Activity Type

Definition and Description

Academic enrichment
learning programs

Enrichment activities expand on students’ learning in ways that differ from
the methods used during the school day. They often are interactive and project focused. They enhance students’ education by bringing new concepts to light or by using old concepts in new ways. These activities are fun for the students, but they also impart knowledge. They allow the participants to apply knowledge and skills stressed in school to real-life experiences.

Activities for Limited-English-proficient students

These activities specifically target students with limited English proficiency and are designed to further enhance students’ ability to utilize the English language.

Activities that target truant, expelled, or suspended students

These activities specifically target truant, expelled, or suspended students and are designed to reengage these students in educational services and through counseling and support address academic attainment or behavioral issues
that have estranged these students from traditional educational settings.

Career or job training

These activities may target either youths and adults participating in the 21st CCLC program and are designed to support the development of a defined skill set directly transferable to a specific vocation, industry, or career. For youths participating in center programming, activities that are designed to expose youths to various types of careers and help inform youths of the skills needed
to obtain a given career also could be considered in this activity category.

Community service or service-learning programs

These activities performed by students are characterized by defined service tasks that address a given community need and provide for structured opportunities that link tasks to the acquisition of values, skills, or knowledge
by participating youths.

Drug- and violence-prevention, counseling, and character-education programs

These activities are designed to prevent youths from engaging in high-risk behaviors, including the use of drugs and alcohol; amelioration of the causal factors that may have led youths to participate in such activities through counseling and support; and/or the cultivation of core, ethical values, such
as caring, honesty, fairness, responsibility, and respect for self and others
that are likely to contribute to prevention efforts.

Expanded library service hours

The 21st CCLC funds are used specifically to expand, beyond normal operation, the number of hours a library is open.

Homework help

This refers to program time dedicated to assisting students in working independently on homework, with or without assistance from staff,
volunteers, or older peers.

Mentoring

These activities primarily are characterized by matching students with one or more adult role models, often from business or the community, for guidance
and support.

Programs that promote parental involvement

These activities specifically target adult family members of youths participating in the 21st CCLC program and are designed to more actively engage parents
in supporting the educational attainment of their children. Activities in this category should require ongoing and sustained participation by the adult
family member in order to achieve the acquisition of knowledge or a skill
meant to be imparted through participation in the service or activity.

Programs that promote family literacy

These activities specifically target adult family members of youths participating in the 21st CCLC program and are designed to enhance the literacy skills of adult family members. Activities in this category should require ongoing and sustained participation by the adult family member in order to achieve the acquisition of knowledge or a skill meant to be imparted through participation
in the service or activity.

Recreational activities

These activities are not academic in nature, but rather allow students time
to relax or play. Sports, games, and clubs fall into this category. Occasional academic aspects of recreational activities can be pointed out, but the primary lessons learned in recreational activities are in the areas of social skills, teamwork, leadership, competition, and discipline.

Supplemental educational services

Supplemental Educational Services are a component of Title I of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB). These services are meant to provide extra academic assistance to increase the academic achievement of eligible students in schools that have not met State targets for increasing student achievement (adequate yearly progress). 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.

Tutoring

These activities involve the direct provision of assistance to students in order to facilitate the acquisition of skills and knowledge related to concepts addressed during the school day. Tutors or teachers directly work with students individually and/or in small groups to complete their homework, prepare for tests, and work specifically on developing an understanding and mastery of concepts covered during the school day. Please note that tutoring services directly supported through Supplemental Educational Services provided under the auspices of Title I of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB), should be counted in the Supplemental Educational Service activity category.

Youth leadership activities

These activities intentionally promote youth leadership through skill development and the provision of formal leadership opportunities
designed to foster and inspire leadership aptitude in participating youth.