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Final Evaluation Report
2019-2020
Hargrave Elementary 21st CCLC After School Program
Crowley Independent School District
Texas 21st Century Community Learning Centers/Texas ACE
July 26, 2020
Kimberly Sherfield, 21st Century Project Director
Crowley ISD
512 Peach Street
Crowley, Texas 76036
817 297-5217
Prepared by
Patricia Williams, Ph.D.
Independent Evaluator
1505 Treeline Drive
DeSoto, Texas 75115
Telephone: 972 296-9445
E-mail: [email protected]
Table of Contents
Snapshot4
Executive Summary5
Program Overview12
Evaluation Plan20
Process Evaluation Results22
Outcome Evaluation Plan and Results28
List of Tables and Figures
Tables
Table 1 Percentage of Regular and Non-Regular Students by Gender and Ethnicity7
Table 2 Percentage of Regular and Non-Regular Students by Grade Levels7
Table 3 Activities by Component7
Table 4 Number of Students by Attendance Percentage Ranges8
Table 5 Fiscal Management9
Table 6 Local Needs Addressed through Action Plans10
Table 7 Comparison of Selected Outcome Data for 2018-2019 and 2019-202011
Table 8 Outcomes for 2019-2020 Based on Action Plans12
Table 9 Logic Model13
Table 10 Process Evaluation Plan22
Table 11 Student Survey Items Related to Program Safety and Satisfaction23
Table 12 Student Items Related to Program Activities23
Table 13 Student Items Related to Academics and Behavior23
Table 14 Hargrave Elementary YDI/After School Teacher Program Feedback24
Table 15 Student Feedback Related to Program Strengths25
Table 16 Parent Feedback Related to Program Strengths26
Table 17 21st CCLC Afterschool YDI/Teacher Feedback Related to Program Strengths26
Table 18 21st CCLC Afterschool Student Feedback Related to Program Improvement26
Table 19 21st CCLC Afterschool Parent Feedback Related to Program Improvement27
Table 20 21st CCLC Afterschool YDI/Teacher Feedback Related to Program Improvement27
Table 21 Comparison of Selected Process Data for 2018-2019 and 2019-202027
Table 22 Outcome Evaluation Plan28
Table 23 STAAR Data29
Table 24 Average Core GPA30
Table 25 Average Percentage of Days Present for 2019-2020 Regular Students32
Table 26 2019-2020 Average Number of Behavior Incidents33
Table 27 Comparison of Selected Outcome Data for 2018-2019 and 2019-202034
Figures
Figure 1 Number of Students Served8
Figure 2 Report Card Grade Increases from Fall to Spring30
Figure 3 Percentage of Regular Students Who Passed all Core Subjects by Semester30
Figure 4 Percentage of Regular Students Who Attended 90% or More Days in a Semester32
Figure 5 Percentage of Regular Students with No Noncriminal Behavior Referrals by Semester33
Figure 6 Student Behavior Rated by Classroom Teachers34
Hargrave Elementary 21st CCLC After School Program
2019-2020 Snapshot
Percentage of Regular Students that Passed the STAAR Exams
STAAR exams were not administered this year.
Increases in Report Card Grades from Fall to Spring
Spring grades were not entered into the TX21st data system this year due to the coronavirus.
Number of Student Participants
Regular students have 45 or more days of attendance.
Outcomes for Regular Students
Crowley 21st CCLC After School Program/Hargrave Elementary School
Executive Summary
Overall Strengths and Next Steps
This was a unique school year. March 6, 2020 was the last day of the school year for in-person schooling at this site due to the coronavirus. The transition to At Home or distance learning was an unprecedented accomplishment. Activities were posted on google classroom, and virtual field trips were offered. Also, office hours were kept to provide homework help for students and to create activities for the distance learning. Staff made phone calls to all families to see if they had needs. Zoom meetings were held with students, and the staff maintained contact with school day staff, attending their PLC and grade level meetings. Because of the many changes, only the fall semester student data were entered into the TX21st data system statewide. There were two exceptions: 1) spring 21st CCLC student attendance through March 6, 2020 and 2) spring activities along with each activity’s attendance through March 6, 2020. Spring grades, school attendance, behavior referrals, and promotion rates were not entered. This report will reflect the student data that were available through the state system.
The Hargrave Elementary site demonstrated strengths in several areas. A variety of activities were provided for all components to help improve the academic performance, attendance, behavior, and promotion rates of students. Certified teachers worked with small groups of struggling students to provide tutoring, including a tutoring class for bilingual students. Specific activities were provided to support writing development, and writing was integrated into several activities including science activities. To support reading development, reading games and resources were purchased to help improve the students’ reading comprehension and vocabulary development. Also, the instructional coach incorporated Reading TEKS into the science activities and World Cultures. Math classes were structured this year so that the teachers could work with small groups of students on targeted math concepts and skills that were aligned with the school. While the teachers worked with the small groups, the other students participated in math games or worked on the computer using Prodigy, Dreambox, or Education.com math programs. Two local needs were identified and addressed with action plans: 1) to increase academic achievement in writing and 2) to increase academic achievement in reading. At the end of the fall semester, the site showed improvement from last year in the percentage of students passing all core subjects, the average percentage of days present, the average number of behavior referrals, and the percentage of students with no behavior referrals. Also on the student survey, the percentage of students that responded that the program helps them complete their homework increased this year from last year.
Recommendations:
· The Site Coordinator is commended for following up on last year’s recommendations.1) To improve students’ writing skills, Writing Club and tutoring was provided. Also, writing was incorporated into the science activities. 2) To increase academic achievement in reading, reading games and materials to improve reading comprehension and vocabulary were purchased. Ready Readers, homework help, and tutoring were provided along with integrating Reading TEKS into the science activities and World Culture. 3) To increase student choice, students were allowed to choose their activities on Fun Friday.
· Because in-person school ended early this year, continue to provide opportunities to improve students’ writing development. Closely review the beginning of the year student assessments to identify students with needs and to determine the TEKS to target. Provide opportunities for student/teacher writing conferences.
· Because in-person school ended abruptly this year, continue to provide support for reading achievement. Closely review the beginning of the year student assessments with campus instructional specialists to identify students with needs and to determine the TEKS to target. Also, provide some reading activities that help increase children’s love of reading.
Next Steps:
· The Site Coordinator will continue to work with campus administrators, teachers, and specialists to support student’s writing skills. Tutorials will be provided for writing, and the program will continue to integrate writing into other activities.
· The Site Coordinator will continue to work with campus administrators, teachers, and specialists to support struggling readers. Tutoring will continue in the fall and the spring to help meet students’ needs, and the program will continue to incorporate reading into other activities such as science activities and those related to culture.
· In looking forward, the Site Coordinator wants to focus on math and writing. Beginning of the year benchmarks and assessments will help identify students that would benefit from support and the TEKS that need strengthening.
· From the Capacity Development training in the spring, the Crowley ISD 21st CCLC staff developed goals which include 1) strengthening family engagement through collaborative planning, 2) creating collaborative teams or cohorts of Site Coordinators to facilitate program planning and to provide strategic professional development, and 3) increasing school/community engagement and relationships. The new school year will dictate to what extent these are developed, depending on how the schools function while the coronavirus is prevalent. Some progress has been made this year on these goals including collaborative work among Site Coordinators and the seven sites providing some joint family engagement events. The Site Coordinators are experienced in facilitating the program and have many strengths among them.
Center Overview
Hargrave Elementary is a part of the Crowley ISD. According to the 2018-2019 Texas Academic Performance Report, Hargrave had a student population of five hundred ninety-one (591) students in early childhood through grade four with 78.3% designated as economically disadvantaged, 18.1% designated as English Learners, and 51.1% designated as At-Risk. The school’s 2019 Accountability Rating was C. Hargrave Elementary had all new teachers this year except for three that returned. Also, the school day was lengthened, and the fifth grade was added to the student population.
Hargrave 21st CCLC served one hundred thirty-six (136) students with fifty-five (55) attending forty-five or more days from the beginning of school through March 6, 2020. The following tables provide gender, ethnicity and the grade levels of the students.
Table 1: Percentage of Regular and Non-Regular Students by Gender and Ethnicity
Data Source: TX21st Year End Summary
Hargrave Elementary CCLC After School Site by Gender and Ethnicity
Male
Female
African
American
Asian
Hispanic
White
American
Indian/
Alaskan
Two or More
Total*
52%
48%
50%
1%
46%
4%
0%
0%
Regular*
21%
19%
24%
1%
17%
0%
0%
0%
Non-Regular*
31%
29%
26%
0%
29%
4%
0%
0%
School Population
N/A
N/A
53.3%
0.2%
36.2%
5.2%
0.2%
4.6%
*21st CCLC percentages
The program served a population that was fairly similar to the school’s population.
Table 2: Percentage of Regular and Non-Regular Students by Grade Levels
Data Source: TX21st Year End Summary
Grade
PK
K
1st
2nd
3rd
4th
5th
% Regular
1%
2%
6%
5%
6%
7%
13%
% Non-Regular
1%
1%
3%
4%
21%
23%
7%
The grade level with the highest percentage of regular students was fifth grade.
Schedule/Staffing/Activities Offered
The program operated five days a week from 6:30 a.m. to 7:30 a.m. and from 4:00 p.m. to 6:45 p.m. and was led by a Site Coordinator with the support of the Project Director and Family Engagement Specialist. According to the TX21st Staff Export, the fall staff included three certified teachers, three paraprofessionals, and two non-school staff members, while the spring included five certified teachers, three paraprofessionals, and two non-school staff members. Also to help meet students’ interests, two vendors were used: Aramark with Chef Tess for cooking and Van Grow for art.
The activities for Hargrave Elementary are listed by components in the chart below.
Table 3: Activities by Component: Reflects activities provided from the beginning of the school year until the schools closed on March 6, 2020 due to the coronavirus.
Data Source: Logic Model and TX21st Activity Reports
Ongoing Activities Allocated to Four Components
Component
# Fall
Fall Activities
# Spring
Spring Activities
Academic
7
Offered Fall and Spring
Math Madness
Morning Scholars
STEM Club
Offered Fall Only
Brainiacs
Math in Action
Ready Readers
World Cultures
7
Offered Fall and Spring
Math Madness
Morning Scholars
STEM Club
Offered Spring Only
Amazing Coders
Homework Help
Tutoring
Young Builders
Enrichment
5
Offered Fall and Spring
Computer Club
Fitness Club
Monet’s Minis
Morning Scholars
Offered Fall Only
Board Game Club
4
Offered Fall and Spring
Computer Club
Fitness Club
Monet’s Minis
Morning Scholars
College and Workforce Readiness
1
Offered Fall Only
Young Engineers
1
Offered Spring Only
College and Career Readiness
Family & Parent Support
4
Offered Fall Only
Family Fun Night
Family Museum Night
Parent Ice Cream Social
Parent Orientation
1
Offered Spring Only
Black History Bowl
The program provided activities for the four components: 1) Academic Assistance, 2) Enrichment, 3) Family and Parental Support Services, and 4) College and Workforce Readiness to improve the academic performance, attendance, behavior, and promotion rates for students. Students had thirteen (13) activity options in the fall, and twelve (12) activity options in the spring. For the Fall Semester, seven academic, five enrichment, and one college and workforce readiness activities were offered for students. For the Spring Semester, seven academic, four enrichment, and one college and workforce readiness activities were offered for students. For parents and/or families, four activities were offered in the fall, while one activity was offered in the spring.
Spring Activities offered by Distance Learning after the schools were closed due to the coronavirus:
Academic Component: Backyard Science, Homework Help, and World Cultures
Enrichment Component: Art at Home
College and Workforce: Agriculture 101
Parent and Family Support: Zoom Meetings with students and parents
Implementation
Participants
Figure 1: Number of Students Served
Data Source: TX21st Year End Student Demographic Summary (Reflects attendance from the beginning of the school year until the schools closed after March 6, 2020 due to the coronavirus.)
One hundred thirty-six (136) total students participated at the Hargrave Elementary 21st CCLC After School site. Fifty-five (55) of the total students were regular students, falling short of the required one hundred twenty-five (125) students. For these regular students, students who attended forty-five (45) or more days, the minimum number of days of participation was 47, the maximum number of days of participation was 132, and the average number of days of participation was 85. The number of hours of participation ranged from 70 to 313, with an average of 156 hours. In addition, the site served thirty-two (32) adults of the required sixty-five (65).
Student Responsiveness
Table 4: Number of Students by Attendance Percentage Ranges
Source: TX21st Student Attendance Percentage Report
Students by Attendance Percentage Ranges
Attendance Percentage Range
Fall
Spring
#
%
#
%
1-40
30
38%
N/A
N/A
41+
50
62%
N/A
N/A
Totals
80
100%
N/A
N/A
Sixty-two percent (62%) of the students in the fall fell into the 41+ percentage range of attendance, indicating that most students attended forty-one (41) or more days in the fall.
Resources
Adequate resources were available to provide appropriate activities and services to the students. Hargrave Elementary provided the use of the computer lab, library, gym, cafeteria, classrooms, science lab, kitchen, and stage. The site had $95,623 of funding for center level fixed costs including personnel, transportation, Clayton YES, and materials and supplies.
Table 5: Fiscal Management
Budget
Year
Total Budget
# Students Served (Regular & Non-regular)
Cost Per Child
19-20
$95,623
136
$703
Based on the amount budgeted to the site and the total number of students served, the cost per child was $703.
Quality
To improve his skills and knowledge, the Site Coordinator attended the following training and/or professional development: ACE Town Hall Meetings, ACE Capacity Development, 21st CCLC Grant Compliance Training, OSTI-Con Webinars, Weekly Articles to Read, Weekly Videos, YDI Staff Training, and Crowley 21st CCLC Staff Meetings. The Site Coordinator also attended PLC meetings and met with the Principal and Reading and Math Specialists to help align the afterschool program with the regular school day. In addition, the Site Coordinator reviewed posted lesson plans when planning afterschool activities and lessons.
Activities were intentionally selected to meet the needs of the students. Activities provided support for reading, math, science, writing, STEM, social studies, computer skills, coding, homework help, and critical thinking skills. Also, activities were offered for art, board games, fitness, technology, and college and career readiness to meet students’ interests and needs. Certified Hargrave school day teachers were employed to tutor small groups of students and to teach some of the academic activities. Activities were monitored by the Site Coordinator through formal observations and with daily or weekly walkthroughs. The Project Director visited regularly to observe the overall program, to monitor for fidelity of implementation, and to ensure that PBIS in the afterschool program was aligned with the regular school day. At the weekly 21st CCLC staff meetings with the director, site coordinators, family engagement specialist, and administrative assistant, issues were discussed as a team and the Monthly Communication Update with information about enrollment, discipline reports, budget expenditures, student academic data, examples of students who have been helped by the program, professional development attended, and issues along with plans for improvement were reported and discussed.
Local Needs and Outcomes
Hargrave selected two areas of need to be addressed through action plans. The areas of need are 1) to increase academic achievement in writing and 2) to increase academic achievement in reading. A summary of the Action Plan is presented below.
Table 6: Local Needs Addressed through Action Plans
Improvement Area Identified
Increase academic achievement in writing.
Rationale
Only 68.2% of Hargrave 21st CCLC students passed the Writing STAAR exam in 2018-2019.
Some Action Steps
The Site Coordinator collaborated with the instructional coaches and teachers to identify students needing support in writing, to identify the Writing TEKS to emphasize in 21st CCLC, and to align the 21st CCLC lesson plans with the school day lessons. Also, materials were purchased to provide teachers with resources to effectively teach the TEKS. Writing TEKS were incorporated into science activities including Young Engineers and STEM Club. The activities, Brainiacs, Homework Help, and Morning Scholars also provided support for writing. Hargrave school day certified teachers were recruited to tutor small groups of students in writing/ELA.
Results
Results are not available because the school was closed after March 6, 2020 due to the coronavirus, and the STAAR exam was not administered.
Improvement Area Identified
Increase academic achievement in reading.
Rationale
Only 69.9% of Hargrave 21st CCLC students passed the Reading STAAR exam in 2018-2019.
Some Action Steps
The Site Coordinator collaborated with the Reading Instructional Coach and teachers to identify students needing assistance in reading and to align the 21st CCLC lesson plans with the Reading TEKS. Also, materials were purchased to provide teachers with resources to effectively teach the TEKS including reading board games to help teach reading comprehension and vocabulary. Ready Readers, Brainiacs, Homework Help, and Morning Scholars were offered to provide reading support. Also, Reading TEKS were incorporated into the World Culture activity, into science and engineering activities, and into computer classes through iStation, iReady, and Epic Reports. Hargrave school day certified teachers were recruited to tutor small groups of students in reading.
Results
Results are not available because the school was closed after March 6, 2020 due to the coronavirus, and the STAAR exam was not administered.
Outcomes
Table 7: Comparison of Selected Outcome Data for 2018-2019 and 2019-2020
Intermediate Outcomes of Regular Students
2018-2019
Fall & Spring
2019-2020
Fall only
Higher (+) or Lower (-) Number or Percentage this Year
Average Core GPA
3.37
3.00
−
% Increased Reading Report Card Grade from Fall to Spring
11%
N/A
N/A
% Increased Math Report Card Grade from Fall to Spring
26%
N/A
N/A
% Increased Science Report Card Grade from Fall to Spring
23%
N/A
N/A
% Increased Social Studies Report Card Grade from Fall to Spring
37%
N/A
N/A
% Promoted
100%
N/A
N/A
Average % of Days Present
95.94%
97.47%
+
Average # of Behavior Incidents/% with None
0.09
93%
0.03
97%
+
% Passed STAAR Reading Standard
69.9%
N/A
N/A
% Passed STAAR Math Standard
75.9%
N/A
N/A
% Passed STAAR Writing Standard
68.2%
N/A
N/A
The site made improvements in behavior referrals and the percentage of days present in 2019-2020.
Table 8: Outcomes for 2019-2020 Based on Action Plans
2019-2020 SMART Goals
Fall Semester %
Spring Semester
%
At the end of each semester, 97% of regular students will have a passing grade in all core subjects, reading, math, science, and social studies.
100%
N/A
Regular students will attend 90% of school days each semester.
100%
N/A
At the end of each semester, ninety-four percent (94%) of regular students will have no behavior referrals for that semester.
97%
N/A %
Summary of Strengths, Recommendations, and Next Steps
The summary of strengths, recommendations, and next steps can be found at the beginning of the executive summary of this report.
Program Overview
Theory of Change
Students in need, who spend forty-five (45) or more days in well-structured and aligned afterschool activities, taught by qualified personnel, focused on the four activity components will yield improvement in academic performance, attendance, behavior, and promotion and graduation rates of students. Hargrave Elementary recruited students in need of academic or behavioral support with the assistance of the campus administrators, counselors, and teachers. Activities were provided each semester for all four of the components. This year, the program had a later starting time because the school day was lengthened. Also the program made adjustments to serve the fifth grade which was added this year, and the school had five bilingual teachers to meet the students’ needs. In the spring, the site added some tutoring classes including one for bilingual students, and coding was added to meet students’ interests. In the fall, two vendors were contracted to provide activities for the students. Chef Tess from Aramark taught a cooking class in the kitchen and Van Grow provided art activities.
Table 9: Logic Model (Reflects activities provided from the beginning of the school year until the schools closed on March 6, 2020 due to the coronavirus.)
2019-2020 J. A. Hargrave Elementary Logic Model
Theory of Change: Students in need, who spend 45 or more days in well-structured and aligned afterschool activities, taught by qualified personnel, focused on the four activity components will yield improvement in academic performance, attendance, behavior, and promotion and graduation rates of students.
Needs
Center Goals
Implementation (Process Evaluation)
Outcomes (Outcome Evaluation)
Inputs
(Resources/Assets)
Outputs
(Activities Provided and
Implementation Fidelity)
Academic Component
Students need academic assistance and support
% of Hargrave Elementary 21st CCLC Students that Did Not Meet the Standard based on 18-19 STAAR data in the following categories:
Reading:
· Approaches Grade Level: 38.5% of 3rd graders; 22.7% of 4th graders
· Meets Grade Level: 74.4% of 3rd graders; 70.5% of 4th graders
Math:
· Approaches Grade Level: 25.6% of 3rd graders; 22.7% of 4th graders
· Meets Grade Level: 64.1% of 3rd graders; 59.1% of 4th graders
Writing:
· Approaches Grade Level: 31.8% of 4th graders
Meets Grade Level: 77.3% of 4th graders
Increase Academic Achievement
Staff: Certified Teachers, Retired Teachers, Paraprofessionals, Youth Development Instructors
Curriculum/Technology: Prodigy, Dreambox, Istation, Kodable, IReady, education.com, KEVA Blocks, Legos, Base Ten Blocks, TEKS Resources, code.org
Training/Professional Development: True Colors, CHAMPS, YDI Afterschool Training
Resources/Assets:
Crowley Agricultural Center, Library, Computer Lab, Science Lab, Music Room, Café, Kitchen
Amazing Coders
Students learn programming and train robots to follow patterns.
Spring-12 students for 1 hour a day for 1 day per week
Math in Action
Students engage in hands-on activities and games that relate to the Math TEKS learned during the school day and during Math Madness.
Fall-34 students for 1 hour a day for 2 days per week
Math Madness
Students participate in activities and lessons that target specific Math TEKS that align with the school day.
Fall-34 students for 1 hour a day for 2 days per week
Spring-23 students for 1 hour a day for 2 days per week
Ready Readers
Students engage in reading activities, acting, and/or creating plays based on books to improve comprehension and reading skills that align with the school day.
Fall-50 students for 1 hour a day for 2 days per week
STEM Club
Students learn about the scientific method and enhance knowledge of science while incorporating reading, math, writing, and science.
Fall-50 students for 1 hour a day for 1 day per week
Spring-48 students for 1 hour a day for 1 day per week
World Cultures
Students read about sociological topics from around the world and discuss different cultures using Social Studies and Reading TEKS.
Fall-24 students for 1 hour a day for 2 days per week
Young Builders
Students use critical thinking skills to build the Eiffel Tower, bridges, and a merry-go-round.
Spring-14 students for 1 hour a day for 1 day per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
At the end of each semester, 97% of regular students will have a passing grade in each core subject.
At the end of the year, 73% of regular students will pass the Reading STAAR exam, 79% will pass the Math STAAR exam, and 71% will pass the Writing STAAR exam.
Students need homework assistance
Staff: Certified Teachers, Paraprofessionals, Youth Development Instructors
Curriculum/Technology: Computers, TEKS Resources
Training/Professional Development: True Colors, PBIS Champs, YDI Afterschool Training
Resources/Assets: Computer Lab, Science Lab, Classrooms
Brainiacs
Students receive help with homework and have small group interventions with research-based LLI curriculum.
Fall-12 students for 1 hour a day for 2 days per week
Homework Help
Students work on homework and receive help, when needed.
Spring-131 students for 1 hour a day for 4 days per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
Students need academic support for STAAR Exam
Increase Academic Achievement
Staff: Certified Teachers
Curriculum/Technology: TEKS Resources
Training/Professional Development: Certified Teacher, PBIS Training
Resources/Assets: Classrooms
Morning Scholars
Students attend tutoring with school day teacher and cover TEKS learned during the school day and address achievement gaps.
Fall-4 students for 1 hour a day for 5 days a week
Spring-12 students for 1 hour a day for 5 days a week
Tutoring
Students attend tutoring with school day teacher and cover TEKS learned during the school day and address achievement gaps.
Spring-49 students for 1 hour a day for 3 days per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
At the end of the year, 73% of regular students will pass the Reading STAAR exam, 79% will pass the Math STAAR exam, and 71% will pass the Writing STAAR exam.
Enrichment Component
Students need exposure to the arts
Increase Attendance and Improve Behavior
Staff: DBDT Staff, Certified Teacher, Youth Development Instructor
Curriculum/Technology: Gym supplies, TEKS Resources
Training/Professional Development: Professional Dancer, Teaching Certification, CHAMPS/PBIS
Resources/Assets:
Gym, Science Lab, Café, Classroom
Monet’s Minis
Students learn various art works and the concepts of shapes, blocking, contour lines, shading, highlighting, and color wheels and work on projects.
Fall-24 students for 1 hour a day for 2 days per week
Spring-36 students for 1 hour a day for 2 days per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
Regular students will attend 90% of days each semester.
94% of regular students will have no behavior referrals each semester.
Students need opportunities for recreational activities
Staff: Youth Development Instructors, Van Grow Staff
Curriculum/Technology: Art Supplies, Gym Supplies, TEKS Resources, Board Games
Training/Professional: Art Degrees, YDI Afterschool Training
Development: CHAMPS PBIS
Resources/Assets:
Gym, Science Lab, Café, Classroom
Board Game Club
Students learn how to play board games while practicing team work, sportsmanship, manners, math, and reading.
Fall-19 students for 1 hour a day for 1 day a week
Computer Club
Students participate in a class to work on their PE TEKS, learn different sports, and work on physical skills.
Fall-10 students for 1 hour a day for 1 day per week
Spring-16 students for 1 hour a day for 1 day per week
Fitness Club
Students participate in organized sports and exercises to improve their fitness and to develop teamwork skills.
Fall-34 students for 1 hour a day for 1 day per week
Spring- 40 students for 1 hour a day for 1 day per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
Students needs opportunities for mentoring
Staff: Certified Teachers
Curriculum/Technology: IStation
Training/Professional Development:
Certified Teachers
Resources/Assets: Classroom, Library
Morning Scholars
Students receive early morning help with homework, have additional time on computer educational programming, and engage in simple STEM challenges.
Fall-4 students for 1 hour a day for 5 days per week
Spring-12 students for 1 hour a day for 5 days per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
College & Workforce Component
Students need opportunities for career/job awareness
Increase Attendance and Improve Behavior
Staff: Certified Teachers
Curriculum/Technology: Computers, TEKS Resources
Training/Professional Development: Champs PBIS
Resources/Assets: Computer Lab, Science Lab, Café
College and Career Readiness
Students learn about the importance of college, degree plans, tuition, campus living, and career paths.
Spring-16 students for 1 hour a day for 1 day per week
Young Engineers
Students construct objects using tape, Keva blocks, LEGOS, paper, and other materials to create, build, think creatively, and follow directions.
Fall-17 students for 1 hour a day for 1 day per week
Fidelity of Implementation:
Classroom Observation Checklist
Survey and/or Focus Groups
Regular students will attend 90% of days each semester.
94% of regular students will have no behavior referrals each semester.
Family & Parent Support Component
Need for family and parental support services
Increase Parent Involvement
Staff: Certified Teacher, Youth Development Instructors
Curriculum/Technology: Kitchen, TEKS Resources
Training/Professional Development: Chef, Dietician, YDI Afterschool Training
Resources/Assets: Kitchen, Café
Family Fun Night
Families participate in games such as Bingo and other table games.
Fall-10 students and 12 adults for 1 hour a day for 1 day per week
Family Museum Night
Families visit the Fort Worth Science and History Museum to participate in an educational family event.
Fall-10 students and 8 adults for 1 hour a day for 1 day
Parent Ice Cream Social
Families and parents network and build relationships with the Site Coordinator and other parents.
Fall-25 students and 20 adults for 1 hour a day for 1 day
Parent Orientation
Families attend an orientation and discuss the nature and meaning of the 21st Century program including the rules, procedures, and expectations for the program.
Fall-7 adults for 1 hour a day for 1 day
Spring- 12 students and 10 adults for 1 hour a day for 1 day
Fidelity of Implementation:
Lesson Plan Checklist
Survey
At least 65 parents will participate in ACE by the end of the year.
Spring Activities offered by Distance Learning after the schools were closed due to the coronavirus:
Academic Component: Backyard Science, Homework Help, and World Cultures
Enrichment Component: Art at Home,
College and Workforce: Agriculture 101
Parent and Family Support: Zoom Meetings with students and parents
Evaluation Plan
Evaluation Description
The purpose of the evaluation is to determine to what extent various components of the project were implemented and their impact on student achievement. Crowley ISD After School Program strived for the following outcomes: 1) program implemented as written in grant application, 2) improved academic performance, increased attendance, decreased behavior referrals, increased promotion rates, and increased graduation rates.
Evaluation Design and Methods
A descriptive evaluation design was used employing both quantitative and qualitative data. Quantitative data included 21st CCLC After School teacher surveys, parent surveys, student surveys, student grades, student attendance, student behavior incidents, classroom teacher ratings of students, core classes passed, and promotion rates. STAAR exams were not administered this year. Qualitative data included interviews, focus groups, open-ended questions from surveys, and observations during site visits. Statistical analysis included frequencies/counts, percentages, and means. A Logic Model, patterned after the ACE theory of action, was created to represent the program design.
Quantitative Data
Student Data
Hargrave Elementary 21st CCLC After School students’ grades, behavior incidents, attendance rates, promotion rates, and core classes passed were examined. STAAR exams were not administered this year.
Student Survey
The Student Survey was administered to students by the Evaluator during a spring site visit. There were seventeen (17) respondents to the survey in grades four and five.
Rating of Student Behavior by Language Arts Classroom Teachers
Reading and/or English/Language Arts teachers completed a survey that rated student behaviors for thirty-two (32) regular 21st CCLC After School students.
YDI/21st CCLC After School Teacher Survey
The YDI/Teacher online survey was administered in the spring to five teachers.
Parent Survey
The Parent Survey was administered online in the spring after the schools closed due to coronavirus. Ten (10) parents completed a survey.
Qualitative Data
Interviews
Interviews were conducted with the Site Coordinators in the fall and spring, student focus groups were conducted in the fall, and open-ended questions on the surveys were collected in the spring.
Student Focus Groups
Student focus groups were conducted by the Evaluator in the fall. Three groups of students participated. One group included six third graders; one group included six fourth graders; and one group included six fifth graders.
Open-ended items from Student Survey, 21st CCLC After School YDI/Teacher Survey, and Parent Survey
Each of the surveys included two open-ended items. The open-ended items on the student survey were 1) What do you like about this program? and 2) What changes would you make to the program to make it better? The 21st CCLC After School YDI/teacher open-ended items were 1) What are the strengths of the Crowley ISD After School program? and 2) How can the Crowley ISD After School program be improved? The parent open-ended items were 1) What do you like about this program? and 2) What changes would you make to the program to make it better?
Process Evaluation Plan and Results
Table 10: Process Evaluation Plan
Process Evaluation Plan
Process Question
Process Measure
Data Collection Method and Timeline
Responsible Party
Is the 21st CCLC project being implemented with fidelity?
Activity Observation Form (Activities adhere to the lesson plans, students engaged, teacher/student interaction)
Formal observations each semester and weekly walkthroughs
Site Coordinator, Project Director
Activity Observations
Informal observations at least once each semester
Evaluator
Site Coordinator Interviews categorized
Site Coordinator Interviews each semester
Evaluator
Number and percentage of students each semester that fall into the 41+ Attendance Percentage Ranges and number and percentage of regular students at the end of the year
Daily attendance records and TX21st Student Attendance Percentage Report and Participant Attendance Report
Site Coordinators, Project Director, Evaluator
To what extent do staff members participate in training and professional development to increase their skills and knowledge?
Number of training sessions and professional development attended by staff
Professional Development records kept by Site Coordinator and listed in district system
Site Coordinator, Project Director
To what extent do parents participate?
Number of parent meetings and number of parents who meet the participant requirements
Parent attendance records reviewed each month
Site Coordinator, Project Director, Evaluator
What feedback for program improvement and program success do students, parents, and 21st CCLC Teachers/YDI staff offer?
Survey responses quantified and comments categorized
Parent, Student, and 21st CCLC Teacher/YDI survey analyzed in the spring
Evaluator
Responses from Student Focus Groups categorized
Student responses to focus group questions categorized in the fall
Evaluator
Process Evaluation Results
Student Feedback
Table 11: Student Survey Items Related to Program Safety and Satisfaction
Source: Student Survey (4th and 5th Graders only)
Item
# of Respon-
dents
Mean
%
SD
%
D
%
N
%
A
%
SA
I like to come to this program.
17
4.00
0%
6%
35%
12%
47%
I feel safe at this program.
17
4.06
12%
0%
6%
35%
47%
I think my friends would like this program.
17
3.35
12%
6%
41%
18%
24%
SD=Strongly Disagree; D=Disagree; N= Neutral; A=Agree; SA=Strongly Agree
Table 11 shows the students’ responses to questions related to program satisfaction and safety. All responses had a mean at or above 3.35 out of a possible 5.0. Fifty-nine percent (59%) of students surveyed agreed or strongly agreed that they like to come to this program.
Table 12: Student Items Related to Program Activities
Source: Student Survey (4th and 5th Graders only)
Item
# of Respon-
dents
Mean
%
SD
%
D
%
N
%
A
%
SA
I get to do things I like at this program.
17
3.41
6%
6%
41%
35%
12%
I get to choose my activities at this program.
17
2.18
47%
6%
35%
6%
6%
This program has a lot of activities that I think are interesting.
17
3.29
6%
24%
24%
29%
18%
SD=Strongly Disagree; D=Disagree; N= Neutral; A=Agree; SA=Strongly Agree
In Table 12, all of the items had a mean at or above 2.18 out of a possible 5.0. Forty-seven percent (47%) of respondents agreed or strongly agreed that the program has a lot of interesting activities.
Table 13: Student Items Related to Academics and Behavior
Source: Student Survey (4th and 5th Graders only)
Item
# of Respon-
dents
Mean
%
SD
%
D
%
N
%
A
%
SA
This program helps me complete my homework.
17
4.53
0%
6%
6%
18%
71%
Since I have been coming to this program, my grades have improved.
16
3.94
6%
0%
31%
19%
44%
Since I have been coming to this program, I understand my school work better.
17
3.88
0%
6%
29%
35%
29%
Since I have been coming to this program, my behavior has improved.
17
3.35
18%
12%
18%
24%
29%
In Table 13, all of the items had a mean at or above 3.35 out of a possible 5.0. Eighty-nine percent (89%) of the respondents agreed or strongly agreed that the program helps them complete their homework.
Parent Feedback
Parents responded positively to items on the Parent Survey with ten (10) parents completing a survey. Listed below are parents' responses to selected survey items. The surveys were administered online after the school closed due to coronavirus.
· One hundred percent (100%) agreed or strongly agreed that their children like to come to the program.
· One hundred percent (100%) agreed or strongly agreed that the program helps their child complete his/her homework.
· Ninety percent (90%) agreed or strongly agreed that the program has helped their child improve his/her school work.
· Eighty percent (80%) agreed or strongly agreed that the program has helped their child think about careers.
· Ninety percent (90%) agreed or strongly agreed that the program has helped them be more informed about school activities and events.
· Seventy percent (70%) agreed or strongly agreed that the program has helped them be more involved in their child’s education.
· Ninety percent (90%) agreed or strongly agreed that they felt comfortable attending the program activities and events.
Table 14: Hargrave Elementary YDI/After School Teacher Program Feedback
Source: YDI/After School Teacher Survey
Item
# of Respon
dents
Mean
%
SD
%
D
%
N
%
A
%
SA
I understand the goals of the 21st Century After School Program.
5
4.60
0%
0%
0%
40%
60%
I feel supported by the 21st Century Site Coordinator.
5
5.00
0%
0%
0%
0%
100%
The Site Coordinator keeps me informed of training opportunities.
5
4.20
0%
0%
40%
0%
60%
The training sessions that I attended this year enhanced my job performance.
5
4.20
0%
0%
40%
0%
60%
School day teachers collaborate with the 21st Century After School program staff to help target instruction and services for the students.
5
4.00
0%
20%
0%
40%
40%
My classes have access to needed facilities in the school.
5
4.60
0%
0%
0%
40%
60%
There are sufficient materials and supplies for my classes.
5
4.40
0%
0%
0%
60%
40%
My lesson plans are completed before each class.
5
4.60
0%
0%
20%
0%
80%
My lesson plans are implemented as written.
5
4.40
0%
0%
20%
20%
60%
The 21st Century After School program provides a safe environment for students and staff.
5
4.80
0%
0%
0%
20%
80%
The 21st Century After School program provides beneficial services for our students.
5
4.80
0%
0%
0%
20%
80%
SD=Strongly Disagree; D=Disagree; N= Neutral; A=Agree; SA=Strongly Agree
The teachers responded positively to items related to communication, safety, and program impact on students. All items had a mean at or above 4.00 out of a possible 5.0. One hundred percent (100%) of the teachers agreed or strongly agreed that the program provided beneficial services for the students.
Feedback Related to Program Strengths
Table 15: Student Feedback Related to Program Strengths
Source: 21st CCLC After School Student Survey and Focus Groups
21st CCLC After School students responded to an open-ended item on the student survey and on a question during focus groups about what they like about the program. Selected responses include:
· “I like doing math with Mr. Lake.”
· “P.E./Cooking Classes.”
· “We get to learn new stuff and we get to play sports and do fun everything. And Math.”
· “I learn things I never knew about and it’s fun on Fun Fridays.”
· “Fun Friday and Black History.”
· “What I like about this program is how you do different activities and how we make things every holiday.”
· “I like the fact that we get to make different recipes I didn’t know you could make.”
· “They help with homework.”
· “It’s fun and we get to draw.”
· “We get to go to the gym.”
· “We get to go to computer lab.”
· “We get to draw and paint stuff like foxes and frogs.”
· “I like the different classes.”
· “They help me with my homework.”
· “I like when we make slime and when we go outside to play or to the gym.”
Table 16: Parent Feedback Related to Program Strengths
Source: 21st CCLC After School Parent Survey
21st CCLC After School parents responded to an open-ended item on the parent survey about what they like about the program. Selected responses include:
· “Great after school program. Kids really enjoy themselves with the activities as well as completing homework with the teachers if they have any questions.”
· “The staff is the #1 piece of this program that we enjoy the most. They are truly engaged with the parents and students, and my daughters enjoy going to 21st Century and participating in the events.”
· “Mr. Henderson is a great coordinator, and all of the kids and parents adore him.”
· “I love everything.”
· “My kids have fun.”
· “Saves me money and they get to do homework before they come home.”
· “My child has fun in the program and they get their work done.”
· “Everything.”
Table 17: 21st CCLC After School YDI/Teacher Feedback Related to Program Strengths
Source: 21st CCLC After School YDI/After School Teacher Survey
21st CCLC After School YDI/teachers provided comments about the strengths of the program on an open-ended item on the ACE teacher survey. Selected responses include:
· “It helps students enhance and/or master skills needed in the classroom.”
· “We have a wonderful staff, very devoted and reliable employees.”
· “The family environment and the passion from the employees and the love for the children- being able to show them and teach them things we never got to learn or experience.”
· “Keeping students engaged in fun educational activities.”
Feedback Related to Program Improvement
Table 18: 21st CCLC After School Student Feedback Related to Program Improvement
Source: 21st CCLC After School Student Survey and Focus Groups
21st CCLC After School students provided suggestions for improving the program on an open-ended item on the student survey and during focus groups. Selected suggestions include:
· “Better snacks. Dance battles. Have fun every day, and blue group gets cooking.”
· “If there was a yoga class, and on Fridays for good people, they should put on a movie and get like little tickets for candy and stuff.”
· “Add dance class and don’t work all the time.”
· “Have a gaming section or real cooking or not doing the same thing in school like reading, writing, biography, and us getting to choose.”
· “I want music class and I would like to have more activities.”
· “Add football every day and better snacks.”
· “We start doing hip hop and majorette on Monday, Wednesday, and Friday. Also start cooking more.”
· “I would like if they considered a gymnastics class for people that have flexibility talents.”
· “Have sports group.”
· “Music/Choir.”
· “It would be better if we had a teacher to do a running program.”
Table 19: 21st CCLC After School Parent Feedback Related to Program Improvement
Source: 21st CCLC After School Parent Survey
21st CCLC After School parents provided suggestions for improving the program on an open-ended item on the parent survey. Selected suggestions include:
· “More clarity on off campus events. Sometimes the notifications that an event is happening come when the event is only days away and it’s not clear if there will be transportation or lunch, etc. Minor issues but just helps us as parents for planning.”
· “I wouldn’t make any changes at Hargrave.”
· “Nothing.”
Table 20: 21st CCLC After School YDI/Teacher Feedback Related to Program Improvement
Source: 21st CCLC After School YDI/Teacher Survey
21st CCLC After School YDI/teachers provided suggestions for improving the program on an open-ended item on the ACE teacher survey. Selected suggestions include:
· “It could have a little more structure.”
· “I hope we can get more students to engage in the virtual program.”
· “More field trips and unique vendors.”
· “Longer time with the students. It’s difficult to attend to each of them with a short amount of time!”
Table 21: Comparison of Selected Process Data for 2018-2019 and 2019-2020
Source: 2018-2019 and 2019-2020 Student, Parent, and 21st CCLC Teacher/YDI Surveys
Student Survey Items
2018-2019
% who Agree and Strongly Agree
2019-2020
% who Agree and Strongly Agree
Higher (+) or Lower (-) Percentage this Year
I like to come to this program.
82%
59%
−
This program has a lot of activities that I think are interesting.
65%
47%
−
This program helps me complete my homework.
83%
89%
+
Parent Survey Items
2018-2019
% who Agree and Strongly Agree
2019-2020
% who Agree and Strongly Agree
Higher (+) or Lower (-) Percentage this Year
This program helps my child complete his/her homework.
100%
100%
=
This program has helped my child improve his/her school work.
96%
90%
−
This program has helped me be more informed about school activities and events.
100%
90%
−
This program has helped me be more involved in my child’s education.
91%
70%
−
21st CCLC Teacher/YDI Survey
2018-2019
% who Agree and Strongly Agree
2019-2020
% who Agree and Strongly Agree
Higher (+) or Lower (-) Percentage this Year
I feel supported by the 21st CCLC Afterschool Site Coordinator.
100%
100%
=
My classes have access to needed facilities in the school.
100%
100%
=
My lesson plans are completed before each class.
100%
80%
−
The 21st CCLC After School program provides beneficial services for our students.
100%
100%
=
Outcome Evaluation Plan and Results
Table 22: Outcome Evaluation Plan
Outcome Evaluation Plan
SMART Outcome
Performance Measure
Participants
Data Source
Procedures
Data Analysis and Reporting
At the end of each semester, 97% of regular students will have a passing grade in all core subjects.
Percentage of regular students with passing grades in all core subjects
Regular Students
Semester Report Card Grades
Site Coordinators review progress reports and reports cards each six weeks. Evaluator reviews grades each semester.
Regular students will be determined and the percentage of regular students who pass all core subjects will be reported.
At the end of the year, 73% of regular students will pass the Reading STAAR exam, 79% will pass the Math STAAR exam, and 71% of regular fourth graders will pass the Writing STAAR exam.
Percentage of regular students with passing scores on the Reading, Math, and Writing STAAR Exams
Regular Students
STAAR Scores
Evaluator analyzes the regular students’ STAAR scores after scores are released.
Regular students will be determined and the percentage of regular students that pass, meet, and master the STAAR Reading, Math, and Writing exams will be reported.
Regular students will attend 90% of days each semester.
Regular students’ percentage of days attended
Regular Students
TX21st Fall Student Export and Spring Student Export
Site Coordinators review attendance each six weeks. Evaluator reviews the School Days Enrolled and School Days Absent columns in the Fall and Spring Student Exports.
Regular students will be determined and the average days of attendance for each student will be calculated and reported for each semester.
At the end of each semester, 94% of regular students will have no noncriminal behavior referrals.
Regular students’ numbers and percentages of noncriminal behavior referrals
Regular Students
TX21st Fall Student Export and Spring Student Export
Site Coordinators review noncriminal behavior referrals each six weeks. Evaluator reviews the Noncriminal Behavior Referral column in the Fall and Spring Student Exports.
Regular students will be determined and the number and average percentage of noncriminal behavior referrals and the number and percentage of students with no noncriminal referrals will be reported.
Outcome Evaluation Results
To determine academic outcomes, core subject report card grades, and promotion rates were analyzed. STAAR exams were not administered this year. All data were exported from the TX21st system.
Academic Outcomes/STAAR DATA
STAAR data are reported by subject and grade level.
Table 23: STAAR Data
Data Source: STAAR Data
The STAAR exams were not administered this year due to school closures because of the coronavirus.
Academic Outcomes/Average Core GPA
The regular students’ grades for fall in reading, math, science, and social studies were used to determine the average 2019-2020 GPA. Students’ grades in Reading, Math, Science, and Social Studies were exported from the TX21st system. The letter grades were converted to number grades, with an A equal to 4, B equal to 3, C equal to 2, D equal to 1, and an F equal to 0. Next, each student’s GPA for the year was calculated. Then, an average GPA for the school was determined from the individual GPAs. Grades of Excellent, Satisfactory and Unsatisfactory were not used, so those students were excluded.
Table 24: Average Core GPA
Source: TX21st Fall Student Export, Spring grades were not entered into the TX21st system this year
2019-2020 Average GPA for Regular Students
School
Number
Minimum GPA
Maximum GPA
Mean GPA
Hargrave ES
31
2.00
4.00
3.00
With a possible GPA of 4.00, the average GPA for Hargrave Elementary 21st CCLC After School students in the fall was 3.00, and three students had a 4.0 GPA for the fall semester.
Academic Outcomes/Report Card Grades
Report card grades for Reading, Math, Science, and Social Studies were compared, using the TX21st Year End Grades report which lists the number of students whose grades increased from fall to spring, had no change, decreased, or needed no change.
Figure 2: Report Card Grade Increases from fall to spring in reading, math, science, and social studies by Regular Students
Source: TX21st Year End Grades Report
Spring grades were not entered into the TX21st data system this year due to schools closing after March 6, 2020 because of the coronavirus.
Figure 3: Percentage of Regular Students Who Passed all Core Subjects by Semester (Reading, Math, Science, and Social Studies)
Source: TX21st Fall and Spring Student Export
Number: 31 Fall Regular Students, Spring grades were not entered into the TX21st data system this year
The SMART Outcomes from the Logic Model and Outcome Evaluation Plan state that at the end of each semester, 97% of regular students will have a passing grade in all core subjects. The number of regular students with a passing grade in each core subject, Reading, Math, Science, and Social Studies, was 31 out of 31 or 100% in the fall.
Academic Outcomes/Promotion
Promotion data were not entered into the TX21st data system this year due to schools closing after March 6, 2020 because of the coronavirus.
Behavior/Attitudes
Behavior Outcomes
To determine behavior outcomes, student data for school attendance, criminal and noncriminal behavior referrals, and student behavior rated by Language Arts classroom teachers were analyzed. All data were exported from the TX21st system except for the behavior ratings of regular students by their Language Arts classroom teachers, which were collected through a questionnaire/rating scale. The teachers completed one questionnaire for each student.
Behavior Outcomes/School Attendance
From the TX21st system, the regular students’ data for school day attendance were exported. This year, only fall data were used. The number of days enrolled and the number of days absent were calculated for each student. Then each student’s percentage of days present was determined. Using the individual student’s percentage of days present, the average percentage of days present was calculated for the school.
Table 25: Average Percentage of Days Present for 2019-2020 Regular Students
Source: TX21st Fall Student Export, Spring attendance was not entered into the TX21st data system due to schools closing because of the coronavirus
School
Average Percentage of Days Present for 2019-2020 for Regular Students
# Students
Minimum % Days Present
Maximum % Days Present
Mean % Days Present
Hargrave ES
31
92%
100%
97.47%
The average percentage of days present for regular students in the fall was 97.47%, and nine students had perfect attendance.
Figure 4: Percentage of Regular Students Who Attended 90% or More Days in a Semester
Source: TX21st Fall and Spring Student Export
Number: 31 Fall Regular Students, School attendance was not entered in the spring
The SMART Outcomes from the Logic Model and Outcome Evaluation Plan state that regular students will attend 90% of days each semester. The number of regular students who attended 90% of days in the fall was 31 out of 31 or one hundred percent (100%).
Behavior Outcomes/School Behavior Referrals
Regular students’ behavior incidents (noncriminal referrals) were exported from the TX21st system. The number of referrals for each student was determined. Next, the average number of referrals was calculated for the school and the percentage of students with no referrals was determined.
Table 26: 2019-2020 Average Number of Behavior Incidents
Source: TX21st Fall Export, Spring behavior incidents were not entered into the TX21st data system this year
School
Average # Behavior Incidents for 2019-2020 Regular Students
# Students
# Minimum Incidents Per Student
# Maximum Incidents
Per Student
Mean Incidents
% of Students with No Referrals
Hargrave ES
31
0
1
0.0323
97%
The average number of referrals in the fall was 0.03 at Hargrave Elementary 21st CCLC After School program, and the number of students with no referrals was thirty (30) or 97%.
Figure 5: Percentage of Regular Students with No Noncriminal Behavior Referrals by Semester
Source: TX21st Fall and Spring Student Export
Number: 31 Fall Regular Students, Spring behavior data were not entered into the TX21st data system in the spring due to schools closing because of the coronavirus
The SMART Outcomes from the Logic Model and Outcome Evaluation Plan state that ninety-four percent (94%) of regular students will have no behavior referrals each semester. The number of regular students who had no referrals in the fall was 30 out of 31 or ninety-seven percent (97%).
Behavior Outcomes/Criminal Referrals
There were no criminal referrals this year or last year.
Student Behavior
Reading and/or English/Language Arts teachers completed an online survey after schools closed due to the coronavirus that rated thirty-two (32) regular 21st CCLC students’ behaviors in three areas: Class Participation, Homework Completion, and Classroom Behavior. Each student was rated by his/her own teacher. The teacher had four choices for each behavior: Declined, Stayed the Same, Improved, Did not Need to Improve. To determine the percentage of students who improved their behavior in each area, the number of students who ranked as Did not Need to Improve was omitted. Then, the number of students who Improved their behavior was divided by the total number of students who were ranked as Improved, Stayed the Same, and Declined.
Figure 6: Student Behavior Rated by Classroom Teachers
Data Source: Language Arts Classroom Teacher Survey
N=32 Regular Students
Based on the teachers’ ratings, the students made the most improvement in Homework Completion.
Table 27: Comparison of Selected Outcome Data for 2018-2019 and 2019-2020
Intermediate Outcomes of Regular Students
2018-2019
Fall & Spring
2019-2020
Fall only
Higher (+) or Lower (-) Number or Percentage this Year
Average Core GPA
3.37
3.00
−
% Increased Reading Report Card Grade from Fall to Spring
11%
N/A
N/A
% Increased Math Report Card Grade from Fall to Spring
26%
N/A
N/A
% Increased Science Report Card Grade from Fall to Spring
23%
N/A
N/A
% Increased Social Studies Report Card Grade from Fall to Spring
37%
N/A
N/A
% Promoted
100%
N/A
N/A
Average % of Days Present
95.94%
97.47%
+
Average # of Behavior Incidents/% with None
0.09
93%
0.03
97%
+
% Passed STAAR Reading Standard
69.9%
N/A
N/A
% Passed STAAR Math Standard
75.9%
N/A
N/A
% Passed STAAR Writing Standard
68.2%
N/A
N/A
Non-RegularRegularTotal8155136
N/A
SpringFallSMART Goal010.97
N/A
SpringFallSMART Goal010.9
N/A
SpringFallSMART Goal00.970.94
Class ParticipationHomework CompletionClassroom Behavior0.60.860.59
Non-RegularRegularTotal8155136
19-Hargrave ES