Success For Each Child & Eliminate the Opportunity Gap by Leading with Racial Equity

Program Goals

2020-21 Priorities

For the 2020-21 year, the program prioritized connecting with and supporting students and families throughout the stress and uncertainty of the COVID-19 pandemic and school closures. The program’s 2020-21 priorities included:

  • Support equitable access to resources and services for students and families
  • Respond to student and family needs during the COVID-19 pandemic and school closures
  • Provide monthly virtual family events
  • Learn and practice the use of online learning tools, congruent with district standards

The 20-21 priorities are in the context of the longer-term goals of the 21st CCLC program, which provides high-quality afterschool programming to achieve the below goals and objectives. The overall 21st CCLC goals and objectives are listed below, including:

  • 2020-21 priority areas, identified with an (*)
  • Those where additional data available are noted in parentheses

Overall Goals and Objectives

  • Serve a meaningful number of students at each site with a meaningful intensity of service. (Additional data available)
    • Prior to the COVID-19 pandemic and school closures, each site had the following objectives:
      • Enroll 120 students
      • At least 75% will attend at least 30 days (known as regular attending students)*
      • 60% of regular attending students will attend 60 or more days by the end of the school year*
  • Increase the knowledge and skills of families about how to support the education of their children*
    • Adult family members of 80% of regular attendees will attend at least one family event each year1 (Additional data available)
    • At least 80% of participating families will agree or strongly agree that they learned new information that will be helpful to their child or family2 (Additional data available)
    • At least 80% of participating families will agree or strongly agree that they plan to use at least one of the ideas learned3 (Additional data available)
  • Increase the number of community partners who collaborate with project (Additional data available)
    • The project will collaborate with at least three community partners in the first year of operation
    • The project will add at least one new partner in each subsequent year of the project*
  • Increase student achievement in reading and math (Additional data available)
    • At least 50% of regular attendees will increase achievement in reading/language arts from fall to spring
    • At least 50% of regular attendees will increase achievement in mathematics from fall to spring
  • Improve academic and learning behaviors in the classroom*
    • At least 70% of regular attendees will improve on turning in their homework on time, completing homework to the teachers’ satisfaction, and class participation4
    • At least 70% of regular attendees will improve on coming to school motivated to learn, behaving well in class, and getting along well with others5
    • At least 90% of regular attendees will have a daily school day attendance rate of 90% or greater by the end of the school year as assessed by school attendance records6
  • Increase ratings on the Youth Program Quality Assessment each year. (Additional data available)
    • Ratings on the dimensions of interaction and engagement by the local evaluators will increase each year of the project with the first year serving as a baseline
    • Ratings on the dimensions of interaction and engagement by the local evaluators will equal or better the average ratings of other programs in the state by the last year of the project

1 As measured by sign-in sheets at each event
2 As measured by an end of event survey/exit ticket
3 As measured by an end of event exit ticket 
4 As measured by end-of-year teacher survey. No data available in 2020-21, as this survey was not administered due to the COVID-19 pandemic and school closures.
5 As measured by end-of-year teacher survey. No data available in 2020-21, as this survey was not administered due to the COVID-19 pandemic and school closures.
6 As measured by records of daily attendance. No data available in 2020-21, given inconsistency in attendance data with virtual schooling for most of 2020-21.