.

Spring Activities offered by Distance Learning after the schools were closed due to the coronavirus:

Academic Component: Backyard Science, Homework Help, and World Cultures

Enrichment Component: Art at Home,

College and Workforce: Agriculture 101

Parent and Family Support: Zoom Meetings with students and parents

Evaluation Plan

Evaluation Description

The purpose of the evaluation is to determine to what extent various components of the project were implemented and their impact on student achievement. Crowley ISD After School Program strived for the following outcomes: 1) program implemented as written in grant application, 2) improved academic performance, increased attendance, decreased behavior referrals, increased promotion rates, and increased graduation rates.

Evaluation Design and Methods

A descriptive evaluation design was used employing both quantitative and qualitative data. Quantitative data included 21st CCLC After School teacher surveys, parent surveys, student surveys, student grades, student attendance, student behavior incidents, classroom teacher ratings of students, core classes passed, and promotion rates. STAAR exams were not administered this year. Qualitative data included interviews, focus groups, open-ended questions from surveys, and observations during site visits. Statistical analysis included frequencies/counts, percentages, and means. A Logic Model, patterned after the ACE theory of action, was created to represent the program design.

Quantitative Data

Student Data

Hargrave Elementary 21st CCLC After School students’ grades, behavior incidents, attendance rates, promotion rates, and core classes passed were examined. STAAR exams were not administered this year.

Student Survey

The Student Survey was administered to students by the Evaluator during a spring site visit. There were seventeen (17) respondents to the survey in grades four and five.

Rating of Student Behavior by Language Arts Classroom Teachers

Reading and/or English/Language Arts teachers completed a survey that rated student behaviors for thirty-two (32) regular 21st CCLC After School students.

YDI/21st CCLC After School Teacher Survey

The YDI/Teacher online survey was administered in the spring to five teachers.

Parent Survey

The Parent Survey was administered online in the spring after the schools closed due to coronavirus. Ten (10) parents completed a survey.

Qualitative Data

Interviews

Interviews were conducted with the Site Coordinators in the fall and spring, student focus groups were conducted in the fall, and open-ended questions on the surveys were collected in the spring.

Student Focus Groups

Student focus groups were conducted by the Evaluator in the fall. Three groups of students participated. One group included six third graders; one group included six fourth graders; and one group included six fifth graders.

Open-ended items from Student Survey, 21st CCLC After School YDI/Teacher Survey, and Parent Survey

Each of the surveys included two open-ended items. The open-ended items on the student survey were 1) What do you like about this program? and 2) What changes would you make to the program to make it better? The 21st CCLC After School YDI/teacher open-ended items were 1) What are the strengths of the Crowley ISD After School program? and 2) How can the Crowley ISD After School program be improved? The parent open-ended items were 1) What do you like about this program? and 2) What changes would you make to the program to make it better?

Process Evaluation Plan and Results

Table 10: Process Evaluation Plan

Process Evaluation Plan

Process Question

Process Measure

Data Collection Method and Timeline

Responsible Party

Is the 21st CCLC project being implemented with fidelity?

Activity Observation Form (Activities adhere to the lesson plans, students engaged, teacher/student interaction)

Formal observations each semester and weekly walkthroughs

Site Coordinator, Project Director

Activity Observations

Informal observations at least once each semester

Evaluator

Site Coordinator Interviews categorized

Site Coordinator Interviews each semester

Evaluator

Number and percentage of students each semester that fall into the 41+ Attendance Percentage Ranges and number and percentage of regular students at the end of the year

Daily attendance records and TX21st Student Attendance Percentage Report and Participant Attendance Report

Site Coordinators, Project Director, Evaluator

To what extent do staff members participate in training and professional development to increase their skills and knowledge?

Number of training sessions and professional development attended by staff

Professional Development records kept by Site Coordinator and listed in district system

Site Coordinator, Project Director

To what extent do parents participate?

Number of parent meetings and number of parents who meet the participant requirements

Parent attendance records reviewed each month

Site Coordinator, Project Director, Evaluator

What feedback for program improvement and program success do students, parents, and 21st CCLC Teachers/YDI staff offer?

Survey responses quantified and comments categorized

Parent, Student, and 21st CCLC Teacher/YDI survey analyzed in the spring

Evaluator

Responses from Student Focus Groups categorized

Student responses to focus group questions categorized in the fall

Evaluator

Process Evaluation Results

Student Feedback

Table 11: Student Survey Items Related to Program Safety and Satisfaction

Source: Student Survey (4th and 5th Graders only)

Item

# of Respon-

dents

Mean

%

SD

%

D

%

N

%

A

%

SA

I like to come to this program.

17

4.00

0%

6%

35%

12%

47%

I feel safe at this program.

17

4.06

12%

0%

6%

35%

47%

I think my friends would like this program.

17

3.35

12%

6%

41%

18%

24%

SD=Strongly Disagree; D=Disagree; N= Neutral; A=Agree; SA=Strongly Agree

Table 11 shows the students’ responses to questions related to program satisfaction and safety. All responses had a mean at or above 3.35 out of a possible 5.0. Fifty-nine percent (59%) of students surveyed agreed or strongly agreed that they like to come to this program.

Table 12: Student Items Related to Program Activities


Item

# of Respon-

dents

Mean

%

SD

%

D

%

N

%

A

%

SA

I get to do things I like at this program.

17

3.41

6%

6%

41%

35%

12%

I get to choose my activities at this program.

17

2.18

47%

6%

35%

6%

6%

This program has a lot of activities that I think are interesting.

17

3.29

6%

24%

24%

29%

18%


In Table 12, all of the items had a mean at or above 2.18 out of a possible 5.0. Forty-seven percent (47%) of respondents agreed or strongly agreed that the program has a lot of interesting activities.

Table 13: Student Items Related to Academics and Behavior


Item

# of Respon-

dents

Mean

%

SD

%

D

%

N

%

A

%

SA

This program helps me complete my homework.

17

4.53

0%

6%

6%

18%

71%

Since I have been coming to this program, my grades have improved.

16

3.94

6%

0%

31%

19%

44%

Since I have been coming to this program, I understand my school work better.

17

3.88

0%

6%

29%

35%

29%

Since I have been coming to this program, my behavior has improved.

17

3.35

18%

12%

18%

24%

29%

In Table 13, all of the items had a mean at or above 3.35 out of a possible 5.0. Eighty-nine percent (89%) of the respondents agreed or strongly agreed that the program helps them complete their homework.

Parent Feedback

Parents responded positively to items on the Parent Survey with ten (10) parents completing a survey. Listed below are parents' responses to selected survey items. The surveys were administered online after the school closed due to coronavirus.

· One hundred percent (100%) agreed or strongly agreed that their children like to come to the program.

· One hundred percent (100%) agreed or strongly agreed that the program helps their child complete his/her homework.

· Ninety percent (90%) agreed or strongly agreed that the program has helped their child improve his/her school work.

· Eighty percent (80%) agreed or strongly agreed that the program has helped their child think about careers.

· Ninety percent (90%) agreed or strongly agreed that the program has helped them be more informed about school activities and events.

· Seventy percent (70%) agreed or strongly agreed that the program has helped them be more involved in their child’s education.

· Ninety percent (90%) agreed or strongly agreed that they felt comfortable attending the program activities and events.

Table 14: Hargrave Elementary YDI/After School Teacher Program Feedback

Source: YDI/After School Teacher Survey

Item

# of Respon

dents

Mean

%

SD

%

D

%

N

%

A

%

SA

I understand the goals of the 21st Century After School Program.

5

4.60

0%

0%

0%

40%

60%

I feel supported by the 21st Century Site Coordinator.

5

5.00

0%

0%

0%

0%

100%

The Site Coordinator keeps me informed of training opportunities.

5

4.20

0%

0%

40%

0%

60%

The training sessions that I attended this year enhanced my job performance.

5

4.20

0%

0%

40%

0%

60%

School day teachers collaborate with the 21st Century After School program staff to help target instruction and services for the students.

5

4.00

0%

20%

0%

40%

40%

My classes have access to needed facilities in the school.

5

4.60

0%

0%

0%

40%

60%

There are sufficient materials and supplies for my classes.

5

4.40

0%

0%

0%

60%

40%

My lesson plans are completed before each class.

5

4.60

0%

0%

20%

0%

80%

My lesson plans are implemented as written.

5

4.40

0%

0%

20%

20%

60%

The 21st Century After School program provides a safe environment for students and staff.

5

4.80

0%

0%

0%

20%

80%

The 21st Century After School program provides beneficial services for our students.

5

4.80

0%

0%

0%

20%

80%


The teachers responded positively to items related to communication, safety, and program impact on students. All items had a mean at or above 4.00 out of a possible 5.0. One hundred percent (100%) of the teachers agreed or strongly agreed that the program provided beneficial services for the students.

Feedback Related to Program Strengths

Table 15: Student Feedback Related to Program Strengths

Source: 21st CCLC After School Student Survey and Focus Groups

21st CCLC After School students responded to an open-ended item on the student survey and on a question during focus groups about what they like about the program. Selected responses include:

· “I like doing math with Mr. Lake.”

· “P.E./Cooking Classes.”

· “We get to learn new stuff and we get to play sports and do fun everything. And Math.”

· “I learn things I never knew about and it’s fun on Fun Fridays.”

· “Fun Friday and Black History.”

· “What I like about this program is how you do different activities and how we make things every holiday.”

· “I like the fact that we get to make different recipes I didn’t know you could make.”

· “They help with homework.”

· “It’s fun and we get to draw.”

· “We get to go to the gym.”

· “We get to go to computer lab.”

· “We get to draw and paint stuff like foxes and frogs.”

· “I like the different classes.”

· “They help me with my homework.”

· “I like when we make slime and when we go outside to play or to the gym.”

Table 16: Parent Feedback Related to Program Strengths

Source: 21st CCLC After School Parent Survey

21st CCLC After School parents responded to an open-ended item on the parent survey about what they like about the program. Selected responses include:

· “Great after school program. Kids really enjoy themselves with the activities as well as completing homework with the teachers if they have any questions.”

· “The staff is the #1 piece of this program that we enjoy the most. They are truly engaged with the parents and students, and my daughters enjoy going to 21st Century and participating in the events.”

· “Mr. Henderson is a great coordinator, and all of the kids and parents adore him.”

· “I love everything.”

· “My kids have fun.”

· “Saves me money and they get to do homework before they come home.”

· “My child has fun in the program and they get their work done.”

· “Everything.”

Table 17: 21st CCLC After School YDI/Teacher Feedback Related to Program Strengths

Source: 21st CCLC After School YDI/After School Teacher Survey

21st CCLC After School YDI/teachers provided comments about the strengths of the program on an open-ended item on the ACE teacher survey. Selected responses include:

· “It helps students enhance and/or master skills needed in the classroom.”

· “We have a wonderful staff, very devoted and reliable employees.”

· “The family environment and the passion from the employees and the love for the children- being able to show them and teach them things we never got to learn or experience.”

· “Keeping students engaged in fun educational activities.”

Feedback Related to Program Improvement

Table 18: 21st CCLC After School Student Feedback Related to Program Improvement

Source: 21st CCLC After School Student Survey and Focus Groups

21st CCLC After School students provided suggestions for improving the program on an open-ended item on the student survey and during focus groups. Selected suggestions include:

· “Better snacks. Dance battles. Have fun every day, and blue group gets cooking.”

· “If there was a yoga class, and on Fridays for good people, they should put on a movie and get like little tickets for candy and stuff.”

· “Add dance class and don’t work all the time.”

· “Have a gaming section or real cooking or not doing the same thing in school like reading, writing, biography, and us getting to choose.”

· “I want music class and I would like to have more activities.”

· “Add football every day and better snacks.”

· “We start doing hip hop and majorette on Monday, Wednesday, and Friday. Also start cooking more.”

· “I would like if they considered a gymnastics class for people that have flexibility talents.”

· “Have sports group.”

· “Music/Choir.”

· “It would be better if we had a teacher to do a running program.”

Table 19: 21st CCLC After School Parent Feedback Related to Program Improvement

Source: 21st CCLC After School Parent Survey

21st CCLC After School parents provided suggestions for improving the program on an open-ended item on the parent survey. Selected suggestions include:

· “More clarity on off campus events. Sometimes the notifications that an event is happening come when the event is only days away and it’s not clear if there will be transportation or lunch, etc. Minor issues but just helps us as parents for planning.”

· “I wouldn’t make any changes at Hargrave.”

· “Nothing.”

Table 20: 21st CCLC After School YDI/Teacher Feedback Related to Program Improvement

Source: 21st CCLC After School YDI/Teacher Survey

21st CCLC After School YDI/teachers provided suggestions for improving the program on an open-ended item on the ACE teacher survey. Selected suggestions include:

· “It could have a little more structure.”

· “I hope we can get more students to engage in the virtual program.”

· “More field trips and unique vendors.”

· “Longer time with the students. It’s difficult to attend to each of them with a short amount of time!”

Table 21: Comparison of Selected Process Data for 2018-2019 and 2019-2020

Source: 2018-2019 and 2019-2020 Student, Parent, and 21st CCLC Teacher/YDI Surveys

Student Survey Items

2018-2019

% who Agree and Strongly Agree

2019-2020


Higher (+) or Lower (-) Percentage this Year

I like to come to this program.

82%

59%

−

This program has a lot of activities that I think are interesting.

65%

47%

−

This program helps me complete my homework.

83%

89%

+

Parent Survey Items

2018-2019


2019-2020



This program helps my child complete his/her homework.

100%

100%

=

This program has helped my child improve his/her school work.

96%

90%

−

This program has helped me be more informed about school activities and events.

100%

90%

−

This program has helped me be more involved in my child’s education.

91%

70%

−

21st CCLC Teacher/YDI Survey

2018-2019


2019-2020



I feel supported by the 21st CCLC Afterschool Site Coordinator.

100%

100%

=

My classes have access to needed facilities in the school.

100%

100%

=

My lesson plans are completed before each class.

100%

80%

−

The 21st CCLC After School program provides beneficial services for our students.

100%

100%

=

Outcome Evaluation Plan and Results

Table 22: Outcome Evaluation Plan

Outcome Evaluation Plan

SMART Outcome

Performance Measure

Participants

Data Source

Procedures

Data Analysis and Reporting

At the end of each semester, 97% of regular students will have a passing grade in all core subjects.

Percentage of regular students with passing grades in all core subjects

Regular Students

Semester Report Card Grades

Site Coordinators review progress reports and reports cards each six weeks. Evaluator reviews grades each semester.

Regular students will be determined and the percentage of regular students who pass all core subjects will be reported.

At the end of the year, 73% of regular students will pass the Reading STAAR exam, 79% will pass the Math STAAR exam, and 71% of regular fourth graders will pass the Writing STAAR exam.

Percentage of regular students with passing scores on the Reading, Math, and Writing STAAR Exams

Regular Students

STAAR Scores

Evaluator analyzes the regular students’ STAAR scores after scores are released.

Regular students will be determined and the percentage of regular students that pass, meet, and master the STAAR Reading, Math, and Writing exams will be reported.


Regular students’ percentage of days attended

Regular Students

TX21st Fall Student Export and Spring Student Export

Site Coordinators review attendance each six weeks. Evaluator reviews the School Days Enrolled and School Days Absent columns in the Fall and Spring Student Exports.

Regular students will be determined and the average days of attendance for each student will be calculated and reported for each semester.

At the end of each semester, 94% of regular students will have no noncriminal behavior referrals.

Regular students’ numbers and percentages of noncriminal behavior referrals

Regular Students

TX21st Fall Student Export and Spring Student Export

Site Coordinators review noncriminal behavior referrals each six weeks. Evaluator reviews the Noncriminal Behavior Referral column in the Fall and Spring Student Exports.

Regular students will be determined and the number and average percentage of noncriminal behavior referrals and the number and percentage of students with no noncriminal referrals will be reported.

Outcome Evaluation Results

To determine academic outcomes, core subject report card grades, and promotion rates were analyzed. STAAR exams were not administered this year. All data were exported from the TX21st system.

Academic Outcomes/STAAR DATA

STAAR data are reported by subject and grade level.

Table 23: STAAR Data

Data Source: STAAR Data

The STAAR exams were not administered this year due to school closures because of the coronavirus.

Academic Outcomes/Average Core GPA

The regular students’ grades for fall in reading, math, science, and social studies were used to determine the average 2019-2020 GPA. Students’ grades in Reading, Math, Science, and Social Studies were exported from the TX21st system. The letter grades were converted to number grades, with an A equal to 4, B equal to 3, C equal to 2, D equal to 1, and an F equal to 0. Next, each student’s GPA for the year was calculated. Then, an average GPA for the school was determined from the individual GPAs. Grades of Excellent, Satisfactory and Unsatisfactory were not used, so those students were excluded.

Table 24: Average Core GPA

Source: TX21st Fall Student Export, Spring grades were not entered into the TX21st system this year

2019-2020 Average GPA for Regular Students

School

Number

Minimum GPA

Maximum GPA

Mean GPA

Hargrave ES

31

2.00

4.00

3.00

With a possible GPA of 4.00, the average GPA for Hargrave Elementary 21st CCLC After School students in the fall was 3.00, and three students had a 4.0 GPA for the fall semester.

Academic Outcomes/Report Card Grades

Report card grades for Reading, Math, Science, and Social Studies were compared, using the TX21st Year End Grades report which lists the number of students whose grades increased from fall to spring, had no change, decreased, or needed no change.

Figure 2: Report Card Grade Increases from fall to spring in reading, math, science, and social studies by Regular Students

Source: TX21st Year End Grades Report

Spring grades were not entered into the TX21st data system this year due to schools closing after March 6, 2020 because of the coronavirus.

Figure 3: Percentage of Regular Students Who Passed all Core Subjects by Semester (Reading, Math, Science, and Social Studies)

Source: TX21st Fall and Spring Student Export

Number: 31 Fall Regular Students, Spring grades were not entered into the TX21st data system this year

The SMART Outcomes from the Logic Model and Outcome Evaluation Plan state that at the end of each semester, 97% of regular students will have a passing grade in all core subjects. The number of regular students with a passing grade in each core subject, Reading, Math, Science, and Social Studies, was 31 out of 31 or 100% in the fall.

Academic Outcomes/Promotion

Promotion data were not entered into the TX21st data system this year due to schools closing after March 6, 2020 because of the coronavirus.

Behavior/Attitudes

Behavior Outcomes

To determine behavior outcomes, student data for school attendance, criminal and noncriminal behavior referrals, and student behavior rated by Language Arts classroom teachers were analyzed. All data were exported from the TX21st system except for the behavior ratings of regular students by their Language Arts classroom teachers, which were collected through a questionnaire/rating scale. The teachers completed one questionnaire for each student.

Behavior Outcomes/School Attendance

From the TX21st system, the regular students’ data for school day attendance were exported. This year, only fall data were used. The number of days enrolled and the number of days absent were calculated for each student. Then each student’s percentage of days present was determined. Using the individual student’s percentage of days present, the average percentage of days present was calculated for the school.

Table 25: Average Percentage of Days Present for 2019-2020 Regular Students

Source: TX21st Fall Student Export, Spring attendance was not entered into the TX21st data system due to schools closing because of the coronavirus

School

Average Percentage of Days Present for 2019-2020 for Regular Students

# Students

Minimum % Days Present

Maximum % Days Present

Mean % Days Present

Hargrave ES

31

92%

100%

97.47%

The average percentage of days present for regular students in the fall was 97.47%, and nine students had perfect attendance.

Figure 4: Percentage of Regular Students Who Attended 90% or More Days in a Semester


Number: 31 Fall Regular Students, School attendance was not entered in the spring

The SMART Outcomes from the Logic Model and Outcome Evaluation Plan state that regular students will attend 90% of days each semester. The number of regular students who attended 90% of days in the fall was 31 out of 31 or one hundred percent (100%).

Behavior Outcomes/School Behavior Referrals

Regular students’ behavior incidents (noncriminal referrals) were exported from the TX21st system. The number of referrals for each student was determined. Next, the average number of referrals was calculated for the school and the percentage of students with no referrals was determined.

Table 26: 2019-2020 Average Number of Behavior Incidents

Source: TX21st Fall Export, Spring behavior incidents were not entered into the TX21st data system this year

School

Average # Behavior Incidents for 2019-2020 Regular Students

# Students

# Minimum Incidents Per Student

# Maximum Incidents

Per Student

Mean Incidents

% of Students with No Referrals

Hargrave ES

31

0

1

0.0323

97%

The average number of referrals in the fall was 0.03 at Hargrave Elementary 21st CCLC After School program, and the number of students with no referrals was thirty (30) or 97%.

Figure 5: Percentage of Regular Students with No Noncriminal Behavior Referrals by Semester


Number: 31 Fall Regular Students, Spring behavior data were not entered into the TX21st data system in the spring due to schools closing because of the coronavirus

The SMART Outcomes from the Logic Model and Outcome Evaluation Plan state that ninety-four percent (94%) of regular students will have no behavior referrals each semester. The number of regular students who had no referrals in the fall was 30 out of 31 or ninety-seven percent (97%).

Behavior Outcomes/Criminal Referrals

There were no criminal referrals this year or last year.

Student Behavior

Reading and/or English/Language Arts teachers completed an online survey after schools closed due to the coronavirus that rated thirty-two (32) regular 21st CCLC students’ behaviors in three areas: Class Participation, Homework Completion, and Classroom Behavior. Each student was rated by his/her own teacher. The teacher had four choices for each behavior: Declined, Stayed the Same, Improved, Did not Need to Improve. To determine the percentage of students who improved their behavior in each area, the number of students who ranked as Did not Need to Improve was omitted. Then, the number of students who Improved their behavior was divided by the total number of students who were ranked as Improved, Stayed the Same, and Declined.

Figure 6: Student Behavior Rated by Classroom Teachers

Data Source: Language Arts Classroom Teacher Survey

N=32 Regular Students

Based on the teachers’ ratings, the students made the most improvement in Homework Completion.

Table 27: Comparison of Selected Outcome Data for 2018-2019 and 2019-2020

Intermediate Outcomes of Regular Students

2018-2019

Fall & Spring

2019-2020

Fall only

Higher (+) or Lower (-) Number or Percentage this Year

Average Core GPA

3.37

3.00

−

% Increased Reading Report Card Grade from Fall to Spring

11%

N/A

N/A

% Increased Math Report Card Grade from Fall to Spring

26%

N/A

N/A

% Increased Science Report Card Grade from Fall to Spring

23%

N/A

N/A

% Increased Social Studies Report Card Grade from Fall to Spring

37%

N/A

N/A

% Promoted

100%

N/A

N/A

Average % of Days Present

95.94%

97.47%

+

Average # of Behavior Incidents/% with None

0.09

93%

0.03

97%

+

% Passed STAAR Reading Standard

69.9%

N/A

N/A

% Passed STAAR Math Standard

75.9%

N/A

N/A

% Passed STAAR Writing Standard

68.2%

N/A

N/A

Non-RegularRegularTotal8155136

N/A

SpringFallSMART Goal010.97

N/A

SpringFallSMART Goal010.9

N/A

SpringFallSMART Goal00.970.94

Class ParticipationHomework CompletionClassroom Behavior0.60.860.59

Non-RegularRegularTotal8155136

19-Hargrave ES

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