21 sr CENTURY COMMUNITY LEARNING CENTERS …myvolusiaschools.org/school/Campbell/SiteAssets/Pages/21st-Centur… · Academic & Enrichment Activities ... Program Activities & Services

· CAMPBELL'S NIGHT ALIVE

21 sr CENTURY COMMUNITY LEARNING CENTERS

FY2017 SUMMA TIVE EVALUATION REPORT

CIC PLANNING GROUP

TABLE OF CONTENTS INTRODUCTION ..................................................................................................................................... 1

BACKGROUND ....................................................................................................................................... 1

SUMMA TIVE EVALUATION .................................................................................................................... 2

METHODOLOGY ..................................................................................................................................... 3

SUMMARY OF PROGRAM OPERATIONS ............................................................................................... 3

Program Procedures & Documentation ........................................................................................... 3

Staff Training, Certifications, & Safety Procedures ..................................................................................... 3

Program Advisory Board & Community Partners .......................................................................................... 4

Snacks & Homework Help ..........................•.•.•..•..•..•...•..............................•••......••.•..•••............•...........•............. 4

Academic & Enrichment Activities ..................................................................................................................... 5

Program Activities & Services ......................................................................................................... 6

Student Programming ..•.................•.......•.•..........•..•..••...........•.........................•...............•.................................. 6

Table 1. 201 6-2017 Operations by Type of Program .....................................•.•..••.................................. 6

Family Services ..................................................................................................................................................... 6

Table 2. Family Event Participation ................................................................................................................. 7

QUALITY OF STAFFING .......................................................................................................................... 7

Table 3. Staff Turnover ...................................................................................................................................... 7

Table 4. Paid Staff Education ........................................................................................................................... 7

Table 5. Student-Staff Ratio •............................................................................................................................ 8

Table 6. Staff Training •...••............................••••......•...•..............•..............•........................................................ 8

Table 7. Staff's Regular Daytime Responsibilities ........................................................................................ 9

STUDENT ATTENDANCE/ENROLLMENT ............................................................................................... 10

Table 8. TOTAL and Average Daily Attendance by Month - School Year Program ......................... 11

Table 9. TOTAL and Average Daily Attendance by Month - Summer Program ................................ 11

Student Demographics ..................................................................................................................................... 11

Chart 1. Race / Ethnicity of CNA participants by grade level. .............................................................. 12

Chart 2. Gender of CNA participants by grade level .........................•.................................................. 12

PROGRESS TOWARD PROGRAM GOALS ............................................................................. ............... 13

Academic Student Performance Objectives ................................................................... : .............. 13

Table 10. School Grades / Grade Point Average - REGULARLY PARTICIPATING STUDENTS ...•. 14

Table 11. Percent of Students Meeting Criterion on ELA GPA .............................................................. 14

Table 1 2. Percent of Students Meeting Criterion on Math GPA ..................................•••...................... 15

Table 1 3. Percent of Students Meeting Criterion on Science GPA ...........•................••.•..••.•.••..•.••....•••• 16

Table 14. Percent of Students Meeting Criterion on Algebra EOC. ..................................................... 17

Personal Enrichment Student Performance Objectives .................................................................. 18

Table 15. Personal Enrichment -Assessment Scores .........•......•............................................................... 18

Table 16. Personal Enrichment - Percent of Students Improving ........................................................... 18

Family Services ............................................................................................................................. 20

Participant and Stakeholder Surveys ............................................................................................ 21

Table 17. School Day Teacher Survey Results ............................................................................................ 21

Summary of findings: School day teacher surveys ...................•••••.•••••••..•................................................. 21

Table l 8. Adult Family Member Survey: Satisfaction with Program .................................................... 23

Summary of findings: Adult Family Member surveys ............................................................................... 23

Table l 9. Adult Family Member Survey: adult events ................•.................•......................................... 24

Table 20. Adult Family Member Survey: Program Recommendation .................................................. 24

Table 21. Adult Family Member Survey: Consequences of No Afterschool Program ....................... 24

Table 22. Student Survey Results: Satisfaction with the Afterschool Program .................................... 25

Summary of findings: Student surveys .......................................................................•................••..•...•......... 25

Table 23. Student Survey: Satisfaction with Personal Growth ............................................................... 26

Table 24. Student Survey: Alternatives to Afterschool Program ........................................................... 26

RECOMMENDATIONS .......................................................................................................................... 27

Student Attendance and Progress ................................................................................................. 27

APPENDIX A: STAFF CERTIFICATIONS ................................................................................................. 28

APPENDIX B. SCHOOL-YEAR PROGRAM SCHEDULE .......................................................................... 29

INTRODUCTION The 2016-2017 academic year marks the first year of the newest iteration of Volusia County Schools'

Campbell's Night Alive (CNA) afterschool program at Campbell Middle School. The CNA project serves a

total capacity of 100 students in Grades 6, 7, and 8.

CNA was developed with input from community members, business partners, school staff, and parents

to fill the void that exists during the after-school hours in the school communities and to enhance the

lives and opportunities of disadvantaged communities. CNA students live in high-crime, low-income, and

academically depressed areas.

The program provided afterschool academic and personal enrichment services to students five days per

week during the regular school year, and offered an 8-week, full-day Summer program. CNA also

provides services to adult family members to effectively engage them into their students' education.

BACKGROUND 21'1 Century Community Learning Center programs support the creation of community learning centers

that provide academic enrichment opportunities during non-school hours for children, particularly

students who attend high-poverty and low-performing schools. The program helps students meet state

and local student standards in core academic subjects, such as reading and math; offers students a

broad array of enrichment activities that complement their regular academic programs; and offers

literacy and other educational services to the families of participating children.

The 21'1 Century Community Learning Centers (21st CCLC) initiative is a key component of the No Child

Left Behind Act. Authorized under Title IV, Part B, of the Elementary and Secondary Education Act

(ESEA), as amended by the No Child Left Behind Act of 2001. The legislative intent of 21 st CCLC has been

included within the Every Student Succeeds Act (ESSA) which was enacted into law on December 10,

2015 . ESSA includes provisions that will help to ensure success for students and schools, including

equity by upholding critical protections for America's disadvantaged and high-need students. In keeping

with the emphasis in serving high risk youth in ESSA, the specific purposes of 2l5t CCLC legislation are to:

• Provide opportunities for academic enrichment, including providing tutorial services to help

students, particularly students who attend low-performing schools, to meet state and local

student academic achievement standards in core academic subjects, such as reading and math.

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• Offer students a broad array of services, programs, and activities, such as youth development

activities, drug and violence prevention programs, counseling programs, art, music, and

recreation, technology education programs and character education programs, that are

designed to reinforce and complement the regular academic program of participating students.

• Offer families of students served by community learning centers opportunities for literacy and

related educational development.

SUMMATIVE EVALUATION Federal 21st CCLC program policies require that all programs and activities conducted with 2l5t Century

funding must be based upon:

" An assessment of objective data regarding the need for before and after school programs

(including summer school programs) and activities in schools and communities;

• An established set of performance measures aimed at ensuring quality academic enrichment

opportunities; and

• Where appropriate, scientifically-based research that provides evidence that the program will

help students meet the district's academic achievement standards.

Approved activities for a 21st CCLC program are identified in the ESEA Section 4025(a) which states,

"Each eligible entity that receives an award under this part may use the award funds to carry out a

broad array of before and after school activities (including during summer recess periods) that advance

student academic achievement", including -

1. Remedial education activities, academic enrichment learning programs, providing additional

assistance to students to allow the students to improve their academic achievement;

2. Math and science education activities;

3. Arts and music education activities;

4. Entrepreneurial education programs;

5. Tutoring and mentoring programs;

6. After school activities for LEP students that emphasize language skills and academic

achievement;

7. Recreation activities;

8. Telecommunications and technology education programs;

9. Expanded library service hours;

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10. A program that promotes parental involvement and family literacy;

11. A program that provides assistance to students who have been truant, suspended, or expelled

to allow them to improve their academic achievement; and

12. Drug and violence prevention programs, counseling programs, and character education

programs.

Furthermore, federal policies require that each 21st Century Community Learning Centers (21CCLC)

program conduct a summative evaluation to assess progress toward achieving the proposed objectives

and ultimate goal of providing high-quality opportunities for academic enrichment. The results of the

summative evaluation are contained in this report.

METHODOLOGY CIC Planning Group collected ongoing attendance/enrollment data; baseline, mid-year, and year-end

student performance data; results of student, teacher, and family-member perceptual surveys; data on

partner participation; and information on program operations, including academic and enrichment

programming, staff training, and family engagement activities.

Findings and Recommendations from this Summative Evaluation will be submitted to the Program

Director and administrative team. The Program Director, together with the Evaluation Team, will

discuss the recommendations, develbp specific strategies for program improvement, and define a

timeline in which to address the necessary corrections.

SUMMARY OF PROGRAM· OPERATIONS The Program Operations section includes two sub-sections: (1) Program Procedures & Documentation,

which includes an assessment of the degree to which procedural requirements are being met and

documented; and (2) Program Activities & Services, which describes CNA's programs and services for

students and families.

PROGRAM PROCEDURES & DOCUMENTATION

STAFF TRAINING, CERTIFICATIONS, & SAFETY PROCEDURES

CNA staff receive ongoing training in the program's Project-Based Learning curricula (described below) .

CNA staff consist of certified teachers with multiple certifications and endorsements. A complete listing

of certifications is included in Appendix A of this Summative Evaluation Report.

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Staff also meet regularly for planning and to review program policies (e .g., student attendance, sign

in/sign-out, discipline/behavior management), procedures (e .g., classroom protocol, programming,

instruction delivery), and assess progress. All staff received Child CPR AED and First Aid training on

November 11, 2016. Furthermore, because staff members are District employees, they have been

trained to follow District emergency procedures, including severe weather, fire, lock-down, etc.

PROGRAM ADVISORY BOARD & COMMUNITY PARTNERS

CNA has developed a Program Advisory Board comprised of teachers, parents, students, community

members, and other stakeholders. Specifically, the Advisory Board consists of the following members:

• Kelly Lewis (Principal)/ Dr. Jerry Picott (New Principal)

• Dr. Hiram Powell (Dean of Humanities - Bethune-Cookman University)

• Mamie Oatis (Retired Principal)

• Donna Tucker (Retired Teacher)

• Rufus Johnson (Owner - Geico Insurance)

• Joshua Garcia (Student)

• Nina Samuels (Student)

• Mr. & Mrs. Cook (Parents)

• Mrs. Jackson (Parent)

• Johnson King (Faculty)

• Kennedy Jacobs, Sr. (Program Director)

• Linda Huger (Parent Engagement representative - Campbell Middle School)

Community Partnerships are critical to program sustainability. Partnerships have been developed with:

• Daytona Beach Police Department

• Bethune-Cookman University

• YMCA

• Food Brings Hope Inc .

• Volusia Literacy Council

• Campbell M iddle School

• Volusia County School Board

SNACKS & HO M EWORK HELP

Snacks and homework help procedures appear to be in place and meet 21st Century requirements . All

students receive a meal, provided by Food Brings Hope, during the first 30 minutes of afterschool

programming. The school-year program schedule, summarized in the following section (Program

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Activities and Services} and detailed in Appendix B, designates a block of at least 50 minutes per day for

Homework Help and either Physical Education, Art, or Technology.

ACADEMIC & ENRICHMENT ACTIVITIES

CNA's school -year academic programming consisted of 90 minutes per day of project-based learning

curriculum that integrated reading, writing, math, and science through interactive student- and teacher

led activities. Curriculum included:

• Leveled Literacy Intervention (LLI) - project based, scaffolded lessons that allow students to

collaborate and deepen their understanding of issues, while becoming reflective, authentic

learners.

• Ready Math - research-based, gradual-release instructional model that emphasizes conceptual

understanding through reasoning, modeling, and discussion .

• MindWorks Resources- student-centered instruction that integrates authentic learning, mental

model building, internal motivation, multi -modal learning, and social learning.

In accordance with state guidelines, instruction is delivered by certified teachers with certifications or

endorsements appropriate to the subject area. Academic programming is delivered at a ratio of no

greater than 10:1 to ensure quality. Lesson plans are detailed, grade-level specific, identify the

corresponding Florida Standards, and specify intended outcomes to be monitored via benchmark

assessments.

Personal enrichment activities include:

• College and Career Readiness - Facilitated by the local Chamber of Commerce, guest speakers

share job/career/college experi ences to inspire and engage students.

• Second Step - A resea rch-based program t o ease the transition to middle school, with a focus on

improving communication, coping, and decision making skills with regard to peer pressure,

substance abuse, and bullying.

• Healthy Weight and Your Child - a YMCA-sponsored program for improving the physical activity

and health of participating students and families.

A Summer Program Schedule was not made available to evaluators.

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PROGRAM ACTIVITIES & SERVICES

STUDENT PROGRAMMING

The CNA Program serves students at Campbell Middle School in Grades 6 through 8. In accordance with

Florida Depa rtment of Education requirements, CNA exceeded daily and weekly student contact

requirements as follows :

• The program operated Monday through Friday (3:40-6pm)

• The program operated five (5) days a week for a total of 11.67 weekly hours

Beginning August 15, 2016, CNA was open Monday through Friday on regular school days. Holidays

coincided with the regular school day calendar, including closings for four (4) Hurricane days in October.

The school-year program reopen ed in the spring on January 4th, 2017 and ended on May 25th, 2017 .

A sample weekly schedule is presented in Appendix B. For scheduling purposes, students were broken

down into two to three groups by grade level (i .e., three groups of sixth graders, two groups of seventh

graders, two groups of eighth graders). Monday through Thursday, groups were rotated through

academic (Reading, Math, Science, Homework, Research) and enrichment blocks (Art, Character,

Business, Library, Guidance, Drama) . "Fun Fridays" were devoted to leadership development. Upon

arrival at the 21CCLC program, all students received meals provided by the Food Brings Hope

Foundation.

The full-day summer program schedule called for CNA to operate Monday through Thursday from 8am

to 4pm. The program began on June 5th and ran through July 13 th· for a total of 23 days (184 hours) .

Students were served both breakfast and lunch provided by Summer Foods/federal.

TABLE l. 2016-2017 OPERATIONS BY TYPE OF PROGRAM

FAMILY SERVICES

Seven CNA Family events have been provided in partnership with the Volusia Literacy Council. Family

events were designed to focus on parent engagement and literacy. Attendance at Family events was

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highly variable with agendas focusing on student activities and presentations showing the highest level

of participation . Sign-in sheets for family events have not been provided to Evaluators.

TABLE 2. FAMILY EVENT PARTICIPATION

9/27/2016 10

9/ 14/ 2016 20

12/16/ 2016 95

2/ 3/ 2017 25

5/ 1/ 2017 15

5/ 12/ 2017 200

5/ 6/ 2017 20

All About My Life Portfolio/Personality Test Administered by Volusia Literacy Council

Science Fair /Museum of Arts and Sciences presented and entire exhibit for our students and families to engage.

CNA Hosted a Family Engagement Night/ Topics Included Academic Excellence, Famil Participation in Student Development, Loving our Neighbors and Communit

Strengthening Family Through Education/ PTA Involvement/ Health & Wellness

Using the WEB/ CNA Program/ Bus Transportation

Festival in the Field/ Family Event/ Topics were supporting students in the home environment

Paint Party / Topics were about giving back to community / helping the less fortunate

• QUALITY OF STAFFING The CNA program was able to hire a variety of individuals to staff their programs. Site employees were

categorized as either paid or volunteer staff members, in accordance with how program management

was able to secure their services. The following tables detail the characteristics and quality of CNA

staffing, including turnover, education levels, proposed and actual student to staff ratios, staff training,

and regular daytime responsibilities.

TABLE 3. STAFF TURNOVER

Staffing and Turnover Total# Staff Staff Pay Status Staff Gender ., Staff Turnover

District Non-District Male Female ErnDlovee EmDlovee

Campbell Nights Alive 21 10 21 6 15

Note . Total staff hired throughout the year is shown in column 1; total number leaving the program is shown in

Column 2.

TABLE 4. PAID STAFF EDUCATION

Note . Highest Degree Level shown.

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TABLE 5. STUDENT-STAFF RATIO

:";":,f"'ltf_~ ...... r~-s.,f!l7~~~ ... -, .. ,ft;---~ ," f':!j~!>:'pff--i~lfif~(;',f~~r'"ti~ ... !-~f","!!":-;"'i,t~;-,r~ ~"1J~"I~v2..r1mr1,, .·!--*""f"• ,F'?;;G""1"':t"Tl':~ r~· .. . J: ti! 1 !'-...·\ ,_,' -1!. ~ ~~'.1 ~ 1t V ~ ':~ , .• >-~ ' ' i • .) .. , ·:-,~ - '.) . j f I ii "Gi i L ; I, -~ ,• ~'--'- ,; ; ~ . ~. '..";'.'., ri:. \ 'j If •. {.I~ _:- , I. l I -.i' I ~ l ::tr·:~ ~t

CNA : school year

CNA : summer

TABLE 6. STAFF TRAINING

Student Health and Safety

Planning Workshop for leaders

Classroom Management

Student Safety and Program Policy

Administrator & Leadership Meeting

21st Century Grant Meeting for Clarification of Expectations

21 •' Century Regional Workshop for Program Directors Leadership Meeting, Ensuring our Student's Learn

Administrator Meeting Professional Development

CNA Strategy Planning Meeting

15 : l 15 : l

15 : l 15 : l

CPR AED and First Aid

Site Coordinator / Teochers/Support Stoff Yeor Plonning

Strategy

All CAN Teachers and Support Staff

All Staff / Site Coordinator / Support Staff Meeting covered Policy and Procedure for Day to Day Operations

Budget Needs /Principle/Program Director /Site Coordinator/ Administrators

School District wanted to brief the Principal and Program Director on Program Expectation being a 1st

yeor stand- alone site. Grant Supervisor /Fisca l Agent/Curriculum Specialist /Title One Representative and District Staff Workshop held in Tampa Florida. Site Coordinators from the Region of Central Florida. The workshop was on Collaboration and Alignment. Math, Reading, Social Studies, Coaches updates on Instructional Modeling, Remediation and Intervention, Accommodation for Standards, Preparing for FSA's Principa I/Coaches/ Administrators/Prag ram Directo r /Site Coordinator. Pre-Planning Training

All Staff / Site Coordinator /Support Staff Summer Program Planning and Implementation Strategies

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November 1 1, 201 6

August 25, 2016

November 1, 201 6

September 19, 2016

January 30, 2017

January 26, 2017

February 7, 2017

March 27, 2017

April 24, 2017

June 1, 2017

TABLE 7. STAFF'S REGULAR DAYTIME RESPONSIBILITIES

Totals: 12

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STUDENT ATTENDANCE/ENROLLMENT

Funding levels for the 21st CCLC programs are based upon meeting proposed student attendance

benchmarks throughout the program year. Minimum performance thresholds for daily attendance have

been predetermined for all 21st CCLC programs by the Florida Department of Education (FDOE) .

Specifically:

• Programs averaging over 85% of the proposed daily attendance are considered at low risk for a

reduction in funding;

• Programs not averaging at least 85% of the proposed daily attendance are considered at

moderate risk for reduction in funding; and

• Programs not averaging at least 80% of the proposed daily attendance are considered at high

risk for a reduction in funding.

Tables 8 and 9 present average daily attendance data for each month of the school-year and summer

programs. Attendance is color-coded to make apparent those months where attendance levels would

place them at risk for funding loss. Specifically, sites that would be considered at moderate risk for

reduction in funding (<85% daily attendance) are highlighted in yellow and those considered at high risk

(<80% daily attendance) are highlighted in red. If the daily attendance average is above 85% of the

proposed attendance then it is at low risk for reduction in funding and is marked in green . As seen

below, CNA has shown attendance figures that were regularly at Low Risk .

However, at the beginning of the school year (August, 2016) and the end of the year (April/May, 2017),

attendance figures revealed a significant drop off in attendance. Therefore, the overall attendance for

the school year resulted in an average daily rate of 85%, or a program at Medium Risk in relation to its

attendance targets.

Summer program capacity was not made available to the evaluation team. However, for the 23 days the

summer program operated in June and July, the average daily attendance was 44.3.

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TABLE 8. TOTAL AND AVERAGE DAILY ATTENDANCE BY MONTH - SCHOOL YEAR PROGRAM

September

October 17 1,534 90.24

November 18 1,716 95.33

December 14 1,239 88.50

January 19 1,721 90.58

February 19 1,690 88.95

March 17 1,542 90.71

April 20 1,388 69.40

May 20 1,315 65.75

TOTAL 176 14,954 84.97

High Risk <80% Medium Risk 80 - 85%

Low Risk >85 %

TABLE 9. TOTAL AND AVERAGE DAILY ATTENDANCE BY MONTH - SUMMER PROGRAM

June 16 790 49.38 100 49.4%

July 7 229 32.71 100 32.7%

TOTAL 23 1,019 44.30 100

STUDENT DEMOGRAPHICS

The race/ethnicity of participating students reflects the student population of Campbell Middle School,

with 83 .0% African American, 8.3% White, 7.0% Hispanic, and 1.7% Other. As shown on Chart 1, below,

year-end FY17 data reveals similar trends across grade levels.

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CHART 1. RACE / ETHNICITY OF CNA PARTICIPANTS BY GRADE LEVEL

Race/ Ethnicity of C.N.A. Participants

100.0% 86.2% 86.4%

78.8% 80.0%

60.0%

40 .0%

20.0% 2.0%

0.0%

6th Grade 7th Grade 8th Grade

• Black • White • Hispanic • Other

Gender distribution reveals a relatively equal distribution of males/females in the program, with females

(53 .0%) representing only a slight majority of participating students. Gender by grade level is presented

below on Chart 2.

CHART 2. GENDER OF CNA PARTICIPANTS BY GRADE LEVEL

60.0% 52.5%

50.0% 50.0% 50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

6th Grade 7th Grade 8th Grade

• Male • Female

Of all CNA participants, 14% were ESE students. In addition, none of the 11 students retained among all

Campbell Middle School students participated in the CNA program.

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PROGRESS TOWARD PROGRAM GOALS ACADEMIC STUDENT PERFORMANCE OBJECTIVES The CNA program has established four Academic Performance objectives:

• Objective 1: 60% of regularly participating students will improve to a satisfactory English

Language Arts grade or above, or maintain a high grade across the program year.

• Objective 2: 60% of regularly participating students will improve to a satisfactory

mathematics grade or above, or maintain a high grade across the program year.

• Objective 3: 60% of regularly participating students will improve to a satisfactory science

grade or above, or maintain a high grade across the program year.

• Objective 4: 60% of regularly participating students enrolled in Algebra I will pass the

Algebra I End-of-Course (EOC) exam.

The United States Department of Education (USDOE) requires all 215t CCLC programs to indicate progress

toward attaining each of the individualized objectives. In order to assess objective progress, the USDOE

requires each objective to be rated in the federal data collection system within one of the below

categories (indicated on the right). The star system and corresponding state objective status ratings

(indicated on the left) as used in the Florida Department of Education's required reports are aligned with

the federal data collection system objective status ratings. State ratings are included for each objective in

this report.

5 Stars (Meets or Exceeds Benchmark) Met the stated objective

4 Stars (Approaching Benchmark) Did not meet, but progressed toward the stated objective

3 Stars (Meaningful Progress) Did not meet , but progressed toward the stated objective

2 Stars (Some Progress) Did not meet, but progressed toward the stated objective

1 Star (Limited Progress) Did not meet and no progress toward the stated objective

To assess progress toward achieving these objectives, the grades of regularly attending students were

examined for trends between the first and fourth nine-week grading periods. As of the end of school

year programming, 131 regularly participating (over 30 days attendance) CNA students had recorded

pre- and post- scores on academic objectives. Table 10 presents a grade-level and overall snapshot of

progress among regularly participating students in the CNA program .

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TABLE 1 O. SCHOOL GRADES / GRADE POINT AVERAGE - REGULARLY PARTICIPATING STUDENTS

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6 54 3.37 3.43 2.85 3.67 4 .06 3.65

7 43 3.26 3.49 3.16 3.74 3.70 3.72

8 34 3.59 3.82 3.38 3.82 3.76 3.68

TOTAL 131 3.39 3.55 3.09 3.73 3.86 3.68 Note: Letter grades were transformed into a five -point Grade Point Average scale.

TABLE 11. PERCENT OF STUDENTS MEETING CRITERION ON ELA GRADE POINT AVERAGE

CNA - ELA Progress 131 77 58.8% 7 5.3% 64.1%

Examination of GPA suggests that minimal progress has been made in ELA performance, more significant

progress in Math performance, and actually a decline in Science performance. However, as shown in

Table 11, which highlights the percent of regularly participating students who showed increases in school

grades between the first and final nine-week grading period, the program achieved its objectives in English

Language Arts .

Objective: 60% of regularly participating students will improve to a satisfactory English Language Arts

grade or above, or maintain a high grade across the program year .

Measure: Report Card Grades

Success Criterion: Maintain an A/B grade or improve from a grade of C to Bor a grade of D/F to C (or

grading sca le equivalents)

Data Collection Timeframe: Report card grades for quarters 1-4

Number of Participants Measured at End of Year: 131

Number of Participants Meeting Success Criterion at End of Year: 84

Percent of Participants Meeting Success Criterion at End of Year: 64%

Stars Achieved (Objective Status): 5 Stars (Met Stated Objective)

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TABLE 1 2. PERCENT OF STUDENTS MEETING CRITERION ON MATH GRADE POINT AVERAGE

Examination of GPA for all students enrolled in the CNA school -year program reveals that significant

progress has been made in student performance on Math grades. Table 12 highlights the percent of

regularly participating students who showed increases in school grades between the first and final nine

week grading period. As shown on the Table, the program has achieved its year-end objective of at least

60% of regularly participating students showing improvement in their Math grades.

Objective: 60% of regularly participating students will improve to a satisfactory Math grade or above, or

maintain a high grade across the program year.


Success Criterion: Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or

grading scale equivalents)





Stars Achieved (Objective Status): 5 Stars (Met Stated Objective)

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TABLE 1 3. PERCENT OF STUDENTS MEETING CRITERION O N SCIENCE GRADE POINT AVERAGE

Examination of GPA for all students enrolled in the CNA school-year program reveals that significant

progress has been made in student performance on Science grades. Table 13 highlights the percent of

regularly participating students who showed increases in school grades between the first and final nine

week grading period. As shown on the Table, the program has succeeded with those students who began

the year with B or better grades, but has not done as well in assisting lower performing students to raise

their science grades by year end . Overall, the program fell slightly short of achieving its year-end objective

of at least 60% of regularly participating students showing improvement in their Science grades.

Objective: 60% of regularly participating students will improve to a satisfactory Science grade or above,

or maintain a high grade across the program year.


Success Criterion: Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or

grading scale equivalents)





Stars Achieved (Objective Status): 4 Stars (Did not meet, but had significant progress toward the stated

objective)

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TABLE 14. PERCENT OF STUDENTS MEETING CRITERION ON A LGEBRA EOC

Only 13 regularly participating C.N.A. students took the Algebra 1 End-of-course examination. Of those

students, 11, or 85% achi~ved a passing score on the test. Therefore, as shown on the Table, the program

has achieved its year-end objective of at least 60% of regularly participating students achieving a passing

grade on the Algebra 1 EOC exam.

Objective: 60% of regularly participating students enrolled in Algebra I will pass the Algebra I End-of

Course (EOC) exam.

Measure: EOC Reporting

Success Criterion: Show a passing score on the Algebra I End-of-Course examination

Data Collection Timeframe: End of Year




Stars Achieved {Objective Status): 5 Stars (Met Stated Objective)

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PERSONAL ENRICHMENT STUDENT PERFORMANCE OBJECTIVES Personal Enrichment programs were offered to CNA students in -the areas of Behavior/Problem-Solving,

Health/Nutrition, and Dropout Prevention in order to achieve the following objectives:

• Objective 5: 70% of regularly participating students will improve their conduct grades as

measured by report card grades.

• Objective 6: 80% of regularly participating students will improve their physical activity as

measured by report card grades.

• Objective 7 : 80% of regularly participating students will decrease their absences as

measured by school/district records.

To assess ongoing progress toward achieving these objectives, behavior (as measured by number of

discipline referrals) and regular school day absences of regularly participating students were compared

between the first and fourth nine-week grading period. Table 15 summarizes these differences.

TABLE 1 5. PERSONAL ENRICHMENT - ASSESSMENT SCORES

6 54 1.37 1.41 3.61 5.04

7 43 1.02 1.09 3.40 7.00

8 34 1.21 1.24 2.75 9.50

TOTAL 131 1.21 1.26 3.32 6.75

Note : Behavior is measured on a 5 point scale, where 1 = no referrals; 2 = 1 referral; 3 = 2-3 referrals; 4 = 4-5 referrals; 5 = 6 or more referrals .

Examination of behavior and attendance data reveals slight increases in referrals over the course of the

school year. There were no decrea ses in the number of referrals by grade-level or overall, although

these results are large ly attributable t o the extreme number of students who had no referrals in eit her

nine-week period . Table 16 shows the percent of regularly participating students who exhibited

improvements in each personal enrichment area (or maintained the standard of success) throughout the

school year. As shown, the program met its target for behavior and problem-solving.

TABLE 16. PERSONAL ENRICHMENT - PERCENT OF STUDENTS IMPROVING

Dropout Prevention/ Absences 25% 80% No

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Objective: 70% of regularly participating students will improve their conduct.

Measure : Report card grades/ Referral rates

Success Criterion: Decrease in referrals (or maintaining no referrals)

Data Collection Timeframe: First 9-week to fourth 9-week grading period




Stars Achieved {Objective Status): 5 Stars (Met stated objective)

Examination of attendance data reveals more significant increases in the number of absences over the

course of the school year. As shown in Tables 15 and 16, above, there were increases in absences

overall and within each grade level. Only 25% of students showed improvements in attendance

between grading periods 1 and 4.

Objective: 80% of regularly participating students will decrease their absences.

Measure: School/District records

Success Criterion : Decrease in absences (or maintaining no absences)





Stars Achieved (Objective Status) : 1 Star (Did not meet and no progress toward the stated objective)

Physical activity was measured in Physical Education, and students were group-assessed . Group scores

increased from 65% in the first nine weeks to 75% in the second nine weeks, though only 59 students

had a second assessment. co Pa g e 19

Objective: 80% of regularly participating students will improve their physical activity as measured by

report card grades

Measure: Report card grades

Success Criterion: Increase in assessment scores from first to fourth nine-week periods





Stars Achieved {Objective Status): 5 Stars (Met stated objective)

FAMILY SERVICES CNA is also designed to improve participation and engagement of adult family members and improve

family literacy. Specifically, the program has established the following objective:

• Objective 8: 80% of regularly participating family members will increase their literacy skills as

measured by perceptual surveys (parent).

While it appears that Adult Literacy Assessments were administered to some adult family members

during Family Events, the results of these assessments were not provided to the C.N.C. team and

therefore were not available to evaluators.

Objective: 50% of participating adult family members will improve their literacy levels as measured by

perceptual surveys.

Measure: Adult Literacy Assessment scores

Success Criterion: Increase in Assessment scores from Assessment period 1 to Assessment period 5

Data Collection Timeframe: Scores from baseline (Assessment #1) and End-of-year (Assessment #5)


Number of Participants Meeting Success Criterion at End of Year: N/ A


Stars Achieved {Objective Status): 1 Stars (Did Not Meet Stated Objective)

co Pa g e 20

PARTICIPANT AND STAKEHOLDER SURVEYS

TABLE 17. SCHOOL DAY TEACHER SURVEY RESULTS

SUMMARY OF FINDINGS: SCHOOL DAY TEACHER SURVEYS

School day teachers of regularly attending program participants were surveyed at the end of the

academic year on the observed change in students during normal, school -day classroom activities .

Teachers were asked to rank student behavior in twelve different areas to determine if student behavior

was improving in the classroom setting. Of the 59 regularly participating program participants, 11

surveys were returned . In general, teachers perceived an improvement in regular program participants'

classroom behavior, though the level of improvement varied from item to item. Questions, as shown

below, were sorted from those items teachers believed showed the least improvement or behavior

actually declined.

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Q5_ 4. Volunteering (e.g., for extra credit or more responsibilities) 66.7%

Q5_ 12. Parents interests and / or involvement in the child's schooling 55.6%

Q5_ 1. Turning in homework on time 37.5%

Q5_ 2. Completing quality homework to your satisfaction 37.5%

Q5_ 10. Getting along well with other students (positive interactions) 33.3%

Q5_ 11. Self-efficacy (belief they can do well in school) 33.3%

Q5_5. Attending class regularly 28.6%

Q5_ 3. Paying attention and participating in class 22.2%

Q5_6. Being attentive in class 22.2%

Q5_7. Behaving well in class 22.2%

Q5_8. Academic performance (e.g., improved grades, learning gains) 22.2%

Q5_9. Coming to school motivated to learn 22.2%

While, in general, teachers indicated improvement (or no improvement needed) for at least two-thirds

of the students assessed in most survey items, students clearly underperformed in several areas. Most

notably, student volunteering (for extra credit, etc.) and parental involvement showed the lowest level

of improvement.

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TABLE 18. ADULT FAMILY MEMBER SURVEY: SATISFACTION WITH PROGRAM

13.0% 0.0% 0.0% 0.0% 0.0% 2 l 0 0 0 9.1 % 4.5% 0.0% 0.0% 0.0% 2 l 0 0 0 8.7% 4.3% 0.0% 0.0% 0.0% 2 l 0 0 0 8.7% 4.3% 0.0% 0.0% 0.0%

5. Variety of Activities Offered to My Child 5 l 0 0 0

73.9% 21.7% 4.3% 0.0% 0.0% 0.0% 15 4 2 l l 0 65.2% 17.4% 8.7% 4.3% 4.3% 0.0%

7 My Child's Happiness with the Program 17 4 2 0 0 0 73.9% 17.4% 8.7% 0.0% 0.0% 0.0% 12 9 l 0 0 0 54.5% 40.9% 4.5% 0.0% 0.0% 0.0% 14 7 2 0 0 0 60.9% 30.4% 8.7% 0.0% 0.0% 0.0% 15 6 2 0 0 0 65.2% 26.1 % 8.7% 0.0% 0.0% 0.0% l l 9 l 2 0 0 47.8% 39.1% 4.3% 8.7% 0.0% 0.0% l l 8 2 2 0 0 47.8% 34.8% 8.7% 8.7% 0.0% 0.0%

SUMMARY OF FINDINGS: ADULT FAMILY MEMBER SURVEYS

Adult fami ly members of regularly attending program participants were surveyed at the end of the

academic year regarding their satisfaction with the CNA program. Adult family members were asked to

provide a Likert-style ranking rank regarding thei r satisfaction with their child's experience with the 21st

Century program in twelve different areas. Of the 59 regularly participating program participants, 23

surveys were returned . In general, adult family members were highly satisfied with the CNA program.

Of the 12 questions, only 6 revealed answers in which less than 95% of adult family members indicated

they were satisfied or highly satisfied and only 3 revealed answers in which less than 90% of adult family

members indicated they were satisfied or highly satisfied. The 3 questions revealing lower levels of

satisfaction still had satisfaction levels above 80% and included:

co Pa g e 23

1. Safety of the Program Environment;

2. Child's Improvement in Getting Along with Others; and

3. Child's Improvement in Staying Out of Trouble.

TABLE 19. ADULT FAMILY MEMBER SURVEY: ADULT EVENTS

TABLE 20. ADULT FAMILY MEMBER SURVEY: PROGRAM RECOMMENDATION

Recommencliitiot,

Would You Sign your Children up for this Program Again? 90.9% 4.5% 4.5%

As shown on Table 16, only 36% of Adult Family members responding to the survey indicated they had

attended Family events. However, of those attending, all adult family members attending Family

Member Events agreed they were beneficial. In addition, adult family members are overwhelmingly in

agreement (91%) that they would sign their children up for another year if the program were available.

TABLE 21. ADULT FAMILY MEMBER SURVEY: CONSEQUENCES OF NO AFTERSCHOOL PROGRAM

Cared for by a Sibling

Cared for B Another Relative

ln a Different Afterschool Pro Other 4 18.18%

As shown on Table 21, adult family members indicated that only 36 percent of program participants

would be cared for by a parent or other adult relative if the program was no longer available. By

contrast, 23% would be home alone and 18% would be cared for by a sibling. No adult family members

were aware of another afterschool program that would be available to their child . In summary, it would

appear that the CNA program provides an important resource to high risk children and their families in

the afterschool hours of the school week.

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TABLE 22. STUDENT SURVEY RESULTS: SATISFACTION WITH THE AFTERSCHOOL PROGRAM

47.4% 10.3% 30 8 44.8% 11.9% 25 14

37.3% 20.9% 30 19 45.5% 28.8% 20 10 29.9% 14.9% 26 13 39.4% 19.7%

Q3G. Did your afterschool program help you with your homework? 24 13

42.2% 37.5% 20.3% 22 29 14 33.8% 44.6% 21.5%

SUMMARY OF FINDINGS: STUDENT SURVEYS

Regularly Participating students were surveyed at the end of the academic year regarding their

satisfaction with the CNA program. Students were asked to rank their satisfaction with their experience

with the 2l5t Century program in eight different areas. Of the 59 regularly participating program

participants, 70 surveys were returned. In general, regularly participating students were satisfied with

the CNA program. Of the 8 questions, none had answers in which less than 70% of students indicated

they were definitely or somewhat satisfied or highly satisfied. Four questions showed less that 80

percent of students were "Definite ly" or "Somewhat" satisfied:

1. Did you feel safe at your afterschool program?

2. Did your afte rschool program help you get along well with others?

3. Did your afterschool program help you with your homework?

4. Did your afterschool program help you improve your grades?

co Pa g e 25

TABLE 23. STUDENT SURVEY: SATISFACTION WITH PERSONAL GROWTH

TABLE 24. STUDENT SURVEY: ALTERNATIVES TO AFTERSCHOOL PROGRAM

If you were not in your a~erschool program between 3:00pm and 6:00pm, who would you usually be with?

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41 38.3%

35.4% 19 28.8% 18

27.3% 19 28.8%

16 15.0%

7

13.8% 14 21.2% 12

18.2% 10 15.2%

34 16 31.8% 15.0%

RECOMMENDATIONS Based on the comprehensive review of the C.N.A. program, recommendations have been prepared in

the areas of Enrollment/Attendance, Progress toward Objectives, and Overall Program Management.

Recommendations in the area of Program Operations have previously been submitted as part of the

Formative Evaluation report prepared by CIC Planning Group.

STUDENT ATTENDANCE AND PROGRESS INCREASED ATTENDANCE

C.N.A. program management should continue to explore methods for recruiting new students and

improving attendance rates as, despite meeting 85% attendance rates during the school year, two

factors are of continued concern :

1. Attendance levels in April and May declined significantly, and should be viewed with a measure

of concern as the program moves into FY2018.

2. Attendance levels over the summer program were far below the school -year levels.

PROGRESS TOWARD OBJECTIVES

C.N.A. program management is encouraged to re -evaluate the data gathering and assessments used to

measure Personal Enrichment areas and Family Literacy Skills assessment. Data in both these areas was

incomplete and did not fully address the issues being measured .

OVERALL PROGRAM MANAGEMENT

Data gathering and reporting by C.N.A. program staff appeared inconsistent throughout the year. More

timely and consistent reporting of data will permit both program staff and evaluators to provide

appropriate progress monitoring and recommendations for quality improvement.

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Page 27

APPENDIX A: STAFF CERTIFICATIONS

Jones, Sandra Onetta 800339



Certification -··_ '.',:

Physical Education, (Grades K - 12)

Health Education , (Grades 7 - 12) Physical Education, (Grades 6 - 12) Physical Education, (Grades K - 8) Driver Education, Endorsement Middle Grades, Endorsement English For Speakers Of Other Languages (Esol), Endorsement Read ing, Endorsement Exceptional Student Education, (Grades K - 12)

!Engl ish , (Grades 5 - 9)

English For Speakers Of Other Languages (Esol), Endorsement Reading , Endorsement Gifted, Endorsement General Science, (Grades 5 - 9)

Biology, (Grades 6 - 12)

Type

Professional

Professional Professional Professional Professional Professional

Professional

Professional Professional

Professional

Professional

Professional Professional Professional

Nonrenewable Temporary

rt, (Grades K- 12} !Professional Guidance And Counseling, (Prekindergarten - Grade 12) Professional English, (Grades 5 - 9) Professional Health , (Grades K-12) !Professional Reading, Endorsement Professional Business Education, (Grades 6 -12} Professional

rt, (Grades K - 12) !Professional Engineering And Technology Education, (Grades 6 - 12) !Professional Guidance And Counseling, (Prekindergarten - Grade ~2)IProfessional Reading, Endorsement Professional Educational Leadership, (All Levels) Professional Reading_, Endorsement !Professional Exceptional Student Education, (Grades K - 12) !Professional English For Speakers Of Other Languages (Esol), Endorsement Reading, Endorsement Exceptional Student Education, (Grades K - 12)

Professional

Professional Professional

07/01/2016 - 06/30/2021

07/01/2012 - 06/30/2017 07/01/2012- :011 07/01/2012 - 06/30/2017 07/01/2012 - 06130/2017 07/01/2012 - 06/30/2017

07/01/2015 - ~2020

07/01/2015 - 06/30/2020 07/01/2015 - 06/30/2020

07/01/2015 - 06/30/2020

107/01/2015 - 06/30/2020

i07/01/2012 -

020

018 018

07/01/2012 - 06130/2017 07/01/2012 - 06'/38/2017

APPENDIX 8. SCHOOL-YEAR PROGRAM SCHEDULE

CNA 2016-2017 Class Schedule

3:41-3:55 Check in, all students in Gym (*Teachers need to report to the Gym to take their students to dinner.)

3:55-4:15 Meal-t im e all classes in cafeteria 4:15-4:20 (Transition to class) * * Special Groups/Clubs p ick up students from the cafeteria only, after dinner.

Monday Tuesday Wednesday Thursday Friday

4:20-5:20 Reading (5-09) 6A 6B 6C 8A Fun Friday/ Leadership 4:20-5:20 Math (5-14) 6B 6C 8A 7A Development 4:20-5:20 Science (5-16) 6C 7A 8B 7B 4:20-5:20 P. E. (Gym) 7A & 7B 8A &8B 6A & 6B 6C & FBH Gr. 1 4:20-5:20 FB Honors 1 (5-05) Special Special Special 6A 4:20-5:20 Homework (5-10) 8A 7B 7A 8B 4:20-5:20 Research (10-3) 8B 6A 7B 6B

5:25-5:55 Art (5-10) 6A 6B 7A 8A Fun Friday/ Leadership 5:25-5:55 Character (5-14) 6B 6C 7B 8B Development 5:25-5:55 Guidance (5-09) 6C 7A 8A 6A 5:25-5:55 Business- (5-05) 7A 7B 8B 6B 5:25-5:55 Library (10-03) 7B 8A 6C 7A 5:25-5:55 Arts/Drama (Gym) 8A 8B 6A 7B 5:25-5:55 Acceleration Nation 8B 6A 6B 6C (S.T.E.M. and Nascar) (5-16)

5:55-6:00 Cool Down/ Clean-Up All Classes

6:00 Dismissa l All Classes

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