Annual Performance Report
21st Century Community Learning Centers Annual Performance Report
Annual Performance Report RR
21st Century Community Learning Centers Annual Performance Report
OMB: 1810-0668
21st CCLC 2008
Annual
Performance Report:
Paper Forms for Centers
Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1810-0668. The time required to complete this information collection is estimated to average 24 hours (or minutes) per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4700. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: 21stCCLC Program, AITQ, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue, S.W., LBJ/FB-6, 3E210, Washington, D.C. 20202-6200.
March 2008
U.S. Department of Education
21st Century Community Learning
Centers (21st CCLC)
1120 East Diehl Road, Suite 200
Naperville, IL 60563-1486
800-356-2735 630-649-6500
www.learningpt.org
Copyright © 2006 Learning Point Associates, sponsored under government Analytic Support for Evaluation and Program Monitoring, OMB number 1810-0668. All rights reserved.
This work was originally produced in whole or in part with funds from the U.S. Department of Education under Analytic Support for Evaluation and Program Monitoring, OMB number 1810-0668. The content does not necessarily reflect the position or policy of the Department of Education, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government.
Contents
Page
Introduction 1
Instructions 1
Operations (Form A) 1
Staffing (Form B) 3
Activities (Forms C-1–C-7) 5
Feeder Schools (Form D) 10
Attendance (Form E) 10
Impact Categories (Form F) 11
Grades (Form F-1) 11
State Assessment–Current Year (Form F-2) 12
State Assessment–Cross-Year (Forms F-3a and F-3b) 12
Teacher Survey (Form F-4) 13
Comments (Form G) 14
Confirmation Page (Form H) 14
Form A: Operations 15
Form B: Staffing 16
Form C-1: School Year Activities by Category 18
Form C-2: School Year Activities by Student Populations Targeted 21
Form C-3: School Year Activities by Subject Area 22
Form C-4: Summer Activities by Category 23
Form C-5: Summer Activities by Student Populations Target 25
Form C-6: Summer Activities by Subject Area 26
Form C-7: Individual Activities Form 27
Form D: Feeder Schools 33
Form E: Attendance 35
Form F: Impact Categories 38
Form F-1a: Grades (Gradation) 39
Form F-1b: Grades (Combined) 41
Form F-2: State Assessment—Current Year (Combined) 43
Form F-3a: State Assessment—Cross-Year Disaggregated (Gradation) 45
Form F-3b: State Assessment—Cross-Year Disaggregated (Combined) 50
Form F-4: Teacher Survey 55
Form G: Comments 57
Form H: Confirmation Page 58
Introduction
This
is a paper version of the center-level forms for the 21st Century
Community Learning Centers (21st CCLC) 2008 Annual Performance Report
(APR) available on the Profile and Performance Information
Collection System (PPICS) website at
http://ppics.learningpt.org/ppics/. Any questions may be
directed to the 21st CCLC Help Desk at 866-356-2711 or
[email protected]. It is highly recommended to fill out
the forms online, but it is understood that this may not always be
possible for every center. If opting to complete the paper forms,
send them to the grantee-level contact for your program so
they
may be entered at that level or sent on to Learning Point Associates.
Provide all information to the best of your ability.
Instructions
Operations (Form A)
Complete the table on Form A (see page 15) by identifying the typical number of hours per week that the center was open for each of the time periods.
Only complete this form if the center was active during the reporting period. If the center was not in operation during this time please answer no to the first listed question. A center would have been considered active during the reporting period if the center in question were providing 21st CCLC–funded activities during the entire span of the summer of 2007 and/or the entire span of the 2007–08 school year. Centers operating only for a portion of the summer or only for a portion of the school year (i.e., for only one semester or less) are not required to submit APR data for the 2007–08 reporting period.
When reporting hours of operation at this center during the reporting period, please only report the typical number of hours the center spent actually operating programs that served participating students or adult family members. Hours spent only on administrative or planning tasks should not be counted when completing the tables outlined below.
Typical
is defined as the usual
or characteristic
attributes associated with center operation and programming. By
definition, a 21st CCLC center should be characterized by defined
hours of operation that should be relatively consistent across
the school year or summer
(e.g., 3–6 p.m.,
Monday–Thursday). Special, nonrecurring, or episodic events,
field trips, or programming would not be considered typical
attributes associated with center operation and should not be
considered when reporting information associated with the typical
hours and days of center operation nor when reporting the typical
activities provided by the center.
In some instances, centers may be characterized by recurring periods of operation or programming that take place on an ongoing basis but less frequently than weekly. For example, a center may be open on the fourth Saturday of every month in addition to a regular weekly schedule of 3:00 p.m. to 6:00 p.m. Monday through Thursday. In this case, in order to report on typical hours of operation, the center may want to consider adding up the total hours of operation for a typical month for the timeframe in question (in this case Weekends during the school year) and dividing by 4.3 to obtain a weekly average that can be used to report on typical hours of operation for that timeframe. A similar approach can be taken to reporting on the typical number of days a center was typically open per week.
Note also that one of the categories is for activities that take place during the school day. The 21st CCLC statute specifically indicates that services are to be provided outside the regular school day or during periods when school is not in session (e.g., before school, after school, evenings, weekends, holidays, summer). However, activities targeting prekindergarten children and adult family members may take place during regular school hours since these times may be the most suitable for serving these populations.
On the lines following the table on Form A, indicate the total number of weeks and number of days per week that the center was open during the school year and/or summer.
Staffing (Form B)
In the table on Form B (see page 16), enter the number of staff from each category who worked with students and adult family members participating in activities at the center. Respondents should record the number of individuals involved in regularly staffing the center during the reporting period (both school year and summer, separately), not the number of positions associated with the center’s operation (e.g., if you have one teaching position for the same activity that meets on different days and two teachers share the position, you would record 2 staff members).
In this instance, an individual, whether a paid employee or a volunteer, would be considered to have regularly staffed the center if they worked at the center according to a defined schedule on an ongoing basis and had a defined function or role to perform during the periods in which they were staffing the center. Individuals who only worked at special, nonrecurring, or episodic events, field trips, or programming should not be counted in this section of the APR.
Staff not directly funded by the state administered 21st CCLC grant should also be counted if they regularly staffed activities provided to 21st CCLC participants.
Please also note that a single staff person can be counted in both columns related to the school year and summer if the individual in question regularly staffed the center during both periods of center operation. However, a single staff person should only be counted once in the school year or summer column.
A single individual only should be classified as falling within one staff type category. When an individual staff member can be classified in more than one category, the following hierarchy should be employed in determining in what staff type category they should be counted:
School-day teachers (include former and substitute teachers)
Center administrators and coordinators
Youth development workers and other nonschool-day staff with a college degree or higher. Please note that a Youth Development Worker is defined as any paid staff or volunteer staff member who: Is not certified as a school-day teacher; Is not employed during the school day in some other capacity (e.g., librarian, school counselor) by one or more of the feeder schools and/or districts associated with the 21st CCLC; and Has a nonteaching-based college degree or higher.
Other nonteaching school-day staff (e.g., librarians, guidance counselors, aides)
Parents
College students
High school students
Other community members (e.g., business mentors, senior citizens, clergy)
Other nonschool-day staff with some or no college
Other
In this regard, if a staff member is both a parent of a child attending the center and a school-day teacher, the respondent should classify the person as being a school-day teacher because this category of staff appears higher in the above-outlined hierarchy.
Finally, if a staff person was both a volunteer and a paid staff person during either the school or summer, please count them in the paid column only.
On the first line below the tables on Form B, indicate the number of paid staff regularly staffing the center during the reporting period that were not funded directly by the 21st CCLC grant. Only count paid staff that received no compensation from funds associated with the 21st CCLC grant. On the second line below the tables, report the number of paid staff who regularly staffed the center during the reporting period who left the program and were replaced during the reporting period with a new staff person.
Activities (Forms C-1–C-7)
For APR reporting purposes, an activity is defined as a discrete program offering that took place according to a defined schedule (e.g., Tuesdays and Thursdays from 4:00 to 5:00 p.m.) on a sustained and ongoing basis during the reporting period. Normally, the activities listed on a center’s monthly activity calendar will meet these criteria. Activities provided only once during the reporting period should not be included here. Examples of activities would be an arts and crafts class, an astronomy club, and a tutoring activity.
Center activities supported by a funding source other than 21st CCLC but attended by 21st CCLC participants should also be reported on as well. Activity-related information needs to be supplied separately for activities undertaken during the school year and the summer associated with the reporting period. Activities should only be included if they were actually attended by participants during the school year and/or summer
For the 2007-08 reporting period, states have been afforded the discretion to select one of two options for the reporting of APR activities information:
States can opt to continue to report aggregated activity information through a revised version of the APR Activities page found in PPICS in previous APR years, OR
States can opt to implement a newly developed APR Activities page that allows for data to be collected at the level of an individual activity offered during the reporting period.
Be
sure to check with your state liaison to determine if you should be
completing the Aggregated Activities forms (C-1–C-6) (see pages
18-26) or the Individual Activities form (C-7) (see pages
27-32).
The instructions for the aggregated forms are included in this
section. The directions for
the individual activities form are
provided on the form itself. Print and fill out Form C-7 for each
activity you offer. Separate tables are provided for activities
attended by students and those attended by adult family members.
Please utilize the one that is most reflective of activity
participants.
Submitting Aggregated Activities Information
This section asks for the following three types of information about the activities provided at this center during the school year and summer:
The category of activities provided at this center
The extent to which activities were provided that targeted specific student populations
The academic subject areas addressed by the activities provided at this center
For each of these three ways of reporting school year and summer activity information, please indicate if a given type of activity was provided, how many hours a week the activity type was typically provided, and how often a given type of activity was provided. Note that a single activity can be classified according to each of the areas: category, target population, and subject area. For example, a center may offer a rocketry club targeting students performing below average in science in which participants learn to build and launch rockets while also studying astronomy. In this case, the activity would be classifiable as an Academic Enrichment Learning Program in the first table; it would be identified as targeting Students not performing at grade level, are failing, or otherwise are performing below average in the second table; and as a Science Educational Activity in the third table.
Where it is possible to do so, it is also highly encouraged that a description be provided of at least one activity provided in a given category
Please note that the typical number of hours an activity was provided per week cannot exceed the total number of hours the center was identified as being open per week during the school year or summer on the APR Operations section of the APR.
The first table that appears on the Activities page refers specifically to the mode of service delivery (e.g., mentoring, tutoring, community service/service learning, etc.). The table is split into two types of activities - (1) those targeting student attendees and (2) those targeting adult family members. Every activity (with the exception of snack) provided by the center should be classifiable into one or more of the categories identified in this table. NOTE: When attempting to calculate the typical number of hours per week a category of activities was provided during the school year, a given activity only should be counted as falling within a single activity category in the table. For example, if five hours per week typically are dedicated to an activity that has both tutoring and mentoring components, five hours should be reported for either mentoring or tutoring in the table, but not both. In this regard, respondents should identify the primary category in which a given activity can best be classified when completing the table.
The second table that appears on the Activities page specifically relates to activities intentionally designed to exclusively provide services to one or more specified target population (e.g., students performing below grade level, habitually truant students, students with limited English proficiency, etc.). Not every activity provided by a center needs to target one or more of the identified groups outlined in the second table on the Activities page. NOTE: When attempting to calculate the typical number of hours per week activities targeting a particular student population were provided during the school year, a given activity should be counted across each of the categories in which the activity can be classified by the respondent. For example, if five hours per week typically are dedicated to an activity that specifically targets students who are habitually truant and are performing below grade level, five hours should be reported for both activity types in the table.
The third table that appears on the Activities page specifically relates to the academic subject area (e.g., reading/language arts, mathematics, science, etc.) that is addressed in a given activity. It may be possible that a given activity may not have an academic subject area associated with it, and therefore will not be classifiable in relation to the academic subject areas referenced in the third table on the Activities page. NOTE: When attempting to calculate the typical number of hours per week activities addressing a particular subject area were provided during the school year, a given activity should be counted across each of the categories in which the activity can be classified by the respondent. For example, if five hours per week typically are dedicated to an activity that specifically addressed mathematics and science, five hours should be reported for both activity types in the table.
Reporting on Activities Provided in Sessions During the Reporting Period
If the center provided some activities in sessions during the reporting period, information submitted for (1) the typical number of hours per week the activity was provided and (2) how often the activity was provided should be reported in terms of what characterized the activity during the period in which it was provided. For example, a center may have provided career- or job-training activities for youth two times per week one hour per day for eight weeks during the school year. In this example the typical number of hours per week this activity was provided should be reported as 2 (i.e., 2 days per week 1 hour per day). In addition, the activity should be identified as having been provided 1-3 times per week, and the checkbox that signifies that the activity was provided across the whole school year should be left unendorsed.
Intentionality of Program Design
The
21st CCLCs are encouraged to articulate the reasoning behind the
activities they implemented during the reporting period. Designing
activities with intentionality creates
better, more focused
programs for children and allows program staff to explain the value
of
the activities more fully to parents, administrators, and
other stakeholders. If a center has not fully articulated the
rationale behind why the programming they offered during the
reporting period was provided, they are encouraged to do so prior to
completing the Activities
page. Going through this exercise will help ensure that a center is
not underreporting the breadth of activities they provided during the
reporting period. Also note that one activity may fall within more
than one category. In this regard, all appropriate activity
categories associated with that activity should be endorsed.
Table 2 provides definitions that will help in determining which categories are appropriate for the activities.
Table 2. Terms Related to Activity Types by Category
Activity Type |
Definition and Description |
Academic
enrichment |
Enrichment
activities expand on students’ learning in ways that differ
from |
Activities for Limited-English-proficient students |
These activities specifically target students with limited English proficiency and are designed to further enhance students’ ability to utilize the English language. |
Activities that target truant, expelled, or suspended students |
These activities
specifically target truant, expelled, or suspended students and
are designed to reengage these students in educational services
and through counseling and support address academic attainment or
behavioral issues |
Career or job training |
These activities may
target either youths and adults participating in the 21st CCLC
program and are designed to support the development of a defined
skill set directly transferable to a specific vocation, industry,
or career. For youths participating in center programming,
activities that are designed to expose youths to various types of
careers and help inform youths of the skills needed |
Community service or service-learning programs |
These activities performed
by students are characterized by defined service tasks that
address a given community need and provide for structured
opportunities that link tasks to the acquisition of values,
skills, or knowledge |
Drug- and violence-prevention, counseling, and character-education programs |
These activities are
designed to prevent youths from engaging in high-risk behaviors,
including the use of drugs and alcohol; amelioration of the
causal factors that may have led youths to participate in such
activities through counseling and support; and/or the cultivation
of core, ethical values, such |
Expanded library service hours |
The 21st CCLC funds are used specifically to expand, beyond normal operation, the number of hours a library is open. |
Homework help |
This refers to program
time dedicated to assisting students in working independently on
homework, with or without assistance from staff, |
Mentoring |
These activities primarily
are characterized by matching students with one or more adult
role models, often from business or the community, for guidance
|
Activity Type |
Definition and Description |
Programs promoting parental involvement |
These activities
specifically target adult family members of youths participating
in the 21st CCLC program and are designed to more actively engage
parents |
Programs that promote family literacy |
These activities
specifically target adult family members of youths participating
in the 21st CCLC program and are designed to enhance the literacy
skills of adult family members. Activities in this category
should require ongoing and sustained participation by the adult
family member in order to achieve the acquisition of knowledge or
a skill meant to be imparted through participation |
Recreational activities |
These activities are not
academic in nature, but rather allow students time |
Supplemental educational services |
Supplemental Educational Services are a component of Title I of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB). These services are meant to provide extra academic assistance to increase the academic achievement of eligible students in schools that have not met State targets for increasing student achievement (adequate yearly progress). These services may include tutoring and after-school services. They may be offered through public- or private-sector providers that are approved by the state, such as public schools, public charter schools, local education agencies, educational service agencies and faith-based organizations. Students from low-income families who remain in Title I schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services. |
Tutoring |
These activities involve the direct provision of assistance to students in order to facilitate the acquisition of skills and knowledge related to concepts addressed during the school day. Tutors or teachers directly work with students individually and/or in small groups to complete their homework, prepare for tests, and work specifically on developing an understanding and mastery of concepts covered during the school day. Please note that tutoring services directly supported through Supplemental Educational Services provided under the auspices of Title I of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB), should be counted in the Supplemental Educational Service activity category. |
Activities to promote youth leadership |
These
activities intentionally promote youth leadership through skill
development and the provision of formal leadership opportunities
|
Feeder Schools (Form D)
A feeder school is any school that provided students to the center during the reporting period. Fill out the table on Form D (see pages 33-34) for any feeder schools identified in your online Grantee Profile or in your original grant application as well as any new schools you may be serving. It is important to note that every center must have at least one feeder school associated with it, even if the center and the feeder school are the same entity.
On the right side of the table on Form D, indicate whether the center provided services to students who attended one of the listed feeder schools by entering an estimated percentage of center participants served during the reporting period who were enrolled at an identified school during the reporting period. In completing the table, consider all students served by the center.
For students who participated in activities at the center both during the school year and summer or during the summer only, consider such students as having been enrolled in the school they attended during the school year following the summer in question. Values greater than zero but less than one should be rounded up and included in the 1-25% category. In completing the table, also consider all students served by the center for the time frame in question. This means that if a student attended the center both during the school year and summer, they should be considered when estimating both the school year and summer percentages of students attending the center from that school.
Attendance (Form E)
The purpose of this section of the APR is to obtain information about the participants served at this center during the reporting period. Complete the eight tables on Form E (see pages 35-37) by indicating the number of participants (students and adults) served during the reporting period, the characteristics associated with the student population served by the center, and the number of center participants meeting the definition of regular attendee. A regular attendee is defined as a student students that has attended a 21st CCLC program for at least 30 days (which do not have to be consecutive) during the reporting period.
To protect student confidentiality, if you have a value for any student characteristic that is less than three, round that value down to zero. If you have a value of three or four, round that value up to five.
Impact Categories (Form F)
The
Impact Categories section is intended to measure what effects the
program has had on participants (specifically regular attendees).
Your state education agency has chosen the categories on which you
must report, and whether you need to provide gradient information
for each impact category. If you do not know which categories
to complete, contact your state liaison and ask. On Form F (see page
38), indicate which impact categories are required
for your
state. Once you have done so, skip to only those sections and
complete the forms as directed.
Grades (Form F-1)
To report on changes in grade performance for regular attendees, compare the students’ first set of fall 2007 mathematics and reading/language arts grades with the students’ last set of spring 2008 grades for those participants who were regular attendees at this center during the reporting period. If the grades you have for a given student do not span the 2007–08 school year (e.g., the student only was enrolled in mathematics or reading/language arts for one semester), do not report grade results for the student in question. In addition, students meeting the definition of a regular attendee who participated only in center-related activities during summer 2006 should not be included in grades reporting.
There may be some students for whom you have either mathematics or reading/language arts grades for comparison, but not both. In this case, report the change in student performance for the grades you do have available.
If your state requires gradient information to be reported, fill out the Form F-1a (see pages 39–40); otherwise, fill out the Form F-1b (see pages 41–42). Answer the questions in the first table on the appropriate form by indicating the number of regular attendees that fall into each of the listed categories. Count a child only once (unduplicated count) in the table. The total of each of the four cells in the table should be equal to the number of regular attendees you identified as being served by the center in the reporting period.
If
you are using a 100-point scale, a half-grade change is a decrease or
increase of five points.
If you are using an A–F scale, a
half-grade change is any decrease or increase in the letter grade
(e.g., A to A- is a decrease and C+ to B- is an increase). If you are
using an E-S-U (Excellent-Satisfactory-Unsatisfactory) or similar
non-A–F letter-grade scale, a half-grade change is a decrease
or increase from one letter grade to another (e.g., S to E is an
increase and S to U
is a decrease).
State Assessment—Current Year (Form F-2)
In order to provide State Assessment – Current Year information, fill out the Form F-2 (see pages 42–43). Answer the questions in the first table on the appropriate form by indicating the number of regular attendees that fall into each of the listed categories. Count a child only once (unduplicated count) in the table. The total of each of the four cells in the table should be equal to the number of regular attendees you identified as being served by this center in the reporting period.
The
purpose of this section is to collect data on what proficiency
categories regular attendees
fell within on the state
assessment administered during the reporting period. Report
proficiency results for both the mathematics and reading/language
arts sections of the state assessment on the tables on Form 2. It is
realized that most states currently only test a subset of grades.
Report the performance of regular attendees on the state assessment
for the grades tested in your state.
As above, answer the questions on the tables by indicating the number of regular attendees that fall into each of the listed categories. Count a child only once (unduplicated count) in the table. The total of each of the cells in the table should be equal to or less than the number of regular attendees you identified as being served by this center in the reporting period.
State Assessment—Cross-Year Disaggregated (Forms F-3a and F-3b)
These
sections require you to compare a student’s 2006-07 state
assessment results with
2007–08 results for those
participants who were regular attendees at this center during the
reporting period. It is realized that there are some students for
whom you may only have either mathematics or reading/language arts
assessment results for comparison, but not both. In this case, report
the change in student performance for the assessment results you do
have available.
Answer the questions in the first table on Form F-3a (gradations) or Form F-3b (combined) by indicating the number of regular attendees that fall into each of the listed categories. Count a child only once (unduplicated count) in the table. The total of each of the four cells in the table should be equal to the number of regular attendees you identified as being served by the center in the reporting period.
Answer the questions in the remaining two tables on Form F-3a or Form F-3b by indicating the number of regular attendees that fall into each of the listed categories. Count a child only once (unduplicated count) in each table. The total of the cells in the table should be equal to the number of regular attendees you identified as being served by the center in the reporting period.
You
should count students as having witnessed an improvement in state
assessment results if they scored in a proficiency category when
taking the assessment during the 2007–08 school year that
represented a higher level of achievement than the category they
scored in when
taking the assessment during the 2006–07
school year. For example, you would count students
as having
improved if they scored in the basic category in 2006–07
and improved to proficient when taking the 2007–08
assessment. A similar approach should be taken when identifying the
number of students who witnessed a decline in performance.
Teacher Survey (Form F-4)
In
the table on Form F-4 (see pages 55-56), record the results from the
Learning Point Associates teacher survey. This survey should be
administered at the end of the school
year associated with the
reporting period. The survey asks school-day teachers to report
whether regular attendees’ behavior improved, did not improve,
or did not need to improve in certain areas.
Teacher Selection
For
every student you have identified as a regular attendee (30 days or
more), select one of his or her regular school-day teachers to
complete the teacher survey. For elementary school students, the
teacher should be the regular classroom teacher. For middle and high
school students, a mathematics or English teacher should be surveyed.
Although you may include in your sample the teachers who also are
serving as 21st CCLC program staff, it is preferable to survey
teachers who are not. There should be one teacher survey filled out
for every student identified as a regular attendee. In addition, note
that students meeting the definition of a regular attendee
who
participated only in center-related activities during summer 2007
should not be included
in the reporting of teacher survey
results.
Comments (Form G)
It is understood that some grantees and centers may have circumstances that do not fit into the options that the APR provides. To obtain the best information possible on all grantees, you should include any further information pertinent to the APR on Form G (see page 57). Also, if there are any sections of the APR you were not able to complete, explain the omissions on this form. You may attach additional sheets if necessary, but try to keep your comments concise and specific.
Confirmation Page (Form H)
On
this form (see page 58), certify that you have completed all of the
required information
for your 2008 APR. Put a checkmark next to
the sections you have completed. All of the standard sections (i.e.,
Operations, Staffing, Activities, Feeder Schools, and Attendance) are
required. Your state education agency (SEA) has selected which impact
categories are required as well. You can find out what these are by
contacting your SEA liaison or by logging on to the PPICS online
system at http://ppics.learningpt.org/ppics/
and seeing which buttons are available in the Centers section of the
APR part of the site. Please review the associated forms to ensure
that you have included all necessary information. If you have not
completed any required section, give an explanation for the omission
on Form G and write “See comments” next to the section
title. Once you have completed and checked off all required sections,
have the primary program contact for your center sign the
confirmation page and send the Forms section of this document (pages
15-58) to your grantee, which may then enter the information into the
online system or send the paper copy on to Learning Point Associates.
Form A: Operations
For instructions, see page 1.
________________________________ ________________________________
Grantee Name Center Name
________________________________ ________________________________
Grantee State ID Number (if applicable) State Education Agency
Was
the center active during the reporting period
(Y/N)? _____________________________
Time Period |
Typical Hours Per Week |
School Year |
|
Weekday before school |
|
Weekday during school hours |
|
Weekday after school |
|
Weekend |
|
Total for school year |
|
Summer |
|
Weekdays |
|
Weekday evenings |
|
Weekend |
|
Total for summer |
|
What
was the total number of weeks the center was
open during the
school year? ___________________________
What
was the total number of weeks the center was
open during the
summer? ___________________________
What
was the typical number of days per week the
center was open
during the school year? ___________________________
What
was the typical number of days per week the
center was open
during the summer? ____________________________
Form B: Staffing
For instructions, see page 3.
________________________________ ________________________________
Grantee Name Center Name
Type of Staff Member |
School Year |
|
Paid |
Volunteer |
|
School-day teachers (including former and substitute teachers) |
|
|
Center administrators and coordinators |
|
|
Youth development workers or other nonschool-day staff |
|
|
Other nonschoo-day staff with some or no college |
|
|
Other nonteaching school staff (e.g., librarians, guidance counselors, aides) |
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Parents |
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College students |
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High school students |
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Other community members (e.g., business mentors, |
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Other ________________________________________ |
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Totals |
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Type of Staff Member |
Summer |
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Paid |
Volunteer |
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School-day teachers (including former and substitute teachers) |
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Center administrators and coordinators |
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Youth development workers or other nonschool-day staff |
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Other nonschoo-day staff with some or no college |
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Other nonteaching school staff (e.g., librarians, guidance counselors, aides) |
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Parents |
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College students |
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High school students |
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Other community members (e.g., business mentors, |
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Other ________________________________________ |
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Totals |
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The
number of paid staff regularly staffing the center
during the
reporting period that were not funded
directly by the 21st
CCLC grant: ________________________
The
number of paid staff that regularly staffed the center
during
the reporting period who left the program and were
replaced
during the reporting period with a new staff
person: ________________________
Form C-1: School Year Activities by Category
For instructions, see page 5.
________________________________ ________________________________
Grantee Name Center Name
EXAMPLE |
||||||
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||
1. Academic improvement or remediation programs |
10 |
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x |
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Yes |
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
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Activities Targeting Student Attendees |
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1. Academic
enrichment |
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2. Tutoring |
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3. Homework help |
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4. Mentoring |
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Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
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4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
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Activities Targeting Student Attendees |
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5. Recreational activities |
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6. Drug-
and |
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7. Career or job training for youth |
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8. Expanded library service hours |
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9. Supplemental educational services |
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10. Community service or service-learning programs |
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11. Activities to promote youth leadership |
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12. Other:
___________ |
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Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||||
Activities Targeting Adult Family Members* |
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13. Programs that promote parental involvement |
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14. Programs that promote family literacy |
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15. Career
or job |
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*Activities targeting adult family members must require ongoing and sustained participation by the adult family member in order to achieve the acquisition of knowledge or a skill meant to be imparted through participation in the service or activity. Examples of activities that conform to these requirements would include general equivalency diploma (GED) classes, classes on how to develop a resume, or a programming series on effective parenting strategies. Episodic, nonrecurring, or special events likely do not conform to these requirements. For example, an open house night for the parents of children attending the center that involves a meal and social activities would not conform to these requirements.
Form C-2: School Year Activities by Student Populations Targeted
For instructions, see page 5.
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||
Activities Targeting Specific Student Populations |
||||||
1. Students
who are not performing at grade level, are failing, |
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2. Limited-English-proficient students |
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3. Students
who |
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4. Students with special needs or disabilities |
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5. Other:
____________ |
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Form C-3: School Year Activities by Subject Area
For instructions, see page 5.
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||||
Activities Addressing a Specific Subject Area |
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1. Reading or literacy education activities |
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2. Mathematics |
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3. Science education activities |
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4. Arts and music education activities |
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5. Entrepreneurial education programs |
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6. Telecommunications and technology education programs |
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7. Cultural activities or social studies |
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8. Health- or nutrition-related activities |
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9. Other:
_____________ |
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Activity Description (Optional)
If you would like, provide a description of one of the school-year activities here. This section is optional and is not required to complete your APR.
Form C-4: Summer Activities by Category
For instructions, see page 5.
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||||
Activities Targeting Student Attendees |
||||||||
1. Academic
enrichment |
|
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|
||
2. Tutoring |
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||
3. Homework Help |
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||
4. Mentoring |
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5. Recreational activities |
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6. Drug-
and |
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||
7. Career
or job |
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||
8. Expanded library service hours |
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||
9. Supplemental educational services |
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|
||
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||||
Activities Targeting Student Attendees |
||||||||
10. Community service or service-learning programs |
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11. Activities that promote youth leadership |
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||
12. Other:
___________ |
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||
Activities Targeting Adult Family Members* |
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13. Programs that promote parental involvement |
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14. Programs that promote family literacy |
|
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||
15. Career
or job |
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|
||
*Activities
targeting adult family members must require ongoing and sustained
participation by the adult family member in order to achieve the
acquisition of knowledge or a skill meant to be imparted through
participation
in the service or activity. Examples of
activities that conform to these requirements would include general
equivalency diploma (GED) classes, classes on how to develop a
resume, or a programming series on effective parenting strategies.
Episodic, nonrecurring, or special events likely do not conform to
these requirements. For example, an open house night for the parents
of children attending the center that involves a meal and social
activities would not conform to these requirements.
Form C-5: Summer Activities by Student Populations Targeted
For instructions, see page 5.
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||
Activities Targeting Specific Student Populations |
||||||
1. Students
who are not performing at grade level, are failing, |
|
|
|
|
|
|
2. Limited-English-proficient students |
|
|
|
|
|
|
3. Students
who |
|
|
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|
|
|
4. Students with special needs or disabilities |
|
|
|
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|
5. Other:
____________ |
|
|
|
|
|
|
Form C-6: Summer Activities by Subject Area
For instructions, see page 5.
Activity or Service |
Typical Number of Hours Per Week |
Typically, How Often Was This Type of Activity Provided? |
Was This Type of Activity Provided Across the Whole School Year? |
|||||
4–5 Times a Week |
1–3 Times a Week |
1–3 Times a Month |
Less Than Once a Month |
|||||
Activities Addressing a Specific Subject Area |
||||||||
1. Reading or literacy education activities |
|
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|
||
2. Mathematics |
|
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|
||
3. Science education activities |
|
|
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||
4. Arts and music education activities |
|
|
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|
||
5. Entrepreneurial education programs |
|
|
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|
||
6. Telecommunications and technology education programs |
|
|
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|
||
7. Cultural activities or social studies |
|
|
|
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|
||
8. Health- or nutrition-related activities |
|
|
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|
||
9. Other:
_____________ |
|
|
|
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|
|
||
Activity Description (Optional)
If you would like, provide a description of one of the summer activities here. This section is optional and is not required to complete your APR.
Form C-7: Activities Individual Form
If you have questions about what level of detail is appropriate when reporting activities information, please refer to the following example: For example, a given center has a standing activity on its calendar called Sports that runs from 4:00 to 5:00 every Tuesday and Thursday for 21 weeks and during this 21-week period different 7 weeks are spent on Baseball and 7 weeks are spent on soccer and 7 weeks are spent on Basketball, a single activity called Sports would be entered into PPICS.
Now, however, let's say that during a nine week period Baseball ran on Monday's and Wednesday from 3:00 to 4:00 and during a 12 week period Soccer ran on Tuesday's and Thursday's from 4:00 to 5:00. These should be entered as different activities given that they were scheduled differently during the course of the week and ran for different lengths during the reporting period.
If you are concerned that the application of this approach to reporting activity information as outlined here will be difficult for you to undertake or you are concerned about the number of activities you will need to report on, please contact the PPICS Help Desk at [email protected].
Activity Name: _________________________________________________________________
Participant Type: Student Attendees
Adult Family Members (for adult activities please use page )
Student Attendees
Was this activity provided during the reporting period? Yes No
Indicate whether this activity was provided in the summer or during the school year (if the activity was conducted during both the summer and school year, it should be listed twice with separate information for both time periods).
School Year
Summer
Activity Categories
Identify the primary category in which the activity can be classified as falling from the list below. Choose only one category.
Academic enrichment learning program
Tutoring
Homework help
Mentoring
Recreational activity
Career or job training for youth
Drug- and violence-prevention, counseling, or character education
Expanded library service hours
Supplemental education services
Community service or service learning
Activity to promote youth leadership
The activity had more than two program elements
If the activity intentionally was designed to incorporate other elements beyond the primary category identified above, please select a secondary category from the following list:
Academic enrichment learning program
Tutoring
Homework help
Mentoring
Recreational activity
Career or job training for youth
Drug- and violence-prevention, counseling, or character education
Expanded library service hours
Supplemental education services
Community service or service learning
Activity to promote youth leadership
Other: __________________________________________________________________
Student Populations Targeted by the Activity
Indicate whether the activity specifically was designed to exclusively provide services to one or more of the following target populations. Check all that apply.
Students who are not performing at grade level, are failing, or otherwise are performing below average
Limited-English-proficient students
Students who have been truant, suspended, or expelled
Students with special needs or disabilities
Other: _______________________________________________________
None of the above
Activity Subject Areas
Identify whether an academic subject area was addressed during the provision of the activity. Check all that apply.
Reading or literacy
Mathematics
Science
Arts and music
Entrepreneurial education
Technology or telecommunications
Cultural activities or social studies
Health or nutrition
Other: ________________________________________________________
None of the above
Amount of Time Provided
Describe the total number of weeks, the typical number of days per week, and the typical number of hours per day this activity was provided.
|
Total number of weeks provided |
|
Typical number of days provided per week |
|
Typical number of hours provided per day |
It's also common for a given activity to be offered in multiple sessions concurrently or at multiple times to different groups of participants during the course of a week. If either of these circumstances were true for this activity, please endorse the appropriate option below (please note that completion of these fields is optional).
Was this activity offered in multiple sessions that occurred concurrently on the same day serving different groups of students (e.g, there were two sessions of the activity that met from 4:00 to 5:00 p.m. on Tuesdays, with one session for students in grade 4 and a second session for students in grade 5)?
Was this activity offered multiple times during the course of the typical week but to different groups of students on a given day (e.g., the activity was offered on Tuesdays to students in grade 4 and Thursdays to students in grade 5)?
Was this activity typically offered less frequently than weekly during the period it was offered (for example, was the activity provided every other Saturday or one Saturday a month)?
Yes, this activity typically was offered 1–3 times a month.
Yes, this activity typically was offered less than once a month.
No, this activity typically was offered every week during the period it was offered.
Number of Participants
Indicate
the typical number of participants (students or adults) served by
this activity per day.
Do not include instructors, volunteer
tutors, and other staff. Only those being served should be included.
|
Total number of students per day |
Activity Description (Optional)
If you would like, include a 1,000-word description of the activity here. This section is optional and is not required to complete your APR.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Adult Family Members
It is important to note that activities Targeting Adult Family Members must require ongoing and sustained participation by the adult family member in order to achieve the acquisition of knowledge or a skill that is meant to be imparted through participation in the service or activity. Examples of activities that conform to these requirements would include GED classes, classes on how to develop a resume, or a programming series on effective parenting strategies. Episodic, nonrecurring, or special events are likely not to conform to these requirements. For example, an open house night for the parents of children attending the center that involves a meal and social activities would not conform to these requirements.
Was this activity provided during the reporting period? Yes No
Indicate whether this activity was provided in the summer or during the school year (if the activity was conducted during both the summer and school year, it should be listed twice with separate information for both time periods).
School Year
Summer
Activity Categories
Identify the primary category in which the activity can be classified as falling from the list below. Choose only one category.
Promotion of parental involvement
Promotion of family literacy
Career or job training for adults
The activity had more than two program elements
If the activity intentionally was designed to incorporate other elements beyond the primary category identified above, please select a secondary category from the following list:
Promotion of parental involvement
Promotion of family literacy
Career or job training for adults
Other: __________________________________________________________________
Amount of Time Provided
Describe the total number of weeks, the typical number of days per week, and the typical number of hours per day this activity was provided.
|
Total number of weeks provided |
|
Typical number of days provided per week |
|
Typical number of hours provided per day |
It's also common for a given activity to be offered in multiple sessions concurrently or at multiple times to different groups of participants during the course of a week. If either of these circumstances were true for this activity, please endorse the appropriate option below (please note that completion of these fields is optional).
Was this activity offered in multiple sessions that occurred concurrently on the same day serving different groups of adult family members (e.g, there were two sessions of the activity that met from 4:00 to 5:00 p.m. on Tuesdays, with one session for adult family members of students in grade 4 and a second session for adult family members of students in grade 5)?
Was this activity offered multiple times during the course of the typical week but to different groups of adult family members on a given day (e.g., the activity was offered on Tuesdays to adult family members of students in grade 4 and Thursdays to adult family members of students in grade 5)?
Was this activity offered less than weekly during the period it was offered (e.g., Was the activity provided every other Saturday or one Saturday a month)?
Yes, this activity typically was offered 1–3 times a month.
Yes, this activity typically was offered less than once a month.
No, this activity typically was offered every week during the period it was offered.
Number of Participants
Indicate
the typical number of participants (students or adults) served by
this activity per day.
Do not include instructors, volunteer
tutors, and other staff. Only those being served should be included.
|
Total number of adult family members per day |
Activity Description (Optional)
If you would like, include a 1,000-word description of the activity here. This section is optional and is not required to complete your APR.
______________________________________________________________________________________________________________________________________________________________________________________________________
Form D: Feeder Schools
For instructions, see page 10. Please add additional pages as needed.
________________________________ ________________________________
Grantee Name Center Name
School Year (Example) |
|||||||
School Name |
Feeder School Active |
Percentage of Center Participants |
|||||
Y |
N |
1–25% |
26–50% |
51–75% |
76%+ |
N/A |
|
Wright Elementary |
X |
|
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|
|
X |
|
School Year |
|||||||
School Name |
Feeder School Active |
Percentage of Center Participants |
|||||
Y |
N |
1–25% |
26–50% |
51–75% |
76%+ |
N/A |
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Summer |
|||||||
School Name |
Feeder School Active |
Percentage of Center Participants |
|||||
Y |
N |
1–25% |
26–50% |
51–75% |
76%+ |
N/A |
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Form E: Attendance
For instructions, see page 10.
________________________________ ________________________________
Grantee Name Center Name
Total Participants
Indicate the number of participants (PK–12 students and adult family members age 19 and older) who attended the program during the school year only, the summer only, or both. If your center keeps an attendance list for each activity and people can attend more than one activity, count attendees only one time.
Period of Attendance |
All Students Served |
All Adults Served* |
School year only |
|
|
Summer only |
|
|
Both summer and school year |
|
|
Total individual participants served |
|
|
*Adults only should be counted for APR reporting purposes if both of the following are true:
They are an adult family member age 19 years or older of a child that attended the center during the reporting period
They participated in activities targeting adult family members that required ongoing and sustained participation by the adult family member in order to achieve the acquisition of knowledge or a skill
meant to be imparted through participation in the service or activity. Examples of activities that conform
to these requirements would include GED classes, classes on how to develop a resume, or a programming series on effective parenting strategies. Episodic, nonrecurring, or special events are not likely to conform to these requirements. For example, an open house night for the parents of children attending the center that involves a meal and social activities would not conform to these requirements.
Regular Attendees
Record in the following table: (1) the total number of student attendees who attended the program fewer than 30 days during the reporting period, and (2) the number who attended 30 days or more during the reporting period. Any student who attended 30 days or more during the reporting period is a regular attendee.
Nature of Attendance |
Number of Student Attendees |
1. Attended fewer than 30 days during the reporting period |
|
2. Attended 30 days or more during the reporting period |
|
Total |
|
Student Characteristics—Racial/Ethnic Group
Please provide below, to the best of your ability, the number of students who fit into each of the categories given in each characteristic section. If you do not have enough information to determine what category describes a student, list that student in the unknown category for that section. In sections related to Racial/Ethnic Group and Student Services, you may include a duplicate count. That is, students may be counted in more than one category (e.g., a student may have mixed ethnicity or have limited English proficiency and may also be eligible for free or reduced price lunch). For students who fit more than one category, you may count them in as many categories as apply. For the grade level and gender sections, count each student only once. For students that attended summer sessions only during the reporting period, please count them in the grade they would have been enrolled in during the school year following the summer in question. You must use whole numbers for all answers.
To protect student confidentiality, a value for any student characteristic that is less than three should be rounded down to zero; for value of three or four, round it up to five.
Racial/Ethnic Group |
Total Student Attendees |
Regular Student Attendees |
American Indian/Alaska Native |
|
|
Asian/Pacific Islander |
|
|
Black or African American |
|
|
Hispanic or Latino |
|
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White |
|
|
For how many students attending the center do you not have racial/ethnic group data? |
|
|
Student Characteristics—Gender
Gender |
Total Student Attendees |
Regular Student Attendees |
Male |
|
|
Female |
|
|
Data not provided |
|
|
Student Characteristics—Special Services or Programs
Special Service or Program - Limited English Proficiency |
Total Student Attendees |
Regular Student Attendees |
Students with limited English proficiency |
|
|
Students for whom limited English proficiency status could not be determined. |
|
|
Student Characteristics—Special Services or Programs
Special Service or Program - Free or Reduced-Price Lunch |
Total Student Attendees |
Regular Student Attendees |
Students eligible for free or reduced-price lunch |
|
|
Students for whom free or reduced-price lunch status could not be determined. |
|
|
Special Service or Program - Special Needs or Disabilities |
Total Student Attendees |
Regular Student Attendees |
Students with special needs or disabilities |
|
|
Students for whom special needs or disabilities status could not be determined. |
|
|
Student Characteristics—Grade Level
Grade Level |
Total Student Attendees |
Regular Student Attendees |
Prekindergarten |
|
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Kindergarten |
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First grade |
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Second grade |
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Third grade |
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Fourth grade |
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Fifth grade |
|
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Sixth grade |
|
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Seventh grade |
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Eighth grade |
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Ninth grade |
|
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10th grade |
|
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11th grade |
|
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12th grade |
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Unknown |
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Form F: Impact Categories
For instructions, see page 11.
________________________________ ________________________________
Grantee Name Center Name
Put a checkmark beside the impact category or categories that your state education agency has chosen for this year’s APR. The specific forms you need to fill out are determined by your state education agency.
Grades (see pages 8–9)
_________ Gradation Reporting (Form F-1a)
_________ Combined Reporting (Form F-1b)
State Assessment—Current Year (see pages 10)
_________ Combined Reporting (Form F-2)
State Assessment—Cross-Year Disaggregated (see pages 10–11)
_________ Gradation Reporting (Form F-3a)
_________ Combined Reporting (Form F-3b)
Teacher Survey (see page 11)
_________ (Form F-4)
To clarify, for each impact category you have marked, fill out the associated form as follows:
Grades Form F-1a or F-1b
State Assessment—Current Year Form F-2
State Assessment—Cross-Year (Disaggregated) Form F-3a or F-3b
Teacher Survey Form F-4
Form F-1a: Grades (Gradation)
For instructions, see pages 11.
________________________________ ________________________________
Grantee Name Center Name
Grades Data Overview
Indicate the number of regular attendees for which: |
Number of Regular Attendees |
You have both mathematics
and
reading/language arts grades for fall 2007 and |
|
You have only mathematics grades for fall 2007 and spring 2008. |
|
You have only reading/language arts grades for fall 2007 and spring 2008. |
|
You have neither
mathematics nor
reading/language arts grades for fall 2007 and spring 2008. You
also should count in this category students meeting the definition
|
|
Total |
|
Mathematics Grades
Indicate the number of regular attendees who: |
Regular Attendees by
|
||
30–59 Days |
60–89 Days |
90+ Days |
|
Increased their mathematics grade by half a grade or more. |
|
|
|
Decreased their mathematics grade by half a grade or more. |
|
|
|
Neither increased nor decreased their mathematics grade. |
|
|
|
Number of the above (i.e., neither increased nor decreased) that could not improve given that they had obtained highest grade possible * |
|
|
|
Total (Mathematics) |
|
|
|
*Figures reported in this row should not be counted toward the column totals.
Indicate the number of regular attendees who: |
Regular Attendees by
|
||
30–59 Days |
60–89 Days |
90+ Days |
|
Increased their
reading/language arts grade by half a grade |
|
|
|
Decreased their reading/language arts grade by half a grade or more. |
|
|
|
Neither increased nor decreased their reading/language arts grade. |
|
|
|
Number of the above (i.e., neither increased nor decreased) that could not improve given that they had obtained highest grade possible * |
|
|
|
Total (Reading/Language Arts) |
|
|
|
*Figures reported in this row should not be counted toward the column totals.
Form F-1b: Grades (Combined)
For instructions, see pages 11.
________________________________ ________________________________
Grantee Name Center Name
Grades Data Overview
Indicate the number of regular attendees for which: |
Number of Regular Attendees |
You have both mathematics
and
reading/language arts grades for fall 2007 and |
|
You have only mathematics grades for fall 2007 and spring 2008. |
|
You have only reading/language arts grades for fall 2007 and spring 2008. |
|
You have neither
mathematics nor
reading/language arts grades for fall 2007 and spring 2008. You
also should count in this category students meeting the definition
|
|
Total |
|
Mathematics Grades
Indicate the number of regular attendees who: |
Regular Attendees |
|
|
Increased their mathematics grade by half a grade or more. |
|
Decreased their mathematics grade by half a grade or more. |
|
Neither increased nor decreased their mathematics grade. |
|
Number of the above (i.e., neither increased nor decreased) that could not improve given that they had obtained highest grade possible * |
|
Total (Mathematics) |
|
*Figures reported in this row should not be counted toward the column totals.
Reading/Language Arts Grades
Indicate the number of regular attendees who: |
Regular Attendees |
|
|
Increased their
reading/language arts grade by half a grade |
|
Decreased their reading/language arts grade by half a grade or more. |
|
Neither increased nor decreased their reading/language arts grade. |
|
Number of the above (i.e., neither increased nor decreased) that could not improve given that they had obtained highest grade possible * |
|
Total (Reading/Language Arts) |
|
*Figures reported in this row should not be counted toward the column totals.
Form F-2: State Assessment–Current Year (Combined)
For instructions, see page 10.
________________________________ ________________________________
Grantee Name Center Name
State Assessment Proficiency Results—Overview
Indicate the number of regular attendees for which: |
Regular Attendees |
|
|
You have both mathematics
and
reading/language arts results for the state proficiency test
administered during |
|
You have only mathematics results for the state proficiency test administered during the 2007–08 school year. |
|
You have only reading/language arts results for the state proficiency test administered during the 2007–08 school year. |
|
You have neither mathematics nor reading/language arts results for the state proficiency test administered during the 2007–08 school year. |
|
Totals |
|
State Assessment Proficiency Results—Mathematics Performance
Indicate the number of
regular attendees who scored (NOTE:
Enter the
proficiency levels for your state |
Regular Attendees |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Total (Mathematics) |
|
State Assessment Proficiency Results—Reading/Language Arts Performance
Indicate the number of
regular attendees who scored (NOTE:
Enter the
proficiency levels for your state |
Regular Attendees |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Total (Reading/Language Arts) |
|
Form F-3a: State
Assessment—Cross-Year
(Disaggregated, Gradation)
For instructions, see pages 12.
________________________________ ________________________________
Grantee Name Center Name
State Assessment Proficiency Results—Changes in Performance Level Overview
Indicate the number of regular attendees for which: |
Number of Regular Attendees |
You have both mathematics and reading/language arts assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
You have only mathematics assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
You have only reading/language arts assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
You have neither mathematics nor reading/language arts assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
Total |
|
State Performance Levels
Indicate the performance levels used by your state assessment from high to low (e.g., advanced to basic), with 1 being high. If you have fewer than five categories, you can leave levels blank.
Example |
1. Advanced |
2. Proficient |
3. Basic |
4. |
5. |
1. _________________________
2. _________________________
3. _________________________
4. _________________________
_________________________
On
the following pages, indicate the number of regular attendees that
fall into each of the listed categories, separated based on students’
performance on the first of the two tests. For example,
if a
student performed at the proficient level one year and moved
to the advanced level the next, you would indicate that a
student in the proficient level witnessed an increase in
performance between the two years.
Mathematics Proficiency Test Results—Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Regular Attendees by
|
||
30–59 Days |
60–89 Days |
90+ Days |
|
Level 1 (Highest) |
|||
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 1 |
|
|
|
Level 2 |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 2 |
|
|
|
Level 3 |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 3 |
|
|
|
Level 4 |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 4 |
|
|
|
Indicate the number of regular attendees in each level who: |
Regular Attendees by
|
||
30–59 Days |
60–89 Days |
90+ Days |
|
Level 5 (Lowest) |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 5 |
|
|
|
Total (Mathematics) |
|
|
|
Reading/Language Arts Proficiency Test Results—Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Regular Attendees by
|
||
30–59 Days |
60–89 Days |
90+ Days |
|
Level 1 (Highest) |
|||
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 1 |
|
|
|
Level 2 |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 2 |
|
|
|
Level 3 |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 3 |
|
|
|
Indicate the number of regular attendees in each level who: |
Regular Attendees by
|
||
30–59 Days |
60–89 Days |
90+ Days |
|
Level 4 |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 4 |
|
|
|
Level 5 (Lowest) |
|||
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
|
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
|
|
Total for Level 5 |
|
|
|
Total (Reading/Language Arts) |
|
|
|
One of the goals of the 21st CCLC program is to help students achieve a level of proficient or above on state assessments. The federal government has set three proficiency categories: basic, proficient, and advanced. Each state has chosen three or more proficiency categories for its own assessments. One of the state’s categories matches the federal category of proficient while the lower categories connect to the basic level and the higher categories represent the advanced level in the federal system. If your state has two or more proficiency levels that fall below proficient, indicate the number of students that scored at least two levels below proficient on the previous year’s assessment and have now scored proficient or above on the current assessment. NOTE: You only will need to complete the following tables if your state assessment system has two or more proficiency levels the fall below proficient.
Mathematics Proficiency Test Results—Significant Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Number of Regular Attendees |
Number of regular attendees who witnessed a jump from a category two levels below proficient to the proficient performance level or above on the proficiency test. |
|
Number of regular attendees that witnessed a jump from a category three levels below proficient to the proficient performance level or above on the proficiency test. |
|
Reading/Language Arts Proficiency Test Results—Significant Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Number of Regular Attendees |
Number of regular attendees who witnessed a jump from a category two levels below proficient to the proficient performance level or above on the proficiency test. |
|
Number of regular attendees that witnessed a jump from a category three levels below proficient to the proficient performance level or above on the proficiency test. |
|
Form F-3b: State
Assessment—Cross-Year
(Disaggregated, Combined)
For instructions, see pages 12.
________________________________ ________________________________
Grantee Name Center Name
State Assessment Proficiency Results—Changes in Performance Level Overview
Indicate the number of regular attendees for which: |
Number of Regular Attendees |
You have both mathematics and reading/language arts assessment results for proficiency tests administered during the 2006–07 and 200–08 school years. |
|
You have only mathematics assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
You have only reading/language arts assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
You have neither mathematics nor reading/language arts assessment results for proficiency tests administered during the 2006–07 and 2007–08 school years. |
|
Total |
|
State Performance Levels
Indicate the performance levels used by your state assessment from high to low (e.g., advanced to basic), with 1 being high. If you have fewer than five categories, you can leave levels blank.
Example |
1. Advanced |
2. Proficient |
3. Basic |
4. |
5. |
1. _________________________
2. _________________________
3. _________________________
4. _________________________
_________________________
On the following pages, indicate the number of regular attendees that fall into each of the listed categories, separated based on students’ performance on the first of the two tests. For example, if a student performed at the proficient level one year and moved to the advanced level the next, you would indicate that a student in the proficient level witnessed an increase in performance between the two years.
Mathematics Proficiency Test Results—Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Regular Attendees |
|
|
Level 1 (Highest) |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 1 |
|
Level 2 |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 2 |
|
Level 3 |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 3 |
|
Level 4 |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 4 |
|
Indicate the number of regular attendees in each level who: |
Regular Attendees |
|
|
Level 5 (Lowest) |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 5 |
|
Total (Mathematics) |
|
Reading/Language Arts Proficiency Test Results—Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Regular Attendees |
|
|
Level 1 (Highest) |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 1 |
|
Level 2 |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 2 |
|
Level 3 |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 3 |
|
Indicate the number of regular attendees in each level who: |
Regular Attendees |
|
|
Level 4 |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Witnessed a decrease in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 4 |
|
Level 5 (Lowest) |
|
Witnessed an increase in
performance level on the proficiency test administered during the
2007–08 |
|
Witnessed no change in performance level on the proficiency test administered during the 2007–08 school year. |
|
Total for Level 5 |
|
Total (Reading/Language Arts) |
|
One of the goals of the 21st CCLC program is to help students achieve a level of proficient or above on state assessments. The federal government has set three proficiency categories: basic, proficient, and advanced. Each state has chosen three or more proficiency categories for its own assessments. One of the state’s categories matches the federal category of proficient while the lower categories connect to the basic level and the higher categories represent the advanced level in the federal system. If your state has two or more proficiency levels that fall below proficient, indicate the number of students that scored at least two levels below proficient on the previous year’s assessment and have now scored proficient or above on the current assessment. NOTE: You only will need to complete the following tables if your state assessment system has two or more proficiency levels the fall below proficient.
Mathematics Proficiency Test Results—Significant Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Number of Regular Attendees |
Number of regular attendees who witnessed a jump from a category two levels below proficient to the proficient performance level or above on the proficiency test. |
|
Number of regular attendees that witnessed a jump from a category three levels below proficient to the proficient performance level or above on the proficiency test. |
|
Reading/Language Arts Proficiency Test Results—Significant Changes in Performance Level
Indicate the number of regular attendees in each level who: |
Number of Regular Attendees |
Number of regular attendees who witnessed a jump from a category two levels below proficient to the proficient performance level or above on the proficiency test. |
|
Number of regular attendees that witnessed a jump from a category three levels below proficient to the proficient performance level or above on the proficiency test. |
|
Form F-4: Teacher Survey
For instructions, see pages 13.
________________________________ ________________________________
Grantee Name Center Name
In the following table, record the results from the Learning Point Associates teacher survey. This survey is administered at the end of the year. The survey asks school-day teachers to report whether regular attendees’ behavior improved or did not improve in certain areas. If a student did not need to improve in a particular area, include that student only in the Did Not Need to Improve column.
For every student you have identified as a regular attendee (30 days or more), select one of his or her regular school-day teachers to complete the teacher survey. For elementary school students, the teacher should be the regular classroom teacher. For middle and high school students, a mathematics or English teacher should be surveyed. Although you may include in your sample the teachers who also are serving as 21st CCLC program staff, it is preferable to survey teachers who are not. There should be one teacher survey filled out for every student identified as a regular attendee. In addition, note that students meeting the definition of a regular attendee who participated only in center-related activities during summer 2007 should not be included in the reporting of teacher survey results.
The number of surveys given out should be equal to or less than the number regular attendees you identified as being served by this center in the reporting period on Form E. If your state requires gradation information, print out Form F-4 for each of the three time period ranges per student and check the appropriate box at the top of each survey for the range of time it is addressing.
Survey
30–59 Days 60–89 Days 90+ Days Combined
1.1 Total number of surveys given out: ___________________ 1.2 Total number of surveys completed: ___________________
Changes in Behaviors |
Number of Regular Attendees |
|||||||
Did Not Need to Improve |
Acceptable Level of
Functioning Not Demonstrated Early in School Year— |
|||||||
Significant Improvement |
Moderate Improvement |
Slight Improvement |
No Change |
Slight Decline |
Moderate Decline |
Significant Decline |
||
Turning in homework |
|
|
|
|
|
|
|
|
Completing homework to your satisfaction |
|
|
|
|
|
|
|
|
Participating in class |
|
|
|
|
|
|
|
|
Volunteering (e.g., extra credit, more responsibilities) |
|
|
|
|
|
|
|
|
Attending class regularly |
|
|
|
|
|
|
|
|
Being attentive in class |
|
|
|
|
|
|
|
|
Behaving well in class |
|
|
|
|
|
|
|
|
Performing academically |
|
|
|
|
|
|
|
|
Coming to school motivated to learn |
|
|
|
|
|
|
|
|
Getting along well with other students |
|
|
|
|
|
|
|
|
Form G: Comments
For instructions, see page 14.
________________________________ ________________________________
Grantee Name Center Name
Provide any additional information you believe to be pertinent to this APR. If you are not able to complete any sections of the APR for any reason, include an explanation for the omissions here. Be sure to state the name of each incomplete section or specific questions to which you are referring. Attach additional sheets as needed.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Form H: Confirmation Page
For instructions, see page 14.
________________________________ ________________________________
Grantee Name Center Name
________________________________ ________________________________
Grantee State ID Number (if applicable) Center Address
________________________________ ________________________________
State Education Agency Center City, State ZIP
Indicate
which APR forms you have completed. The forms for Operations,
Staffing, Activities, Feeder Schools, and Attendance are required of
all centers. Your state education agency has selected which impact
categories are required. Please review the associated forms to ensure
that you have included all necessary information. If you have not
completed any required section, give an explanation for the omission
on Form G (Comments) and write “See comments” next
to
the section title below:
Standard Categories
__________ Operations (Form A)
__________ Staffing (Form B)
__________ Activities (Form C)
__________ Feeder Schools (Form D)
__________ Attendance (Form E)
__________ Impact Categories (Form F)
__________ Grades (Form F-1)
__________ State Assessment—Current Year (Form F-2)
__________ State Assessment—Cross-Year Disaggregated (Form F-3)
__________ Teacher Survey (Form F-4)
I hereby state that all the information I have provided is complete and accurate to the best of my knowledge.
________________________________
Signature
| File Type | application/msword |
| Author | skaufman |
| Last Modified By | Tomakie.Washington |
| File Modified | 2008-12-12 |
| File Created | 2008-10-28 |
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