ANALYSIS SUMMER ENRICHMENT SERIES (SES), SCHOOL YEAR …€¦ · The Analytical Approach The analytical approach in the current analysis uses a mixed method approach with no empirical

SES Analysis Report, October 2017 Page 1

COLORADO SPRINGS SCHOOL DISTRICT 11 ___________________

ANALYSIS:

SUMMER ENRICHMENT SERIES (SES),

SCHOOL YEAR 2016-17 [PREPARED BY PAUL M. MEDINA, JR., PH.D.]

Introduction

In the summer of 2015, Colorado Springs School District 11 (D11) initiated a three-week

Summer Enrichment Series (SES) providing students in kindergarten through the eighth grade

(K-8) exciting and no-cost learning workshops with focus on an enrichment educational

environment, deliberately designed as less formal than the regular school year environment. Over

2,000 students participated in the SES across eight elementary and four middle schools, guided

by more than 120 energetic and entertaining teachers. The SES 2016 analysis established the

baseline for the SES program with some mention to whether students increased or sustained

academic proficiency using a local interim assessment (fall-to-fall diagnostics). Although outside

of the focus of the SES enrichment intent, the findings showed that, on average, SES students

fared better in fall testing in math and reading for students, with valid pre-post scores, as

compared to non-SES like-students across the district who did not attend SES (Medina, 2016a).

In the summer of 2016, there were 2,177 students who participated in SES, representing 12

percent of the district’s K-8 end of school year (EOY) student population, who enrolled in 5,323

courses and where students participated one, two, or three weeks taking multiple courses (1-5)

(Medina, 2016b). Grade cluster courses were offered to ES students (grades K, 1-2, and 3-5) and

MS students (grades 6-8) (D11, 2016c). Three weeks of half-day series were scheduled during

the month of June: (1) 6-10 June, (2) 13-17 June, and (3) 20-24 June. The structure of each

week’s series consisted of four days of activity (building and learning) and the one end-of-week

day (student presentations and/or demonstrations of what they learned during the week). SES

courses were offered across eight Elementary Schools (ES), three Middle Schools (MS) and one

educational campus (Wasson Campus). Taught by 121 certified teachers, this embodied a mix of

136 creative and innovative courses structured to deliberately inspire curiosity, ingenuity,

physical fitness, and the love of learning. A sampling of these courses includes “CSI”

(Forensics), “Chemistry of Baking”, “Digging up Bones” (Paleontology), “Science of Sports”,

“Flight Simulator”, “Math & Myths”, “Basketball” (fitness), and “Deaf and Hard of Hearing”

(Producing a Play). School hours for ES were 7:30 am to 12:00 pm and for MS 8:00 am to 12:30

pm. In addition to the enrichment workshops, Board of Education (BOE) approved funding

provided transportation, breakfast, and lunch at no cost to the students.

Findings in the SES 2016 Analysis

The SES 2016 analysis found that the SES intent was achieved, capturing the evidence that

teachers and students benefitted from the SES experience underscoring a less formal educational


arrangement structured to deliberately inspire curiosity, ingenuity, physical fitness, and the love

of learning as designed by the mix of creative and innovative courses (Medina, 2016b). The

findings showed a slight increase in SES student participation over the previous year; however,

specific to students in grade 8, the intent to increase participation for this student group did not

materialize on the aggregate or with the addition of the Wasson Campus, an attempt to expose

MS students to a high school learning environment). MS student participation underperformed

when compared to the ES student participation. All recommendations presented in the SES 2016

analysis were made prior to the subsequent SES.

Purpose of the Paper

The intent of this paper is to provide descriptive and summary statistics about SES 2017. The

scope of this investigation is limited to SES and it’s operational and support structure. Likewise,

this study seeks to find if the SES intent continues to be achieved, as currently designed and

structured. Financial, subsistence, and transportation summary statistics are reported with no

intent to dwell into the specificity of cost efficiencies. Interpretation and further discussion of the

findings is left for district leadership to address. These findings build on the SES literature and to

improve subsequent SES’s.

The Analytical Approach

The analytical approach in the current analysis uses a mixed method approach with no

empirical analysis to student academic outcomes. The sample size consists of 15 SES hosts

schools, 2,316 SES student enrollments, and 123 SES teachers and a total of 5,388 enrollment

course records. The data contain information on student, teacher, course, and school

characteristics, and whether the students attended one or more SES courses across one, two, or

all three weeks. New to the program, daily attendance was reported for students enrolled in SES.

A teacher survey consisting of nine-Likert scaled questions and four open-ended questions was

used. Likewise, a principal and administrative assistant survey was employed, consisting of five-

Likert scaled questions and four open-ended questions. Also, a parent survey was conducted

consisting of 15 Likert scaled questions. Additional district level datasets and information drawn

from supporting district offices were used to enhance the analysis (EOY student information,

subsistence, transportation and financials). For this school year, two additional support personnel

from the Instruction, Curriculum, and Student Services (ICSS) staff were added to assist the lead

supervisor in the daily operations of SES, with direct support of an information technology (IT)

programmer.

Descriptive and Summary Statistics

Implicit in conducting research, data analysis begins with descriptive statistics. Descriptive

statistics are an important supplement to empirical analysis in that there may be circumstances

when non-statistical criterion may be more meaningful for judging practical significance of

empirical findings (Richardson, 2011). The following tables show SES descriptive and

quantitative summary statistics about the SES program during the summer of 2017. As such,

descriptive statistics is the most appropriate analytical approach for this analysis.


Table 1 shows the unduplicated educator group participation in SES 2017 (see Table 1). The

findings show that 87% of the educators who taught during SES were D11 regular classroom

teachers. Consistent with district policy, all educators were properly vetted and authorized to

teach.

When looking at the schools represented by those educators who taught in SES 2017, the

data revealed that 34 schools were represented, in addition to educators who worked at the

district level (see Table 2). School representation ranged from one to seven percent, with the

heaviest representation (seven percent) coming from Audubon ES, Jenkins MS, and Monroe ES.

There was a total of 320 classes taught by 123 SES educators across the three weeks. The

individual number of classes taught by the educators ranged from one to three, with a median of

three (see Table 3).

When looking at the classroom fill rate for those students with valid enrollments, across the

three weeks, the findings showed that fill rates ranged from 24 percent to 100 percent, with a

median of 76 percent for the different classrooms across the three weeks (see Table 5).

Furthermore, 30 percent of the classes reported a student fill rate of 50 percent or less. Valid

enrollments are defined as students with valid and approved enrollments, as reported in the SES

student level dataset.

When investigating the attendance rate per classroom for those students with valid

enrollments, across the three weeks, the findings showed that classroom attendance rates ranged

from 25 percent to 100 percent, with a median of 77 percent for the different classrooms across

the three weeks (see Table 6). Furthermore, 30 percent of the classes reported a student

attendance rate of 50 percent or less.

When investing valid and approved enrollment for the SES 2017 students, the findings

revealed that there were students who exited the district prior to, during, and after SES and who

gained approval and valid enrollments to attend SES. Furthermore, some of these students

attended at least one of the two or three courses they were enrolled in. In all, there were a total of

53 unduplicated students who exited the district before, during, and after SES, impacting 151

SES 2017 courses (see Table 7). The degree and extent of these students affecting the planning

and impact of support services and finance is unknown. Table 8 shows anonymized student

statistics for these 53 students. It shows the courses these students were enrolled in and the

courses they attended, or not, across the three weeks and the number of courses impacted by this

student group. As of October 1, 2017, only one of these students reenrolled with D11.

Table 8 shows a summary of expenses applied toward SES 2017. The data are included in

this analysis to enhance the analysis and to build upon the SES literature.

Similarly, Table 9 provides the transportation schedule used to support SES 2017.

Conventional and SPED buses were used to transport students to and from the 15 SES host sites.

Ridership in week one had a range of 11 to 37 students per conventional bus, four to 37 students

per conventional bus in week two, and one to 30 students in week three for ridership data that

were reported and recorded (see Table 10). It should be noted that ridership data that were not


completely recorded or reported across the three weeks. Some of the missing data fall under the

PM bus routes. There were no transportation incidents reported during SES 2017.

Specific to the teacher survey, the response rate was 48 percent. Teachers responded

favorably on teacher preparedness (87 percent) and student engagement and enrichment (93

percent) and less favorably to the teacher application process (60 percent). When considering the

open-ended questions, 47 of 48 teachers reported that they would like to return and teach again

in SES 2018. In describing the SES learning environment for students, the most prevalent

domains describe the SES environment as engaging and fun, enhancing learning, exceptional,

and good with mention that the environment was low stress (as compared to the regular school

year), well organized and safe. When responding to what was the best part of the SES

experience, the most prevalent domain addressed favorably was the freedom and flexibility in

teaching and the positive effect on students, with mention to working with other educators from

other schools and small group instruction. Considering recommendations for improving SES, the

domains most prevalent focused on improving the operations (extra duties, bathroom breaks,

ordering of supplies, move away from course level grade bans, exclusion of expelled students,

student enrollment and attendance, waste of food, etc.), distribution of students across classes

and weeks (in balance), with mention to improve communications among the staff and to parents

and improving the teacher application process (more efficient) (see Table 11).

Specific to the principal and administrative assistant survey, the response rate was 71 percent

(see Table 12). Principal and administrative assistants responded favorably to SES site locations

(81 percent) preparedness (88 percent), and teacher preparedness/student learning/enrichment

(97 percent). When considering the open-ended questions, the respondents reported that 47

percent of them were administrative assistants while 53 percent reported they were principals.

When responding to what was the best part of the SES experience, the most prevalent domain

addressed favorably was described as engaging and fun, the students, and learning with mention

to parents, staff, variety of courses, opportunities to expand enrichment concept, and providing a

valuable service. In response to what worked well and that should continue next year, the most

prevalent domains addressed were the structure of courses offered, the administration (with by

name mention to the two additional support personnel), with mention to the electronic collection

of attendance and meals provided to the students. Considering recommendations for improving

SES, the domains most prevalent focused on improving student attendance, accessing student

information (IEPs, 504’s, student descriptives, etc.), and standardization of student class rosters

with mention for better staff and parent communications, staffing (duties), busing (missing IEP

student transportation rosters, bus students not shown on student accountability lists, providing

busing to all students), enrollment (confusion at one school, electronic defaults, cancellations,

student safety (staffing to secure busing duties, unattended children at drop off points—‘a

catastrophe waiting to happen’, points, crossing guards), ordering of supplies (efficiency), and

making exceptions for missed enrollment deadlines (difficult to say no to parents wishing to

enroll their children late). The responses directed at student safety are of concern.

Specific to the parent survey, the response rate is estimated at 31 percent (see Table 13).

Here, students who attended SES and who resided at the same addresses were merged against a

single parent and then used to calculate the estimated response rate. When asked how parents

learned about SES 2017, parents reported knowing it, mostly, from the previous year (38


percent), followed by a flyer that was send home (34 percent), while the least reported method

was advertisements in Pioneer, youth services, and CS Kids (0.8 percent). In response to

satisfaction about services rendered in subsistence and transportation, the overall favorable

satisfaction rate was 80 percent. When asked about registration, staff, and the SES environment,

the overall favor satisfaction rate was 88 percent. Likewise, parents responded favorably to the

concept of enrichment (85%).

Discussion

Overall, the intent set for SES 2017 was achieved for the third consecutive year. Teachers

and students benefitted from the SES 2017 experience. The most common theme was that

teachers could teach in a less stressful environment and more clearly see the positive impact on

students by inspiring curiosity, ingenuity, physical fitness, and the love of learning enhanced by

the mix of creative and innovative courses.

The findings showed a slight increase of 139 students in SES 2017 over the previous year.

Teacher, Principal, and administrative assistant participation showed a similar profile, remaining

consistent with previous years. The addition of the two ICSS support personnel was effective and

well received by the SES staff. However, the evidence showed that students exiting the district

prior to the start of SES 2017 could enroll. Here, the data showed that 21 students had exit dates

from April 28 through June 1, of which 20 attended at least one of the two or three courses they

were enrolled in across the three weeks. Specific to transportation ridership, the data were

incomplete, mostly found across some of the PM bus routes.

SES teacher satisfaction with SES 2016 was high in terms of teacher-student relationships

and enrichment, and not as high when addressing the teacher application process. Here,

comments addressed the amount of time it took to fill out the application combined with

comments suggesting that once in the process, one could not stop/pause and restart without

starting from the beginning. Recommendations for improvement were consistent with normal

suggestions for improving operations, enrollment, and workplace comfort.

SES principal and administrative assistant survey satisfaction was high. Recommendations

for improvement were consistent with normal change with one exception. The comments

regarding student safety at transportation drop-offs and the lack of supervision was categorized

as a “catastrophe waiting to happen” and is therefore, emphasized by this analysis as a concern

that needs to be addressed.

Parents, of children attending SES, reported favorable and high satisfaction with services

rendered to their children (subsistence and transportation) and for SES registration, SES staff,

and the SES environment. Similarly, parents gave high marks for the concept of enrichment

series.

Recommendations

It should be noted that recommendations presented on the SES 2016 analysis were

implemented and it did improve the SES program. The following recommendations are in

response to normal operational issues to progressively sustain and/or improve the SES program.


-Address the issue of student safety at transportation drop-off points.

-Consistent with existing policy, a more robust over watch procedure is needed to ensure

only active district students enroll in SES. As such, this procedure should positively affect class

enrollment, attendance reporting, and effectiveness of SES support systems (transportation,

subsistence, electronic collection of data and dispersion, etc.).

-Revisit the communications plan between staff and administrative leadership.

-Ridership data should be complete in that it serves as a justification for continued no-cost

transportation.


Table 1

Unduplicated Teaching Staff Participating in SES 2017 Across Three Weeks

SES Week Teachers

Dean of

Students

Instructional

TOSA

Certified

Tutor

Substitute

Teacher Total

Week 1 90 0 10 1 3 104

Week 2 92 1 8 1 3 105

Week 3 95 1 10 1 3 110

Total Unduplicated Teaching Staff 107 1 10 1 4 123

Educator Group

Note: Statistics show number of teaching staff across the three SES weeks. Vertical summations

will not equal the sum total of unduplicated results.

Table 2

SES 2017 Teachers and the Home Schools They Represented

SES Teachers' Home School 2017 SES Teachers Percent School Representation

Adams ES 2 2%

Audubon ES 9 7%

Bristol ES 4 3%

Buena Vista ES 2 2%

Carver ES 6 5%

Chipeta ES 1 1%

Columbia ES 3 2%

Coronado HS 2 2%

District* 5 4%

Edison ES 2 2%

Freedom ES 3 2%

Fremont ES 2 2%

Galileo MS 2 2%

Holmes MS 4 3%

Howbert ES 3 2%

Jack Swigert MS 3 2%

Jackson ES 3 2%

Jenkins MS 9 7%

Keller ES 2 2%

King ES 1 1%

Madison ES 4 3%

Mann MS 4 3%

Martinez ES 6 5%

Mitchell HS 1 1%

Monroe ES 9 7%

North MS 2 2%

Palmer HS 4 3%

Penrose ES 2 2%

Rogers ES 4 3%

Rudy ES 1 1%

Russell MS 1 1%

Sabin MS 5 4%

Scott ES 3 2%

Stratton ES 2 2%

Trailblazer ES 6 5%

Wilson ES 1 1%

*Includes D11 substitute teachers and certified tutor.


Table 3

SES Classes Taught by Educators Across Three Weeks

Teacher Teachers TOSAs Certified Tutors Substitutes Teachers TOSAs Certified Tutors Substitutes Teachers Dean of Students TOSAs Certified Tutors Substitutes Total Classes Taught

1 1 1 2

2 1 1 1 3

3 1 1 1 3

4 1 1 1 3

5 1 1 1 3

6 1 1 1 3

7 1 1 1 3

8 1 1 1 3

9 1 1 1 3

10 1 1 1 3

11 1 1 2

12 1 1 2

13 1 1 1 3

14 1 1 1 3

15 1 1 2

16 1 1 1 3

17 1 1 2

18 1 1 1 3

19 1 1

20 1 1 1 3

21 1 1 2

22 1 1 1 3

23 1 1 1 3

24 1 1 1 3

25 1 1 1 3

26 1 1 1 3

27 1 1

28 1 1 2

29 1 1 2

30 1 1 1 3

31 1 1 1 3

32 1 1 2

33 1 1 1 3

34 1 1 1 3

35 1 1 1 3

36 1 1 2

37 1 1

38 1 1 2

39 1 1 2

40 1 1 1 3

41 1 1 2

42 1 1 1 3

43 1 1 1 3

44 1 1 1 3

45 1 1 2

46 1 1 1 3

47 1 1 1 3

48 1 1 2

49 1 1 2

50 1 1 1 3

51 1 1 1 3

52 1 1 1 3

53 1 1 1 3

54 1 1 1 3

55 1 1 2

56 1 1 2

57 1 1 1 3

58 1 1 1 3

59 1 1 1 3

60 1 1 1 3

61 1 1 1 3

62 1 1 1 3

Week 1 Week 2 Week 3


Table 3 (cont)

SES Classes Taught by Educators Across Three Weeks

Teacher Teachers TOSAs Certified Tutors Substitutes Teachers TOSAs Certified Tutors Substitutes Teachers Dean of Students TOSAs Certified Tutors Substitutes Total Classes Taught

63 1 1 1 3

64 1 1 1 3

65 1 1 1 3

66 1 1 1 3

67 1 1 1 3

68 1 1 2

69 1 1

70 1 1 2

71 1 1 1 3

72 1 1

73 1 1 1 3

74 1 1 1 3

75 1 1 1 3

76 1 1 1 3

77 1 1 1 3

78 1 1 1 3

79 1 1 1 3

80 1 1 1 3

81 1 1 1 3

82 1 1 2

83 1 1 1 3

84 1 1 1 3

85 1 1 1 3

86 1 1 1 3

87 2 1 3

88 1 1 2

89 1 1 2

90 1 1

91 1 1 1 3

92 1 1 2

93 1 1 1 3

94 1 1 1 3

95 1 1 2

96 1 1 1 3

97 1 1 1 3

98 1 1 2

99 1 1 1 3

100 1 1 1 3

101 1 1 2

102 1 1 2

103 1 1 2

104 1 1 1 3

105 1 1 2

106 1 1 1 3

107 1 1 1 3

108 1 1 1 3

109 1 1 1 3

110 1 1

111 1 1 1 3

112 1 1 2

113 1 1 1 3

114 1 1 1 3

115 1 1 1 3

116 1 1 1 3

117 1 1 1 3

118 1 1 1 3

119 1 1 1 3

120 1 1 1 3

121 1 1 2

122 1 1 2

123 1 1

Total 90 10 1 3 92 10 1 3 95 1 10 1 3 320

Week 1 Week 2 Week 3


Table 4

Unduplicated Students Attending, or not, SES 2017, Across Three Weeks

SES Week

Enrolled Where

Students Attended One

or More Days in a Given

Week

Enrolled Where Students

Did Not Attend Whole

Weeks (5 days) in a Given

Week

Total

Unduplicated

Enrolled

Students

Week 1 1654 216 1865

Week 2 1540 258 1793

Week 3 1357 338 1607

Total Unduplicated Students 2012 304 2316

Note: Statistics show unduplicated results where some students took multiple courses within a

week or across the three weeks, and/or who attended or not 1, 2, or 3 SES weeks. Vertical

summations will not equal the sum total of unduplicated results.


Table 5 Table 5 (cont)

SES 2017 Enrollment and Class Fill Rates Across Three Weeks (duplicity reporting) SES 2017 Enrollment and Class Fill Rates Across Three Weeks (duplicity reporting)

SES Week/School/Course No. Class Enrollment Maximum Class Size Percent Fill Class Rate Under 50% Fill Class Rate SES Week/School/Course No. Class Enrollment Maximum Class Size Percent Fill Class Rate Under 50% Fill Class Rate

Week 1 1873 Week 1 1873

Adams ES 190 Madison ES 150

ADA_003 1 24 25 96% 0 MAD_001 57 23 25 92% 0

ADA_004 2 14 25 56% 0 MAD_003 58 17 25 68% 0

ADA_005 3 24 25 96% 0 MAD_004 59 19 25 76% 0

ADA_006 4 25 25 100% 0 MAD_005 60 14 25 56% 0

ADA_007 5 9 25 36% 1 MAD_006 61 14 25 56% 0

ADA_008 6 25 25 100% 0 MAD_007 62 11 25 44% 1

ADA_009 7 25 25 100% 0 MAD_022_A 63 8 25 32% 1

ADA_010 8 19 25 76% 0 MAD_025_A 64 11 25 44% 1

ADA_012_A 9 25 25 100% 0 MAD_028_A 65 25 25 100% 0

Audubon ES 199 MAD_032_A 66 8 25 32% 1

AUD_001 10 25 25 100% 0 Mann MS 99

AUD_002 11 15 25 60% 0 MAN_001 67 9 25 36% 1

AUD_003 12 18 25 72% 0 MAN_003 68 10 25 40% 1

AUD_004 13 20 25 80% 0 MAN_004 69 8 25 32% 1

AUD_005 14 25 25 100% 0 MAN_005 70 11 25 44% 1

AUD_006 15 14 25 56% 0 MAN_007 71 24 25 96% 0

AUD_007 16 15 25 60% 0 MAN_023_A 72 17 20 85% 0

AUD_008 17 13 25 52% 0 MAN_024_A 73 14 20 70% 0

AUD_009 18 25 25 100% 0 MAN_029_A 74 6 25 24% 1

AUD_010 19 20 20 100% 0 Martinez ES 237

AUD_030_A 20 9 25 36% 1 MAR_001 75 26 26 100% 0

Bristol ES 137 MAR_002 76 25 25 100% 0

BRI_001 21 16 25 64% 0 MAR_003 77 25 30 83% 0

BRI_002 22 25 30 83% 0 MAR_004 78 25 30 83% 0

BRI_003 23 21 25 84% 0 MAR_005 79 25 30 83% 0

BRI_004 24 14 25 56% 0 MAR_006 80 25 30 83% 0

BRI_005 25 25 30 83% 0 MAR_008 81 22 25 88% 0

BRI_006 26 11 25 44% 1 MAR_009 82 19 25 76% 0

BRI_008 27 25 25 100% 0 MAR_010 83 20 25 80% 0

Carver ES 155 MAR_011 84 25 30 83% 0

CAR_001 28 25 30 83% 0 Sabin MS 120

CAR_004 29 25 25 100% 0 SAB_001 85 23 25 92% 0

CAR_006 30 12 20 60% 0 SAB_004 86 17 22 77% 0

CAR_007 31 7 20 35% 1 SAB_005 87 8 25 32% 1

CAR_008 32 17 25 68% 0 SAB_006 88 7 25 28% 1

CAR_009 33 20 25 80% 0 SAB_007 89 8 20 40% 1

CAR_010 34 24 25 96% 0 SAB_008 90 12 35 34% 1

CAR_031_A 35 25 30 83% 0 SAB_029_A 91 20 20 100% 0

Columbia ES 131 SAB_032_A 92 25 30 83% 0

COL_002 36 24 25 96% 0 Trailblazer ES 210

COL_003 37 12 25 48% 1 TRA_001 93 23 25 92% 0

COL_004 38 21 25 84% 0 TRA_002 94 23 25 92% 0

COL_005 39 12 25 48% 1 TRA_003 95 15 25 60% 0

COL_007 40 22 25 88% 0 TRA_004 96 6 25 24% 1

COL_009 41 9 25 36% 1 TRA_005 97 13 25 52% 0

COL_026_A 42 20 30 67% 0 TRA_006 98 25 25 100% 0

COL_031_A 43 11 25 44% 1 TRA_007 99 9 25 36% 1

Holmes MS 77 TRA_008 100 25 25 100% 0

HOL_002 44 20 25 80% 0 TRA_009 101 25 30 83% 0

HOL_005 45 14 25 56% 0 TRA_028_A 102 25 25 100% 0

HOL_007 46 18 25 72% 0 TRA_031_A 103 7 25 28% 1

HOL_008 47 25 25 100% 0 TRA_033_A 104 14 25 56% 0

Jenkins MS 168

JEN_003 48 25 25 100% 0

JEN_004 49 21 60 35% 1

JEN_005 50 13 25 52% 0

JEN_006 51 14 25 56% 0

JEN_007 52 16 25 64% 0

JEN_008 53 15 25 60% 0

JEN_009 54 19 25 76% 0

JEN_010 55 9 25 36% 1

JEN_023_A 56 36 36 100% 0


Table 5 (cont) Table 5 (cont)



Week 2 1809 Week 2 1809

Adams ES 144 25 Madison ES 133

ADA_002_A 105 15 30 60% 0 MAD_010 163 25 25 100% 0

ADA_013 106 27 25 90% 0 MAD_011 164 16 25 64% 0

ADA_014 107 19 25 76% 0 MAD_012 165 14 25 56% 0

ADA_015 108 9 25 36% 1 MAD_013 166 15 25 60% 0

ADA_016 109 22 25 88% 0 MAD_014 167 20 25 80% 0

ADA_017 110 9 25 36% 1 MAD_023_A 168 17 25 68% 0

ADA_019 111 20 25 80% 0 MAD_026_A 169 11 25 44% 1

ADA_020 112 23 25 92% 0 MAD_029_A 170 15 25 60% 0

Audubon ES 186 Mann MS 104

AUD_011 113 25 25 100% 0 MAN_008 171 5 25 20% 1

AUD_012 114 25 25 100% 0 MAN_010 172 5 25 20% 1

AUD_013 115 12 25 48% 1 MAN_011 173 23 25 92% 0

AUD_014 116 17 25 68% 0 MAN_012 174 5 25 20% 1

AUD_016 117 11 25 44% 1 MAN_014 175 15 25 60% 0

AUD_017 118 14 25 56% 0 MAN_021_A 176 12 25 48% 1

AUD_018 119 25 25 100% 0 MAN_025_A 177 13 20 65% 0

AUD_019 120 16 16 100% 0 MAN_026_A 178 20 20 100% 0

AUD_031_A 121 16 25 64% 0 MAN_030_A 179 6 25 24% 1

AUD_032_A 122 25 25 100% 0 Martinez ES 233

Bristol ES 162 MAR_012 180 26 30 87% 0

BRI_010 123 22 25 88% 0 MAR_013 181 25 25 100% 0

BRI_011 124 25 25 100% 0 MAR_014 182 26 30 87% 0

BRI_012 125 22 25 88% 0 MAR_015 183 25 25 100% 0

BRI_013 126 25 25 100% 0 MAR_017 184 14 25 56% 0

BRI_014 127 11 25 44% 1 MAR_019 185 26 30 87% 0

BRI_015 128 17 25 68% 0 MAR_020 186 21 25 84% 0

BRI_017 129 22 25 88% 0 MAR_021 187 20 25 80% 0

BRI_018_A 130 18 25 72% 0 MAR_022 188 27 30 90% 0

Carver ES 164 MAR_023 189 23 25 92% 0

CAR_011 131 22 30 73% 0 Sabin MS 111

CAR_013 132 22 25 88% 0 SAB_011 190 7 25 28% 1

CAR_016 133 15 20 75% 0 SAB_013 191 12 25 48% 1

CAR_017 134 17 20 85% 0 SAB_014 192 14 25 56% 0

CAR_018 135 26 30 87% 0 SAB_016 193 15 35 43% 1

CAR_019 136 18 25 72% 0 SAB_017 194 14 25 56% 0

CAR_020 137 21 25 84% 0 SAB_018 195 9 25 36% 1

CAR_032_A 138 23 25 92% 0 SAB_019 196 10 20 50% 0

Columbia ES 123 SAB_030_A 197 9 20 45% 1

COL_011 139 14 25 56% 0 SAB_033_A 198 21 25 84% 0


COL_014 141 15 25 60% 0 TRA_010 199 14 25 56% 0

COL_016 142 27 30 90% 0 TRA_011 200 18 25 72% 0

COL_018 143 18 25 72% 0 TRA_012 201 10 25 40% 1

COL_027_A 144 13 30 43% 1 TRA_013 202 15 25 60% 0

COL_029_A 145 15 25 60% 0 TRA_014 203 21 25 84% 0

COL_032_A 146 8 25 32% 1 TRA_015 204 12 25 48% 1

Holmes MS 106 TRA_016 205 10 25 40% 1

HOL_009 147 12 25 48% 1 TRA_017 206 24 25 96% 0

HOL_010 148 8 25 32% 1 TRA_018 207 24 25 96% 0

HOL_011 149 25 30 83% 0 TRA_029_A 208 22 25 88% 0

HOL_012 150 11 25 44% 1 TRA_035_A 209 13 25 52% 0

HOL_015 151 17 25 68% 0

HOL_017 152 22 25 88% 0

HOL_019 153 11 25 44% 1

Jenkins MS 160

JEN_011 154 16 25 64% 0

JEN_012 155 25 25 100% 0

JEN_013 156 30 60 50% 0

JEN_014 157 10 25 40% 1

JEN_015 158 12 25 48% 1

JEN_016_A 159 30 36 83% 0

JEN_017 160 18 25 72% 0

JEN_018 161 11 25 44% 1

JEN_019 162 8 25 32% 1





Week 3 1706 Week 3 1706

Adams ES 150 Madison ES 138

ADA_011_A 210 24 25 96% 0 MAD_015 271 15 25 60% 0

ADA_021_A 211 17 25 68% 0 MAD_017 272 16 25 64% 0

ADA_023 212 13 25 52% 0 MAD_018 273 12 25 48% 1

ADA_024 213 15 25 60% 0 MAD_019 274 24 25 96% 0

ADA_025 214 13 25 52% 0 MAD_020 275 11 25 44% 1

ADA_026 215 24 25 96% 0 MAD_021 276 18 25 72% 0

ADA_027 216 16 25 64% 0 MAD_024_A 277 7 25 28% 1

ADA_028 217 11 25 44% 1 MAD_027_A 278 8 25 32% 1

ADA_029 218 9 25 36% 1 MAD_030_A 279 10 25 40% 1

ADA_030 219 8 25 32% 1 MAD_033_A 280 17 25 68% 0

Audubon ES 175 Mann MS 87

AUD_020 220 18 25 72% 0 MAN_016 281 6 25 24% 1

AUD_021 221 23 25 92% 0 MAN_017 282 18 25 72% 0

AUD_022 222 8 25 32% 1 MAN_018 283 11 25 44% 1

AUD_023 223 15 25 60% 0 MAN_020 284 12 25 48% 1

AUD_024 224 19 25 76% 0 MAN_022_A 285 4 25 16% 1

AUD_025 225 15 25 60% 0 MAN_027_A 286 17 20 85% 0

AUD_027 226 11 25 44% 1 MAN_028_A 287 12 20 60% 0

AUD_028 227 25 25 100% 0 MAN_032_A 288 7 25 28% 1

AUD_029 228 16 16 100% 0 Martinez ES 227

AUD_033_A 229 25 25 100% 0 MAR_024 289 26 30 87% 0

Bristol ES 142 MAR_025 290 26 30 87% 0

BRI_009_A 230 26 25 104% 0 MAR_026 291 25 25 100% 0

BRI_019 231 16 25 64% 0 MAR_027 292 16 25 64% 0

BRI_020 232 25 25 100% 0 MAR_028 293 10 25 40% 1

BRI_021 233 14 25 56% 0 MAR_029 294 26 30 87% 0

BRI_023 234 8 25 32% 1 MAR_030 295 6 25 24% 1

BRI_024 235 21 25 84% 0 MAR_031 296 27 30 90% 0

BRI_025 236 11 25 44% 1 MAR_032 297 24 25 96% 0

BRI_026 237 21 25 84% 0 MAR_033 298 23 25 92% 0

Carver ES 149 MAR_034 299 18 25 72% 0

CAR_021 238 25 30 83% 0 Sabin MS 109

CAR_022 239 18 25 72% 0 SAB_003 300 12 25 48% 1

CAR_026 240 14 20 70% 0 SAB_021 301 6 25 24% 1

CAR_027 241 17 20 85% 0 SAB_023 302 19 25 76% 0

CAR_028 242 21 25 84% 0 SAB_024 303 22 35 63% 0

CAR_029 243 16 25 64% 0 SAB_026 304 7 25 28% 1

CAR_030 244 16 25 64% 0 SAB_027 305 11 25 44% 1

CAR_033_A 245 22 25 88% 0 SAB_028 306 10 20 50% 0

Columbia ES 108 SAB_031_A 307 8 20 40% 1

COL_008_A 246 17 30 57% 0 SAB_034_A 308 14 25 56% 0


COL_020 248 24 25 96% 0 TRA_019 309 13 25 52% 0

COL_021 249 8 25 32% 1 TRA_020 310 12 25 48% 1

COL_022 250 6 25 24% 1 TRA_021 311 18 25 72% 0

COL_023 251 13 25 52% 0 TRA_022 312 18 25 72% 0

COL_025 252 17 25 68% 0 TRA_023 313 8 25 32% 1

COL_033_A 253 9 25 36% 1 TRA_025 314 18 25 72% 0

Holmes MS 93 TRA_026 315 16 25 64% 0

HOL_016 254 25 25 100% 0 TRA_027 316 24 25 96% 0

HOL_020 255 9 25 36% 1 TRA_030_A 317 24 25 96% 0

HOL_021 256 7 25 28% 1 TRA_032_A 318 12 25 48% 1

HOL_022 257 25 25 100% 0 TRA_034_A 319 17 25 68% 0

HOL_023 258 15 25 60% 0 Total Class Enrollment 5388 50

HOL_024 259 12 25 48% 1 1Indicates those classes reporting a less than 50% fill rate using the designated maximum capacity.

Jenkins MS 148

JEN_002_A 260 25 36 69% 0

JEN_022 261 6 25 24% 1

JEN_024 262 12 25 48% 1

JEN_025 263 15 25 60% 0

JEN_026 264 30 60 50% 0

JEN_027 265 9 25 36% 1

JEN_028 266 10 25 40% 1

JEN_029 267 8 25 32% 1

JEN_030 268 13 25 52% 0

JEN_031 269 10 25 40% 1

JEN_032 270 10 25 40% 1

Note: Students were permitted to enroll in multiple classes within the SES weeks. These statistics show duplicity in

student enrollment per individual weeks and the SES 2017 on the whole.


Table 6 Table 6 (Cont)

SES Student Attendance Rates Across Three Weeks SES Student Attendance Rates Across Three Weeks

SES Week/School/Course Days Attended Total Possible Days Attendance Rate Under 50% Attendance Rate1 SES Week/School/Course Days Attended Total Possible Days Attendance Rate Under 50% Attendance Rate1

Week 1 7461 9365 80% Week 1 7461 9365 80%

Adams ES 536 950 56% Madison ES 620 750 83%

ADA_003 74 120 62% 0 MAD_001 102 115 89% 0

ADA_004 45 70 64% 0 MAD_003 70 85 82% 0

ADA_005 68 120 57% 0 MAD_004 86 95 91% 0

ADA_006 68 125 54% 0 MAD_005 53 70 76% 0

ADA_007 22 45 49% 1 MAD_006 54 70 77% 0

ADA_008 79 125 63% 0 MAD_007 48 55 87% 1

ADA_009 72 125 58% 0 MAD_022_A 34 40 85% 1

ADA_010 41 95 43% 0 MAD_025_A 48 55 87% 1

ADA_012_A 67 125 54% 0 MAD_028_A 96 125 77% 0

Audubon ES 825 995 83% MAD_032_A 29 40 73% 1

AUD_001 94 125 75% 0 Mann MS 385 495 78%

AUD_002 68 75 91% 0 MAN_001 39 45 87% 1

AUD_003 68 90 76% 0 MAN_003 30 50 60% 1

AUD_004 95 100 95% 0 MAN_004 35 40 88% 1

AUD_005 110 125 88% 0 MAN_005 42 55 76% 1

AUD_006 60 70 86% 0 MAN_007 91 120 76% 0

AUD_007 49 75 65% 0 MAN_023_A 69 85 81% 0

AUD_008 51 65 78% 0 MAN_024_A 49 70 70% 0

AUD_009 101 125 81% 0 MAN_029_A 30 30 100% 1

AUD_010 92 100 92% 0 Martinez ES 1017 1185 86%

AUD_030_A 37 45 82% 1 MAR_001 105 130 81% 0

Bristol ES 554 685 81% MAR_002 108 125 86% 0

BRI_001 74 80 93% 0 MAR_003 117 125 94% 0

BRI_002 103 125 82% 0 MAR_004 101 125 81% 0

BRI_003 58 105 55% 0 MAR_005 112 125 90% 0

BRI_004 52 70 74% 0 MAR_006 123 125 98% 0

BRI_005 98 125 78% 0 MAR_008 95 110 86% 0

BRI_006 49 55 89% 1 MAR_009 75 95 79% 0

BRI_008 120 125 96% 0 MAR_010 66 100 66% 0

Carver ES 644 775 83% MAR_011 115 125 92% 0

CAR_001 114 125 91% 0 Sabin MS 455 600 76%

CAR_004 112 125 90% 0 SAB_001 94 115 82% 0

CAR_006 53 60 88% 0 SAB_004 58 85 68% 0

CAR_007 34 35 97% 1 SAB_005 35 40 88% 1

CAR_008 60 85 71% 0 SAB_006 28 35 80% 1

CAR_009 73 100 73% 0 SAB_007 36 40 90% 1

CAR_010 102 120 85% 0 SAB_008 32 60 53% 1

CAR_031_A 96 125 77% 0 SAB_029_A 74 100 74% 0

Columbia ES 539 655 82% SAB_032_A 98 125 78% 0

COL_002 95 120 79% 0 Trailblazer ES 845 1050 80%

COL_003 54 60 90% 1 TRA_001 89 115 77% 0

COL_004 93 105 89% 0 TRA_002 102 115 89% 0

COL_005 21 60 35% 1 TRA_003 68 75 91% 0

COL_007 100 110 91% 0 TRA_004 17 30 57% 1

COL_009 39 45 87% 1 TRA_005 57 65 88% 0

COL_026_A 87 100 87% 0 TRA_006 101 125 81% 0

COL_031_A 50 55 91% 1 TRA_007 28 45 62% 1

Holmes MS 297 385 77% TRA_008 86 125 69% 0

HOL_002 85 100 85% 0 TRA_009 90 125 72% 0

HOL_005 40 70 57% 0 TRA_028_A 109 125 87% 0

HOL_007 71 90 79% 0 TRA_031_A 35 35 100% 1

HOL_008 101 125 81% 0 TRA_033_A 63 70 90% 0

Jenkins MS 744 840 89%

JEN_003 120 125 96% 0

JEN_004 98 105 93% 1

JEN_005 55 65 85% 0

JEN_006 54 70 77% 0

JEN_007 78 80 98% 0

JEN_008 69 75 92% 0

JEN_009 86 95 91% 0

JEN_010 41 45 91% 1

JEN_023_A 143 180 79% 0


Table 6 (cont) Table 6 (Cont)



Week 2 6784 9045 75% Week 2 6784 9045 75%


ADA_002_A 57 75 76% 0 MAD_010 80 125 64% 0

ADA_013 88 135 65% 0 MAD_011 51 80 64% 0

ADA_014 59 95 62% 0 MAD_012 62 70 89% 0

ADA_015 28 45 62% 1 MAD_013 57 75 76% 0

ADA_016 59 110 54% 0 MAD_014 80 100 80% 0

ADA_017 35 45 78% 1 MAD_023_A 67 85 79% 0

ADA_019 59 100 59% 0 MAD_026_A 46 55 84% 1

ADA_020 75 115 65% 0 MAD_029_A 44 75 59% 0

Audubon ES 680 930 73% Mann MS 372 520 72%

AUD_011 70 125 56% 0 MAN_008 24 25 96% 1

AUD_012 89 125 71% 0 MAN_010 19 25 76% 1

AUD_013 54 60 90% 1 MAN_011 79 115 69% 0

AUD_014 63 85 74% 0 MAN_012 20 25 80% 1

AUD_016 48 55 87% 1 MAN_014 59 75 79% 0

AUD_017 45 70 64% 0 MAN_021_A 37 60 62% 1

AUD_018 96 125 77% 0 MAN_025_A 48 65 74% 0

AUD_019 67 80 84% 0 MAN_026_A 56 100 56% 0

AUD_031_A 60 80 75% 0 MAN_030_A 30 30 100% 1

AUD_032_A 88 125 70% 0 Martinez ES 1004 1165 86%

Bristol ES 576 810 71% MAR_012 110 130 85% 0

BRI_010 88 110 80% 0 MAR_013 108 125 86% 0

BRI_011 73 125 58% 0 MAR_014 121 130 93% 0

BRI_012 76 110 69% 0 MAR_015 109 125 87% 0

BRI_013 89 125 71% 0 MAR_017 67 70 96% 0

BRI_014 45 55 82% 1 MAR_019 98 130 75% 0

BRI_015 60 85 71% 0 MAR_020 88 105 84% 0

BRI_017 94 110 85% 0 MAR_021 78 100 78% 0

BRI_018_A 51 90 57% 0 MAR_022 125 135 93% 0

Carver ES 608 820 74% MAR_023 100 115 87% 0

CAR_011 86 110 78% 0 Sabin MS 404 555 73%

CAR_013 74 110 67% 0 SAB_011 10 35 29% 1

CAR_016 42 75 56% 0 SAB_013 54 60 90% 1

CAR_017 70 85 82% 0 SAB_014 52 70 74% 0

CAR_018 92 130 71% 0 SAB_016 56 75 75% 1

CAR_019 76 90 84% 0 SAB_017 56 70 80% 0

CAR_020 81 105 77% 0 SAB_018 25 45 56% 1

CAR_032_A 87 115 76% 0 SAB_019 48 50 96% 0

Columbia ES 429 615 70% SAB_030_A 34 45 76% 1

COL_011 34 70 49% 0 SAB_033_A 69 105 66% 0


COL_014 57 75 76% 0 TRA_010 63 70 90% 0

COL_016 107 135 79% 0 TRA_011 65 90 72% 0

COL_018 37 90 41% 0 TRA_012 31 50 62% 1

COL_027_A 52 65 80% 1 TRA_013 62 75 83% 0

COL_029_A 49 75 65% 0 TRA_014 57 105 54% 0

COL_032_A 31 40 78% 1 TRA_015 56 60 93% 1

Holmes MS 407 530 77% TRA_016 39 50 78% 1

HOL_009 26 60 43% 1 TRA_017 99 120 83% 0

HOL_010 33 40 83% 1 TRA_018 99 120 83% 0

HOL_011 103 125 82% 0 TRA_029_A 67 110 61% 0

HOL_012 53 55 96% 1 TRA_035_A 34 65 52% 0

HOL_015 69 85 81% 0

HOL_017 85 110 77% 0

HOL_019 38 55 69% 1


JEN_011 60 80 75% 0

JEN_012 96 125 77% 0

JEN_013 130 150 87% 0

JEN_014 46 50 92% 1

JEN_015 56 60 93% 1

JEN_016_A 138 150 92% 0

JEN_017 77 90 86% 0

JEN_018 47 55 85% 1

JEN_019 35 40 88% 1





Week 3 5903 8530 69% Week 3 5903 8530 69%


ADA_011_A 69 120 58% 0 MAD_015 59 75 79% 0

ADA_021_A 26 85 31% 0 MAD_017 64 80 80% 0

ADA_023 37 65 57% 0 MAD_018 47 60 78% 1

ADA_024 42 75 56% 0 MAD_019 82 120 68% 0

ADA_025 37 65 57% 0 MAD_020 41 55 75% 1

ADA_026 60 120 50% 0 MAD_021 69 90 77% 0

ADA_027 22 80 28% 0 MAD_024_A 33 35 94% 1

ADA_028 43 55 78% 1 MAD_027_A 26 40 65% 1

ADA_029 41 45 91% 1 MAD_030_A 40 50 80% 1

ADA_030 16 40 40% 1 MAD_033_A 68 85 80% 0

Audubon ES 561 875 64% Mann MS 265 435 61%

AUD_020 59 90 66% 0 MAN_016 16 30 53% 1

AUD_021 78 115 68% 0 MAN_017 78 90 87% 0

AUD_022 24 40 60% 1 MAN_018 42 55 76% 1

AUD_023 46 75 61% 0 MAN_020 39 60 65% 1

AUD_024 55 95 58% 0 MAN_022_A 8 20 40% 1

AUD_025 39 75 52% 0 MAN_027_A 38 85 45% 0

AUD_027 46 55 84% 1 MAN_028_A 25 60 42% 0

AUD_028 81 125 65% 0 MAN_032_A 19 35 54% 1

AUD_029 51 80 64% 0 Martinez ES 984 1135 87%

AUD_033_A 82 125 66% 0 MAR_024 112 130 86% 0

Bristol ES 467 710 66% MAR_025 109 130 84% 0

BRI_009_A 89 130 68% 0 MAR_026 107 125 86% 0

BRI_019 50 80 63% 0 MAR_027 56 80 70% 0

BRI_020 79 125 63% 0 MAR_028 39 50 78% 1

BRI_021 41 70 59% 0 MAR_029 120 130 92% 0

BRI_023 33 40 83% 1 MAR_030 28 30 93% 1

BRI_024 71 105 68% 0 MAR_031 127 135 94% 0

BRI_025 35 55 64% 1 MAR_032 99 120 83% 0

BRI_026 69 105 66% 0 MAR_033 103 115 90% 0

Carver ES 486 745 65% MAR_034 84 90 93% 0

CAR_021 73 125 58% 0 Sabin MS 336 545 62%

CAR_022 52 90 58% 0 SAB_003 15 60 25% 1

CAR_026 58 70 83% 0 SAB_021 17 30 57% 1

CAR_027 55 85 65% 0 SAB_023 64 95 67% 0

CAR_028 78 105 74% 0 SAB_024 73 110 66% 0

CAR_029 49 80 61% 0 SAB_026 15 35 43% 1

CAR_030 54 80 68% 0 SAB_027 27 55 49% 1

CAR_033_A 67 110 61% 0 SAB_028 38 50 76% 0

Columbia ES 400 540 74% SAB_031_A 37 40 93% 1

COL_008_A 66 85 78% 0 SAB_034_A 50 70 71% 0


COL_020 68 120 57% 0 TRA_019 51 65 78% 0

COL_021 25 40 63% 1 TRA_020 43 60 72% 1

COL_022 29 30 97% 1 TRA_021 61 90 68% 0

COL_023 41 65 63% 0 TRA_022 56 90 62% 0

COL_025 75 85 88% 0 TRA_023 34 40 85% 1

COL_033_A 40 45 89% 1 TRA_025 64 90 71% 0

Holmes MS 308 465 66% TRA_026 54 80 68% 0

HOL_016 61 125 49% 0 TRA_027 64 120 53% 0

HOL_020 26 45 58% 1 TRA_030_A 74 120 62% 0

HOL_021 25 35 71% 1 TRA_032_A 29 60 48% 1

HOL_022 93 125 74% 0 TRA_034_A 70 85 82% 0

HOL_023 66 75 88% 0 Total Attendance 20148 26940 75% 50

HOL_024 37 60 62% 1 1Indicates those classes reporting a less than 50% attendance rate, where "1" equals yes.


JEN_002_A 102 125 82% 0

JEN_022 24 30 80% 1

JEN_024 47 60 78% 1

JEN_025 54 75 72% 0

JEN_026 130 150 87% 0

JEN_027 28 45 62% 1

JEN_028 45 50 90% 1

JEN_029 19 40 48% 1

JEN_030 60 65 92% 0

JEN_031 36 50 72% 1

JEN_032 29 50 58% 1


Table 7

SES 2017: Enrolled Students Who Exited the District Before, During, and After SES 2017

Attended SES Exited Before Exited During Exited After Total Enrolled Courses Affected Across SES

Week 1

Those That Attended* 21 46

Those that Did Not Attend* 8 13

Week 2

Those That Attended 14 43

Those that Did Not Attend

Week 3

Those That Attended* 16 39

Those that Did Not Attend* 9 10

Total 29 14 25 151

*Some of these student attended at least one of the two or three courses they enrolled in.

W03 Transfer out of state/country

W04 Transfer to Non-Public/Private Sch

W07 Transfer to Home School

W30 Transfer to Acad Dist 20

W33 Transfer to Falcon Dist 49

W34 Transfer to Other El Paso Cnty Dist

W35 Transfer to Non-El Paso Cnty CO Dist

W36 Transfer to Harrison Dist 2

Note: Student count is unduplicated. Course count shows the total number of courses affected by the valid

enrollment of those students. Exit codes and dates were drawn from the student information system Q on 8.4.17.

There were 53 unduplicated students who exited the district prior to, during, or after SES 2017. As of 10.1.17, only

one of these students returned to D11. Exit codes associated with the exiting students were:

Although not shown in the statistics, the exiting students also affected transportion and meals requested at time of

enrollment (used for planning) and actual participation/consumption.


ee

Table 8

Week1 Week2 Week3 Crs Enrollments Attended Not Attended

Student 1 3 3 3 3

Student 2 3 3 2 1 3

Student 3 3 3 2 1 3

Student 4 3 3 3 3

Student 5 3 3 3 3

Student 6 3 3 3 3

Student 7 3 3 2 1 3

Student 8 3 3 2 1 3

Student 9 3 3 3 3

Student 10 3 3 3 3

Student 11 3 3 3 3

Student 12 3 3 3 3

Student 13 3 3 3 3

Student 14 3 3 3 3

Student 15 2 2 2 2

Student 16 3 3 3 3

Student 17 3 3 2 1 3

Student 18 3 3 3 3

Student 19 3 3 3 3

Student 20 3 3 3 3

Student 21 3 3 3 3

Student 22 3 3 3 3

Student 23 3 3 3 3

Student 24 3 3 3 3

Student 25 3 3 2 1 3

Student 26 2 2 2 2

Student 27 2 2 2 2

Student 28 3 3 3 3

Student 29 3 3 1 2 3

Student 30 3 3 3 3

Student 31 3 3 2 1 3

Student 32 3 3 2 1 3

Student 33 3 3 2 1 3

Student 34 3 3 2 1 3

Student 35 1 1 1 1

Student 36 3 3 3 3

Student 37 3 3 3 3

Student 38 3 3 3 3

Student 39 3 3 3 3

Student 40 2 2 2 2

Student 41 3 3 2 1 3

Student 42 3 3 3 3

Student 43 3 3 3 3

Student 44 3 3 3 3

Student 45 3 3 3 3

Student 46 2 2 2 2

Student 47 4 4 4 4

Student 48 3 3 3 3

Student 49 3 3 3 3

Student 50 3 3 3 3

Student 51 2 2 1 1 2

Student 52 2 2 2 2

Student 53 3 3 2 1 3

Total 63 46 49 158 130 21 151

SES 2017: Disaggregated Statistics for Enrolled Students Who Exited the District Before, During,

and After SES 2017

Student

(anonymized)

Course Enrollments Course Attendance Courses

Impacted


Table 9

SES 2017: Transportation Schedule Across the Three Weeks

# of Routes Pickup Pts AM Dropoff Pts PM Pickup Pts AM Dropoff Pts PM

SES Site Daily Per Wk Per Wk All Wks All Wks

Adams ES* 1 3 3 3 9 9

Audubon ES 1 4 4 3 12 12

Bristol ES 1 4 4 3 12 12

Carver ES* 1 4 4 3 12 12

Columbia ES* 1 3 3 3 9 9

Holmes MS 1 3 3 3 9 9

Holmes MS 1 3 3 3 9 9

Jenkins MS* 1 4 4 3 12 12

Madison ES* 1 4 4 3 12 12

Mann MS 1 4 4 3 12 12

Martinez ES* 1 4 4 3 12 12

Sabin MS* 1 4 4 3 12 12

Trailblazer ES* 1 2 2 3 6 6

Shuttle-Palmer 1 1 1 3 3 3

Shuttle-Swigert 1 1 1 3 3 3

Total 15 48 48 45 144 144

Note: Source is the Operations Office, Transportation Department, D11.

Pupil Transportation per Week Pupil Transportation Totals

# of

Weeks

1Conventional school buses, configured as 65 passenger capacity, were used to transport most students

in support of SES 2017.

*These SES sites indicate that students requiring special services (SPED), ranging from 1 to 4 students

per day for a total of 16 students, were picked up and dropped off using smaller SPED buses.


Table 10 Table 10 (cont)

SES 2017 Transportation Ridership Across the Three Weeks SES 2017 Transportation Ridership Across the Three Weeks

SES Site AM PM AM PM AM PM AM PM AM PM SES Site AM PM AM PM AM PM AM PM AM PM

Adams ES 33 39 44 47 39 43 42 43 40 36 Adams ES 30 33 29 32 29 30 31 27 32

Audubon ES 16 20 17 21 20 21 16 21 13 20 Audubon ES 8 9 11 12 9 13 11 12 11 9

Bristol ES 22 23 21 20 17 17 20 19 15 13 Bristol ES 15 18 14 15 11 13 15 14 15 13

Carver ES 24 21 23 20 23 Carver ES 19 17 16 14

Columbia ES 14 14 14 14 14 16 14 16 14 5 Columbia ES 5 7 7 8 7 7 5 8 7 5

Holmes MS 14 13 14 12 13 14 13 13 4 4 Holmes MS 1 4 1 4 1 2 2 2

Holmes MS 14 11 12 12 14 11 11 10 11 9 Holmes MS 10 9 8 10 7 8

Jenkins MS 19 18 17 17 16 Jenkins MS 15 15 15 15 12

Madison ES 37 36 39 44 39 41 39 37 36 36 Madison ES 26 27 28 28 28 32 29 28 24

Mann MS 20 18 16 16 18 17 17 18 17 14 Mann MS 16 15 11 13 11 10 11 10 10 13

Martinez ES 33 28 25 26 29 Martinez ES 27 24 20 24 24

Sabin MS 11 14 15 12 11 Sabin MS 12 8 10 6

Trailblazer ES 13 13 12 10 14 14 11 13 11 13 Trailblazer ES 9 12 9 12 9 10 9 10

Shuttle-Palmer 20 19 20 22 Shuttle-Palmer 12 11 11 9 10

Shuttle-Swigert 28 28 29 29 26 28 27 26 24 22 Shuttle-Swigert 16 16 18 18 17 15 15 15 15

TOTAL 318 318 314 307 TOTAL 221 211 184 191 179

Minimum 11 12 13 11 Minimum 1 1

Maximum 37 44 39 42 Maximum 30 29

SES Site AM PM AM PM AM PM AM PM AM PM

Adams ES 37 39 28 37 39 37 32 37 29 34

Audubon ES 17 18 11 14 15 15 13 15 11 10

Bristol ES 12 15 18 19 16 19 16 18 16 14

Carver ES 31 30 31 28 25

Columbia ES 12 14 11 12 10 12 6 10 8 8

Holmes MS 4 3 3 4 5 4 2 4 4 5

Holmes MS 10 9 8 10 9 11 8 11 8 11

Jenkins MS 15 18 21 18 12

Madison ES 32 30 30 33 33 32 29 28 24 12

Mann MS 17 16 14 15 18 15 15 13 14 13

Martinez ES 26 32 25 23 19

Sabin MS 18 16 19 18 15

Trailblazer ES 10 11 8 13 10 13 8 15 7 15

Shuttle-Palmer 20 18 20 20 19

Shuttle-Swigert 18 18 19 19 15 17 17 19 14 10

TOTAL 279 264 286 253 225

Minimum 4 3 5 2 4

Maximum 37 32 39 32 29

Note: Blank fields indicate no data was recorded, therefore totals, minimum, and

maximum ranges are only reported where the data are complete. Source is the

Operations Office, Transportation Department, D11.

Transportation Ridership, Week 3

6/19/2017 6/20/2017 6/21/2017 6/22/2017 6/23/2017


6/12/2017 6/13/2017 6/14/2017 6/15/2017 6/16/2017


6/12/2017 6/13/2017 6/14/2017 6/15/2017 6/16/2017


Table 11

Closed-Ended Questions: SES 2017 Teacher Survey

Question

Number Closed-Ended Question

Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc Strongly

Agree N/A

Perc

N/A

Total

Responses

Perc Agree or

Strongly Agree

Q1 Did you attend the meeting to address the application process? (Y/N) 26 44.1% 33 55.9% 0 0.0% 59 55.9%

Q2 Was the meeting to address the application process helpful? (Y/N) 5 8.5% 27 45.8% 27 45.8% 59 45.8%

Q3 The application process to become an SES teacher was reasonable. 2 3.4% 11 19.0% 41 70.7% 4 6.9% 0.0% 58 77.6%

Totals 2 1.1% 42 23.9% 101 57.4% 4 2.3% 27 15.3% 176 59.7%

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc Strongly

Agree N/A

Perc

N/A

Total

Responses

Perc Agree or

Strongly Agree

Q4 The school site locations selected for Summer Enrichment courses

influenced my decision to be an SES teacher. 2 3.4% 12 20.3% 19 32.2% 26 44.1% 59 76.3%

Q5 I felt well prepared to teach my SES course(s). 2 3.4% 3 5.1% 19 32.2% 35 59.3% 59 91.5%

Q6 I felt enthusiastic and excited about teaching my SES course(s). 3 5.4% 0 0.0% 19 33.9% 34 60.7% 56 94.6%

Totals 7 4.0% 15 8.6% 57 32.8% 95 54.6% 174 87.4%

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc Strongly

Agree N/A

Perc

N/A

Total

Responses

Perc Agree or

Strongly Agree

Q7 My SES students completed a product, performance, or

presentation. 3 5.3% 0 0.0% 14 24.6% 40 70.2% 57 94.7%

Q8 My SES students participated in inquiry, group and team work as part

of their class experience. 3 5.2% 2 3.4% 15 25.9% 38 65.5% 58 91.4%

Q9 SES students had valuable learning experiences. 3 5.1% 1 1.7% 17 28.8% 38 64.4% 59 93.2%

Totals 9 5.2% 3 1.7% 46 26.4% 116 66.7% 174 93.1%

Note: There were 123 teachers who taught during SES 2017. The overall survey response rate of 48%. Also, survey responses were received from 14 of the 15 SES sites.

Teacher Application Process

Teacher Preparedness

Student Engagement and Enrichment


Table 11 (cont)

Open-Ended Questions: SES 2017 Teacher Survey

Question

Number Open-Ended Question: Domains Showing Most Prevalent Responses

Q10 Like to Return

Note: There were 48 responses to this question, of which one was in error and removed from the statistics.

Question

Number

Open-Ended Question:

Domains Showing Most Prevalent Responses

Q11 Engaging and fun

Learning

Exceptional

Good

Low-stress

Well Organized

Student Safety Concerns

Note: Here, the disaggregated domains were received from 54 teacher responses.

Question

Number



Q12 Teaching

Students

Other Educators

Small Group Instruction


Question

Number



Q13 Improve Operations

Improve Distribution of Students Across Classes and Weeks

Better Communications

Improve SES Teacher Application Process


8

5

5

23

5

5

What recommendations do you have about how SES could be improved?

Count

17

9

8

5

What was the best part of the SES experience for you?

Count

24

How would you describe the SES learning environment for students?

Count

84

37

21

20

Would you like to teach next school year in SES?

Count

47


Table 12

Closed-Ended Questions: SES 2017 Principal and Adminstrative Assistant Survey

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc

Strongly

Agree

Total

Responses

Perc Agree or

Strongly

Agree

Q1 The school site locations selected for Summer Enrichment

influenced my decision to participate in SES. 3 18.8% 0 0.0% 7 43.8% 6 37.5% 16 81.3%

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc

Strongly

Agree

Total

Responses

Perc Agree or

Strongly

Agree

Q2 I felt well prepared to serve in my role in SES. 0 0.0% 3 17.6% 5 29.4% 9 52.9% 17 82.4%

Q3 I felt enthusiastic and excited about being part of SES. 0 0.0% 1 5.9% 5 29.4% 11 64.7% 17 94.1%

Totals 0 0.0% 4 11.8% 10 29.4% 20 58.8% 34 88.2%

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc

Strongly

Agree

Total

Responses

Perc Agree or

Strongly

Agree

Q4 SES teachers at my site seemed well prepared. 0 0.0% 1 5.9% 6 35.3% 10 58.8% 17 94.1%

Q5 SES students had valuable learning experiences. 0 0.0% 0 0.0% 7 41.2% 10 58.8% 17 100.0%

Totals 0 0.0% 1 2.9% 13 38.2% 20 58.8% 34 97.1%

Question


Perc

Principal

Total

Responses

Q9 I worked as a ___________ during Summer Enrichment

Series.52.9% 17

Note: The overall survey participation rate was 71%.

8 47.1% 9

Participation in SES

Principal and Administrative Assistant Preparedness

Perception: Teacher Preparedness and Student Learning/Enrichment

SES Building Leadership

Administrative

Assistant

Perc

Administrative Principal


Table 12 (cont)

Open-Ended Questions: SES 2017 Principal and Adminstrative Assistant Survey

Question

Number



Q6 Engaging and fun

Students

Learning

Parents

Staff

Variety

Opportunity

Service

Note: Here, the disaggregated domains were received from 16 principal and/or administrative assistant responses.

Question

Number



Q7 Classes

Administration

Attendance

Breakfast And Lunch


Question

Number



Q7 Attendance

Accessing Student Information

Student Class Rosters

Communication

Staffing

Busing

Enrollment

Student Safety

Ordering supplies-procedure

Exceptions-missed registration deadline


3

5

5

4

4

4

3

3

What recommendations do you have about how SES could be improved?

Count

8

6

7

3

What components worked well and should be continued next year?

Count

12

4

3

14

12

7

5

4

3

What was the best part of the SES experience for you?

Count

30


Table 13

Closed-Ended Questions: SES 2017 Parent Survey

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc

Strongly

Agree N/A

Perc

N/A

Total

Responses

Perc Agree

or Strongly

Agree

Q2 Did your children participate in the summer food meal

program? (Y/N) 119 24.9% 359 75.1% 478 75.1%

Q3 I was satisfied with the meal program. 15 4.2% 28 7.8% 196 54.9% 117 32.8% 1 0.3% 357 87.7%

Q4 Did your children participate in using D11

transportation? (Y/N) 123 25.9% 351 74.1% 474 74.1%

Q1 I was satisfied with the SES transportation system. 1 0.9% 5 4.3% 38 32.8% 72 62.1% 0 0.0% 116 94.8%

Totals 16 1.1% 275 19.3% 944 66.2% 189 13.3% 1 0.1% 1425 79.5%

Note: The overall survey participation rate was 31% for parents with children who attend SES.

164 34.4%

Communications

Choices (mark all that apply) Responses Perc Responses

Q1: How did you hear about the Summer Enrichment Series (SES)?

Advertisement in Pioneer, youth services, CS Kids 4 0.8%

A teacher 64 13.4%

Another parent 42 8.8%

Knew from our attendance last year 179 37.5%

Other 46 9.6%

D11 website 122 25.6%

A newsletter 50 10.5%

A phone call 76 15.9%

A Flyer sent home

Total Respondents 477

Services


Table 13 (cont)

Closed-Ended Questions: SES 2017 Parent Survey

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc

Strongly

Agree N/A

Perc

N/A

Total

Responses

Perc Agree

or Strongly

Agree

Q6 The SES registration process was concenient and easy to

understand. 15 3.2% 45 9.7% 236 51.1% 164 35.5% 2 0.4% 462 86.6%

Q7 District 11 support staff was accessible and helpful

during SES. 7 1.5% 10 2.2% 176 38.0% 206 44.5% 64 13.8% 463 82.5%

Q8 The environment and culture of the SES program had a

positive impact on my child's learning. 5 1.1% 9 1.9% 159 34.3% 283 61.1% 7 1.5% 463 95.5%

Totals 27 1.9% 64 4.6% 571 41.1% 653 47.0% 73 5.3% 1388 88.2%

Question


Strongly

Disagree

Perc Strongly

Disagree Disagree

Perc

Disagree Agree

Perc

Agree

Strongly

Agree

Perc

Strongly

Agree N/A

Perc

N/A

Total

Responses

Perc Agree

or Strongly

Agree

Q9 My childs teacher seemed excited about the material

he/she taught. 4 0.9% 3 0.7% 153 33.4% 276 60.3% 22 4.8% 458 93.7%

Q10 My child was highly engaged in the class(s) he/she

selected. 6 1.3% 17 3.7% 156 33.9% 275 59.8% 6 1.3% 460 93.7%

Q11 Skills such as product development, performance, and

presentation were a part of the SES experience. 3 0.7% 15 3.3% 211 46.2% 189 41.4% 39 8.5% 457 87.5%

Q12 Did you attend Demonstration/Open House on Friday?

(Y/N) 269 58.7% 189 41.3% 458 41.3%

Q13 Collaborate group work and teamwork were a

component of the SES class experience. 6 1.3% 8 1.8% 234 51.3% 176 38.6% 32 7.0% 456 89.9%

Q14 I will send my child to the Summer Enrichment Series

next year. 8 1.7% 17 3.7% 115 25.0% 303 65.9% 17 3.7% 460 90.9%

Q15 I will recommend Summer Enrichment to other families

and friends. 7 1.5% 11 2.4% 126 27.4% 311 67.6% 5 1.1% 460 95.0%

Totals 34 1.1% 340 10.6% 1184 36.9% 1530 47.7% 121 3.8% 3209 84.6%

Note: The overall survey participation rate was 31% for parents with children who attend SES.

Registration, Staff, and SES Environment

Enrichment


REFERENCES

Colorado Springs School District 11. (2016c). Summer enrichment series: Home page,

transportation, food, and course catalog. Retrieved from Colorado Springs School District

11 website: http://www.d11.org/ses/Pages/default.aspx

Medina, P. M. Jr. (2016a). SES 2015 Summary Analysis. Retrieved from Colorado Springs

School District 11 website: https://www.d11.org/Page/3194

Medina, P. M. Jr. (2016b). SES 2016 Summary Analysis. Retrieved from Colorado Springs

School District 11 website: https://www.d11.org/Page/3194

Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in

educational research. Educational Research Review, 6(1), 135-147.

https://www.d11.org/Page/3194

https://www.d11.org/Page/3194

Documents

ANALYSIS SUMMER ENRICHMENT SERIES (SES), SCHOOL YEAR …€¦ · The Analytical Approach The analytical approach in the current analysis uses a mixed method approach with no empirical