student attendance and participation monitored in the 21st CCLC program? How did the program address and monitor irregular attendance and less than average participation (i.e. students leaving the program early on a regular basis or using the program as a drop-in service)? How did this impact program Average Daily Attendance (ADA) overall? (6) How did the program plan to address sustainability? Evaluation Plan Chart: EduMatrix will adhere to the following prescribed evaluation plan which includes grant objective focus areas, the target group, data sources, data analysis, timing and reporting details. Grant Target Data Data Timing Reporting Objective Group Source Analysis Focus Area English 21st Report Card Test Data collected Data results Language CCLC Data, FSA statistics; and analyzed for disaggregated as follows: Arts, site(s) scores in significance Quarters 1, 2 - # of days for attendance Mathematics, Reading tests; and 4; Mid-year (1-29, 30-59, 60-89, 90+) and Science and Math, correlations; data analysis for - Enrollment (school year (Report FCAT 2.0 standard Quarters 1 and and summer) by age, Card, FSA Science deviation; 2; End-of-year gender, ethnicity, grade and FCAT scores (for inductive data analysis for level, school, F/R lunch 2.0 applicable and Quarters 1 and status measures) grades) deductive 4; prior - Program academic analysis academic year activities versus current academic year analysis Personal 21st Objective Test Data collected Data results Enrichment, CCLC Assessment statistics; and analyzed for disaggregated as follows: Dropout site(s) Data for significance pre, mid and - # of days for attendance Prevention, each tests; post (1-29, 30-59, 60-89, 90+) College and Personal correlations; assessments - Enrollment (school year Career Enrichment standard (beginning, and summer) by age, Readiness objective deviation; middle, and gender, ethnicity, grade Objectives inductive level, school, F/R lunch and respectively) status deductive - Program enrichment analysis activities Family 21st Objective Test Data collected Data results Member CCLC Assessment statistics; and analyzed for disaggregated as follows: Performance site(s) Data for the significance pre and post - # of family member
student attendance and participation monitored in the 21st CCLC program? How did the program address and monitor irregular attendance and less than average participation (i.e. students leaving the program early on a regular basis or using the program as a drop-in service)? How did this impact program Average Daily Attendance (ADA) overall? (6) How did the program plan to address sustainability? Evaluation Plan Chart: EduMatrix will adhere to the following prescribed evaluation plan which includes grant objective focus areas, the target group, data sources, data analysis, timing and reporting details. Grant Objective Focus Area Target Group Data Source Data Analysis Timing Reporting English Language Arts, Mathematics, and Science (Report Card, FSA and FCAT 2.0 measures) 21st CCLC site(s) Report Card Data, FSA scores in Reading and Math, FCAT 2.0 Science scores (for applicable grades) Test statistics; significance tests; correlations; standard deviation; inductive and deductive analysis Data collected and analyzed for Quarters 1, 2 and 4; Mid-year data analysis for Quarters 1 and 2; End-of-year data analysis for Quarters 1 and 4; prior academic year versus current academic year analysis Data results disaggregated as follows: - # of days for attendance (1-29, 30-59, 60-89, 90+) - Enrollment (school year and summer) by age, gender, ethnicity, grade level, school, F/R lunch status - Program academic activities Personal Enrichment, Dropout Prevention, College and Career Readiness Objectives 21st CCLC site(s) Objective Assessment Data for each Personal Enrichment objective Test statistics; significance tests; correlations; standard deviation; inductive and deductive analysis Data collected and analyzed for pre, mid and post assessments (beginning, middle, and respectively) Data results disaggregated as follows: - # of days for attendance (1-29, 30-59, 60-89, 90+) - Enrollment (school year and summer) by age, gender, ethnicity, grade level, school, F/R lunch status - Program enrichment activities Family Member Performance 21st CCLC site(s) Objective Assessment Data for the Test statistics; significance Data collected and analyzed for pre and post Data results disaggregated as follows: - # of family member
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