The Central Texas ACE Collaboration (CTAC) 21st Century … · 2015-08-21 · The Central Texas ACE Collaboration (CTAC) 21st Century Community Learning Centers Cycle 7 Grantee Final

The Central Texas ACE Collaboration (CTAC)

21st Century Community Learning Centers Cycle 7

Grantee Final Report 2015

Raymond Canizales External Evaluator

July 31, 2015

This report meets the reporting requirements associated with the Afterschool Centers on Education (ACE) funded by 21st Century Community Learning Centers grants. The report incorporates all the mandated report elements

and outline provided in the ACE Evaluator Report Guidelines 2014-15 and modified in June 2015.

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The Central Texas ACE Collaboration (CTAC)

21st CCLC Cycle 7 – 2015 Grantee Final Evaluation Report

Table of Contents

I. Executive Summary .....................................................................................................................2

II. Introduction and Purpose of Program ........................................................................................8

III. Evaluation Strategy Plan ..........................................................................................................14

IV. Program Support Strategy........................................................................................................18

V. Program Participation ...............................................................................................................26

VI. Program Intermediate Outcomes .............................................................................................28

VII. Program Impacts.....................................................................................................................38

VIII. Stakeholder Perceptions ........................................................................................................39

IX. Assessment of Evaluator Recommendations and Coordinator Commentary ..........................52

X. Next Steps .................................................................................................................................56

XI. Evaluator Information ..............................................................................................................61

Appendix Section – Executive Summaries

Center 1: Bartlett Schools ..............................................................................................................64

Center 2: Rockdale Elementary .....................................................................................................71

Center 3: San Juan Diego Catholic High School ...........................................................................78

Center 4: Katherine Anne Porter Charter School ..........................................................................85

Center 5: Rockdale Intermediate School .......................................................................................92

Center 6: Rockdale Junior High School.........................................................................................99

Center 7: Texas Empowerment Academy Elementary School ....................................................106

Center 8: Texas Empowerment Academy Middle School ...........................................................113

Center 9: Rockdale High School..................................................................................................120

Center 10: Smithville Elementary School ....................................................................................127

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I. Executive Summary

The Afterschool Center on Education (ACE) is the program administered through the Texas

Education Agency for the federally funded 21st Century Community Learning Center (CCLS)

grants authorized under the Title IV, Part B of the Elementary and Secondary Act (ESEA), as

amended by the No Child Left Behind Act of 2001. (NCLB; Public Law 107-110). The purpose

of ACE programs is to support the creation of community learning centers to provide academic

enrichment opportunities during non-school hours for children who attend high-poverty and low-

performing schools. The Central Texas ACE Collaboration (CTAC) Program is composed of ten

centers serving three school districts, three charter schools and one private school. This report

examines the outcomes of the Cycle 7 grant awarded to the (CTAC) Program during the 2014-

2015 school year. The (CTAC) program served 2 students of which 2181 were enrolled as ACE

program participants. Of those 12181 ACE program enrollees, 1198 were regular ACE program

participants attending at least 30 days or more of programing activities. One thousand and sixty-

one parents participated in adult and family education programs. The individual centers

identified in the (CTAC) program are as follows:

Center 1: Bartlett Schools

Center 2: Rockdale Elementary

Center 3: San Juan Diego Catholic High School

Center 4: Katherine Anne Porter Charter School

Center 5: Rockdale Intermediate School

Center 6: Rockdale Junior High School

Center 7: Texas Empowerment Academy Elementary School

Center 8: Texas Empowerment Academy Middle School

Center 9: Rockdale High School

Center 10: Smithville Elementary School

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Listed below is a major summary of findings for the “combined” ten centers.

Finding 1: Achievement in Regular Classroom Academic Performance

English Language Arts: Grade change by regular ACE program students from semester 1

to semester 2:

Center Number Change

Increase or

Decrease

1 0.25 Increase

2 1.28 Increase

3 4.00 Increase

4 2.58 Increase

5 0.70 Increase

6 2.35 Decrease

7 0.16 Increase

8 0.21 Increase

9 2.27 Increase

10 0.61 Decrease

Mathematics: Grade change by regular ACE program students from semester 1 to

semester 2:


Increase or

Decrease

1 0.30 Increase

2 0.68 Decrease

3 0.30 Decrease

4 0.51 Increase

5 0 No Change

6 0.44 Decrease

7 0.79 Decrease

8 1.74 Increase

9 3.05 Decrease

10 0.56 Decrease

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Science: Grade change by regular ACE program students from semester 1 to semester 2:


Increase or

Decrease

1 0.24 Increase

2 2.43 Increase

3 2.20 Increase

4 1.16 Increase

5 1.57 Decrease

6 3.04 Decrease

7 2.67 Increase

8 2.45 Decrease

9 0.48 Decrease

10 1.01 Decrease

Social Studies: Grade change by regular ACE program students from semester 1 to

semester 2:


Increase or

Decrease

1 1.61 Increase

2 0.89 Increase

3 1.30 Decrease

4 1.15 Decrease

5 1.29 Decrease

6 2.86 Decrease

7 4.07 Decrease

8 2.40 Increase

9 1.64 Decrease

10 0.57 Decrease

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Finding 2: Achievement in State Assessment Performance (STAAR Test)

English Language Arts: Passing rate of all center students versus regular ACE program

attendees:

Center Number

All

Students

Regular 21st

CCLC

Attendees

1 60.0% 65.0%

2 N/A N/A

3 N/A N/A

4 74.6% 77.8%

5 74.0% 47.0%

6 74.1% 54.9%

7 72.5% 72.5%

8 72.6% 72.6%

9 58.2% 54.5%

10 69.3% 57.4%

Mathematics: Passing rate of all center students versus regular ACE program attendees:

Center Number

All

Students

Regular 21st

CCLC

Attendees

1 N/A N/A

2 N/A N/A

3 N/A N/A

4 45.5% 50.0%

5 N/A N/A

6 100.0% 100.0%

7 N/A N/A

8 100.0% 100.0%

9 71.0% 73.0%

10 N/A N/A

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Science: Passing rate of all center students versus regular ACE program attendees:

Center Number

All

Students

Regular 21st

CCLC

Attendees

1 38.0% 37.0%

2 N/A N/A

3 N/A N/A

4 62.5% 76.9%

5 56.0% 20.0%

6 59.2% 40.0%

7 66.7% 66.7%

8 87.5% 87.5%

9 79.2% 71.4%

10 67.8% 61.3%

Social Studies: Passing rate of all center students versus regular ACE program attendees:

Center Number

All

Students

Regular 21st

CCLC

Attendees

1 15.0% 17.0%

2 N/A N/A

3 N/A N/A

4 97.8% 97.2%

5 N/A N/A

6 50.8% 35.0%

7 N/A N/A

8 77.3% 77.3%

9 90.5% 100.0%

10 56.8% 0.0%

Finding 3: Achievement in Attendance Improvement

The (CTAC) combined average daily attendance of regular ACE program enrollees

increased by 8.03 days from semester one to semester two.

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Finding 4: Achievement in Behavior Improvement

The combined results of all (CTAC) centers indicates that stakeholders perceived an

improvement in student behavior. Survey results indicated that 69% of students, 68% of

parents and 52% of staff either agreed or strongly agreed that ACE program students had

improved in their behavior during the 2014-2015 school year.

Finding 5: Achievement in Promotion Improvement

Improvement in academic performance and in regular school day attendance are two

factors that contribute greatly to student promotion success. Using the combined center

results from the survey administered in spring 70% of students, 73% of parents and 75% of

staff agreed or strongly agreed that the grades of ACE program students had improved

during the 2014-2015 school year. On that same survey 68% of students, 66% of parents

and 52% of staff agreed or strongly agreed that the attendance of ACE program students

had improved during the 2014-2015 school year.

Finding 6: Achievement in Graduation Improvement (Applicable only to High School)

According to the most recent (2013-2014) Texas Academic Performance Report (TAPR) the

completion rate/retention rate for Rockdale High School was 95.8%, San Juan Diego Catholic

High School was 92% and for Katherine Anne Porter Charter School was 98.5%.

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II. Introduction and Purpose of Program

A. Description of Centers

The Central Texas ACE Collaboration (CTAC) is a partnership made up of small schools in the

Central Texas area, managed jointly through a partnership of Education Service Center, Region 13

(ESC 13) and the Austin Community College (ACC). This collaboration consists of three

independent school districts, three private schools and one charter school, serving students in

grades from Pre-Kindergarten to grade 12. This collaboration allows a direct pathway to higher

education and career training. Four of the ten schools in CTAC formerly collaborated in the Cycle

4 21st CCLC Project led by Region XIII Education Service Center. The experiences learned from

the Cycle 4 Project have enabled the current collaboration of schools to share lessons learned and

create mentor schools. This partnership has built a strong, effective and sustainable out-of-school

time (OST) program. Members of this collaboration have shared successful strategies for

engaging high-risk youth at state and national 21st CCLC conferences. The addition of ACC brings

expertise on parent engagement, adult basic education, character development and a better linkage

with higher education and post-secondary career training. Region XIII is a recognized leader in

providing training and technical assistance to campuses in Central Texas on improving academic

competencies, strategic tutoring, and positive behavior intervention and college and career

readiness. This partnership has expanded the community partnerships, family engagement and

adult education outreach programs available to the ten participating centers.

The campuses partnering in CTAC are all smaller schools that have limited resources and

infrastructure to oversee and manage the various components of 21st CCLC operations and

accountability. All ten centers have great needs, in terms of at-risk students, academic achievement

gaps and scarcity of community resources for students and their family members. Sharing

strengths and experiences with proven, evidence-based strategies using the PRIME Blueprint

planning process and associated tools have provided the necessary tools to boost student

achievement, increase attendance, improve behavior, and keep students on track for timely

promotion and graduation.

Key components of the CTAC program include integrated OST time academic tutoring, academic

enrichment, technology training, and extracurricular learning for enrolled students and their family

members. CTAC offers high quality learning opportunities to students who have been identified

by their campus administration, teachers or parents as in need of additional assistance, either

academic, behavioral, or both. Each school provides before school learning time, where students

can receive tutoring, complete homework assignments and use the school’s computer and library

resources. Students in the after school program are provided a range of learning opportunities,

including homework assistance, tutoring in core academic areas, technology, fine arts,

health/wellness, college and career exploration opportunities, and physical fitness. Each day,

students participate in a minimum of one academic learning activity and one enrichment activity.

These programs are offered 4-5 days per week during the school year and four 6 hours per day for

four weeks in the summer. There are also occasional special weekend and evening activities

available to students and their parents.

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Each CTAC campus offers targeted parent and family learning opportunities, including parenting

classes, strategies to support student learning, English as a Second Language classes, technology

training, and Adult Basic Education and college/career preparation activities. ACC has taken the

lead in providing training, technical assistance and expertise in serving the adult and family

members. Finally, many diverse community partners continue to participate in these programs.

They provide volunteer assistance, college and career readiness opportunities, high engagement

classes and resources to support the program at each center. It is the general belief of the

administrative and support team that building parent and community support is necessary to create

an effective and sustainable program.

B. Overall Goals

There are five program objectives or intermediate outcomes identified in each center’s logic

model. Samples of specific expectations and the intended strategies to use are listed below.

1. To improve academic performance

Expectation: To see underperforming students improve in all areas.

Strategy: Provide assessment-based academic assistance and academic enrichment for under-

performing students

Expectation: For all students to master their current grade level work, move on to their next grade and

pass their STAAR exams. Strategy: Subject matter teachers provide homework help to students. Our clubs (enrichment

classes) are an enhancement to the day-to-day lesson plans.

Expectation: To improve in math, science and writing

Strategy: Provide tutorials, involve students in activities where they are utilizing core academic

subjects in everyday lessons, provide quality instruction and assistance.

Strategy: Provide tutorials, involve students in activities where they are utilizing core academic

subjects in everyday lessons, provide quality instruction and assistance. Students will also work on

homework and/or receive support with classroom work.

Expectation: Students will show improvement in reading and math

Strategy: There are opportunities for students to receive morning homework help. Most

enrichment classes have a connection to the content areas of math and reading. Tutorials are

offered in math and reading and tie into instruction during the school day.

Strategy: The program offers a strong tutorial program for those students who are in need of

specific help to address needs in skills and concepts. The enrichment activities also contain a

strong academic component.

Expectation: Students will improve in Math, ELA, Science, and Social Studies subject areas.

Strategy: The offering of a variety of tutorial classes as well as enrichment classes, program

offerings such as science and writing, and the project based learning activities.

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Expectation: To improve in math, science and writing

Strategy: To Improve Academic Performance, subject specific tutorials, homework help, and

benchmark testing are provided.

2. To improve attendance

Expectation: To improve student daily attendance

Strategy: Encourage students to attend their regular day classes and the after school program by

rewarding attendance and successes and offering enrichment activities that appeal to student

interests. Also, improving mastery of content, building stronger relationships, and making school

fun through tutorials and enrichment activities.

Strategy: Encourage students to attend their regular day classes and the after school program by

rewarding attendance and successes and offering enrichment activities that appeal to student

interests.

Strategy: San Juan Diego has a very strict attendance policy. The office administrators stay on top

of class attendance. The Vice-Principle takes care of addressing absences with each student.

Strategy: Offer unique and engaging after-school opportunities that corroborate regular school

day experiences

Expectation: School attendance will be improved or maintained

Strategy: Students enjoy the different activities offered in the after school program and in order to

participate in the program the students must be in attendance during the school day. Also, the help

given means that students are not intimidated by school.

Strategy: Because after school participation is based on students being present during the regular

school day, students who enjoy the afterschool program will show up on a regular basis to their

school day classes.

Expectation: Students will attend school regularly and seek to increase attendance rates.

Strategy: Encouraging the students daily and providing a good learning environment for the

students.

Expectation: That all school day students attend the program and stay until the program ends at

6:00 pm.

Strategy: By offering clubs (enrichment classes) that the students are interested in then that

increases their excitement and they want to participate.

3. To improve behavior

Expectation: To decrease behavior referrals from the classroom teachers

Strategy: By improving mastery of content, building stronger relationships, and making school

fun through tutorials and enrichment activities we will decrease behavior referrals and increase

positive behavior.

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Strategy: Encourage student positive behavior by rewarding excellence and successes and

nominating students for “Student of the Month” when showing positive behavior in school and

after school activities.

Expectation: Students will demonstrate good behavior

Strategy: We are working on a reward system for good behavior. I personally also ask different

students each day about what "color" they are on and make it a point to make a big deal about good

colors. I want the students to know that people care about how they act and that it is important to

behave in school. On the flip side, there are also steps taken if a student misbehaves and the

student can be removed from the program.

Strategy: Encourage student positive behavior by rewarding excellence and successes through

awarding Right Choice coupons – also a regular school day program.

Strategy: A positive environment for the students and a variety of enrichment activities that are

attractive and enjoyable for the students. The school also teaches all students Steven Covey's The

Leader in Me leadership skills.

Expectation: To decrease behavior referrals from teachers, faculty, and staff.

Strategy: This being a Catholic School Student behavior that is deemed inappropriate is handled

immediately by Faculty, Staff, who then takes the matter to the Dean of Discipline.

Expectation: To reduce number of student ISS referrals and increase the number of “good news

reports” presented on the campuses.

Strategy: To offer constructive beyond-school hours activities that provide students occasions for

social/emotional development.

Expectation: That the program helps support the regular school day staff with improving student

behavior.

Strategy: Children cannot participate in the after school program if their regular school day

classroom behavior is unacceptable. Students are taught to show respect for each other.

Expectation: Continually reinforce the student behavior expectations from the day time and

address disciplinary matters accordingly.

Strategy: If any disciplinarian problems persist from a student then they are addressed according

to each student. This is to not allow disruption to their other students.

4. To improve promotion rates

Expectation: To improve or maintain promotion rates

Strategy: Provide study sessions, tutorials and enrichment activities that help students perform

better in the regular school day. By improving mastery of content, building stronger relationships,

and making school fun through enrichment activities. Students are also receiving more

personalized instruction through an on-line curriculum.

Strategy: Provide study sessions, tutorials and enrichment activities that help students perform

better in the regular school day.

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Strategy: All students and parents are aware of the academic expectations for each student.

Parents and students are involved in setting goals for each child. We provide homework help and

tutorials to support students.

Strategy: Offer homework assistance and tutoring that helps students fill gaps in understanding of

school and testing material so that they are promoted.

Expectation: All students will be promoted

Strategy: By targeting students who need the most help and encouraging them to come after

school and before school, these students will receive extra help in the areas they need it in. This

means that students are more likely to be promoted.

Expectation: Students are expected to achieve skills to promote to next grade level.

Strategy: The targeting of students that are at-risk and that are headed toward failure if there is no

intervention. The tutorials will focus on students’ academic needs. Students are identified at

regularly scheduled Educational Concerns Committee (ECC) meetings.

Expectation: All students advance to the next grade level

Strategy: Provide homework help, tutorials and enrichment activities that help students perform

better in the regular school day. If students are acting right and their academic performance is

good, it will follow that they will be successful in school and will likely be promoted to the next

grade level.

Strategy: Students who complete their work, attend school and maintain. Improve their behavior

are having success. Which means they will be promoted to their next grade level.

5. To improve graduation rates

Expectation: To improve graduation rates.

Strategy: Provide the assistance needed in academics and activities that will keep students

involved and engaged in their regular school day. By improving mastery of content, building

stronger relationships, and making school fun through enrichment activities. Students are also

receiving more personalized instruction through an on-line curriculum.

Strategy: Target the 2% of students who are at risk of not graduating and identifying their

academic needs to keep them motivated. Communicating with parents on a regular basis about the

status of their students’ academic needs.

Expectation: To improve graduation rates by providing a meaningful environment that gives hope

to students that otherwise they would not have.

Strategy: Provide the assistance needed in academics and activities that will keep students

involved and engaged in their regular school day.

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C. Theory of Action

Research indicated that a variety of characteristics were commonly held by an exemplary after

school program. The external evaluator, project director and site coordinators agreed to adopt and

excel in each of the twenty-one characteristics of an effective after school program. Thus, the

overall goal that drives the TCAC program is to achieve a level of excellence as defined by the

following twenty-one characteristics of an effective after school program.

1. Includes objectives and goals that are well understood by all stakeholders.

2. Includes a program that is organized and structured and is appropriate for the child.

3. Includes a teacher / student ratio that is reasonable for the particular activity offered.

4. Includes a staff that is professional, trained, and friendly and maintains a positive

relationship with all of the children.

5. Includes a program that addresses the academic, personal, physical and social skills of

students.

6. Includes challenging activities and provides opportunities for the students to increase their

level of understanding of complex concepts.

7. Includes no wasted or down time.

8. Includes activities that encourage students to grow mentally, emotionally and physically.

9. Includes an awareness and appreciation for student safety.

10. Includes activities with high level of student participation.

11. Includes positive reinforcement that enhances confidence and increases self-esteem.

12. Includes a high level of fun activities for students.

13. Includes activities that help develop the social, physical and mental needs of children.

14. Includes defined procedures for handling attendance and behavioral issues.

15. Includes parental activities that address needs and interests of parents.

16. Includes a balance of academic, enrichment, college and workforce readiness and family

and parental support service activities.

17. Includes a high level of stakeholder satisfaction with the program.

18. Includes collaboration and partnership building with community organizations.

19. Includes plans for sustainability.

20. Includes a supportive and strong leadership team comprised of campus administration, site

coordinator and project director.

21. Includes a high level of communication between stakeholders.

It was the program’s focus on the four activity components listed in the logic model that drove the

activity offerings for parents and students. Those components included activities that addressed

academic support, enrichment, family and parental support and college/workforce readiness.

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III. Evaluation Strategy Plan

For purposes of evaluation reporting the TCAC Program used two research designs in obtaining

and analyzing pertinent data related to student demographics and student performance

achievement. The descriptive research design was used because it provided the external evaluator

and the program administrators with a comprehensive set of information about the overall

operation of the program as well as an examination of the strengths and weaknesses associated

with the implementation of the program at each center. In order to obtain a more detailed set of

data that accurately represented how well the ACE program operated during the 2014-2015 school

year, it was necessary to obtain data from a larger population of students than those enrolled in the

ACE program. The quasi-experimental research design enabled the external evaluator to make

comparisons between three groups of students, those that were regular 21st CCLC attendees, those

that were non-regular 21st CCLC attendees and those that were non-participants. ACE program

participants with 30+ days of attendance were defined as “regular”’, those with 1-29 days of

attendance as “non-regular”; and those with 0 days attendance as “non-participants”.

General Grantee Information

Summary of Combined Centers

A. Student enrollment and 21st CCLC program attendance:

Total combined campus enrollment 2934

# 21st CCLC students enrolled in 1st semester 1803

% of students enrolled in 1st semester 61.5%

# 21st CCLC students enrolled in 2nd semester 1926

% of students enrolled in 2nd semester 65.6%

Total # of parent participants 1061

B. Program Calendar (Dates on individual center may vary)

Month Day Year

Fall start date 9 3 2014

Fall end date 12 5 2014

Spring start date 1 12 2015

Spring end date 5 15 2015

Summer start date 6 8 2015

Summer end date 7 3 2015

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C. Program Schedule

D. Staff Information

Teacher Categories # %

Campus certified teachers 153 74%

Non campus certified teachers 10 5%

Non-certified teachers 45 21%

Total number teachers in ACE 208

E. ACE Student Demographics

Ethnicity Information

All Students All 21st CCLC Regular Only

Ethnicity # % # % # %

Am Indian 18 0.6% 13 0.7% 10 0.9%

Asian 19 0.6% 7 0.4% 4 0.4%

African Amer. 596 19.3% 453 25.5% 362 34.3%

Hispanic 1065 34.5% 628 35.3% 341 32.3%

White 1386 44.9% 676 38.0% 339 32.1%

Totals 3084 100.0% 1777 100.0% 1056 100.0%

Number of morning hours per week scheduled 47.25

Number of after school hours per week scheduled 100.50

Combined total of morning and after school hours per week 147.75

Number of days per week program is offered 4.8

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Gender Information


Gender # % # % # %

Males 1586 51.5% 914 51.5% 542 51.4%

Females 1494 48.5% 862 48.5% 513 48.6%

Totals 3080 100.0% 1776 100.0% 1055 100.0%

Grade Level of Students


Grade # % # % # %

PreK 117 3.8% 29 1.6% 24 2.3%

K 156 5.1% 90 5.1% 79 7.5%

1 181 5.9% 102 5.7% 83 7.9%

2 207 6.7% 135 7.6% 106 10.0%

3 291 9.4% 175 9.8% 129 12.2%

4 325 10.5% 187 10.5% 141 13.4%

5 280 9.1% 145 8.2% 93 8.8%

6 324 10.5% 194 10.9% 114 10.8%

7 279 9.0% 137 7.7% 64 6.1%

8 324 10.5% 119 6.7% 52 4.9%

9 165 5.4% 132 7.4% 53 5.0%

10 143 4.6% 108 6.1% 43 4.1%

11 137 4.4% 110 6.2% 44 4.2%

12 155 5.0% 114 6.4% 31 2.9%

Totals 3084 100.0% 1777 100.0% 1056 100.0%

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E. ACE Program Participation

Student Participation Types Combined Campuses

# %

ACE General Program Participant 1936 66 %

ACE Regular Program Participant 1215 41 %

Non-ACE Participant 998 34 % Total Combined Campus Enrollment 2934

F. Activity Types Offered

Activity Types Academic

Activities

Enrichment

Activities

Family

Engagement

College

Readiness

Number of different activities

offered 60 89 35 29

Total number of hours

scheduled for activities 28417 7155 898 612

Proportion of time assigned to

each activity type 70 % 25 % 3 % 2 %

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IV. Program Support Strategy

This section describes the approach taken and data used to prioritize services by each of the ten

centers. Where possible explanations will be provided on activity development, training,

professional development, campus support, supplies and equipment, observational protocols,

marketing and recruitment.

1. Bartlett Schools

At Bartlett Schools, the students that are in ACE tutorials are identified by regular school day staff

with permission from their parent/guardian. These tutorial services are provided to students who

are struggling with their school work and also who failed the state assessments.

The majority of ACE Program staff members are our regular school day teachers. This ensures that

collaboration is happening and that learning in ACE connects with the classroom learning

experience. In the CTAC Center Plan, Bartlett ISD stated that it wanted an increased linkage with

classroom academics. The majority of ACE students have their regular classroom teacher as their

after school teacher.

The ACE program extends learning after the regular school day with fun hands-on activities during

both the tutorial and enrichment sections. It provides linkage with classroom academics with

technology integrated into the program. The program provides ongoing assistance to help students

experience success in the classroom. The program offers homework help, tutorials for selected 3-

5th graders in reading and math, and tutorials for 6-8th graders in reading, math, and science. For

enrichment activities the program offers art, science, math, reading, college and career readiness,

and robotics. With help from student council members, the program also offers game clubs that

includes chess club, sports club, and movie club.

The local school district provided the facilities and utilities that included the use of the regular

classrooms, the cafeteria, library and the two campus gyms. Campus support services included the

teacher leaders, the campus administration, counselors who identified students in need, and a

nurse. The district information services department provided access to the student system and its

varied report capabilities including reports that would single out ACE students.

2. Rockdale Elementary School

At Rockdale Elementary (RES) there is daily communication between the ACE coordinator,

teachers and administration regarding the needs of the students. In addition, teachers, principals,

and the ACE coordinator meet in RTI and ECC meetings to discuss students who have the greatest

academic need, what those student needs might be, and how best to address them. This allows RES

to offer a relatively seamless cross between the regular school day and the afterschool program.

Having the majority of teachers on campus teaching in tutorials and enrichments also allows for

ACE to be able to provide the help the students need during the regular school day. Teachers and

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administrators communicate regularly with the ACE staff through emails, shared ACE documents,

grade-level RTI/ECC meetings and have common access to student assessment data when

identifying students who need to attend ACE, thus making it easier to address specific student

needs.

The RES ACE staff is primarily composed of teachers who teach in the regular school day. This

allows a continuous flow between the regular school day and the ACE program and their learning

experiences.

The ACE program is a tremendous asset to the regular school day program in that many of the

current after-school activities would not be an option for our students if not for the ACE grant. In

addition to providing math and reading tutorials to students each day, throughout the week the

program also offers a variety of enrichment activities and homework help every morning. Program

attendance in the tutorial and enrichment classes shows that students enjoy coming and rarely miss

if they are in school. The fact that the program has a large number of teachers from the regular

school day that teach before and after school allows the program to provide more academic support

to this population of students.


classrooms, the cafeteria, library, gym, computer lab, and outside playground areas. Campus staff

support includes teachers, administrators, counselors, office staff, and school nurse. Information

about students is received from the office staff and the PEIMS coordinator. Other grants that

benefit the program include the Free and Reduced program which provides the students snacks in

the afternoon and a “grab and go” breakfast in the morning.

Community partners include KRXT (local radio station), Rockdale Reporter (local newspaper),

Milam County Master Naturalist, Hughes Insurance Agency, Austin Community College,

Rockdale Police Department, GFL Americas, Mr. Gattis, Lee's Landing, Hillcrest Kid Safe

Program, and Little River Healthcare.

3. San Juan Diego Catholic High School

San Juan Diego Catholic High School offers a relatively seamless cross between the regular school

day and the afterschool program. Having the majority of teachers on campus teaching in tutorials

and enrichments also allows for ACE to be able to provide the help the students need during the

regular school day. Teachers and administrators communicate regularly with the ACE staff

through emails, shared ACE documents, grade-level meetings and have common access to student

assessment data when identifying students who need to attend ACE, thus making it easier to

address specific student needs.

The ACE staff is primarily composed of teachers who teach in the regular school day. This allows

a continuous flow between the regular school day and the ACE program and their learning

experiences. Tutors who are not part of the regular school day require regular school day teachers

20

to observe their afterschool tutoring session and provide verbal feedback. By communicating with

each other face to face, they are in a constant state of learning from each other and their

experiences.

In addition to providing math and reading tutorials to students throughout the week the program

also offers enrichment activities and homework help every day. Program attendance in the tutorial

and enrichment classes shows that students enjoy coming and rarely miss if they are in school. The

fact that the program has a large number of teachers from the regular school day that teach after

school allows the program to provide more academic support to this population of students.

The local Catholic Church provided the facilities twice a week for cheer practice. The Catholic

school down the street allowed San Juan Diego Catholic High School the use of their stage for the

school talent show. Campus support services included the teachers, the campus administration, and

counselors who identified students in need.

Community partners included Dell Computers, Charles Schwab, Austin Learning Center, and St.

Ignatius Catholic School.

4. Katherine Anne Porter Charter School

Having the majority of teachers on campus teaching in tutorials and enrichments allows for KAPS

ACE to be able to provide the help the students need during the regular school day. Teachers and


grade-level meetings and have common access to student assessment data when identifying

students who need to attend ACE, thus making it easier to address specific student needs. A team

comprised of the Superintendent, Principal, Registrar, Special Education Director, school

counselor, site coordinator and the IT Director meet weekly to discuss the needs of the campus

student population and how best to serve their educational requirements. During each meeting all

members are encouraged to bring items for discussion to the team for collaboration.



experiences.


after-school activities would not be an option for our students if not for the ACE grant. Program


if they are in school.

The local charter school provided the facilities and utilities that included the use of the regular

classrooms, the cafeteria, library, campus gym, music room, Mac Lab, Theater, and the garden.

Campus support services included the teacher leaders, the IT Services, Registrar, Principal and

counselors who identified students in need.

21

Community partners included the Master Naturalist Program, Wimberley Lion's Club, Whole

Foods, Wimberley Outdoor Educators and the Wimberley Library.

5. Rockdale Intermediate School

Teachers providing tutorial assistance in the Rockdale Intermediate School (RIS) ACE program

are the regular school day classroom teachers, therefore, student needs are very well understood.

The ACE coordinator, teachers, principal, and counselor determine needs of students during each

grading period in ECC/RTI meetings. Shared access of data during the ECC/RTI meetings

provides assurance that student needs are being met. CBA, STAAR, and previous STAAR data is

available to all staff members having a shared interest in student needs.

The ACE staff is composed of teachers who teach in the regular school day. This allows a

continuous flow between the regular school day and the ACE program and their learning

experiences.

Students participating in ACE have opportunities not only to strengthen their academics through

subject-specific tutorials, but also to participate in extra-curricular activities they might not

otherwise be exposed to. Tutorials are strongly encouraged throughout the RIS campus and

supported by all staff. The enrichment activities afford students opportunities to develop life-long

interests in areas such as cooking, gardening, technical and arts and crafts. Many of these activities

are community-based service projects, allowing students to see their efforts making a difference in

their community.

The ACE program at RIS is highly recognized by staff, students and parents as a strong program,

providing for the whole development of the child through tutorials and enrichment activities that

allow the students to be actively involved in community service projects. Parent requests are often

for their child to be involved in service project activities.

A variety of resources were available that contributed to the program’s success. Those resources

were either provided by the local school district or were provided by community partners. The

local school district provided the facilities and utilities that included the use of the regular

classrooms, the cafeteria, library and the two campus gyms. Campus support services included the

teacher leaders, the campus administration, counselors who identified students in need, and the

school resource officer who assisted with security. The district information services department

provided access to the student system and its varied report capabilities including reports that would

single out ACE students.

Community partners included the local media in way of radio station KRXT and weekly

newspaper, Rockdale Reporter, as well as support of local chamber of commerce in promoting the

program.

22

6. Rockdale Junior High School

The shared understanding and direction of identified students at Rockdale Junior High (RJH) is

relatively seamless between regular day and the after school program. RJH grade-level teachers

and the principal meet during each grading period in ECC meetings to identify students with

academic needs. The ACE coordinator is also in attendance at each of the grade-level meetings.

Student academic needs for both regular day and ACE are also identified by classroom teachers

based on prior STAAR data and current CBA data. Teachers and administrators communicate

regularly with the ACE staff through emails, shared ACE attendance rosters, the grade-level

Educational Concerns Committees (ECC), and have shared access to student assessment data when

identifying students who need to attend ACE.


after-school activities would not be an option for our students if not for the ACE grant. In addition

to providing tutorial sessions, the program also offers academic enrichment activities and sessions

of open access to the Library. Also offered are enrichment activities and focused homework help

sessions. Within each week, students have different sessions available before and after school to

support their academic development and personal growth.


classrooms, the cafeteria, library, computer labs, cafeteria, school tennis courts, and the campus

gym. Snacks are provided via the free and reduced lunch program. Campus support services

include Science & Math campus coordinator, the campus administrators, office secretaries, and

Food Services campus manager. The district information services department provided access to

the student system and its varied report capabilities and PIEMS clerk assistance when generating

reports.

Community partners included the local Lion’s Club officer co-leading our Leo Club, the local

newspaper (The Rockdale Reporter) and the local radio station (KRXT) providing media coverage,

and the local Chamber of Commerce

7. Texas Empowerment Academy Elementary

The Texas Empowerment Academy Elementary was able to implement the ACE program as

intended because ACE Program personnel attend the regular school day training and also attend

Texas ACE workshops offered. The site coordinator also provides annual training for the ACE

Program personnel and regular school day personnel focused on knowledge gained from ACE

Workshops. There is also daily communication between the ACE coordinator, teachers and

administration regarding the needs of the students. In addition, teachers, principals, and the ACE

coordinator meet to discuss students who have the greatest academic need, what those needs might

be, and how best to address them. This allows Texas Empowerment Academy Elementary to offer

a relatively seamless cross between the regular school day and the afterschool program. Having the

majority of teachers on campus teaching in tutorials and enrichments also allows for ACE to be

23

able to provide the help the students need during the regular school day. Teachers and


grade-level meetings and have common access to student assessment data when identifying

students who need to attend ACE, thus making it easier to address specific student needs.

The ACE Math and Reading enrichment classes support the regular school day program by

implementing what the students are learning in our enrichment activities, thus increasing academic

support. The Martial Arts program also gives students opportunities that their parents would not

have been able to afford. In addition to providing math and reading enrichment, tutorials are also

provided to students each day and 45 minutes of homework help every morning. Program


if they are in school. The fact that the program has a large number of teachers from the regular

school day that teach before and after school allows the program to provide more academic support

to this population of students.

The local school provided the facilities and utilities that included the use of regular classrooms, the

cafeteria, playground and gym. The office manager helps with the completion and submission of

time cards, HR, parent emails, and requisitions. Campus support services included the campus

administration and school security. The district registrar provided access to the student system and

its varied report capabilities including reports that would single out ACE students. Other grants

include free and reduced programs for snacks and other Title I services.

Community partners included the local HEB store, Knights of Peter Claver, Hope Lutheran

Church, Ebenezer Baptist Church, Austin Community College, Neighborhood Karate Club, and

local Zumba Program.

8. Texas Empowerment Academy Middle School

In order to best meet the needs of students, the Texas Empowerment Academy Middle School

ACE tutorial offerings in math, science and reading are based on the student’s academic

performance grades and needs identified for students based on the STAAR test results. The Texas

Empowerment Academy MS improvement plan specifies that the ACE program goal is to tailor its

offerings in these areas to ensure continued student improvement on the academics and successful

passing of the STAAR exam.

With the ACE program staff being the same as the regular school day staff, there is an awareness

of what is important and what is needed to meet the students’ needs. At the same time building

relationships with parents and students that make program efforts in ACE more meaningful and

more productive are evidenced in improvement of their grades and test scores.

When developing lesson plans for the after school program, every effort is made to continue the

reinforcement of the regular school day. The ACE staff tailor their afterschool lesson plans for

tutorials day.

24

The school provided the facilities and utilities used in the program and included the use of

classrooms, the cafeteria, dance studio, as well as the agricultural area. Campus support services

included the district budget manager who assisted with time card and requisition processing.

A variety of community partners provided invaluable resources to the program.

9. Rockdale High School

The ACE Coordinator and the regular day staff talk on a regular basis about the needs of the

students. The ACE Coordinator is included in the RTI meetings and has input into what is set up

for after school extended learning. The ACE Coordinator compiled a list of students who needed

extra reading help, extra math help and science help. Because of shared access to data involving

the students, it was easier to address specific student needs.



experiences.

The ACE program provides a wealth of encouragement and opportunities for our students that

would otherwise not be available. It is a huge asset to the regular school day program in that many

of the after-school activities would not be an option for our students if not for the ACE grant. In

addition to providing math and reading tutorials to students each day, the program also offered

enrichment activities and homework help every morning. Program attendance in the tutorial and

enrichment classes shows that students enjoy coming and rarely miss if they are in school. Having

a large number of regular school day teachers working in the afterschool program allows the

program to provide the education support that the students need.

The local school district is very supportive of the afterschool program and makes all facilities

available, which includes regular classrooms, cafeteria, gyms, library, auditorium, and weight

room. Campus support services included the teachers, the campus administration, counselors who

identified students in need, custodians, cafeteria staff, and the transportation system. The PEIMS

coordinator provided all necessary information required for reporting.

Community partners included the Senior Citizens Center, Rockdale Reporter, Rotary Club, Lions

Club, City of Rockdale, Chamber of Commerce, Walmart, GFL, Mr. Gattis Pizza, and McDonalds.

10. Smithville Schools

There is ongoing communication between the ACE coordinator, teachers and administration

regarding the needs of the students. In addition, teachers, parents, and the ACE coordinator meet to

discuss how to serve students having the greatest need. Consequently, ACE academic programs

stay closely aligned to the regular school day activities. Having teachers from every grade or

25

subject on campus teaching in tutorials and enrichments also allows for ACE to be able to provide

the help the students need during the regular school day.

The Smithville ISD (SISD) ACE staff is primarily composed of teachers who teach in the regular

school day. Thus, students are exposed to a variety of teaching styles and perspectives that all align

with district standards and improvement goals.

The SISD ACE program offers a number of programs that are not available as part of the regular

school day curriculum. ACE is there to support students before and after school. Nearly a quarter

of all students across the elementary and middle school campuses are regular attendees at ACE.

Students are motivated to come for some of the unique offerings made possible at their request.

The local school district has made available resources spanning two campuses. Two main

campuses, two gymnasiums, cafeteria facilities and personnel are just a few basics available for

housing students. Deliberate inclusion of the ACE Site Coordinator on several committees,

academic teams, and easy access to academic records have been available since the start and

continue to be available for daily use.

A variety of community partners have provided resources greatly appreciated by the ACE

program. These groups have made monetary or in-kind donations in the forms of educational

instructors, or supplies.

26

V. Program Participation

A. The Right Students Served

The characteristics of program participants and their level of participation in program activities is

shown in each of the center reports found in the appendix section of this report. Data in those

center reports shows that the students at each center that were in most need of services have

enjoyed a high level of participation in all activities offered. Site coordinators utilized not only the

data available in the TEASE system, but also the student demographic and performance data that

was more readily available locally.

The evaluator recognizes that significant progress has been made toward addressing and achieving

the stated program goals in the Logic Model. An examination of the pairing of activities to

students indicates that every effort has been made to provide the most appropriate services to the

targeted population of students. Even the stakeholders acknowledged this observation with their

responses on the spring 2015 stakeholder survey.

B. The Right Activities

The selection of activities offered during the 2014-2015 school year was a response to identified

special needs and interests of students. The listing and description of activities offered is shown in

both the individual center’s Logic Model and Grantee Logic Model. The activities offered are

identified below:

1. Academic Support Activities

Tutorials: Each center offers a variety of aligned core subject tutorials to assist students to

master and achieve readiness on relevant grade-level TEKS

Homework Help: Teachers at each center offer homework assistance to students on a daily

basis.

2. Enrichment Activities

Arts: Students explore artistic expression in a variety of media including music, dance,

drama, crafts and digital design.

Service Learning: Students design, implement and evaluate projects about giving back to

the community through volunteer projects.

Cooking: Student learn to plan and prepare meals using math, science and English

Language Arts.

Computer Lab and Gaming: Through project-based learning students are reinforcing

reading and writing TEKS and building computer skills.

27

Sports: Through physical education students are learning life skills.

Driver’s Education: Students are prepared to meet legal requirements to become a licensed

driver.

3. College and Career Readiness Activities

CCR Classes: Each center offers no less than one class per week that focuses on career

skills and allows for exploration of post-secondary learning opportunities.

4. Family Involvement Activities

Parent University: Parents come together to learn about a variety of topics selected by the

parents.

Family Fitness: Fitness activities including walking, Zumba, strength training and group

sports with children to improve health and wellness.

Parent ELL: Parents who are English Language Learners attend class to improve

vocabulary and fluency.

28

VI. Program Intermediate Outcomes

A. Expectations

The Region XIII Education Service Center ACE Program is driven by the five intermediate

outcomes listed in each center’s logic model found at the end of each centers report. Those

intermediate outcomes have helped to focus the structure and the philosophy surrounding the after

school program as it is being implemented in each of the centers.

The five intermediate outcomes and their related expectations for individual centers are identified

below.

1. To improve academic performance:

By having the expectation that all students will show improvement in reading, math,

science and social studies (Centers 2, 3, 5, 6, 7, 8, and 9)

By having the expectation that all students will show improved performance on benchmark

tests (Centers 2, 3, 5, 7, 8 and 9)

By having the expectation that the ACE program will provide TEKS Targeted Clinics to

improve student academic performance (Centers 8 and 10)

By having the expectation that the ACE program will provide a program that includes

TEKS expectations to improve student academic performance (Center 7)

By having the expectation that all students attending tutorials will show significant

improvement in their academic grades (Centers 2, 3, 4, 5, 6, 7, 8, and 9)

By having the expectation that the after school program will offer assessment based tutorial

programs (Centers 2, 3, 7 and 8)

By having the expectation that all students will be promoted to their next grade level

(Centers 2, 3, 5, 6, 7, 8 and 9)

By having the expectation that all students will pass their STAAR exams (Centers 1, 5, 6,

7, 8 and 9)

By having the expectation that all students will appreciate learning (Centers 2, 5, 6, 7, 8

and 10)

29

2. To improve attendance:

By having the expectation that school attendance will be maintained or improved (Centers

2, 3, 5, 6, 7, 8, and 9)

By having the expectation that students will attend school on a more regular and consistent

basis (Centers 2, 3, 6, 7, and 8)

By having the expectation that staff members will work together to help improve student

attendance (Centers 2, 3, 7, 8 and 10)

By having the expectation that an appealing ACE program will cause students to come to

school (Centers 2, 7, 8 and 9)

By having the expectation that students in the after school program will stay until the end at

5:30 pm or 6:00 pm (Centers 2, 7, and 8)

By having the expectation that program offerings will make students want to attend the

program (Centers 3, 4, 6, 7, 8 and 9)

By having the expectation that students will be excited about the after school program and

will want to be in school in order to attend the after school offerings (Centers 2, 3, 5, 6, 7, 8

and 9)

By having the expectation that school attendance will improve by 2% (Centers 1, 7, 8 and

9)

3. To improve behavior:

By having the expectation that proper student behavior will be demonstrated by all students

(Centers 2, 3, 5, 6, 7, 8, 9 and 10)

By having the expectation that students will demonstrate respectful behavior (Centers 2, 3,

5, 6, 7, 8, 9 and 10)

By having the expectation that the ACE program will utilize the parents to help improve

student behavior (Center 7)

By having an expectation that the ACE program will help support the regular school day

staff with student behavior (Centers 2, 3, 4, 6, 7, 8 and 9)

By having the expectation that one-on-one contact with children will show them the correct

behavioral direction (Centers 2, 3, 6, 7, 8 and 9)

By having the expectation that students will have acceptable behavior during the school

day so that they can participate in the after school program (Centers 2, 3, 5, 7 and 8)

30

By having the expectation that discipline referrals will decrease by 5% (Centers 1, 3, 6, 7,

8 and 9)

By having the expectation that the establishment of an incentive system will motivate

students to behave (Centers 2, 7, 8 and 9)

By having the expectation that the Human Development Day program will improve student

behavior (Center 8)

4. To improve promotion rates:

By having the expectation that all students will be expected to achieve skills necessary to

be promoted to next grade level (Centers 1, 2, 3, 5, 6, 7, 8 and 9)

By having the expectation that the after school program will establish positive relationships

between students and staff so as to facilitate student promotion (Centers 2, 3, 5, 6, 7 and 8)

By having the expectation that the program provide tutorials to assist students with

academic needs (Centers 2, 3, 4, 5, 7, 8, 9 and 10)

By having the expectation that students with the greatest risk of being retained are

identified and monitored (Centers 2, 3, 5, 6, 7, 8 and 10)

By having the expectation that the program will be an encouragement to students via

regular monitoring of their grades and their tutoring needs. (Centers 2, 3, 6, 7, 8 and 9)

By having the expectation that ACE and parent/teacher conferences will help with student

promotion (Center 6)

By having the expectation that 4H and parent/teacher conferences will help with student

promotion (Center 8)

5. To improve graduation rates:

By having the expectation that all students will graduate (Centers 3, 5, 6 and 9)

By having the expectation that the program will establish good relationships between

students and staff members and thus help with student graduating (Centers 1, 3 and 6)

By having an expectation that students attend tutorials, attend school and behave

appropriately so that they can graduate (Centers 3, 4, 5, 6 and 9)

31

By having the expectation that the after school program helps to monitor where students

are in their various courses and when necessary encourage them to attend the tutorials.

(Centers 3, 6 and 9)

By having the expectation that the after school program will provide students with a fun

and welcoming learning environment that gives students the tools and assistance needed to

perform to their highest ability during their regular school day and encourages students to

continue their education. (Center 2)

32

B. Analysis of Achievement

The charts shown below provide a visual representation of how well students in the ACE program

did in achieving each of the desired intermediate outcomes. Each chart contains a comparison

analysis from three groups of students from the combined ten centers. The comparison groups of

students are a) all students enrolled on the CTAC center campuses, b) all students on CTAC center

campuses who enrolled in the ACE program and c) all those students from the CTAC center

campuses who were not only enrolled in the after school program, but who met the criteria for

being identified as regular participants.

1. Achievement in Regular Classroom Academic Performance

English Language Arts

Comparison Average Semester Grade Change

1st

Sem 2nd Sem Change

All Students Enrolled on Campus 83.38 83.75 0.37

All 21st CCLC enrolled students 81.48 81.75 0.27

All 21st CCLC regular students 81.35 81.71 0.36

Mathematics


1st

Sem 2nd Sem Change

All Students Enrolled on Campus 83.52 83.48 -0.04

All 21st CCLC enrolled students 82.13 81.61 -0.53

All 21st CCLC regular students 81.91 81.84 -0.07

Science


1st

Sem 2nd Sem Change




33

2. Achievement in State Assessment Performance

Mathematics

Percent Passing STAAR Test

%

All Students Enrolled on Campus 77.8%

All 21st CCLC enrolled students 70.6%

All 21st CCLC regular students 76.5%

Science


%




Social Studies


1st

Sem 2nd Sem Change




English Language Arts


%




34

3. Achievement in Attendance Improvement

Note: One needs to be careful in interpreting the average semester attendance of the groups of

students. There are factors that can impact the average for any group. For example if a student

enters in the middle of the semester or leaves in the middle of the semester, his/her days of

attendance will be different than those students who entered the school year on the first day of

school and remained enrolled until the end of the spring semester.

Classroom Attendance

Comparison of Average Semester Attendance Change

1st

Sem 2nd Sem Change




4. Achievement in Absence Improvement

Note: One needs to be careful in interpreting the average semester absence of the groups of

students. There are factors that can impact the average for any group. The weather in the winter

months for example can impact student absences due to illnesses and harsh weather conditions.

Classroom Absences

Comparison of Average Semester Absences Change

1st

Sem 2nd Sem Change




Social Studies


%




35

5. Achievement in Behavior Improvement

Improvement In Student Behavior In School

Level of Agreement from Stakeholders

Student Parent Staff

Strongly Agree 45% 41% 20%

Agree 24% 27% 32%

Neutral 21% 30% 36%

Disagree 5% 0% 10%

Strongly Disagree 5% 1% 2%

Student Discipline

Comparison of Average Disciplinary Incidents

1st

Sem 2nd Sem Change




36

6. Achievement in Promotion Improvement

Note: Because the promotion rate for all groups of students is extremely high and only

provides a minimal difference for comparison purposes, it was deemed appropriate to illustrate

the perception of stakeholders with regard to the improvement of academic performance by

students and their improved attendance in school as a result of their participation in the after

school program.

7. Achievement in Graduation Improvement (Applicable only to High School)


completion rate/retention rate for Rockdale High School was 95.8%, San Juan Diego Catholic

High School was 92% and for Katherine Anne Porter Charter School was 98.5%.

Improvement In Student Grades In School




Agree 24% 34% 47%

Neutral 21% 22% 22%

Disagree 5% 3% 4%


Improvement In Student Attendance In School




Agree 20% 28% 29%

Neutral 21% 31% 45%

Disagree 5% 2% 3%


37

C. General Summary

1. Are there a greater number of students experiencing improvement in each of the five

intermediate outcomes?

a. Improvement in academic performance: Yes

b. Improvement in attendance: Yes

c. Improvement in behavior: Yes

d. Improvement in promotion rates: Yes

e. Improvement in graduation rates: Yes

2. Are there a greater percent of students experiencing improvement in each of the five

intermediate outcomes?






3. Are there a greater amounts of improvements by students?






38

VII. Program Impacts

The external evaluator and the ACE program staff agreed that it was important to use two research

designs in obtaining and analyzing pertinent data related to student demographics and student

performance achievement. That decision necessitated the requirement for access to on-line student

data that was housed in the various Information Services Departments serving the individual

centers. Their assistance in obtaining the correct and timely information was greatly appreciated.

The descriptive research design was used because it better enables one to provide comprehensive

information about the overall operation of the program as well as an examination of the strengths

and weaknesses associated with the implementation of the program on the local center site. In

order to provide a more comprehensive center report that more accurately represented how well

the ACE program operated during this school year, it was necessary to obtain data from a larger

population of students than those enrolled in the ACE program.

The quasi-experimental research design provided a comparison between three groups of students

on this center, those that were regular 21st CCLC attendees, those that were non-regular 21st CCLC

attendees and those that were non-participants. Charts were provided in Section 6 of this report

that gave a visual representation of how well students in the ACE program did in achieving each of

the desired intermediate outcomes. Each chart contained a comparison analysis from three groups

of students on the TCAC combined campuses. Since only one year of data was readily available,

the evaluator and ACE program staff decided to use a first and second semester comparison of the

three groups of students.

Please refer to Section 6 of this report under the heading “Analysis of Achievement.” That portion

of the report will provide student performance comparison data for grades, school attendance,

school discipline referrals, course completion and achievement test scores.

39

VIII. Stakeholder Perceptions Fall

In spring 2014 BCC ACE centers administered a common survey to students, parents and staff

members. Survey completion participants included 770 students, 246 parents and 129 staff

members. The primary reason for surveying the stakeholders was to obtain their opinion regarding

the effectiveness of the 21st Century CLC program, particularly as an outcome related to the

perceived behaviors and attitudes of student participants. The intent is for this survey to be

administered annually for the remainder of the grant period. Future administrations will provide

important information regarding possible trends in stakeholder opinions. As the program evolves

and experiences demographic and/or programmatic changes, the data obtained will prove helpful

in developing decisions that will be more responsive to the needs of the individual centers and the

program as a whole. Additionally, the surveys will provide program administrators with a

systematic and uniform method of receiving input and serve an integral role in the comprehensive

plan for meeting the individual needs of the center community.

Description of the Survey

The surveys were comprised of Likert-type items, and the range of values for each item was based

on a 5 point scale with the highest value assigned to the response "Strongly Agree" or "Highly

Satisfied." A summary of the response categories and the point value of each is presented in Tables

1 and 2 below:

Table 1 Table 2

Response Category Point Value Response Category Point Value Very Satisfied 5 Strongly Agree 5

Satisfied 4 Agree 4

Neutral 3 Neutral 3

Dissatisfied 2 Disagree 2

Very Dissatisfied 1 Strongly Disagree 1

Domains

Survey statement are clustered into domains according to the issue each specific statement

addresses. For each of the domains, results are reported on a subscale average score, which is an

average of the combined individual item averages and represents the average score for the

particular domain. The number and description of domains is identical for all surveys. The four

domains are identified as follows:

A. Program Activities

B. Program Environment

C. Student Attitudes

D. Student Behaviors

40

Analysis of Survey Results

A. Items on the Program Activities subscale elicited opinions regarding:

The help provided with homework

The variety of enrichment activities

The variety of academic activities

The positive experiences in the program

The opportunity to learn new material

B. Items on the Program Environment subscale elicited opinions regarding:

The class sizes

The special help given by staff

The attention and care given by staff

The opportunity to meet adults

The opportunity to make new friends

The safe environment for students

C. Items on the Student Attitudes subscale elicited opinions regarding:

Student's attitude toward being successful in the after school program

Student's attitude toward attending the after school program

Student's attitude toward being a part of the after school program

Student's attitude toward an enjoyment for learning

Student's attitude toward the regular school day program

Student's attitude toward participating in the after school program in the future

D. Items on the Student Behaviors subscale elicited opinions regarding:

Improved student disciplinary behavior

Improved student academic performance

Improved student attendance in school

The combined responses of all stakeholders from all ten centers is shown in the following pages. It

provides an accurate depiction of how each stakeholder in general perceived the effectiveness of

the CTAC ACE program as it related to each of the domains listed above. An analysis of the data

presented in the following tables indicates that stakeholders hold the CTAC ACE program in high

regard and feel that it is meeting its intended purposes.

1.2

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

1. The help provided with homework.

Domain 1 - Program Activities

2. The variety of enrichment activities

Summary of Responses for Combined Cycle 7 Campuses


50%

28%

17%

3% 3%

51%

35%

10%3%

0%

50%44%

5%1% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied

Spring 2015 Stakeholder ResponsesDomain 1 - Statement 1


51%

24%19%

2% 3%

55%

36%

7%2% 0%

51%

39%

8%2% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




41

1.4

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



3. The variety of academic activities


4. The positive experiences in the program

45%

27%22%

4% 3%

53%

35%

11%

2% 0%

48%

39%

11%

2% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




52%

23%18%

5% 3%

57%

35%

7%0% 0%

43%47%

10%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




42

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



5. The opportunity to learn new material

47%

22% 22%

5% 5%

47%

38%

12%

2% 1%

34%

46%

18%

2% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




43

2.2

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Domain 2 - Program Environment

2. The special help given by staff


1. The class sizes


40%

25% 26%

4% 5%

52%

33%

15%

1% 0%

38% 40%

13%8%

1%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




51%

22%18%

4% 4%

55%

28%

14%

2% 0%

57%

29%

12%

2% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




44

2.4

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral


4. The opportunity to meet adults



3. The attention and care given by staff

57%

20%16%

4% 4%

57%

32%

10%

1% 0%

64%

31%

5%0% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




36%

21%

29%

5%9%

35% 33%28%

3% 1%

16%

34%38%

12%

1%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




45


6. The safe environment for students



5. The opportunity to make new friends

55%

20%16%

4% 5%

53%

33%

13%

0% 0%

37%41%

20%

2% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




64%

17% 15%

2% 3%

65%

29%

6%0% 0%

77%

21%

2% 0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




46

Domain 3 - Student Attitudes

2. Student's attitude toward attending the after school program



1. Student's attitude toward being successful in the after school program

49%

27%

18%

2% 3%

53%

36%

10%

0% 1%

39%

47%

12%

2% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




43%

25%18%

7% 7%

51%

30%

14%

3% 1%

33%40%

19%

7%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




47

3.3

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied


4. Student's attitude toward an enjoyment for learning



3. Student's attitude toward being a part of the after school program

50%

24%18%

4% 4%

56%

34%

9%1% 0%

46%40%

14%

1% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




46%

25%20%

5% 4%

54%

32%

12%

2% 1%

36%43%

17%

4%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




48

3.5

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied


6. Student's attitude toward participating in the after school program in the future



5. Student's attitude toward the regular school day program

44%

19% 20%

8% 9%

45%

28%24%

2% 2%

19%

42%36%

3% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




49%

21% 18%

5% 7%

56%

29%

12%

2% 1%

37% 40%

22%

2% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




49

4.1

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Domain 4 - Student Behaviors

2. Improved student academic performance



1. Improved student disciplinary behavior

45%

24%21%

5% 5%

41%

27% 30%

0% 1%

20%

32%36%

10%

2%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




46%

24% 21%

5% 5%

39%34%

22%

3% 1%

28%

47%

22%

4%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




50

4.3

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied

Very Satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



3. Improved student attendance in school

48%

20% 21%

5% 7%

38%

28% 31%

2% 0%

23%29%

45%

3% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




51

52

IX. Assessment of Evaluator Recommendations and

Site Coordinator Commentary

Part A: Programmatic Themes and Issues across Centers

While each center has its own unique set of issues and resources, those are described in detail

under each center’s evaluation report located in the appendix section of this report. There are

some common issues that all centers experience in delivering their services to the population

most in need. Those common issues have been identified as the following:

1. A need to clearly identify and serve the population that is most in need of services from

an after school program.

2. A need for better utilization of the resources available for use in an after school program.

3. A need for better communication and coordination of services between the after school

staff and the regular school day staff.

4. A need for solicitation of community resources to better serve the student and parent

community population in need of services.

5. A need for incorporation of technology into all aspects of an after school program

including administration and instruction.

6. A need for an after school program to strive for excellence in its organization and

delivery of services.

7. A need to address the issue of sustainability on an annual basis, and the early

establishment of a plan for continuation of services beyond the grant period.

Part B: Recommendations

The evaluator made the following recommendations for 2015-2016:

1. It is a desirable goal for each center to develop into an exemplary after school program;

therefore, it must exemplify the characteristics of an effective after school program. Each site

coordinator was allowed the opportunity to select one of the 21 characteristics of an effective

after school program to emphasize for the 2015-2016 school year. The selections were as

follows:

Includes a program that addresses the academic, personal, physical and social skills of

students. (Centers 8 and 9)

Includes activities that encourage students to grow mentally, emotionally and physically.

(Centers 6 and 7)

Includes a teacher/student ratio that is reasonable for the particular activity offered.

(Center 7)

Includes parental activities that address needs and interests of parents. (Center 9)

Includes a balance of academic, enrichment, college and workforce readiness and family

and parental support service activities. (Center 1)

Includes collaboration and partnership building with community organizations. (Centers

3, 4 and 9)

53

Includes challenging activities and provides opportunities for the students to increase

their level of understanding of complex concepts. (Centers 1 and 9)

Includes plans for sustainability. (Centers 4 and 7)

Includes positive reinforcement that enhances confidence and increases self-esteem.


Includes a balance of academic, enrichment, college and workforce readiness and family

and parental support service activities. (Centers 2, 6 and 9)

Includes objectives and goals that are well understood by all stakeholders. (Center 9)

Includes a program that is organized and structured and is appropriate for the child.

(Center 9)

Includes activities that encourage students to grow mentally, emotionally and physically.

(Center 9)

Includes a staff that is professional, trained, and friendly and maintains a positive

relationship with all of the children. (Centers 6 and 7)

Includes a high level of fun activities for students. (Centers 6 and 9)

Includes defined procedures for handling attendance and behavioral issues. (Center 10)

2. In order to provide students with a varied program of activities, this center should ensure that

at least two activities are scheduled that focus on the area of college and workforce readiness.

(Centers 8 and 9)

3. Enrichment activities can provide experiences for students that are not normally available

during the regular school day program. Therefore, this center should ensure that an appropriate

number of challenging, yet fun and exciting, enrichment activities are offered to students.


4. Staff members have unique and special skills that go untouched. Therefore this center should

conduct a survey of staff that seeks suggestions of academic, enrichment, college/workforce and

family engagement activities that they or others could offer the students in the future. (Centers 6

and 9)

5. If asked, parents and community members can be effective partners or volunteers in the after

school program. Therefore, the site coordinator should seek ways to appropriately approach the

parents/community members and request suggestions from them as to how they could be active

participants and contributors to the after school program. (Centers 6 and 9)

6. Non-certified teachers are employed in the after school program and have roles that require

knowledge of effective instructional strategies and disciplinary skills. Therefore, the site

coordinator should provide staff development opportunities for these individuals to gain the

skills needed. (Center 7)

7. Student performance data is readily available and a system of dissemination should be in place

for ACE program teachers to better identify the specific instructional needs of students. (Centers

1 and 4)

54

8. Activities offered in the after school program should be attractive to students and every

activity offered in the after school program should have a plan for its implementation. Therefore,

the site coordinator should encourage and ensure that staff members develop their lesson plans

with creativity and focus on student response. (Centers 2, 3, 4 and 8)

9. For many students the only hands-on access that they will have to computers is at school.

Therefore, the site coordinator should ensure that high levels of technology use is incorporated

into all activities scheduled. (Centers 1, 2, 8 and 9)

10. All students need to be academically challenged to perform at the highest level possible.

Therefore, the site coordinator should ensure that activities offered will have some minimal

exposure to students performing at the synthesis and evaluation level. (Centers 1, 4 and 9)

11. The support of the campus administration is critical for the success of the ACE program.

Therefore, the site coordinator should strive to maintain and foster a strong communication

system and professional relationship with the campus administration. (Centers 5 and 10)

12. After a day in the classroom by students, students desire to be physically active after school.

The site coordinator needs to ensure that physical activity opportunities are provided for students

and even fitness classes for both students and parents can be offered. (Centers 6 and 9)

13. It is important that communication between the ACE program staff and the regular school

day staff exists. In order to be an effective partner with the regular school day staff, the site

coordinator should ensure that communication flows freely between the two and that alignment

exists between the after school program and the regular school day. (Centers 3, 6, 7 and 10)

14. The summer time provides an excellent opportunity for site coordinators to meet community

members and business leaders. The site coordinator should meet with these individuals during

the summer time and schedule them as guest speakers or presenters for the ACE program.

(Centers 1, 2, 3, 4, 5 and 7)

15. In order to maintain a high student interest level in the ACE program, the site coordinator

should conduct a survey of students that seeks the students’ suggestions for activities to be

offered in the future. (Centers 2 and 5)

16. All students need to be academically challenged to perform at the highest level possible.

Therefore, the site coordinator should ensure that activities offered will have some minimal

exposure to students performing at the synthesis and evaluation level. (Center 7)

17. New students to the campus are regularly entering and need to know about the after school

program. Therefore, the site coordinator should be available to meet with these parents and

students to explain the services offered via the ACE program. (Centers 9 and 10)

18. The fine arts have been ignored in many after school programs and they do not receive the

same level of support as the core content areas in many elementary schools. Therefore, the site

55

coordinator should strive to ensure that fine arts enrichment activities are scheduled in the ACE

program for students. (Center 10)

56

X. Next Steps

This section of the report is intended to give the evaluator’s response to the recommendations

selected for priority consideration by the site coordinators. Each recommendation required the

site coordinator to provide a series of statements that identified the next steps that would be taken

to address the recommendation selected. The evaluator will conduct two site visits during the

2015-2016 school year and will monitor the progress being made at each center to address the

recommendations selected for priority consideration by the site coordinators, project director and

evaluator. Individual center recommendations and their appropriate statement of next steps are

also identified in detail in Section X of each center’s final report.

Center

#

Statement of Recommendation

Statement of Next Steps

1 For many students the only hands-on access

that they will have to computers is at school.

Therefore, the site coordinator should ensure

that high levels of technology use is

incorporated into all activities scheduled.

We currently have all the physical resources to

incorporate technology in all ACE activates. However,

teacher comfort level in implementing and using these

resources is lacking. Thereof we will conduct trainings

before the start of the fall program to familiarize

teachers with these resources. And provide support for

teachers as they begin utilization during the fall

program.

1 The summer time provides an excellent

opportunity for site coordinators to meet

community members and business leaders. The

site coordinator should meet with these

individuals during the summer time and

schedule them as guest speakers or presenters

for the ACE program.

The site coordinator will schedule at least three meetings

with key community members between June and august,

to solicit guest speakers for the fall program.

1 All students need to be academically

challenged to perform at the highest level

possible. Therefore, the site coordinator should

ensure that activities offered will have some

minimal exposure to students performing at the

synthesis and evaluation level.

Work with the director of curriculum and instruction, as

well as ACE teachers, to develop at least one

evaluation/synthesis level lesson for each teacher, per

month, during the fall program.

2 Activities offered in the after school program

should be attractive to students and every

activity offered in the after school program

should have a plan for its implementation.

Therefore, the site coordinator should

encourage and ensure that staff members

develop their lesson plans with creativity and

focus on student response.

Teachers/ACE staff will be encouraged by the site

coordinator to allow student response to help guide their

lesson plans while making sure to include skills required

to master appropriate TEKS. Creativity for our age

group is a necessity in order to keep students attention

and maintain class management.

2 For many students the only hands-on access

that they will have to computers is at school.

Therefore, the site coordinator should ensure

that high levels of technology use is

incorporated into all activities scheduled.

We are allowed to have access to all technology and

software the school has to offer. Teachers will be

encouraged to use their smart boards as part of their

lessons along with iPad and computer games/research

when suitable.




Summer planning is underway. The site coordinator will

meet with local community members/leaders to see

where it would be appropriate for these

57





individuals/groups to come speak or present for the

summer ACE program.

3 Enrichment activities can provide experiences

for students that are not normally available

during the regular school day program.

Therefore, this center should ensure that an

appropriate number of challenging yet fun and

exciting enrichment activities are offered to

students.

The site coordinator will distribute surveys to students

asking for suggestions for new activities. The site

coordinator will consult with school day-staff members

to bring new, fun and exciting, activities.

3 Activities offered in the after school program

should be attractive to students and every

activity offered in the after school program

should have a plan for its implementation.


encourage and ensure that staff members

develop their lesson plans with creativity and

focus on student response.

The site coordinator will meet with each staff member

individually and walk through a lesson plan form

together. The site coordinator will collect lesson plans

from staff members for each day an Activity is lead.








The site coordinator will use this summer to meet with

community members and business leaders that already

have ties to the school. The site coordinator will

schedule guest speakers for the Computer Programming

Camp scheduled this summer.

4 In order to provide students with a varied

program of activities, this center should ensure

that at least two activities are scheduled that

focus on the area of college and workforce

readiness.

We currently have a full time staff member that works

with upper classmen to prepare them for college and

workforce readiness. This staff member works after

school with students who request his assistance. As Site

Coordinator I hope to install more for credit classes after

school during the next school year that will be more

oriented to workforce readiness.

4 Staff members have unique and special skills

that go untouched. Therefore this center should

conduct a survey of staff that seeks suggestions

of academic, enrichment, college/workforce

and family engagement activities that they or

others could offer the students in the future.

We have made definite steps forward this year toward

opening up new classes for our teachers who have

special interests. We know have a Female Empowerment

class lead by one of our daytime teachers who has a

background in the subject matter. Next year we hope to

have more specialized coursework that speaks to our

student population's individualized needs.

4 Non-certified teachers are employed in the

after school program and have roles that

require knowledge of effective instructional

strategies and disciplinary skills. Therefore, the

site coordinator should provide staff

development opportunities for these

individuals to gain the skills needed.

We now have few/no teachers who are not certified. We

will however continue to support continuing education

opportunities for all of our staff.

5 In order to maintain a high student interest

level in the ACE program, the site coordinator

should conduct a survey of students that seeks

their suggestions for activities to be offered in

the future.

Since the Spring semester is complete, within two

weeks, the site coordinator will develop and administer a

student survey of enrichment classes that interest them

for the Summer and/or the Fall semester. The site

coordinator will also survey teachers and aids as to

58

preferences of enrichment activities to ensure teacher

buy-in and support.

5 Enrichment activities can provide experiences

for students that are not normally available

during the regular school day program.

Therefore, this center should ensure that an

appropriate number of challenging yet fun and

exciting enrichment activities are offered to

students.

The surveys, mentioned in Priority Rank 1 will be used

to supply ideas to ensure fun and exciting enrichment

classes are continually offered to the students. The

appropriate number of challenging, yet fun and exciting,

enrichment classes will be determined as an on-going

process, however, these enrichment classes should be at

least more than half of the classes offered.



community members and business leaders.

The site coordinator should meet with these




The site coordinator will join and attend club meetings

in order to meet community members and business

leaders. She will also strive to arrange these individuals

as guest speakers or presenters during the 2015-2016

year.

6 Includes a high level of fun activities for

students.

I will use student surveys and suggestions.

6 Includes a balance of academic, enrichment,

college and workforce readiness and family


I will seek out community members, staff, and/or parents

that are willing to share their knowledge about college

and workforce readiness. It is also the intent of the Site

Coordinator to put together some valuable parent

support services through local means.

6 After a day in the classroom by students,

students desire to be physically active after

school. The site coordinator needs to ensure

that physical activity opportunities are

provided for students and even fitness classes

for both students and parents can be offered.

The goal is to offer students the opportunity to be in

sessions that will offer them a high level of movement.

For example: dance, fitness fun, open gym and outdoor

play.



require knowledge of effective instructional

strategies and disciplinary skills. Therefore, the

site coordinator should provide staff

development opportunities for these

individuals to gain the skills needed.

Site Coordinator will attend conferences and webinars to

gather tools necessary to train the non-certified teachers.

Develop a training plan to be implemented in the next

year.



possible. Therefore, the site coordinator should

ensure that activities offered will have some

minimal exposure to students performing at the

synthesis and evaluation level.

Site coordinator will review enrichment lesson plans to

make sure students are being academically challenged.

We will meet with school day teachers to identify

student’s current academic levels.








Identify possible community members and business

leaders to meet.

8 Includes activities that help develop the social,

physical and mental needs of children.

These needs will be addressed as follows:

Social – Through fieldtrips and guest speakers students

be introduced to a variety of people/environments and

59

learn how to adapt in different situations.

Physical – Continuing to have activities such as flag

football, volleyball, track and possibly basketball will

provide an environment where students are moving and

learning the importance of working as a team, while

experiencing a sense of accomplishment.

8 Includes a balance of academic, enrichment,

college and workforce readiness and family


When creating the 2015-2016 schedule efforts will be

made to enhance our ACE program with stronger tutorial

sessions, enrichment classes, having at least 1 college

engagement sessions for each half of the year, 1 college

tour during the summer, at least 2 career speakers each

half of the year, and having parent sessions that

incorporate our students in order to garner more parent

participation.

8 It is important that communication between the

ACE program staff and the regular school day

staff exists. In order to be an effective partner

with the regular school day staff, the site

coordinator should ensure that communication

flows freely between the two and that

alignment exists between the after school

program and the regular school day.

In addition, to our staff meetings I will send out a

weekly digest, via e-mail, to the staff sharing course

information, program updates, student highlights, school

day information and any pertinent information that will

be beneficial to us growing as a team. These efforts will

only enhance our program and be a part of our

continuous improvement.


program of activities, this center should ensure

that at least two activities are scheduled that

focus on the area of college and workforce

readiness.

Community members will visit twice a month to talk

about their professions and discuss the steps necessary to

work within their respective professional fields.

9 Staff members have unique and special skills

that go untouched. Therefore this center should

conduct a survey of staff that seeks suggestions

of academic, enrichment, college/workforce

and family engagement activities that they or

others could offer the students in the future.

Conduct a survey of staff members, asking about each

staff member’s respective skills, as well as which skills

staff members would be interested in using in the

afterschool program.



school. The site coordinator needs to ensure

that physical activity opportunities are

provided for students and even fitness classes

for both students and parents can be offered.

Part of the afterschool programming will include

physical fitness activities such as basketball, football,

relays.

Fitness classes will be available for parents.

10 The support of the campus administration is

critical for the success of the ACE program.

Therefore, the site coordinator should strive to

maintain and foster a strong communication

system and professional relationship with the

campus administration.

1. Make program and activity schedules known to all

administration.

2. Communicate through email and phone calls closely

with all campuses.

3. Offer help and services provided by the ACE

program if needed by campuses.

10 It is important that communication between the

ACE program staff and the regular school day

staff exists. In order to be an effective partner

with the regular school day staff, the site

coordinator should ensure that communication

1. Tutoring pull-outs offered to regular school staff as

extra income.

2. Services and schedules made readily available to all

regular school staff and ACE staff.

3. ACE program to participate with regular school

60

flows freely between the two and that

alignment exists between the after school

program and the regular school day.

scheduled activities when able.

10 The fine arts have been ignored in many after

school programs and they do not receive the

same level of support as the core content areas

in many elementary schools. Therefore, the site

coordinator should strive to ensure that fine

arts enrichment activities are scheduled in the

ACE program for students.

1. We have an established art program and we will

continue to build new opportunities for art.

2. We will set-up a practice area for Jr. High band

students to practice during the second hour.

3. A BGC employee plans to offer a gymnastics type

class for second hour on specific days.

10 New students to the campus are regularly

entering and need to know about the after

school program. Therefore, the site coordinator

should be available to meet with these parents

and students to explain the services offered via

the ACE program.

1. We will have applications readily available in the

campus offices for new students.

2. Parent orientation will be offered ASAP to new

students.

3. Sign-up for new students will be available during

regular school hours AND ACE working hours.

61

XI. Evaluator Information

Part A: Qualifications of Independent Evaluator

Raymond Canizales, President of Canizales Consulting Services, has served as an educator since

1970 and has been involved in all phases of the education system including curriculum

development, human resource services and assessment/research and development. Extensive

evaluative experience has been obtained in working with after school federal program grants and

with Texas after school grants under cycles 5, 6, 7 and 8. Those after school grants have included

twelve (12) school districts, one (1) Regional Education Service Center, one (1) private school

and six (6) charter schools.

Canizales Consulting Services has also been the primary evaluator for a variety of federal and

state grants including, Safe Schools Healthy Students, Small Learning Communities, Texas High

School Completion, Comprehensive Reform, Science and Math Education at both the public

school and higher education level, TARGET (Computer Technology), Mentoring and

Professional Development Partnerships. Consultative services have also been provided to school

districts seeking assistance with reorganization efforts involving Student and Family Services,

Human Resource Services and Accountability and Assessment departments. Canizales

Consulting Services also serves as a contracted hearing officer for the Round Rock Independent

School District Legal Services Office in matters pertaining to employee grievances, parent

complaints and student disciplinary issues.

Part B: Scope of Work and Compensation

Canizales Consulting Services have been actively involved in all phases of the center’s

evaluation process. Guidance and assistance has been provided by the external evaluator since

the beginning of the school year. Mr. Canizales has participated in the development and

modifications done to the Logic Model, the completion and submission of Interim Reports 1 and

2, and the completion of the current final center evaluation report. Through his monitoring and

participation in each phase of the evaluation process, and his on-site visits to the center, he has

developed a thorough knowledge of the ACE program as it exists on this site.

Canizales Consulting Services was contracted in September 2011 to oversee the evaluation of the

CTAC Cycle 7 grant. The scope of work involved a variety of activities including:

1. the development of an evaluation management plan;

2. the creation of a relational database system and data collection forms;

3. the development, administration, and collection of stakeholder surveys of teachers,

students, and parents;

4. the conducting of on-site meetings with project staff for purposes of data collection,

technical assistance, and planning purposes;

5. the conducting of two on-site campus visits per school year for purpose of observing

program activities and reporting findings to administrative program personnel;

62

6. the providing of data analysis and reports from stakeholder surveys collected;

7. the providing of data analysis of student demographic, performance and achievement

data;

8. the assistance given in the development and submission of the Logic Model and Interim

Reports 1 and 2;

9. the assistance provided in designing the template for completion of each center’s final

evaluation report and,

10. the writing of the grantee final evaluation report.

Canizales Consulting Services was paid $30,000 compensation for the services outlined above.

63

Appendices: Center Executive Summaries

Center 1: Bartlett Schools

Center 2: Rockdale Elementary

Center 3: San Juan Diego Catholic High School

Center 4: Katherine Anne Porter Charter School

Center 5: Rockdale Intermediate School

Center 6: Rockdale Junior High School

Center 7: Texas Empowerment Academy Elementary School

Center 8: Texas Empowerment Academy Middle School

Center 9: Rockdale High School

Center 10: Smithville Elementary School

Education Service Center, Region XIII 21st Century Community Learning Centers

Cycle 7

Bartlett Schools 2015 Executive Summary

Neil Jeffery Site Coordinator

July 31, 2015

65

Executive Summary

A. General Information







performing schools. A complete center report, as outlined in the Texas ACE Independent

Evaluation Guide 2014-15, was prepared and has provided the information contained in this

executive summary report.

Identification of Location: Bartlett Schools is one of ten centers that are a part of the Region

XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Bartlett Schools campus is

designed to address specific needs of students and parents in the local campus community.

Bartlett is a community that for years has dealt with high rates of rural poverty. 73% of Bartlett’s

students are economically disadvantaged, and 58% of Bartlett’s students are currently coded as at

risk. Beyond the social challenges, Bartlett as school has struggled to meet these students’

Academic needs, currently Bartlett has been designated by the state as a school in which

Improvement is Required. This was due to poor performance in index 3 under state

accountability, which measures performance gaps between economic disadvantage groups and

minority sub pops. Overall, STAAR passage rates barely met the state minimum requirements at

60%. However, students at Bartlett Schools performed well below standards, where district-

passing rates were at 48%. The ACE program is an important tool to help bridge the academic

challenges many of Bartlett students face. Bartlett Schools is an elementary and middle school

campus serving 289 students, of which 270 were enrolled as ACE program participants. A total

of 70 parents were also served.

Identification of ACE Program Staff Participation:






66

Identification of Level of Funding:

Bartlett Schools

Budget Amount

Cost Per Student

6100 - Payroll $135,300 $704.69

6200 - Contracted $8,260 $43.02

6300 - Supplies $7,300 $38.02

6400 - Operational Costs $10,140 $52.81

Total Budgeted Amount: $161,000 $838.54

B. Summary of Findings Related to Desired Intermediate Outcomes


English Language Arts: Regular ACE program enrollees had a .25 decrease in their

English Language Arts grades from semester one to semester two.

Mathematics: Regular ACE program enrollees had a .30 gain in their Mathematics

grades from semester one to semester two.

Science: Regular ACE program enrollees had a .24 decrease in their Science grades

from semester one to semester two.

Social Studies: Regular ACE program enrollees had a 1.61 decrease in their Social

Studies grades from semester one to semester two.


English Language Arts: Regular ACE program enrollees had a 65% passing rate on the

English Language Arts STAAR test, as compared to a passing rate of 70% for all students

enrolled on the campus.

Mathematics: Mathematics STAAR not scored.

Science: Regular ACE program enrollees had a 37% passing rate on the Science STAAR

test, as compared to a passing rate of 38% for all students enrolled on the campus.

Social Studies: Regular ACE program enrollees had a 17% passing rate on the Social

Studies STAAR test, as compared to a passing rate of 15% for all students enrolled on the

campus.

67


Determining average daily attendance for any group of students is not an easy task nor

can the result be given too much merit. There are several factors that can impact the

calculation of average days attended by groups of students that may weigh positively or

negatively on the end result. For example, if a subset of a group of comparison students

enrolled on the campus in the middle of a semester, the subset’s lower number of days in

attendance would negatively impact the outcome attendance records, when the total

group’s average attendance is calculated. Likewise, in a situation where two semesters

contain significantly different attendance days, the semester with the greater number of

days would have a greater possibility of having a positive result when calculating an

average attendance for a group of students. In the case of this center, the average daily

attendance of regular ACE program enrollees decreased by 3.25 days from semester one

to semester two.


With regard to noticeable improvement in student behavior, 84% of students, 74% of

parents and 38% of staff either agreed, or strongly agreed, that ACE program students

had improved in their behavior during the 2014-2015 school year.



factors that contribute greatly to student promotion success. On the survey administered

in spring, 77% of students, 71% of parents, and 88% of staff agreed or strongly agreed

that the grades of ACE program students had improved during the 2014-2015 school

year. On that same survey 81% of students, 71% of parents, and 51% of staff agreed or

strongly agreed that the attendance of ACE program students had improved during the

2014-2015 school year.


68

C. Key Stakeholder Survey Results

In spring 2015 Bartlett Schools’ ACE center administered surveys to students, parents and staff

members. Survey completion participants included 78 students, 31 parents and 8 staff members.

The primary reason for surveying the stakeholders was to obtain their opinion regarding the

effectiveness of the 21st Century CLC program, particularly as an outcome related to the

perceived behaviors and attitudes of student participants.

Survey Response Ranges: 1 = very dissatisfied or strongly disagree to

5 = very satisfied or strongly agree

1. The following table describes the stakeholder’s satisfaction with the variety of enrichment

activities offered to the students. (Statements #: 2 – student; 2 - parent; 2 - staff)

2. The following table describes the stakeholder’s satisfaction with the variety of academic


3. The following table describes the stakeholder’s level of agreement that students had a positive

attitude toward the regular school day program as a result of being in the ACE program.

(Statements #: 19 – student; 19 - parent; 21 - staff)

Students Parents Staff

Rank Rank Rank

Order Mean Satisfied Order Mean Satisfied Order Mean Satisfied

2 4.35 84% 2 4.16 84% 1 4.00 88%


Rank Rank Rank


1 4.53 89% 3 4.06 77% 2 3.75 79%


Rank Rank Rank

Order Mean Agree Order Mean Agree Order Mean Agree

2 3.83 67% 1 3.47 68% 3 3.75 63%

69

4. The following table describes the stakeholder’s level of agreement that student disciplinary

behavior improved as a result of being in the after school program. (Statements #: 14 – student;

14 - parent; 16 - staff)

5. The following table describes the stakeholder’s level of agreement that student academic

performance improved as a result of being in the after school program. (Statements #: 15 –

student; 15 - parent; 17 - staff)

6. The following table describes the stakeholder’s level of agreement that student attendance in

the regular school day improved as a result of being in the after school program. (Statements #:

16 – student; 16 - parent; 18 - staff)


Rank Rank Rank


1 4.33 84% 2 4.10 74% 3 3.00 38%


Rank Rank Rank


2 4.26 77% 3 3.90 71% 1 4.00 88%


Rank Rank Rank


1 4.33 81% 2 3.94 71% 3 3.38 51%

70

D. Evaluator Recommendations and Next Steps



1 For many students the only hands-on

access that they will have to computers

is at school. Therefore, the site

coordinator should ensure that high

levels of technology use is

incorporated into all activities

scheduled.

We currently have all the physical resources to

incorporate technology in all ACE activates.

However, teacher comfort level in

implementing and using these resources is

lacking. Therefore we will conduct trainings

before the start of the fall program to

familiarize teachers with these resources and

provide support for teachers as they begin

utilization during the fall program.




opportunity for site coordinators to

meet community members and

business leaders. The site coordinator

should meet with these individuals

during the summer time and schedule

them as guest speakers or presenters


The site coordinator will schedule at least

three meetings with key community members

between June and august, to solicit guest

speakers for the fall program.




challenged to perform at the highest

level possible. Therefore, the site

coordinator should ensure that

activities offered will have some

minimal exposure to students

performing at the synthesis and

evaluation level.

Work with the director of curriculum and

instruction as well as ACE teachers to develop

at least one evaluation/synthesis level lesson

for each teacher per month during the fall

program.


Cycle 7

Rockdale Elementary 2015 Executive Summary

Valarie Willingham Site Coordinator

July 31, 2014

72

Executive Summary





amended by the No Child Left Behind Act of 2001. (NCLB; Public Law 107-110). The

purpose of ACE programs is to support the creation of community learning centers to provide

academic enrichment opportunities during non-school hours for children who attend high-

poverty and low-performing schools. A complete center report as outlined in the Texas ACE

Independent Evaluation Guide 2014-15 was prepared and has provided the information

contained in this executive summary report.

Identification of Location: Rockdale Elementary (RES) is one of nine centers that are a part

of the Region XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Rockdale Elementary School

campus is designed to address specific needs of students and parents in the local campus

community. Since this campus is comprised of a large number of social economically

disadvantaged students, there is a need that arises from this fact. This also means that the

campus is composed of a large percentage of students who are identified as at-risk. Rockdale

Elementary is an elementary campus serving 432 students of 163 which were enrolled as ACE

program participants. Of those 147 ACE program enrollees, 119 were regular ACE program

participants attending at least 30 days or more of programing activities. A total of 143 parents

were also served.







73


Rockdale Elementary

Budget Amount

Cost Per Student

6100 - Payroll $115,167 $967.79

6200 - Contracted $300 $2.52

6300 - Supplies $10,661 $89.59


Total Budgeted Amount: $138,488 $1,163.77



English Language Arts: Regular ACE program enrollees had a +1.28 gain in their


Mathematics: Regular ACE program enrollees had a -0.68 decrease in their

Mathematics grades from semester one to semester two.

Science: Regular ACE program enrollees had a +2.43 gain in their Science grades from

semester one to semester two.

Social Studies: Regular ACE program enrollees had a +0.89 gain in their Social Studies



English Language Arts: NA

Mathematics: NA

Science: NA

Social Studies: NA





negatively on the end result. For example, if part of a group of comparison students

74

enrolled on the campus in the middle of a semester, their lower number of days in

attendance would negatively impact the outcome when the group’s average attendance is

calculated. Likewise, in a situation where two semesters contain significantly different

attendance days, the semester with the greater number of days would have a greater

possibility of have a positive result when calculating an average attendance for a group of

students. In the case of this center, the average daily attendance of regular ACE program

enrollees increased by +19.24 days from semester one to semester two.








in spring 97% of students, 67% of parents and 56% of staff agreed or strongly agreed that

the grades of ACE program students had improved during the 2014-2015 school year. On

that same survey 98% of students, 66% of parents and 44% of staff agreed or strongly

agreed that the attendance of ACE program students had improved during the 2014-2015

school year.


NA

75


In spring 2015 the Rockdale Elementary ACE center administered surveys to students, parents

and staff members. Survey completion participants included 60 students, 18 parents and 23 staff

members. The primary reason for surveying the stakeholders was to obtain their opinion

regarding the effectiveness of the 21st Century CLC program, particularly as an outcome related

to the perceived behaviors and attitudes of student participants.











Rank Rank Rank


2 4.72 90% 1 4.78 100% 3 4.17 82%


Rank Rank Rank


2 4.69 92% 1 4.67 94% 3 4.09 74%


Rank Rank Rank


1 4.79 95% 2 4.50 89% 3 3.48 39%

76











Rank Rank Rank


1 4.72 95% 2 4.28 67% 3 3.09 26%


Rank Rank Rank


1 4.77 97% 2 4.17 67% 3 3.61 56%


Rank Rank Rank


1 4.86 98% 2 4.11 66% 3 3.48 44%

77




1 Activities offered in the after school

program should be attractive to

students and every activity offered in

the after school program should have

a plan for its implementation.


encourage, and ensure, that staff

members develop their lesson plans

with creativity and focus on student

response.

Teachers/ACE staff will be encouraged by

the site coordinator to allow student

responses to help guide lesson plans, while

making sure to include skills required to

master appropriate TEKS. Creativity, for our

age group, is a necessity in order to keep

students attention and maintain class

management.



2 For many students the only hands-on

access that they will have to

computers is at school. Therefore, the

site coordinator should ensure that

high levels of technology use is

incorporated into all activities

scheduled.

We are allowed to have access to all

technology and software the school has to

offer. Teachers will be encouraged to use

their smart boards as part of their lessons

along with iPad and computer

games/research when suitable.



3 The summer time provides an

excellent opportunity for site

coordinators to meet community

members and business leaders. The

site coordinator should meet with

these individuals during the summer

time and schedule them as guest

speakers or presenters for the ACE

program.

Summer planning is underway. The site

coordinator will meet with local community

members/leaders to see where it would be

appropriate for these individuals/groups to

come speak or present for the summer ACE

program.


Cycle 7

San Juan Diego Catholic High School 2015 Executive Summary

Lucy Flores Site Coordinator

July 31, 2015

79

Executive Summary








performing schools. A complete center report as outlined in the Texas ACE Independent

Evaluation Guide 2014-15 was prepared and has provided the information contained in this


Identification of Location: San Juan Diego Catholic High School is one of ten centers that are a

part of the Region XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the San Juan Diego Catholic High

School campus is designed to address specific needs of students and parents in the local campus

community. San Juan Diego is a college prep school that focuses on providing core academic

curriculum for students, because of this the electives provided are few. The 21st CCLC program

provides the needed elective courses the student’s desire and need. These electives include

music, art, drama, conditioning, and woodshop. The majority of our students do not get picked

up until 6:00 PM by parents, therefore, the afterschool program offers students a safe place to be

while providing enrichment opportunities for the students. San Juan Diego Catholic High School

is a high school campus serving 186 students of which 186 were enrolled as ACE program

participants. Of those 186 ACE program enrollees, 159 were regular ACE program participants

attending at least 30 days or more of programing activities. A total of 131 parents were also

served.



Campus certified teachers 11 52.5%

Non campus certified teachers 4 19 %

Non-certified teachers 6 28.5%


80










Social Studies: Regular ACE program enrollees had a -1.3 decrease in their Social



English Language Arts: N/A

Mathematics: N/A

Science: N/A

Social Studies: N/A






San Juan Diego Catholic High School

Budget Amount

Cost Per Student

6100 - Payroll $94,500 $594.34

6200 - Contracted $44,000 $276.73

6300 - Supplies $28,000 $176.10



81







enrollees decreased by -1.0 days from semester one to semester two.












school year.



completion rate/retention rate for San Juan Diego Catholic High School was 92%.

82


In spring 2015 the San Juan Diego Catholic High School ACE center administered surveys to

students, parents and staff members. Survey completion participants included 102 students, 17

parents and 12 staff members. The primary reason for surveying the stakeholders was to obtain

their opinion regarding the effectiveness of the 21st Century CLC program, particularly as an

outcome related to the perceived behaviors and attitudes of student participants.




activities offered to the students.(Statements #: 2 – student; 2- parent; 2- staff)


activities offered to the students.(Statements #: 3 – student; 3- parent; 3- staff)

3.The following table describes the stakeholder’s level of agreement that students had a positive

attitude toward the regular school day program as a result of being in the ACE

program.(Statements #: 19 – student; 19- parent; 21- staff)


Rank

Rank

Rank


3 3.77 64% 2 4.47 88% 1 4.75 100%


Rank

Rank

Rank


3 3.70 56% 2 4.47 88% 1 4.58 100%


Rank

Rank

Rank


2 3.60 51% 1 4.47 88% 3 3.25 33%

83


behavior improved as a result of being in the after school program.(Statements #: 14 – student;

14- parent; 16- staff)


performance improved as a result of being in the after school program.(Statements #: 15 –

student; 15- parent; 17- staff)


the regular school day improved as a result of being in the after school program.(Statements #:

16 – student; 16- parent; 18- staff)


Rank

Rank

Rank


2 3.64 54% 1 4.24 76% 3 3.67 50%


Rank

Rank

Rank


3 3.74 58% 1 4.35 82% 2 4.17 75%


Rank

Rank

Rank


2 3.67 56% 1 4.47 88% 3 3.50 41%

84




1 Enrichment activities can provide

experiences for students that are not

normally available during the regular

school day program. Therefore, this center

should ensure that an appropriate number

of challenging yet fun and exciting

enrichment activities are offered to

students.

The site coordinator will distribute surveys to

students asking for suggestions for new activities.

The site coordinator will consult with school day

staff members to bring new fun and exciting

activities.



2 Activities offered in the after school

program should be attractive to students

and every activity offered in the after

school program should have a plan for its

implementation. Therefore, the site

coordinator should encourage and ensure

that staff members develop their lesson

plans with creativity and focus on student

response.

The site coordinator will meet with each staff

member individually and walk through a lesson

plan form together. The site coordinator will

collect lesson plans from staff members for each

day an Activity is lead.






The site coordinator should meet with

these individuals during the summer time

and schedule them as guest speakers or

presenters for the ACE program.

The site coordinator will use this summer to

meet with community members and business

leaders that already have ties to the school. The

site coordinator will schedule guest speakers for

the Computer Programming Camp scheduled

this summer.

Education Service Center, Region XIII

21st Century Community Learning Centers Cycle 7

Katherine Anne Porter Charter School 2015 Executive Summary

Peggy Wilfong Site Coordinator

July 31, 2015

86

Executive Summary











Identification of Location: Katherine Anne Porter School is one of ten centers that are a part of

the Region XVIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Katherine Anne Porter School


community. The campus has a large population of at-risk and economically disadvantaged

students who are in particular need of tutorial services. Katherine Anne Porter School is a high

school campus serving 143 students of which 143 were enrolled as ACE program participants.

Of those 143 ACE program enrollees, 102 were regular ACE program participants attending at

least 30 days or more of programing activities. A total of 88 parents were also served.








Katherine Anne Porter Charter School

Budget Amount

Cost Per Student

6100 - Payroll $95,826 $939.47

6200 - Contracted $15,000 $147.05

6300 - Supplies $24,500 $240.20



87





Mathematics: Regular ACE program enrollees had a +0.51 gain in their Mathematics




Social Studies: Regular ACE program enrollees had a - 1.15 decrease in their Social



English Language Arts: Regular ACE program enrollees had an 77.8% passing rate on

the English Language Arts STAAR test as compared to a passing rate of 74.6% for all

students enrolled on the campus.

Mathematics: Regular ACE program enrollees had an 50% passing rate on the

Mathematics STAAR test as compared to a passing rate of 45.5% for all students enrolled

on the campus.

Science: Regular ACE program enrollees had an 76.9% passing rate on the Science

STAAR test as compared to a passing rate of 62.5% for all students enrolled on the

campus.

Social Studies: Regular ACE program enrollees had an 97.2% passing rate on the Social

Studies STAAR test as compared to a passing rate of 97.8% for all students enrolled on

the campus.










88



enrollees decreased by -1.13 days from semester one to semester two.












school year.



completion rate/retention rate for Katherine Anne Porter School was 98.5%.

89


In spring 2015 Katherine Anne Porter School ACE center administered surveys to students,

parents and staff members. Survey completion participants included 159 students, 50 parents and

28 staff members. The primary reason for surveying the stakeholders was to obtain their opinion













Rank Rank Rank


3 4.50 88% 2 4.43 89% 1 4.80 100%


Rank Rank Rank


3 4.08 73% 2 4.25 82% 1 4.60 90%


Rank Rank Rank


2 4.00 60% 3 3.86 57% 1 4.30 90%

90











Rank Rank Rank


2 3.81 52% 3 3.68 47% 1 4.35 90%


Rank Rank Rank


3 3.24 48% 2 3.89 61% 1 4.60 100%


Rank Rank Rank


3 3.59 37% 2 3.71 50% 1 4.35 80

91





program of activities, this center should

ensure that at least two activities are

scheduled that focus on the area of college

and workforce readiness.

We currently have a full time staff member

working with upper classmen to prepare them for

college and workforce readiness. This staff

member works after school with students who

request his assistance. As Site Coordinator I hope

to install more for-credit, workforce readiness

oriented, after school classes during the next

school year



2 Staff members have unique and special

skills that go untouched. Therefore this

center should conduct a survey of staff that

seeks suggestions of academic,

enrichment, college/workforce and family

engagement activities that they or others

could offer the students in the future.

We have made definite steps forward this year

toward opening up new classes for our teachers

who have special interests. We know have a

Female Empowerment class lead by one of our

daytime teachers who has a background in the

subject matter. Next year, we hope to have more

specialized coursework, which speaks to our

student population's individualized needs.





require knowledge of effective

instructional strategies and disciplinary

skills. Therefore, the site coordinator

should provide staff development

opportunities for these individuals to gain

the skills needed.

We now have few/no teachers who are not

certified. We will however, continue to support

continuing education opportunities for all of our

staff.


Cycle 7

Rockdale Intermediate School 2015 Executive Summary

Sandy Robbins Site Coordinator

July 31, 2015

93

Executive Summary











Identification of Location: Rockdale Intermediate is one of ten centers that are a part of the

Region XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Rockdale Intermediate campus

is designed to address specific needs of students and parents in the local campus community. The

campus has a large population of at-risk and economically disadvantaged students who are in

particular need of tutorial services. Rockdale Intermediate is an Intermediate campus serving

342 students of which 213 were enrolled as ACE program participants. Of those 213 ACE

program enrollees, 133 were regular ACE program participants attending at least 30 days or

more of programing activities. A total of 101 parents were also served.







94


Rockdale Intermediate

Budget Amount

Cost Per Student

6100 – Payroll $119,400 $897.74

6200 – Contracted $2,000 $15.04

6300 - Supplies $11,048 $83.07







Mathematics: Regular ACE program enrollees had a zero gain or decrease, in their


Science: Regular ACE program enrollees had a -1.57 decrease in their Science grades





English Language Arts: Regular ACE program enrollees had an 47% passing rate on

the English Language Arts STAAR test as compared to a passing rate of 74% for all



test as compared to a passing rate of 56% for all students enrolled on the campus.

95












students, decreased by -1.6 days from semester one to semester two.












school year.

96


In spring 2015 the Rockdale Intermediate ACE center administered surveys to students, parents















Rank Rank Rank


3 4.27 77% 1 4.24 87% 2 4.00 80%


Rank Rank Rank


3 4.01 75% 1 4.37 92% 2 4.00 80%


Rank Rank Rank


1 3.83 65% 2 3.78 54% 3 3.60 46%

97











Rank Rank Rank


1 4.06 74% 2 3.74 57% 3 3.27 34%


Rank Rank Rank


1 4.11 74% 1 3.93 74% 2 3.78 66%


Rank Rank Rank


1 4.17 75% 2 3.70 50% 3 3.40 47%

98




1 In order to maintain a high student interest

level in the ACE program, the site

coordinator should conduct a survey of

students that seeks their suggestions for

activities to be offered in the future.

Since the Spring semester is complete, within two

weeks, the site coordinator will develop and

administer a student survey of enrichment classes

that interest students for the Summer and/or the

Fall semester. The site coordinator will also

survey teachers and aids as to preferences of

enrichment activities to ensure teacher buy-in and

support.



2 Enrichment activities can provide

experiences for students that are not

normally available during the regular

school day program. Therefore, this center

should ensure that an appropriate number

of challenging yet fun and exciting

enrichment activities are offered to

students.

The surveys, mentioned in Priority Rank 1, will

be used to supply ideas to ensure fun and exciting

enrichment classes are continually offered to the

students. The appropriate number of challenging,

yet fun and exciting, enrichment classes will be

determined as an on-going process, however

these enrichment classes should be at least more

than half of the classes offered.










The site coordinator will join and attend club

meetings in order to meet community members

and business leaders. She will also strive to

arrange these individuals as guest speakers or

presenters during the 2015-2016 year.


Cycle 7

Rockdale Junior High School 2015 Executive Summary

Leeza Perez Site Coordinator

July 31, 2015

100

Executive Summary











Identification of Location: Rockdale Junior High School is one of ten centers that are a part of

the Region XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Rockdale Junior High School


community. Our campus has a large population of at-risk and economically disadvantaged

students who are in need of tutorial services and homework help. Rockdale Junior High is a

junior high campus serving 353 students of which 228 were enrolled as ACE program



served.







101


Rockdale Junior High School

Budget Amount

Cost Per Student

6100 - Payroll $115,238 $1,710.82

6200 - Contracted $2,000 $24.69

6300 - Supplies $9,250 $114.18





English Language Arts: Regular ACE program enrollees had a -2.35 decrease in their









English Language Arts: Regular ACE program enrollees had a 54.9% passing rate on



Mathematics: Regular ACE program enrollees had a 100% passing rate on the

Mathematics STAAR test as compared to a passing rate of 100% for all students enrolled

on the campus.


test as compared to a passing rate of 59.2% for all students enrolled on the campus.

102



the campus.












enrollees increased by 15.40 days from semester one to semester two.












school year.


103


In spring 2015 Rockdale Junior High ACE center administered surveys to students, parents and

staff members. Survey completion participants included 43 students, 8 parents and 11 staff














Rank Rank Rank


3 4.33 75% 2 4.25 75% 1 4.36 82%


Rank Rank Rank


3 4.14 79% 2 3.88 76% 1 4.18 100%


Rank Rank Rank


3 3.65 58% 1 4.38 76% 2 3.73 73%

104











Rank Rank Rank


2 3.56 52% 1 4.13 63% 3 3.27 27%


Rank Rank Rank


2 3.91 65% 3 4.13 63% 1 3.91 82%


Rank Rank Rank


2 3.28 42% 1 4.13 63% 3 3.64 36%

105




1 Includes a high level of fun activities for

students.

I will use student surveys and suggestions.



2 Includes a balance of academic,

enrichment, college and workforce

readiness and family and parental support

service activities.

I will seek out community members, staff, and/or

parents that are willing to share their knowledge

about college and workforce readiness. The Site

Coordinator also intends on putting together some

valuable parent support services through local

means.





school. The site coordinator needs to

ensure that physical activity opportunities

are provided for students and even fitness

classes for both students and parents can

be offered.

The goal is to offer students the opportunity to be

in sessions that will offer them a high level of

movement. For example, dance, fitness fun, open

gym and outdoor play.


Cycle 7

Texas Empowerment Academy Elementary

2015 Executive Summary

Brynette Smith Site Coordinator

July 31, 2015

107

Executive Summary








performing schools. This report examines the outcomes of the Cycle 7 grant awarded to Texas

Empowerment Academy Elementary during the 2014-2015 school year. Listed below is a major

summary of findings. A complete center report as outlined in the Texas ACE Independent



Identification of Location: Texas Empowerment Academy Elementary is one of ten centers

that are a part of the Region XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Texas Empowerment

Academy Elementary campus is designed to address specific needs of students and parents in the

local campus community. We have a school where over 70% of our students are economically

disadvantaged. Based on our math and reading assessment our students will benefit from the

tutoring and enrichment programs offered. Texas Empowerment Academy Elementary is an

elementary campus serving 196 students of which 196 were enrolled as ACE program



served.







108


Texas Empowerment Academy Elementary

Budget Amount

Cost Per Student

6100 - Payroll $105,000 $600

6200 - Contracted $29,000 $165.71

6300 - Supplies $8,500 $48.57







Mathematics: Regular ACE program enrollees had a -0.79 decrease in their Mathematics












on the campus.

Science: Regular ACE program enrollees had a 66.7% passing rate on the Science


campus.

Social Studies: Regular ACE program enrollees had a NA% passing rate on the Social

Studies STAAR test as compared to a passing rate of NA% for all students enrolled on

the campus.

109
























school year.


110


In spring 2015 the Texas Empowerment Academy Elementary ACE center administered surveys

to students, parents and staff members. Survey completion participants included 170 students, 32

parents and 15 staff members. The primary reason for surveying the stakeholders was to obtain

their opinion regarding the effectiveness of the 21st Century CLC program, particularly as an

outcome related to the perceived behaviors and attitudes of student participants.











Rank Rank Rank


3 4.15 75% 2 4.66 91% 1 4.60 94%


Rank Rank Rank


3 4.16 74% 2 4.53 85% 1 4.53 93%


Rank Rank Rank


2 3.93 70% 1 4.41 81% 3 4.13 67%

111











Rank Rank Rank


1 4.48 77% 2 4.28 72% 3 3.93 66%


Rank Rank Rank


2 3.98 70% 1 4.19 75% 3 3.87 60%


Rank Rank Rank


1 4.02 73% 2 4.09 66% 3 4.00 54%

112






require knowledge of effective

instructional strategies and disciplinary

skills. Therefore, the site coordinator

should provide staff development

opportunities for these individuals to gain

the skills needed.

Site Coordinator will attend conferences and

webinars to gather tools necessary to train the

non-certified teachers. Develop a training plan to

be implemented in the next year.





possible. Therefore, the site coordinator

should ensure that activities offered will

have some minimal exposure to students

performing at the synthesis and evaluation

level.

Site coordinator will review enrichment lesson

plans to make sure students are being

academically challenged. We will meet with

school day-teachers to identify student’s current

academic levels.










Identify possible community members and

business leaders to meet.


Cycle 7

Texas Empowerment Academy Middle School

Center Final Report 2015

Gioia Bufkin Site Coordinator

July 31, 2015

114

Executive Summary











Identification of Location: Texas Empowerment Academy Middle School is one of ten centers

that are a part of the Region XII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Texas Empowerment Academy

Middle School campus is designed to address specific needs of students and parents in the local

campus community. The campus has a large population of at-risk and economically

disadvantaged students who are in particular need of tutorial services. Over the years the campus

has consistently improved its performance in the areas of reading, math and science. Our

program is open to all of our students. Texas Empowerment Academy Middle School is a middle

school campus serving 110 students of which 110 were enrolled as ACE program participants.

Of those 110 ACE program enrollees, 105 were regular ACE program participants attending at

least 30 days or more of programing activities. A total of 91 parents were also served.







115


Texas Empowerment Academy Junior High

Budget Amount

Cost Per Student

6100 - Payroll $106,000 $1,009.52

6200 - Contracted $28,000 $266.67

6300 - Supplies $8,500 $80.95





English Language Arts: Regular ACE program enrollees had a +0.21 decrease in their






Social Studies: Regular ACE program enrollees had a +2.40 gain in their Social Studies



English Language Arts: Regular ACE program enrollees and all students enrolled on

the campus had a 72.6% passing rate on the English Language Arts STAAR test.

Mathematics: Regular ACE program enrollees and all students enrolled on the campus

had a 100% passing rate on the Mathematics STAAR test.

Science: Regular ACE program enrollees and all students enrolled on the campus had an

87.5% passing rate on the Science STAAR test.

Social Studies: Regular ACE program enrollees and all students enrolled on the campus

had a 77.3% passing rate on the Social Studies STAAR.

116




















in spring 64% of students, 89% of parents and 100% of staff agreed or strongly agreed

that the grades of ACE program students had improved during the 2013-2014 school

year. On that same survey 23% of students, 77% of parents and 72% of staff agreed or

strongly agreed that the attendance of ACE program students had improved during the

2014-2015 school year.


Not applicable.

.

117


In the spring of 2015 Texas Empowerment Academy Middle School Campus center

administered surveys to students, parents and staff members. Survey completion participants

included 54 students, 27 parents and 6 staff members. The primary reason for surveying the

stakeholders was to obtain their opinion regarding the effectiveness of the 21st Century CLC

program, particularly as an outcome related to the perceived behaviors and attitudes of student

participants.











Rank Rank Rank


3 3.74 86% 1 4.61 100% 2 4.14 86%


Rank Rank Rank


3 3.70 60% 1 4.61 97% 2 4.43 86%


Rank Rank Rank


3 2.87 32% 1 4.28 80% 2 3.71 71%

118











Rank Rank Rank


3 3.49 53% 2 4.22 80% 1 4.29 86%


Rank Rank Rank


3 3.81 64% 2 4.31 75% 2 4.43 100%


Rank Rank Rank


3 3.47 53% 1 4.19 77% 3 4.00 72%

119


Priority

Rank



1 Includes activities that help develop the

social, physical and mental needs of

children.

These needs will be addressed as follows:

Social – Through fieldtrips and guest speakers

students will be introduced to a variety of

people/environments and learn how to adapt in

different situations.

Physical – Continuing to have activities such as

flag football, volleyball, track and possibly

basketball will provide an environment where

students are moving and learning the importance

of working as a team, while experiencing a sense

of accomplishment.

Priority

Rank



2 Includes a balance of academic,

enrichment, college and workforce

readiness and family and parental support

service activities.

When creating the 2015-2016 schedule, efforts

will be made to enhance our ACE program with

stronger tutorial sessions, enrichment classes,

having at least 1 college engagement sessions for

each half of the year, 1 college tour during the

summer, at least 2 career speakers each half of the

year, and by having parent sessions that

incorporate our students in order to garner more

parent participation.


Cycle 7

Rockdale High School 2015 Executive Summary

Denice Doss Site Coordinator

July 31, 2015

121

Executive Summary








performing schools. Rockdale High School is one of ten centers that are a part of the Region 13

Educational Service Center Cycle 7 collaboration. A complete center report as outlined in the

Texas ACE Independent Evaluation Guide 2014-15 was prepared and has provided the

information contained in this executive summary report.

Identification of Location: Rockdale High School is one of ten centers that are a part of the

Region 13 Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Rockdale High School campus

is designed to address specific needs of students and parents in the local campus community. The

campus has a large population of at-risk and economically disadvantaged students who are in

particular need of tutorial services. Rockdale High School is a high school campus serving 445

students of which 371 were enrolled as ACE program participants. Of those 309 ACE program

enrollees, 65 were regular ACE program participants attending at least 30 days or more of

programing activities. A total of 66 parents were also served.







122


Rockdale High School

Budget Amount

Cost Per Student

6100 - Payroll $103,540 $1,592.92

6200 - Contracted $17,298 $266.12

6300 - Supplies $5,350 $82.30





English Language Arts: Regular ACE program enrollees had a 2.27 gain in their














on the campus.



campus.



the campus.

123












enrollees increased by 15.75 days from semester one to semester two.












school year.



completion rate/retention rate for Rockdale was 95.8%.

124


In spring 2015 the Rockdale High School ACE center administered surveys to students, parents

and staff members. Survey completion participants included 369students, 68 parents and 17 staff














Rank Rank Rank


2 4.11 65% 1 4.27 91% 3 4.50 90%


Rank Rank Rank


3 3.70 72% 1 3.82 88% 2 4.67 87%


Rank Rank Rank


2 4.00 63% 1 4.36 73% 3 3.42 61%

125











Rank Rank Rank


1 4.00 69% 2 4.36 68% 3 3.42 52%


Rank Rank Rank


2 4.23 70% 1 4.18 73% 3 4.00 75%


Rank Rank Rank


2 3.97 58% 1 4.45 66% 3 3.83 52%

126




1 In order to provide students with a

varied program of activities, this center

should ensure that at least two

activities are scheduled that focus on

the area of college and workforce

readiness.

Community members will visit twice a

month, speaking about their professions, and

explaining to students what steps it takes to

work in their respective professional fields.



2 Staff members have unique and special

skills that go untouched. Therefore this

center should conduct a survey of staff

that seeks suggestions of academic,

enrichment, college/workforce and

family engagement activities that they

or others could offer the students in the

future.

Conduct a staff skill-survey, asking staff

members what skills they have and which

ones staff members would be interested in

using for the afterschool program.



3 After a day in the classroom by

students, students desire to be

physically active after school. The site

coordinator needs to ensure that

physical activity opportunities are

provided for students and even fitness

classes for both students and parents

can be offered.

Part of the afterschool programming will

include physical fitness activities such as

basketball, football, and relays.

Fitness classes will be available for parents.


Cycle 7

Smithville Schools 2015 Executive Summary

Andra Sparks Site Coordinator

July 31, 2015

128

Executive Summary








performing schools. Listed below is a major summary of findings. A complete center report as

outlined in the Texas ACE Independent Evaluation Guide 2014-15 was prepared and has

provided the information contained in this executive summary report.

Identification of Location: Smithville Elementary is one of ten centers that are a part of the

Region XIII Educational Service Center Cycle 7 collaboration.

Identification of Population Served: The ACE program on the Smithville Elementary campus

is designed to address specific needs of students and parents in the local campus community.

Smithville Elementary is a Title 1 district with minimal resources in the way of beyond school

hour’s programs or organizations. The elementary and junior high campuses recently came off a

brief period of academically unacceptable rating. Academics have been a major issue for years.

Smithville Elementary is an elementary campus serving 810 students of which 280 were enrolled

as ACE program participants. Of those 280 ACE program enrollees, 167 were regular ACE

program participants attending at least 30 days or more of programing activities. A total of 101

parents were also served.







129


Smithville Schools

Budget Amount

Cost Per Student

6100 - Payroll $131,000 $784.43

6200 - Contracted $35,000 $209.58

6300 - Supplies $7,500 $44.91





English Language Arts: Regular ACE program enrollees had a -0.61 decrease in their













Mathematics STAAR test as compared to a passing rate of 0% for all students enrolled on

the campus. Math STAAR standards have not been set for 2014-2015.



campus.

130



the campus.


















Improvements in academic performance and in regular school day attendance are two






school year.


N/A

131


In spring 2015 the Smithville Elementary ACE center administered surveys to students, parents















Rank Rank Rank


3 4.0 69% 1 4.58 100% 2 4.17 100%


Rank Rank Rank


3 3.73 53% 1 4.58 95% 2 4.33 83%


Rank Rank Rank


3 3.56 52% 1 4.32 74% 2 3.83 67%

132











Rank Rank Rank


2 3.65 58% 1 4.26 70% 3 3.67 50%


Rank Rank Rank


2 3.65 58% 1 3.5 58% 3 3.5 50%


Rank Rank Rank


2 3.70 55% 1 4.05 63% 3 3.17 17%

133




1 The support of the campus administration is

critical for the success of the ACE program.

Therefore, the site coordinator should strive

to maintain and foster a strong

communication system and professional

relationship with the campus administration.

1. Make program and activity schedules

known to all administration.

2. Communicate through email and phone

calls closely with all campuses.

3. Offer help and services provided by the

ACE program, if needed, by campuses.



2 It is important that communication between

the ACE program staff and the regular

school day staff exists. In order to be an

effective partner with the regular school day

staff, the site coordinator should ensure that

communication flows freely between the

two and that alignment exists between the

after school program and the regular school

day.

1. Tutoring pull-outs offered to regular school

staff as extra income.

2. Services and schedules made readily

available to all regular school staff and ACE

staff.

3. ACE program to participate with regular

school scheduled activities when able.



3 The fine arts have been ignored in many

after school programs and they do not

receive the same level of support as the core

content areas in many elementary schools.

Therefore, the site coordinator should strive

to ensure that fine arts enrichment activities

are scheduled in the ACE program for

students.

1. We have an established art program and we

will continue to build new opportunities for

art.

2. We will set-up a practice area for Jr. High

band students to practice during the second

hour.

3. A BGC employee plans to offer a

gymnastics type class for second hour on

specific days.



4 New students to the campus are regularly

entering and need to know about the after

school program. Therefore, the site

coordinator should be available to meet

with these parents and students to explain

the services offered via the ACE program.

1. We will have applications readily available in

the campus offices for new students.

2. Parent orientation will be offered ASAP to

new students.

3. Sign-up for new students will be available

during regular school hours AND ACE

working hours.

Documents

The Central Texas ACE Collaboration (CTAC) 21st Century … · 2015-08-21 · The Central Texas ACE Collaboration (CTAC) 21st Century Community Learning Centers Cycle 7 Grantee Final