'WRITING ON PROGRAM EVALUATION' -GRANT-FUNDED PROJECTS VOL. 1 OF 2Writings on Program EvaluationGrant-Funded Projects 2P* Century Community Learning Centers (grant-funded project) 1. Grant Performance Report, Year One, 1998-99 2. Annual Performance Report, 1999-2000 3. Annual Performance Report, 2000-01 Safe Schools/Healthy Students (grant-funded project) 4. Grant proposal to United States Department of Education for funding for the Safe Schools/ Healthy Students project 5. Grant Performance Repo Jan. 30, 2001 Carnegie High School Reform Plarming (grant-funded project) 6. Grant proposal to the Carnegie Foundation to fund a plarming year for high school reform 7. ^50 Study Circle Action Forum Report on Issues and Suggestions, March 1, 2001 53/ Accelerated Learning Center 8. Application for a Charter School Planning Grant (see p. 3 for Justification of the need) 9. Magnet Program.rGrant Proposa.! tn United Sltatpx lYyartmp.nt pf Education . .,If Copy Little rock LEADERS 21 ST Century Community LEARNING Centers Grant Performance Report Year One PERFORMANCE REPORTING PERIOD: 07/01 /98 - 03/25/991 2 Little Rock L.E.A.D.E.R.S. - A Community Learning Centers Project Project Evaluation for 1998-1999 1 1 1 Summary Little Rock LEADERS (Literacy Education, Academic Development, Educational 1 Resource Services) provides youth and adults with educational and social services at two high-profile locations in southwest Little Rock: McClellan Community High School and the Cloverdale campus which houses Cloverdale Junior High Academy as well as Cloverdale Elementary School. 1 1 I- The primary focus of activities is on improved academic achievement for youth. LEADERS programming and other district initiatives are aligned with the distncts strategic, and revised desegregation and education plans to maximize academic support for low performing students. In addition to the academic programs other youth programming includes
2 Cool 4 School Summer Day Camp, junior high after-school cultural enrichment, K-6 Tutorial recreation, employment preparation training, and community service projects. Medical and mental health services are provided to students and their families. For adults, GED and skills training opportunities are available. J 1 Status During the first year of the project emphasis was placed on the academic program components. Specific objectives are listed on pages 14 and 15 of the proposal narrative.1 I I 3 Evaluation procedures for this project are designed to assess 1) implementation of program strategies and 2) impact of program strategies on participants. Implementation of program strategies is described in the process evaluation section. Impact of program strategies is described in the outcomes evaluation section. I Process Evaluation S' I The program strategies, services and opportunities addressing the needs of 1 students at risk of educational failure, are tracked through a process evaluation consisting of three components: 1) participant profiles, 2) program attendance records and 3) activities records. . " Participant Profiles. Participant profiles record who participates in the LEADERS activities. A profile is created for each participant as he or she enters the 1 program. The profiles contain basic information including name, address, school attended, r . I I other demographic information, and information concerning the specific program activities in which each participant is involved. Total numbers of participants across the LEADERS project and participant demographics are described below. h After-school Programs Profile forms were collected for 410 participants &om October 1998 through March 1999. These youth range in age firom 5 to 18 years and represent grades K through 12. The youth participate in programming at two different sites: K through 6* grades and 7' through 9* grades at Cloverdale Elementary/Junior High Campus
and 10^ through 12* grades at McClellan High School. I II I I I4 Graphs 1 and 2 below detail age and grade information. Table 1 contains the number of participants by program. Graph 1 21st Century Community Learning Center Participants by Age October 1998-March 1999 60 S' 60 S 'J p .9 0. 15 p E 40 30 20 10 ijSSi 29 34 bl' K 'i'- 2 S- 32 - i Ta 10 11 12 13 14 15 16 17 ' 'Xi 10 A w 0 5 6 a?: kBH* w 9 7 e 9 4a * > i AGE J J Graph 2 21st Century Community Learning Center Participants by Grade October 1998-March 1999 60 I i J2 c ro o 50 40 co 0. *B so so 44 63 O ,W.A 46 n 27 26 1 e z M 20 10 24 13 ' k. 10 11 14 12 0 K 2 s 3 5 6 7 6 GRADE -J i5 j Table 1. 21" Century Participants by Progra
m October 1,1998March 25,1999 Cloverdale Elementary Cloverdale Junior High School_______________ McClellan High School TOTAL TOTAL 202 128 80 410 ?? & Males make-up 213 or 52% of the participants while 196 or 48% of the i participants are female. African-Americans account for 373 or 91% of the LEADERS participants, 18 or 4% are white, and the remaining 5% were youth of other races or youth who did not designate their race. _____ _--------- 1 Although programming occurs throu^ three programs located in southwest Little i I Rock, participants attend 33 different schools in central Arkansas. The majority of the youth, however, attend the project schools. Thirty-two percent of the LEADERS participants attend Cloverdale Junior High
almost 23% attend Cloverdale Elementary school
and about 20% attend McClellan High School. The youth participating in the LEADERS program live in neighborhoods across Little Rock. Participants home addresses fall in 13 different zip code areas. Most of the youth live in the areas surrounding the community school sites. Almost 68% or 278 youth live in the 72209 sup code that contains most of southwest Little Rock, which is a large area. Eleven percent live in the 72206 zip code and just over 9% live in zip code 72204. Transportation is an issue for participants even for those residing in southwest Little Rock. Consequently, over 54% or 223 participants rely on bus transportation. it 6 Program Attendance and Activities. Daily attendance is recorded at each of the three LEADERS programs. These data are used to assess attendance patterns and the daily contact hours participants have with the programs. A contact hour equals one hour of programming per participant. The daily attendance numbers represented in the charts below equal the daily number of contact hours youth have with the programs. Attendance 1 is described on a program by program basis. After-school Programs The Cloverdale Elementary after-school program provides tutoring each Monday, Tuesday and Thursday in four hourly sessions from 4:00 to 8:00 p.m. Two hundred and two different youth participated in elementary tutoring.^The number of participants in any 1 i J one session ranged from 1 to 42. Each participant receives one hour of tutoring per day. From October 1, 1998 through March 25,1999, elementary students completed a total of 3,459 hours of tutoring. The average daily attendance over this six-month period was 28 students for the 4 to 5 p.m. sessions
11 students for the 5 to 6 p.m. sessions
6,students for the 6 to 7 p.m. sessions
and 20 students for the 7 to 8 p.m. sessions. Table 2 contains a breakdown of daily participants/hours by session time and month. Table 2. 21 Century Elementary School Program Attendance/Hours October 1,1998March 25,1999__________ Month[ Session Time Oct Nov Dec Jan Feb March Total 4:00 - 5:00 335 321 205 206 210 428 1705 5:00-6:00 143 96 62 73 126 144 616 6:00-7:00 54 66 50 62 61 70 363 7:00-8:00 TOTAL 154 129 137 148 74 105 747 686 612 454 489 471 747 34597 The junior high after-school program at Cloverdale provides tutoring from 4:00 to 5:00 p.m. on Tuesday, Wednesday, and Thursday. Programming began on October 20, 1998 and data for this report was collected through March 25,1999. One hundred and twenty-eight different junior high students participated during this five-month period. Daily attenHance ranged from 1 to 59 participants. As with the elementary tutoring, each participant receives one hour oftutoring pef day. The total number of tutoring hours for junior high Students was 1,943 from October 1998 through March 1999. The average daily attendance was .3. Table 3 describes the monthly numbers for program attendance and tutoring hours. Table 3. 21 Century Junior High Program Attendance/Hburs October 20,1998March 25,1999 I October November December January February March Total TOTAL 165 405 234 423 362 354 1943 After tutoring each day, LEADERS participants in the junior high program completed activities in the following personal development areas: Drama, art, gymnastics, computers. Ladies of Elegance, English as a second language tutoring, dance, and gospel choir. From the start of the program in October 1998 through March 1999, youth participated in over 1,900 program hours in these areas. The McClellan High after-school program provided tutoring to 80 youth from October 1, 1998 through March 23,1999. Daily attendance ranged from 1 to 33 8 participants, and the daily average was just over 15. As with the elementary and junior high programs, each participant received one hour of tutoring per day. High school students had 715 hours of tutoring during the six-month period from October to March. Table 4 breaks down these numbers by specific subject areas. Table 5 provides information on tutoring attendance/hours by month. Table 4. 21 Century High School Program Attendance/Hours of Tutoring by Subject Area October 20,1998March 25,1999___________ I Algebra 2_________________ Geometry/Lower Level Math Science^______________ English/Social Studies Trigonometry/Upper level Math_____________________ General Studies__________ Total 1 I- TOTAL 197 106 66 140 66 140 715 Table 5. 21 Century High School Program Attendance/Hours October 20, 1998March 23,1999 1 October November December January February March Total TOTAL 244 156 136 59 74 46 715 I9 For the following programs process evaluation consists of number served and activity provided. 2 Cool 4 School Summer Day Cany> T Session 5 year olds Is year olds 7 year olds 8 year olds 9 year olds 10 year olds 11 year olds 12 year olds Girls________ Boys________ Black White_______ New Campers per session Total Enrollment per session 1 5 36 2? 'it' 72 T 71 7 154 154 2 5 3? IT iy "io" 73" 80 146 6 14 3 5 sT 23" w 20 TT T" V 7A 141 5 3 4 4 y y 33 Tt" 14" T" y y 71 127 4 6 iTotals**! 5 sF 2F 2^ v 14" y y 88 170 1 Ml 153 147 131 N/A ' 147 & Average Enrollment per Session 146.25 1 ** Totals reflect maximum number of participants by age, sex, and race except in the New Campers row which does add across and shows that there were a total of 177 different campers. The camp curriculum was broken down into four two-week sessions. The camp theme for 1998 was Arkansas is a Natural. Subtopics were selected for each two-week session. The subtopics were as follows: 1. Natural Resources of Arkansas10 2. Arkansas Today: Its All About Me! 3. Arkansas Past 4. Fun in Arkansas Students received 32 days of direct instruction in the curriculum themes and at least four theme related field trips. Each student completed either a group project or an individual project for each theme. Each student completed a personal page(s) for his or her notebook. In addition to the classroom curriculum, campers took part in recreational and cultural enrichment activities including: swimming, skating, drama and art. In addition, the Of camp employed 25 young adults. i Community Education Ciasses Classes are offered throughout the year during the evening and on Saturdays. A I 1 variety of courses are offered including
computer, foreign language, personal development, money management, employment preparation, recreation, and special interest. During the 1998-99 program year 63 classes were held for a total of 815 adults and 46 high school students. Health Services for Feeder Schools Free clinics were held each month fi'om September 1998 through March 1999. The clinics were held at the McClellan Community High School site that is equipped with a full service clinic. For the nine elementary schools whose populations are zoned to attend this high school, clinics were held one Saturday a month on a rotating basis. Local physicians and district nurses manned the clinic. In all, 82 famihes were seen in the clinic. I11 Most patients came for routine medical treatment and/or mental health assessments
however, approximately 10% of the children seen received immunizations. Mental Health Services Services were provided at each of the LEADERS sites. In addition to the services provided during the Saturday clinics, McClellan High School students received services through student assistance programming. Four groups met on a semi-monthly basis in one hour intervals from October through March The concept for the groups is that students will be able to share and gamer support regarding problems that they have in common with others in their peer group. - The group topics are: 1) Sharing - for students wanting support for any concerns that are not related to alcohol and other drugs
such as: career planning, goal setting, esteem building, peer and family relationships, etc. 2) Staying Straight for students who at one time have used alcohol or other drugs and no longer choose to do so 3) Gnef for students who have lost a loved one, friend, or significant other and need support for dpaling with their emotions, and 4) Concerned persons for students who are concerned about the drug and alcohol use of someone close to them - - family or friend, or for students who are concerned about violence in their community. Thirty-five high school students benefited from participation in these groups. In addition to these groups, smoking cessation classes were held for 32 students between the months of October and February. On the Cloverdale campus, junior high groups met weekly for an hour each Monday. During the time period from October to March 16 groups were conducted serving a total of 33 students. The junior high groups worked on anger management.12 stress reduction/elimination, organizational and study skills, grief management, and improving negative behavior. A therapist was hired as part of the 2 Cool 4 School staff. Campers met with the therapist on an as need basis to handle aggressive behaviors. The therapist worked one- on-one and with small groups of children as necessary. Aggression therapy was the most commonly needed service. In all the therapist worked with less than 1% of the total camp population. Literacy Education Literacy education was provided via 2 Cool 4 School, the tutoring programs, and through the GED program for adults. Literacy volunteers are scheduled to be trained in August 1999. When this corp of volunteers is trained students and adults in need of literacy tutoring will be identified and matched with a volunteer. Outcomes Evaluation The impact of program strategies on LEADERS participants is assessed by tracking three outcomes: 1) enhanced academic skills of youth participants
2) enhanced behavioral and emotional strengths of youth participants
and 3) participant satisfaction with the program. Enhanced Academic Skilk. Enhanced academic skills is operationally defined as: 1) greater increase in national reading and math test scores for program participants when compared to matched control students
2) greater increase in reading level for program13 participants when compared to matched control students
3) greater increase in school attendance for program participants when compared to matched control students. Over the 1998-1999 academic year, work has been completed to obtain school district data necessary to define baseline academic skill levels for LEADERS participants. National reading and math scores, locally assessed reading levels, and attendance data will be obtained in May 1999. When the data is available, control groups will be defined and comparisons for evaluation made. Enhanced Behavioral and Emotional Strengths. Enhanced behavioral and emotional strengths will be operationally defined as greater increase in the subscale scores of the Behavioral and Emotional Rating Scale (BERS)(Epstein & Sharma, 1998) for program participants when compared to matched control students. The BERS is a nationally-normed, psychometrically-sound instrument designed to assess the level of personal strengths or assets of youth in five areas
Interpersonal strengths (social skills), family functioning, intrapersonal strengths (positive self-concept), academic functioning. and affective strengths (ability to build relationships). The BERS has strong psychometric qualities and was constructed based on sound instrument-development practices. Ratings &om parents, teachers, and clinicians were collected on a nationally representative sample of 2,100 youth without disabilities and 900 youth with behavioral and emotional disorders. These ratings established BERS norms for youth without disabilities from 5 to 18 years of age and for youth with disabilities. For the five subscales, the mean standard score based on the national norms is 10, and the standard deviation of the standard score distribution is 3. The standardized total score.14 named the BERS Strength Quotient, has a mean of 100 based on the national norms and a standard deviation of 15. The BERS exhibits excellent reliability. Inter-rater reliability studies produce correlations above .83 and two-week test-retest reliability correlations were above .85. Concerning validity, the BERS correlates appropriately with other assessment instruments including the Teacher Report Form, the Walker McConnell Scale for Social Competence and School Adjustment, and the Self-Perception Profiles for Children. Also, on each of the 52 items, the subscale scores, and the total score, children without emotional and behavioral disabilities scored significantly higher than youth with emotional and behavioral disorders. The BERS is completed by an adult who knows the youtha teacher, tutor, or other program worker. Participation in positive youth development activities like those available through the LEADERS program should produce increased assets as measured by the five BERS subscale areas. To determine if assets are indeed increasing for LEADERS participants, the BERS will be completed at four month intervals for selected subgroups of the elementary, junior high and senior high participants and matched control students to assess change over time. After-school Programs The initial assessment for participants was completed on 160 youth in March and April of 1999. Subscale and total scale scores for these youth are reported in Table 6.15 Table 6. BERS Scores for LEADERS Participants BERS Standard Scale Score Strength Quotient Interpersonal Strengths Family Involvement Intrapersonal Strengths Academic Functioning Affective Strengths March-April 99 Assessment Mean 112.12 12.53 11.56 13.28 12.04 13.74 Standard Deviation 18.25 3.18 3.14 3.03 2.88 3.65 Number of Youth 50 129 61 141 136 125 For this initial BERS assessment, two points concerning the data are important. First, the numbers vary because only cases that had no missing data for a subscale were considered. Clearly, many of the program staff who completed the BERS for youth did not believe they had good knowledge of the participants family involvement. Only 61 of 160 youth had complete data for this item. This feet also explains the low number of total scale scores completed. The second point concerns the average scores for the subscales and total scale. All averages are considerably above the national norms of 10 for subscales and 100 for total scale. These numbers suggest that program staff believed this group of LEADERS participants, on the average, had strong assets in each of the areas assessed by the BERS. Additional assessments are required to determine whether these strong mean scores will be maintained.16 Participant Satisfaction. Assessment of participants satisfaction with the LEADERS program was completed by surveying participants and parents. The survey asked stakeholders to evaluate the usefulness of present activities, to suggest changes that would make present programming more useful, and to state unmet needs for which new programming could be designed. These surveys were compiled and results reported below. Ci* At the Cloverdale Elementary program, 61 youth were surveyed concerning the program. Over 57 percent said they always liked tutoring and 83 percent said they always liked working with their tutor. Over three-fourths of the students said their tutor always makes them feel smart. More than 95 percent of the students responded yes when asked if they thought tutoring helped their school work'and 74 percent expressed a desire to be in the program again next year. For the junior high program at Cloverdale, 32 participants were surveyed. Fifty- six percent said they always liked tutoring, and 78 percent said they would recommend the program to peers. Seventy-one percent believed their schoolwork improved as a result of the program, and 77 percent expressed a desire to be in the program again next year. Forty-eight high school students were surveyed at the McClellan program. Over 56 percent stated they always liked the tutoring program, and 92 percent would recommend the program to peers. Almost 69 percent believed their schoolwork had improved because of the program. Twenty-seven parents of elementary students in the LEADERS program were surveyed, and over 92 percent stated that the tutoring program had met their expectations. Over 90 percent also believed that their childs schoolwork had improved. All parents17 surveyed plan to enroll their children again next year, and 100 percent stated they would recommend the program to others. The parents also rated on a 1 to 10 scale the following items
1. My child enjoyed tutoring. 2. I believe this program has helped my child in school. 3. The tutors work well with my child. Ten was the best rating possible and one the worst. The average rating for each of the items was above 9. Clearly, for all three participant groups and the parents of elementary students, the LEADERS program was viewed as useful and enjoyable. The majority of youth liked the program and believed it helped their school performance. Youth and parents alike would recommend the program to others. Customer satisfection for the LEADERS program was high. I Reference for the BERS: Epstein, M.H. & Sharma, J.M. (1998). Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment, pro.ed, Austin, TX. 2 Cool 4 School Summer Day Camp Surveys were collected from 113 campers, 30 staff members, and 36 parents to assess satisfaction with the camp. The survey results are listed in the following tables. Keep in mind that some of those surveyed did not answer every question and/or answers may not have been legible. Therefore, the number of responses provided for each question may not add up to the total number of persons surveyed.18 I like being at 2 Cool 4 School. 2 Cool 4 School Camper Survey Results All of the time 75 Sometimes Never 35 I enjoyed learning about Arkansas. I thought the work was easy. I think I learned a lot about Arkansas. I enjoyed the field trips. I enjoyed being with my counselor. I enjoyed working with my group. I thought my classroom teachers were 68 60 80 88 82 65 93 27 40 27 22 23 43 16 12 10 2 3 6 2 1 good teachers. I enjoyed art class. I enjoyed drama class. I enjoyed P.E. and Games. 72 79 89 33 16 22 4 5 1 I enjoyed working with the One Three One Five groups. (6-7 year olds only) 52 9 7 I think everyone was treated fairly at 67 31 11 2 Cool 4 School. I would like to come back next year. 75 20 13 Generally, campers enjoyed their summer day camp experience. Campers were asked to think about the things that they did at 2 Cool 4 School and to list the things they liked most. Many of the campers listed the various field trips, individual staff members (often19 their counselor), and the different activity groups, such as art, games, or drama. Most of the campers listed more than one thing, with the older campers listing several favorite things. When surveyed about what they liked least, the majority of campers left this part of the survey blank. The staff was asked to rate several different variables about the camp on a scale of 1 to 10, with 10 being the best and one the worst. Ratings were requested to discern - staffers personal satisfaction with the following: overall atmosphere of the camp, units of study presented during each session, quality of instruction, camp counselors, office personnel, classroom instructors, field trips, camp hours, and camp security. Comments recorded from the surveys include: (regarding instruction) learning based camp, organized program, kids have a chance to learn new things, maintains school instruction, and lots of activities ... (regarding atmosphere) a positive environment to work with children, good summer job if you like kids, nice place to be, and students meet new people and learn to work together. Twenty-seven staff members responded that they believed the camp helped children with their work during the regular school year. The comments that were written were very positive and dealt primarily with the quality or nature of the type of instruction the children received. The comments included: children are doing constructive work and not sitting all summer, continues the same type of instruction, no regression, and thought provoking. Improvement recommendations made by staff members included: better communication [is needed] between counselors and other staff, counselors need to help each other more, more interaction between counselors and campers, and switch camp20 I i counselors after four weeks. Computer time for campers was another concern raised on the staff surveys. Parents were also asked to rate the same variables as appeared on the staff survey. Overwhelmingly, parents gave ratings of 6 to 10 on virtually all of the variables. All thirty- six of the parents that returned the surv'ey stated that they would recommend the camp to their friends. Comments &om parents included: very educational and productive in all divisions, safe, fiin, learning, caring personnel, and structured curriculum. Some parents listed the cost as a factor such as quality care at affordable fees and great program for a great price. The maj .rity of the comments concerned the overall camp atmosphere and its effect on the children, such as The kids have been coming home I i 1 I i happy, most day camps are just play all day, outside camps. 2 Cool is enrichment. I I The kids have a good time, its a safe environment, and I think its well organized, and This is the most organized camp EVER! I feel good about working and not worrying about my child. The camp continuously added benefits for the children that are quite 1 immeasurable. Thirty-one parent respondents stated that they believed the camp activities would help their child with his or her work during, the school year. One respondent stated that it would not help and four stated that they did not know whether it would help or not. I I I I One Three One Five The workforce readiness skills training and community service project component of the grant was piloted in the summer of 1998 by McClellan Community Education. The21 program has been named One Three One Five because it is designed for students between the ages of 13 and 15. This program will be implemented with grant funds beginning June 21, 1999. Overall Status In Concert with stated objectives on grant proposal pages 14 and 15, a total of 587 youth between the ages of 5 and 18 participated in first year LEADERS programming. Through the summer day camp and after-school programs these youth were provided literacy education, academic support, recreation, and cultural enrichment in a safe, secure and educationally-structured environment. Sixty-three different community education classes were completed by 815 adults. Eighty-two families received medical services during the Saturday clinics held from September 1998 through March 1999. One hundred youth were provided mental health programming from July 1998 through March 1999. All programs were implemented with the exception of the community service/workforce readiness program for 13 15 year olds (which was piloted, but not with grant funds) and the literacy volunteer training. These programs have been scheduled for implementation during the summer of 1999.22 Little Rock LEADERS Budget (July 1,1998 - March 25,1999) Total Program Budget Personnel Fringe Benefits Travel_______ Equipment Supplies Contractual Construction Other Subtotal Indirect Total Requested 64,710 14,091 2,562 56,940 52,050 160,186 0 - 1,000 351,539 28,862 380,401 McClellan Program Budget Expended 33,335.00 13,561.97 1,222.11 57,657.23 37,611.45 97,773.09 Remaining 31,375.00 529.03 1,339.89 (717.23) 14,438.55 62,412.91 241,160.85 241,160.85 1,000.00 110,378.15 28,862.00 139,240.15 Personnel Fringe Benefits Travel_______ Equipment Supplies Contractual Construction Other________ Subtotal Indirect Total Requested 35,505 8,349 1,281 0 26,250 105,836 0 1,000 178,221 14,632 192,853 Cloverdale Program Budget Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction Other_______ Subtotal Indirect_____ Total Requested 29,205 5,742 1,281 56,940 25,800 54,350 0 0 173,318 14,230 187,548 Expended 11,867.00 7,618.64 1,222.11 26,778.21 79,376.72 126,862.68 126,862.68 Expended 21,468.00 5,943.33 57,657.23 10,833.24 18,396.37 114,298.17 114,298.17 NOTE: Indirect costs will be drawn on June 30, 1999. Remaining 23,638.00 730.36 58.89 (528.21) 26,459.28 1,000.00 51,358.32 14,632.00 65,990.32 Remaining 7,737.00 (201.33) 1,281.00 (717.23) 14,966.76 35,953.63 59,019.83 14,230.00 73,249.83 2 Century Community Learning Centers Program Annual Performance Report U.S. Department of Education0MB No. 1890-0005 Exp. Date: 07/31/00 U.S. Department of Education GRANT PERFORMANCE REPORT COVSR SHEET 1. ' Performance Reporting Period 3/25/99 - 3/24/00 2. PR/Award No. (Block 5 on Grant Award Notification) 3. Project Title R287A981996-99 little Rock TFATFRS 4. Recipient Information 5. Contact Information Name: lESH Kame: M^-nrin Bairhrin Address: 810 W. hfaridTam Title: Cnnninity FHiirAtifTi Director Address: 0417 (Teypr c^'ngg Rnad. Cityt TnttleRodc State
ap T.ittlp Pnck^ AR__77209- Zip+4: .72201-7827 VH 57CH4149 ' - yax #S 501 E-mail Address: iiEbald5^iicc.lrgl.kl2.ar .us Tel. # s 6. Cumulative Expenditures 7. Annual Certification(s) of IRB approval Federal: $ Yes_____ a//4 Ho Non Federal: $ /\loi 3. Authorized Representative Information To the best of my knowledge and belief, all data in this performance report are true and correct. Name TpsUpV. OnmltTP. (Typed dr printed) LOME @l]?dsdn.1rad.k12.ar.us E-mail Address 501 324-2000 Telephone Number 501 324-2146 Fax Number Signaturei 5/11/00 Date ED Form 524 B Grant- Level Information Annual Performance Report1,1: Program Focus, Goals & Objectives HB The purpose of the Little Rock LEADERS 21 Century Community Learning Centers Project is to provide needed educational and social services to youth and adults in the southwest Little Rock area. The primary focus of project activities is improved academic achievement for youth. The project makes possible the expansion of several programs operated by the Distncts Department of McClellan Community Education. Specific goals of Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services)/21 Century Community Learning Centers are: 1) 2) 3) 4) 5) 6) to provide literacy education to youth and adults
to provide academic support through tutoring programs
to provide a safe, secure, and educationally-structured environment
to provide support and training for child day care providers (workers)
to provide medical and mental health services to under-served youth & their families
and, to provide marketable skills training for adults. Program components include after-school tutoring for students in grades K-12, after-school recreation activities for elementary students, physical and mental health services for students and their families, summer programs for children ages 6-15, and community education classes for adults. Literacy education is an integral part of the after-school, summer, and community education programs. In coordination with other district initiatives such as the NSF Project, LEADERS programs help to mavimire academic support for low performing students. The after-school tutoring programs place emphasis on homework assistance and significant individualized attention to help students to master standards in core subjects. District specialists develop a standards-based, hands-on curriculum each glimmer for the 2 Cool 4 School Summer Day Camp program. This curriculum provides extended learning opportunities in math, science, and language arts to children ages 6-12. Monthly clinics are held during the school year to serve children and families unable to afford, preventive healthcare. Patrons may also be seen for minor health problems. Consults requiring follow-up care are referred to the local health unit and to clinics that serve the underinsured. Mental health services are also provided at each site during the school year and to the summer programs. Students take part in group counseling sessions designed to help them cope with a variety of mental health issues including grief and loss, conflict resolution, anger management, stress reduction, and self-esteem concerns. Community education classes are provided for adults throughout the school year and during the summer. This programming focuses on basic literacy (GED), information technology, and marketable job skills. Enrichment classes are also provided including Spanish, sign language, crafts, and a variety of personal development workshops. Annual Performance Report1-.2: Project Status Little Rock LEADERS enjoyed another successful year of project operations. This report covers the second year of project activities from the period of March 25,1999 through March 24, 2000. During this time a total of 1,024 students and 503 adults took part in LEADERS programs. This includes 87 families seen in the monthly health clinics and 159 students that received mental health services in the form of group counseling. The 1999-2000 school year has been a very busy one for the Little Rock School District. This year, the district converted to middle schools. The new configuration results in our high schools serving students in grades 9-12,6* graders moving into our former junior high schools, and elementary schools reducing to grades K-5. In anticipation of these changes, a debriefing session was held shortly following the end of first year after-school activities (06/11/99). This session provided an opportunity for all project components to meet jointly, share successes, reflect upon the years experiences, and make adjustments for the upcoming changes in the structure of LRSD schools. Project goals and objectives were the focus of this half-day session. Next steps for continued project improvement that resulted from the debriefing were implemented during this reporting period. Goal #1: To provide literacy education to youth and adults.- _ Tutors in the Cloverdale Elementary After-School Program received training from LRSD Readmg Recovery specialists on how to assess students readmg levels. They also received America Reads materiAk from Reading Helpers for use in the after-school program. A small collection of books is stored in the tutoring center for students to read once they have completed their homework. A literacy tutor was hired as part of the 2 Cool 4 School Summer Day Camp staff to work one-on- one with campers during the summer. Summer day camp teachers made referrals to the literacy tutor based on their observations of campers reading abilities. On average the literacy tutor worked with campers in thirty minute intervals, two-to-three times per week at the campers option. Adult literacy was largely provided through the GED classes. Referrals were made to Literacy Action as necessary to accommodate those in need of more in-depth literacy tutoring. part of the Cloverdale Middle After-school Enrichment Program, seven students participated in ESL classes. ESL classes were also offered to adults through the community education program. Goal #2: To provide academic support through tutoring programs. LEADERS tutoring programs served 555 different youth during this reporting period. Programs began in early October and operate through mid-May. Students receive significant individualized attention in the after-school programs. Our student-tutor ratio rarely exceeds five-to-one and is actually about three-to-one, most days. Parents and students identify subjects that are to be targeted for improvement at program registration. The program coordinator uses this information to assign tutors. The first priority of each tutoring session is to assist students with their homework in these specified areas. If the child I does not have homework time is spent reviewing skills and/or reading. Annual Performance ReportThe Cloverdale Elementary After-School Program has two components, recreation and tutoring. Each Monday, Tuesday, and Thursday tutoring is provided in one-hour intervals from 4:00 - 8:00 Maximum capacity for this program is 160 students or 40 per hour. Immediately foUowing p.m. Maximum capaciiy lor inis pru^<uii ib iw vx -rw ywa the close of school at 2:35 p.m., 40 -50 students of the host school enjoy recreational games and a snack. The majority of these students fimnel into the first tutoring block. The last hour oftutoring is reserved for homeless youth of the LRSD BOOST Program These students are bussed to the orogram from shelters and double-up homes throughout the city. For each bus, a BOOST parent is hired as a chaperone. These parents volunteer with the program during the tune the students are being tutored. Program staff consists of 15 tutors (ten of whom are certified teachers), a program coordinator (certified teacher at the host school), a janitor and a security guard. The Cloverdale Middle After-School Program also has two components, tutoring and enrichment. This program operates from 4:00 to 6:00 p.m, each Tuesday, Wednesday and Thursday. Maximum capacity for this program is 100 students and aU program participants are students of the host school. Program participants are required to take one hour of tutoring. This is a prerequisite for participation in the enrichment activities. Students at the top of their class and/or above grade level may serve as peer tutors to satisfy the tutoring requirement for enrichment activity participation, 'bese activities include drama, dance, choir, computer club, and ladies & gents chibs. Program staff consists of 15 tutors/activity leaders (eleven of whom are certified teachers at the host school), a program coordinator (assistant principal at the host school), and security. Transportation home is provided. The McClellan High After-School Program serves students of the host school on Mondays, Tuesdays, and Thursdays from 4:00 to 5:00 p.m Tutors provide subject-specific assistance in math and science. Tutors are also available for English, Spanish, and social studies. Program staff consists of pight tutors. Four of the tutors are teachers at the host school and one teacher is at Cloverdale Elementary School during the day. Other staff members include college students and a high school senior of the ho st school Transportation home is provided. Based on feedback from parents and program participants these programs have helped many students to improve their grades and as a result several students have increased their self-esteem | Goal #3: To provide a scfe, secure, and educationalfy-structured environment. j All T RADERS programs are conducted in LRSD schools and in accordance with District policies and procedures for safety and security. In addition, security staff is hired for each site. All TRADERS programs are structured to provide needed educational services to youth for the j purpose of academic improvement. Goal ^4: To provide support and training for child day care providers (workers). Our 2 Cool 4 School Summer Day Camp is a state-licensed day care. Employees of the camp receive training from the State Department of Human Services Childcare Licensing Division. This training outlines the requirements of child day care providers and includes information about mandated reporting. Orientation for staff includes information regarding camp policies, procedures and best practices. The staff also receives training from LRSD Curriculum Specialists on effective use of the summer day camp curriculum Annual Performance ReportiWJWBi Goal #5.: To provide medical and mental health services to underserved youth and their families. Health services are provided from 9:00 a.m. to 3:00 p.m, on the first Saturday of each month during the school year. The clinics are held at the McClellan Community High School site. Eighty-seven families were seen in the clinic, this year. Most clinic patrons came for routine check-ups and/or for consultations regarding minor health problems. Of the 87 persons seen, 71 were children and 16 were adults. Mental health services were provided to a total of 159 youth, 27 high school and 132 middle school students. The students participated in sharing groups established around a few common concerns including grief and loss, drugs, violence, self-esteem, peer and femily relations, goal setting, truancy, and smoking. Students enthusiastically took part in their groups. According to the mental health counselors, some groups were quite lively. They viewed the peer interaction as positive and in many cases they observed changes in the behavior of group participants. Mental health counselors followed up on matters requiring femily counseling and when necessary referrals were made. A rites of passage program for young men was implemented at the Cloverdale Middle School site. Students learned about rights and responsibilities, mannerisms, and issues surrounding growing up male in our society. Group discussions and speakers addressed topics including character building, assertiveness, how to communicate effectively, how to manage conflict, and other issues of student interest. The students enjoyed the activities that helped them to develop bonds with adult male role models and to increase their self-esteem. For the One Three One Five Summer Program, a curriculum was developed by mental health professionals to help program participants understand the dynamics of the work environment. The curriculum was called The Psychology of Work. Participants learned how to cope with frustration, how to be assertive, and how to effectively deal with peers and supervisors on the job. Further, participants learned how to work the public. Goal #6: To provide marketable skills training for adults. Community education classes are provided throughout the year. Patrons take a significant number of classes offered in order to increase their marketability and/or to increase their eligibility for promotion. A number of information technology courses are offered. Patrons also take advantage of workshops that provide them with information about resume writing, accounting/bookkeeping, financial planning/budgeting, grantwriting, and other skills commonly used in the work environment. Class fees are minimal
however, for patrons unable to afford any fee, scholarships are made possible through this grant. ESSSCSfi Annual Performance Reportn 1.3: Budget Complete budget table below for your programs current budget period (12 month period). Budget Category Budget allocation Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction O&er $ 87,432.95 49,759.41 1,562.00 -0- 54,421.01 179,433.53 _______-0- 1,000.00 Anticipated Expenditure (as of end of budget ________period)________ $80,929.80 28,508.36 1,443.66 -0- 45, 731.59 150,950.95 -0- 1,000.00 Anticipated Carryover (as of end of budget period) $6,503.15 21,251.05 118.34 -0- 8,689.42 28,482.58 -0- _______________ Total Direct Costs (lines 1-8) Indirect Costs Training Stipends 373,608.90 32,424.97 1,000 307,564.36 32,424.97 1,000 66,044.54 -0- -0- Total Costs $407,033.87 340,989.33 66,044.54 Please give a narrative explanation for and plans for expending anticipated carryover amount. The anticipated carryover is largely due to staff delays, days lost-because of weather, and first- year carryover. Attrition also played a small part. Employees were not replaced if daily participant attendance did not require their replacement. The fringe benefits line item was initially calculated at 19.65% for all grant employees
however, for persons not employed by the district the 12% teacher retirement is not required. This would account for a good bit of this overage. The anticipated carryover amount is expected to be absorbed by the end of the project period (June 30,200|) by extending the number of program days. However, based on information received at the Spring 2000 Regional Training, should a carryover still exist it will be expended by the following year. It is expected that the summer programs would absorb whatever amount left, if any. Please indicate local or other matching contributions (in- kind or monetary contributions from funding sources outside of this grant). Ouachita Council Girl Scouts $11,520 (in-kind) Rice Depot - $2,000 Consumer Credit Counseling Service/Family Service Agency - $3,500 (in-kind) Little Rock Parks & Recreation - $1,000 (in-kind) *Little Rock Zoo - $1,000 (in-kind) City of T P C.nmmiinity Programs/JTPA - $2.500 Skateworld Rink - $1,000 (in-kind) New Futures for Little Rock Youth/LRSD - $10,000 Little Rock School District/McClellan Community Education - $149,000-1- LRSD Boost Program - $5,000/LRSD Adult Education - $10,000/LRSD Child Nutrition - $7,500 Shown as a total in the linkages section of this report under the heading City of LR. Annual Performance Report1.4: Hov! many individuals participated in your program, by age, and by time of year? ' What is the total number of... COLUMN A # of adult attendees (19 years old or older) Individuals served during the past academic year_________________________________ Individuals served during the past summer Individuals served during both the past academic year AND summer 349 161 COLUMNS # of student attendees (up to and including 18 years old) 785 254 7 15 /sr. 7/- - Annual Performance Report 1.5: Lessons Learned and Planned Adjustments What lessons have you learned about your sites program from the data contained within this report? Surprisingly, we serve quite a large number of different people through our programs. We knew that we served a lot of students and adults
however, we had no idea that it was that many different people. We concluded that this is in part due to the feet that our summer day eamp program (2 Cool 4 School) is fee based and after-school programs are fiee. Our secondary programs (middle and high school) seem to have decreasing attendance in the spring. Both programs have the highest number of attendees during the fell semester. Describe the adjustments, if any, that you plan to make to your program based on the information collected for this report. We will add a dateline to our after-school applications. We have open enrollment and most of our students enroll during the first couple weeks of the program. However, by adding a date line to the application it will be easier to track those students who are inconsistent in their attendance. The data is captured on the attendance logs, but they are voluminous making this calculation ji(a much harder job than it has to be. To that end, we are altering the method of attendance data collection. Each tutor will record the attendance of his or her students on a seating chart. These charts will make it easier to tally the total number of days a student has attended. This data will be entered into the database, monthly. Sign in sheets are currently collected weekly
however, the seating charts will be easier to read and will not require as much paper as do the daily sign in sheets. We also plan to have more frequent analyses of the data collected, quarterly instead of by semester. We would like to have more joint meetings (both sites/all programs). We plan to add an enrichment component to the high school after-school program to include speakers and special interest workshops. Please list any other changes you plan to make this year. Due to scheduled maintenance at the high school, we will be relocating our summer programs to a nearby elementary school. This is in no way expected to impact the programs, in feet many of the staff feel that the elementary school environment will be more conducive as the desks and other fecilities are more to scale for 6-12 year-olds. Annual Performance ReportSite-Level Information McClellan Community High School 9417 Geyer Springs Road Little Rock, AR. 72209 (501)570-4149 Annual Performance Report2.1 Which program site are you reporting on? McClellan Community High School 2.2 What grade level does the host school serve? 9-12 2.3 Were any of the following components running prior to the inception of 21 CCLC funding? After-school Summer fl Other _Coinmunitv Education classes for adults 2.4 When did each component begin serving students as a 21 CCLC component? (day/month/year) After-school: Summer: _ Other: ____ 10-1-98 7-1-98 9-21-98 2.5: School year. In a typical week, what hours is the Center at this site open? (Exclude summer if hours of operation were different.) Please place an X in boxes when the Center is OPEN during the school year. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 a.m. 7 TO 8 A.M.________ 8 TO 9 a.m.________ 9 TO 10 A.M. 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M. ______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO S P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M. 7 TO 8 P.M._______ 8 TO 9 P.M. ______ Later THAN 9 P.M. Total X X X X X X X X X X X X X X X X X X 1 1 1 1 1 1 3 3 3 3 18 4 4 4 6 A nnual Performance Report2.6: Summer. Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place an X in boxes when the Center is OPEN during the summer. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M._______ 7 TO 8 A.M._______ 8 TO 9 A.M._______ 9 TO 10 A.M.______ 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 p.m. Total X X X X X X X X X X X X X X 14 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 5 6 6 6 6 6 6 6 5 5 5 4 3 3 14 11 14 11 70 6 2.7: Does your Center offer services during school hours when school is not in session (e.g., holidays, inservice days for teachers)? Yes No 2.8: Describe the number of days the Center was open this past year. What is the total number of.... Days the Center operated during the school year_______ Days the Center operated during the summer__________ Number of days that your Centers host school was open # of Days 48 38 187 Annual Performance ReportMcClellan Community High School After-School Program 2.9
Kyour program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)___________________ TOTAL # of attendees 37 114 151 OR 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the# of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL 2.11 Retention What is the number of student attendees who ... Began this academic year and are still participating_______ Began last academic year and are still participating_______ Began this academic year and dropped out of the program TOTAL # of attendees # of attendees 90 - 0 151 2.12: JTTiat are the characteristics of students served by your program? What is the total number of... All students (total)_______________________________ _______White__________________________________________ Blade or African American Asian Native Hawaiian or Other Pacific Islander American Indian or Alaska Native Hispanic or Latino Students who have special educational needs__________ Students x^fio are considered LEP___________________ Students who are eligible for free or reduced price lunch Students who are new to the school __________ # of students in host school 1180 100 1054 26 121 26 460 315 #of student regular attendees (see 2.9 and 2.10) 114 2 111 ____________0 0 ___________0 1 0 45 41 Annual Performance Report2 Cool 4 School Summer Day Camp Program 2.9: If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)___________________ # of attendees TOTAL OS 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the # of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL # of attendees 99 88 187 2.11 Retention What is the number of student attendees who ... Began this academic year and are still participating_____' Began last academic year and are still participating_______ Began this academic year and dropped out of the program TOTAL # of attendees 86 returning can5)ers Available camp slots increased by 25 over the previous summer, from 150 175. Enrollment exceeded expectations. 2.12: What are the characteristics of students served by your program? What is the total number of... All students (total)__________________________________ _______White_______________________________________________ Blade or African American Asian Native Hawaiian or Other Pacific Islander American Indian or Alaska Native Hispanic or Latino Students who have special educational needs_____________ Students who are considered LEP______________________ Students who are eligible for free or reduced price lunch Students who are new to the school ______ # of students in host school # of student regular attendees (see 2.9 and 2.10) 187 6 180 ____________0 ____________1_ ____________0 0 0 168 N/A Annual Performance ReportOne Three One Five Summer Program 2.9
If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days _____________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style) TOTAL # of attendees 32 24 56 OR 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days__________________ Attended 30 days or more (This is the # of regular attendees that you use IF # of attendees the program is NOT drop-in style) TOTAL 2.11 Retention What is the number of student attendees who ..._______ Began this academic year and are still participatii^ ______ Began last academic year and are still participating - Began this academic year and dropped out of the program TOTAL 2.12: What are the characteristics of students served by your program? # of attendees What is the total number of... All students (total)_____________________ White Black or African American__________________________ Asian__________________________________________ Native Hawaiian or Other Pacific Islander American Indian or Alaska Native____________________ Hispanic or Latino _____________________________ Students who have special educational needs__________ Students who are considered LEP___________________ Students vvdio are eligible for free or reduced price lunch Students who are new to the school_________________ # of students in host school # ofstudent regular attendees (see 2.9 and 2.10) 56 0 56 _____________0 _____________0 _____________0 0 0 N/A- N/A Annual Performance Report2.13
Attendee Survey Results: McClellan After-School Program, What # of students reported that they... # Yes #No Enjoyable'. Like the 21^ CCLC program.________ Look forward to attending the program. 29 29 3 3 High Quality. Think there is someone available in the program to help when needed.____________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 27 32 32 5 0 0 Annual Performance Report2.13:-Attendee Survey Results: 2 Cool 4 School Summer Day Camp Program Enjoyable'. High Quality. What # of students reported that they... Like the 21 CCLC program.________ Look forward to attending the program. Think there is someone available in the program to help when needed. _________________________ Feel comfortable talking to the 21 CCLC staff- Think they are doing better in school since they started coming to the 21 CCLC program. #Yes 88 88 88 #No ** The exact survey used is attached. Data shown here is based on comparable information taken from that survey. Annual Performance Report 0 0 02 Cool 4 School Camper Survey Put a check in the box to tell how you feel about the things at 2 Cool 4 School. All of the time Most of the time Sometimes Never I liked being at 2 Cool 4 School I enjoyed learning about Arkansas. I thought the work was easy to do. I think I learned a lot about measurement. I enjoyed the field trips. I enjoyed being with my counselor. I enjoyed working with my group. rthought my classroom teachers were good teachers. I enjoyed art. I enjoyed choir. I enjoyed drama. I enjoyed P.E. and Games. I felt safe at 2 Cool 4 School. I think everyone was treated fairly at 2 Cool 4 School. I would like to come back next year. Think about the thirds you did at 2 Cool 4 School. What did you like most? List them. What did you like least? List them. 2.13: Attendee Survey Results: One Three One Five Summer Program Enjoyable. High Quality. What # of students reported that they... Like the 21^ CCLC program.________ Look forward to attending the program. Think there is someone available in the program to help when needed.___________________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21^ CCLC program. #Yes 23 23 24 #No 1 1 0 ** The exact survey used is attached. Data shown here is based on comparable infixmation taken from that survey. Annual Performance ReportOne Three One Five Participant Survey Final Put a check in the box that best describes how you feel about the One Three One Five Program. Statement Strongly Agree Agree Disagree I enjoyed the One Three One Five program. I learned about different careers._________ I enjoyed the fieldtrips._________________ I liked the counseling staff. I enjoyed coming to the program every day. I enjoyed the speakers._________________ I felt safe at One Three One Five. I think everyone was treated feirly. I plan to attend the program next year. What did you like most about the program? What would you change? 2.14: Please describe each of the services and activities funded by your 21stCCLC grant. Description of Activity/Service Participation in Activity/Service Activity/Services Time Activity Offered Primary Type Staffing Level Staffing Type Academic Area Activity in Lcgisiation? What Ages/ Levels Served Average Daily Attendance How Many Hours Pf Week OfTcred? How Many Days Offered? Codes to use for completing the table: (A)fterschool MHS Community Education 2 Cool 4 School One Three One Five Clinics Mental Health (A).B^re School (B). Weekend (W). Summer (S^, and/or Other (0). A W/S/0 S S w S/0 Annual Performance Report Acadade (A) or Reertation A A A/R A/R One-on-aitor J:1 (C9. SmaB groupofl:27 group of 1:3-20 ^.and/or L^egroupqf J:20ormort(L). Pampro/Bssian aKPfAduB vohmieer /IQ. Teacher^, CoQ^e studmt C). Other stude/a (S). and/or Ol^r (O). Mahantiics ReadngEngish/ . 'languageArts (IQ, Science SodalSiutBes Art/hhiac. '(A).Oiher(O).or (NA) Non-academic content. Illiteracy Education. 2'^SeidorCitixen * Programs, S^Day Care. 4"Jnlegrcued Education. S^Sehool and Recreation Integrated during dimmer or Weekends. 6-^Nutrttion/Heaith. 7^Expanded Ubrary Hours.8~Technob^. B^ParentingSUBs. 10-Trttining. Il^Emphyment CoiBwUngor Asstatnee, i2 Unices for Non^raduates of SeamdeaySdrooh, li^Servdesfor IncSviduals with Disabilities. PreK,K-S,M. 9-n.Aduli(4l. or Other (O). S M M M s s FITS TO PVTCS PVTCS 0 a MRSSO 13 MJ 43 3 48 0 1A12 A 30 15 84 MRSA MRAO 13.43A10 4,53,11 6 K*5,0 113 50 38 6-S 27 40 28 ALL M2 12 13 6 2 7 21 2.15
Linkages to School Day Program - McClellan site Please check all boxes that apply. Nature of Linkages u CZ) CO 4) Ta .S U u j? co O I 2o -2 Od (Z3 o** ed ilH O y 3 U (J t O U B O "Si s .2 g o u a> .P CU Pm Ol Ced .w2 OwJ Q O I- Ie J3 A b W5 ea gI. is &) ?> b2 a o "S 3 S 2 ta 2 3 S u o Principals_________ Teachers__________ Guidance Counselors X X X X X X X X X X X Coaches X X X X X X Support Staff_____ ' Custodial Staff_______ Other (Please identify
) Students X X X X 2.16: Community Collaboration Please check all boxes that apply. Organization (Name or tvpel Nature of Collaboration "S u List all community organizations with whom you collaborate. IZI (Z) O "3 .S: rT u czi O c/} b V .a CS on u3 uS H .t2
S & I > b ('B'w u y U bO 79 "S ,3 52
-2 o s b > 00 BO O g 2 "82 3 b b GO <2 I S .9i-3 Hort CA 72 ea Ph 4> SP 79 3 it 6 Ph co u 5 O 1 o 52 O Se .cs I vy s s Girl scouts X X X CCCS/FSA X X City of little Rock X X skateworld X OTHER LRSD DEPTS. X X X X X Annual Performance Report 3.1: Program Success Stories and Problems Use below to report additional information on program successes and problems. The obvious success stories are the many students who raised grade point averages because of Students like Amanda who raised her grades to A's in key classes such as after-school tutoring. Students like Amanda who raised her grades to a s m xcy Algebra I, English, Physics, Chemistry, and Spanish. Students who would not be prepared for a second level of Spanish are now understanding what is being taught
thus, they will go on to the next level of that language. This program has changed the attitude of many students. These students came to the program o* . __________r__________A 4^'irrusrirkZlC! W inis piU^iUll llOO --------------------- feeling that learning and making good grades was impossible for them. After a few periods with ICCUUg LUOt ICOliUllg aoK* Iiifm Iiife _ our tutors there was an obvious change in their desire to leam, their ability to prepare to learn and OUT tUWJIS UUCXC WOO <ui --------------------------- - ,- - - . ability to pass tests. Students like Alexis and Calvin are coming to tutoring and are able to teU tutors what they need. This program's greatest success is providing students the ability to take ownership and responsibility for their learning. Many of the athletes who take part in the program are required to do so in order to participle in sports. Coaches stress the importance of doing as well in school as in sports. For some of these , j students it is apparent that they have become more serious students. They have begun to 1 toward the future and though they believe sports will carry them, they now seem to also understand that without good grades playing is not guaranteed. | See the following advertising supplement for McClellan Community Education program funded Century Community Learning Centers grant. This information appeared m the local by the 21 newspaper that reaches thousands of homes in the Little Rock metropolitan area. BMKEK Annual Performance Reporti' AL/y jtlJWXOJJW UVX X McClellan Community Education Programs e 0 0 0 0 0 0 0 ' e e ( After school tutoring is available on the campus of Cloverdale Elementary School. The program operates 4 -.8 p.m. Tutors work with small groups of children, and, whenever possible, children receive one-to-one " m from ____fi,-______________________slot. Thniioh mnst of the oartlclDants reside in southwest Little Rock, some students from *1*0 p*iLU luvuia wuiR. WLUiouiaii giuupa ui ------ first-come-fitst'serve Vasia with 160 available tutoring slots. Though most of the participants ^reside in rirst-conae'iirst'serve basia witn lou siots, xnuugu iuui. ui u.ic ___ other secUons of the city take part In this free progrant. The U.S. Department of Education's 21st Century Community Learning Centers (21st CCLC) currently provides funding. 2 Cool 4 School Summer Day Camp Is a state-licensed daycare housed on the campus of McClellan ^imnunity High School^epro^ ^^ ates Monday through Friday from 7:30 a.m. - 5:30 p.m. The program targets youth between the ages of 6 ^d 12. The maxl^ n^ber ca^ slots is 200. Each year a dieme is adopted and curriculum is developed to align sununeractlvlUes wi* fast, lunch and two snacks daily. In addition to the educational curriculum, children also enjoy skatmg, swimming and various field trips. Registration fees and grants support this camp.. Cloverdale Elementary Recreational Program operates on Mondays, Tue^ays and I^uisdays rfter to Cloverdale Elementary students only. The 21st CeZLt) sponsqts the program, and addition^ sites will ea ng Middle School Programs An aftet-^ool program is available to students on the campus, of Cloverdale Middle Level Academy. Wednesdays and Thmsdays from 4 - 6 p.m. Tutoring is provided in cote subject areas (math, science, lavage ^d^lJ screnceh^g^h^- a-SecondLanguage and Spanish. In ad^tlon, the students take part in enrichment programs inebdi^ dance, drama, gy^tlcs, computer, ctelt and a host of other activiUes. Approximately 150 youth participate in this program, and ttansportatron home is provided. Current hmding is pro- vlded by 21st CCLC, while New Futures funds transportation. . One Three One Five is a work force readiness and community service program for youth ages 13 to 15. TRe cimmul^ tacludw p^ra^^ 0 provided by the Child Study Center on the Psychology of Work, Youth also learti pre-employment skdk and ^e^ve^ field ' nesses to learn about different types of industry. Tire program operate for sbt weeks durl^ the xummer, o 7 ^in mi, thwi^jt I inl Ror'k = ,: 5:30 p.m. The program Is housed on the campus of McClellan Community High School. While most parucipa^ live in ^w^t Urfe Rr^ __ .-_I .L------------^nj^,Ued by Centers for Youth & FamUies which also provides transpottauon. The enroUment maximum is 100 ' several youth outside the area ate 0 0 0 0 0 0 participants. ' ' ' High School Programs w j -r After-school tutoring is available to students on the campus of McClellan Community High Schoo . Snanish and Thursdays from 4 - 5 p.m. Tutoring is available In the core subject areas (math science, lang^ge arte ^d ^ia^I science)^^d in Spa^L Transportation home is provided for students in need of this service. Approximately 75 studrate participle to thte program. McCle Ian taff, com munity members and peer tutors assist students In this program. Funding Is provided through the st I 0 Community Programs & Events ? Community Education Classes are available on the campus of McClellan Comrnunlty High S Inom^Jop ^W^hinmaBel wltKtheh'o^ : and Saturday mornings. Theseclasses are for adults
however, children may atterid certain classes (foteigri : ents. Class f^ are mWmal, and some workshop, are free. Course offerings Include: computer class. foreign lan^age cla^ to^cW 0 GED classes, crafts and tecteaflonal/lelsure classes. ACT workshops also are available, regardless of the applicMfs age, to those taking the ACT , * test
Healthy Family Celebration is an annual .health and information fair held on the Saturday pfior to schtxil registration. Free h^th screenings, ' J immimhations, door prizes and food are jprovfded. Local businesses, agencies and organizations donate door prizes an serv ces. c v es an spe _ cial attractions ate planned for youth. -ti / .Site-Level Information Cloverdale Middle & Elementary Schools Hinkson Road Little Rock, AR. 72209 (501)570-4085 Annual Performance Report2.1 Which program site are you reporting on? Cloverdale Campus (Middle & Elementary) 2.2 What grade level does the host school serve? K-9(98). K-8(99) 2.3 Were any of the following components running prior to the inception of 21^ CCLC funding? After-school Summer Other 2.4 When did each component begin serving students as a 21^ CCLC component? (day/month/year) After-school
Summer
_ Other
____ 10-1-98 2.5: School year. In a typical wee^ what hours is the Center at this site open? (Exclude summer if hours of operation were different.) Please place an X in boxes when the Center is OPEN during the school year. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M. 7 TO 8 A.M.________ 8 TO 9 A.M. 9 TO 10 A.M. 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M. 1 TO 2 P.M. 2 TO 3 P.M. 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M. 7 TO 8 P.M. 8 TO 9 P.M._______ Later THAN 9 P.M. Total 1/2 X X X X X 1/2 X X X X X 1/2 X X X X X 1 1/2 3 4 43 3 5 1/2 5 1/2 5 1/2 181/2 X X 2 Annual Performance Report 2.6
Summer. Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place an X^ in boxes when the Center is OPEN during the summer. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M._______ 7 TO 8 A.M._______ 8 TO 9 A.M._______ 9 TO 10 A.M.______ 10 Toll A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M. Later THAN 9 P.M. Total 2.7: Does your Center offer services during school hours when school is not in session (e.g., holidays, in-service days for teachers)? Yes No 2.8: Describe the number of days the Center was open this past year. What is the total number of.... Days the Center operated during the school year Days the Center operated during the summer__________ Number of days that your Centers host school was open # of Days 61 0 187 Annual Performance Report2.9: If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)__________________ # of attendees TOTAL OR 2.10: Kyour program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the # of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL # of attendees 316 8S 404 2.11Retention What is the number of student attendees who ... Began this academic year and are still participating_______ Began last academic year and are still participating Began this academic year and dropped out of the program TOTAL 2.12
What are the characteristics of students served by your program? # of attendees 199 205 0 404 What is the total number of... # of students in host school All students (total)_______________________________ White Black or African American _______ Asian___________________________________________ _______ Native Hawaiian at Other Pacific Islander_____________ _______ American Indian or Alaska Native____________________ Hispanic ( Latino Students who have special educational needs_________ Students who are considered LEP___________________ Students who are, eligible for free or reduced price lunch Students who are new to the school 1176 62 1022 92 117 82 863 266 a of student regular attendees (see 2.9 and 2.10) 88 3 83 2 65 12 2 Annual Performance Report 2.13
Attendee Survey Results: Middle School Program What # of students reported that they... #Yes #No Enjoyable: Like the 21^ CCLC program._________ Look forward to attending the program. 34 32 2 4 High Quality: Think there is someone available in the program to help when needed.___________________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 34 35 35 2 1 1 Annual Performance Report2.13: Attendee Survey Results: Elementary School Program What # of students reported that they... #Yes #No Enjoyable-. Like the 21^ CCLC program.________ Look forward to attending the program. 93 93 0 0 High Quality. Think there is someone available in the program to help when needed. _______________________ Feel comfortable talking to the 21 CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 93 93 93 0 0 0 Annual Performance Report2.14: Please describe each of the services and activities funded by your 21stCCLC grant. Description of Activity/Service I Participation in Activity/Service Activity/Services Time Activity Offered Primiry Type Stafllng Levci Stafllng Type Academic Area Activity In Legislation? WhRt Levels Served ? Average Daily Attendance Sow Many Hoon per Week Offered? How Many Days Offered? Codes to use for completing the table: (A)fterschool Cloverdale (A)fterschool Recreation Mental Health 4fier^chool (A). Before School (B), fPeekaid Summer and/or Other (O). A A 8^ Xnzjwa/ Performance Report AcadeiiBe (A) or Recreation W-A R One-cn-cne or 1:1 (0). SimB gyoup of 1:2-7 groupofl:B-20 ^.andfor Uugfgyoupof 1:20 ar more (I). S M S Paraprofoaion al (P). Adult volutUeer (P). Teacher (T), Coliege siu^ Cf Other student (S), and/or Oi^ (O). PICS PTCS o Maiiietntdics Reat6ng>'Eng2sh/ Language Arts (1^. Science (SU. ^alStuiies (^. Other (O), or (NA) Non-acadeinc content. MRSSOA NA I^UlenacyEducation, 2SeniorCl/tsen Programs, S^DtsyCare, 4"lntegnsted Education, SSchooland Recreation Imegrated (hiring Sunaner or Weekends. 6-Nulrition/Heabh, /-Expanded Library Hours. S-Tednoiogy. 9~PaTenting Skills. IB-Jridnlr^. Il-Emphymeni Counsetingte- Assistaux. 12->Serricts for Nan-graduates cf Seamdary Stdioob, IS^Servdesfor Indriduals \rilh Disabilities, 1A4 3^ PreK, JW. 6^. 9-12. Adult (A), or Other (O). k-5>8 115 8 61 K>S 53 4.5 61 K-5> 77 1 21 I I 2.15: Linkages to School Day Program Please check all boxes that apply. Nature of Linkages O OS 03 O OS k? u j? CZ) O S 2 c2a (-O3 w 2 ta I I' 12-3'2 s g .a 5 sO O _ - U co U U a 2 C3 o _ "a a :2 . -p -Og --aP Cti n, 03 fGld .2 < "S c -gl > 2 di Princ^als Teachers X X XX Guidance Counselors Coaches Support Staff_________ Custodial Staff________ Other (Please identify:) Parents (x) Ahinmae (@) X XX X XX X X X X X X X X x@ . 2.16: Community Collaboration Please check all boxes that apply. Organization (Name or type) List all commitnity organizations with whom you collaborate. New Futures/LRSD Rice Depot X X X X Nature of Collaboration X XX X X x@ T3 C 03 CO 03 O "S .2: co O -a c 3 CqZ) I (A "S o o e 5 I s 73 q .3 -K -O u 2 q> & P -o Am 75 O 3 X X BO c - .SQ u lu U 00 a-a (S S o 2 til > co o 2 -3 gt. u -29 0.1 til co Annual Performance Report 1 2 I .3 9" o -J 3 : CA u .-2 c4 0^ Q O GG3 \w> 2 r" o q 75 H o 3 :211 a. co X u 2 a Kb 3.1: Program Success Stories and Problems Jse the space below to report additional information on program successes and problems. The Cloverdale 21 Century Elementary After-School Tutoring Program has been successftd lelping students with letter and number recognition. Students who had not been consiste^ in liming in homework now do so on a consistent basis. Students who were felling in certain academic, areas improved their grades over a grading period. Problems include getting students to attend consistently. The tutoring and activities offered are excellent. The staff at Cloverdale are wonderfuL My child is in the Dance/Ballet Class and it has really improved her self-esteem and confidence in lerself. I hope this program will continue next school year! Comment from parent of Cloverdale vfiddle After-School participant (See survey that follows). ** See copy of letter addressed to Mr. Patterson and Mrs. Lamb (Cloverdale Middle School administrators) regarding ESL program. Consistent attendance during the second half of the year continues to be a problem for the middle school program. We can always count on our feithftil 45 and we are working on ways to increase this number. _ Annual Performance ReportLittle Rock School District 21^ Century Community Learning Center Grant I? A TWD C "LEADERS Site: Date: Parent Survey C V\\(P 1. What school does youi child attend? 2. What grade is your child in? 3. How did you find out about this program? (Check all that apply.) McClellan Community Education brochure Teacher recommended ___Word-of-mouth Flyer seen at the school . ' . Other, please specify: 4. Has the tutoring program met your expectations? ___ i no 5. Has your childs schoolwork improved? J)Cys ----- 6. Would you recommend this program to others? _)Cyes ----no T. Does your childs te?p.her know about this program? X_ yes ----no imsure comn^nts: to the space below and on the back of this page, ptee you may have regarding this program. We welcome all suggestions for improvemeat. (f I^L S|-6^V d4 iS \rv Sj^. "I hc>P<^ ^'5 nWeBsyc-.CMLA/ASP/l 1-16-99 To
From
Mr. Patterson Ms. Lamb Meredith Wells RE
ESL students in Afterschool Program Date: November 17,1999 Thank you for visiting with me the ESL parents and they are about the Afterschool Program, i have spoken with all excited about their children being in. this CespSy
than^rESL class is being taught along.vnth the program. . Spanish-For-Spanish-S peakers. As far as I know this is the only school in the district that will be offering this wonderful advantage for our Non-English speakers as th^e is class. It is a--------- - nothing better for language acquisition than a writing in ones native language. solid foundation in reading and of the Afterschool Permission fonn and a letter permission form. I will give these forms to -returned this week. I also until November 30 to give the needed. the students today and have requested the foms be mentioned that the program would not degtn for th^ office time to arrange bus transportation if it will be Thanks again for all your help. i-If 2 Century Community Learning Centers Program Annual Performance Report Updated February 2001 U.S. Department of Education0MB No. 1890-0004 Exp. Date: 02/28/03 U.S, Department of Education GRANT PERFORMANCE REPORT COVER SHEET 1. Performance Reporting Period 03/25/00 - 03/24/01 2. PR/Award No. (Block 5 on Grant Award Notification) 3. Project Title R287A981996-99 Little Rock LEADERS 4. Recipient Information 5. Contact Information Name:Little Rock School District Name: Marion Baldwin Address:810 W. Markham Title: Community Education Director Address:9417 Geyer Springs Road City:Little Rock State:AR Zip+4: 72209-7827 Tel. #: (501)570-4149 Fax #
570-4098 E-mail Address:mebaldw@mccIrsd.kl2.arus 6. Cumulative Expenditures 7. Annual Certification(s) of IRB approval Federal: $ Yes No Non Federal: $ Not applicable 8. Authorized Representative Information To the best of my knowledge and belief, all data in this performance report true and correct. are Leslie V. Carnine Name (Typed or printed) LVCARNieirsdadm.Irsd.kl2.ar.us E-mail Address (501)324-2000 Telephone Number (501)324-2146 Fax Number Signa' 04/27/01 Date ED Form 524 B Grant-Level InformationProgram Objectives 1.1 Please list your original project objectives in the table below. You may extend this table onto the next page as needed. Program Objectives (as listed in proposal) List your original program objectives as stated in your grant proposal. Example: Reduce rates of juvenile crime in the community Status of Objective Describe whether you have met the stated objective, progressed toward the objective, revised the objective, or dropped the objective entirely.____________ Example: Met objective Changes / Comments Describe any changes made to your original objectives. If no changes have been made, comment on progress toward your objective. To provide literacy education to 1,515 youth and 360 adults over 3-year grant cycle. Met objective To provide academic support through tutoring. Met objective To provide a safe, secure and educationally- structured environment for 1,515 youth during non-school hours. Met objective Example: Juvenile crime has dropped 25 percent since the start of the 2E Century program, according to data from the local police department. Number of youth and adults served far exceeded goal. More than 25% of GED enrollees earned their GED.__________________ 25.6% of elementary, 13% of middle school and 8.5% of high school populations participated in program. Number of youth served far exceeded goal. To provide support and training for child day care providers. To provide medical and mental health services to underserved youth and their families. To provide marketable skills training to adults. Met objective Met objective Met objective 10% of trainees pursuing careers in education. Conducted 95 medical consultations and 97 students received mental health services, this year alone. 328 adults enrolled in community education classes, this year.1.2: Project Goals, Focus, and Status As we close out this successfill grant project, we are happy to report that the majority of Little Rock LEADERS programs will be sustained. The majority of our objectives were met with one exception, later noted in this report. Further, we have secured a second 21 Century Community Learning Centers grant (LEADERS^) that will establish four new sites. This report covers project activity for the period of March 25,2000 through March 24, 2001. Activities are reported by goat Goal #1: To provide literacy education to youth and adults. One objective of this goal was to train literacy tutors for youth and adults. This objective was never met. Efforts were made to identify potential trainees
however, little came of that effort. Students and adults received literacy education through the programs
but, our goal was to establish a trained literacy corp. Though this objective was not achieved, successes of this goal are noted as follows. The Hooked on Phonics program is used in the elementary afterschool tutoring program. Students receive assistance with their homework and are given time to read once homework is completed. A small collection of books is stored in the tutoring center for the students. Writing is also encouraged as many students learn to read through writing. The ESL component of the middle school afterschool program provides literacy training for nonEnglish speaking students. This year, the number of ESL participants doubled from 7 to 15. It is also worth noting that the majority of these students attended the program more than 30 days. Our GED program continues to flourish. More than 25% of our GED enrollees earn their diplomas. We are second only to the Adult Education Center (AEC) in number of GED participants earning their GED. This is quite an accomplishment given the fact that the AEC has both daytime and evening classes where we only offer evening courses. Again, we hired a literacy tutor for below basic readers that participated in the 2 Cool 4 School Summer Day Camp program This time, a Little Rock School District Reading teacher was hired. Campers were able to work on their reading deficiencies throughout the summer. Parents commented that this was really helpful to their children. Goal #2: To provide academic support through tutoring programs. LEADERS tutoring programs served 329 total students in grades K-12. Programming started in early October and will operate through May 10, 2001. Students receive significant individualized attention in the afterschool program. Our student-tutor ratio rarely exceeds five-to-one and is actually about three-to-one, most days. Though we have not had any specific requests for special education, we did hire two special education teachers to work in the elementary school program, this year. These teachers have been assigned to work with the more academically challenged students. We continue to employ one of the resource teachers at the middle school program. This year, two special education students are enrolled in the middle school program. Parents and students identify subjects that are to be targeted for improvement. The program coordinator uses this information to assign tutors. The first priority of each tutoring session is toaoB 1 assist students in completing their homework. Once homework is completed, students spend time reviewing skills and/or reading. - Based on the feedback of parents and program participants, the tutoring programs have helped many students to improve their grades. Teachers and parents have noted an increase in self-esteem for many of these students. Letters from parents are attached to this report. Goal #3: To provide a safe, secure and educationally-structured environment. All LEADERS programs are conducted in LRSD schools and in accordance with District policies and procedures for safety and security. In addition, security staff is hired for each site. All LEADERS programs are structured to provide needed educational services to youth for the purpose of academic improvement. Goal #4: To provide support and training for child day care providers. Our 2 Cool 4 School Summer Day Camp is a state-licensed day care. Employees of the camp receive training from the State Department of Human Services Childcare Licensing Division. This training outlines the requirements of child day care providers. Orientation for the staff includes information regarding ( imp policies, procedures, and best practices. The staff is also trained for curriculum implements Ton to maximize its benefits to our campers. Goal #5: To provide medical and mental health services to underserved youth and their families. This year, ninety-five people were seen for medical consultations at the McClellan Community High School clinic. Of the 95 persons seen, 12 were adults. Most clinic patrons came for routine physicals, athletic physicals, and consultations regarding minor health problems. Mental health services were provided to a total of 117 youth, 72 high school and 45 middle school students. The students participated in sharing groups established around a few common concerns including grief and loss, drugs, violence, self-esteem, peer and femily relations, goal setting, and truancy. At the middle school, a rites of passage program was developed specifically for young men. Students in this program learned about rights, responsibility and the significance of growing up male in our society. The One Three One Five Summer Program again used a curriculum developed by mental health professions titled, The Psychology of Work. This curriculum teaches participants about the dynamics of the work environment. Participants engage in a variety of activities that equip them with needed skills to be successful in the workforce. Last summer, participants learned about entreprenuership from a local photographer. Goal #6 : To provide marketable skills training for adults. Community education classes are provided throughout the year. Patrons take a significant number of classes offered in order to increase their marketability and/or to increase their eligibility for promotion. A number of information technology courses are offered. Patrons also take advantage of workshops that provide them with information about resume writing, accounting/bookkeeping, financial planning/budgeting, grantwriting, and other skills commonly used in the work environment. B9BSJ 1.3: Lessons Learned and Planned Adjustments What lessons have you learned about your project from the data collected for this report? This year, we experienced a slight increase in the number of students participating in both school year and summer programs. However, as was the case last year we are still serving quite a large number of people through our programs, and different populations in each program. Our adult literacy program has the second highest number of GED graduates in the district. This year, we maintained consistent attendance (fell and spring) at the middle school program following the drop off after initial enrollment. The high school program experienced a threefold increase in spring attendance from 7 to 22. Describe the adjustments, if any, that you plan to make to your project, based on the information collected for this report. This section is not applicable as our project ends May 31, 2001. However, the majority of jut programs will continue. One adjustment for the future will be to try to get more involvement year around, such that, afterschool participants will also take part in summer programs. Please list any other project changes you plan to make this year. Program continuation using funds other than 21* Century Community Learning Centers grant.1.4: Budget Complete the following budget table for your projects current grant year. For most projects, this is June through May. Budget Category 1. Personnel 2. Fringe Benefits 3. Travel_____________ 4. Equipment 5. Supplies 6. Contractual 7. Construction 8. Other Total Direct Costs (lines 1-8) Indirect Costs Training Stipends Original Budget (from application) $ 64,710 14,091 2,562 -0- 52,050 160,186 1,000 $294,599 24,187 Included in travel Revised Budget (this years funding pins any carryover from previous year) 71,243.40 48,840.36 2,831.09 -0- 66,250.11 153,879.71 -0- 2,000 $345,044.67 33,674.32 Included in travel $378,718.99 Anticipated Expenditure (as of end of budget period) 71,243.40* 48,840.30** 2,831.09 -0- 66,250.11 153,879.71 :o: 2,000.00 345,044.67 33,674.32** Included in travel T . 1 $318,786 _ Total Costs each row, revised budget = anticipated expenditure + anticipated carryover. $378,718.99 Anticipated Carryover (as of end of budget period) -0- -0- Io: -0- -0- -0- -0- Please give a narrative explanation for anticipated carryover amount and your plans for expending it. Personnel costs will exceed the revised budget amountj however, the excess will be taken from the fringe benefits line hem. Fringe benefits also include FICA paid on hourly employees that were shown in the budget as a contractual expense. . . Shortly after the original proposal was submitted the State Department lowered the indirect cost ! factor
therefore the amount reflected is in excess of what will actually be spent for indirect costs. The additional funds will be absorbed in other line items of the budget.Community Collaboration 1.5 Use this table to describe active collaborations between your program and community organizations (for example, 4H, churches, YMCA, local businesses, universities libraries, ^^fe******" \ r ____ _____ fnr the type of organization, the numerical code for the museums). Please indicate the name or type of organization, the numerical coue lu me organization, the primary contribution of the organization to the project, and the estimated value of the contribution. You may extend this table onto the next page as needed. Organization (Name of all organizations with whom you collaborate.) UAMSC Child Study Center Consumer Credit Counseling Services Lakewood Golf School Bums Park Golf Assn. Lakeview Country Club GoUworld Judge Marion Humphrey Little Rock Parks & Recreation Little Rock School District (various depts.) Please code the type of organization from the list below. (1) National Organizations (e.g.. Boys & Girls Clubs, YMCA/ YWCA, Big Brothers/Big Sisters) (2) Community-Based Organizations (3) Libraries or Museums (4) Businesses (5) County or Municipal Agencies (e.g., police. Parks and Recreation, Health and Social Services (6) Colleges or Universities (7) Faith-Based Organizations (8) Hospitals/Clinics/Health Providers 8 Primary Contribution (1) Set Goals and Objectives (2) Raise Funds (3) Provide Services/Goods (meals, nurse, advertising) (4) Provide Volunteer Staffing (5) Provide Paid Staffing (6) Provide In-Kind Donations (7) Share Techniques for Conducting Activities (8) Other (describe) 1,3,7 Estimated Value of Contribution $50,000 1 4 5 4 4 7 5 5 3,4,8 6 6 6 6 6 3 1,2, 3,4, 5,7 $5,000 $200 $450 $100 $75 $500 $1,000 $150,000center-Level information (McClellan Community High School)Characteristics of 21^ CCLC Center 2.1 Which Center location are you reporting on? McClellan Community High School (school name) 2.2 Were any of the following components running prior to receiving 21 CCLC funds for this Center? 0^ After-school Summer * (Programs shown separately/held at alternate location due to building renovations) Other (specify): Community Education Classes for adults 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21 CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/03/00-05/03/01 Summer: Other: 06/19/00-07/28/00 09/25/00 - 12/07/00. 01/29/01 - 05/12/01 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 14 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school
include former and substitute teachers)________________________________ College students____________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify):________________________ Number of Staff % of Staff 01 01 O ~0 "oCharacteristics of Host Schools The host school is the school at -which your 2T' CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. 9-12 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number of adults (19 and older) andK- 12 students who attended the Center for each time period indicated. If your Center keeps an attendance list for each activity and people can attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2: Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the summer. Row 4: Add the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the pastyear. Example What is the total number of... Number of adult attendees (19 or older) Number of student attendees 1. Individuals served during the past academic year_______________________ 2. Individuals served during the past summer_____________________________ 3. Individuals served during both the past academic year AND summer 4. Individuals served in the grant year a 'A-f r- 4'1 S 4^
T Jfi55? i Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year____________________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND siunmer 4. Individuals served in the grant year* No. of adult attendees (19 or older) 343 No. of student attendees 97 343 97 0 0 0 0 *Note: As a check on the accuracy of your figures in each column, if you add the first two rows together and then subtract the third row, you should get the total number (unduphcated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 2.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 77 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs. Yes 0^No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a "1" in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a 1 in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minuteperiod and .25for a 15-nunuteperiod. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 a.m. 7 TO 8 A.M. 8 TO 9 A.M. 9 TO 10 A.M. 10 Toll A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M. 1 TO 2 P.M. 2 TO 3 P.M. 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M. 7 TO 8 P.M. 8 TO 9 P.M. Later than 9 p.m. Total .5 1 1 1 1 .5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 3 3 3 4.5 16.5 4 4 42.12 Did the Center offer services during the summer of 2000? eTycs No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. **(Summer programs were held at an alternate location due to building renovations. They are shown separately for better clarity.) Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the summer. Use 0.5 to indicate a 30-minuteperiod and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun TOTAL 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 P.M. TotalStudent Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 2F* CCLC Center is located. Use the school s classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... All students (total)_________________________________ ______White______________________________________ ______Black or African American _________________ ______Asian______________________________________ ______Native Hawaiian or Other Pacific Islander_______ ______American Indian or Alaska Native______________ ______Hispanic or Latino______________ Students who are considered Special Education_________ Students who are considered LEP (Lirmted English Proficient)_________________________________________ Students who are eligible for free or reduced price lunch Students who are new to the school (freshmen/^^ graders) Students in host school 1149 89 1041 1 0 0 18 117 12 382 366 Student attendees in CenteA 97 4 90 0 0 0 3 0 0 80 18Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended 30 or more days during the program year (including summer). Any student who attended 30 days . . 1 Z . f -7*_____________. (/ziva or more during the program year (including summer) is a regular attendee. What Is the number of student attendees who ... Number of student attendees 97 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 0 97 TOTAL2.18 Please describe the services and activities funded by your 2P CCLC grant. Description of Activity or Service Participation in Activity or Service Activity or Service Number of Activities Times Activities Offered Staffing Level Staffing Type Grade Leveb Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? If you do not offer any activities in a category, enter 0 for Number of Activities and go to the next category. How many activities are offered in this category? (1) Reading/Literacy (2) Mathematics (3) Science (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies 1 3 T 0 0 0 0 1 After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). Paraprofessional (P), Adult volunteer (V), Teacher (J), College student (C), Other student (S), antPor Other (O). PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). S T 9-12 6 3 3 A A A S S S T, C, S f 9-12 9-12 T 9-12 15 3 4 3 3 3 3 3 3 (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults (12) Homework Help/Tutoring 1 0 1 1 w O,W PreK,K-5, 6-8,9-12,A 12 5/clinic 1/mo. A,W, S A M S A 9-12 25 10 2.5-5 3 4 3 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school. Indicate (by checking the appropriate boxes) which individuals from the regular school faculty/staff contribute to the program in the ways indicated in the first column. For example, the schools principal and teachers may significantly help you set goals and objectives for the after-school program (if so, both of these boxes would be checked). Alternatively, they may not be substantially involved in any of the ways suggested (if so, their box in the last row and no other row would be checked). Please check all boxes that apply. Roles/Contribution to after- school program Set goals and objective? Principal School-day Teachers X Guidance Counselors X OfSce Staff Custodian X X Recruit/refer students X X X Communicate school-day curricula to Center staff X Provide feedback on students X X Share instructional practices X Work in after-school program X X Promote access to facilities, provide resources or assistance X X X X Not substantively involved ..center-Level Information (Cloverdale Middle School)Characteristics of 21^ CCLC Center 2.1 Which Center location are you reporting on? Cloverdale Middle School (school name) 2.2 Were any of the following components running prior to receiving 2P CCLC funds for this Center? 0*^^er-school Summer O Other (specify): 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21* CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/05/00 - 05/03/01 Summer: _________________ Other: _________________ 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school
include former and substitute teachers) ______________________________ College students___________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify): Security______________________ Number of Staff 15 % of Staff 0 0 T 0 T "2 11Characteristics of Host Schools The host school is the school at which your 2T CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. 6-8 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178 12Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number of adults (19 and older) and K-12 students who attended the Center for each time period indicated. If your Center keeps an attendance list for each activity and people can attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2: Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the summer. Row 4: Add the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the past year. Example What is the total number of... Number of adult attendees (19 or older) Number of student attendees 1. Individuals served during the past academic year________________________ 2. Individuals served during the past summer____________________________ 3. Individuals served during both the past academic year AND summer___________ 4. Individuals served in the grant year .. 'I L KB A?
r'Jfj it "3 5i 1 Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year_______________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND summer_______________ 4. Individuals served in the grant year* No. of adult attendees (19 or older) 0 No. of student attendees 99 91 0 0 0 s 8 *Note: As a check on the accuracy of your figures in each column, if you add the first two rows together and then subtract the third row, you should get the total number (unduphcated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 132.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 76 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs. Yes No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a 1 in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a I in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minute period and .25for a 15-nunute period. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M. 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M. 2 TO 3 P.M.________ 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M. Later than 9 p.m. Total 3 3 1 1 1 1 1 1 6 2 2 2 142.12 Did the Center offer services during the summer of 2000? Yes 0^No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the sunaner. Use 0.5 to indicate a 30-minute period and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M.________ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later than 9 p.m. Total 15Student Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 21" CCLC Center is located. Use the schools classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... Students in host scFiool Student attendees in Center All students (total)________________________________ White_____________________________ ______Black or African American_____________ ______Asian____________________________________ ______Native Hawaiian or Other Pacific Islander______ ______American Indian or Alaska Native____________ ______Hispanic or Latino__________________________ Students who are considered Special Education_______ Students who are considered LEP (Limited English Proficient)_____________________________ Students who are eligible for free or reduced price lunch Students who are new to the program________________ 99 3 81 0 0 0 15 0 15 99 54 16Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended 30 or more days during the program year (including summer). Any student who attended 30 days or more during the program year (including summer) is a "regular attendee. " What is the number of student attendees who ... Number of student attendees 71 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 28 99 TOTAL 172.18 Please describe the services and activities funded by your 2P CCLC grant. Description of Activity or Service Participation in Activity or Service I Activity or Service If you. do not offer any activities [ in a category, enter 0 for i Number of Activities and go to the next category. (1) ReadingZLiteracy (2) Mathematics (3) Science (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies______________ (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults (12) Homework Help/Tutoring Number of Activities How many activities are offered in this category? X 1 1 3 0 1 0 1 0 0 0 1 Times Activities Offered After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A A A A A A A Staffing Level One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). M M M M M M S staffing Type Paraprofessional (P), Adult volunteer (V), Teacher (T), College student (C), Other student (S), and/or Other (O). T T T P, T, O T T T, O Grade Levels Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). 6-8 6-8 6-8 6-8 6-8 6-8 6-8 12 18 11 13 12 12 10 6 6 6 3 3 6 6 3 3 3 3 3 3 3 19 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school Indicate (by checking the appropriate boxes) which individuals from the regular school faculty/staff contribute to the program in the ways indicated in the first column. For example, the schools principal and teachers may significantly help you set goals and objectives for the after-school program (if so, both of these boxes would be checked). Alternatively, they may not be substantially involved in any of the ways suggested (if so, their box in the last row and no other row would be checked). Please check all boxes that apply. Roles/Contribution to after- school program Set goals and objectives Principal School-day Teachers X Guidance Counselors X Office Staff Custodian X X X Recruit/refer students X X Communicate school-day curricula to Center staff X X Provide feedback on students X X Share instructional practices X X Work in after-school program X X X Promote access to facilities, provide resources or assistance X X X X X L Not substantively involved 20center-Level Information (Cloverdale Elementary School) 10Characteristics of 21* CCLC Center 2.1 Which Center location are you reporting on? Cloverdale Elementary School (school name) 2.2 Were any of the following components running prior to receiving 2P CCLC funds for this Center? ^fter-school Summer Q Other (specify): 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21^ CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/02/00-05/03/01 Summer: _________________ Other: _________________ 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 29 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school
include former and substitute teachers)_______________________________ College students________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify): Security, custodian Number of Staff l6 % of Staff 3 4 T o I I 11Characteristics of Host Schools The host school is the school at which your 2T' CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. K-5 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178 12Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number ofnduto (19 and older) andK-I2e,udemr^ aended,he Cetler for each attendance list for each activity and people can time period indicated. If your Center keeps an attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2 Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the Row 4: Id^the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the past year. Example What is the total number of... 1. Individuals served during the past academic year_______________________ 2. Individuals served during the past summer___________________ 3. Individuals served during both the past academic year AND summer 4. Individuals served in the grant year Number of adult attendees (19 or older) Jt 1 Number of student attendees ST Sw J. ft') k i- C . 350 i T 1 > Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year__________________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND summer____ 4. Individuals served in the grant year* No. of adult attendees (19 or older) 0 No. of student attendees 133 133 0 0 0 0 0 *Note As a check on the accuracy of your figures in each column, if you add the first two rows togeAer and then subtract the third row, you should get the total number (unduplicated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 132.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 78 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs. Yes No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a 1" in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a 7 in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minuteperiod and .25for a 15-minuteperiod. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M.______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later than 9 p.m. Total .5 1 1 1^ 1 1 .5 1 1 1 1 1 .5 1 1 1 1 1 1.5 3 3 3 3 3 5.5 5.5 5.5 i 16.5 142.12 Did the Center offer services during the summer of 2000? Yes 0^No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the summer. Use 0.5 to indicate a 30-minuteperiod and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun TOTAL 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M.______ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M.________ 5 TO 6 P.M.________ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 P.M. Total 15student Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 2F CCLC Center is located. Use the school s classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... Students in host school Student attendees in Center All students (total)_______________________________ ______White_________________________ ______Black or African American__________________ ______Asian_____________________________________ ______Native Hawaiian or Other Pacific Islander______ ______American Indian or Alaska Native____________ ______Hispanic or Latino__________________________ Students who are considered Special Education_______ Students who are considered LEP (Limited English Proficient)_____________________________________ Students who are eligible for free or reduced price lunch Students who are new to the school__________________ 401 20 355 1 0 0 22 38 8 341 108 103 7 86 1 0 0 6 3 0 88 31 16Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended days during the program year (including summer). Any student who attended 30 days 30 OK D2OK6 t -------""o 2 -* or more during the program year (including summer) is a regular attendee. What is the number of student attendees who ... Number of student attendees 55 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 78 133* TOTAL *This number represents all of the program attendees. In 2.15 (previous page) only 103 participants are noted because those are the participants that attend the host school
however, this program serves 30 additional students that attend schools other than the host school. 172.18 Please describe the services and activities funded by your CCLC grant. Description of Activity or Service Participation in Activity or Service Activity or Service Number of Activities Times Activities Offered Staffing Level staffing Type Grade Levels Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? If you do not offer any activities in a category, enter 0 for Number of Activities and go to the next category. How many activities are offered in this category? (1) Reading/Literacy___________ (2) Mathematics______________ (3) Science__________________ (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies______________ (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults_______ (12) Homework Help/Tutoring 2 1 1 0 1 0 y 1 0 0 0 1 After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). Paraprofessional (P), Adult volunteer (V), Teacher (I), College student (C), Other student (S), and/or Other (O). PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). A A A A A S S S M M S T, C T,C LC T, S T,C T, C K-5 K-5 K-5 K-5 K-5 K-5 45 48 40 50 40 40 3 3I 4.5 3 3 3 3J 4.5 3 3 19 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school. Indicate (by checking the appropriate boxes) which individuals &om the regular school feculty/staff contribute to the program in the ways indicated in the first column. For example, the schools princ
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.