Illinois State Board of Education 21 Century Community Learning … · 2019-06-10 · Illinois 21st...

Illinois State Board of Education 21st Century Community Learning Centers

Program

State-Level Program Evaluation 2017-2018

March 2019

Authors: Leslie Goodyear, Ph.D.

Sophia Mansori Joshua Cox

Sheila Rodriguez

Illinois 21st Century Community Learning Center Program: FY18 State-level Evaluation

EDC |Education Development Center

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Executive Summary

TheU.S.DepartmentofEducation’s21stCenturyCommunityLearningCentersprogram(21st

CCLC)isdesignedto:1)Providestudentsopportunitiesandaccesstoacademicresources;2)

ProvidestudentsingradesK-12withyouthdevelopmentservices,programs,andactivities;and

3)Providefamiliesservedbythe21stCCLCprogramsopportunitiesforliteracyandrelated

educationalandpersonaldevelopment.Tothisend,theIllinoisStateBoardofEducation(ISBE)

hasimplementedthestatewide21stCCLCprogramsince2003.Thestateprogramhas7goals.

21stCenturyCommunityLearningCenterStatewideGoalsGoal1:Schoolswillimprovestudentachievementincoreacademicareas.

Goal2:Schoolswillshowanincreaseinstudentattendanceandgraduationfromhighschool.

Goal3:Schoolswillseeanincreaseinthesocialemotionalskillsoftheirstudents.

Goal4:Programswillcollaboratewiththecommunity.

Goal5:Programswillcoordinatewithschoolstodeterminethestudentsandfamilieswiththe

greatestneed.

Goal6:Programswillprovideongoingprofessionaldevelopmenttoprogrampersonnel.

Goal7:Programswillcollaboratewithschoolsandcommunity-basedorganizationstoprovide

sustainableprograms.

Summary of implementation Duringthe2017-18grantyear,activegranteesincludedthosefromthe2013and2015funding

cohorts.Atotalof116grantsoperated363sites.Theprogramserved49,556studentsacross

thestate,andhad28,190regularprogramparticipants(studentsattended30daysormoreof

programming).Participationratesvariedbyage/gradegroup:71%ofelementaryschool

studentswereregularparticipants,while57%ofmiddleschoolstudentsand32%ofhighschool

studentswereregularparticipants.Nearlyallgranteesreportedthatthey aimedtocreatean

invitingandinclusiveenvironmentasaprimarystrategyforencouragingstudentattendance.

Attendancelevelsbygrade,2017-18Grade <30

Days30-59Days

60-90Days

>90Days

PreK-5thgrade 29% 22% 19% 31%

6th-8thgrade 43% 24% 16% 18%

9th-12thgrade 68% 16% 7% 8%

Allgrades 43% 21% 15% 21%



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Themostfrequentlyindicatedprogramcomponents,outsideofacademicsupport,foreachage

groupwereasfollows:

Elementary MiddleSchool HighSchool

ArtsProgram(94%)

STEM(95%) Entrepreneurial,career

developmentandjobskills(91%)

Social-emotionallearning(92%) Social-emotionallearning(94%) Social-emotionallearning(89%)

STEM(89%)

STEM(91%) ArtsProgram(84%) ArtsProgram(82%)

Summary of outcomes Granteesprovidedawiderangeofenrichmentactivities.Inadditiontothemostfrequently

offeredprogramsdescribedabove:

§ 68%granteesreportedofferingaservice-learningcomponentintheirprogram.

§ 91%ofgranteesworkingwithhighschoolstudentsindicatedtheyofferedcollege

preparationactivities.

§ Granteesreportedthattheyusetechnologyintheprogramsforanumberofactivities,

includingresearch,homeworksupport,computerprogramming,andmedia-making.

Agrowingnumberofgranteesreportedprovidingprogrammingandsupportsforbothspecial

educationandEnglishlanguagelearnerstudents: § 49%-52%ofgranteesreportedimplementingaspecialneedsprogramdependingonage

group,with96%ofthosegranteesindicatingtheyprovidesupportstoincludeand

integratestudentsintoprogramactivities. § 37%-42%ofgranteesreportedofferingabilingual/ELLprogram,and98%ofthose

granteesprovidedbilingualstafftosupportstudents.

Accordingtoteachers(surveyedusingtheTeacherAPRSurvey),themajorityofregular

programparticipantsinneedofimprovementdidimprovetheirbehavior: § Teachersreportedthat61%ofelementarystudentsimprovedwithrespecttogetting

alongwellwithotherstudents,and63%incomingbeingattentiveinclass. § Teachersreportedthat64%ofmiddleandhighschoolstudentsimprovedwithrespect

togettingalongwellwithotherstudents,and67%improvedwithrespecttocoming

behavingwellinclass.

AccordingtostatestandardizedtestscoresavailablethroughtheIllinoisReportCardsystem,

20%orlessofprogramparticipantswereproficientinELAormath.However,accordingto

teachers(surveyedusingtheTeacherAPRSurvey),themajorityofregularprogramparticipants

inneedofimprovementdidimprovewithrespecttoacademicachievement: § 72%ofelementarystudentsimprovedtheiracademicperformance,and69%improved

withregardtocompletinghomeworktoteacher’ssatisfaction.



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§ 71%ofmiddle/highschoolstudentsimprovedtheiracademicperformance,and69%

improvedwithregardtocompletinghomeworktoteacher’ssatisfaction.

Granteesprovidedawidevarietyofactivitiestoparentsandfamiliesofprogramparticipants.

Over20,000familymembersparticipatedinprograms,withthemostcommonactivities

includedfamilyevents,suchasfamilyculturalevents,literacyandmovienights.

Organizational capacity Over6,000staffworkat21

stCCLCprogramsacrossthestate,and26%ofstaffareschool-day

teachers.Granteesofferedawidevarietyofprofessionaldevelopmentandtraining

opportunitiestotheirstaff;99%participatedinISBE-run21stCCLCprogramtrainingand

technicalassistanceactivities.

Granteesreportedusingdatatoimprovetheirprograms.83%-88%of2013Cohortgrantees

indicatedtheymetorexceededgoalsinthisarea;71%-83%of2015Cohortgranteesindicated

theymetorexceededrequirementstodate.

Atleast72%ofgranteesuseanexternalprogramevaluator.Grantsreportedusingseveral

methodsformeasuringprogressandoutcomesoftheirgrants:84%oflocalevaluations

reportedusingtheTeacherAPRSurveytounderstandstudentoutcomes.Granteesalsolookat

studentgrades,andcollectinformationthroughstudentandparentsurveys.

Granteesmadeprogressinaddressingthechallengeofprogramsustainability.All2013Cohort

granteesindicatedthatsomeormostoftheirprogramcomponentsweresustainable,and97%

of2015Cohortgranteesindicatedthatsomeormostoftheirprogramcomponentswere

sustainable.

Challenges and recommendations Althoughgranteesdemonstratedprogresstowardeachofthestateprogramobjectives,

challengesandrecommendationswereconsistentwithpreviousyears.

§ Poorparentalinvolvementwascitedasthemostcommonbarriertoprogram

implementation,andtheneedforincreasedorimproveparentandfamilyprogramming

andinvolvementwasmostfrequentlycitedasarecommendationforprogram

improvement.Thisisconsistentwithpreviousyears.

§ Granteesservingolderstudentsreportedregularstudentattendanceasaprogram

barrierandanareaforprogramimprovement.Granteesservingolderstudents

recognizedthatcompetingresponsibilitiesathomeandtheneedforsomestudentsto

workwasamainfactorinattendance.

§ Granteescontinuedtodescribechallengeswithevaluationandincollectingandusing

dataintheirownprograms.Issueswithdatacollectionincludedtheneedforconsistent

datacollectionacrosssitesandchallengeswithaccessschool-relateddataonprogram

participants.



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Table of Contents

1. Introduction ............................................................................................................. 6

1.1. About this report ........................................................................................................ 7

2. Program Implementation ...................................................................................... 8

2.1. Grants, sites, and attendance ................................................................................. 8

2.2. Program operations ................................................................................................ 11

3. Participant Outcomes .......................................................................................... 15

3.1. Participation in activities ......................................................................................... 15

3.2. Behavior and social-emotional skills ...................................................................... 21

3.3. Student achievement ............................................................................................. 26

3.4. School Attendance ................................................................................................ 28

3.5. Student and family inclusion .................................................................................. 29

4. Organizational Capacity ..................................................................................... 32

4.1. Professional development and training ............................................................... 32

4.2. Evaluation and continuous improvement ............................................................ 33

4.3. Funding and sustainability ...................................................................................... 35

5. Program-Reported Challenges & Recommendations ..................................... 37

5.1. Barriers to implementation ..................................................................................... 37

5.2. Recommendations for program improvement ................................................... 38

6. Conclusion ............................................................................................................ 41

Appendix A: EDC Evaluation Design ......................................................................... 44

Appendix B: Summary of Local Evaluation Reports ................................................. 47

Appendix C: Annual Survey ....................................................................................... 60

Appendix D: Teacher APR Survey Data .................................................................... 80



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1. Introduction TheIllinoisStateBoardofEducation(ISBE)hasimplementedtheUnitedStatesDepartmentof

Education-funded21stCenturyCommunityLearningCentersprogram(21stCCLC)since2003.

Theprogram:

1) Providesopportunitiesandaccesstoacademicresourcesdesignedforstudents,

especiallythosefromunderrepresentedgroups,highpovertyareas,andlow-performing

schools.Theseactivitiesarefocusedoncoreacademicareas,aswellasextra-curricular

subjectsandactivities.Programsandsitesusestrategiessuchastutorialservices,and

academicachievementenhancementprogramstohelpstudentsmeetIllinoisandlocal

studentperformancestandardsincoreacademicsubjectssuchasreadingand

mathematics.

2) ProvidesstudentsingradesK-12withyouthdevelopmentservices,programs,and

activities,includingdrugandviolencepreventionprograms,counselingprograms,art,

music,andrecreationprograms,technologyeducationprograms,andcharacter

educationprogramsdesignedtoreinforceandcomplementtheregularacademic

programofparticipatingstudentsandtheirfamilies.

3) Providesfamiliesservedbythe21stCCLCprogramsopportunitiesforliteracyandrelated

educationalandpersonaldevelopment.

ISBE21stCenturyCommunityLearningCenterStatewideGoals&Objectives

ISBEhasidentifiedsevenstatewidegoalsandcorrespondingobjectivesforthe21stCCLC

program,listedbelow.

Goal1:Schoolswillimprovestudentachievementincoreacademicareas.

Goal2:Schoolswillshowanincreaseinstudentattendanceandgraduationfromhighschool.

Goal3:Schoolswillseeanincreaseinthesocialemotionalskillsoftheirstudents.

Goal4:Programswillcollaboratewiththecommunity.

Goal5:Programswillcoordinatewithschoolstodeterminethestudentsandfamilieswiththe

greatestneed.

Goal6:Programswillprovideongoingprofessionaldevelopmenttoprogrampersonnel.

Goal7:Programswillcollaboratewithschoolsandcommunity-basedorganizationstoprovide

sustainableprograms.

Objective#1:Participantsintheprogramwilldemonstrateincreasedacademicachievement

Objective#2:Participantswilldemonstrateanincreasedinvolvementinschoolactivitiesandin

participatinginothersubjectareassuchastechnology,arts,music,theater,sportsand

otheractivities.

Objective#3:Participantsintheprogramwilldemonstratesocialbenefitsandexhibitpositive

behavioralchanges



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Objective#4:The21stCCLCprogramswillprovideopportunitiesforthecommunitytobe

involvedandwillincreasefamilyinvolvementoftheparticipatingchildren.

Objective#5:Programswillprovideopportunities,withprioritygiventoallstudentswhoare

lowestperformingandinthegreatestneedofacademicassistance.

Objective#6:ProfessionaldevelopmentwillbeofferedbytheprogramsandISBEtomeetthe

needsoftheprogram,staff,andstudents.

Objective#7:Projectswillcreatesustainabilityplanstocontinuetheprogramsbeyondthe

federalfundingperiod.

1.1. About this report Thisstatewideevaluationreportaddressestheprogramsandactivitiesimplementedbythe116

granteesactiveduringFY18(July1,2017throughJune30,2018).Theseactiveprogramswere

awardedgrantsinthe2013and2015cycles(referredtoasCohort13andCohort15inthis

report).Thisreportprovidesasummaryandanalysisofdatacollectedbyandmadeavailableto

EDCforFY18.Thesedatainclude:

§ EDC’sannualgranteesurvey,administeredinMay-June2018;

§ Grantees’individualannualevaluationreports,submittedbyDecember2018;and

§ IllinoisReportCarddata(IRC),includingstudentattendanceandachievement

information.

Amoredetaileddescriptionoftheevaluationdesignanddatasourcesusedforthisreportis

includedintheAppendices.Inmostcases,thedataforboththe2013and2015granteecohorts

arereportedintheaggregate.Inafewinstances,inordertoexploredifferencesbetweenthe

granteecohorts(particularlywithrespecttoimplementationandsustainability),dataforeach

cohortarereportedseparately.

Thisreportisorganizedintothefollowingsections:

§ ProgramImplementation:Thissectionincludesinformationaboutgrantees’

implementationofprogramsin2017-18.Itincludesprogramtotalsforattendeesand

sites,aswellasinformationaboutorganizationsandstaffing,recruitmentand

retention,andprogramcomponents.

§ ParticipantOutcomes:Thissectionprovidesdataaboutstudentparticipationin

activities,attendanceinschool,studentbehavior,andstudentandfamilyinclusion.

§ OrganizationalCapacity:Thissectionprovidesinformationabouttheorganizational

capacityofgrantees,includingstaffdevelopment,progresstowardmeetingstated

programgoals,programevaluation,andsustainability.

§ ProgramChallengesandRecommendations:Thissectionsummarizesthechallenges

thatgranteesexperiencedduringimplementationoftheprogram,aswellas

recommendationsforprogramimprovementasofferedbygrantees’localevaluations.



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2. Program Implementation

2.1. Grants, sites, and attendance DuringFY18,Illinoishad116activegrants,includinggrantsfromthe2013and2015award

cohorts.Thesegrantsofferedprogrammingat363sites,andservednearly50,000students

overthecourseoftheyear.Twentypercentofthegranteesoperatedasingleprogramsite,

while63%ofgranteesoperated2to4sites.Seventeenpercentofthegranteeshad5ormore

sites.

Thetotalofnumberofstudentsserved–49,556–representsanincreasefromlastyear(FY17)

whenthetotalnumberofstudentsservedwas47,970.Thenumberofregularattendees—

studentswhoattendedtheprogram30daysormore—was28,190,or56.9%ofthetotal

numberofstudents.Theproportionofregularattendeeswasalmostidenticaltolastyear,

whentheratewas56.3%.

Table1:Grantees,sites,andstudentsserved,2017-2018(AS,APR)12

2017-18Grantees 116

3

Sites 363

Average#studentspergrant 435

Studentsserved 49,556

Regularattendees(30daysormore) 28,190

Table2:Numberofsitespergrant,2017-2018(AS)

Grantees

Number Percent

1site 21 20%

2sites 22 21%

3sites 11 10%

4sites 34 32%

5sites 9 8%

Morethan5sites 10 9%

Sitesprovideddataonthegradelevelsofthestudentstheyserved.Categorizingsitesasserving

elementary,middle,andhighschoolstudentisachallenge,asanumberofschools/sites

1(AS)indicatesdatathatcomefromEDC’sannualgranteesurvey,administeredinJune2018,inwhich

theyreportedondataforthepriortwelvemonths.While116grantswereactive,thesurveywas

completedby107grantees.2(APR)indicatesdataprovidedviatheIllinoisReportCardAPRdatawarehousesystem.Thesedataare

identicaltothosesubmittedtothefederalreportingsystem(theAPRsystem).3Thenumberofsitesinthistablerepresentsthenumberoperatedbythe107granteeswhoprovided

data.



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combinemiddlegradeswitheitherelementaryorhighschool.Themajorityofgranteesserve

studentsinelementaryandmiddleschool(72%and79%respectively).Approximatelyhalfof

thegranteesofferprogramsthatservehighschoolstudents.Whenlookingattotalparticipants

bygradelevel,themajorityofprogramparticipantswereingrades3through8.

Table3:Grantsbyschool-ageserved,2017-18(AS)

Grants

Number Percent

ElementarySchoolStudents(GradesPreK-5) 77 72%

MiddleSchoolStudents(Grades6-8) 84 79%

HighSchoolStudents(Grades9-12) 55 51%

Table4:Gradelevelofparticipants,2017-18(APR)

Grade

TotalParticipants

Number Percent

Pre-Kindergarten 110 0.2%

Kindergarten 1345 3%

1stgrade 2621 5%

2ndgrade 3921 8%

3rdgrade 5027 10%

4thgrade 5054 10%

5thgrade 4894 10%

6thgrade 4606 9%

7thgrade 4611 9%

8thgrade 4255 9%

9thgrade 3655 7%

10thgrade 3262 7%

11thgrade 3422 7%

12thgrade 2773 6%

Total 49,556 100%

The21stCCLCprogramencouragesgranteestoworktowardregularstudentparticipation,

definedasattendingtheprogramformorethan30daysduringtheschoolyear.Morethanhalf

oftheprogramparticipantswereregularthisyear,and36%attended60daysormore.



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Figure1:Programattendancelevelsofallparticipants,2017-18(APR)

Asinpreviousyears,thereisanotabledifferencebetweenagegroupsinthepercentageof

studentswhoareregularattendees.Whilelessthanonethirdofelementarygradeparticipants

attendedlessthan30days,lessthanathirdofhighschoolparticipantsattendedmorethan30

days.Thefigurebelowillustratesthedeclineinattendanceasstudentsgetolder.

Figure2:Studentattendanceratesforelementary,middle,andhighschoolstudents,2017-18(APR)

WithaccesstothenewIRCdatawarehouse,demographicdataonprogramparticipantsare

nowavailable.MorethanhalfofstudentswereidentifiedasHispanicorBlack.Whenbreaking

<30Days

43%

30-59Days

21%

60-90Days

15%

>90Days,

21%

AttendanceLevels(AllGrantees)

29%

43%

68%

22%

24%

16%

19%

16%

7%

31%

18%

8%

PreK-5thgrade

6th-8thgrade

9th-12thgrade

AttendancebyGradeLevel

<30Days 30-59Days 60-90Days >90Days



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downraceandethnicitydatabygradelevel,alargerproportionofmiddleschoolandhigh

schoolparticipantswereHispanicorBlack.

Table5:Race/ethnicityofallprogramparticipants,2017-18(APR)

Race/ethnicity Percentofall

participants

Hispanic 37%

Black 34%

White 20%

Asian 6%

Multi-Racial/Ethnic 2.2%

NativeAmerican 0.3%

PacificIslander 0.1%

Figure3:ParticipantRace/Ethnicitybygradelevel,2017-18(APR)

2.2. Program operations Recruitmentandretention

Accordingtothesurvey,nearlyallgranteesrelyonschoolstaffreferralswhenrecruiting

programparticipants.Themajorityofgranteesalsouseparent/guardianorself-referrals,along

withreferralsfromotherinternalprograms.Granteesidentifiedanumberofothersourcesof

participantreferralsorstrategiesforrecruitment.Theseincluded:referralsfrompartner

organizations,studentrecruitmentfairsandprogramopenhouses,recruitmentduringreport

cardpickup,recruitmentofsiblingsofparticipants,andrecruitmentofpeersthroughcurrent

participants.

13%

4%

3%

22%

20%

22%

35%

42%

34%

27%

57%

39%

3%

3%

3%

Pre-K-5thGrade

6th-8thgrade

9th-12thgrade

Race/EthnicitybyGradeLevel

Asian White Black Hispanic Other



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Table6:Programreferralsources,byagegroup,2017-18(AS)

TypeofReferral

%ofgranteesindicatingreferralmethodfor:

ElementarySchool

Participants

MiddleSchool

Participants

HighSchool

Participants

Schoolstaffreferrals

(e.g.teachers,administrators,etc.) 100% 100% 98%

Parent/Guardianorself-referrals 91% 92% 95%

Internalprogramreferrals 88% 88% 95%

Granteesemployavarietyofstrategiestoretainprogramparticipants.Nearlyallgrantees

indicatedthattheyworktoprovideaninclusiveenvironmentthatencouragesstudent

attendanceandofferbothacademicandnon-academicactivitieswithaspecificfocuson

encouragingattendance.Nearlyallgranteesservingyoungerstudents(elementaryandmiddle

school)conductoutreachtoparentstoaddressretentionissues,whilegranteesservinghigh

schoolstudentsarelesslikelytodoso.Similarly,granteesservingelementaryandmiddle

schoolstudentsuseincentivesystemstoencourageattendancemorefrequentlythanthose

servinghighschoolstudents.

Figure4:Retentionstrategiesbyschoolagegroup,2017-18(AS)

Inadditiontothestrategiesabove,granteesdescribedotherapproachestheyusetoincrease

programretention.Somegranteessharedthattheyconductoutreachtostudentstobetter

understandtheirspecificreasonsforstrongattendanceandconversely,anychallengesor

problemsthatneedtobeaddressedwhenastudent’sattendancedeclines.Somegranteesalso

reportedthattheyaimtohirefunandenergeticprogramstaff.

99% 96% 96% 97% 96%

70%

99%95% 94%

98%93%

70%

96%

76%

91% 93%89%

55%

0%

20%

40%

60%

80%

100%

Aninvitingan

inclusive

environmentthat

encouragesstudent

attendance

Outreachtoparents

whenstudents

demonstrate

patternsof

absenteeism

Academicactivities

withaspcecific

focuson

encouraging

attendance

Non-academic

activitieswitha

specificfocuson

encouraging

attendance

Outreachtoschool

staffwhenstudents

demonstrate

patternsof

absenteeism

Incentivesystem

rewardingstudent

attendancein

program

RetentionStrategies

Elementary(N=77) Middle(N=84) High(N=55)



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Transportationcanplayaroleinrecruitingandretainingprogramparticipants.Morethanhalf

ofgranteesindicatedthattheyprovidetransportation,withthoseservingmiddleschool

participantsindicatingthehighestpercentage.Ofthegranteesthatindicatedthattheir

programprovidedtransportation,60%indicatedthattheyfundedthisthroughacombination

of21stCCLCandothersources,while33%indicatedthattheyreliedexclusivelyon21

stCCLC

fundingtodoso.

Table7:Availabilityoftransportationbystudentagegroup,2017-18(AS)

AvailabilityofTransportation %ofgranteesElementaryschool 51%

Middleschool 54%

Highschool 47%

Nearlyallgrantees(91%ormore),acrossstudentagegroups,indicatedthattheyusephone

callsandin-personmeetingsasawaytokeepthelinesofcommunicationopenwithparents

andguardiansofstudents.Agrowingpercentofgranteesindicatethattheyareusingsocial

mediaandtextmessageasameansofparentcommunication.Granteesservingyounger

studentsmorefrequentlyreportedthattheyusenewslettersandnotessenthome,whilethey

morefrequentlyindicatedthattheyuseawebsitetocommunicatewithparentsandguardians

ofhighschoolstudents.Othercommunicationstrategiescitedbygranteesincludedemail,

parentconferencesandotherevents,andflyersandcalendars.Asmallnumberofgrantees

describedusing“parentcommunicationapps.”

Figure5:Parentcommunicationstrategiesbyschoolagegroup,2017-18(AS)

97% 99% 99%

79%

65%69%

71%

98% 96% 96%

75% 74%

68%65%

96%91%

84%

56%

76%

67% 67%

0%

20%

40%

60%

80%

100%

Phonecalls In-person

meetings

Notessenthome Newsletters Website Socialmedia Textmessaging

CommunicationwithParents/Guardians




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Programming

Dependingonfundingcohort,currentgranteesareintheir4thand6

thyearsofprogramming.

Therefore,itisappropriateandreassuringthatmostgranteesindicatethattheyhavemetor

exceededtheirgoalswithrespecttoprogramming.Nearlyallgranteesindicatedthattheyhad

metorexceededgoalsrelatedtoprogrammingwithrespecttoelementarystudents.Itisworth

notingthatgranteesservinghighschoolstudentsindicateslightlylesssuccessmeeting

programminggoals,with10-15%reportingtheypartiallymetgoalsinthisarea.

Table8:Grantprogressinimplementingprogramactivities,2017-18(AS)

Didnotmeetgoals

Partiallymetgoals

Metgoals Exceededgoals

Elem

entary Implementedacademicactivities 0% 1% 73% 26%

Implementedotherenrichment/recreation

activities

0% 0% 4% 56%

Coordinatedafterschoolprogramwith

school'sdayprograms

0% 4% 64% 31%

Middle

Implementedacademicactivities 0% 4% 64% 32%


activities

0% 1% 42% 57%


school'sdayprograms

0% 6% 62% 32%

High

Implementedacademicactivities 0% 11% 60% 28%


activities

0% 10% 42% 48%


school'sdayprograms

0% 15% 43% 42%



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3. Participant Outcomes

3.1. Participation in activities Allgranteesarerequiredtoofferanacademiccomponentintheirafterschoolprogramming.

Otherprogramcomponentsandofferingsvaryfromgranteetograntee,andfromsitetosite.

ArtsandSTEM(Science,Technology,Engineering,andMathematics)programmingcontinueto

beextremelyprevalentacrossagegroups.Mostgranteesalsoindicatedthattheyoffer

programmingthatsupports21stcenturyskills,althoughthiswasusuallyintegratedwithother

typesofprogramming.Programsthatsupportentrepreneurialskills,careerdevelopment,and

jobskillsaremorecommonforgranteesworkingwithhighschool.Inaddition,ahigher

proportionofgranteesworkingwithhighschoolstudentsofferedprogrammingforcredit

recovery,whichatthehighschoollevelbecomesanimportantsupportinhelpingprogram

participantssucceedingraduatingfromhighschool.Figure6:Programcomponentsofferedbyagegroup,2017-18(AS)

94%

91%

83%

52%

52%

42%

9%

94%

95%

86%

71%

49%

37%

15%

82%

89%

82%

91%

51%

42%

36%

0% 25% 50% 75% 100%

Arts

STEM

21stcenturyskills

Entrepreneurial,

careerdevelopment,jobskills

Specialneeds

Bilingual

Creditrecovery

ProgramComponents




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Inanefforttofurtherunderstandtheactivitiesandexperiencesofferedtostudents,andto

learnwhatcommonactivitiesandstrategiesareincludedinsomeofthebroaderprogramming

categories,thesurveyaskedgranteestofurtherspecifyordescribemanyoftheirprogram

components.Thisinformationisincludedbelow.

STEMprograms:STEMprogramminghasbecomeoneofthemostcommonprogram

componentsamong21stCCLCgranteesoverthepastseveralyears,with94%indicatingthat

theyofferSTEMactivities.STEMprogrammingencompassesawidevarietyofactivities.Many

granteesreportedthattheypartneredwithSTEMorganizationsorotherprogramprovidersto

supportactivitiesintheirownprogram.Thisstrategyaddressestheissueofhavingbothtrained

staffandnecessarymaterialstofacilitateSTEMprograms.SpecifictypesofSTEMactivities

offeredbygranteesincludedrobotics(67%ofthoseofferingSTEMprograms),STEAMactivities

thatintegrateSTEMandarts(66%),andcomputerprogramming(65%).Further,themajorityof

granteesofferingSTEMprogramsindicatedthattheyconductactivitiesalignedwithschool

sciencestandards,anduseschool-dayscienceteacherstosupportactivities.

Table9:STEMprogrammingactivitiesandstrategies,2017-18(AS)

GranteesofferingSTEMPrograms

(N=101)

Percent Count

PartnershipswithSTEMorganizationsorprogramproviders 69% 70

Roboticsclubsoractivities(Legoandothers) 67% 68

Activitiesalignedwithschoolstandards(NGSS) 66% 67

STEAMactivitiesorprogramming 66% 67

Computerprogrammingorcodingactivities 65% 66

STEMkitsprovidedbyvendor 62% 63

Environmentalscienceactivities 62% 63

FamilySTEMnightsoractivities 59% 60

School-dayscienceteacherstosupportactivities 56% 57

Artsprograms:Artsprogramscontinuetobeoneofthemostcommonareasofprogramming,

outsideofacademicsupport.“Artsprogramming”isabroadcategory,andonthesurvey,

granteesprovidedmorespecificinformationaboutthekindofartsprogrammingtheyoffered.

Visualarts—suchasdrawingandphotography—isthemostprevalentactivity.Performance

arts,includingtheateranddance,arealsocommon.



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Table10:Typesofartsprogrammingandactivities,2017-18(AS)

GranteesofferingArtsPrograms

(N=99)

Percent Number

VisualArts(photography,drawing,sculpture) 88% 87

PerformanceArts 77% 76

Music 74% 73

DecorativeArts(Ceramics,Jewelry) 66% 65

AppliedArt(Architecture,Fashiondesign) 43% 43

ArtHistory(includingvisitingartmuseums) 41% 41

Entrepreneurship,careerdevelopmentandjobskillsprograms:Manygranteesoffered

entrepreneurship,careerdevelopment,andjobskillprogramsandactivities,particularlyfor

participantsatthehighschoollevel.Thesemostcommonlyincludedcareerexplorations

activities,suchasskill/interestinventories,jobfairs,andguestspeakers,alongwithclubsor

programsthatallowparticipantstoexplorecareersandsupportskilldevelopment.Morethan

halfofthegranteesthatindicatedofferingthiscategoryofprogrammingreportedtheyprovide

financialliteracyactivitiesandactivitiestodevelopjob-seekingskills.Asmallerproportionof

granteesprovidedcareerandtechnicaleducationactivities(42%)orajuniorachievement

program(35%).Table11:Typesofentrepreneurship,careerdevelopmentandjobskillsprograms,2017-18(AS)

Granteesofferingentrepreneurial,

careerdevelopment,and/orjob

skillsPrograms(N=81)

Percent Count

Careerexploration(skills/interestinventories,guestspeakers,

jobfairs,fieldtrips) 89% 72

Clubs/programsthatexplorecareersandsupportskill

development 84% 68

Entrepreneurshipactivities(businessplanning,schoolstore) 63% 51

Financialliteracy 59% 48

Jobseekingskills(e.g.resumewriting,interviewskills) 57% 46

Onlineprograms/resources(e.g.CareerLaunch,CareerCruising) 47% 38

Careerandtechnicalstudentorganizationactivities 42% 34

Juniorachievementprogram 35% 28

Specialneedsprograms:Approximatelyhalfofgranteesreportedthattheyofferspecialneeds

supportsandactivitiesaspartoftheirprograms.Nearlyallgranteesthatreportedthatthey

providespecialneedsprogrammingindicatedthattheyprovidesupportstoincludeand

integratespecialneedsstudentsintoprogramactivities,alongwiththenecessaryand

appropriateaccommodationsforthesestudents.Itwasalsocommonforgranteestoaccess



18

andusestudents’IEPsandprovideactivitiestosupportstudentswithlearningdisabilities.

Three-quartersofgranteesindicatedthattheyhavededicatedprogramstafftosupport

studentswithspecialneeds.

Table12:Strategiesforspecialneedsprogramming,2017-18(AS)

GranteesofferingSpecialNeeds

Programs(N=55)

Percent Count

Supportstoincludeandintegratespecialneedsstudentsinto

programactivities 96% 53

Necessaryandappropriateaccommodationsforspecialneeds

students 95% 52

AccesstoanduseofstudentsIEPs 80% 44

Activitiestosupportstudentswithlearningdeficiencies 80% 44

Dedicatedstafftosupportspecialneedsstudents

(paraprofessional,specialeducationteacher) 76% 42

Bilingual/ELLprograms:Anincreasingnumberofgranteesindicatedthattheyprovided

bilingualorprogramsforEnglish-languagelearners(ELL)aspartoftheirgrant(44%).Allbut

oneofthesegranteesindicatedthattheyprovidebilingualstafftosupportstudents.Mostalso

indicatedthattheyofferspecificactivities,tutoring,orsupportforELLstudents.Morethanhalf

ofthegranteesthatreportedofferingbilingual/ELLprogramsindicatedthattheyprovide

languagelearningactivitiesforalloftheirstudents.

Table13:Typesofbilingual/ELLprogramactivitiesandsupports,2017-18(AS)

GranteesofferingBilingual/ELL

Programs(N=47)

Percent Count

Bilingualstafftosupportstudents(instructors,tutors,or

volunteers) 98% 46

Activities,tutoring,orothersupportforELLstudents 85% 40

Language-learningactivitiesforallstudents 66% 31

AnestablishedcurriculumforELLstudentswithabilingualteacher 45% 21

Creditrecoveryprograms:Creditrecoveryprogramswereofferedprimarilyatsitesservinghigh

schoolstudents.Whendescribingtheircreditrecoveryprograms,mostgranteesreportedthat

creditrecoverywasprimarilyaddressedthroughsummerprogramming,givingstudentsthe

chancetomakeupafailedclassandworktowardgradepromotionandgraduation.Grantees

providedamixofdirectinstructionandself-pacedonlineprograms.Granteesalsodescribed

coordinatingcreditrecoveryactivitieswithschoolstaffandguidancecounselors,andinsome

cases,schoolstaffranthecreditrecoveryportionoftheprogram.



19

Additionalenrichmentactivities:Inadditiontotheprogrammingdescribedabove,granteesalso

offeravarietyofenrichmentactivities.Theseincludeopportunitiesforparticipantstoengage

inhealthandwellnessactivities,andexperiencenewplaces,people,andideas.Sports,field

trips,andgameswerethemostcommonoftheseactivities.Ingeneral,enrichmentactivities

weremoreoftenincludedbygranteesservingelementaryandmiddleschoolstudents.The

exceptiontothiswascollegepreparationactivities.Figure7:Enrichmentactivitiesbyagegroup,2017-18(AS)

Servicelearningprograms

Servicelearninggivesstudentstheopportunitytoengageinarangeofactivitieswhilebuilding

connectionswiththeircommunities.Sixty-eightpercentofgranteesindicatedthatthey

includedservicelearningaspartoftheirprograms.Granteesreportedthenumberofstudents

thatparticipatedinservicelearningactivities,andelementarystudentsrepresentedmorethan

halfofthetotal(54%).Granteesprovideddescriptionsofthetypesofservicelearningactivities

theydidwithstudents,andtheyvariedgreatlybothintermsofstructureandfocus.Often,

servicelearningactivitiesincludedstudentinput,andinsomecases(usuallywhenworkingwith

olderstudents)wereprojectsorinitiativescompletelydesignedandmanagedbystudents.

Examplesoftherangeofservicelearningactivitiesaredescribedbelow.

97%

95%

94%

90%

69%

57%

51%

94%

98%

92%

87%

68%

57%

74%

87%

89%

73%

78%

67%

56%

91%

0% 20% 40% 60% 80% 100%

Sports

FieldTrips

Games

CulturalActivities

CulinaryArts

Gardening

CollegePrepActivities

EnrichmentActivities




20

• Themostcommontypesofactivityweredrivesandcollectioneffortsforthe

community,suchasfooddrivesforfoodpantries,andclothingandhygienekitsfor

sheltersorrefugeeassistanceprograms.Similarly,manygranteesdescribedfundraising

efforts,withmoneybeingraisedforanynumberofcauses.

• Manyservicelearningactivitiesaddressenvironmentalissues,includingneighborhood

cleanupandbeautificationeffortsandrecyclingprograms.Someprogramsalsohave

studentsparticipatinginschoolorcommunitygardens.

• Someservicelearningactivitieswerecombinedwithmedia-makingactivities,andhad

studentsdevelopinginformationcampaignsandpublicserviceannouncementsabout

issuessuchasbullying,gangs,anddruguse.

• Asmallnumberofprogramsdescribedstructuredservicelearningprogramsguidedby

curriculumoraprogrammodel.Theseprojectshadstudentsengagedinresearchand

assetmappingactivities,definingacommunityneedorissueanddevelopingastrategy

toaddressit.Insomecases,theseactivitieswereimplementedbyorincollaboration

withacommunitypartnerorganization.

Technology

Technologyplaysanimportantroleinmanyprograms,supportingparticipantsintheir

academicworkandprovidingopportunitiesforlearningandactivities.Formanyparticipants,

the21stCCLCisoneofthefewopportunitiestheyhavetoaccessandlearnvarious

technologies.Applicationsoftechnologyvarybyagegroup.Themostcommonlyreporteduse

oftechnologybygranteesservingmiddleschoolstudentswashomeworksupport,whilefor

bothelementaryandhighschoolstudentsthemostcommonusewasforresearchorfinding

informationandresources.Threequartersofthegranteesindicatedthattheyprovide

computerliteracyorprogrammingactivities,acrossgradelevels.Media-makinganddigitalarts

activitiesweremorecommonatthehighschoollevel.Technologyuseforcredit-recoverywas

almostexclusivelyusedforhighschoolstudents.



21

Figure8:Usesoftechnologybyagegroup,2017-18(AS)

Whenaskedtocitecommonlyusedtechnology-basedprogramsandonlineresources,grantees

describedusingcommonapplicationssuchasMicrosoftOffice,AdobeCreativeSuite,andApple

programssuchasiMovie.Frequentlynamededucationalprogramsorwebsitesincluded:

CompassLearning,KhanAcademy,PBSKids,StudyIsland,CoolMath,Read180,EverydayMath,

FunBrain,andMobyMax.

3.2. Behavior and social-emotional skills Oneofthegoalsandobjectivesofthe21

stCCLCprogramistheimprovedsocial-emotionalskills

andbehaviorsofprogramparticipants.Nearlyallgrantees(89%+)offerasocial-emotional

learningcomponentaspartoftheirprogram.Inaddition,manygranteesofferotherprograms

thataimtosupportpositivebehaviorandsocial-emotionaldevelopment,suchasyouth

developmentprogramming,mentoring,andbehaviorandpreventionprogramming.These

programsaremorecommonatthemiddleandhighschoollevel.

87%

86%

84%

75%

68%

57%

56%

0%

85%

89%

77%

75%

65%

64%

63%

7%

80%

78%

67%

71%

71%

64%

69%

29%

0% 25% 50% 75% 100%

Researchorfinding

information&resources

Homeworksupport

Gamesand/orfreeplaytime

Computerliteracyorprogramming

Academicremediationor

computer-assistedinstruction

Testpreparation

Media-makingand/ordigitalarts

Creditrecoveryprograms

TechnologyUse

Elementary Middle High



22

Figure9:Behaviorandsocial-emotionalprogramming,2017-18(AS)

Granteesindicatedwhethertheyusedanyofanumberofspecificmodels,curricula,or

activitiesaspartoftheirsocial-emotionalprogramming.Thelargestproportionofgrantees

(69%)indicatedthattheyusethePositiveBehavioralInterventionandSupportsmodel(PBIS).

PBISisaframeworkusedbymanyschools,andgranteesnotedthattheystrivetoprovide

consistencyinbehaviorexpectationsfromtheschooldayintoafterschooltimeandtherefore

employthesamemodelastheschoolsthatparticipantsattend.Beyondthat,somegrantees

indicatedusingspecificcurriculaorevidence-basedprograms,includingtheSecondStep

Curriculum(23%)andStevenCovey’sHabitsofHighlyEffectivepeopleprogram(19%).These

arethesamecurriculathatwereidentifiedbygranteeslastyear.Table14:Social-emotionalprogramsandcurriculum,2017-18(AS)

Granteesofferingsocial-emotional

programming(N=98)

Percent Count

PositiveBehavioralInterventionandSupports(PBIS) 69% 68

SecondStepCurriculum 23% 23

StevenCovey'sHabitsofHighlyEffectivePeopleProgram 19% 19

Other 16% 16

AggressionReplacementTraining 8% 8

BotvinLifeSkillsTrainingCurriculum 5% 5

LionsQuestCurriculum 5% 5

MeansandMeasuresofHumanAchievementLabs(MHA)Tools 3% 3

92%

81%

74%

69%

94%

86%

77%

74%

89%

87%

76%

78%

0% 25% 50% 75% 100%

Social-emotional

Youthdevelopment

Behavior&preventioncomponent

Mentoring

SELRelatedProgramming




23

Seventy-sevenpercentofgrantees(82of107)reportedthattheyprovidedprevention

programmingorbehaviorsupports.Withinthatgroup,77%indicatedtheyincludedviolence

preventionefforts,while51%indicatedtheyprovideddrugandtruancypreventionactivities.

Table15:Preventionprogrammingandbehaviorsupports,2017-18(AS)

Granteesofferingbehaviorand

preventionprograms(N=82)

Percent Count

Violenceprevention 77% 63

Drugprevention 51% 42

Truancyprevention 51% 42

Mentalhealthservices 44% 36

Measuringchangesinsocial-emotionallearningandchangesinstudentbehaviorisachallenge.

Thereisnostandardizedassessmentthatcanbebroadlyappliedtoprogramsandparticipants.

Intheirlocalevaluationreports,manygranteesdescribedeffortstosurveyparentsabout

perceivedchangesintheirchildren,andsomegranteesincludedstudentself-reporton

attitudestowardlearningandtheirpeers.Lookingacrossgrantees,thefederalteacherAPR

surveycontinuestoserveastheonlyconsistentsourceofcross-sitedata,andwhileitcomes

withanumberoflimitations,itdoesofferasnapshotofhowregularprogramparticipants

(attending30daysormore)mayormaynotbeimprovingtheirin-schoolperformance.

Ashasbeennotedinpreviousevaluationreports,TeacherSurveydatacomeswiththe

followingcaveatsandlimitations:

§ TheTeacherSurveyreliesonteachers’perceptionofchangeforeachindividualstudent

thatisaregularprogramparticipant.

§ Atthemiddleandhighschoollevel,surveysareusuallycompletedbyhomeroom

teachers,whomayormaynothaveacompleteunderstandingofastudents’

performance.

§ Mostgranteesexperiencechallengesingettinga100%responseratefromteachersof

regularparticipants.

§ Instructionsthatteachersreceivedonhowtoratechangemaybeinconsistentand

opentowideinterpretation.

Nearlyallsites(98%)indicatedthattheyadministeredtheTeacherAPRSurvey.Responserate

withrespecttoindividualstudentsisunclear,buttheaggregatesurveydataprovidedby

granteesisapproximatelyequaltothenumberofregularprogramparticipantsrecordedinthe

IRCAPRsystem.

Teachersreportedthatsixtypercentormoreofregularprogramparticipantsshowed

improvementinbehaviorwithrespecttobeingattentiveinclass,behavingwellinclass,and

gettingalongwellwithotherstudents.Consistentwithlastyear,aslightlygreaterproportionof



24

middle/highschoolstudentswerereportedtobeimproving,comparedwithelementary

students.

Figure10:Teacherreportedchangesinbehaviorofregularstudentattendees,2017-18(AS)4

4Thesurveyasksteacherstoratestudentsasdeclining,nochange,orimprovingwithrespecttoeach

statement.Thesurveyalsogivestheoption,“Didnotneedtoimprove.”Whencalculatingthe

percentageofstudentsinthedecline,nochange,andimprovementcategories,thenumberofstudents

thatteachersindicated“Didnotneedtoimprove”wereexcludedfromthetotal,andthepercent

reportedinthesefiguresisbasedonthenumberofstudentsthat,accordingtoteachers,neededto

improve.Fordataforallcategories,seeAppendixD.

12%

12%

8%

12%

8%

14%

23%

24%

25%

28%

28%

26%

65%

63%

67%

60%

64%

61%

Middle/High

Elementary

Middle/High

Elementary

Middle/High

Elementary

Percentofregularattendeesimprovingbehavior,asreportedbyteachers

Decline NoChange Improvement

Behavingwellinclass

Gettingalongwellwithotherstudents

Being attentiveinclass



25

Teachersalsoratedstudents’engagementinclass,reportingthatmorethan60%ofstudents

improvedwithrespecttocomingtoschoolmotivatedtolearn,andthemorethan50%of

studentsimprovedwithrespecttovolunteeringinclass.Fortheseitems,thevalueswereonly

slightlyhigherforelementaryschoolstudentsthanmiddle/highschoolstudents.

Figure11:Teacherreportedchangesinengagementofregularstudentattendees,2017-18(AS)

10%

10%

5%

6%

28%

26%

38%

34%

62%

64%

57%

59%

Middle/High

Elementary

Middle/High

Elementary

Percentofregularattendees improvingengagement,asreportedbyteachers


Coming toschoolmotivatedtolearn

Volunteering inclass(e.g.forextracredit,responsibilities



26

3.3. Student achievement ImprovingstudentachievementinschoolisamajorgoaloftheISBE21

stCCLCprogram.Forthe

pastfewyears,theevaluationhashadlimitedaccesstoachievementdata.Thisyear,forthe

firsttime,theevaluationreceiveddatafromtheIllinoisReportCarddatawarehousesystem,

whichincludedachievementdata(measuredviaPARCCassessments)forregularprogram

participants.Thesedata,coupledwithteacherratingsofindividualstudentperformanceviathe

TeacherAPRSurvey,provideinsightintheacademicachievementlevelsofprogram

participants.

BasedonthetotalsfromtheIRCdatasystem,19-20%ofallprogramparticipantswere

proficientinEnglish/LanguageArts(ELA),while16%ofwereproficientinmath.Itshouldbe

notedthat,accordingtotheoutputfromtheIRCdatasystem,datawerenotavailablefor

approximatelyhalfofallparticipantsforELAormath5.Studentachievementdatawerenot

availableforlastyear’sreport,butinFY16,theevaluationcollectedgranteeself-reporteddata

onthepercentofstudentsproficientorabove.Theratesatthattimewerethesameorlower

thanthisyear.

Table16:Percentofproficientprogramparticipantsbygradelevel,2017-18(APR)

Gradelevel ELA MathGradesPreK-5 19% 16%

Grades6-12 20% 16%

Calculationofthepercentofproficientstudentsbyattendancelevelsdoesnotshowan

increaseinproficiencywithanincreaseinattendance.Infact,thepercentofproficient

studentsremainsfairlyconsistentacrossattendancelevels.However,itisimportanttonote

thattheseareaggregatedata,andnostudent-levelanalysiswasavailabletoseekcorrelations

betweenattendanceandproficiency.Anditisnotclearhowthesefindingsmaybeaffectedby

thelargepercentageofmissingdata.

5TheIRCdatasystemoutputprovidedtoEDCdidnotindicatewhichparticipantsweremissingdata—

whethertheywerefromparticulargranteesorscatteredthroughout.Theevaluationassumesthat

missingdataisaproductofschoolsandstudentsnotparticipatinginPARCCtesting.



27

Figure12:Percentofproficientelementarystudentsbyattendancelevel,2017-18(APR)6

Figure13:Percentofproficientmiddle/highschoolstudentsbyattendancelevel,2017-18(APR)

Whileacademicachievementasmeasuredbystandardizedtestscoreswaslow,teachersreport

thatprogramparticipantsmadeacademicgainsandimprovements.Teachersreportedthat

morethan70%ofregularprogramparticipantsimprovedwithrespecttoacademic

performanceforbothelementaryandmiddle/highschoolstudents.Nearly70%ofstudentsalso

improvedwithrespecttocompletinghomeworktotheteacher’ssatisfactionandturningin

homeworkontime.Differencesbetweenagegroupswereminimal.

6Percentageofproficientstudentscalculatedasthenumberofproficientstudentsdividedbythetotal

numberofstudentsthathaddataavailable.

22%20%

16% 17%18% 17%14%

17%

0%

25%

50%

<30days 30-59days 60-90days >90days

PercentageofProficientElementarySchoolStudentsbyAttendanceLevel

ELA Math

21% 19% 19% 20%

0%

25%

50%

<30days 30-59days 60-90days >90days

PercentofProficientMiddle/HighSchoolStudentsbyAttendanceLevel

ELA Math



28

Figure14:Teacherreportedchangesinacademics,2017-18(AS)

3.4. School Attendance Asecondarygoalofmany21

stCCLCprogramsisimprovedschool-dayattendance.School

attendanceisinfluencedbymanyfactorsoutsideofthecontrolof21stCCLCprograms.

However,thetheoryisthatbyprovidinganengagingandenrichingopportunityafterschool,

andbyhelpingstudentsbemorepreparedinschool,programparticipantswillbemorelikelyto

cometoschoolinthemorning.Somegranteesindicatedintheirlocalevaluationreportsthat

theydotrackandmonitorparticipants’school-dayattendancerecords.Thesedataare

inconsistentandcannotbeaggregated.However,accordingtodatafromtheTeacherSurvey,

morethan50%ofstudentsimprovedwithrespecttoattendingclassregularly.

11%

10%

8%

9%

11%

11%

19%

19%

20%

21%

20%

20%

71%

72%

72%

69%

69%

69%

Middle/High

Elementary

Middle/High

Elementary

Middle/High

Elementary

Percentofregularattendeesimprovinginacademics,asreportedbyteachers


Turninginhomeworkontime

Completinghomeworktoteacher'ssatisfaction

Academicperformance



29

Figure15:Teacherreportedchangesinschoolattendance,2017-18(AS)

3.5. Student and family inclusion OneofthegoalsandcorrespondingobjectivesofISBE’s21

stCCLCprogramistoservestudents

andfamilieswiththegreatestneed.Mostgranteesreportedusingallofthethreemain

strategiestoidentifystudentswiththegreatestneed:usingachievementdata,using

free/reducedlunchstatus,andidentifyingstudentswithsocial-emotionalissues.These

strategiesarecommonacrosssitesandagegroups.Granteesdescribedadditionalmethods

usedtoensurethatstudentswiththegreatestneedsaretargeted.Theseincluded:talkingwith

teachersandcounselorstoidentifystudentsinneedofacademicorothersupport;targeting

certainpopulationsofstudents,suchasELLstudentsorstudentsexperiencinghomelessness;

andworkingwithpartnerorganizationstoidentifyhighneedstudents.

Figure16:Methodsofidentifyinghighneedstudents,byagegroup,2017-18(AS)

11%

11%

33%

36%

56%

53%

Middle/High

Elementary

Percentofregularattendeesimprovingattendance,asreportedbyteachers


94% 91% 90%92% 90% 92%87% 85%

82%

0%

25%

50%

75%

100%

Studentsareidentifiedusing

studentachievementdata

Studentsareidentifiedusing

free/reducedlunchstatus

Studentsareidentifiedashaving

social-emotionalissues

Methodsofidentifyinghighneedstudents




30

TheIRCdatasystemprovidedinformationaboutparticipantswithrespecttofree/reduced

lunchstatus,Englishproficiency,andspecialneeds.Thesemaybeconsideredindicatorsof

studentneed.Forty-sixpercentofallparticipantswereindicatedashavingfree/reducedstatus.

However,datawerenotprovidedfor43%ofparticipants.Ofthestudentswithdataprovided,

82%werefree/reducedlunchstatus.

Table17:Populationinformationofallparticipants,2017-18(APR)

StudentPopulation Percentofallparticipants Percentofparticipantswithdataprovided

Free/ReducedLunchStatus 46% 82%

LimitedEnglishProficiency 10% 19%

SpecialNeeds 7% 13%

DataNotProvided 44% ~

Granteeswereaskedtoratetheirprogressinimplementingservicesforthefamiliesoftheir

studentprogramparticipants.Seventy-fivepercentormoreofgrantees(dependingonage

groupofparticipants)indicatedthattheyhadmetorexceededtheirgoalsinthisarea.Twenty-

fivepercentofgranteesindicatedtheyhadpartiallymetgoalswithrespecttoelementary

students,comparedwith20%formiddleandhighschoolstudents.Thismaybeareflectionof

granteeshavinghighergoalsandgreaterexpectationsforengagingtheparentsofyounger

students.Noneofthegranteesindicatedthattheyhadnotmetgoals.

Figure17:Granteeprogressinprovidingservicestostudents’families,2017-18(AS)

25%

20%

20%

56%

57%

41%

19%

23%

37%

0% 20% 40% 60% 80% 100%

Elementary

(N=77)

Middle

(N=84)

High

(N=54)

Levelofimplementationforprovidingservicestostudents'families

Partiallymetgoals

Metgoals

Exceededgoals



31

GranteessubmitteddataonfamilyparticipationtotheIRCdatasystem.Granteesreportedthat

over20,000familymembersofstudentsparticipatedinfamilyprogrammingoverthecourseof

theyear.Itshouldbenotedthatthenumberoffamilymemberparticipantsvariedgreatlyfrom

granteetograntee:whileonegranteereported3,905familyparticipants,theaveragewas177

familymembers.SixteengranteesreportednofamilyparticipantsviatheIRCdatasystem.

Table18:Numberoffamilyparticipantsacrossgrantees,2017-18(APR)

StudentGradeLevel NumberofFamilyParticipants

GradesPreK-5 9,636

Grades6-12 10,406

Total 20,042

Intheirlocalevaluationreports,granteesdescribedthekindsoffamilyactivitiesand

programmingprovidedoverthepastyear.Socialeventswerethemostcommontypeof

activity—culturalevents,familymovienights,orparentnightsarejustafewexamples.Fewer

granteesdescribedprovidingmoreformaleducationalorinformationprogrammingfor

families.

Table19:Typesoffamilyactivitiesreportedbygrantees,2017-18(LER,N=90)

Typesofparent/familyactivitiesGrantees

Number PercentFamilyevents(socialandacademic) 56 62%

Health,nutrition&wellness 29 32%

Adulteducation 26 29%

Informationalsessionsandseminarson

varioustopics

16 18%

Technologyandcomputer 14 16%

Parenting 12 13%

Highereducationsupport 12 13%

Parentcafesandmeetandgreet 11 12%

Familyfieldtrips 10 11%

Studentshowcasesandperformances 10 11%

Financialliteracy 8 9%

Career/jobdevelopment 5 6%



32

4. Organizational Capacity

4.1. Professional development and training GranteessubmittedinformationabouttheirstaffviatheIRCdatasystem,providingasnapshot

ofthetypesofpaidstaffandvolunteersinvolvedinprogramsacrossthestate.Twenty-six

percentofstaffacrossallofthegranteeswereschool-dayteachers.School-dayteachershelp

programsbuildconnectionstoparticipants’school-daylearning,andalsocanprovideacademic

contentexpertise.

Table20:Staffingtypesofallgrantees,2017-18(APR)

StaffType Paid VolunteerTotal

NumberTotal

PercentSchoolDayTeachers 1629 88 1717 26%OtherNon-TeachingSchoolStaff 732 213 945 14%SubcontractedStaff 643 199 842 13%Other 548 72 620 9%Parents 142 460 602 9%CommunityMembers 193 312 505 8%CollegeStudents 277 218 495 8%Administrators 375 68 443 7%HighSchoolStudents 181 184 365 6%Allstafftypes 4720 1814 6534 100%

Ongoingprofessionaldevelopment(PD)forprogrampersonnelisanimportantgoaland

objectiveofthe21stCCLCprogram.Almostallofthegranteesindicatedthattheirstaff

participatedin21stCCLCprogram-specifictraining,suchasISBEconferencesandwebinars.

Afterthat,themostcommonareaofPDweresocialandemotionallearningtraining(76%)and

STEMtraining(72%).Thesewascloselyfollowedbyprofessionaldevelopmentrelatedto

disciplinaryorbehaviortrainingandsafetytraining(both70%).Thesetopicsreflectwhatmany

granteesmayviewandpriorityareasfortheirprograms.

Table21:Typesofprofessionaldevelopmentoffered,2017-18(AS)

ProfessionalDevelopment/Training

Grantees

Percent Number

21stCCLCProgram-SpecificTraining(e.g.ISBEconferences,ISBEwebinars) 99% 106

SocialandEmotionalLearningTraining 76% 81

STEMTraining 72% 77

Disciplinaryand/orBehavioralTraining(e.g.AngerManagement,Positive

BehavioralInterventionandSupports(PBIS)) 70% 75

SafetyTraining(e.g.FirstAid,CPRtraining) 70% 75

TraumaInformedPracticeTraining 68% 73

CulturalAwarenessandSensitivityTraining 66% 71



33

ProfessionalDevelopment/Training

Grantees

Percent Number

YouthDevelopmentTraining 64% 69

IllinoisLearningStandardsTrainingand/orCommonCoreTraining 61% 65

Team-BuildingTraining 53% 57

YouthProgramQualityAssessmentTraining 49% 52

HealthTraining(e.g.nutritioneducation,fitnesseducation,sexual

education) 48% 51

Media/TechnologyTraining 39% 42

EnglishLanguageArtsTraining 28% 30

Granteesreported“other”kindsofPDthattheirstaffparticipatedinduringthepastyear.

Theseincluded:

• Topicsrelatedtosupportingstudents:Diverselearners,youthdevelopment,andconflict

resolution.

• Topicsrelatedtoprogrammingandinstruction:Differentiatedinstructionandartsand

mathematicstraining.

• Topicsrelatedtoprogramimplementation:Safety• Topicsrelatedtoprogrammanagement:staffleadership,communication,and

management.

Granteeswereaskedforrecommendationsforfutureprofessionaldevelopmentactivities.The

fivemostcommonrecommendationswere:

1. SocialandEmotionalLearningTraining

2. TraumaInformedPractices

3. CulturalAwarenessandSensitivityTraining

4. STEMTraining

5. IllinoisLearningStandardsTraining

4.2. Evaluation and continuous improvement Accordingtoareviewofgrantees’localevaluationreports,72%ofgranteesareusingan

externalevaluator.Intheannualsurvey,granteesindicatedtheirprogresswithrespectto

implementingtheirprogramevaluation,andmorespecifically,usingdatatoimprovetheir

programs.Onegranteefromthe2013cohortindicatedthattheyhadnotmetgoalsinthisarea.

All2015cohortgranteesindicatedthattheyhadatleastpartiallymetgoals.



34

Figure18:Granteeprogressinusingdatatoimprovetheprogrambycohort,2017-2018(AS)

Allgranteessubmittedlocalannualevaluationreports,andatleast72%ofgranteeshadan

externalevaluatorinvolvedinthiswork.Basedonthedataprovidedinthesereports,itisclear

thatmostgranteescollectedprogramimplementation,includingstudentattendancedata,

studentdemographics,programhoursandoperations.Granteesarelessconsistentabout

reportingonfamilyparticipationdataintheirlocalevaluationreport.

Granteescontinuetofacechallengeswhenreportingevaluationdatarelatedtoprogram

outcomes—particularlyacademicachievementofregularprogramparticipants—intheirlocal

evaluationreports.TheTeacherAPRsurveyremainsthemostcommon,consistentsourceof

dataonstudentoutcomes,with84%ofgranteesincludingthesedataintheirreports.Objective

dataonstudentoutcomesuchasgradesandtestscoreswerelessfrequentlyreported.Ashas

beenpreviouslydiscussedinthisreport,manygranteesindicatedthattheyfacechallengesin

obtainingthesedata.Completeinformationonthedataprovidedinlocalevaluationreportsis

includedinAppendixB.

22%

22%

13%

61%

70%

67%

17%

7%

13%

Elementary

(N=23)

Middle

(N=27)

High

(N=15)

Usingdatatoimprovetheprogram

2013Cohort

9%

13%

32%

72%

69%

42%

19%

18%

26%

0% 20% 40% 60% 80% 100%

Elementary

(N=54)

Middle

(N=55)

High

(N=38)

2015Cohort

Didnotmeetgoals Partiallymetgoals Metgoals Exceededgoals



35

4.3. Funding and sustainability Ontheannualsurvey,granteesindicatedtheirprogresswithrespecttoidentifyingwaysto

continuecriticalcomponentsoftheprogramafterthegrantperiod.Asmallnumberofgrantees

fromboththe2013and2015cohortindicatedthattheyhavenotmettheirgoalsinthisarea.Figure19:GranteeprogressinplanningforsustainabilitybyCohort,2017-18(AS)

Inanefforttofurthercapturegrantees’progressinachievingprogramsustainability,the

annualsurveyalsoasksgranteestoindicatetheproportionoftheirprogramcomponentsthat

aresustainableatthistime.All2013granteesindicatedthatsomeormostoftheirprogram

wassustainable.Two2015cohortgranteesindicatedthatnoneoftheirprogram’scomponents

weresustainable,whileonegranteeindicatedthatallofitsprogramwassustainable.Itis

interestingtoconsiderthesefindingsinrelationtothoseinthefigureabove,asithighlights

twodifferentanglesofthesustainabilityissue.Above,granteesreflectedontheirprogressand

efforttoworktowardsustainability,whilebelowtheyindicatedtheircurrentstatuswith

respecttosustainability.Together,thesedatapointsindicatethatthemajorityofgranteesare

ontheirwaytohavingsustainableprograms.

4%

7%

7%

52%

43%

60%

35%

46%

20%

9%

4%

13%

Elementary(N=23)

Middle(N=28)

High(N=15)

Identifyingwaystocontinuecriticalcomponentsoftheprogramafterthegrant

2013Cohort

7%

4%

5%

50%

48%

51%

30%

34%

22%

13%

14%

22%

0% 20% 40% 60% 80% 100%

Elementary(N=54)

Middle(N=56)

High(N=37)

2015Cohort

Didnotmeetgoals Partiallymetgoals Metgoals Exceededgoals



36

Figure20:GranteeindicationofproportionofprogramthatissustainablebyCohort,2017-18(AS)

3% 72%

74%

24%

26%

1%

0% 20% 40% 60% 80% 100%

2015Cohort

(n=72)

2013Cohort

(n=35)

Proportionofprogramcomponentsthataresustainable

None Some Most All



37

5. Program-Reported Challenges & Recommendations

5.1. Barriers to implementation Granteesratedtheextenttowhichtheyencounteredcertainbarriersintheireffortstoserve

programparticipantsandachieveprogramgoals.Thesedatahighlighttheissuesthatgrantees

acrossthestatehaveincommon,andalsothechallengesthatgranteesfacewhenserving

differentparticipantagegroups.Thesedatahaveremainedlargelyunchangedoverthepast

fewyearsoftheevaluation.Poorparentalinvolvementhasconsistentlybeenthenumberone

challengeindicatedbygranteesacrossagegroups,anditisagainthisyear.Granteesserving

elementaryandhighschoolstudentsindicatedthatinconsistentattendanceofstudentswas

thesecondmostcommonbarrier.Whileregularattendancehasbeenagreaterchallengefor

olderstudents,granteesservinghighschoolsstudentsindicatedthatcompetingstudent

responsibilitieswasthesecondmostfrequentbarrier.Thisindicatesthatgranteesrecognize

thedifferentfactorsthatinfluenceattendance,andarelikelytoaddressthebarriers

accordingly.Thereareotherdifferencesinbarriersbyagegroupthatareworthcalling

attentionto:

§ Studentrecruitmentismoreofachallengeasstudentsgetolder.Itwascitedasa

barrierby20%ofgranteesservingelementary,41%formiddleschool,and62%forhigh

schoolstudents.

§ Granteesworkingwithhighschoolstudentscitedtoolittletimewithstudentsasa

barriermorefrequently(40%)thanthoseworkingwithelementaryandmiddleschool

students(both28%).

§ Granteesworkingwithelementarystudentscitedpoorcooperationfromschoolin

obtainingnecessaryinformationasabarriermorefrequently(32%)thanthoseworking

withmiddleandhighschoolstudents(21%and16%respectively).

Table22:Barrierstoprogramimplementationbyagegroup,2017-18(AS)Shadedcellsindicatetopthreebarriersforagegroup

%ofGranteesindicating“Somewhat”or

“Significant”Barrier

Elementary

(N=77)

Middle

(N=84)

High

(N=55)

Poorparentinvolvementinactivities 88% 92% 89%

Inconsistentattendanceofstudents 55% 73% 62%

Competingresponsibilitiesathome,suchastheneed

tobabysitsiblings32% 71% 73%

Competingactivitiesatschoolinwhichthestudents

wanttoparticipate46% 65% 71%

Negativepeerpressureand/organgsinfluencing

students46% 47% 53%

Difficultyinrecruitingstudents 20% 41% 62%

Poorcooperationfromdayteacher 26% 33% 37%



38

%ofGranteesindicating“Somewhat”or

“Significant”Barrier

Elementary

(N=77)

Middle

(N=84)

High

(N=55)

Difficultiesintransportingstudents(cost,logistics) 33% 29% 22%

Toolittletimewithstudents 28% 28% 40%

Difficultyinmaintaining/identifyingpartners 25% 23% 38%

Poorcooperationfromschoolinobtainingnecessary

information32% 21% 16%

Difficultyincommunicatingwithschool 9% 20% 16%

Difficultyinmaintainingasafeenvironmentfor

studentswhencoming/goingfromsite15% 19% 21%

Competingresponsibilitiesbecausestudentmustwork 7% 15% 77%

5.2. Recommendations for program improvement Localevaluationreportswerereviewedtocapturegrantees’evaluationrecommendationsand

analyzeareascitedasinneedofimprovement.Themostcommonrecommendationthispast

yearwastoincreaseorimproveparentandfamilyprogrammingandinvolvement.Looking

acrossthepastfouryears,thefourmostcommonrecommendationswerethesamefrom2015

until2017.Thisyear,threeofthefourtoprecommendationsremainedthesame:1)Parent

andfamilyprogrammingandinvolvement;2)Theuseandcollectionofdata,andevaluation;

and3)Recruitment,attendanceand/orretention.

Thisyear,sustainabilityreplacedstafftrainingandprofessionaldevelopmentasthe4thmore

commonrecommendation.(Stafftrainingandprofessionaldevelopmentwas5ththisyear.)As

manygranteesarecomingtotheendoftheirinitial5-yeargrant,evaluationsmaybe

recognizingtheneedforadditionalattentiontosustainability.Overall,mostofthe

recommendations—andtheneedsandchallengesfacingprogramsthatwecaninferfrom

them—haveremainedfairlyconsistent.



39

Table23:Localevaluationreportcitedrecommendationsforprogramimprovement,2015-2018(LER)Shadedcellsindicatetopfourrecommendationseachyear.

Recommendation

%ofGranteesincludingthisinlocalevaluationreport2015 2016 2017 2018

Increase/improveparent/guardian/familyprogrammingand

involvement63% 48% 53% 63%

Increase/improvetheuseofdata,datacollection,and/orevaluation 49% 48% 55% 50%

Addressrecruitment,attendance,and/orretentionissues 40% 45% 43% 44%

Addressprogramsustainability 36% 34% 35% 42%

Increase/improvefurtherstafftrainingandprofessional

development56% 42% 46% 39%

Expandoraltertherangeofactivitiesbeingoffered 26% 32% 33% 29%

Increase/improvesocialemotionallearningsupportsandactivities 37% 31% 27% 25%

Increase/improveconnectiontoschooldayandschooldayteachers

and/oradministrators31% 13% 22% 23%

Increase/improvepartnershipsand/orcommunityoutreach

opportunities-- 15% 25% 17%

Provide(additional)youthdevelopmentprogrammingand

opportunities8% 12% 13% 14%

Makeadjustmentstostaffingcompositionorhirestaffforspecified

needs8% 14% 17% 13%

Increase/improveattentiontoandsupportforpositivestudent

behavior10% 13% 4% 11%

Increase/improvesupportforcoreacademicstoalignwith

standards15% 15% 7% 7%

Makeadjustmentstoprogramlogistics(schedule,transportation,

space)8% 2% 5% 4%

Increase/improvesupportforcollegeandcareerreadiness 10% -- 8% --

Thelocalevaluationreportsprovideddetailsonthespecificchallengesandneedsthattheir

programsface.Informationaboutthenatureoftherecommendationsisincludedbelow.

Parentandfamilyprogrammingandinvolvement(63%ofgrantees):Nearlytwo-thirdsofthe

grantees’localevaluationreportsincludedarecommendationonthetopicofparentandfamily

programsandinvolvement.Recommendationsaddressedseveralchallengesandshortcomings

withrespecttothisissue,suchassolicitinginputonparentinterestsandneedstoplanmore

relevantorappealingprograms,seekingadditionalpartnerstoincreaseparentengagement,

addressingbarrierstoparticipationsuchastimingandchildcare,andemployingnewstrategies

ormethodstoimprovecommunicationwithparentsandtoincreaseinterestandparticipation.

Datacollection,datause,and/orevaluation(50%ofgrantees):Abouthalfofthegrantees’local

evaluationscitedtheneedtoimproveorincreasethedatabeingcollected,theuseofdatain

makingdecisions,ortheuseofevaluationinunderstandingtheirprograms.Evaluations

describedtheneedtodevelopdatacollectionprotocolsandsystems,particularlywithrespect



40

toaccessingdatatoimproveandguideinstructionalandprogramchanges,andtodevelopor

improvetheirownsurveystobettermeettheirevaluationneeds.

Recruitment,attendanceandretention(44%):Manyevaluationreportsindicatedintheir

recommendationsthatprogramsneedtoaddressissueswithrespecttorecruitment,

attendance,andretention.Somereportsrecommendedinvestigatingfactorsthatinfluenced

attendance,fromstudentinteresttoprogramlogistics.Othersrecommendedimproved

attendancemonitoringandincreasingattendance,alongwithgreaterparentcommunication

aroundissuesofattendance.

Sustainability(42%ofgrantees):Sustainabilityisanareaofconcernformanygrantees,and

morethanonethirdofthelocalevaluationreportsincludedtheneedtoattendtosustainability

aspartoftheirrecommendations.Recommendations,forthemostpart,werefairlygenericand

mostoftenincludedastatementthatgranteesshould,“Continueeffortstowardssustainability

throughcommunitypartnersandgrants,”orreviewtheirsustainabilityplan.Some

recommendationsincludedspecificcallstodevelopspecificpartnershipsorotherwiseengage

otherstoaddressthechallengeofsustainability.

Stafftrainingandprofessionaldevelopment(39%ofgrantees):Nearlyhalfofthegrantees

mentionedtheneedforstafftrainingandprofessionaldevelopmentwithintheir

recommendations.Inmanycases,therecommendationmentionedspecificskillsorprogram

areasthatneededtobeaddressedthroughstaffdevelopment.Forexample,recommendations

includedbuildingstaffcapacitytosupportstudentsocial-emotionaldevelopmentandacademic

skills.Recommendationsalsocitedtheneedtogatherstaffinputontraininganddevelopment

needs.

Expandprogramactivities(29%ofgrantees):Anumberofgranteeevaluationsrecommended

thatprogramsconsiderexpandingtheirprogramofferings,particularlyintheareasofSTEM

andotheracademiccontent.Thisrecommendationwasusuallymadeinconjunctionwithoras

astrategytoaddressotherissues—suchasrecruitmentandretentionoracademic

achievement.

Socialemotionallearning(25%ofgrantees):Someevaluationsnotedtheneedforenhancedor

increasedeffortstoimprovethesocialemotionallearningofprogramparticipants.Insome

instances,therecommendationfocusedontheneedtoimproveprogramcapacitytohelp

studentsdevelopsocialemotionalcompetenciesbytrainingandhiringstaff.Inothercases,the

recommendationwastoaddorexpandactivitiesthatsupportsocialemotionallearningand

development.

Connectiontoschooldayandschooldayteachers(23%ofgrantees):Somelocalevaluations

recommendedthatsitesdeveloporimprovecommunicationmethodsandstrategiestohelp

programstaffandschooldayteachersandstaffshareinformationandupdateoneanother



41

aboutprogressandissueswithspecificstudents.Recommendationsalsofocusedonimproving

communicationtohelpprogramactivitiesbetteralignwithschool-dayacademiccontent.

Partnershipsorcommunityoutreach(17%ofgrantees):Recommendationsrelatedto

developingbetterandstrongercommunitypartnershipsorimprovingoutreacheffortsoften

wereconnectedtotheneedforprogramsustainabilityortoexpandprogrammingactivitiesfor

students.Theserecommendationsencouragedgranteestoseekoutcommunitypartnersto

provideprogramming,ortostrengthenandimproverelationshipssuchasparentengagement.

Youthdevelopment,youthleadership,andmentoring(14%ofgrantees):Somelocalevaluations

recommendedthatgranteesspecificallyworktoaddressyouthdevelopment,supportyouth

leadership,and/orprovidementoringactivitiesaspartoftheirprogramming,inresponseto

particularneedsofparticipants.

Staffing(13%ofgrantees):Asmallnumberofevaluationsidentifiedtheneedsforadditional

stafforrecommendedspecifictypesofstafftoimproveprogramimplementation,suchas

hiringschooldayteachersandenlistingvolunteerstoprovideacademicsupportduring

afterschoolprogramming.

Studentbehavior(11%):Averysmallnumberofreportsincludedrecommendationsrelatedto

studentbehavior.Somereportscitedtheneedtocommunicatewithstaffandschool

leadershiptoaddressbehavioralproblems.

6. Conclusion Forthepastcoupleofyears,ISBE’s21

stCCLCprogramhasbeencomprisedofalargelystable,

experiencedgroupofgrantees.Giventhatthegranteesrepresentedinthisreportwereintheir

4thand6

thyearsofimplementation,muchofthedataprovidedintheevaluationisremarkably

consistentandsimilarasthosereportedinpreviousyearsoftheevaluation.Lookingacrossthe

state,granteescontinuedtodemonstrateprogressandpositivecontributionsinmeetingthe

program’sgoalsandobjectives.Reflectionsandconsiderationsforeachoftheobjectivesare

offeredbelow.

Objective#1:Participantsintheprogramwilldemonstrateincreasedacademicachievement.Thismaybethemostdifficultobjectivetounderstandanddocument,andperhapsalsoto

achieve.Thestatewideevaluationhadaccesstonewdatathisyear—achievementdataof

regularprogramparticipants,providedviatheIRCdatasystem.Accordingtothesedata,less

than20%ofparticipantswereproficientinELAormath.However,itisimportanttorecognize

thelimitationsofthesedata.ThisrepresentsachievementasmeasuredbyPARCCscores,which

comewithanumberofissuesandcontroversies,andwerenotavailableforhalfofthe

participants.Giventhatthisisthefirstyeartheevaluationhashadaccesstothesedata,the

evaluationteamisstillworkingtounderstandwhatthesedatareflect,andlearningaboutthe



42

qualityandcompletenessofthedataset.Whileachievementdataprovidedlittleevidenceof

progressinthisarea,teachersurveydataindicatethatonanindividualstudentlevel,students

wereperceivedasmakingpositivestridesintheireducation.Thediscrepanciesbetweenthese

indicatorsperhapsillustratesthedifferencebetweensupportingstudentstosucceedinschool

versuseffortstoimprovestandardizedtestscores.

Objective#2:Participantswilldemonstrateanincreasedinvolvementinschoolactivitiesandinparticipatinginothersubjectareassuchastechnology,arts,music,theater,sportsandotheractivities.Granteescontinuetoproviderichanddiverseprogramsandlearning

experiences.Beyondacademicsupport,granteesofferstudentstheopportunitytoengagein

arts,STEM,healthandwellness,servicelearning,andtechnology-basedactivities.Throughthe

21stCCLCprogram,studentswereinvolvedinmanyactivitiestheydonothaveaccesstoduring

theschoolday.

Objective#3:Participantsintheprogramwilldemonstratesocialbenefitsandexhibitpositivebehavioralchanges.Granteesprovidedawidevarietyofprogramandactivitiesdesignedto

supportsocial-emotionallearningandtoincreasepositivebehavior.Theseeffortsincluded

specificsocial-emotionallearningprograms,moregeneralyouthdevelopmentandmentoring

activities,alongwithviolenceanddrugpreventionprograms.Reportsfromschooldayteachers

indicatedthatmorethan60%ofregularprogramparticipantsimprovedtheirbehaviorover

thecourseoftheyear.

Objective#4:The21stCCLCprogramswillprovideopportunitiesforthecommunitytobeinvolvedandwillincreasefamilyinvolvementoftheparticipatingchildren.Parentandfamily

involvementcontinuedtobeasignificantchallengeforgrantees.Whilegranteesdescribed

offeringavarietyofactivitiesfortheparentsandfamiliesofprogramparticipants,theyalso

consistentlyreportedthatpoorparentinvolvementwasaprogrambarrier,andcitedtheneed

forimprovedandincreasefamilyprogrammingasarecommendationforprogram

improvement.Thisyear,theIRCdatasystemprovidedfamilyparticipationdataforthefirst

time,andthesenumbersillustratedthewiderangeofparticipationacrossgrantees.

Objective#5:Programswillprovideopportunities,withprioritygiventoallstudentswhoarelowestperformingandinthegreatestneedofacademicassistance.Granteescontinuetotargetandservestudentsinthegreatestneed.Themajorityofstudentsqualifiedforfreeor

reducedlunch.And,granteesspecificallyrecruitedandenrolledstudentsinneedofacademic

andorbehavioralsupport.

Objective#6:ProfessionaldevelopmentwillbeofferedbytheprogramsandISBEtomeettheneedsoftheprogram,staff,andstudents.Granteesreportedonprovidedprofessionaldevelopmentfortheirstaffonarangeoftopics,includingsocial-emotionallearning,STEM

programming,positivebehaviorapproaches,andtrauma-informedpractices.And,nearlyall

granteesreportedthattheirstaffparticipateintheprofessionaldevelopmentopportunities

providedbythestatewideprogram.



43

Objective#7:Projectswillcreatesustainabilityplanstocontinuetheprogramsbeyondthefederalfundingperiod.Sustainabilityischallengingtomeasureandunderstandacrossthe

program.Asthegranteesrepresentedinthisreporthavebeenactiveforanumberofyears,it

waspositivetofindthatnearlyallgranteesindicatedthatsomeormostoftheirprogram

componentsweresustainable.Atthesametime,granteesacknowledgedthattheyneedtodo

moreworktoensureprogramsustainability,asitwasfrequentlycitedasarecommendationfor

programimprovement.

Themostnotablechallengesidentifiedinthisreportareconsistentwithpreviousyears,and

havebeendiscussedinpreviousevaluationreports.Thechallengesthatpersistincludeparent

andfamilyinvolvement,regularprogramattendanceparticularlyforolderstudents,and

evaluationanddatacollectionattheindividualgranteelevel.Theseareasshouldcontinuetobe

afocusforISBEandtheevaluationwhenprovidingresourcesandtechnicalassistance



44

Appendix A: EDC Evaluation Design InSeptember2016,EducationDevelopmentCenter,Inc.(EDC)–aleadingnonprofitresearch

anddevelopmentorganizationspecializinginbothdomesticandinternationalprogram

development,andresearchandevaluationineducation,human,andeconomicdevelopment–

wasawardedthecontractbyISBEtoconductthestatewideevaluationofthe21stCCLC

initiative.ThisallowsEDCtocontinuetheevaluationworkitbeganthroughtheprevious

contract,whichranfrom2013through2015.Aspartofthecontract,EDCalsoprovides

technicalassistanceresourcestoprogramsandsitestoenablethemtoconsistentlyprovide

continuousfeedbackthatcanbeusedforprogrammaticandmid-coursecorrection.

Theegoalsoftheevaluationare:

1. ToprovideISBEinstructive,relevant,andactionabledataandinformationonthe

progressofthe21stCCLCprogramandgranteestowardmeetingthestate’sprogram

objectives.

2. Toprovidegranteesfeedbackregardingtheirperformancewithrespecttoprogram

objectives,aswellassupportandfeedbackontheirevaluationofimplementationand

progress.

ThequestionsguidingtheevaluationarealignedwiththesevengoalsoftheISBE21stCCLC

program,addressbothstudentoutcomesandprogramimplementation,andalignwithcurrent

statewideobjectives.

1. Do21stCCLCprogramsprovideopportunitiesforparticipantstoincreaseparticipationin

activitiesandsubjectssuchastechnology,thetheatreandarts,andextracurricular

activitiessuchassportsandclubs?Inwhatways?Forwhom?

• Towhatextentdoprogramparticipantsincreaseparticipationinactivitiesand

subjectssuchastechnology,thetheatreandarts,andextracurricularactivities

suchassportsandclubs?

2. Towhatextentdoprogramgoalsandactivitiesaddressandsupportincreasedacademic

achievementforprogramparticipants?

• Have21stCCLCprogramactivitiesandservicespositivelyinfluencedstudent

achievementoutcomes(i.e.,increasedstudenttestscores,gradepromotion

rates)?

3. Towhatextentdoprogramgoalsandactivitiesaddressandsupportincreasedpositive

behavioralchangesandimprovedsocial-emotionalskills?

• Whatistherelationshipbetweenparticipationintheprogramandstudent

increasesinpositivebehaviorsandsocial-emotionalskills?

4. Towhatextentare21stCCLCprogramsworkingtowardbeinginclusiveoffamilies?In

whatways?

5. Inwhatwaysare21stCCLCprogramspartnering,collaboratingandworkingwithfederal

fundingsources,agencies,othercommunitypartnershipsinordertoensurefamily

participationandbenefitstothecommunity?



45

6. Whatarethecharacteristicsofstudentsandfamiliesservedbythesubgrantees?Dothe

studentsandfamiliesservedrepresentthosewiththegreatestneedforservices?

7. Whatprofessionaldevelopmentandtrainingopportunitiesareavailabletoprogram

personnel?ArethesealignedwiththefederalandNSDCdevelopmentstandards?

• HowarethePDandtrainingopportunitiesavailablerelatedtoeffective21st

CCLCprogramimplementation?

8. Inwhatwaysare21stCCLCprogramspartnering,collaboratingandworkingwithfederal

fundingsources,agencies,othercommunitypartnerships?

• Inwhatwaysare21stCCLCprogramsaddressingsustainability?Towhatextent

areprogramsmakingprogresstowardachievingsustainabilityastheyhave

definedthatgoal?

Informationabouteachdatasourceincludedinthisreportisincludedbelow.

AnnualSurveyData(AS).EDCadministeredwhatwasinthepreviousevaluationreferredtoas

theSpringSurvey,inMay-June2017.Thissurveyfocusesonprogramimplementation.In

addition,thissurveyrequeststhatsitesprovidedatafromtheTeacherAPRsurvey.Some

changesweremadefromthepreviousiterationofthesurvey—namely,closed-ended

questions,basedoncodingofpreviouslyopen-endedquestions,wereaddedtocollectbetter

informationaboutcertainactivities.Also,asatthetimeofadministration,EDCexpectedthe

Cohort2013granteestoendtheirprograms,thesurveyincludedquestionsaboutwhat

granteeslearnedfromtheirexperiencethisgrantcycle.

Thesurveywasadministeredtoallactivegrantees.Granteescompletedonesurveypergrant

(sothatorganizationswithmultiplegrantscompletedmultiplesurveys).Withinthesurvey,

granteesprovidedinformationforeachofthesitestheyoperated.Theresponserateforthis

surveywas100%.ThesurveyisincludedinAppendixB.

LocalEvaluationReports.Aspartofthegrantrequirements,ISBErequeststhateachgrantee

conductalocalevaluation.Granteesareaskedtoprovideinformationonfourdifferent

dimensions,(1)programimplementation;(2)objectivesassessment;(3)recommendations,

actionplans,andtracking;and(4)dissemination.EDCprovidedareportingtemplatethat

offeredanoutlinefortheinformationanddatatobeincludedinthereport.Thistemplatewas

identicaltotheoneprovidedinthepreviousyear.ReportswereduetoEDCandISBEon

December15,2017.

EDCreviewedallofthereports,andsummarizedandcodedthemforseveralcategoriesof

information.Giventhevariationinthedataincluded,itwasnotpossibletoaggregatespecific

outcomefindings;granteesdonotaskthesamequestions,orcollectingdatainthesameway.

Instead,thereviewfocusedonthecategoriesofdataincludedandaqualitativeanalysisofthe

datareported.EDCcodedforevaluationplansandmethods,typesofinformationabout

implementation,typesofdataaddressingoutcomes,andtherecommendationsofferedfor

programimprovement.Inaddition,EDCtrackedwhetherthegranteereportedprogresswith



46

respecttoeachofthestatewideprogramobjectives.Relevantfindingsareintegratedintothis

report,andasummaryoftheanalysisisalsoincludedinAppendixC.

Site Visits Withthenewevaluationcontract(startedinSeptember2016),EDCre-designedthesitevisit

componentoftheevaluation.Inpriorevaluations,EDCconductedvisitstoasetnumberof

granteeseachyear,visitingonesitepergranteeandfollowingastandardprotocolacrossall

sites.EDCnowconductssitevisitstoinvestigateaparticularthemeorprogramarea.Basedon

adataprovidedthroughtheannualsurveyandlocalevaluationreports,EDCidentifiesgrantees

thatmayprovideparticularinsightorserveasexemplarsforaspecifictypeofprogrammingor

objective.Theseforsitevisitsinclude:newgranteeorganizationstart-up,summer

programming,social-emotionallearning,parentandfamilyinvolvement,STEMprogramming,

artsprogramming,academicsupport,andcareerandcollegereadiness.

Sitevisitdataareanalyzedandseparatereportsarewrittenandsharedastheyarecompleted.

Theyarenotincludedintheannualevaluationreport.



47

Appendix B: Summary of Local Evaluation Reports

About the grantee evaluation reports ISBErequiresallactivegranteestosubmitlocalannualevaluationreports.Inresponsetothe

variedformat,content,andqualityofthesereports,EDCprovidedareporttemplatein2015,

andconductedawebinartoinformgranteesaboutreportexpectationsandrequirements.With

thenewstatewideevaluationcontractbeginningSeptember2016,EDChasmaintainedthe

sameevaluationtemplate,andbecauseofEDC’sregularwebinarsandcommunications,

granteesarenowfamiliarwiththetemplateandreportingexpectations.

ReportsforFY18(reportingonactivitiesanddatafromJuly2017throughJune2018)were

receivedfromgranteesinthe2013and2015CohortsinDecember2018.EDCworkedclosely

withISBEtocollectandtrackthesereportsastheycamein.Granteeswereinstructedtosubmit

onereportpergrant;inasmallnumberofinstances,organizationswithmultiplegrants

submittedasinglereportdiscussingthosegrants,ortheysubmittedmultiplereportsfora

singlegrant.Localevaluationreportsweresubmittedforallactivegrants,and116reports

submittedandreviewed7.

Whilethereporttemplatehasimprovedtheconsistencyofthereports,thequalityand

substanceofthelocalevaluationscontinuetovarygreatly.Mostgrantsadheredcloselytothe

reporttemplate,ensuringthattheyaddressedthebasicandfundamentalquestionsabout

grantprogressandoutcomes.However,theextenttowhichtheyprovideddatatosupport

theirclaimsrangedfromextensiveanalysistominimalreporting.

EDCreviewedallofthesubmittedreports8.EDCdoesnotcodethereportsinorderto

aggregatespecificoutcomefindings;EDCreliesontheannualsurveytocollectthosedata.

Instead,thereview,andthereforethissummary,focusedonthecategoriesofdataincluded,

theextenttowhichtheevaluationsaddressedstategoals,andtherecommendationsfor

programimprovement.EDC’sreviewservesseveralfunctions:itallowsEDCtoquantifyhow

granteesareevaluatingtheirprogramsandwhatkindsofdatatheyofferasevidenceoftheir

programssuccess;itprovidesEDCwithadeeperunderstandingoftheprogress,successes,and

challengesofthegranteesandenablesEDCtoidentifytrendsacrossthestate;anditprovides

EDCwithdatatoinformfutureevaluationaswellastechnicalassistanceefforts.

7Thenumberofreportsisnotthesameasthenumberofactivegrantsbecauseofthesereporting

issues.8Twomembersoftheevaluationteamreviewedandcodedreports.Reviewerscodedthreereports

together,andthencodedtwoadditionalreportsseparatelywhichwerethencomparedandcross-

checkedforconsistency.Theremainingreportswerethendividedamongthereviewers;regular

meetingsduringthecodingprocessallowedreviewerstoraisequestionsandensureconsistentcoding

acrossthecompletesetofreports.



48

Analysis and summary Asnotedabove,thelevelofdetailanddataprovidedinthelocalevaluationreportsvaried.

However,asrequestedinthereporttemplate,thevastmajorityofgranteesprovided

informationabouttheirprogramimplementation,progresstowardthestatewideobjectives,

andoutcomedata,aswellasinformationabouttheirevaluationactivitiesand

recommendationsforprogramimprovement.Basedtheinformationincludedinthereportsat

least73%ofthegranteesareusinganexternalevaluator.

Thereportswerereviewedandcodedtogainahighlevelunderstandingofgrantees’progress

towardmeetingthestatewideobjectives.Reviewersnotedwhetherinformationanddatawere

providedtoaddresseachoftheobjectives,andifthereweredata,madeajudgementasto

whetherthosedataprovidedevidencethatprogresswasbeingmade.Estimationofprogress

was,tosomeextent,anevaluativecallonthepartofthereviewer;insomecases,activities

weredescribedandoutputoroutcomedatawerenotprovided,ordatawereincludedbutdid

notdirectlyindicatethatgainsweremade.

Mostgranteesreportedontheireffortstomeetormakeprogresstowardeachofthestate

objectives.Only10-11%ofgranteesdidnotaddressanobjective.Seventy-fivepercentof

granteesreportedmakingprogressonObjective5(providingopportunitiestostudentswiththe

greatestneeds),andthisisinlargepartbecausetheyareabletoreportonthedemographicsof

thestudentstheyserve.Seventy-threepercentofgranteesreportedprogressonObjective6

(providingprofessionaldevelopmenttostaff),asmostgranteesprovidedinformationaboutthe

trainingstheirstaffparticipatedinovertheyear.Progresstowardtheotherobjectiveswas

morechallengingtodemonstrateforsomegrantees.However,morethanhalfofgrantees

documentedprogressoneachobjective.Table24:Sub-grantsreportingonstatewideobjectives(N=115)

Stateobjective

Notreported

Reported:Progressunclear

Reported:ProgressMade

1. Participantsintheprogramwilldemonstrateincreased

academicachievement 10% 26% 64%

2. Participantswilldemonstrateanincreasedinvolvementin

schoolactivitiesandinparticipatinginothersubjectareas

suchastechnology,arts,music,theater,sportsandother

activities.

10% 21% 69%

3. Participantsintheprogramwilldemonstratesocial

benefitsandexhibitpositivebehavioralchanges 11% 28% 61%

4. The21stCCLCprogramswillprovideopportunitiesforthe

communitytobeinvolvedandwillincreasefamily

involvementoftheparticipatingchildren.10% 36% 54%



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5. Programswillprovideopportunities,withprioritygivento

allstudentswhoarelowestperformingandinthegreatest

needofacademicassistance.11% 14% 75%

6. Professionaldevelopmentwillbeofferedbytheprograms

andISBEtomeettheneedsoftheprogram,staff,and

students.10% 17% 73%

7. Projectswillcreatesustainabilityplanstocontinuetheprogramsbeyondthefederalfundingperiod. 11% 26% 63%

ImplementationData

Implementationinformationincludedinlocalevaluationreportsconsistedofenrollmentand

attendancedata;studentdemographics;informationaboutfamilyparticipationandactivities;

programhoursandoperations;andinformationaboutstaffingandstafftraining.Nearlyall

grantees(111,or96.5%)includedenrollmentandattendancedataalongwithstudent

demographicdata(108,or94%).Similarly,mostgranteesprovideddataontheirprogram

operationandhours,theirstaff,andstaffprofessionaldevelopment.Whilethemajorityof

granteesprovidedsomedescriptionandaccountoffamilyactivities(79%),only62%of

granteesprovidedparticipationdatafortheirfamilyprograms.However,thisrepresentsan

improvementfrom2017,when56%providedfamilyparticipationdata.

Table25:Typesofimplementationdatareported(N=115)

ImplementationdataGrantees

Number PercentRecruitment,enrollment,andattendance 111 96.5%

Studentdemographics 108 94%

Familyactivities 94 82%

Familyparticipation 71 62%

Programhoursandoperation 97 84%

Staffinformation 103 90%

Staffprofessionaldevelopment 96 83%

Giventhatparentandfamilyengagementhasconsistentlybeenachallengefor21stCCLC

grantees,localevaluationreportscanbeausefulsourceofdatainunderstandingthekindsof

familyprogramminggranteesprovide.Descriptionsofactivitiesinthisareashowthatgrantees

provideavarietyofworkshops,classes,showcases,themenights,andfieldtripstoparentsand

families.Forexample,morethanhalfofthesub-grantsreportedfamilyengagementactivities

(62%)thatcenteredaroundsocialandacademic-themedeventssuchasanicecreamsocials,

movienights,bookclubs,familyscienceandreadingnights,andfamilycelebrations.Grantees

alsoreportedprovidingavarietyofhealth,nutritionandwellnessevents(32%)thatconsisted

ofhealthandnutritionworkshops,healthfairs,healthylifeskills,fitnessclasses,andstress

managementworkshops.Asmallerportionofsub-grantsprovidedadulteducationclasses



50

(29%),technologyandcomputerclasses(16%,)andparentingskill-developmentactivities

(13%).

Additionally,thereportreviewrevealedthatwhilemorethanhalfofthegranteesreportedthat

theyofferedeventstoparentsandfamilies,oftenthesewerebroadstatementswithlittletono

specificinformationprovided.Aportionofgrantees(22%)didnotprovideanyinformationon

familyactivitiesornotedthatfamilyactivitieswerenotoffered.

Table26:Typesoffamilyactivitiesreported(N=90)

TypesofactivitiesGrantees

Number PercentFamilyevents(socialandacademic) 56 62%

Health,nutrition&wellness 29 32%

Adulteducation 26 29%

Informationalsessionsandseminarson

varioustopics

16 18%

Technologyandcomputer 14 16%

Parenting 12 13%

Highereducationsupport 12 13%

Parentcafesandmeetandgreet 11 12%

Familyfieldtrips 10 11%

Studentshowcasesandperformances 10 11%

Financialliteracy 8 9%

Career/jobdevelopment 5 6%

Outcome Data

Collectingoutcomedata—andparticularlydataonstudentacademicachievement—continues

tobeachallengeformanygrantees.Therearemultiplefactorsthatgranteesdescribewith

respecttocollectingandanalyzingachievementdata:

§ Challengeswithstandardizedtestdata:WhilestateofIllinoisswitchedtothePARCC

standardizedtestinthe2014-15schoolyear,somegranteesstillhaveissueswith

accessingandinterpretingthesedata.ManygranteesdonotreceivePARCCscoresin

timetoincludethemintheirreports.ThechangetothePARCCalsointerrupted2013

cohortgrantees’abilitytolookattestscoresoverthelifeoftheirgrant.Comparisons

betweenISATscoresandPARCCarenotpossible.

§ Changesingradingsystems:Someschoolsanddistrictsaremovingtowardnew

competency-basedgradingsystems.Thismoveeliminatesthepossibilityofcomparing

firstandfourthquartergrades.Guidanceisneededinthinkingaboutnewwaysto

understandgrowthandimprovementwithinthesenewparadigmsandsystems.



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ThefederalTeacherAPRSurveywasthemostfrequentlyutilizedsourceofoutcomedatain

FY18localevaluationreports,whichwasalsothecaseinFY17.Thissurveyaskseachregular

participant’sschooldayteachertoindicatepositiveandnegativechangesinbehaviorand

achievement;84%ofgranteesincludedfindingsbasedonthesedataintheirreports.

Seventy-threepercentofgranteesprovideddataonparticipants’gradesand/orchangesin

theirgradesoverthecourseoftheyear,whichisanincreasefromthe66%reportedin2017.A

smallerproportion,31%,wereabletoprovidePARCCscoresforparticipatingstudents.Many

granteesutilizesurveysofyouthandparentsaspartoftheirevaluation,with74%and66%of

reportscitingthesedatarespectively.Asmallproportionofgranteesprovidedotheroutcome

data,includingindicatorssuchasdisciplinaryrates,gradepromotion/retentionrates,and

graduationrates.inaddition,somesitesreportedthattheyusetheYouthProgramQuality

Assessment(YPQA)instrument.

Table27:Typesofoutcomedatareported(N=115)

Outcomedata Grantees Number Percent

TeacherAPRsurvey 97 84% Youthparticipantsurvey 85 74% Studentgrades/gradechanges 84 73% Parentsurvey 76 66% PARCCscores 36 31% Otherassessment/outcomedata 29 25%

Otherassessmentdata:Inadditionto,orinsomecasesinsteadofPARCCtestscoredata,some

grantees(265%)provideddataonalternativestandardizedassessment.Themostfrequently

usedassessmentwasNWEA’sMAPinterimassessment.Somegranteesworkingwithhigh

schoolstudentsreportedonSATscores.

Youthparticipantsurveys:Asindicatedabove,manygrantees(74%)includeddatafromstudent

surveys,contributingtofindingswithrespecttooneormoreprogramoutcomes/statewide

objectives:

• Qualityandsatisfactionwithrespecttoprogrammingandactivities.Example:Ilikethe

activitiesofferedafterschool.

• Qualityandsatisfactionwithrespecttoenvironmentandstaff.Example:Comingtothe

afterschoolprogramhelpedmetogetalongbetterwithmyteachers.

• Self-reportonchangesinbehavior,attitudes,andachievement.Example:Mygradesare

betterbecauseoftheafterschoolprogram.

• Somesitesreportedthattheysurveyedstudentsonsocialandemotionallearning(for

example,usingtheACTEngagesurvey)



52

Parentsurveys:Morethanhalfoftheevaluationreports(66%)includeddatafromparent

surveyscontributingtofindingswithrespecttooneormoreprogramoutcomes/statewide

objectives:

• Parentperceptionofchangesintheirchild’sbehavior,attitudes,andskills.Example:My

childisdoingbetterinschoolsincestartingtheprogram.

• Qualityandsatisfactionwithrespecttoprogrammingandactivitiesfortheirchild.

Example:Mychildenjoystheafterschoolprogram.

• Qualityandsatisfactionwithrespecttoprogrammingandactivitiesforparentsand

families.

• Parentengagementintheirchild’seducation.Example:Iconsidermyselftobeinvolved

inmychild’seducation.

• Suggestionsforimprovingofferingsprovidedtoparentsandfamilies.

Reported Recommendations

Themajorityofgrantees(90%)concludedtheirevaluationreportswithrecommendationsfor

programimprovementorsuggestionsforprogramdevelopmentandenhancement.Asin

previousyears,thetwomostcommonareasofrecommendationsweretoincreaseorimprove

parentinvolvementandprogramming,andimprovedatacollectionanduse,withatleasthalf

ofthegranteesincludingarecommendationintheseareas(63%and50%respectively).

Inreviewingrecommendationsforprogramimprovement,itwasnotedthatmany

recommendationsdonotaddressjustonechallengeorissue.Programsaresystems,and

componentsareinterconnectedandinfluenceoneanother.Forexample,arecommendation

forstaffdevelopmentmayinfactbearesponsetotheneedforbettersocial-emotional

programmingandsupports.Arecommendationforimprovedcommunityoutreachmaybethe

strategytoaddresssustainabilityorfamilyinvolvement.Recommendationswerecodedin

multiplecategoriesifappropriate,andabesteffortwasmadetoconsiderandunderstandthe

focusofthevariousrecommendationsasawayfortheevaluationtodescribeandanalyzethe

challengesfacingprogramsacrossthestate.Descriptionsandexamplesofthe

recommendationsareprovidedbelow.

Table28:Recommendations(N=115)

Recommendation Grantees Number Percent

Improve/increaseparentandfamilyInvolvementandprogramming 72 63%

Improve/increasedatacollection,datause,and/orevaluation 57 50%

Addressrecruitment,attendance,and/orretentionissues 51 44%

Addressprogramsustainability 48 42%

Increasestaffprofessionaldevelopmentorprovideprofessionaldevelopmentto

addressaparticularneed45 39%

Expandoraltertherangeofprogramofferingsandactivities 33 29%



53

Recommendation Grantees Number Percent

Increase/Improvesocial-emotionalprogramcomponents 29 25%

Increase/improvetheconnectionbetweenprogramandprogramstaffandschoolday

activitiesand/orteachers27 23%

Increase/improvepartnershipsand/orcommunityoutreachefforts 20 17%

Increase/improveprogramcomponentsthataddressyouthdevelopmentandyouth

leadership,orprovidementoring16 14%

Adjuststaffcomposition,addstaff,oraddressotherissuesthroughprogramstaffing

strategy15 13%

AddressIssuesofstudentbehaviorinprograms 13 11%

Modify/improvethealignmentofacademicprogrammingwithstatestandards 8 7%

Addressissuesrelatedtoprogramlogistics(schedule,transport) 5 4%

Improvecommunicationsbetweensitesandstaff 5 4%

Increase/improvetheuseoftechnologyinprograms 3 3%

Norecommendationsoffered 12 10%

Parentandfamilyprogrammingandinvolvement(63%ofgrantees):Morethanhalfofthe

grantees’localevaluationreportsincludedarecommendationwithrespecttoparentand

familyinvolvementandprogramstofacilitatethat.Recommendationsaddressedseveral

aspectswithrespecttoparentandfamilyinvolvement,suchassolicitinginputonparent

interestsandneedstoplanmorerelevantorappealingprograms,seekingadditionalpartners

toincreaseparentengagement,addressingbarrierstoparticipationsuchastimingand

childcare,andemployingnewstrategiesormethodstoimprovecommunicationwithparents

andtoincreaseinterestandparticipation.Specificrecommendationsincluded:

§ “Enhanceparentrecruitmentandretentionstrategiesbyhavingmorefrequentsurveys

andprogramsthatfittheneedsofthefamilyandbyofferingmoreinteractivefamily

nightthemedactivitiesthatappealtoparents.”

§ “Wehavemadeprogressinengagingfamilymembers;however,wehavefamiliesthat

cannoteasilyparticipate.Ourgoalistolookatalternativemethodsoffamily

engagementforotherpotentialwaysofengagingthemulti-challengedparents.”

§ “Promotefamilyinvolvementbydiscussingnewmodelsforparentinvolvementwith

parentcommittees.Increasemarketingandpromotionofparentandfamilyeventsand

allocateadditionaltimeforplanningparentactivities.”

§ “Itisrecommendedthatstaffcontinuetocommunicatewithfamiliesandincreasethe

numberoffamilyeventsofferedinordertoincreaseparentinvolvement,especiallyat

themiddleschoollevel.”

§ “Inthefuture,bothsitesshouldcontinuetobuildontheirFamilyEngagementstrategies

[thegrantee]willleveragethefindingsfromtheparentsurveyandguidanceofthe

parentadvisorycouncilcontinuetoofferconsistentcommunicationwithparentsaswell

asprogramsthatappealtoparentsinordertogettheminvolvedandkeepthem

engaged.”



54

§ “Continuingtoalignparentandfamilyengagementprogramsforgreatercontinuityof

experienceandinformation,increasingpointsofentryandaccessforparentstobe

awareoftherangeofopportunitiesforinvolvement.”

Datacollection,datause,and/orevaluation(50%ofgrantees):Abouthalfofthegrantees’local

evaluationscitedtheneedtoimproveorincreasethedatabeingcollected,theuseofdatain

makingdecisions,ortheuseofevaluationinunderstandingtheirprograms.Evaluations

describedtheneedtodevelopdatacollectionprotocolsandsystems,particularlywithrespect

toaccessingdatatoimproveandguideinstructionalandprogramchanges,andtodevelopor

improvetheirownsurveystobettermeettheirevaluationneeds.Examplesofspecific

recommendationsinthisarea:

§ “Useendofyearmiddleschooldataasabasistoguidestructuralandinstructional

changestotheprogram.”

§ “Administeraparentsurveytoassesstheirexperienceswithparentprogramsandto

givefurtherinciteonwhatprogramsarethemostvaluableandexcitingtothem…and

createmoremethodstotrackelementarystudents'academicprogress,includinggrades

andothernon-standardsbasedmethods.”

§ “SiteCoordinatorshouldcontinuetosurveyparentstoobtaintopicsofinterestwhich

willkeepthemengagedandcontinuesurveyingthescholarseachquartertogettheir

inputonprogramming”

§ “Addressdatagatheringbyevaluatingourcurrentmeasuresandadjustingwhere

necessaryandavailable.”

§ “Findawaytomakethetimetodistribute,collect,andshareStudentSurveydatawith

evaluator...andtogatherfeedbackfromallprogramevents;anaccessible

template/targetedquestions”

§ “Compare21stCenturyparticipantstononparticipatingstudentsintermsofkey

measuresofattendance,disciplinaryintervention,schoolgrades,andmajortestscores

overthelengthoftheprogram.”

Recruitment,attendanceandretention(44%):Manyevaluationreportsindicatedintheir

recommendationsthatprogramsneedtoaddressissueswithrespecttorecruitment,

attendance,andretention.Somereportsrecommendedinvestigatingfactorsthatinfluenced

attendance,fromstudentinteresttoprogramlogistics.Othersrecommendedimproved

attendancemonitoringandincreasingattendance,alongwithgreaterparentcommunication

aroundissuesofattendance.Examplesofrecommendations:

§ “Recruitstudentsthathavenotparticipatedatendofeachgradingperiod.Review

retentionincentives.Trackattendanceandincentivestoreachattendancemilestones.”

§ “S.M.A.R.T.goalsshouldbedevelopedtoincreasestudentattendanceateachsite.The

teamshouldconsiderelicitingfeedbackfromstudents,staffmembers,parentsandthe

communitytoboostdailyattendancerates.”

§ “Continuetoprovideprogramsandactivitiesthatareappealingtoavarietyofyouth

andaimstoimproveyearoveryearyouthparticipantretention,especiallyforolder

youthasthevastmajorityofourstudentsarein9thand10thgrade.”



55

§ “Itisrecommendedthatadditionalincentivesbedevelopedinyearfivetoincreasethe

levelofinvolvementforthoseparticipating30daysormoreforhighschoolstudents.”

§ “Continuetoimplementclearrecruitmentplansincollaborationwithschool

administratorsandprovidesupporttoResourceCoordinatorsandProgramManagersto

implementtherecruitmentandenrollmentplanswithfidelity.”

§ “Increasingattendancebyincreasingclasssize,recruitmenteffortsandengagestudents

inassessingofferings.”

§ “Sitecoordinatorshouldcontinuetousealternativestrategiestoretainstudentsof

variousdemographicstoreducethenumberofbehaviorallychallengedparticipants.”

Sustainability(42%ofgrantees):Sustainabilityisanareaofconcernformanygrantees,and

morethanonethirdofthelocalevaluationreportsincludedtheneedtoattendtosustainability

aspartoftheirrecommendations.Recommendations,forthemostpart,werefairlygenericand

mostoftenincludedastatementthatgranteesshould,“Continueeffortstowardssustainability

throughcommunitypartnersandgrants,”orreviewtheirsustainabilityplan.Some

recommendationsincludedspecificcallstodevelopspecificpartnershipsorotherwiseengage

otherstoaddressthechallengeofsustainability.Examplesofrecommendationsincluded:

§ “Sustainanextendeddaytutoringprogramthroughpartnershipsandseekvolunteers

thatwillhelpwithsustainability.”

§ “AssembleanAdvisoryTeamtohelpwithsustainabilityplanning,includinginforming

theprogram’ssustainabilityactionplan,identifyingstrategiccommunitypartners,and

identifyingwaystointegrateafterschoolprogramofferingsintooverallschoolplanning

efforts.”

§ “SteeringCommitteebrainstormbestmethodstoaddressthelong-termsustainability

ofthebeforeandafterschoolprogramgiventheeconomicuncertainly.Contactlocal

andcountyserviceentitiesforinputaswellastheinstitutionsofhighereducationwith

whichamajorityofthestudentsaffiliateafterhighschooltoconsideralternative

sourcestohelpmaintaintheprogram.Continuetopursuefundingsourcesand

volunteers.Sustainabilityisanunendingcommitment.”

§ “Programshouldtracktheeffectoftheirmentorcomponenttohelpdemonstratethe

needandeffectivenessforfunderstofurtherincreasesustainability”

§ “Aplanforthecontinuationoftheprogrambeyondthegrantfundingisacritical

concern.Acommunity-wideapproachwillpulltogetherourpartnersandconstituents

tocreatetheroadmapforthefutureofourprogram.Anoutcomesreportwillbe

createdtobeusedinthiseffort.”

Stafftrainingandprofessionaldevelopment(39%ofgrantees):Nearlyhalfofthegrantees

mentionedtheneedforstafftrainingandprofessionaldevelopmentwithintheir

recommendations.Inmanycases,therecommendationmentionedspecificskillsorprogram

areasthatneededtobeaddressedthroughstaffdevelopment.Forexample,recommendations

includedbuildingstaffcapacitytosupportstudentsocial-emotionaldevelopmentandacademic

skills.Recommendationsalsocitedtheneedtogatherstaffinputontraininganddevelopment

needs.Examplesofrecommendationinthisareaincluded:



56

§ “Increasedtrainingopportunitiesforallstafftosupportculturalcompetence.”

§ “TheAllianceshouldprovideadditionaltrainingandtechnicalassistanceonthe

mentoringandmodifiedcasemanagementportionoftheafterschoolprogram,inorder

tohelpstafftobemoreawareandabletoaddresstheneedsoftheyouthinthisarea.”

§ “MoreattentioncouldbepaidinthedesignanddevelopmentofPDsupportingthose

areasinwhichstudentsscoredlowerontheSELinstrument.”

§ “ItisrecommendedthatasimilarPDprogramforResourceCoordinatorsandstaffbe

conductedintheproject'sfifthprogramyearbuttakingintoaccountthe

recommendationsprovidedinthisreport,especiallyinareaswherestudentsneed

additionalsupportasisthecasewithhighschoolprogramming..”

§ “[grantee]shouldcontinuetoofferprofessionaldevelopment,andworktostreamline

effortsinsupportinginstructorsandfacilitatorsofprogrammingonkeyareas(youth

leadership,parentengagement,youth-adultrelationship-building,engagingparticipants

indecision-making)”

Expandprogramactivities(29%ofgrantees):Severalofthelocalevaluationsthatsuggested

thatprogramsofferadditionalactivitiesandprogrammingforparticipantsmadethis

recommendationinconjunctionwithorasastrategytoaddressotherissues—mainlyto

strengthentheprogramorexpandprogrammingincertainareas,suchasSTEMandSEL.In

theseinstances,therecommendationsgenerallypointedtotheneedtoimproveacademic

achievementandengagement.Examplesofrecommendations:

§ “Considerapproachestostrengthentheacademicportionofprogrammingsuchas

addingproject-basedlearningactivitiestohelpstudentsimprovetheirachievement

levelswhileengagingtheminactivitiesthatpromote21stCenturylearningskills.”

§ “ExpandopportunitiesandactivitiestosupportstudentSELgrowth.Includecollegeand

careerreadinessopportunitiesandexpandSTEMandproject-basedlearning.”

§ “ExpandprogramofferingsinMakerSpacetoconnecttoSTEMcareers.”

§ “Facilitateteacherandinstructor/teachingartistsplanningsessionswheretheycreate

joininglessonsandactivitiesthatincludeimportantlearningconceptsthatarefun,

informative,andutilizestudents'criticalthinkingskills.”

Socialemotionallearning(25%ofgrantees):Someevaluationsnotedtheneedforenhancedor

increasedeffortstoimprovethesocialemotionallearningofprogramparticipants.Insome

instances,therecommendationfocusedontheneedtoimproveprogramcapacitytohelp

studentsdevelopsocialemotionalcompetenciesbytrainingandhiringstaff.Inothercases,the

recommendationwastoaddorexpandactivitiesthatsupportsocialemotionallearningand

development.Examplesofrecommendationsinclude:

§ “The[program]shouldofferadditionaltrainingandtechnicalassistanceonrunningthe

BGCAconflictresolutionandviolencepreventionprograms,whichhelpyouthtolearn

strategiestoavoidfighting.”

§ “ProvideadditionalsupportforincorporatingSELskillsintoafterschoolactivities.”



57

§ “Considerimplementingadditionalsocialemotionalprogrammingtohelpaddresssocial

skillsinandoutsideofschool.”

§ “Continuetostrengthencapacitytohelpstudentsdeveloptheirsocial,emotional,and

interpersonalcompetenciesthroughstaffdevelopmentopportunities;program

structuresandroutines;andalignmentwithschoolgoals.”

Connectiontoschooldayandschooldayteachers(23%ofgrantees):Somelocalevaluations

recommendedthatsitesdeveloporimprovecommunicationmethodsandstrategiestohelp

programstaffandschooldayteachersandstaffshareinformationandupdateoneanother

aboutprogressandissueswithspecificstudents.Recommendationsalsoonimproving

communicationtohelpprogramactivitiesbetteralignwithschool-dayacademiccontent.

Recommendationsincluded:

§ “Makethetimetocollaboratewiththemiddleschoolandhighschoolteachers;explore

waystokeepthetrendgoingtowardSignificantImprovementintohighschoolaswell.

Inaddition,workwithhighschoolteacherstoincreasethenumberofcompleted

surveys.”

§ “Maintainingopencommunicationwiththeschooldaystaffwillhelpafterschoolstaffto

workonspecificissuesthateachyouthisstrugglingtoovercome.”

§ “Exploreoptionsforpromotingcommunicationbetweenthe21stCCLCteachersandthe

classroomteachersofparticipatingstudents,sothatstaffcanworktogethertoidentify

waystheafter-schoolprogramcansupportinstructionofferedduringtheschooldayto

helpstudentsachievebettercoursegrades.”

§ “Buildamethodwithteacherandadministratorbuy-inforlinkingschooldayand

afterschoolactivities.”

§ “Recommendationstoimprovestudents’academicperformanceincludestaffmembers

helpingstudentspreparefortesting,directlyteachingstudyandorganizationalskills,

andcommunicatingregularlywithschooldayteacherstodeterminewhereadditional

supportmaybeneeded.”

Partnershipsorcommunityoutreach(17%ofgrantees):Recommendationsrelatedto

developingbetterandstrongercommunitypartnershipsorimprovingoutreacheffortsoften

wereconnectedtotheneedforprogramsustainabilityortoexpandprogrammingactivitiesfor

students.Theserecommendationsencouragedgranteestoseekoutcommunitypartnersto

provideprogramming,ortostrengthenandimproverelationshipssuchasparentengagement.

Examplesofrecommendations:

§ “Continuetostrengthenandexpandthenetworkofcommunitypartnershipsateach

site.Developnewopportunitiesforpartnerstoengageintheschoolcommunity(i.e.,

advisoryboards).”

§ “Buildkeychampionpoolthroughmoresystematicsharingandpresentationsto

supportlongtermsustainabilityandinstitutionalknowledgebuilding.”

§ “Continuetobuildpartnershipsandworktowardsustainability.”



58

§ “Continuetobuildrelationshipsandpartnershipsbyconnectingschoolcommunity,local

businessesandotherorganizationswithexpertiseinareasofyouthdevelopment,

educationandout-of-schooltimeandsustainability.”

§ “Continuetodocommunityoutreachandstrategicpartnershipcultivationwith

sustainabilityinmind,byconductingcommunityassetmappingactivities;participating

intheNorthLawndalePeaceHub;andintentionalplanningwithcommunityschool

advisorycommittees.”

Youthdevelopment,youthleadership,andmentoring(14%ofgrantees):Somelocalevaluations

recommendedthatgranteesspecificallyworktoaddressyouthdevelopment,supportyouth

leadership,and/orprovidementoringactivitiesaspartoftheirprogramming,inresponseto

particularneedsofparticipants.Examplesofrecommendations:

§ “Continuetouseactivityengagementdata,membersurveyandregulartownhall

meetingswithyouthparticipantstoidentifyareasofstrengthandopportunitiesfor

improvementandwhereGCYCcantargetprogramsandsupportstoensurethatyouth

participantsarehavinggoodexperiences,buildingskillsanddevelopingsupportive

relationshipswithpeersandcaringadults.”

§ “Increasingstudentparticipationthroughcontinuingtobuildstudentleadershipintothe

structure,ashighschoolstudentshaveshownresponsivenesstoopportunitiesto

developresponsibility;thisprojectwillworktoaddthatcharacteristicintoitsofferings

featuringculturallyrelevant,engagingthemeandcontent-basedworkshop/activity

series.”

§ “Continuetobuildrelationshipsandpartnershipsbyconnectingschoolcommunity,local

businessesandotherorganizationswithexpertiseinareasofyouthdevelopment,

educationandout-of-schooltimeandsustainability.”

Staffing(17%ofgrantees):Asmallnumberofevaluationsidentifiedtheneedsforadditional

stafforrecommendedspecifictypesofstafftoimproveprogramimplementation,suchas

hiringschooldayteachersandenlistingvolunteerstoprovideacademicsupportduring

afterschoolprogramming.Examplesofrecommendations:

§ “Continuetofocusonfull-timestaffrolesandwillchangethehiringapproachtofocus

onfitandbehavior-basedinterviewingstrategies.”

§ “Developastaffingplantoensureallsitesarefullystaffedtoservetherequisitenumber

ofstudentsthroughouttheprogramyear.”

§ “Recruitlicensedteachersasprogramstafftosupportacademicneeds.”

§ “Furtherrecruitmentofteachersshouldexpandenrichmentactivitiesandentice

studentparticipation.”

Studentbehavior(11%):Averysmallnumberofreportsincludedrecommendationsrelatedto

studentbehavior.Somereportscitedtheneedtocommunicatewithstaffandschool

leadershiptoaddressbehavioralproblems.Specificrecommendationsincluded:

§ “Increasepositivebehaviorofstudentsbyincreasingcommunicationviaweekly

meetingsbetween[grantee]andschoolleadership,schooldisciplinarianandcommunity



59

schoolmanager,whichwillprovideanopportunitytocheckinandcomeupwithnew

strategiestoimplementschool-dayandout-of-schoolinterventions.”

§ “Wewilldiscussandevaluatestaffsuggestionsforprogramimprovement,includingthe

feasibilityofaddingbusingserviceto[grantee]andmethodologiesforreducingthe

impactofdistractingbehaviorsatbothsites.”

§ “Improvestudentbehavior/disciplineplans.”

§ “Takingacloserlookatregularclassroombehaviorofstudentsasreportedbyteacher

surveys.”

Academicprogramming(improveprogramandalignment7%):Reportsincluded

recommendationsrelatedtotwoaspectsacademicprogramming.Somegrantees’reportscited

theneedforbetterprogramming,foradjustingprogramminginanefforttohaveagreater

impactonstudents’academicachievement.Theseincludedrecommendationsfor

programmingtoaligntotheschooldaygoals.Otherrecommendationsfocusedontheneedfor

academicprogrammingthatwasmorealignedwithstandards.Specificsuggestionsincluded:

§ “Targetacademicactivitiestolinktoschooldaygoals.”

§ “Continuetosurveystudentstomakesureprogrammingisofinterest.”

§ “Academicactivitieswilladdressstandardsandlinktoschooldaygoals.Workwith

schoolcurriculumdirectors.”

§ “Alignactivitieswithacademicstandards,schooldaygoals.Infusemathandliteracyinto

STEMactivities.”

Conclusion

Granteeutilizationoftheannuallocalevaluationreporttemplatecontinuestoimprovethe

overallconsistencyofreporting,andclearlyencouragesgreaterreflectiononprogressbeing

madetowardprogramobjectives.Moregranteesareprovidingdata,reflectingonthem,and

offeringrecommendationsforprogramimprovementbasedontheirfindings.Agrowing

numberofevaluationsalsonotedhowtheyhadaddressedissuesidentifiedinpreviousyears’

evaluations.

Thisreviewandanalysisofthegranteeevaluationreportshighlightssomekeychallenges,as

wellasareasofprogress.Morethan70%ofgranteesprovidedevidenceofprogressforsomeof

thestatewideobjectives.Whilegranteesarereportingconsistentlyontheirimplementation,

outcomedatacontinuestobeachallengeforgrantees.TheTeacherAPRsurveyremainsthe

mostcommonsourceofoutcomedataforgrantees,andbothEDCandgranteesrecognizethe

limitationsofthesurveyinassessingstudentprogress.Thefactthattheneedforimproved

datacollection,datause,andevaluationisthemostfrequentrecommendationofthelocal

evaluationsprovidesfurtherevidencethatthisisanissueofconcern.ISBE,EDC,andgrantees

shouldcontinuetoworktogethertoidentifyreliable,relevantdatasourcesaswellassystems

andtacticsforcollectingandanalyzingthesedatainordertodemonstratethevalueofthese

programs.



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Appendix C: Annual Survey ProgrammaticInformation|BasicInformation

Organization(Grantee)Title:

YearGranteeBegan(CohortYear):

Whoistheprimarypersoncompletingthissurvey?

Whatisthetitleofthisperson?

Emailaddress:

TelephoneNumber(IncludeAreaCode):

Howmanysitesarecoveredbyyourgrant?

DoesyourprogramserveELEMENTARYSCHOOLstudents(i.e.studentsinPre-Kthrough5thgrade)?

m Yes

m No

DoesyourprogramserveMIDDLESCHOOLstudents(i.e.,studentsin6ththrough8thgrade)?m Yes

m No

DoesyourprogramserveHIGHSCHOOLstudents(i.e.,studentsin9ththrough12thgrade)?m Yes

m No

ProgrammaticInformation|Recruitment&Retention

HowareELEMENTARYSCHOOLstudentsidentifiedandreferredintotheprogram?Pleasecheckallthat

apply.

q InternalProgramReferrals

q SchoolStaffReferrals(e.g.teachers,administrators,counselors,etc.)

q Parent/GuardianorSelfReferrals

q Other,pleasedescribe:________________________________________________

HowareMIDDLESCHOOLstudentsidentifiedandreferredintotheprogram?Pleasecheckallthatapply.





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HowareHIGHSCHOOLstudentsidentifiedandreferredintotheprogram?Pleasecheckallthatapply.





WhatstepsarebeingtakentoensureELEMENTARYSCHOOLstudentswiththegreatestneedsaretargeted?Pleasecheckallthatapply.

q Studentsareidentifiedusingstudentachievementdata

q Studentsareidentifiedusingfree/reducedlunchstatus

q Studentsareidentifiedashavingsocial-emotionalissues


WhatstepsarebeingtakentoensureMIDDLESCHOOLstudentswiththegreatestneedsaretargeted?Pleasecheckallthatapply.





WhatstepsarebeingtakentoensureHIGHSCHOOLstudentswiththegreatestneedsaretargeted?Pleasecheckallthatapply.





WhatretentionstrategiesareinplacetomaximizethenumberofdaysthatELEMENTARYSCHOOLparticipantsattend?Pleasecheckallthatapply.

q Programoperatesanincentivesystemrewardingstudentattendanceintheprogram

q Programconductsoutreachtoparentswhenstudentsdemonstratepatternsofabsenteeism

q Programconductsoutreachtoschoolstaff(e.g.teachers,administrators,counselors,etc.)when

studentsdemonstratepatternsofabsenteeism

q Programprovidesaninvitingandinclusiveenvironmentthatencouragesstudentattendance

q Programdesignsanddeliversacademicactivitieswithaspecificfocusonencouraging

attendance

q Programdesignsanddeliversnon-academicactivitieswithaspecificfocusonencouraging

attendance




62

Whatretentionstrategiesareinplacetomaximizethenumberofdaysthat

MIDDLESCHOOLparticipantsattend?Pleasecheckallthatapply.q Programoperatesanincentivesystemrewardingstudentattendanceintheprogram






attendance


attendance


Whatretentionstrategiesareinplacetomaximizethenumberofdaysthat

HIGHSCHOOLparticipantsattend?Pleasecheckallthatapply.q Programoperatesanincentivesystemrewardingstudentattendanceintheprogram






attendance


attendance


ProgrammaticInformation|LinesofCommunication

Howarelinesofcommunicationkeptopenwithparents/guardiansofELEMENTARYSCHOOLparticipants?Pleasecheckallthatapply.

q Newsletters

q Website

q Socialmedia

q Notessenthome

q Phonecalls

q Textmessaging

q In-personmeetings




63

Howarelinesofcommunicationkeptopenwithparents/guardiansofMIDDLESCHOOLparticipants?Pleasecheckallthatapply.

q Newsletters

q Website

q Socialmedia

q Notessenthome

q Phonecalls

q Textmessaging

q In-personmeetings


Howarelinesofcommunicationkeptopenwithparents/guardiansofHIGHSCHOOLparticipants?Pleasecheckallthatapply.

q Newsletters

q Website

q Socialmedia

q Notessenthome

q Phonecalls

q Textmessaging

q In-personmeetings


ProgrammaticInformation|AcademicComponents

PleasedescribethereadingcomponentofyourprogramandtheprocessusedtoalignwithEnglish

languageartsstandards.Thestandardsanddescriptorscanbefoundathttp:www.isbe.net/ils/

Pleasedescribethemathematicscomponentofyourprogramandtheprocessusedtoalignwith

mathematicsstandards.Thestandardsanddescriptorscanbefoundathttp//:www.isbe.net/ils/

Howaretheotheracademiccomponentsofyourprogramalignedwithstatewideobjectives?Please

explain.



64

ProgrammaticInformation|OtherProgramsandComponents

Pleaseidentifywhetherthefollowingprograms/componentsareavailableforeachpopulationlisted

below.Note:Bycheckingabox,you'reindicatingthattheprogramcomponentisavailableforthe

correspondingpopulation.

ForElementarySchool

Participants?

ForMiddleSchool

Participants?

ForHighSchool

Participants?

ArtsProgram q q q

Bilingual/ELLProgram q q q

SpecialNeedsProgram q q q

Entrepreneurial,career

development,jobskills

component

q q q

Youthdevelopment

componentq q q

Mentoringcomponent q q q

Creditrecoverycomponent q q q

Social-Emotionalcomponent q q q

Science,technology,

engineering,mathematics

(STEM)program

q q q

21stcenturyskillscomponent q q q

Behaviorandprevention

componentq q q



65

Pleaseindicatewhetheryourartsprogrammingincludesoneormoreofthefollowing.Checkallthat

apply.

q PerformanceArts

q Music

q VisualArts(photography,drawing,sculpture)

q DeocrativeArts(Ceramics,Jewelry)

q AppliedArt(Architecture,Fashiondesign)

q ArtHistory(Visitingartmuseums)

Pleasedescribetheartsprogrammingforprogramparticipantsandindicateifandhowprogramming

differsbyagegroup.

Pleaseindicatewhetheryourbilingual/ELLprogrammingincludesoneormoreofthefollowing.Checkall

thatapply.

q Bilingualstafftosupportstudents(instructors,tutors,orvolunteers)

q Activities,tutoring,orothersupportforELLstudents

q AnestablishedcurriculumforELLstudentswithabilingualteacher

q Language-learningactivitiesforallstudents

Pleasedescribethebilingual/ELLprogrammingforprogramparticipantsandindicateifandhow

programmingdiffersbyagegroup.

Pleaseindicatewhetheryourspecialneedsprogrammingincludesoneormoreofthefollowing.Check

allthatapply.

q Accesstoanduseofstudents'IEPs

q Supportstoincludeandintegratespecialneedsstudentsintoprogramactivities

q Dedicatedstafftosupportspecialneedsstudents(paraprofessional,specialeducationteacher)

q Necessaryandappropriateaccommodationsforspecialneedsstudents

q Activitiestosupportstudentswithlearningdeficiencies

Pleasedescribethespecialneedsprogrammingforprogramparticipantsandindicateifandhow


Pleaseindicatewhetheryourprograms'sentrepreneurial,careerdevelopment,and/orjobskills

componentincludesoneormoreofthefollowing.Checkallthatapply.

q Entrepreneurshipactivities(businessplanning,schoolstore)

q JuniorAchievementprogram

q Financialliteracy

q Careerexploration(skills/interestinventories,guestspeakers,jobfairs,fieldtrips)

q Onlineprograms/resources(e.g.CareerLaunch,CareerCruising)

q Jobseekingskills(e.g.resumewriting,interviewskills)

q Clubs/programsthatexplorecareersandsupportskilldevelopment

q Careerandtechnicalstudentorganizationactivities



66

Pleasedescribetheentrepreneurial,careerdevelopment,and/orjobskillscomponentfor

programparticipantsandindicateifandhowprogrammingdiffersbyagegroup.

Pleasedescribetheyouthdevelopmentcomponentforprogramparticipantsandindicateifandhow


Pleasedescribethementoringcomponentforprogramparticipantsandindicateifandhow


Pleasedescribethecreditrecoverycomponentforprogramparticipantsandindicateifandhow


Pleaseindicatewhetheryourprogram'ssocial-emotionalcomponentutilizesoneormoreofthe

following.Checkallthatapply.

q AggressionReplacementTraining

q BotvinLifeSkillsTrainingCurriculum

q LionsQuestCurriculum

q MeansandMeasuresofHumanAchievementLabs(MHA)Tools

q PositiveBehavioralInterventionandSupports(PBIS)

q SecondStepCurriculum

q StephenCovey'sSevenHabitsofHighlyEffectivePeopleProgram

q Other:________________________________________________

Pleasedescribethesocial-emotionalcomponentforprogramparticipantsandindicateifandhow


Pleaseindicatewhetheryourscience,technology,engineer,mathematics(STEM)programmingincludes

oneormoreofthefollowing.Checkallthatapply.

q Roboticsclubsoractivities(Legoandothers)

q STEMkitsprovidedbyvendor

q PartnershipswithSTEMorganizationsorprogramproviders

q Computerprogrammingorcodingactivities

q Activitiesalignedwithschoolstandards(NGSS)

q Environmentalscienceactivities

q School-dayscienceteacherstosupportactivities

q FamilySTEMnightsoractivities

q STEAMactivitiesorprogramming

Pleasedescribethescience,technology,engineer,mathematics(STEM)programmingfor

programparticipantsandindicateifandhowprogrammingdiffersbyagegroup.

Pleasedescribethe21stcenturyskillscomponentforprogramparticipantsandindicateifandhow




67

Pleaseindicatewhetheryourbehaviorandpreventioncomponentincludesoneormoreofthe

following.Checkallthatapply.

q Mentalhealthservices

q Drugprevention

q Violenceprevention

q Truancyprevention

Pleasedescribethebehaviorandpreventioncomponentforprogramparticipantsandindicateifand

howprogrammingdiffersbyagegroup.

Pleaseidentifywhetherthefollowingenrichmentandrecreationcomponentsareavailablefor

ELEMENTARYSCHOOLparticipants.Pleasecheckallthatapply.q CollegePreparationActivities

q CulinaryArtsActivities

q CulturalActivities

q FieldTrips

q GardeningActivities

q Games

q SportsActivities


PleaseidentifywhetherthefollowingenrichmentandrecreationcomponentsareavailableforMIDDLESCHOOLparticipants.Pleasecheckallthatapply.

q CollegePreparationActivities



q FieldTrips


q Games

q SportsActivities


PleaseidentifywhetherthefollowingenrichmentandrecreationcomponentsareavailableforHIGHSCHOOLparticipants.Pleasecheckallthatapply.

q CollegePreparationActivities



q FieldTrips


q Games

q SportsActivities




68

Isthereaservice-learningcomponenttotheprogram?

m Yes

m No

Howmanyoftheprogramparticipantsareinvolvedintheservice-learningcomponent?

TotalNumber

ElementarySchoolParticipants

MiddleSchoolParticipants

HighSchoolParticipants

Pleasedescribetheservice-learningcomponentsofyourprogram.Whatdostudentsdoandwhomdo

theyserve?

ProgrammaticInformation|TechnologyUse

Pleaseindicatewhethercomputersand/orothertechnologies(i.e.tablets,smartphones)areutilized

byELEMENTARYSCHOOLparticipantsforanyofthefollowingactivities.Checkallthatapply.q Academicremediationorcomputer-assistedinstruction

q Homeworksupport

q Creditrecoveryprograms

q Media-makingand/ordigitalarts

q Testpreparation

q Researchorfindinginformationandresources

q Computerliteracyorprogramming

q Gamesand/orfreeplaytime



byMIDDLESCHOOLparticipantsforanyofthefollowingactivities.Checkallthatapply.q Academicremediationorcomputer-assistedinstruction

q Homeworksupport



q Testpreparation







69


byHIGHSCHOOLparticipantsforanyofthefollowingactivities.Checkallthatapply.q Academicremediationorcomputer-assistedinstruction

q Homeworksupport



q Testpreparation





Forthosecomputersand/orothertechnologies(i.e.tablets,smartphones)thatareutilized

byELEMENTARYSCHOOLparticipants,whichsoftware/on-linesitesareusedmostoften?

________________________________________________________________

Forthosecomputersand/orothertechnologies(i.e.tablets,smartphones)thatareutilizedbyMIDDLESCHOOLparticipants,whichsoftware/on-linesitesareusedmostoften?

Forthosecomputersand/orothertechnologies(i.e.tablets,smartphones)thatareutilizedbyHIGHSCHOOLparticipants,whichsoftware/on-linesitesareusedmostoften?

ProgrammaticInformation|Transportation

Pleaseidentifywhetheryourprogram(oroneofyourpartners)offerstransportationforthe

correspondingpopulationslistedbelow.Checkallthatapply.

q ElementarySchool

q MiddleSchool

q HighSchool

Inthepreviousquestion,youindicatedthatyourprogramofferstransportationforprogram

participants.Pleaseindicatehowtransportationisfundedforyourprogram.

m 21stCCLCfunds

m In-kindfunds

m Both21stCCLCandin-kindfunds

ProgrammaticInformation|ProfessionalDevelopment

Pleaseidentifyanyprofessionaldevelopmentofferedtostaffthisyearandanyplannedfornextyear.

Pleasecheckallthatapply.Notethattheseprofessionaldevelopmentopportunitiescanbeoffered

throughyourownorganization,throughpartners,orotherin-kindsupports.

q 21stCCLCProgram-SpecificTraining(e.g.ISBEconferences,ISBEwebinars)

q IllinoisLearningStandardsTrainingand/orCommonCoreTraining



70

q CulturalAwarenessandSensitivityTraining

q Disciplinaryand/orBehavioralTraining(e.g.AngerManagement,PositiveBehavioral

InterventionandSupports(PBIS))

q EnglishLanguageArtsTraining

q HealthTraining(e.g.nutritioneducation,fitnesseducation,sexualeducation)

q Media/TechnologyTraining

q SafetyTraining(e.g.FirstAid,CPRtraining)

q STEMTraining

q Team-BuildingTraining

q TraumaInformedPracticeTraining

q YouthDevelopmentTraining

q SocialandEmotionalLearningTraining

q YouthProgramQualityAssessmentTraining


Whatrecommendationsdoyouhaveforfutureprofessionaldevelopmentactivitiesandforwhichtarget

audiences?

ProgrammaticInformation|Sustainability

Pleasedescribewhatactionsyourprogramhastakentoensuresustainability.

Inyouropinion,howsustainablearethecriticalcomponentsoftheprogramafterthegrantcycleends?

m Allaresustainable

m Mostaresustainable

m Somearesustainable

m Nonearesustainable

Wasyourprogram'sfundingdecreasedin2017-2018?

m Yes

m No

Pleaseexplainhowthesizeandscopeoftheoriginallyfundedprogramisbeingmaintainedafter

fundingdecreasedin2017-2018.

Pleaselistanypartnersnotfundedbythe21stCCLCprogram.Describetherelationshipforeach.



71

ProgrammaticInformation|Implementation

Pleaseratethelevelofimplementationoneachofthefollowingkeycomponentswhile

servingELEMENTARYSCHOOLstudentsthisyear.

Didnotmeet

goals

Partially

meetsgoalsMetgoals

Exceeded

goals

Implementedacademicactivities m m m m

Implementedother

enrichment/recreationactivitiesm m m m

Implementedevaluationactivities m m m m

Useddatatoimprovetheprogram m m m m

Identifiedwaystocontinuecritical

componentsoftheprogramafter

thegrantperiod

m m m m

Coordinatedafter-schoolprogram

withschool'sdayprogramsm m m m

Providedservicestothestudents'

extendedfamilieswith21stCCLC

funds

m m m m

Involvedotheragenciesand

nonprofitorganizationsm m m m

Servedchildrenwithgreatestneeds m m m m

Leadersparticipatedinprofessional

developmentm m m m

Staffengagedinprofessional

developmentm m m m

Coordinatedtheprogramwithother

fundingsourcestosupplementthe

school'sprograms

m m m m



72

PleaseratethelevelofimplementationoneachofthefollowingkeycomponentswhileservingMIDDLESCHOOLstudentsthisyear.

Didnotmeet

goals

Partiallymet

goalsMetgoals Exceededgoals

Implementedacademic

activitiesm m m m

Implementedother

enrichment/recreation

activities

m m m m

Implementedevaluation

activitiesm m m m

Useddatatoimprovethe

programm m m m

Identifiedwaystocontinue

criticalcomponentsofthe

programafterthegrant

period

m m m m

Coordinatedafter-school

programwithschool'sday

programs

m m m m

Providedservicestothe

students'extendedfamilies

with21stCCLCfunds

m m m m



Servedchildrenwithgreatest

needsm m m m

Leadersparticipatedin

professionaldevelopmentm m m m


developmentm m m m

Coordinatedtheprogram

withotherfundingsourcesto

supplementtheschool's

programs

m m m m



73

PleaseratethelevelofimplementationoneachofthefollowingkeycomponentswhileservingHIGHSCHOOLstudentsthisyear.

Didnotmeet

goals

Partiallymet

goalsMetgoals Exceededgoals

Implementedacademic

activitiesm m m m

Implementedother

enrichment/recreation

activities

m m m m

Implementedevaluation

activitiesm m m m

Useddatatoimprovethe

programm m m m

Identifiedwaystocontinue

criticalcomponentsofthe

programafterthegrantperiod

m m m m

Coordinatedafter-school

programwithschool'sday

programs

m m m m

Providedservicestothe

students'extendedfamilies

with21stCCLCfunds

m m m m



Servedchildrenwithgreatest

needsm m m m

Leadersparticipatedin

professionaldevelopmentm m m m


developmentm m m m

Coordinatedtheprogramwith

otherfundingsourcesto

supplementtheschool's

programs

m m m m



74

ProgrammaticInformation|Barriers

PleaseratethedegreetowhichthefollowingwerebarrierswhileservingELEMENTARYSCHOOLstudentsthisyear.

NotabarrierSomewhatofa

Barrier

ASignificant

Barrier

Difficultyinrecruitingstudents m m m

Inconsistentattendanceofstudents m m m

Poorparentinvolvementinactivities m m m

Poorcooperationfromdayteacher m m m

Difficultyincommunicatingwithschool m m m

Poorcooperationfromschoolinobtaining

necessaryinformationm m m

Difficultiesintransportingstudents(cost,

logistics)m m m

Difficultyinmaintainingasafeenvironment

forstudentswhencoming/goingfromsitem m m

Negativepeerpressureand/organgs

influencingstudentsm m m

Competingactivitiesatschoolinwhichthe

studentswanttoparticipatem m m

Competingresponsibilitiesathome,suchas

theneedtobabysitsiblingsm m m

Competingresponsibilitiesbecausestudent

mustworkm m m

Difficultyinmaintaining/identifyingpartners m m m

Toolittletimewithstudents m m m

Other,pleasedescribe: m m m



75

PleaseratethedegreetowhichthefollowingwerebarrierswhileservingMIDDLESCHOOLstudentsthisyear.


Barrier

ASignificant

Barrier









logistics)m m m

Difficultyinmaintainingasafe

environmentforstudentswhen

coming/goingfromsite

m m m





Competingresponsibilitiesathome,such

astheneedtobabysitsiblingsm m m


mustworkm m m

Difficultyinmaintaining/identifying

partnersm m m





76

PleaseratethedegreetowhichthefollowingwerebarrierswhileservingHIGHSCHOOLstudentsthisyear.


Barrier

ASignificant

Barrier









logistics)m m m

Difficultyinmaintainingasafeenvironment

forstudentswhencoming/goingfromsitem m m





Competingresponsibilitiesathome,suchas

theneedtobabysitsiblingsm m m


mustworkm m m

Difficultyinmaintaining/identifyingpartners m m m





77

ProgrammaticInformation|AdditionalComments

Pleaseprovideanyadditionalcommentsthatyou'dliketoshare.

Site-SpecificInformation

PleaseprovidethenameofSite:

Whatisthenameofthesitecoordinator?

Whatistheemailaddressforthesitecoordinator?

Whattown/cityisthissitelocated?

Nameallpublicandprivateschoolsattendedduringthedaybythe21stCCLCstudents.

Firstdayof21stCCLCprogrammingforFY18:

Lastdayof21stCCLCprogrammingforFY18:

Didthesiteprovidesummerprogramminginsummer2017?

m Yes

m No

Numberofweekssitewasactiveduringsummer2017:

Numberofweekssitewasactiveduringthe2017-2018schoolyear:

Didthesiteprovideweekendprogramming?

m Yes

m No

Pleasedescribetheweekendprogrammingat${Q122/ChoiceTextEntryValue}:

Didyouadministerthefederalteachersurveyattheendofthe2017-2018schoolyear?

m Yes

m No

HowmanycompletedteachersurveyswerereceivedforElementaryStudents(gradesPre-Kthrough5)?

HowmanycompletedteachersurveyswerereceivedforMiddle/HighSchoolStudents(grades6through12)?



78

ElementaryStudents(gradesPre-Kthrough5)-TeacherSurveysummaryforelementarystudents

attending30daysormore.Teachersofregularattendeesshouldhavecompletedthefederalteacher

surveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byadding

teachersurveyresponsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,

ordeclinedforeachbehavior.Notethatthetotalforeachrowshouldequalthetotalnumberof

studentsattending30daysormore.

Didnot

needto

improve

Significa

nt

Improve

ment

Modera

te

Improve

ment

Slight

Improve

ment

No

Change

Slight

Decline

Modera

te

Decline

Significa

nt

Decline

Turningin

his/her

homeworkon

time

Completing

homeworkto

theteacher's

satisfaction

Participatingin

class

Volunteering

(e.g.forextra

creditormore

responsibilities

Attendingclass

regularly

Beingattentive

inclass

Behavingwell

inclass

Academic

performance

Comingto

school

motivatedto

learn

Gettingalong

wellwithother

students



79

Middle/HighStudents(grades6through12)-TeacherSurveysummaryformiddle/highstudents

attending30daysormore.Teachersofregularattendeesshouldhavecompletedthefederalteacher

surveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byadding

teachersurveyresponsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,

ordeclinedforeachbehavior.Notethatthetotalforeachrowshouldequalthetotalnumberof

studentsattending30daysormore.

Didnot

needto

improve

Significa

nt

Improve

ment

Modera

te

Improve

ment

Slight

Improve

ment

No

Change

Slight

Decline

Modera

te

Decline

Significa

nt

Decline

Turningin

his/her

homeworkon

time

Completing

homeworkto

theteacher's

satisfaction

Participatingin

class

Volunteering

(e.g.forextra

creditormore

responsibilities

Attendingclass

regularly

Beingattentive

inclass

Behavingwell

inclass

Academic

performance

Comingto

school

motivatedto

learn

Gettingalong

wellwithother

students

Appendix D: Teacher APR Survey Data TeacherSurveysummaryforelementarystudentsattending30daysormore.Teachersofregularattendeesshouldhavecompleted

thefederalteachersurveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byaddingteachersurvey

responsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,ordeclinedforeachbehavior.Notethat

thetotalforeachrowshouldequalthetotalnumberofstudentsattending30daysormore.

ElementaryStudents Didnot

needto

improve

Significant

Improvement

Moderate

Improvement

Slight

Improvement

No

Change

Slight

Decline

Moderate

Decline

Significant

Decline

Total

Turninginhis/her

homeworkontime2301 2926 1587 1684 1921 385 249 213 11266

Completinghomeworkto

theteacher'ssatisfaction1996 1630 1789 1742 1478 376 238 203 9452

Participatinginclass 1843 3002 1784 1794 2147 275 153 144 11142

Volunteering(e.g.forextra

creditormore

responsibilities

2093 1239 1386 1541 2386 193 127 133 9098

Attendingclassregularly 3423 1103 921 902 1993 296 157 146 8941

Beingattentiveinclass 1977 1288 1446 1831 1756 488 218 178 9182

Behavingwellinclass 2657 2556 1211 1471 2437 611 260 213 11416

Academicperformance 1463 1552 1985 2175 1471 388 207 173 9414

Comingtoschool

motivatedtolearn2192 1348 1532 1714 1904 361 186 172 9409

Gettingalongwellwith

otherstudents2698 1262 1270 1443 1676 506 220 171 9246



81

TeacherSurveysummaryforMiddleandHighSchoolstudentsattending30daysormore.Teachersofregularattendeesshouldhave

completedthefederalteachersurveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byadding

teachersurveyresponsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,ordeclinedforeach

behavior.Notethatthetotalforeachrowshouldequalthetotalnumberofstudentsattending30daysormore.

Middle/HighStudents Didnot

needto

improve

Significant

Improvement

Moderate

Improvement

Slight

Improvement

No

Change

Slight

Decline

Moderate

Decline

Significant

Decline

Total

Turninginhis/her

homeworkontime3912 5964 2682 3468 3322 892 292 242 20774

Completinghomeworkto

theteacher'ssatisfaction3464 2624 2862 3514 2598 918 272 232 16484

Participatinginclass 3380 6416 2884 3338 3958 564 180 190 20910

Volunteering(e.g.forextra

creditormore

responsibilities

3374 2322 2232 2532 4802 384 134 130 15910

Attendingclassregularly 6184 2238 1524 1790 3256 602 268 198 16060

Beingattentiveinclass 3918 2406 2314 3182 2812 906 350 200 16088

Behavingwellinclass 5534 5584 2082 2566 3746 842 262 186 20802

Academicperformance 3026 2668 2968 3686 2470 878 300 240 16236

Comingtoschool

motivatedtolearn4014 2066 2456 2946 3334 732 276 228 16052

Gettingalongwellwith

otherstudents5706 2208 1972 2546 2988 468 186 134 16208

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