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Georgia Department of Education
June 21, 2016 • Page 1 of 2
All Rights Reserved
Georgia Department of Education
21st Century Community Learning Centers
FY 16 Common Data Elements Form
Subgrantee: Moving in a “Pod”sitive Direction (Dunleith Elementary School) Date: June 15, 2016
1. Attendance
Total Number of
Students Targeted
Registered
Students
Regular Attendees
(attend ≥ 30 days)
Total Number of
Parent Opportunities
Total Number of Parents
Attending
Number: 125 Number: 170 Number: 127 Number: 28 Number: 120
2. Objectives
Total Objectives Met Not Met Other
Number: 10 Number: 4 Number: 6 Number: 0
3. Standardized Testing
3A. English Language Arts – Regular Attendees Achievement Levels
Beginning Developing Proficient Distinguished
Number: 43 Number: 35 Number: 8 Number: 2
Regular Attendees without scores who took standardized test: Number: N/A
Regular Attendees who did not take standardized test: Number: 39
Retake Data (If applicable) Number of Retakes: N/A
Beginning Developing Proficient Distinguished
Number: N/A Number: N/A Number: N/A Number: N/A
3B. Math – Regular Attendees Achievement Levels
Beginning Developing Proficient Distinguished
Number: 27 Number: 46 Number: 13 Number: 2
Regular Attendees without scores who took standardized test: Number: N/A
Regular Attendees who did not take standardized test: Number: 39
Retake Data (If applicable) Number of Retakes: N/A
Beginning Developing Proficient Distinguished
Number: N/A Number: N/A Number: N/A Number: N/A
Georgia Department of Education
June 21, 2016 • Page 2 of 2
All Rights Reserved
4. Report Card Grades
4A. English Language Arts – Regular Attendees
Regular Attendees
without Grades
Regular Attendees with
grade increase
(1st to 2nd Semester)
Regular Attendees with
grade decrease
(1st to 2nd Semester)
Regular attendees who maintained a specific grade
all year
Number Number Number “A” or “B” “C” “D” or “F”
121 31 26 18 33 7
Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter2
4B. Math – Regular Attendees
Regular Attendees
without Grades
Regular Attendees with
grade increase
(1st to 2nd Semester)
Regular Attendees with
grade decrease
(1st to 2nd Semester)
Regular attendees who maintained a specific grade
all year
Number Number Number “A” or “B” “C” “D” or “F”
12 38 14 23 30 10
Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter
5. Surveys
5A. Student Surveys
Number of Student Surveys
Completed
Behavior Homework Completion Satisfaction
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Number Number Number Number
41 32 2 36 1 37 2
5B. Parent Surveys
Number of Parent Surveys
Completed
Behavior Homework Completion Satisfaction
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Number Number Number Number
25 22 3 22 3 24 1
5C. Regular School Day Teacher Surveys
Number of Teacher Surveys
Completed
Behavior Homework Completion
Significant/
Moderate/Slight
Improvement No Need to Improve
Significant/
Moderate/Slight
Improvement No Need to Improve
Number Number Number
121 33 31 68 14
6. Partners
Number of Partners Total Amount of Contributions
2 $7,050
1 All missing grades in the subject areas of reading and math were from 2nd graders. 2 Grades 3-5 utilized numeric grades. 2nd graders utilized standard-based report cards where 1 = “Limited progress or does not meet standard”; 2 = “Progressing toward
meeting the standard”; 3 = “Meets the standard consistently”; 3+ = “Exceeds the standard – makes applications and inferences beyond expectation.” Averages were
computed for the end of first semester (T4) and end of second semester (T8) scores, ranging from 1.57-2.57 for reading; and from 1.0-2.85 for math. The following scale was used to convert the average scores to letter grades: 1.0-1.9 = D/F; 2.0-2.9 = C; 3.0-3.9 = B; 3+ /4 = A.
Moving in a
“Pod”sitive Direction
Program
21st Century
Community
Learning Center Annual Evaluation Report
2015-2016
Prepared for:
Georgia Department of Education
Prepared by:
Kennesaw State University
Burruss Institute #3302
3333 Busbee Dr NW
Kennesaw, Georgia 30144
470-578-6464
470-578-9087 (FAX)
www.burruss.kennesaw.edu
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PARTICULARS
PARTICULARS
School Dunleith Elementary School School District Marietta City Schools Project Director Dana Mosley Assistant Principal Site Coordinators Dr. Tamara Alexander Ms. Michelle Butler Principal Dr. Nikea Hurt Evaluators Ashley Crawford A.L. Burruss Institute of Public Service and Research Kennesaw State University Kelleigh Trepanier A.L. Burruss Institute of Public Service and Research Kennesaw State University Dr. Scott Richie Bagwell College of Education Kennesaw State University Reporting Period August 2015 - May 2016
2 1 C C L C M a r i e t t a C i t y S c h o o l s R e p o r t – 2 0 1 6
Table of Contents
PARTICULARS
TABLE OF TABLES
TABLE OF FIGURES
INTRODUCTION ..........................................................................................................................................................1
Program Overview & History ...............................................................................................................................1
Student Attendance and Enrollment ...................................................................................................................1
Student Demographics ...........................................................................................................................................3
Average Daily Attendance ......................................................................................................................................4
Adult Family Member Attendance .........................................................................................................................4
Program Operation .................................................................................................................................................5
Program Staff ..........................................................................................................................................................5
Program Goals, Objectives, Activities and Benchmarks .........................................................................................6
STATUS OF PROGRAM OBJECTIVES ..................................................................................................................... 10
EVALUATION OVERVIEW ......................................................................................................................................... 12
Use of Evaluation Results .................................................................................................................................... 13
EVALUATION METHODS ....................................................................................................................................... 13
Parent Survey ...................................................................................................................................................... 13
Teacher Survey .................................................................................................................................................... 14
Student Survey .................................................................................................................................................... 14
Site Visits ............................................................................................................................................................. 15
Other Techniques ................................................................................................................................................ 15
Data Collection Schedule ..................................................................................................................................... 15
PROGRAM IMPLEMENTATION ............................................................................................................................. 16
Program Activities ............................................................................................................................................... 16
PROGRAM OUTCOME DATA .................................................................................................................................. 17
Academic Performance – Second Graders .......................................................................................................... 17
Academic Performance – Third Graders .............................................................................................................. 18
Academic Performance – Fourth Graders ........................................................................................................... 19
Academic Performance – Fifth Graders ............................................................................................................... 20
Involvement of Adult Family Members ............................................................................................................... 21
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Student Observations by Regular Day Teachers ................................................................................................. 23
Attitudes of Students toward School .................................................................................................................. 25
SUCCESS STORIES .................................................................................................................................................. 26
PROGRAM HIGHLIGHTS AND AREAS FOR IMPROVEMEN T ............................................................................... 27
Program Highlights .............................................................................................................................................. 27
Areas for Improvement ....................................................................................................................................... 28
Barriers to Implementation ................................................................................................................................. 28
Progress towards Sustainability .......................................................................................................................... 29
Recommendations .............................................................................................................................................. 29
APPENDIX A – FALL SITE VISIT SUMMARY ............................................................................................................... 32
APPENDIX B – SPRING SITE VISIT SUMMARY .......................................................................................................... 36
APPENDIX C – COMMON DATA ELEMENTS ............................................................................................................. 40
2 1 C C L C M a r i e t t a C i t y S c h o o l s R e p o r t – 2 0 1 6
Table of Tables
Table 1: Student Demographics .................................................................................................................. 3
Table 2: Average Daily Attendance ............................................................................................................. 4
Table 3: Summary of Program Operations ................................................................................................. 5
Table 4: Ratios of Teachers to Students ..................................................................................................... 5
Table 5: Characteristics of Program Staff ................................................................................................... 5
Table 6: Moving in a “Pod”sitive Direction Program 21st CCLC Grant Goals & Objectives ...................... 7
Table 7: Moving in a “Pod”sitive Direction Program 21st CCLC Grant ................................................... 10
Table 8: Completion Rates for Parent Survey ........................................................................................... 14
Table 9: Completion Rates for Teacher Survey......................................................................................... 14
Table 10: Completion Rates for Student Survey ....................................................................................... 14
Table 11: Data Collection Activities .......................................................................................................... 15
Table of Figures
Figure 1: Number of Students Attending 30 Days or More ........................................................................ 1
Figure 2: Summary of Number of Days Attended by Students .................................................................. 2
Figure 3: Number of Sessions Attended by Adult Family Members ........................................................... 4
Figure 4: Students Earning a 2 or 3 All Year, or Increasing their Grade from Fall to Spring .................... 17
Figure 5: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring ............. 18
Figure 6: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring ............. 19
Figure 7: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring ............. 20
Figure 8: Adult Family Member Survey Responses – Percentage Agreeing with Statement or Indicating
Satisfaction ................................................................................................................................. 21
Figure 9: Involvement of Adult Family Members – Percentage Answering “Yes" ................................... 22
Figure 10: Regular Day Teacher Survey Responses .................................................................................. 24
Figure 11: Feelings of Students toward the After-School Program – Percentage Agreeing .................... 25
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INTRODUCTION
Program Overview & History
The 21st Century Community Learning Center Grant was awarded in July of 2014. In September of 2015,
Dunleith Elementary School began programming for the second year of their five year contract. The program,
known as Moving in a “Pod”sitive Direction, serves elementary school students in grades 2-5 at Dunleith
Elementary School, part of Marietta City Schools. Chosen objectives and the statewide program performance
goals are listed in Table 6 of this report.
Student Attendance and Enrollment
A total of 170 students registered for the Moving in a “Pod”sitive Direction program between August 2015 and
May 2016. One-hundred twenty-seven (127) of those students attended 30 days or more, exceeding the target
number of 125. The breakdown of students served from each grade level is as follows: 32 second graders; 32
third graders; 35 fourth graders; and 28 fifth graders. This information is presented in Figures 1 and 2 below.
Figure 1: Number of Students Attending 30 Days or More
32 32
35
28
18
20
22
24
26
28
30
32
34
36
2nd Grade 3rd Grade 4th Grade 5th Grade
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Figure 2: Summary of Number of Days Attended by Students
43
127 125
170
0
20
40
60
80
100
120
140
160
180
Less than 30 days 30 Days or More Target Number Total Number Registered
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Student Demographics
Demographic information for Moving in a “Pod”sitive Direction program participants who attended 30 days or more is presented in the table below.
Table 1: Student Demographics
Dunleith Elementary School
# Students
Percent
Totals 1276
100.0%
Grade
2 32 25.2% 3 32 25.2% 4 35 27.6% 5 28 22.0% Gender
Female 71 57.7%
Male 52 42.3%
Race/Ethnicity
Black 83 65.3% Asian 0 N/A White 0 N/A Hispanic 42 33.1% American Indian/Alaska Native 1 < 1.0%
Native Hawaiian or Other Pacific Islander 0 N/A Other/Unknown 1 < 1.0% Other
Limited English Proficiency 5 3.9% Free/Reduced Lunch 123 96.8% Special Education 16 12.6%
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Average Daily Attendance Table 2: Average Daily Attendance
Site
Average Daily
Attendance Target
Number
Percent of Target Attending on
Average
Total Number of Students
Served
Percent of Target Number Students Served
Dunleith Elementary School 91 125 72.8% 127 Over 100%
Source: APlus Information System
Adult Family Member Attendance
The Moving in a “Pod”sitive Direction program served 117 adult family members. Twenty- eight (28) parent
involvement sessions were offered throughout the year, and 77 family members attended at least one session
(65.8%). The figure below shows how many days of the program family members attended.
Figure 3: Number of Sessions Attended by Adult Family Members
77
43
0
10
20
30
40
50
60
70
80
90
1 Session 2 or More Sessions
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Program Operation
Table 3: Summary of Program Operations Site
Total Number of Weeks Open
Typical Number of Days per Week Open
Typical Number of Hours per Week
Dunleith Elementary School 23 4 12
Source: APlus Information System
Program Staff Table 4: Ratios of Teachers to Students
Moving in a “Pod”sitive Direction Program Academic 1:10 Enrichment 1:10
Recreation 1:15
Source: Marietta City Schools
Table 5: Characteristics of Program Staff
Dunleith Elementary School
# Staff Percent Totals 11 100.0%
Gender
Female 10 90.9%
Male 1 9.1%
Race/Ethnicity
Black 5 45.4% White 2 18.2% Hispanic 2 18.2% Asian 1 9.1% American Indian /Alaska Native 0 N/A
Other 1 9.1% Certification Status
Certified 8 72.7% Not Certified 3 27.3%
Source: APlus Information System
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Program Goals, Objectives, Activities and Benchmarks
The goals, objectives, activities, and timeframes of the Moving in a “Pod”sitive Direction program are
presented in the table on the following page.
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Table 6: Moving in a “Pod”sitive Direction Program 21st CCLC Grant Goals & Objectives
Goal 1 Measurable Objectives Measurement Tools Activities Timeframe/Benchmark
All students
participating will increase
achievement in the area of
Reading
1.1 a.) 85% of regularly participating
students will show improvement in
comprehension skills as measured on the
Measurement of Academic Progress
(MAP).
Measurement of Academic
Progress (MAP)
Students will use technology
tools to help create a
minimum of one non-fiction
publication based on
individual interests
MAP Assessment administered 3
times a year
1.2) 85% of regularly participating
students will show improvement in
reading comprehension skills based on
report card grades.
Report Card Grades
Students will work on reading
skills using computers-
Odyssey, Imagine Learning,
and other programs which the
school provides
2 times per year
1.3) 85% of third-fifth grade students
enrolled in the 21st Century Program will
score at Developing Learner level or
above on the Georgia Milestones English
Language Arts.
GA Milestones Assessment
Tutoring in the subject of
Reading, Academic Enrichment
Plans
GA Milestones Assessment
administered once a year in the
spring
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Goal 2 Measurable Objectives Measurement Tools Activities Timeframe / Benchmark
All students
participating will
increase
achievement in
the area of Math
2.1) 85% of regularly participating students
will show improvement in math skills as
measured by the Measurement of
Academic Process (MAP).
Measurement of Academic
Progress (MAP)
Students will make math
games to take home to
practice their math skills
MAP Assessment
administered 3 times a year
2.2) 85% of regularly participating students
will show improvement in math skills based
on report card grades.
Report Card Grades
Students will strengthen
their math skills through the
use of computer assisted
instruction using available
programs such as Math
Facts in a Flash, Odyssey,
and Math IXL
2 times per year
2.3) 85% of third-fifth grade students
enrolled in the 21st Century Program will
score at Developing Learner level or above
on the Georgia Milestones Mathematics.
GA Milestones Assessment
Tutoring in the subject of
Math, Academic Enrichment
Plans
GA Milestones Assessment
administered once a year in
the spring
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Goal 3 Measurable Objectives Measurement Tools Activities Timeframe / Benchmark
All students participating will increase
achievement in the area of
Science
3.1) 85% of regularly participating
students will show improvement in
science skills as measured by report card
grades.
Report Card Grades
Students will be provided
computer assisted
instruction in the area of
science through the use of
STEM activities (Study Island
and other programs)
2 times per year
3.2) 85% of third-fifth grade students
enrolled in the 21st Century Program will
score at Developing Learner level or
above on the Georgia Milestones science
EOG.
GA Milestones Assessment
Tutoring in the subject of
Science, Academic
Enrichment Plans
GA Milestones Assessment
administered once a year in
the spring
Goal 4 Measurable Objectives Measurement Tools Activities Timeframe / Benchmark
All families of students
participating will increase
involvement in the school community
4.1) 50% of families of students
participating in the program will attend
at least 2 events for the school year.
Parent sign-in sheets
Students will share their final
products in the area of math
(family games), reading (book
study/published literature
products) and science (hands-on
science projects).
Last Thursday of every month
the program is in full session
4.2) At least 50% of parents/guardians
with students enrolled in the program
will report overall positive outcomes
about parent sessions/meetings offered
throughout the school year.
Parent survey
Student Showcase – 21st Century
Culminating Student
Extravaganza held on March 31,
2016
Parent survey administered in
the spring
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STATUS OF PROGRAM OBJECTIVES
Table 7: Moving in a “Pod”sitive Direction Program 21st CCLC Grant
Goal 1 Measurable Objectives Status Comments
All students participating will increase
achievement in the area of
Reading
1.1) 85% of regularly participating
students will show improvement in
reading comprehension skills as
measured by the Measurement of
Academic Process (MAP).
Not Met
102/127 (80.3%) of students increased their MAP scores from the fall to the spring. Seventeen percent (17.3%) of
students in grades 2-5 scored at or above grade level.
1.2) 85% of regularly participating
students will show improvement in
reading comprehension skills based
on report card grades.
Met 109/127 (85.8%) of students in grades 2-5
increased or maintained a satisfactory grade in reading.
1.3) 85% of third-fifth grade students
enrolled in the 21st Century Program
will score at Developing Learner level
or above on the Georgia Milestones
English Language Arts.
Not Met
45/95 (47.4%) of students in grades 3-5 scored at the Developing Learner Level
or above on the GA Milestones E/LA Assessment.
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Goal 2 Measurable Objectives Status Comments
All students
participating
will increase
achievement in
the area of
Math
2.1) 85% of regularly participating students will show improvement in math skills as measured by the Measurement of Academic Process (MAP).
Met
115/127 (90.5%) of students increased their MAP scores from the fall to the spring. Twenty-four percent (23.6%) of students in grades 2-5 scored at or
above grade level.
2.2) 85% of regularly participating students will show improvement in math skills based on report card grades.
Met
111/127 (87.4%) of students in grades 2-5 increased or maintained a satisfactory grade in math. 100% of students in 4th
and 5th grade met the objective.
2.3) 85% of third-fifth grade students enrolled in the 21st Century Program will score at Developing Learner level or above on the Georgia Milestones Mathematics.
Not Met
61/95 (64.2%) of students in grades 3-5 scored at the Developing Learner Level or
above on the GA Milestones Math Assessment.
Goal 3 Measurable Objectives Status Comments
All students participating will increase achievement in the area of
Science
3.1) 85% of regularly participating
students will show improvement in
science skills as measured by report
card grades.
Met 118/127 (92.9%) of students in grades 2-5 increased or maintained a satisfactory
grade in science.
3.2) 85% of third-fifth grade students
enrolled in the 21st Century Program
will score at Developing Learner level
or above on the Georgia Milestones
science EOG.
Not Met
45/95 (47.4%) of students in grades 3-5 scored at the Developing Learner Level or above on the GA Milestones Science
Assessment.
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Goal 4 Measurable Objectives Status Comments
All families of students
participating will increase involvement in the school community
4.1) 50% of families of students
participating in the program will
attend at least 2 events for the school
year.
Not Met 43 family members of regularly
attending students attended at least two events (36.8%).
4.2) At least 50% of
parents/guardians with students
enrolled in the program will report
overall positive outcomes about
parent sessions/meetings offered
throughout the school year.
Not Met
When surveyed, 20 parents agreed that attending parent nights/sessions was a good use of their time. This represents 87.5% of the parents who completed a survey, but only 17.3% of the parents
overall.
EVALUATION OVERVIEW
Located at Kennesaw State University, the A.L. Burruss Institute of Public Service and Research is the independent,
third party evaluator for the Moving in a “Pod”sitive Direction program. The A.L. Burruss Institute of Public Service
and Research at Kennesaw State University was established in July of 1988 and provides a wide range of technical
assistance across a broad range of policy areas to governmental entities at various levels, as well as non-profit
organizations. The Burruss Institute has conducted numerous evaluations and has experience conducting needs
assessments and satisfaction surveys for non-profit and government agencies at the state, county, and municipal
level.
There were two main purposes for the Moving in a “Pod”sitive Direction evaluation during the second year. The
first was to provide detailed information about the Moving in a “Pod”sitive Direction program implementation to
the Program Director and program staff, and the second was to accurately assess the progress of the program in
meeting the goals and objectives as outlined in the grant proposal.
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Use of Evaluation Results
Dunleith Elementary 21st Century serves second through fifth grade students. Staff made extensive efforts to explain
and clearly communicate programmatic expectations to all stakeholders including students, parents, teachers, and
staff. During the second year of implementation, all data collected and subsequently analyzed was used to guide and
improve the second year of implementation. Future data collection and evaluation reports will be used to assess,
plan, design, and implement strategies to improve the program.
Prior to the opening of the 2016-2017 school year, the evaluation of objectives and information obtained from the
parent, teacher, and staff surveys will be shared with the Dunleith teachers at a preplanning meeting
EVALUATION METHODS
Multiple measures were used to evaluate the Moving in a “Pod”sitive Direction program. These measures
include surveys of students, parents, regular school day and after-school teachers, as well as observations and
student records. Participants who attended the program for 30 days or more, but who withdrew before the end
of the program are included in all of the analyses per the guidelines set forth in the objectives.
Parent Survey
During spring 2016, a Georgia Department of Education 21st CCLC survey was administered to the
parents/guardians of students who participated in the Moving in a “Pod”sitive Direction program. Parents were
given a paper survey and encouraged to complete it and return it to program staff. Once received by staff, the
completed surveys were sent to the evaluator and entered into an online data collection system created by the
Burruss Institute.
The survey was designed to assess parent satisfaction and attitudes toward the Moving in a “Pod”sitive Direction
program, and measure the degree to which they thought it helped their child improve behavior and academic
skills.
The survey has eighteen (18) with a few open-ended questions, but most are measured using 5-point scales
(ranging from “Strongly Agree” to “Strongly Disagree”, and “Very Satisfied” to “Very Dissatisfied”).items on a 5-
point scale (ranging from “Strongly Agree” to “Strongly Disagree”, and “Very Satisfied” to “Very Dissatisfied”).
Parent surveys were distributed and collected at parent sessions, and surveys were sent home with students.
Completion rates for the parent survey are summarized in the table below. Survey results can be found in the
Program Outcomes section of the report.
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Table 8: Completion Rates for Parent Survey
Site Number of Surveys
Completed Number of Surveys
Distributed Parent
Response Rate
Dunleith Elementary School 25 127 19.7%
Teacher Survey
During spring 2016, an online survey was administered to the Regular School Day Teachers of the student
participants of the Moving in a “Pod”sitive Direction Program. The purpose of the survey was to assess whether
participant's behavior related to academic performance had changed over the course of the year as assessed by
the Regular School Day Teacher. The survey includes 10 items on 8 point scale: 1. No need to improve; 2.
Significant improvement; 3. Moderate improvement; 4. Slight improvement; 5. No change; 6. Slight decline; 7.
Moderate decline; 8; Significant decline.
The completion rates for the teacher survey are presented in the table below. Survey results can be found in the Program Outcomes section of the report.
Table 9: Completion Rates for Teacher Survey
Site
Number of Surveys Completed
Number of Surveys Distributed
Teacher Response Rate
Dunleith Elementary School 121 129 93.7%
Student Survey
During spring 2016, a survey was administered to students who participated in the Moving in a “Pod”sitive
Direction Program. The purpose of the survey was to gauge the attitudes of students toward school and the
degree to which they felt participating in the program helped them. The survey includes six (6) items measured
using a 5-point rating scale: 1. Strongly Agree, 2. Agree, 3. Neither Agree or Disagree, 4. Disagree, and 5. Strongly
Disagree.
The completion rates of the student survey are presented in the table below. Survey results can be found in the Program Outcomes section of the report. Table 10: Completion Rates for Student Survey
Site
Spring Surveys Completed
Number of Surveys Distributed
Student Response Rate
Dunleith Elementary School 41 127 32.3%
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Site Visits
The evaluators visited the program in the fall of 2015 spring of 2016. The purpose of the site visits was to observe
activities and lessons during implementation and collect documentation that would assist in the evaluation of the
program. Notes for each site visit are listed in Appendix A.
Other Techniques
1. Collected and analyzed secondary data gathered from the APlus Information System 2. Collected and analyzed secondary data gathered from the project director and program
volunteers.
Data Collection Schedule
Table 11: Data Collection Activities
Activity Dates(s) Site Visits Fall 2015 & Spring 2016 Parent Survey Spring 2016 Regular Day Teacher Survey Spring 2016 Student Survey Spring 2016 Analysis of APlus Information System Ongoing Other Techniques Ongoing
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PROGRAM IMPLEMENTATION
Program Activities
The primary activities of the Moving in a “Pod”sitive Direction program are listed below:
Parent Orientation Enrichment Activities such as arts and crafts, board games, physical activity, and other
engaging activities to increase fine arts (music and literature). Homework Help Sessions Math and Reading Instruction Nutrition Recess Science Engagement Activities such as High Touch High Tech (Hands-on science
experience for students) STEM Enrichment on Saturdays Young Rembrandts Art Classes Odyssey (Computer based instruction for individualized skill practice with math and
reading) Dance
Source: APlus Information System
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PROGRAM OUTCOME DATA
Academic Performance – Second Graders
Figure 4: Students Earning a 2 or 3 All Year, or Increasing their Grade from Fall to Spring
Second graders utilized standard-based report cards where 1 = “Limited progress or does not meet standard”; 2 =
“Progressing toward meeting the standard”; 3 = “Meets the standard consistently”; 3+ = “Exceeds the standard –
makes applications and inferences beyond expectation.”
As can be seen in the chart above, 53% of students increased their math score or earned 2 or 3 throughout the
year; 39% of students increased their reading score or earned a 2 or 3 throughout the year; and 65% of students
increased their science score or earned an 2 or 3 throughout the year. In addition, average scores math increased
from an average of 1.91 to an average of 2.15; and average scores in reading in reading and science ranged from
2.02-2.05 and 2.00-2.15, respectively.
22%
13%9%
31%
38%
56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Math Reading Science
Increase Grade of 2 or Above
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Academic Performance – Third Graders
Figure 5: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring
As can be seen in the chart above, 50% of students increased their math grade or earned an A or B throughout the
year; 41% of students increased their reading grade or earned an A or B throughout the year; and 54% of students
increased their science grade or earned an A or B throughout the year. In addition, average grades in math,
reading, and science increased. During the 1st quarter, math grades increased from an average of 74.2 to an
average of 75.8, and during the 4th quarter, from a 73.6 to a 75.7 in reading, and from a 76.0 to a 78.9 in science.
34%
28%
38%
16%13%
16%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Math Reading Science
Increase Grade of A or B
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Academic Performance – Fourth Graders
Figure 6: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring
As can be seen in the chart above, 63% of students increased their math grade or earned an A or B throughout the
year; 62% of students increased their reading grade or earned an A or B throughout the year; and 77% of students
increased their science grade or earned an A or B throughout the year. In addition, average grades in math
increased from an average of 77.7 during the first quarter to an average of 80.0 during the 4th quarter.
34%31%
37%
29%31%
40%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Math Reading Science
Increase Grade of A or B
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Academic Performance – Fifth Graders
Figure 7: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring
As can be seen in the chart above, 72% of students increased their math grade or earned an A or B throughout the
year; 68% of students increased their reading grade or earned an A or B throughout the year; and 71% of students
increased their science grade or earned an A or B throughout the year. In addition, average grades of “B” were
maintained all year in math, reading, and science.
29%25%
21%
43% 43%
50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Math Reading Science
Increase Grade of A or B
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Involvement of Adult Family Members
In the spring of 2016, a survey was administered to the adult family members of students who participated
in the Moving in a “Pod”sitive Direction program. The purpose of the survey was to assess the level of
engagement of each family member, to what degree they thought the Moving in a “Pod”sitive Direction
program helped their child academically, and measure their overall satisfaction with the program. Survey
responses are summarized in Figures 8 & 9.
Figure 8: Adult Family Member Survey Responses – Percentage Agreeing with Statement or Indicating Satisfaction
88%
88%
96%
96%
96%
96%
96%
87%
50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
The program is helping my child’s behavior improve.
The program is helping my child tocomplete and turn in his/her
homework on time.
How satisfied are you with yourchild's 21st CCLC program?
The program is helping my child’s reading skills improve.
The program is helping my child’s math skills improve.
The program is helping meunderstand how to help my child
with his or her educational needs.
How satisfied are you that the 21stCCLC program will improve your
child's school success by the end ofthe school year?
Since attending the 21st CCLCprogram, I have been more
active/involved in my child'seducation.
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Figure 9: Involvement of Adult Family Members – Percentage Answering “Yes"
Results from the open ended data taken from the parent survey are provided below.
Parent Nights/sessions parents found the most beneficial:
“Math and reading” was listed by 1 participant; “parent night” was listed by 1 participant; and “student night” was
listed by 1 participant.
Reasons parents were unable to attend parent night sessions:
Lack of transportation was listed by 3 participants. Other reasons are listed below:
“I get off too late”
“I had to work”
“Because I am sick”
New parent nights/sessions parents would be interested in participating in:
Parents did not have much feedback regarding new parent sessions they would like to see in the future. One
participant stated, “I love the way it is, no change” and another participant said “don’t know.”
64%
24%
0%
24%
0% 20% 40% 60% 80% 100%
Since the start of the school year, have you attended aparent-teacher conference?
Since the start of the school year, have you attended aclass or school event?
Since the start of the school year, have you served as avolunteer on a school committee?
Since the start of the school year, have you attended atleast one school or PTO/PTA meeting?
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Student Observations by Regular Day Teachers
In spring of 2016, a survey was administered to the Regular Day Teachers of the students that participated in the
Moving in a “Pod”sitive Direction program. The purpose of the survey was to assess whether the Regular Day
Teacher had observed a change in student behavior over the course of the program. Survey responses are
summarized in Figure 10.
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Figure 10: Regular Day Teacher Survey Responses
10%
8%
3%
1%
2%
8%
8%
11%
4%
8%
23%
25%
24%
46%
32%
35%
31%
22%
41%
29%
49%
57%
56%
43%
14%
44%
36%
63%
41%
39%
17%
12%
17%
11%
51%
13%
26%
4%
13%
25%
0% 20% 40% 60% 80% 100%
Timely HW Completion
Satisfactory HW Completion
Participation
Volunteering
Regular Attendance
Attentiveness in Class
Behavior in Class
Academic Performance
Motivation to Learn
Get along well with other students?
No Need to Improve Improve No Change Decline
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Attitudes of Students toward School
In the spring of 2016, a survey was administered to students who participated in the Moving in a “Pod”sitive
Direction program. The purpose of the survey was to gauge the attitudes of students toward the after-school
program and whether or not it helped them academically and/or socially. Student survey responses are
summarized in Figure 11.
Figure 11: Feelings of Students toward the After-School Program – Percentage Agreeing
Student Responses Regarding Program Activities: The majority of students indicated that they liked the activities offered (95.1%), noting the following as their
favorite activities:
Art
Dance
Science
High Touch High Tech
Projects
90%
78%
88%
88%
88%
85%
95%
0% 20% 40% 60% 80% 100%
I like the 21st CCLC program
My overall behavior has improved because of the 21stCCLC program
The 21st CCLC program helps me complete and turn myhomework in on time
I'm doing better in school since I started coming to the21st CCLC program
I feel better about myself because of the 21st CCLCprogram
I have made new friends because of the 21st CCLCprogram
I liked the activities offered at the 21st CCLC program
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When asked which activities they liked the least, half of the students said “nothing”. Other responses are below:
Art (slightly over half of the students liked it; however several students listed as their least favorite
activity)
Homework
Math
Mondays
When asked what new activities they would be interested in, students mentioned the following:
Cheerleading
Computer lab
Recess/Going outside
PE/Gym
Football/Sports
Cooking
Gymnastics
Science projects
“Water day”
SUCCESS STORIES
Positive Perspectives from Teachers Regarding the 21st Century Program:
The 21st Century program here at Dunleith Elementary started in the fall of 2014. This program had a
positive impact on the students who attended. This program offered a positive learning environment for
the students’ needs. Academics, enrichment classes, and socialization with their peers added bonus to
the students. The program also gave students another way to receive help in areas that show a need for
improvement.
The opportunity for continued academic support was the most positive aspect of the 21st Century
program. I worked with several students during the school year who gained a better understanding of the
math curriculum after having small group and individual attention in math during our 21st Century
program. Parents also appreciated the additional assistance since the depth of Common Core in upper
grades is sometimes too difficult for them to explain at home. At the beginning of the year, parents were
eager to have their children participate especially since there was no cost to them.
Many students were able to transfer practiced skills in math and reading to their classroom. Teachers
were able to see a benefit.
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Student had hands on science experiments related to their standards
Materials were provided to support curriculum (Math Interventions, Manipulatives and Google Chrome
Books)
Increased writing and exposure to the curriculum by a different teacher
Accessibility to technology – Everyday
Students were able to get help with homework
Young Rembrandts art enrichment
High Touch-High Tech (Hands-on science activities) made Science days fun and engaging
Flash Academy, a modern dance program where students were exposed to games and dance
choreography that helped to build confidence within themselves to share their talent.
A culminating event for parents, 21St Century Parent Extravaganza, where students demonstrated their
talents in dance, performing arts and science.
PROGRAM HIGHLIGHTS AND AREAS FOR IMPROVEMEN T
Program Highlights
Student Attitudes toward School
According to responses gathered from the student survey, 90.3% said that they liked the program overall; 87.9%
said that the Moving in a “Pod”sitive Direction program helped them to complete and turn in homework on time;
85.3% reported making new friends because of the program; 87.8% reported feeling better about themselves
and doing better in school because of the program; and 78.0% reported that their behavior had improved
because of the program.
Adult Family Member Attitudes toward Moving in a “Pod”sitive Direction Program
A large majority (96%) of parents indicated that they were satisfied with the Moving in a “Pod”sitive Direction
program in general, and the program was helping their child’s math and reading skills improve. Eighty-eight
percent (88%) of parents surveyed also agreed that the program helped their child’s behavior improve and helped
their child to complete and turn their homework in on time.
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Student Participation
A total of 170 students registered for the Moving in a “Pod”sitive Direction program between August 2015 and
May 2016. One-hundred twenty-seven (127) of those students attended 30 days or more, exceeding the target
number of 125. Average daily attendance was 91 (72.8%) of the target attendance.
Student Grades and Pre/Post Scores
Student grades and pre/post test scores met Objectives 1.2, 2.1, 2.2, and 3.1: 85.8% of students in grades 2-5
increased or maintained a satisfactory grade in reading; 87.4% of students in grades 2-5 increased or
maintained a satisfactory grade in math; and 92.9% increased or maintained a satisfactory grade in science.
Almost every student (90.5%) increased their scores on the mathematics portion of the MAP from the fall to
the spring.
Areas for Improvement
Adult Family Member Participation & Engagement
The Moving in a “Pod”sitive Direction program served 117 adult family members. Twenty- eight (28) parent
involvement sessions were offered throughout the year, and 77 family members attended at least one session
(65.8%). Objective 4.1 was not met: 75% of families of students participating in the program will attend 2 of the
culminating monthly activities. Forty-three adult family members attended 2 or more sessions (36.8%).
Student Scores on the Math Measurement of Academic Progress (MAP) Tool
Student scores on the reading comprehension MAP was just short of meeting the target goal of 85%, with
80.3% of students increasing their reading comprehension MAP scores from the fall to the spring
Student Observations by Regular Day Teachers
Teachers of students during the school day indicated that for each survey item (Timely homework completion,
Satisfactory homework completion, Participation, Regular Attendance, Attentiveness in class, Volunteering, and
Getting along with other students), 54% or more of students either improved or there was no need for
improvement in each of these areas.
BARRIERS TO IMPLEMENTATION
It was difficult to recruit staff for the program. Many felt that is was too long (3:20-6:15 four days per
week).
Teacher “burnout” presented a problem for implementation at their school.
Marietta City Schools Paraprofessionals were not allowed to work more than five additional hours per
week. In the grant, as written, five paraprofessionals were needed five days per week for 3 hours per day.
Attendance, transient students, behavior of students, and staffing presented challenges.
Dunleith has a very transient population of students.
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Parents had reservations about allowing their child to stay after school because students would get home
so late. Another concern was when the time changes in the fall and it gets dark when students return
home between 6:30 and 7:00 in the evening.
Parental involvement was a challenge. Some of the parents were unable to attend any of the parent
involvement activities due to various issues such as lack of transportation, or conflicts with work
schedules.
Progress towards Sustainability
During the 2015-2016 year, the Moving in a “Pod”sitive Direction program established and maintained
partnerships with 2 organizations, raising an estimated total of $7,050.00 in goods/materials and fund-raising. A
list of these organizations can be found below:
Goods/Materials:
Community in Schools - $3,000.00
Funding/Raised Funds:
Omega Psi Phi Fraternity - $4,050.00
In addition, CIS helped to provide 1:1 tutors for Dunleith Elementary School students.
Kennesaw State University also provided 1:1 tutors throughout the school year.
RECOMMENDATIONS
Overall recommendations: Recommendation #1 Continue to work to increase parent involvement. Look for resources to address specific issues the program is
experiencing, for example, TASCs Increasing Parent & Family Engagement in After-School
(http://www.expandedschools.org/tools/increasing-parent-family-engagement-after-
school#sthash.amrpFRNH.dpbs) Recommendation #2. Increase the number of parent surveys by encouraging parents to complete the survey during parent events or
when they pick up their child. Start distributing surveys early, give out multiple copies of the survey to parents
who have not returned theirs and follow-up to ensure completion. Surveys can also be completed online. The
student survey response rate also needs to be improved.
Recommendation #3. Focus on standards based instruction and research based best practices to continue academic improvement.
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Recommendation #4. Survey after-school program staff to find out what is working well and what can be improved for the upcoming
year.
Fall site visit recommendations:
Recommendation #1
Continue using the sign in and security processes that are in place.
Recommendation #2
Avoid pulling 21 CCLC students for other programs such as Girl Scouts, Boy Scouts, Girls on the Run, Girls of
Excellence, and Boys of Excellence during 21 CCLC hours.
Additional recommendations from the formative assessment:
Recommendation #1
Increase focus on academics in the after-school program, including the content areas of math, science, and
reading.
Recommendation #2
Make sure parents are aware of all meetings that they are invited to attend; and try offering them at different
times (most meetings were held during the day, and only two were held at night).
Spring site visit recommendations:
Recommendation #1
Continue using the sign in and security processes that are in place. In addition, the program should have a daily
schedule for each grade so that staff know where everyone is at any given time. Staff may be adjusting to using
radios again for communication as these were unavailable until recently. Any changes to the schedule should be
communicated to the program director and if possible posted at the door of the classroom (e.g. “Where are we?”
sign).
Recommendation #2
While it is a plus to have students return to the 21st CCLC program following clubs, encourage parents to avoid
pulling 21st CCLC students for other programs such as Chorus, Girl Scouts, Boy Scouts, Girls on the Run, Girls of
Excellence, and Boys of Excellence during 21st CCLC hours.
Recommendation #3
Sharing resources is an excellent way to leverage funds. Try to plan for sustainability and budget funds for the
possibility that resources (such as outdoor play equipment) may not be able to be shared in the future.
Recommendation #4
Although burnout was mentioned as an issue, all teachers were observed doing an excellent job working with
students. Try to implement morale building activities to keep staff engaged and continue to work to solve the
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understaffing issue. Consider providing training for the high school aides so that they can be of more assistance
to the teachers.
Recommendation #5
Good use of space and technology for the 4th grade math activity. While we did not observe the full lesson
involving the QR codes, it may have been more efficient to try to use the Chromebooks so that students were not
dependent on waiting for the iPad to check their answers.
Recommendation #6
Try to coordinate the schedule with janitorial staff to reduce interference with the learning process.
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APPENDIX A – FALL SITE VISIT SUMMARY
Site Visit Summary: Dunleith Elementary School October 8, 2015
A.L. Burruss Institute of Public Service and Research
Number of Students: 119 enrolled/78 observed
Enrichment: Enrichment was not observed during our scheduled site visit. It does not begin until 5:30. Tutoring: One group of second graders was working on their homework in the cafeteria after finishing their snack. It took a few minutes for them to calm down and focus but the high school student who was hired to help program staff did a good job of redirecting them. They were observed working on spelling and math homework. Staff to student ratio was 1:9. Another group of second graders was observed working on homework in the Spanish classroom. Most of them were working on reading comprehension skills or spelling. A substitute teacher who had never worked with the program was filling in for the regular teacher who had an emergency and had to leave. The sub was walking around the room offering one-on-one help to students. The majority of students were on task; however a few children seemed as if they did not know what to do, including one child who seemed particularly confused as to what he was supposed to be working on (English did not seem to be his first language). Staff to student ratio was 1:13. The first group of third graders was observed working in the computer lab. They were sharing the lab with another after-school program but were split into two groups and did not seem to be distracted by the other group. They were instructed to type a paragraph detailing what they had done over the weekend and then read it aloud to the group. Some students were too shy to read aloud so the teacher read their passages for them. The instructor was enthusiastic and all students were on task. Staff to student ratio was 1:10. The other group of third graders was observed working on math and spelling homework in the cafeteria. There were 15 students and Dana Mosley, the assistant principal was walking around in case students needed help. Fourth graders were split into groups of four and five and working on spelling and math homework. One group of students was practicing for a spelling test that they had to take the next day, switching off between the student/teacher roles. One student was finished with his homework and was reading the Guinness Book of World Records. All students observed were on task. Staff to student ratio was 1:8. (There were sixteen students total in the room).
Site Visit Summary: Dunleith Elementary School October 8, 2015
A.L. Burruss Institute of Public Service and Research
Fifth graders were observed working on math and reading comprehension skills. Some students were working in groups, and some students were working individually. One group of students was working on math crossword puzzles from a workbook; another small group of students was receiving a lesson on division; and another group of students was sitting on the floor working on their “Summarization Cheat Sheets.” The teacher explained that this exercise is meant to get them to be more concise when summarizing a story instead of listing all of the details. There was another substitute teacher in this classroom helping out for the first time with the 21st CCLC program. All students were engaged and staff were offering on-on-one help. Staff to student ratio was 2:15. Behavioral Observations: Students are split up by grade level for all activities, beginning with snack. Second and third graders are further divided into two groups during designated homework time. This seems to work well. Students observed were on task the majority of the time, and asked for help with their homework when necessary. Students were well behaved for the most part when they were gathering for snack in the cafeteria. They were instructed to put their things down and then go get their snack (1% milk and graham crackers). This process went more smoothly than last year. One of the site directors, Ms. Butler, was walking around observing and helping students get settled. Miscellaneous Observations: Sign in sheets for staff and sign-out sheets for students were located on a cart at the front of the cafeteria. There was also a box of extra writing utensils in case students weren’t prepared. Attendance is taken on individual sign in sheets listing students by grade level. It is taken for each activity, so that if a student is there for one activity and then leaves, it is documented. Overall security has improved since our last visit. Students were not observed coming and going as they pleased; front doors were locked; and the sign in process at the front desk required us to hand in our driver’s license in order to get our name tags (which included a photocopied picture of our driver’s license photo). Ms. Mosley stated that despite hiring two high school students to help out, they are still understaffed due to restrictions out of their control. As the grant was written they were supposed to have five parapros, but due to Marietta Schools’ policies on overtime, parapros are only allowed to work five additional hours beyond their regular schedule. The program runs from 3:15-6:15 Monday-Friday, so this presents
Site Visit Summary: Dunleith Elementary School October 8, 2015
A.L. Burruss Institute of Public Service and Research
a problem. Beginning in January, the program will only run Monday-Thursday, and on nine Saturdays, due to low attendance on Fridays because there is no transportation offered. Transportation will not be available on the Saturday sessions either, but hopefully parents will be able to provide transportation on these days if they are not working. Picture of “Young Rembrandts” display. Young Rembrandts is an outside agency that the program has contracted with again this year. It exposes students to art education, offering drawing lessons to students as part of their enrichment activities. The site has also renewed their contract with “High Touch High Tech” which is a program for students to be able to participate in standards-based, hands-on science lessons.
Preliminary Recommendations:
1. Continue using the sign in and security processes that are in place. 2. Avoid pulling 21 CCLC students for other programs such as Girl Scouts, Boy
Scouts, Girls on the Run, Girls of Excellence, and Boys of Excellence during 21 CCLC hours.
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APPENDIX B – SPRING SITE VISIT SUMMARY
Site Visit Summary: Dunleith Elementary School March 16, 2016
A.L. Burruss Institute of Public Service and Research
Enrichment: Second graders were engaged in a Young Rembrandts art lesson during our site visit. Students were working individually on their assignment. Students drew a standard template of a skateboard, but then each student customized the design. Students were split into groups of 3-4 at several tables, giving them plenty of room to work. There were 20 students and 2 staff members in this room.
Tutoring: It was a little unclear where the third graders were, but as we were looking for them they came to the classrooms from the gym and started getting settled for their 30 minutes of homework time. Ms. Butler mentioned that the third grade teacher comes from another elementary school so they often do a quick recess before homework time. The teacher and parapro split the students into two groups. The parapro is also a certified speech teacher. In the group of students with the parapro, students who were finished with their homework or didn’t have any assigned were given a math word problem to start on. The teacher walked around the room making sure students were on task and helping them if they had questions. There were 11 students in the classroom. Students also took turns going to the bathroom (1 boy and 1 girl at a time). Another group of third graders was also observed during homework time. They were also given 30 minutes, and a timer was projected on the whiteboard. Students were told to make sure they finished because they would be moving on to another activity once the time expired. The teacher was up and moving around the room making sure that students were on task and checking for understanding of the homework. This class was a bit quieter, but that may have been because there were only 8 students.
21st CCLC student artwork from Young Rembrandts posted outside of the cafeteria
Example for Young Rembrandts art lesson
Site Visit Summary: Dunleith Elementary School March 16, 2016
A.L. Burruss Institute of Public Service and Research
When the fourth graders returned from recess, they had to wait a few minutes for the janitor to finish vacuuming. We went to the fifth grade classroom and when we returned the fourth graders were observed reviewing math. Students were seated on the floor and participating as a group. The teacher was using a Promethean board to demonstrate, and students were raising their hands to answer. Students who did not raise their hands were also called on. All students were engaged during this lesson. In addition, the teacher was explaining how to do an activity that was set up in the hallway and use QR codes to check their answers. The teacher had one iPad for the students to use and she was telling them how to scan the QR codes. The classroom was pretty loud because of the vacuuming in a nearby room. There were 20 students, a fourth grade teacher, and one aide from a local high school in this classroom. Fifth graders were observed working on math skills. There were Chromebooks available for utilizing math websites (such as “MathFacts in a Flash”), but most students were using flashcards (on common factors, order of operations, equivalent fractions, etc.) and interactive pens to check their answers, or sitting with the teacher for a lesson on fractions. Students were doing different things, but the room was quiet and all students were on task. The teacher was challenging the students to explain how they arrived at an answer and not to “skip steps.” She also encouraged them to “think about the situation” rather than “the math” procedure and modeled thinking skills verbally for the students. A 21st CCLC schedule was posted on the wall. There were 10 students, a 5th grade teacher, and a high school aide in this classroom. Some of the students were out for Chorus. Behavioral Observations: As was observed in the fall, students are split up by grade level for all activities, beginning with snack. Third graders were also divided into two groups during designated homework time. This seems to work well. Students observed were on task, and staff were observed offering individual help. Miscellaneous Observations: Strong security measures were in place: front doors were locked; and the sign in process at the front desk required us to hand in our driver’s license in order to get our name tags (which included a photocopied picture of our driver’s license photo). Recreation time is rotated between the gym and the outside playground. The 21st CCLC students alternate with the students in the fee-based after school program. Ms. Butler mentioned that the other ASP is very cooperative and allows them to use their gym equipment. Ms. Butler also mentioned that they purchased additional Chromebooks, because they were no longer allowed to use the school computer lab. In a follow-up conversation, we also found out that the 21st CCLC program purchased radios for staff communication because they were no longer able to use school radios. Under-staffing continues to be an issue. Ms. Butler mentioned that they were short staffed on the day of our visit (two paraprofessionals and one teacher were out, although they were able to replace the teacher with a substitute). One paraprofessional is on FMLA leave and they have not been able to find a replacement at this point in time. Ms. Butler also
Site Visit Summary: Dunleith Elementary School March 16, 2016
A.L. Burruss Institute of Public Service and Research
mentioned that the certified speech teacher who works in the after-school program is only paid the paraprofessional rate due to budget restrictions. Recommendations:
1. Continue using the sign in and security processes that are in place. In addition, the program should have a daily schedule for each grade so that staff know where everyone is at any given time. Staff may be adjusting to using radios again for communication as these were unavailable until recently. Any changes to the schedule should be communicated to the program director and if possible posted at the door of the classroom (e.g. “Where are we?” sign).
2. While it is a plus to have students return to the 21st CCLC program following clubs, encourage parents to avoid pulling 21st CCLC students for other programs such as Chorus, Girl Scouts, Boy Scouts, Girls on the Run, Girls of Excellence, and Boys of Excellence during 21st CCLC hours.
3. Sharing resources is an excellent way to leverage funds. Try to plan for sustainability and budget funds for the possibility that resources (such as outdoor play equipment) may not be able to be shared in the future.
4. Although burnout was mentioned as an issue, all teachers were observed doing an excellent job working with students. Try to implement morale building activities to keep staff engaged and continue to work to solve the understaffing issue. Consider providing training for the high school aides so that they can be of more assistance to the teachers.
5. Good use of space and technology for the 4th grade math activity. While we did not observe the full lesson involving the QR codes, it may have been more efficient to try to use the Chromebooks so that students were not dependent on waiting for the iPad to check their answers.
6. Try to coordinate the schedule with janitorial staff to reduce interference with the learning process.
40 | P a g e
2 1 C C L C M a r i e t t a C i t y S c h o o l s R e p o r t – 2 0 1 6
APPENDIX C – COMMON DATA ELEMENTS
Georgia Department of Education
June 21, 2016 • Page 1 of 2
All Rights Reserved
Georgia Department of Education
21st Century Community Learning Centers
FY 16 Common Data Elements Form
Subgrantee: Moving in a “Pod”sitive Direction (Dunleith Elementary School) Date: June 15, 2016
1. Attendance
Total Number of
Students Targeted
Registered
Students
Regular Attendees
(attend ≥ 30 days)
Total Number of
Parent Opportunities
Total Number of Parents
Attending
Number: 125 Number: 170 Number: 127 Number: 28 Number: 120
2. Objectives
Total Objectives Met Not Met Other
Number: 10 Number: 4 Number: 6 Number: 0
3. Standardized Testing
3A. English Language Arts – Regular Attendees Achievement Levels
Beginning Developing Proficient Distinguished
Number: 43 Number: 35 Number: 8 Number: 2
Regular Attendees without scores who took standardized test: Number: N/A
Regular Attendees who did not take standardized test: Number: 39
Retake Data (If applicable) Number of Retakes: N/A
Beginning Developing Proficient Distinguished
Number: N/A Number: N/A Number: N/A Number: N/A
3B. Math – Regular Attendees Achievement Levels
Beginning Developing Proficient Distinguished
Number: 27 Number: 46 Number: 13 Number: 2
Regular Attendees without scores who took standardized test: Number: N/A
Regular Attendees who did not take standardized test: Number: 39
Retake Data (If applicable) Number of Retakes: N/A
Beginning Developing Proficient Distinguished
Number: N/A Number: N/A Number: N/A Number: N/A
Georgia Department of Education
June 21, 2016 • Page 2 of 2
All Rights Reserved
4. Report Card Grades
4A. English Language Arts – Regular Attendees
Regular Attendees
without Grades
Regular Attendees with
grade increase
(1st to 2nd Semester)
Regular Attendees with
grade decrease
(1st to 2nd Semester)
Regular attendees who maintained a specific grade
all year
Number Number Number “A” or “B” “C” “D” or “F”
121 31 26 18 33 7
Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter2
4B. Math – Regular Attendees
Regular Attendees
without Grades
Regular Attendees with
grade increase
(1st to 2nd Semester)
Regular Attendees with
grade decrease
(1st to 2nd Semester)
Regular attendees who maintained a specific grade
all year
Number Number Number “A” or “B” “C” “D” or “F”
12 38 14 23 30 10
Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter
5. Surveys
5A. Student Surveys
Number of Student Surveys
Completed
Behavior Homework Completion Satisfaction
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Number Number Number Number
41 32 2 36 1 37 2
5B. Parent Surveys
Number of Parent Surveys
Completed
Behavior Homework Completion Satisfaction
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Strongly/
Somewhat
Agree
Neither Agree
nor Disagree
Number Number Number Number
25 22 3 22 3 24 1
5C. Regular School Day Teacher Surveys
Number of Teacher Surveys
Completed
Behavior Homework Completion
Significant/
Moderate/Slight
Improvement No Need to Improve
Significant/
Moderate/Slight
Improvement No Need to Improve
Number Number Number
121 33 31 68 14
6. Partners
Number of Partners Total Amount of Contributions
2 $7,050
1 All missing grades in the subject areas of reading and math were from 2nd graders. 2 Grades 3-5 utilized numeric grades. 2nd graders utilized standard-based report cards where 1 = “Limited progress or does not meet standard”; 2 = “Progressing toward
meeting the standard”; 3 = “Meets the standard consistently”; 3+ = “Exceeds the standard – makes applications and inferences beyond expectation.” Averages were
computed for the end of first semester (T4) and end of second semester (T8) scores, ranging from 1.57-2.57 for reading; and from 1.0-2.85 for math. The following scale was used to convert the average scores to letter grades: 1.0-1.9 = D/F; 2.0-2.9 = C; 3.0-3.9 = B; 3+ /4 = A.