Below are resources for parents and students to assist with homework, to learn more about community service, and college and workforce preparation:
Free online multimedia tutorial resource in all courses for high school and college students.
Helpful links to a variety of homework help sites.
Creates animated, curriculum-based content that supports educators and engages students.
Connecticut Plastics
Provides resources including educational web sites, games, activities, and work pages to teach children about the importance of recycling and environmental conservation
Interactive tutorials and games for all grade levels of mathematics.
Information for students, families, and educators about the environment, energy, and technology.
Kids taking action for greener, healthier schools
Web site geared to young children on environmental awareness.
Interactive and informational site on the environment. Provided by the U.S. Environmental Protection Agency
Fun games and practicing of skills for elementary and middle school students.
Educational games, videos, and interactive fun!
This National Center for Education Statistics and the US Department of Education resource offers an interactive tool for researching and selecting colleges using an interactive map, building a list to do a side-by-side comparison, and saving your favorites. Additional links to resources on preparing for your education, financial aid, and deciding on a career are provided.
An online guide for applying for Federal Student Aid with resources available in English and Spanish.
A tool for calculating your GPA (Grade Point Average) provided by Iowa State University.
An interactive, student-friendly web site that guides students, from 6th grade to seniors, through the “4 steps to college” online tool.
These online budget, repayment plan, and direct consolidation loan calculators help families plan for a college education before, during, and after.
Search for schools, colleges, or libraries using this online tool.
A myriad of resources and tools for planning your education, paying for your education, developing your career, and an online study help.
This site, sponsored by the World Wildlife Fund and the Center for a New American Dream, helps young people learn how they can make a difference by buying differently.
Do Something
Do Something provides monthly “challenges” in 3 areas: community building, health, and the environment. Challenges can be after-school activities or in-school class projects, undertaken in groups or alone, never requiring any money to execute.
Do Something provides monthly “challenges” in 3 areas: community building, health, and the environment. Challenges can be after-school activities or in-school class projects, undertaken in groups or alone, never requiring any money to execute.
PeaceJam brings youth and Nobel Peace Laureates together to tackle the issues on our planet today and is a call to action for youth to come together and think about innovative solutions to these problems.
General planning information and resources as well as information forbuilding an inclusiveafter school program.
Portal for a range of employment opportunities for high school, college, or graduate students within the Federal government.
The U.S. Department of Labor and partners provide quick access to information about state labor laws, related jobs, and preventing workplace injuries.
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21st Century Community Learning Centers (21st CCLC)
A grant program funded by the US Department of Education and authorized under Title IV, Part B of the Elementary and Secondary Education Act (ESEA), amended by the No Child Left Behind Act (NCLB) of 2001.
The 21st CCLC Program has three primary purposes:
* To provide students with out-of-school-time academic and enrichment opportunities that are specifically designed to help them achieve local and state student goals in primary academic subjects;
* To provide students with a broad array of additional activities that, while different from school-day activities, complement and reinforce school-day learning; and
* To provide adult family members of 21st CCLC students with opportunities in language-learning, literacy, and related educational activities. The 21st CCLC program is designed to serve students attending high-poverty and low-performing schools.
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ACE
Texas Afterschool Centers on Education, (ACE), is a new dynamic brand that communicates the characteristics of the program and creates statewide awareness through the consistent and frequent incorporation of the brand into program outreach.
ACE was developed so Grantees and Centers can easily customize the brand to work in harmony with their estabilished identity, while maintaining the power of a state program.
Activity
A planned event at a 21st CCLC that is designed based on a campus needs assessment and that complements the academic performance, academic achievement and positive youth development of students and their families.
All activities must be based upon the comprehensive Four- Component Activity Guide and offer hands-on methods of instruction.
Activities are required to be a minimum of 45 minutes in length and planned for each hour a center is open.
Activity Component
One of the four required elements for a Texas 21st CCLC program; Academic Assistance, Enrichment, Family & Parental Support Services, and College and Workforce Readiness
Activity Types
Academic Assistance
Activities that specifically target students whose academic performance has been deemed to be in need of improvement given that the student is not performing at grade level, is failing, or is otherwise performing below average. Activities in this category support all educational areas as needed to promote student achievement and success in their school experiences. Examples include: tutoring, homework help, or other forms of service delivery that specifically involve students identified as in need of academic improvement.
Activities that specifically target students whose academic performance has been deemed to be in need of improvement given that the student is not performing at grade level, is failing, or is otherwise performing below average. Activities in this category support all educational areas as needed to promote student achievement and success in their school experiences. Examples include: tutoring, homework help, or other forms of service delivery that specifically involve students identified as in need of academic improvement.
Enrichment
Activities that expand on students’ learning that provide positive social, cultural, recreational, interpersonal skills, and experiences to enrich and expand students’ understanding of life and involvement in community. They allow the participants to apply knowledge and skills stressed in school to real-life experiences. Examples include: community service projects, creative arts, fitness, leadership training and life skills.
Activities that expand on students’ learning that provide positive social, cultural, recreational, interpersonal skills, and experiences to enrich and expand students’ understanding of life and involvement in community. They allow the participants to apply knowledge and skills stressed in school to real-life experiences. Examples include: community service projects, creative arts, fitness, leadership training and life skills.
Family and Parental Support Services
Ongoing and educational activities that support and help increase the participation of parents in the students’ educational experience.
Ongoing and educational activities that support and help increase the participation of parents in the students’ educational experience.
Adult/ Family activities require sustained participation of adult family members in order to achieve the acquisition of knowledge or a skill. Examples of activities that conform to these requirements would include GED and ESL classes, classes on how to develop a resume, or a programming series on effective parenting strategies.
One-time, non-recurring, or special events such as Parent Nights/ Open House are included in this category, and while they are not likely to conform to the above requirements, they are important and should be conducted in addition to the ongoing, educational family activities.
College & Career Readiness
Activities that target either youths and/or adults participating in the 21st CCLC program and are designed to promote workforce awareness, job and/or college readiness, skills training, preparation for the workforce, and assistance in the attainment of employment and/or funding for college. Examples include career clubs, college admissions assistance/ preparation, dual credit, and job recruitment/ entrepreneurial activities.
Activities that target either youths and/or adults participating in the 21st CCLC program and are designed to promote workforce awareness, job and/or college readiness, skills training, preparation for the workforce, and assistance in the attainment of employment and/or funding for college. Examples include career clubs, college admissions assistance/ preparation, dual credit, and job recruitment/ entrepreneurial activities.
Adjunct Site
A facility where supplementary programming/activities occur on an occasional basis and support the activities offered at the main center. (For example: swimming pools, recreational facilities, bowling alley, etc.).
Programming at adjunct sites must not replace or exceed the amount of programming offered at the main center.
Adult/ Family Member Attendee
Immediate family members or guardians of participating children who participate in educational services or other activities appropriate for adults provided by the center.
Participating adults must be 19 years of age or older and cannot be in high school.
Advocacy
Providing education to individuals, stake-holders, and policy-makers about the value and impact of after-school programs in general and in one’s local community
Attended
Any participant present in at least one 45-minute 21st CCLC program activity
AYP
Adequate Yearly Progress- Under the accountability provisions in the No Child Left Behind (NCLB) Act, all public school campuses, school districts, and the state are evaluated for Adequate Yearly Progress. Districts, campuses, and the state are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools).
If a campus, district, or state that is receiving Title I, Part A funds fails to meet AYP for two consecutive years, that campus, district, or state is subject to certain requirements such as offering supplemental education services, offering school choice, and/or taking corrective actions.
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Center
A 21st CCLC center is the physical location where grant-funded services and activities are provided to participating students and their families.
A center is characterized by defined hours of operation; a dedicated staff that plans, facilitates, and supervises program activities; and an administrative structure that requires a full-time Site Coordinator.
A community learning center offers academic enrichment, youth development activities, and artistic, and cultural enrichment opportunities to students and their families during non-school hours (before or after school) or periods when school is not in session (including holidays, weekends, and summer recess).
Certified Teacher
An individual holding a current Texas teaching certification. May teach as part of the after-school program.
Community-Based Organization (CBO)
Usually nonprofit or faith-based organizations with goals to provide services to a community or a portion of a community. An entity organized and operated exclusively for one or more of the purposes set forth in Internal Revenue Code Section 501(c) (3). In order to be identified as a Community-Based Organization/Nonprofit Agency, an organization should not be classifiable as a Nationally Affiliated Nonprofit Agency or a Faith-Based Organization.
Community Service
Volunteer activities undertaken to help others or to help the general community.
Contractor (aka vendors)
Individual or organization providing after-school programming, not a school district employee. Any entity or person not employed by an ISD who is contracted or provides paid services for the 21st CCLC program.
Critical Success Factors
Critical success factors reflect behavioral changes that must be demonstrated by students enrolled in the program or by the adults working on their behalf. They are essential for 21st CCLC programs to succeed in meeting the five objectives defined for the program and are all indicators of student success. (See also: Milestones)
Cycle
A cohort of grantees selected for 21st CCLC funds for a 5 year period.
Cycle Year
The federal definition of a School Year which starts with the Summer term followed by Fall and Spring terms. This is different from Texas’ School Year which begins with the Fall term and ends with the Summer term.
Enrolled
An entity Any participant that is registered to attend a 21st CCLC program activity. Enrollment usually occurs at the beginning of each term. Participants must be Enrolled in an activity before being reported as Attended.
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Faith-Based Organization
An entity whose primary program area can be defined as being religion related. A Faith-Based Organization could be a religious congregation or an organization that primarily undertakes activities that are of a religious nature. Please note that YMCAs/YWCAs are not considered to be faith-based organizations. Note: grant funds must not be used to pay for religious worship, instruction, or proselytization.
Feeder School
Any public or private school that is served by a designated host center (e.g. students from School A are transported to School B which is the host center).
Feeder Pattern
A situation when students attend one school and upon completion move to another school (e.g. elementary to middle school; middle school to high school).
Final Yearly Report
Performance report required 30 days after the end of each grant period (spring term). Required in order for grantees to receive their final 10% funding.
Fundraising
Solicitation of gifts and bequests, endowment drives, financial campaigns, and similar expenses incurred to raise capital or obtain contributions. 21st CCLC grant funds must not be used for fundraising purposes.
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Grantee
The entity serving as the fiscal agent for a given 21st CCLC grant. May consist of ISDs, CBOs, FBOs, etc…
GPRA
Government Performance and Results Act of 1993. Statute that requires all federal agencies to manage their activities with attention to the consequences of those activities. Texas manages its 21st CCLC activity progress through performance measures reported in Final Yearly Reports.
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In-Kind
Goods, commodities, services and/or staff that are given and are not funded directly by the 21st CCLC Grantee.
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LPA
Learning Point Associates – Vendor contracted by the U.S. Department of Education (USDoE) to provide PPICS, the federal data tracking system application to which all states (if applicable) report their 21st CCLC aggregate data for evaluation.
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Mentoring
Mentoring activities primarily are characterized by matching students one-on-one with one or more adult role models for guidance and support, often from businesses or the community. (See also: Critical Success Factors)
Milestones
Key strategies that establish the foundation on which critical success factors are built. 21st CCLC programs must develop activities that ensure each of the milestones is met.
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Nationally Affiliated Nonprofit Agency (Type of Partner)
A nonprofit organization that is associated with a national organization. Local YMCAs, YWCAs, and Boys and Girls Clubs are all considered to be nationally affiliated nonprofit agencies. Entities such as the Girl Scouts, the Boy Scouts and Big Brothers/Big Sisters should be identified under the category of Nationally Affiliated Nonprofit Agency – Other.
Non-Recurring
Refers to an activity/event that is a one-time event, or held less than once a month (See also: Recurring).
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Paraprofessional (After-school support staff)
Non-degreed program support, .i.e. college students, non-certified teachers. Person employed or contracted by the Grantee that is a non-professional certified instructor. Generally assigned as a classroom assistant.
Participant
An eligible student or adult family member who attends a 21st CCLC program activitiy
Partner
An organization other than the grantee that actively contributes to the 21st CCLC-funded project either monetarily, materially, or with services.
Performance Measures
Standards that are prescribed by the state that dictate the performance criteria to which grantees will need to conform in the operation of their 21st CCLC-funded programs.
Period Selection
A representation of a block of time usually in reference to a school day (before, after, weekends)
PPICS
The 21st CCLC Profile and Performance Information Collection System (PPICS) is a web-based data collection system funded by the U.S. Department of Education. It was designed to collect comprehensive information on program characteristics, services, and performance data across a broad range of outcomes for state-administered 21st CCLC programs.
Data are collected in order to monitor how the program is operating under state administration, and to provide the USDE with the capacity to respond to Congressional, Office of Management and Budget (OMB), and other Departmental inquiries about the program.
Texas is one of 13 states that do not require grantees to enter data directly into PPICS. (See also TX21st)
Pre/Post Tests
An academic instrument used to measure a student’s status and progress during two points within a given timeframe (Ex: per term/ semester) . Pre- and post-tests are required for tutorial activities and are useful for obtaining impact data. Acceptable pre/post tests include: district approved pre/post test, district approved benchmark tests, grades.
Grades can be used to measure student progress, but the grades measured should be reflective of the type of tutoring the student receives (ex: if a student receives Math tutoring, their Math grade at two points throughout the given time frame should be used as the appropriate measure).
PRIME
Planning + Resourcing + Implementing+ Managing = Enduring
A framework or “blueprint” for afterschool, which contains critical program elements that all Texas 21st CCLC stakeholders will focus their afterschool programs.
Project Director
A Project Director is responsible for managing, coordinating, and overseeing all 21st CCLC grant activities. This is a required, full-time position to oversee all requirements and program-related issues including: staff training, data collections, and program implementation. The Project Director serves as the main contact with TEA.
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Recurring
Refers to an activity/event that is held on a regular basis, or is a on-going. (See also: Non-recurring)
Regular Attendee
Refers to students that have attended a 21st CCLC program for at least 30 days (which do not have to be consecutive) during one year.
This definition was provided by USDE/ PPICS that TEA uses to define a regular student. However, 21st CCLC is not intended to be a casual or “drop-in” program and eligible students should be those who can attend the full, comprehensive program.
21st CCLC programs should adopt practices that support regular, sustained student participation in order to show academic gains.
Related Student (for adult)
Student participant directly related to or under guardianship of an adult participant
Reporting Period
The designated timeframe with which specific data about the 21st CCLC program and attendees is collected and reported. Data collections occur in TX21st three times per year (Summer, Fall, & Spring) and annually through the Final Yearly Report. (See also Term)
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Schedule
A typical representation of when and how often an activity will be given
School In Need of Improvement
Under Title I, School Improvement Program of No Child Left Behind, a Local Education Agency or campus that does not meet Adequate Yearly Progress for two consecutive years will be considered in need of improvement.
Service Learning
A teaching method that connects meaningful community service experience with academic learning (the TEKS), personal growth, and civic responsibility. Curriculum-based community service that integrates classroom instruction with community instruction, and with community service activities.
According to the Texas Center For Service-Learning (www.txcsl.org), in Texas, high quality service-learning programs have the following components:
S – Student leadership
T – Thoughtful service
A – Authentic learning
R – Reflections
S – Sustainable partners
T – Thoughtful service
A – Authentic learning
R – Reflections
S – Sustainable partners
Service-learning can be applied across all subjects and grade levels and it helps students build character and become active participants as they work with others in their school and community to create service projects in areas like education, public safety, and the environment.
Site Coordinator
A Site Coordinator is responsible for the oversight of one center. This is a required, full-time position for Cycles 5 & 6.
Duties include: coordinating all center activities to ensure alignment with the school day, being readily available during the school day to provide advocacy for students enrolled in the program, working with principals and school officials regarding recruitment efforts, conducting campus needs assessments, developing the campus service delivery plan, meeting with students, parents, and teachers to communicate student needs, facilitating student assessments, interventions, and personal graduation plans. Site Coordinators are also responsible for ensuring the safety and integrity of student data, which is entered into TX21st in a timely manner.
Supplemental Educational Services
Supplemental educational services are additional academic instruction designed to increase the academic achievement of students in schools that have not met state targets for increasing student achievement (adequate yearly progress) for three or more years. These services may include tutoring and after-school services. They may be offered through public- or private-sector providers that are approved by the state, such as public schools, public charter schools, local education agencies, educational service agencies, and faith-based organizations. Students from low-income families who remain in Title I schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services.
State Assessment
The assessment(s) administered by a given state relied upon by the state education agency (SEA) to meet consolidated reporting requirements under the No Child Left Behind (NCLB) Act of 2001. In Texas, these assessments are known as the Texas Assessment of Knowledge and Skills (TAKS).
Subcontractor
An organization that is under contract with the grantee to provide 21st CCLC grant-funded activities or services. For reporting purposes, a subcontractor is considered to be a type of partner.
Sustainability
Plausible promise of continuing an after-school program without reliance on a single funding stream.
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Texas Assessment of Knowledge and Skills (TAKS)
The Texas Assessment of Knowledge and Skills (TAKS) is a statewide standardized testing system to assess student learning. The TAKS is used in Texas primary and secondary schools to assess students' attainment of reading, writing, math, science, and social studies skills required under Texas education standards. It is supervised by the Texas Education Agency. Though created before the No Child Left Behind Act was passed, it complies with the law. It replaced the previous test, called the Texas Assessment of Academic Skills or TAAS, in 2003.
TAKS tests are aligned with the grade-level skills outlined in TEKS.
Term
Relates to a semester within a year. There are 3 terms: Summer, Fall, and Spring. The federal reporting term begins with Summer and ends with the Spring term. (See Also Reporting Period)
Texas Essential Knowledge and Skills (TEKS)
The state-mandated learning standards for the skills that students should learn in every grade in Texas. Implemented in 1998 by the Texas Education Agency.
Timeslot
A block of time during which an activity occurs denoted by a start and end time block (i.e. 4:00 PM - 5:00 PM)
Title I School
A school with a high percentage of students from low-income families that typically have around 40% or more of its students that come from families that qualify under the United States Census's definitions as low-income.
Tutoring
Individualized subject-specific study to build skills in identified areas of need conducted in small group settings. Focuses on skill acquisition through intentional sequence; time in tutoring activity based on need. Pre and Post-Testing is required to determine progress.
TX21st
The Texas 21st CCLC Student Tracking System, formerly known as the Texas 21st CCLC Tracking & Reporting System, which all grantees are required to enter aggregated student and programmatic data three terms per year (Summer, Fall, Spring). The information is uploaded to the federal database, PPICS, annually.
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Volunteer
Refers to staff that are not paid with 21st CCLC funds.
