Nita M. Lowey 21st Century Community Learning Center Grant Program
Title IV, Part B, of the Every Student Succeeds Act (ESSA)
The DPI has partnered with the University of Wisconsin-Green Bay’s Consortium of Applied Research to implement a statewide evaluation project that provides ongoing data collection and evaluation support through the use of Cayen Systems AS21. This partnership will help both DPI and sites themselves better assess Wisconsin's Nita M. Lowey 21st Century Community Learning Center Gran Programs' (21st CCLC) impact in future years. Using Cayen Systems, 21st CCLC program staff enter specific types of student, family, and program data related to program performance. The data in turn are used to generate site-specific reports for improving program quality and communicating with stakeholders.
See the Wisconsin Cayen Systems AS21 webpage
21st CCLC sites in Wisconsin are required to engage in local evaluation efforts annually, with the intent that local evaluative services contribute to continuous program improvement. Local evaluative services should measure progress toward site-identified goals and may include data collected in the AS21 Cayen System (or appropriate alternative). Whenever possible, cross-year comparisons are encouraged. That is, the program should continue to examine similar data elements over time to help identify programmatic strengths and areas for improvement.
Federal requirements for 21st CCLC programs include the creation of a local evaluation report that is made available to the public. This report can be written or created by internal CLC personnel or an external evaluator. Each grantee should create one evaluation report per site. If a grantee has multiple sites, a single report may address all of those sites as long as evaluation results are differentiated by site. Download the Local Evaluation Guidelines and Template for general guidelines for creating a local evaluation report, with suggested sections to include.
During the 2021-22 school year, 21st CCLC grantees are charged with supporting students and families most in need of program services regardless of the learning environment in which program activities take place (i.e., in-person, virtual, or blended learning environments). For schools operating in person, the DPI will require 21st CCLC programs to offer at least 10 hours of in-person programming per week and record attendance in Cayen’s AS21 System. Programs may offer virtual services, but these services are in addition to the 10 hours requirement and programming tracking is optional. For schools operating virtually, there is no minimum requirement of 10 hours per week, however, programs should provide at least one academic activity and two additional activities per week. Both virtual synchronous and virtual asynchronous activity participation should be tracked and recorded in Cayen’s AS21 System. To the extent possible, program staff should create systems in order to acquire accurate participation information for asynchronous activities. In terms of family events, only in-person and synchronous family engagement opportunities may be counted toward the total number of family events. Programs are expected to record the unduplicated count of adult family members in Cayen’s AS21 System.
Statewide Evaluation Overview and Updates
On August 24, 2021, UWGB’s Consortium of Applied Research, in partnership with DPI, presented 2021-22 statewide evaluation overview and updates, highlighting programming expectations and data requirements for the 2021-22 school year. In addition, recommendations for setting up Cayen for the 2021-22 school year were provided, with a focus on setting up activities and sessions effectively to allow for easy attendance tracking. Newly created federal GPRA measures to be collected in 2021-22 were shared and impacts on data collection discussed. Finally, newly revised state goals and objectives were shared.
21st Century Community Learning Centers Executive Summaries
21st Century Community Learning Center 2017-18 Executive Summary
21st Century Community Learning Centers 2016-17 Executive Summary
21st Century Community Learning Centers 2013-14 Executive Summary
21st Century Community Learning Centers 2012-13 Executive Summary
21st Century Community Learning Centers 2011-12 Executive Summary
21st Century Community Learning Centers 2010-11 Executive Summary
21st Century Community Learning Centers 2009-10 Executive Summary
21st Century Community Learning Centers 2008-09 Executive Summary
21st Century Community Learning Centers 2007-08 Executive Summary