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Summative Evaluation
Report Boys & Girls
Clubs of North
Central Florida
ABCD
Academy
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 1
LISTENING
REVIEWING
ADVISING
TRAINING
MEASURING
DATA ANALYSIS
ACHIEVEMENT
REPORTING
Grant Evaluation Services
Grant Planning Services
Grant Implementation Consulting
THIS EVALUATION REPORT HAS
BEEN PREPARED BY:
www.EduMatrixUSA.org
(800) 908-2421
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 2
This report was prepared for the Boys & Girls Clubs of North Central Florida’s ABCD Academy
2018-2019 21st Century Community Learning Center (CCLC) grant.
The writing contained in this evaluation may not be reproduced, transmitted, published or broadcast without
prior written permission of D & C Education Company, LLC dba EduMatrix. Any questions regarding this
evaluation may be directed to Crystal Taylor, CEO of EduMatrix.
www.EduMatrixUSA.org
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 3
Table of Contents 1.0 Overview and History ........................................................................ 5
1.1 Introduction ....................................................................................... 5
1.2 21st Century Community Learning Centers ......................................... 5
1.3 Program Description .......................................................................... 6
1.4 Program Evaluation .......................................................................... 16
2.0 Student Characteristics .................................................................. 17
2.1 Total Student Enrollment and Attendance ....................................... 17
2.2 Student Demographics ..................................................................... 18
3.0 Program Operations ......................................................................... 21
3.1 Summer Operation ........................................................................... 21
3.2 School Year Operation ...................................................................... 21
4.0 Staff Characteristics .......................................................................... 22
4.1 Staff Demographics ........................................................................... 22
4.2 Student to Staff Ratio ....................................................................... 23
4.3 Staff Training .................................................................................... 23
4.4 Staff Turnover ................................................................................... 24
5.0 Objectives and Findings ................................................................. 24
5.1 Objective Assessment ....................................................................... 24
5.2 Overall Findings ................................................................................. 46
5.3 Stakeholder Surveys.......................................................................... 63
5.4 Student Success Snapshot.................................................................. 66
6.0 Partnerships and Subcontracts ................................................. 67
7.0 Recommendations, Lessons Learned, and Conclusion ..... 68
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 4
7.1 Recommendations ............................................................................ 68
7.2 Lessons Learned ................................................................................ 69
7.3 Conclusion ........................................................................................ 69
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 5
1.0 OVERVIEW AND HISTORY
1.1 Introduction
Boys & Girls Clubs of North Central Florida (BGCNCF) received funding to operate the ABCD
Academy 21st Century Community Learning Center (CCLC) grant project for the 2018-2019
project year (August 1, 2018 – July 31, 2019). Funding was delayed which caused the grant
program to begin in January 2019 instead of August 2018. The grantee was not at fault for the
delay in the funding to start the program. Instead of this grant program having a full school
year to operate, it only had one half of the school year to try to meet all grant goals and
objectives (January 2019 – May 2019). Even though the program operated for half of the
school year due to receiving the funding later than expected, program leadership and staff did a
great job working towards meeting grant expectations. This is the first year of the five year
funding period that was initially awarded by the FDOE. This report will include the results of
the Summative Evaluation that was completed for the 2018-2019 21st CCLC project year. The
Summative Evaluation is considered the year-end report and informs the center and other
stakeholders about the progress that has been made during the 2018-2019 project year, while
also driving decision-making regarding program improvement and sustainability. Student
characteristics, program operations, staff characteristics, objectives and outcomes, and the
sustainability plan will be detailed in the report along with a variety of tables and charts that
visually represent relevant program data.
1.2 21st Century Community Learning Centers Per the Florida Department of Education website (fldoe.org), the “21st CCLC program supports
the creation of community learning centers that provide academic enrichment opportunities
during non-school hours for children, particularly students who attend high-poverty and low-
performing schools. The program helps students meet state and local student standards in core
academic subjects, such as reading and math; offers students a broad array of enrichment
activities that can complement their regular academic programs; and offers literacy and other
educational services to the families of participating children.”
(http://www.fldoe.org/schools/family-community/activities-programs/21st-century-community-
learning-center/program-summaries.stml)
21st CCLC programs offer a variety of academic and enrichment activities including –
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 6
(1) remedial education activities, academic enrichment learning programs, providing additional
assistance to students to allow the students to improve their academic achievement
(2) math and science education activities
(3) arts and music education activities
(4) entrepreneurial education programs
(5) tutoring and mentoring programs
(6) after school activities for LEP students that emphasize language skills and academic
achievement
(7) recreation activities
(8) telecommunications and technology education programs
(9) expanded library service hours
(10) program that promotes parental involvement and family literacy
(11) program that provides assistance to students who have been truant, suspended, or
expelled to allow them to improve their academic achievement
(12) drug and violence prevention programs, counseling programs, and character education
programs.
1.3 Program Description
The Boys & Girls Clubs of North Central Florida (BGCNCF) provided 21st Century Community
Learning Centers (CCLC) programming during the 2018-2019 academic year at the ABCD
Academy. The 21st CCLC program at ABCD Academy integrated academics with various hands-
on project-based learning activities, tutoring services, personal and physical enrichment
activities, and adult family member activities.
The dedicated group of teachers and paraprofessionals worked together to improve students’
academics and provide personal enrichment opportunities through fun, enriching, and student-
centered learning environments that kept students motivated and engaged through various
hands-on project-based learning activities. The teachers provided individually designed
instruction that met the needs for students needing special education due to a disability or a
need identified in their Individualized Educational Plan. The 21st CCLC program ensured that
students were supported in their academic success in an environment that did not restrict them
despite their disability. Each day the staff celebrated student successes and fostered a positive
learning environment.
The purpose of the 21st CCLC program at ABCD Academy was: (1) to provide opportunities for
academic enrichment, including supplemental instruction to support students in improving
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 7
skills in English Language Arts/Reading, Mathematics, and Science; (2) to offer students a
myriad of additional services, programs, and personal enrichment activities that are designed to
reinforce and complement the regular school day and improve student achievement; and (3) to
provide adult family members of regularly participating students various opportunities for
involvement and improvement in literacy and other related educational development.
The 21st CCLC program provided students with opportunities for academic enrichment and
personal enrichment to support students in meeting state and local standards in English
Language Arts, Math and Science. All students in the program received free services. The
students received an after-school nutritious snack, homework and remedial assistance, and both
academic and enrichment activities by certified teachers and qualified staff at no charge to
parents.
The 21st CCLC program at ABCD Academy offered a safe and structured learning environment for
students, and no students were denied admission due to special needs or disabilities. The
students also learned life skills, social skills, effective communication skills, collaboration, and
teamwork. Teachers had a personal relationship with each student that was caring and
nurturing. Students learned about teamwork, perseverance, respect, hard work, dedication, and
planning while working on their academic and personal enrichment activities. Teachers
encouraged students’ self-expression, self-confidence, and creativity each day.
Homework and Tutoring Services
All students participated in homework time each day. Homework services enabled staff to
communicate with adult family members about homework, grades, and student progress.
Teachers tracked student progress towards grade level skills and provided feedback to the
students’ core teachers and adult family members. Student centered approaches such as
individual, small group tutoring, and computer assisted instruction were effectively utilized. The
21st CCLC teachers used student assessment data and Individualized Educational Plans (IEP) to
develop individualized instructional plans to differentiate instruction and identify the skills
students were having difficulty mastering to reach Florida Standards Benchmarks, or to provide
accommodations for special education support.
Students benefited from the homework time and one-to-one tutoring with certified teachers as
needed. Furthermore, paraprofessionals were utilized for additional support to assist students
in comprehending and completing their homework. Extra teachers/staff were made available in
each classroom as needed to support the students’ learning and ensure that their
social/emotional needs were also being met each day.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 8
English Language Arts, Math and Science Resources
The dedicated and dynamic 21st CCLC program teachers implemented plans so students had the
opportunity to learn in new ways that complemented what was being taught during the regular
school day. For English Language Arts, Math and Science the 21st CCLC program’s certified
teachers used a variety of curricula and resources to develop and teach engaging lessons and
project-based learning activities for program participants. For English Language Arts, Math, and
Science the teachers used MindWorks Africa Unit.
English Language Arts-MindWorks Africa Unit-Spread the Word and Bring on the Books, Kidz Lit,
Lakeshore Stations, and Listening Stations
Mathematics-MindWorks Africa Unit-Math Matters, Kidz Math, Mango Math, Lakeshore
Stations, Small Group Tutoring, and Math Listening Stations
Science-MindWorks Africa unit-Exploration, Science Explorers, Kidz Science, and STEM
Lakeshore Science Stations
The 21st CCLC program used the MindWorks prepackaged theme-based program which
included several units and experiments that promoted students’ critical thinking, creativity, and
problem solving through hands-on learning. The MindWorks curriculum includes a Facilitator
Guide with project-based learning books, lesson plans, and materials. For each unit, the
following was provided: material kits, preparation, project details, objectives for common core
standards, pre-and-post tests, pre-activity discussion, activity, post-activity discussion, and
extension activities. The lesson plans included many fun, hands-on learning activities that
provided students with a variety of Science, Math, Reading, and Writing activities. Each
MindWorks unit is designed to cover nine weeks of instruction. Subject areas covered the
following:
• Math Matters (Math)
• Around the World (Social Studies)
• Art in Action (Art)
• Exploration (Science)
• Bring on the Books (Reading)
• Spreading the Word (Language)
The 21st CCLC program taught students several stimulating and engaging lessons that allowed
students to design, plan, and carry out authentic projects that they could present. Project-based
learning (PBL) is an education teaching model that allows students to learn core content while
completing academic related projects that require hands-on activities and critical thinking. While
students used their hands to complete their PBL, they were also able to solve real world
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 9
problems, use trial and error, and apply core content knowledge that they learned in school.
Teachers began lessons with an introduction of the new material and reviewed the previous
related materials and activities. Modifications were incorporated as needed for the lessons to
accommodate the different ability levels and students with developmental and learning abilities.
The 21st CCLC teachers were encouraged to use student work, teacher observation, student
presentation, group discussion, role play, and student performances to evaluate and assess
student progress.
Curriculum Coordinator
The Curriculum Coordinator was an asset to the 21st CCLC programs in supporting the staff, students, and their adult family members throughout the year. The Curriculum Coordinator supported teachers with the various curricula that were used and advocated for students and adult family members ensuring there were no gaps between student, adult family members, teachers and schools. The Curriculum Coordinator created program modifications to meet the needs of children with learning disabilities. The Curriculum Coordinator communicated with the school day teachers, principals, and the Lafayette County School District.
English Language Arts, Math and Science
The ABCD Academy program’s certified and
dedicated teachers implemented teaching
strategies to bridge students’ learning from the
school day to the afterschool program and
created meaningful, fun, and enriching student-
centered learning environments that kept
students motivated, focused, and engaged in the
academic and personal enrichment activities.
Modifications were incorporated as needed for
the lessons to accommodate the different ability
levels.
The teachers encouraged the students’ creativity
and innovation while teaching them life skills
and helping them develop insight into their
future. The activities included teacher directed
learning, games, hands-on-learning, and long-
term projects.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 10
Lakeshore STEM Challenge Kit: The students rotated between centers and learning about the
scientific process using the Lakeshore STEM Challenge Kit. The students designed, planned,
built, and tested while using problem solving skills. For each STEM challenge, students were
provided with project instructions, then encouraged to plan, create, test, and ask did it work? If
students were not successful completing their project, the teacher asked them “how,” “why,”
“what if” questions and encouraged them to try something different with materials or changing
a step in the process. The students enjoyed working on several STEM Challenges. The students
worked individually and in pairs to help each other solve the STEM challenges.
Kidz Lit: The AfterSchool KidzLit program is a reading enrichment program designed specifically
for use in out-of-school settings. It increases young people’s motivation to read and builds their
literacy skills. At the same time, it develops core values of helpfulness, fairness, personal
responsibility, and respect for others. Teachers use a five-part process in which students hear
engaging books read aloud, read the books independently, and make connections to their own
lives. The students can express their feelings and grapple with big ideas through discussion,
drama, art, movement, and writing.
Kidz Math: The AfterSchool KidzMath program is a mathematics enrichment program designed
specifically for out-of-school settings. It is also widely used
and shown to be successful in the classroom. It uses
cooperative games and storybook-based activities to
promote mathematical understanding and social
development.
Mango Math: Mango Math consists of different Math games
that help students understand numeracy with games that
encourage counting sequences, counting objects, comparing
numbers, understanding addition as putting together and
adding to and subtraction as taking apart and taking away. It
includes a variety of games that encourage the foundation of
place value, classification of objects, shapes and groupings.
Science Explorer: The Science Explorer program is a collection of experiments that blend
academic content with curiosity-building activities. Using ordinary materials, students look at
how things work and how they change. Science Explorer makes Science come to life.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 11
The teachers worked with all the grade levels to enhance students’ Reading and Writing skills.
Emerging readers learned to develop alphabet recognition, letter-sound knowledge,
phonological awareness, vocabulary development, comprehension
development, and letter formation.
Beginning readers learned to develop letter sound knowledge, reading
strategies, automaticity of high frequency words, phonemic
awareness, develop fluency, enhance comprehension development by
use of both fiction and nonfiction comprehension strategy instruction
through read aloud. Students also learned to apply word knowledge
to writing and enhance their written language development.
Intermediate readers learned to develop word pattern knowledge,
develop knowledge of multi-syllabic words, develop reading
strategies, develop fluency, enhance comprehension development, enhance vocabulary
development and written language development. Students also learned the writing process.
Project Thrills: Design Your Own Fast and Furious Rollercoaster
The students were provided with the following script for
the rollercoaster project:
“You have been asked by the CEO to submit a proposal to
create the next great rollercoaster at Scream-o-rama. As
the lead engineer, you will need to figure out how to get
guests from point A to point B in the safest and most-
thrilling way possible. The first step of this project is to
design a prototype of your roller coaster to present to the
board members. Each hill, twist, turn, and loop will
impress the board and increase the likelihood that you
will get the bid to build the final rollercoaster at Scream-
o-rama. But take note, you will have to remain under
budget to win the bid. You will be competing against
other firms across the country (classroom). Good luck
with your project.
A suggested budget for this project is 1 million dollars. You will need to remain under budget to
avoid being placed in the second-tier scoring. All teams that remain under budget will rank
higher than a team that scores higher but goes over the budget. A sample scoring rubric and
purchase order is found in the STEM Notebook.”
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 12
The students were dedicated and worked together as they engaged in the engineering process.
The hands-on engineering activity helped students learn more about Engineering and
Technology and reinforced the critical thinking, Science, and Math skills they were learning.
School Beat Curriculum
School Beats uses popular culture to create common ground in the academic environment.
Students had access to 11 original songs, 13-character stories, comic books, trading cards, and
interactive web-based activities.
School Beats is a program that seeks to present a positive image of success, promote shared
values, and provide common ground between parents, teachers, and students. Principles and
skills mastered in the academic environment are purposed to be applied socially among family,
friends, and community.
The main objective of the School Beats Curriculum was for each student to effectively facilitate
the business and artistic operations of their entertainment company. Students were
encouraged to develop promotional artwork, interclass distribution, inventory records, music,
and job titles. The students constructed musical instruments out of household materials. Each
student brought home an original composition to share with family and friends.
Personal Enrichment Activities
In addition to learning core academic content, the 21st
CCLC students also participated in personal enrichment
activities daily during program hours. A variety of
enrichment activities were provided to help motivate
students to attend the program daily. The personal
enrichment activities included art, physical fitness, health
and nutrition, character education, and language
development.
Physical Fitness, Health, and Nutrition
The CATCH Kids Club is an after-school, summer, and
community recreation program to develop and maintain
health in school-age children. The primary goal is to
promote healthy physical activity behaviors.
The 21st CCLC program focused on improving students’ knowledge of healthy habits, increasing
the number of hours per day that they participate in physical activities, and strengthening their
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 13
ability to interact positively with others and engage in healthy positive relationships. Healthy
habits activities included but were not limited to:
• Learning the benefits of healthy habits
• Learning about good nutrition and making healthier eating choices
• Learning about the benefits of regular physical activity and exercise
• Learning about improving overall well-being
Character Education
Positive Action
Positive Action is a systematic educational program that promotes an intrinsic interest in learning
and encourages cooperation among students. It works by teaching and reinforcing the intuitive
philosophy that you feel good about yourself when you do positive actions.
Language Enrichment
The teachers encouraged cultural awareness and taught students about multiculturalism since
the Mayo student population has a diverse group of bilingual students. The students learned
how to count and say common words in Spanish.
Art
Traveling Artist
Students surveyed the world of art by carving totem poles in the
Pacific Northwest, crafting Aztec masks in the heart of Mexico and
experimenting with the artistic traditions of history. Through
Traveling Artist Camp, they explored the different cultures of the
world by learning their history, legacy and incredible works of art.
The students enjoyed using 3D 3Doodler pens on a doodler base to
make three-dimensional shapes. The students had different colors
of plastic thread to choose from. The students built a catapult, roller
coaster, pulley system, trampoline, and Newton’s Cradle. The
teacher had step by step instructions for the projects and also a
3Doodler Start Projects Book for reference.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 14
Music
Garage Band Studio
The students brainstormed, wrote, and performed original works of music. The students
learned about genres of music and creatively expressed themselves through videos and
competed in challenges to share their message.
Students benefited from these personal enrichment activities
which taught them a variety of life skills (i.e., improve effective
verbal- and nonverbal-communication skills, enhance health
taking responsibility, critical
thinking, problem solving,
committing to a task, teamwork,
persistence, overcoming
challenges, effective conflict-management and/or resolution
strategies, perseverance, respect, motivation, how to deal with
wins and losses, setting goals, making good decisions, and social
skills). The personal enrichment activities allowed the 21st CCLC
program at ABCD Academy to help build the whole child. The
personal enrichment activities were designed to strengthen
students’ social, emotional, cognitive, and physical
development.
Adult Family Member Activities
The 21st CCLC program at ABCD Academy encouraged adult family member participation and
offered engaging and useful workshops, events, and activities for all the adult family members
throughout the grant year. The workshops and events were facilitated by staff and local
partners. Adult family member activities were designed to provide information, resources,
improve social/emotional interactions and relationships with adults and students, and to
enhance parenting and communication skills. Adult family members had great opportunities to
learn new skills and chances to become involved in the learning that was taking place within
their children’s 21st CCLC afterschool experience.
Various communication methods were used throughout the year to engage adult family
members in the workshops and events. The 21st CCLC staff used “word of mouth,” flyers, social
media, Open Houses, Parent Nights, teachers, staff, and school Administration to encourage
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 15
participation and sign-up for the 21st CCLC program. Flyers were distributed in advance of the
events. Highlights of the adult family member events at ABCD Academy are provided below:
Highlight #1: Valentine’s Day Social/Parent Event: Parents were invited to have dinner with
their children. They were surveyed on what they feel their role is in their child’s education.
From this data we were able to better focus on what will benefit and foster positive
involvement in the children’s education. We also passed out and discussed information
provided in the Parent Institute “Building Homework Skill” with parents.
Highlight #2: Sowers of the Seed Food Pantry-This was successful parent event because Sowers
of the Seed Food Pantry is a local ministry that cost families nothing. There is a preconceived
notion that it only serves the Taylor County families. Parents were surprised that the Jena/Dixie
County families were allowed to participate. Also, many people were unaware of the various
criteria that would make them eligible to participate. They were especially interested that it
was by appointment and did not have long lines where they felt they were being judged.
Advisory Board
An advisory board was established for the ABCD Academy 21st CCLC program. The advisory board
comprised of parents, students, community members and other stakeholders. Advisory board
meetings were held throughout the year. Each meeting included an attendance sign-in sheet, an
agenda, and meeting minutes that were recorded. The advisory board was committed to and
supportive of the 21st CCLC program. Board members utilized their expertise and provided input
on program needs, discussed programming concerns, and provided guidance on ways to be
become more effective. In addition, board members discussed a sustainability plan to diversify
the ABCD Academy funding sources. The advisory board supported incorporating various 21st
CCLC skills for both students and adult family members participating in the program.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 16
1.4 Program Evaluation
EduMatrix served as the external evaluator for this grantee for the 2018-2019 grant year. Both
formative and summative evaluations were performed. Formative evaluations provide the
program with feedback from both formal (i.e., surveys, objective performance measurements,
progress monitoring reporting) and informal (i.e., program and classroom visits, meetings,
conference calls) assessments throughout the year. This type of feedback promotes continuous
growth and improvement. The summative evaluation reflects the program’s overall annual
performance, recommendations for program improvement, and reporting outcomes.
Quantitative and qualitative data were both analyzed using a mixed methods research design.
Various types of data were collected to provide a thorough understanding about program
findings versus quantitative or qualitative data alone.
Mixed methods data analysis was included in the collection and analysis of independent and
dependent variables and the relationships between these variables was defined. Triangulation
through the mixed methods research design approach allowed for a complete and strong
evaluation of quantitative and qualitative program data. Program evaluation best practices was
utilized throughout the evaluation process and included defining patterns in collected
evaluation data, disaggregating program data , analyzing site visit results and providing
feedback (qualitative), establishing academic and enrichment connections (quantitative data)
and using evaluation results to make recommendations. This led to relevant recommendations
for program improvement regarding data collection efforts, completeness of data and
connecting program implementation to grant outcomes.
Data was collected at various times throughout the year for evaluation. EduMatrix performed a
data analysis on the program’s baseline data, mid-year data and end-of-year data. The data
source used for evaluation was the objective assessment (report card grades, test scores, etc.)
that is tied to each grant objective. Data was analyzed using data collection and statistical
software for test statistics, and to conduct significance tests, correlations, standard deviation
and an inductive and deductive analysis. Collected data results were disaggregated as follows:
number of days for student attendance, student enrollment by age, gender, ethnicity, grade
level, school, free/reduced lunch status, program academic activities, number of family
member activities/workshops offered and attended, description of family member offerings,
frequency of attendance and number of family members that took the assessments. Evaluation
activities were scheduled around the program schedule and did not interfere with program
offerings. All qualitative and quantitative data collection methods were discussed in advance to
ensure this. As part of the evaluation plan an outcomes and implementation analysis was
conducted to assess program impact, which included calculating increase and decrease in
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 17
student pre/mid/post test scores to measure progress towards meeting each grant objective at
the mid-year time point and the end-of-year time point. Student recruitment strategies,
program activities, student retention, participation, program operational plans and
sustainability are all factors that were considered during the implementation analysis which
occurs at various time points throughout the year. Formative evaluation results were used to
inform the program how it was progressing at mid-year. Summative evaluation results were
used to develop this report and inform the program, stakeholders and community members
about the overall performance of the program from the beginning to the end of the grant year.
EduMatrix conducted at least two site visits at this 21st CCLC site during the 2018-2019 grant
year to collect qualitative data. A formal checklist was used to identify program offerings and
operations on the day of the visits. The external evaluator also interviewed the program
leadership during each site visit to gain a more informed perspective on how the program was
progressing towards meeting each grant objective at the time of the visit. After each site visit, a
site visit report was generated and provided to the program so that program leadership would
know what they were doing well and also know which items needed to be worked on or
improved. For each site visit that was made during the grant year, the site visit reports
revealed that the program was operating at a satisfactory level.
2.0 STUDENT CHARACTERISTICS
This section provides information about the students served by your program, including
demographics, enrollment, and daily attendance.
2.1 Student Enrollment and Attendance
Table 1 below details the number of total enrolled and regularly participating students that
attended the program during the 2018 summer program only, the 2018-2019 school year only
and for both summer and school year.
Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2018 and 2018-2019 Academic Year.
Center Name
Total Enrolled Attending (at least one day)
Regularly Participating Enrollment (30 days or more)
Total Summer Academic
Year Total Summer
Academic Year
ABCD Academy 183 0 183 96 0 96
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 18
2.2 Student Demographics
Tables 2-11 below detail the number of total enrolled and regularly participating students that
attended the program and includes information about their gender, age range, limited English
proficiency status, disability status, race/ethnicity, grade level and free or reduced lunch status.
If the program did not have the information for any of these specific areas or the parent or
target school did not provide this information to the program, those student numbers are
included in the tables below under the “Data Not Provided”.
Table 2. Summer 2018 – Student Gender and Age Range for Total Participating Students (All Students Served) and Regularly Participating Students.
Center Name
Total Participating Students Regularly Participating Students
Gender Age
Range
Gender Age
Range Male Female Data Not
Provided* Male Female
Data Not Provided
ABCD Academy
N/A N/A N/A N/A N/A N/A N/A N/A
* Data Not Provided = Racial/ethnic group is unknown, cannot be verified, or not reported. Table 3. 2018-2019 Academic Year – Student Gender and Age Range for Total Participating Students (All Students Served) and Regularly Participating Students.
Center Name
Total Participating Students Regularly Participating Students
Gender Age
Range
Gender Age
Range Male Female Data Not
Provided* Male Female
Data Not Provided
ABCD Academy
102 80 1 5-19 52 43 1 5-18
* Data Not Provided = Racial/ethnic group is unknown, cannot be verified, or not reported. Table 4. Summer 2018 – Population Specifics: Total Participating Students.
Center Name
Limited English Language Proficiency
Identified with Special Needs
Free or Reduced-Price Lunch
Yes No Data Not
Provided* Yes No
Data Not Provided
Yes No Data Not Provided
ABCD Academy
N/A N/A N/A N/A N/A N/A N/A N/A N/A
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 19
* Data Not Provided = Information is unknown, cannot be verified, or not reported.
Table 5. 2018-2019 Academic Year – Population Specifics: Total Participating Students.
Center Name
Limited English Language Proficiency
Identified with Special Needs
Free or Reduced-Price Lunch
Yes No Data Not
Provided* Yes No
Data Not Provided
Yes No Data Not Provided
ABCD Academy
27 0 156 25 0 158 183 0 0
* Data Not Provided = Information is unknown, cannot be verified, or not reported.
Table 6. Summer 2018 – Population Specifics: Regularly Participating Students.
Center Name
Limited English Language Proficiency
Identified with Special Needs
Free or Reduced-Price Lunch
Yes No Data Not
Provided* Yes No
Data Not Provided
Yes No Data Not Provided
ABCD Academy
N/A N/A N/A N/A N/A N/A N/A N/A N/A
* Data Not Provided = Information is unknown, cannot be verified, or not reported.
Table 7. 2018-2019 Academic Year – Population Specifics: Regularly Participating Students.
Center Name
Limited English Language Proficiency
Identified with Special Needs
Free or Reduced-Price Lunch
Yes No Data Not
Provided* Yes No
Data Not Provided
Yes No Data Not Provided
ABCD Academy
15 0 81 18 0 78 96 0 0
* Data Not Provided = Information is unknown, cannot be verified, or not reported.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 20
Table 8. Summer 2018 – Student Race and Ethnicity: Total and Regularly Participating Students.
Center Name
Total Participating Students Regularly Participating Students
Am
eric
an
Ind
ian
or
Ala
ska
Nat
ive
Asi
an
Bla
ck o
r
Afr
ica
n A
mer
ica
n
His
pan
ic o
r La
tin
o
Haw
aiia
n o
r P
acif
ic
Isla
nd
er
Wh
ite
Two
or
Mo
re R
ace
s
Dat
a N
ot
Pro
vid
ed*
Am
eric
an
Ind
ian
or
Ala
ska
Nat
ive
Asi
an
Bla
ck o
r
Afr
ica
n A
mer
ica
n
His
pan
ic o
r La
tin
o
Haw
aiia
n o
r P
acif
ic
Isla
nd
er
Wh
ite
Two
or
Mo
re R
ace
s
Dat
a N
ot
Pro
vid
ed
ABCD Academy
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* Data Not Provided = Information is unknown, cannot be verified, or not reported.
Table 9. 2018-2019 Academic Year – Student Race and Ethnicity: Total and Regularly Participating Students.
Center Name
Total Participating Students Regularly Participating Students
Am
eric
an
Ind
ian
or
Ala
ska
Nat
ive
Asi
an
Bla
ck o
r
Afr
ica
n A
mer
ica
n
His
pan
ic o
r La
tin
o
Haw
aiia
n o
r P
acif
ic
Isla
nd
er
Wh
ite
Two
or
Mo
re R
ace
s
Dat
a N
ot
Pro
vid
ed*
Am
eric
an
Ind
ian
or
Ala
ska
Nat
ive
Asi
an
Bla
ck o
r
Afr
ica
n A
mer
ica
n
His
pan
ic o
r La
tin
o
Haw
aiia
n o
r P
acif
ic
Isla
nd
er
Wh
ite
Two
or
Mo
re R
ace
s
Dat
a N
ot
Pro
vid
ed
ABCD Academy
0 0 76 33 0 57 0 17 0 0 44 19 0 24 0 9
* Data Not Provided = Information is unknown, cannot be verified, or not reported.
Table 10. 2018-2019 Academic Year – Student Grade for Total Participating Students.
Center Name Grade In School*
PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total
ABCD Academy
0 24 23 25 16 22 17 12 16 11 3 6 0 8 183
* Grade levels are exclusive, as students can only be in one grade level.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 21
Table 11. 2018-2019 Academic Year – Student Grade for Regularly Participating Students.
Center Name Grade In School*
PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total
ABCD Academy
0 12 15 15 11 11 10 8 7 4 0 0 0 3 96
* Grade levels are exclusive, as students can only be in one grade level.
3.0 PROGRAM OPERATIONS
The program operations information is detailed in sections 3.1 and 3.2 below which includes
2018 summer operations data and 2018-2019 school year operations data.
3.1 Summer Operation The following table includes information about the 2018 summer program for this grantee.
There is no 2018 summer program data because there was no 21st CCLC summer program in
2018. Summer 2018 Operation – ABCD Academy
Site Name
Total
number of
weeks THIS
site was
open:
Typical
number of
days per
week THIS
site was open:
Typical number of hours per week THIS site
was open on:
WEEKDAYS WEEKDAY
EVENINGS WEEKENDS
ABCD Academy 0 0 0 0 0
3.2 Academic Year Operation The 2018-2019 school year operations information is detailed in the table below which includes
information about the total number of weeks, days and days per week this site was open, the
typical number of hours per week this site was open, and the total number of days this site
operated.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 22
School Year 2018-19 Operation – ABCD Academy
Site Name
Total #
weeks
THIS site
was
open:
Total #
days
THIS
site
was
open:
Typical
# days
per
week
THIS
site
was
open:
Typical # hours per
week THIS site was
open:
Total # days THIS site
operated:
Bef
ore
Sch
oo
l
Du
rin
g Sc
ho
ol
Aft
er S
cho
ol
Ho
liday
/Sch
oo
l
Bre
ak D
ays
(Ho
urs
pe
r D
AY
)
Bef
ore
Sch
oo
l
Du
rin
g Sc
ho
ol
Aft
er S
cho
ol
Wee
ken
ds/
Hol
iday
s
ABCD Academy 21 105 5 0 0 15 10 0 0 93 10
4.0 STAFF CHARACTERISTICS
This section provides information on the composition of staff at this site including staff
demographics, ratio of staff to students, staff quality (training and certifications), and turnover.
4.1 Staff Demographics
The following tables detail the staffing type for this site and includes information about
whether those staff were paid or considered volunteers for the 2018-2019 school year
program.
ABCD Academy
Staff Type
Summer of 2018 Fall Term School Year (Aug-Dec) Spring Term School Year (Jan-May)
Paid Volunteer
# of Paid
Males
# of Paid Females Paid Volunteer
# of Paid
Males
# of Paid Females Paid Volunteer
# of Paid
Males
# of Paid Females
School Day Teachers 0 0 0 0 0 0 0 0 4 0 0 4
Center Administrators and Coordinators
0 0 0 0 0 0 0 0 1 0 0 1
Other Non-teaching School Day Staff
0 0 0 0 0 0 0 0 4 0 0 4
Parents 0 0 0 0 0 0 0 0 0 0 0 0
College Students 0 0 0 0 0 0 0 0 1 0 0 1
High School Students 0 0 0 0 0 0 0 0 0 0 0 0
Community Members 0 0 0 0 0 0 0 0 0 0 0 0
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 23
Sub-contracted Staff 0 0 0 0 0 0 0 0 0 0 0 0
Other (if staff does not fall into any category
above) 0 0
0 0 0 0 0 0 5 0 3 2
The highest level of education completed out of all paid 21st CCLC teaching staff at this site during School Year: Bachelor’s
The highest level of education completed out of all paid paraprofessional/program assistant staff at this site during School Year:
Bachelor’s
4.2 Student-to-Staff Ratio
The student-to-staff ratio at this site was approximately 10:1 for academic enrichment and up
to 20:1 for personal enrichment activities. The program made a positive impact in both
academic and personal enrichment classes with these ratios.
4.3 Staff Training
All 21st CCLC staff (teachers and paraprofessionals) received professional development training
during the 2018-2019 project year and participated in the following workshops:
Professional Development
Month Title of All Professional Development sessions
offered to Teachers and Staff During the Month
Length of PD
Session (hours)
Audience
December 2018 21CCLC Grant Goals and Objectives Safety Principals Accident and Incident Reporting Meal Pattern Requirements Adverse Childhood Experiences
1 1 1 .5 1
All Staff All Staff All Staff All Staff All Staff
January 2019 Characteristics of Abuse 1 All Staff
February 2019 Positive Guidance and Discipline/Code of Ethics
1.5 All Staff
March 2019 Supporting Youth with ADHD Through Meaningful Interactions
1 All Staff
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 24
April 2019 Bullying Prevention/ Building Resiliency in Youth
1 All Staff
May 2019 Positive Action CPR/First Aid
8 All Staff
4.4 Staff Turnover At the ABCD Academy site, one teacher was “lost” due to turnover and two paraprofessional positions
were “lost” due to turnover. Of the one teacher that was lost, one teacher was replaced during the
program year. Of the two paraprofessional positions that were lost due to turnover, two
paraprofessional positions were replaced during the program year.
The program is in its first year of operation. Staff turnover has been minimal in the short time the
program has been in operation.
5.0 OUTCOMES and FINDINGS This section provides information on program objectives, how those objectives are measured,
data collection and analysis methods, progress toward meeting grant objectives, student
success, additional grant findings and recommendations.
5.1 Objective Assessment
Objective 1
Elementary School Students
Objective Assessment Plan:
65% of regularly participating elementary school students will improve to a satisfactory
English Language Arts grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 25
Findings:
1. Objective not met.
2. Total students with sufficient data – 64
3. 44% of regularly participating students met the stated success criterion.
Objective Status –
44% of regularly participating elementary school students with sufficient data showed
improvement in English Language Arts grades across the program year. The success criterion
was found comparing first and fourth quarter English Language Arts grades, attained at the
beginning and end of the year respectively. First quarter grades were only substituted for
grades achieved in subsequent quarters for students who had not yet started the program
year when the first quarter assessment was given. The success criterion requires students to
maintain an A or B grade, improve from a C to at least a B grade, or improve from a D/F grade
to at least a C grade. Of 64 students with sufficient data to measure the criterion, 28 students
met the criterion.
Table 1.1: ABCD Academy English Language Arts Grade Improvement - Elementary
Total Students* Met Objective Met Objective (%)
ABCD Academy 64 28 44%
*Students with sufficient data to measure objective criterion
Middle School Students
Objective Assessment Plan:
65% of regularly participating middle school students will improve to a satisfactory English
Language Arts grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 16
3. 38% of regularly participating students met the stated success criterion.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 26
Objective Status –
38% of regularly participating middle school students with sufficient data showed
improvement in English Language Arts grades across the program year. The success criterion
was found comparing first and fourth quarter English Language Arts grades, attained at the
beginning and end of the year respectively. First quarter grades were only substituted for
grades achieved in subsequent quarters for students who had not yet started the program
year when the first quarter assessment was given. The success criterion requires students to
maintain an A or B grade, improve from a C to at least a B grade, or improve from a D/F grade
to at least a C grade. Of 16 students with sufficient data to measure the criterion, 6 students
met the criterion.
Table 1.2: ABCD Academy English Language Arts Grade Improvement - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 16 6 38%
*Students with sufficient data to measure objective criterion
High School Students
Objective Assessment Plan:
65% of regularly participating high school students will improve to a satisfactory English
Language Arts grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 2
3. Zero of regularly participating students met the stated success criterion.
Objective Status –
None of regularly participating high school students with sufficient data showed
improvement in English Language Arts grades across the program year. The success criterion
was found comparing first and fourth quarter English Language Arts grades, attained at the
beginning and end of the year respectively. First quarter grades were only substituted for
grades achieved in subsequent quarters for students who had not yet started the program
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 27
year when the first quarter assessment was given. The success criterion requires students to
maintain an A or B grade, improve from a C to at least a B grade, or improve from a D/F grade
to at least a C grade. Of 2 students with sufficient data to measure the criterion, zero
students met the criterion.
Table 1.3: ABCD Academy English Language Arts Grade Improvement - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 2 0 0%
*Students with sufficient data to measure objective criterion
Objective 2
Elementary School Students
Objective Assessment Plan:
85% of regularly participating elementary school students will improve to a satisfactory
mathematics grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 64
3. 61% of regularly participating students met the stated success criterion.
Objective Status –
61% of regularly participating elementary school students with sufficient data showed
improvement in mathematics grades across the program year. The success criterion was
found comparing first and fourth quarter mathematics grades, attained at the beginning and
end of the year respectively. First quarter grades were only substituted for grades achieved in
subsequent quarters for students who had not yet started the program year when the first
quarter assessment was given. The success criterion requires students to maintain an A or B
grade, improve from a C to at least a B grade, or improve from a D/F grade to at least a C
grade. Of 64 students with sufficient data to measure the criterion, 39 students met the
criterion.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 28
Table 2.1: ABCD Academy Mathematics Grade Improvement - Elementary
Total Students* Met Objective Met Objective (%)
ABCD Academy 64 39 61%
*Students with sufficient data to measure objective criterion
Middle School Students
Objective Assessment Plan:
85% of regularly participating middle school students will improve to a satisfactory
Mathematics grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 16
3. 50% of regularly participating students met the stated success criterion.
Objective Status –
50% of regularly participating middle school students with sufficient data showed
improvement in mathematics grades across the program year. The success criterion was
found comparing first and fourth quarter mathematics grades, attained at the beginning and
end of the year respectively. First quarter grades were only substituted for grades achieved in
subsequent quarters for students who had not yet started the program year when the first
quarter assessment was given. The success criterion requires students to maintain an A or B
grade, improve from a C to at least a B grade, or improve from a D/F grade to at least a C
grade. Of 16 students with sufficient data to measure the criterion, 8 students met the
criterion.
Table 2.2: ABCD Academy Mathematics Grade Improvement - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 16 8 50%
*Students with sufficient data to measure objective criterion
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 29
High School Students
Objective Assessment Plan:
85% of regularly participating high school students will improve to a satisfactory Mathematics
grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 1
3. Zero of regularly participating students met the stated success criterion.
Objective Status –
None of regularly participating middle school students with sufficient data showed
improvement in mathematics grades across the program year. The success criterion was
found comparing first and fourth quarter mathematics grades, attained at the beginning and
end of the year respectively. First quarter grades were only substituted for grades achieved in
subsequent quarters for students who had not yet started the program year when the first
quarter assessment was given. The success criterion requires students to maintain an A or B
grade, improve from a C to at least a B grade, or improve from a D/F grade to at least a C
grade. Of 1 student with sufficient data to measure the criterion, zero students met the
criterion.
Table 2.3: ABCD Academy Mathematics Grade Improvement - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 1 0 0%
*Students with sufficient data to measure objective criterion
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 30
Objective 3
Elementary School Students
Objective Assessment Plan:
80% of regularly participating elementary school students will improve to a satisfactory
science grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 30
3. 77% of regularly participating students met the stated success criterion.
Objective Status –
77% of regularly participating elementary school students with sufficient data showed
improvement in science grades across the program year. The success criterion was found
comparing first and fourth quarter science grades, attained at the beginning and end of the
year respectively. First quarter grades were only substituted for grades achieved in
subsequent quarters for students who had not yet started the program year when the first
quarter assessment was given. The success criterion requires students to maintain an A or B
grade, improve from a C to at least a B grade, or improve from a D/F grade to at least a C
grade. Of 30 students with sufficient data to measure the criterion, 23 students met the
criterion.
Table 3.1: ABCD Academy Science Grade Improvement - Elementary
Total Students* Met Objective Met Objective (%)
ABCD Academy 30 23 77%
*Students with sufficient data to measure objective criterion
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 31
Middle School Students
Objective Assessment Plan:
80% of regularly participating middle school students will improve to a satisfactory science
grade or above, or maintain a high grade across the program year.
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 16
3. 69% of regularly participating students met the stated success criterion.
Objective Status –
69% of regularly participating middle school students with sufficient data showed
improvement in science grades across the program year. The success criterion was found
comparing first and fourth quarter science grades, attained at the beginning and end of the
year respectively. First quarter grades were only substituted for grades achieved in
subsequent quarters for students who had not yet started the program year when the first
quarter assessment was given. The success criterion requires students to maintain an A or B
grade, improve from a C to at least a B grade, or improve from a D/F grade to at least a C
grade. Of 16 students with sufficient data to measure the criterion, 11 students met the
criterion.
Table 3.2: ABCD Academy Science Grade Improvement - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 16 11 69%
*Students with sufficient data to measure objective criterion
High School Students
Objective Assessment Plan:
80% of regularly participating high school students will improve to a satisfactory science
grade or above, or maintain a high grade across the program year.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 32
Success Criterion:
Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading
scale equivalents).
Findings:
1. Objective not met.
2. Total students with sufficient data – 2
3. 50% of regularly participating students met the stated success criterion.
Objective Status –
50% of regularly participating high school students with sufficient data showed improvement
in science grades across the program year. The success criterion was found comparing first
and fourth quarter science grades, attained at the beginning and end of the year respectively.
First quarter grades were only substituted for grades achieved in subsequent quarters for
students who had not yet started the program year when the first quarter assessment was
given. The success criterion requires students to maintain an A or B grade, improve from a C
to at least a B grade, or improve from a D/F grade to at least a C grade. Of 2 students with
sufficient data to measure the criterion, 1 student met the criterion.
Table 3.3: ABCD Academy Science Grade Improvement - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 2 1 50%
*Students with sufficient data to measure objective criterion
Objective 7
Elementary School Students
Objective Assessment Plan:
85% of regularly participating students in third grade will achieve promotion based on their
performance on the Florida Standards Assessment English Language Arts
Success Criterion:
Attain an Achievement Level 2 or higher
Findings:
1. Objective met.
2. Total students with sufficient data – 11
3. 91% of regularly participating students met the stated success criterion.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 33
Objective Status –
91% of regularly participating third grade students with sufficient data were promoted at the
end of the program year. The success criterion was found using the FSA English Language Arts
assessment, and scores were attained at the end of the program year. The success criterion
requires students to score an Achievement Level 2 or higher. Of 11 students with sufficient
data to measure the criterion, 10 student met the benchmark.
Table 4.1: ABCD Academy Third Grade Promotion
Total Students* Met Objective Met Objective (%)
ABCD Academy 11 10 91%
*Students with sufficient data to measure objective criterion
Objective 5
Middle School Students
Objective Assessment Plan:
70% of regularly participating students in enrolled in Algebra I will pass the Algebra I End-of-
Course (EOC) exam
Success Criterion:
Attain an Achievement Level 3 or higher on the Florida Standards Assessment – Algebra I EOC
assessment.
Findings:
1. Objective met.
2. Total students with sufficient data – 4
3. 75% of regularly participating students met the stated success criterion.
Objective Status—
75% of regularly participating middle school students with sufficient data achieved a
satisfactory level in the Florida Standard Assessment Algebra I End-of-Course exam. A
satisfactory score is considered an Achievement Level 3 or higher. Of 4 students with
sufficient data to measure the criterion, 3 students met the benchmark.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 34
Table 5.1: ABCD Academy Algebra I EOC - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 4 3 75%
*Students with sufficient data to measure objective criterion
High School Students
Objective Assessment Plan:
70% of regularly participating students in enrolled in Algebra I will pass the Algebra I End-of-
Course (EOC) exam
Success Criterion:
Attain an Achievement Level 3 or higher on the Florida Standards Assessment – Algebra I EOC
assessment.
Findings:
1. Objective met.
2. Total students with sufficient data – 1
3. Zero of regularly participating students met the stated success criterion.
Objective Status—
None of regularly participating middle school students with sufficient data achieved a
satisfactory level in the Florida Standard Assessment Algebra I End-of-Course exam. A
satisfactory score is considered an Achievement Level 3 or higher. One student had sufficient
data to measure the criterion, but the student did not meet the benchmark.
Table 5.2: ABCD Academy Algebra I EOC - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 1 0 0%
*Students with sufficient data to measure objective criterion
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 35
Objective 6
High School Students
Objective Assessment Plan:
90% of regularly participating students will graduate within their 4-year cohort
Success Criterion:
Attain a high school diploma within their 4-year cohort
Findings:
1. Objective met.
2. Total students with sufficient data – 3
3. 100% of regularly participating students met the stated success criterion.
Objective Status—
100% of regularly participating 12th grade high school students with sufficient data earned a
diploma within their 4-year cohort. Of 3 students with sufficient data to measure the
criterion, all students met the benchmark.
Table 6.1: ABCD Academy High School Graduation - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 3 3 100%
*Students with sufficient data to measure objective criterion
Objective 7
Elementary School Students
Objective Assessment Plan:
85% of regularly participating students will maintain high performance or improve their
physical and personal wellness as measured by curriculum-based assessment
Success Criterion:
Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.
Findings:
1. Objective met.
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 36
2. Total students with sufficient data – 68
3. 85% of regularly participating students met the stated success criterion.
Objective Status—
85% of regularly participating elementary school students with sufficient data indicated an
improvement in their physical and personal wellness as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 68 regularly participating students presented with sufficient data, 58
students met the criterion.
Table 7.1: ABCD Academy Physical & Personal Wellness Statistics - Elementary
Total Students*
Min Max M SD
Pre Scores 68 0 100 45.1 23.1
Post Scores 68 10 100 64.9 22.2
Difference or Change in
Score
68 -40 70 19.7 23.9
*Indicates total number of students with sufficient data to measure the success criterion
Elementary school students’ physical and personal wellness improved by an average of 19.7
points over the course of the program year. The standard deviation (SD) of change in score is
23.9 points, which is indicative of the overall changes in score within the data set based on
the calculated mean (M). A lower scale value standard deviation in relation to the mean is
representative of a lower deviation from the calculated average of difference in test scores
across the entire data set. A higher scale value standard deviation represents a high deviation
of difference in test scores from the calculated average throughout a larger sample of the
overall data set.
Table 7.2: ABCD Academy Physical & Personal Wellness Improvement - Elementary
Total Students* Met Objective Met Objective (%)
ABCD Academy 68 58 85%
*Students with sufficient data to measure objective criterion
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 37
Middle School Students
Objective Assessment Plan:
85% of regularly participating students will maintain high performance or improve their
physical and personal wellness as measured by curriculum-based assessment
Success Criterion:
Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.
Findings:
1. Objective met.
2. Total students with sufficient data – 16
3. 94% of regularly participating students met the stated success criterion.
Objective Status—
94% of regularly participating middle school students with sufficient data indicated an
improvement in their physical and personal wellness as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 16 regularly participating students presented with sufficient data, 15
students met the criterion.
Table 7.3: ABCD Academy Physical & Personal Wellness Statistics - Middle
Total Students*
Min Max M SD
Pre Scores 16 10 70 35.6 19.3
Post Scores 16 10 100 80.0 24.2
Difference or Change in
Score
16 -10 90 44.4 27.1
*Indicates total number of students with sufficient data to measure the success criterion
Middle school students’ physical and personal wellness improved by an average of 44.4
points over the course of the program year. The standard deviation (SD) of change in score is
27.1 points, which is indicative of the overall changes in score within the data set based on
the calculated mean (M). A lower scale value standard deviation in relation to the mean is
Boys & Girls Clubs of North Central Florida – ABCD Academy
Summative Evaluation Report 2018-2019 38
representative of a lower deviation from the calculated average of difference in test scores
across the entire data set. A higher scale value standard deviation represents a high deviation
of difference in test scores from the calculated average throughout a larger sample of the
overall data set.
Table 7.4: ABCD Academy Physical & Personal Wellness Improvement - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 16 15 94%
*Students with sufficient data to measure objective criterion
High School Students
Objective Assessment Plan:
85% of regularly participating students will maintain high performance or improve their
physical and personal wellness as measured by curriculum-based assessment
Success Criterion:
Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.
Findings:
1. Objective met.
2. Total students with sufficient data – 3
3. 100% of regularly participating students met the stated success criterion.
Objective Status—
100% of regularly participating high school students with sufficient data indicated an
improvement in their physical and personal wellness as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 3 regularly participating students presented with sufficient data, all
students met the criterion.
Table 7.5: ABCD Academy Physical & Personal Wellness Statistics - High
Total Students*
Min Max M SD
Pre Scores 3 20 50 36.7 15.3
Post Scores 3 50 100 83.3 28.9
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Difference or Change in
Score
3 30 60 46.7 15.3
*Indicates total number of students with sufficient data to measure the success criterion
High school students’ physical and personal wellness improved by an average of 46.7 points
over the course of the program year. The standard deviation (SD) of change in score is 15.3
points, which is indicative of the overall changes in score within the data set based on the
calculated mean (M). A lower scale value standard deviation in relation to the mean is
representative of a lower deviation from the calculated average of difference in test scores
across the entire data set. A higher scale value standard deviation represents a high deviation
of difference in test scores from the calculated average throughout a larger sample of the
overall data set.
Table 7.6: ABCD Academy Physical & Personal Wellness Improvement - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 3 3 100%
*Students with sufficient data to measure objective criterion
Objective 8
Elementary School Students
Objective Assessment Plan:
85% of regularly participating students will maintain high performance or improve their
application of positive character traits as measured by curriculum-based assessment
Success Criterion:
Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.
Findings:
1. Objective met.
2. Total students with sufficient data – 69
3. 96% of regularly participating students met the stated success criterion.
Objective Status—
96% of regularly participating elementary school students with sufficient data indicated an
improvement in their knowledge of positive character traits as measured by curriculum-
Boys & Girls Clubs of North Central Florida – ABCD Academy
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based assessment over the course of the program year. The objective was measured based
on change in pre- and post-scores from approximately the beginning and end of the program
year respectively. Mid-scores were only considered in cases in which the student was not
present at the time of the pre-assessment. Of 69 regularly participating students presented
with sufficient data, 66 students met the criterion.
Table 8.1: ABCD Academy Positive Character Traits Assessment Statistics - Elementary
Total Students*
Min Max M SD
Pre Scores 69 23 100 72.0 17.4
Post Scores 69 68 100 90.8 8.8
Difference or Change in
Score
69 -12 74 18.8 18.4
*Indicates total number of students with sufficient data to measure the success criterion
Elementary school students’ knowledge positive character traits improved by an average of
18.8 points over the course of the program year. The standard deviation (SD) of change in
score is 18.4 points, which is indicative of the overall changes in score within the data set
based on the calculated mean (M). A lower scale value standard deviation in relation to the
mean is representative of a lower deviation from the calculated average of difference in test
scores across the entire data set. A higher scale value standard deviation represents a high
deviation of difference in test scores from the calculated average throughout a larger sample
of the overall data set.
Table 8.2: ABCD Academy Positive Character Traits Improvement - Elementary
Total Students* Met Objective Met Objective (%)
ABCD Academy 69 66 96%
*Students with sufficient data to measure objective criterion
Objective 9
Middle School Students
Objective Assessment Plan:
85% of regularly participating students will maintain high performance or improve their
engagement in career exploration as measured by curriculum-based assessment
Success Criterion:
Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.
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Findings:
1. Objective met.
2. Total students with sufficient data – 16
3. 94% of regularly participating students met the stated success criterion.
Objective Status—
94% of regularly participating middle school students with sufficient data indicated an
improvement in their engagement in career exploration as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 16 regularly participating students presented with sufficient data, 15
students met the criterion.
Table 9.1: ABCD Academy Career Exploration Statistics - Middle
Total Students*
Min Max M SD
Pre Scores 16 0 70 36.3 15.0
Post Scores 16 40 100 76.9 18.9
Difference or Change in
Score
16 0 70 40.6 19.8
*Indicates total number of students with sufficient data to measure the success criterion
Middle school students’ engagement in career exploration improved by an average of 40.6
points over the course of the program year. The standard deviation (SD) of change in score is
19.8 points, which is indicative of the overall changes in score within the data set based on
the calculated mean (M). A lower scale value standard deviation in relation to the mean is
representative of a lower deviation from the calculated average of difference in test scores
across the entire data set. A higher scale value standard deviation represents a high deviation
of difference in test scores from the calculated average throughout a larger sample of the
overall data set.
Table 9.2: ABCD Academy Career Exploration Improvement - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 16 15 94%
*Students with sufficient data to measure objective criterion
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High School Students
Objective Assessment Plan:
85% of regularly participating students will maintain high performance or improve their
engagement in career exploration as measured by curriculum-based assessment
Success Criterion:
Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.
Findings:
1. Objective met.
2. Total students with sufficient data – 3
3. 100% of regularly participating students met the stated success criterion.
Objective Status—
100% of regularly participating high school students with sufficient data indicated an
improvement in their engagement in career exploration as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 3 regularly participating students presented with sufficient data, all
students met the criterion.
Table 9.3: ABCD Academy Career Exploration Statistics - High
Total Students*
Min Max M SD
Pre Scores 3 30 50 43.3 11.5
Post Scores 3 80 100 90.0 10.0
Difference or Change in
Score
3 30 60 46.7 15.3
*Indicates total number of students with sufficient data to measure the success criterion
High school students’ engagement in career exploration improved by an average of 46.7
points over the course of the program year. The standard deviation (SD) of change in score is
15.3 points, which is indicative of the overall changes in score within the data set based on
the calculated mean (M). A lower scale value standard deviation in relation to the mean is
representative of a lower deviation from the calculated average of difference in test scores
Boys & Girls Clubs of North Central Florida – ABCD Academy
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across the entire data set. A higher scale value standard deviation represents a high deviation
of difference in test scores from the calculated average throughout a larger sample of the
overall data set.
Table 9.2: ABCD Academy Career Exploration Improvement - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 3 3 100%
*Students with sufficient data to measure objective criterion
Objective 10
Elementary School Students
Objective Assessment Plan:
55% of adult family members of regularly participating students will maintain high
performance or improve their involvement in student education as measured by curriculum-
based assessment
Success Criterion:
Adult family members must achieve high performance on a test or improve between two
tests (indicated by X)
Findings:
1. Objective met.
2. Total students with sufficient data – 74
3. 55% of regularly participating students met the stated success criterion.
Objective Status—
55% of regularly participating elementary adult family members with sufficient data indicated
an improvement in their involvement in student education as measured by curriculum-based
assessment over the course of the program year. The objective was measured based on high
achievement or improvement on tests. Of 74 regularly participating family members
presented with sufficient data, 41 met the criterion.
Table 10.1: ABCD Academy Adult Family Member Engagement - Elementary
Total Students* Met Objective Met Objective (%)
ABCD Academy 74 41 55%
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*Students with sufficient data to measure objective criterion
Middle School Students
Objective Assessment Plan:
55% of adult family members of regularly participating students will maintain high
performance or improve their involvement in student education as measured by curriculum-
based assessment
Success Criterion:
Adult family members must achieve high performance on a test or improve between two
tests (indicated by X)
Findings:
1. Objective not met.
2. Total students with sufficient data – 19
3. 47% of regularly participating students met the stated success criterion.
Objective Status—
47% of regularly participating middle family members with sufficient data indicated an
improvement in their student education engagement as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 19 regularly participating students presented with sufficient data, 9
students met the criterion.
Table 10.2: ABCD Academy Adult Family Member Engagement - Middle
Total Students* Met Objective Met Objective (%)
ABCD Academy 19 9 47%
*Students with sufficient data to measure objective criterion
High School Students
Objective Assessment Plan:
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Summative Evaluation Report 2018-2019 45
55% of adult family members of regularly participating students will maintain high
performance or improve their involvement in student education as measured by curriculum-
based assessment
Success Criterion:
Adult family members must achieve high performance on a test or improve between two
tests (indicated by X)
Findings:
1. Objective not met.
2. Total students with sufficient data – 3
3. 33% of regularly participating students met the stated success criterion.
Objective Status—
33% of regularly participating high school family members with sufficient data indicated an
improvement in their student education engagement as measured by pre-post assessment
over the course of the program year. The objective was measured based on change in pre-
and post-scores from approximately the beginning and end of the program year respectively.
Mid-scores were only considered in cases in which the student was not present at the time of
the pre-assessment. Of 3 regularly participating students presented with sufficient data, 1
student met the criterion.
Table 10.3: ABCD Academy Adult Family Member Engagement - High
Total Students* Met Objective Met Objective (%)
ABCD Academy 3 1 33%
*Students with sufficient data to measure objective criterion
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5.2 Overall Findings for Each Objective
Objective Findings Programmatic Changes
(for future years of programming)
Data Collection Changes (for future years of
programming)
Objective 1 (elementary): 65% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.
Met/Not Met: Objective not met. Progress Outcome: Some Progress Total Students with Sufficient Data: 64 Met Success Criterion: 44% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 1 (middle): 65% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.
Met/Not Met: Objective not met. Progress Outcome: Some Progress Total Students with Sufficient Data: 16 Met Success Criterion: 38% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 1 (high): 65% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.
Met/Not Met: Objective not met. Progress Outcome: N/A Total Students with Sufficient Data: 2 Met Success Criterion: 0% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 2 (elementary): 85% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.
Met/Not Met: Objective not met. Progress Outcome: Meaningful Progress Total Students with Sufficient Data: 64 Met Success Criterion: 61% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 2 (middle): 85% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.
Met/Not Met: Objective not met. Progress Outcome: Some Progress Total Students with Sufficient Data: 16 Met Success Criterion: 50% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 2 (high): 85% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.
Met/Not Met: Objective not met. Progress Outcome: N/A Total Students with Sufficient Data: 1 Met Success Criterion: 0% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 3 (elementary): 80% of regularly participating students will improve to a satisfactory science grade or above, or maintain a high grade across the program year
Met/Not Met: Objective not met. Progress Outcome: Approaching Benchmark Total Students with Sufficient Data: 30 Met Success Criterion: 77% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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their opportunities for deeper engagement in the subject.
Objective 3 (middle): 80% of regularly participating students will improve to a satisfactory science grade or above, or maintain a high grade across the program year
Met/Not Met: Objective not met. Progress Outcome: Approaching Benchmark Total Students with Sufficient Data: 16 Met Success Criterion: 69% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 3 (high): 80% of regularly participating students will improve to a satisfactory science
Met/Not Met: Objective not met. Progress Outcome: Some Progress
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program
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grade or above, or maintain a high grade across the program year
Total Students with Sufficient Data: 2 Met Success Criterion: 50% of regularly participating students met the stated success criterion
us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.
schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 4 (elementary): 85% of regularly participating students in third grade will achieve promotion based on their performance on the FSA
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 11 Met Success Criterion: 91% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each
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will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.
AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 5 (middle): 70% of regularly participating students enrolled in Algebra I will pass the Algebra I End-of-Course (EOC) exam
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 4 Met Success Criterion: 75% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect
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also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.
Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 5 (high): 70% of regularly participating students enrolled in Algebra I will pass the Algebra I End-of-Course (EOC) exam
Met/Not Met: Objective not met. Progress Outcome: N/A Total Students with Sufficient Data: 1 Met Success Criterion: 0% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale:
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week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.
Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 6 (high): 90% of regularly participating students will graduate within their 4-year cohorts
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 3 Met Success Criterion: 100% of regularly participating students met the stated success criterion
Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale:
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.
Objective 7 (elementary): 85% of regularly participating students will maintain high performance or improve their physical and personal wellness as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 68 Met Success Criterion: 85% of regularly participating students met the stated success criterion
Proposed Changes: In order to improve the knowledge of healthy eating habits we will utilize our Recreation Staff who will incorporate daily lessons on ways in which they can develop healthy habits. Rationale: Daily reinforcement of curriculum and learning goals will allow teachers to engage with students more consistently with the subject matter and will improve their comprehension.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 7 (middle): 85% of regularly participating students will maintain high performance or improve their physical and personal wellness as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 16 Met Success Criterion: 94% of regularly participating students met the stated success criterion
Proposed Changes: In order to improve the knowledge of healthy eating habits we will utilize our Recreation Staff who will incorporate daily lessons on ways in which they can develop healthy habits. Rationale: Daily reinforcement of curriculum and learning goals will allow teachers to engage with students more consistently with the subject matter and will improve their comprehension.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more
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effectively to student needs throughout the program year, well before the end of year data collection.
Objective 7 (high): 85% of regularly participating students will maintain high performance or improve their physical and personal wellness as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 3 Met Success Criterion: 100% of regularly participating students met the stated success criterion
Proposed Changes: In order to improve the knowledge of healthy eating habits we will utilize our Recreation Staff who will incorporate daily lessons on ways in which they can develop healthy habits. Rationale: Daily reinforcement of curriculum and learning goals will allow teachers to engage with students more consistently with the subject matter and will improve their comprehension.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 8 (elementary): 85% of regularly participating students will maintain high performance or improve their application of positive character traits as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 69 Met Success Criterion: 96% of regularly participating students met the stated success criterion
Proposed Changes: Due to the late start of the grant due to a late award, the program will utilize the current curriculum (Positive Action) again for the next grant year. Staff have just received training on the curriculum and are prepared to implement the curriculum to its full effectiveness. Rationale: Reinforced training in the Positive Action Curriculum will allow teachers to engage with students more consistently with the subject matter and improve student comprehension.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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Objective 9 (middle): 85% of regularly participating students will maintain high performance or improve their engagement in career exploration as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 16 Met Success Criterion: 94% of regularly participating students met the stated success criterion
No changes at this time. Due to the late start of the grant due to a late award, the program will utilize the current curriculum (Career Launch) again for the next grant year.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
Objective 9 (high): 85% of regularly participating students will maintain high performance or improve their engagement in career exploration as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 3 Met Success Criterion: 100% of regularly participating students met the stated success criterion
No changes at this time. Due to the late start of the grant due to a late award, the program will utilize the current curriculum (Career Launch) again for the next grant year.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.
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Objective 10 (elementary): 55% of adult family members of regularly participating students will maintain high performance or improve their involvement in student education as measured by curriculum-based assessment
Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 74 Met Success Criterion: 55% of regularly participating adult family members met the stated success criterion
Proposed Changes: Feedback from the parents served have indicated that parents would prefer a shorter more condensed version of the parent curriculum. The current curriculum requires a time commitment of 2 or more hours per month. We still plan to utilize parent institute curriculum but will utilize the supplemental pieces of the curriculum. Rationale: A lower time commitment for parents will improve parent participation throughout the program year.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that parent performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all parents are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to parent needs throughout the program year, well before the end of year data collection.
Objective 10 (middle): 55% of adult family members of regularly participating students will maintain high performance or improve their involvement in student education as measured by curriculum-based assessment
Met/Not Met: Objective not met. Progress Outcome: Approaching Benchmark Total Students with Sufficient Data: 19 Met Success Criterion: 47% of regularly participating adult family members met the stated success criterion
Proposed Changes: Feedback from the parents served have indicated that parents would prefer a shorter more condensed version of the parent curriculum. The current curriculum requires a time commitment of 2 or more hours per month. We still plan to utilize parent institute curriculum but will utilize the supplemental pieces of the curriculum. Rationale: A lower time commitment for parents will improve parent participation throughout the program year.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that parent performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all parents are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to parent needs throughout the program year, well before the end of year data collection.
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Objective 10 (high): 55% of adult family members of regularly participating students will maintain high performance or improve their involvement in student education as measured by curriculum-based assessment
Met/Not Met: Objective not met. Progress Outcome: Some Progress Total Students with Sufficient Data: 3 Met Success Criterion: 33% of regularly participating adult family members met the stated success criterion
Proposed Changes: Feedback from the parents served have indicated that parents would prefer a shorter more condensed version of the parent curriculum. The current curriculum requires a time commitment of 2 or more hours per month. We still plan to utilize parent institute curriculum but will utilize the supplemental pieces of the curriculum. Rationale: A lower time commitment for parents will improve parent participation throughout the program year.
Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that parent performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all parents are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to parent needs throughout the program year, well before the end of year data collection.
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5.3 Stakeholders’ Surveys
This section includes the findings from the student, family member, and teacher end-of-year
surveys.
Adult Family Member Survey Data
Adult Family Member Survey Results
Very Satisfied
(%)
Satisfied (%)
Not Sure (%)
Unsatisfied (%)
Very Unsatisfied
(%)
Not Applicable
(%)
How satisfied are you with this after school program as a whole?
88 12 0 0 0 0
Staff warmth and friendliness
85 15 0 0 0 0
Ability of staff to work with my child
85 15 0 0 0 0
Ability of staff to relate to me as a parent
88 12 0 0 0 0
Variety of activities offered to my child
82 18 0 0 0 0
Safety of the program environment
85 15 0 0 0 0
My child’s happiness with the program
85 15 0 0 0 0
Helping me become more involved with my child’s education
74 18 6 0 0 0
Child’s improvement in homework completion
91 9 0 0 0 0
Child’s improvement in academic performance
76 24 0 0 0 0
Child’s improvement in getting along with others
82 18 0 0 0 0
Child’s improvement staying out of trouble
79 15 3 0 0 3
Would you sign your children up for this program again?
Yes – 94%
No – 0%
Maybe – 0%
No Answer – 6%
If this after school program was no longer available, my child would be:
Home alone – 9%
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Cared for by a parent – 53%
Cared for by a sibling – 15%
Cared for by another relative – 6%
Cared for by a friend or neighbor – 0%
Participating in a different after school program – 3%
Other – 15%
No Answer – 0%
Teacher Survey Data
Teacher Survey Results
Improved (%) No Change (%) Did Not Need to Improve (%)
Declined (%)
Turning in homework on time
51 19 26 0
Completing homework to your satisfaction
60 21 14 0
Participating in class
42 35 19 0
Volunteering 26 51 19 0
Attending class regularly
40 21 35 0
Being attentive in class
35 40 21 0
Behaving in class 30 30 35 0
Academic performance
65 21 9 0
Coming to school motivated to learn
40 35 21 0
Getting along well with other students
37 19 40 0
Believing they can do well in school
44 35 16 0
Parent interest and/or involvement
14 44 37 0
Student Survey Data
Student Survey Results
Did Not Answer
(%)
Definitely (%)
Somewhat (%)
Not At All (%)
Do you like the afterschool program? 5 85 9 1
Does your afterschool program have adults who care about you?
6 85 9 0
Do you feel safe during your afterschool program?
6 89 5 0
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Does your afterschool program help you get along with others?
6 72 20 2
Does your afterschool program help you understand that following rules is important?
6 89 5 0
Does your afterschool program help you solve problems in a positive way?
6 83 10 1
Does your afterschool program help you with your homework?
6 89 4 1
Does your afterschool program help you improve your grades?
6 79 14 1
Percentage of male students that completed the survey: 54%
Percentage of female students that completed the survey: 46%
Grade levels of students that completed the survey:
Pre-Kindergarten – 5%
Kindergarten – 17%
1st – 13%
2nd – 14%
3rd – 8%
4th – 11%
5th – 8%
6th – 7%
7th – 5%
8th – 4%
9th – 2%
12th – 2%
Unknown – 5%
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5.4 Student Success Snapshot Since joining the Boys and Girls Club, the selected ABCD Academy 21st CCLC star student
socializes more than he has before. It has improved his self-confidence and allowed him to
express himself. Weekly incentives have helped him out of his comfort zone and become
competitive among his peers while also encouraging them. The Boys and Girls Club in Mayo has
only been opened since January 7th, 2019. He's the Jr Chaplin at his church, he's very positive
and hates drama. His grades are average. He's a leader in the making. He's an old soul, very
wise, and always makes the right choices. His dream is to become a Chef.
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6.0 PROGRESS TOWARDS SUSTAINABILITY
This section provides information about any partnerships and/or sub-contracts that benefited
the 21st CCLC program during the 2018-2019 school year. These partnerships and/or sub-
contracts align with the sustainability plan for the grant. Each agency/individual listed below
will be a resource for the program even after the grant funding amount decreases.
Partnerships and Sub-Contracts
Agency Name Type of
Organization
Sub-
Contractor
(Yes/No)
Estimated
Value ($) of
Contributions
Estimated Value
($) of Sub-
contract
Description of Services
1. Easter Seals CBO No $2,500
Provide students with the
opportunity to interact with
special needs volunteers.
2.DCF OTH No $5,000 Family self-sufficiency.
3.Family Nutrition
Program CBO No $8,000
Aligns to personal
enrichment goal of healthy
habits.
4.Capital City
Bank FPO No $500
Provides volunteers to align
with financial literacy. Cash
donations for 21st CCLC
program.
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7.0 RECOMMENDATIONS, LESSONS
LEARNED & CONCLUSION
7.1 Recommendations A great effort was made by the program leadership and staff to meet all grant objectives for the 2018-2019 grant year. The program met 10 out of 22 grant objectives. Formal recommendations are below. Academic The benchmark percentage was not attained for the English Language Arts report card grade objective (elementary/middle/high students), Math report card grade objective (elementary/middle/high students), Science report card grade objective (elementary/middle/high students), and Algebra I End of Course Exam objective (high school students). It is recommended that program leadership meet with the teaching staff to discuss why these objectives may not have been met with the resources that were used. Leadership should consider using the feedback from staff to make future adjustments to instructional methods and use of academic pedagogy for the purpose of improving in each of the academic objectives that were not met. Use of additional resources to help students retain the subject matter that is being taught and reinforced may be beneficial. Competency-based learning, project-based learning and other ways of learning should be discussed to continue to enhance the learning experience for the students. Additional teaching strategies should also be considered including cooperative learning, nonlinguistic representations, scaffolding instruction, inquiry-based teaching, concept mapping, higher level questioning and other similar strategies. Checking for student understanding throughout the academic lessons is key and can include the use of quizzes, response cards, think-pair-share, exit tickets, journal reflections and more. Teacher use of differentiated teaching strategies, along with the aforementioned recommendations, will help the program continue to make a positive impact on student learning. Adult Family Member The benchmark percentage was not attained for the adult family member objective regarding their involvement in student education. It is recommended that program leadership meet with school leadership, teaching staff and program staff to brainstorm and address different ways to improve in this area for the upcoming project year. Adult family member participation and knowledge retention of what is being taught or presented to the adult family member audience should be two important topics of discussion. Program leadership should use any available resources, including online resources, that can help the program improve in the area of adult family member involvement, participation and assessments.
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7.2 Lessons Learned During the 2018-2019 grant year, Boys & Girls Clubs of North Central Florida’s ABCD Academy 21st CCLC site was able to get additional buy-in from staff, students and parents. This is a commendable achievement and something that this site worked hard for. Mandatory grant deliverables were uploaded to the 21st CCLC state’s deliverables website each month along with student attendance numbers. Lesson plans were implemented and students benefited from a plethora of engaging academic and personal enrichment activities, some of which were cross-curricular in nature. Students were also exposed to a variety of things that they had never seen or heard of prior to participating in the 21st CCLC program. They were able to use critical thinking skills to think deeply and build upon their existing foundation for learning. Program leadership, teaching staff, and program staff are looking forward to continuing to make an impact on student participants, adult family members and the community that is served. Due to the late program start this year (program started in Spring 2019 instead of starting in Fall 2018), the 21st CCLC site also learned various lessons this year, overcame obstacles and continued to strive toward a high level of program implementation. Some of these lessons included how to best handle a variety of student behaviors and encourage regular student attendance, how to continue to motivate teachers and staff, how to recruit and engage adult family members to participate in the adult family member offerings, and also how to keep grant objectives and goals in the forefront of the minds of teachers, staff and parents. These lessons were helpful in making sure that the program operated at a satisfactory level and will also be used in program planning for future years of the 21st CCLC grant.
7.3 Conclusion In conclusion, the Boys & Girls Clubs of North Central Florida’s ABCD Academy 21st CCLC site operated at a satisfactory level considering the late program start date. Program leadership continues to work on bringing innovative concepts to life and help program participants truly benefit from the academic, personal enrichment, and adult family member 21st CCLC program offerings. For the upcoming 2019-20 project year, program leadership plans to use the recommendations provided in this report as a reference point when planning all components of the 21st CCLC program. The goal is to make the upcoming 21st CCLC program year more exciting, meaningful, and comprehensive overall. Boys & Girls Clubs of North Central Florida is very thankful for the 21st CCLC funding that makes 21st CCLC program operation possible. It is a great way to serve students, adult family members and the community to help create better futures and have a long-term effect on academic improvement.
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If you are interested in learning more about Boys & Girls Clubs
of North Central Florida and/or their 21st Century Community
Learning Center (CCLC) Programs please contact:
Boys & Girls Clubs of North Central Florida
918 North Washington Street
Perry, Florida 32347
(850) 584-8448
www.bgcperry.com