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Iowa 21st CCLC Local Evaluation Form Reporting Data for 2016-2017 Page 1 of 33

Des Moines Public Schools Iowa 21st CCLC Local Evaluation Form

Reporting Data for the 2016-2017 School YearOverviewTo assist grantees with meeting the local evaluation requirements, the Iowa DOE provides a standardized form for local evaluations of the 21st CCLC Programs. Each grantee is required to complete the local evaluation form with data from the previous school year. Cohorts 7-11 are to be included for reporting data for the 2016-2017 school year (Cohort 12 will report data next year). Reported data will be from the Fall of 2016 and the Spring of 2017. Data will also be reported for the Summer of 2016. The checklist, below, serves as a list of required elements and provides a tracking tool for completion. See the Iowa 21st CCLC Local Evaluation Form Instructions 2017 for assistance in completing this form. The completed form should be saved with the filename <Grantee Name 21st CCLC Local Evaluation Form 2016-2017>. The form must be completed and submitted in Word format.

Local Evaluation Element Complete?1. Title (Grantee Name) and File Saved with Correct Nomenclature x2. General Information x

a. Basic Information Table xb. Center Information Table x

3. Introduction/Executive Summary x4. Demographic Data x

a. Attendance Summary Table (2016-2017 School Year and Summer 2016)

x

b. Attendance Discussion xc. Partnerships Summary Table xd. Partnerships Discussion xe. Parent Involvement x

5. Objectives xa. GPRA Measures Data Table xb. GPRA Measures Discussion xc. Objective Summary Tables (all Cohorts) xd. Objectives Discussion (including Statistical Analysis) x

6. Anecdotal Data xa. Success stories xb. Best Practices xc. Pictures xd. Student, teacher, parent, and community input x

7. Sustainability plans xa. Formal sustainability plan, if available xb. Discussion on steps to be taken for the future of the program x

8. Summary and recommendations xa. Short summary of the program. xb. Dissemination of local evaluation. xc. Recommendations for objectives. xd. Recommendations on future plans for change. x

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2. General Information

a. Basic Information Table

Required Information Entered InformationDate Form Submitted 11/15/2017Grantee Name Des Moines Public SchoolsProgram Director Heidi BrownE-mail [email protected] 515-242-7561Evaluator Name Jamie PunkeE-mail [email protected] 1-641-629-0896Additional Information from Grantee (optional)

b. Center Information Table

Cohort CentersCohort 7 Brody, Capitol View, King, McKinley, MonroeCohort 8 Garton, Hillis, Morris, River Woods, Samuelson, WillardCohort 9 Callanan, Goodrell, Harding, Hiatt, Hoyt, McCombs, Meredith, WeeksCohort 10 StoweCohort 11 Cattell, Howe, Lovejoy, Oak ParkAdditional Information from Grantee (optional)

NOTE: Cohort 12 will report data next year.

3. Introduction/Executive Summary

The 21st Century Community Learning Centers grant provides funding for innovative programs to help students become successful, independent learners. Reading, STEM (science, technology, engineering and math), arts, music, language, and service learning programs are tailored to student need and provide necessary skill building opportunities for students to gain 21st century workforce, academic, and social emotional skills. Other activities include a variety of topics; cooking, global arts, financial education, junior achievement, movie making, gardening, physical fitness activities (disc golf, volleyball, track, soccer, dancing, yoga, Zumba, etc.), and personal development (building healthy self-esteem and positive relationships.

The 21CCLC program at DMPS has become a leader among grantees in the state of Iowa because of its strong design, outstanding partnerships with community organizations, effective implementation of programs, and the overall positive impact on student achievement levels. 21CCLC bridges the gap



between school, family, and community, forging connections and providing a comprehensive support system to help youth succeed academically and socially.

Des Moines Public Schools has been home to 21CCLC programs since 2007 and serves over 4,000 students each year. The initiative provides academic programming, recreational enrichment, and family literacy to students and families at the following schools:

Brody Middle School Calllanan Middle School Goodrell Middle School Harding Middle School Hiatt Middle School Hoyt Middle School McCombs Middle School Meredith Middle School Weeks Middle School Capitol View Middle School Cattell Elementary Garton Elementary Hillis Elementary Howe Elementary King Elementary Lovejoy Elementary McKinley Elementary Monroe Elementary Morris Elementary Oak Park Elementary Stowe Elementary River Woods Elementary Samuelson Elementary Willard Elementary



4. Demographic Data

a. Attendance Tables including disaggregated data

2016-2017 School Year Attendance

Enter data in the appropriate fields as required in the tables below. Data will be from the Fall of 2016 and the Spring of 2017. There are separate tables for the Summer of 2016.

Des Moines Public Schools 21st CCLC Program Attendance Summary Table 2016-2017Attendees Sex

Cohort Attendance Male Female7 All 960 490 470

Regular* 502 256 2468 All 1529 810 719

Regular* 764 406 3589 All

Regular*10 All 163 82 81

Regular* 104 57 4711 All 688 413 275

Regular* 369 220 149

*Regular Attendees have attended the program for 30 or more days.

The “All Attendees” number is very high in each cohort, because it reflects any student with even one programming day in 21CCLC.

Des Moines Public Schools 21st CCLC Program Attendance by Ethnicity Table 2016-2017Ethnicity

Cohort White Hispanic/Latino

American Indian/Alaska Native

Black/African American

Asian/Pacific Islander

Unknown Race

7 All 259 307 3 240 77 74Regular* 138 162 3 126 41 32

8 All 581 251 3 230 127 337Regular* 251 123 2 123 98 167

9 All Regular*

10 All 57 31 2 20 4 49Regular* 50 31 0 14 4 5



11 All 289 101 1 112 41 144Regular* 156 87 1 81 20 24


Des Moines Public Schools 21st CCLC Program Attendance by Special Needs Table 2016-2017Special Needs

Cohort LEP FRPL Special Needs7 All 144 912 19

Regular* 76 427 98 All 183 1379 12


Regular*10 All 14 133 4

Regular* 11 83 411 All 60 612 11

Regular* 36 307 7


Summer of 2016 Attendance Enter data in the appropriate fields as required in the tables below. Data will be from the Summer of 2016 only. Data from the 2016-2017 school year should be provided in the tables above.

Des Moines Public Schools 21st CCLC Program Attendance Summary Table Summer 2016Attendees Sex

Cohort Attendance Male Female7 All 229 115 114

Regular* 203 101 1028 All 386 190 196

Regular* 346 181 1659 All 779 335 444

Regular* 779 335 44410 All 64 30 34


Regular*


Des Moines Public Schools 21st CCLC Program Attendance by Ethnicity Table Summer 2016



EthnicityCohort White Hispanic/

LatinoAmerican Indian/Alaska Native

Black/African American

Asian/Pacific Islander

Unknown Race

7 All 46 78 1 42 34 28Regular* 46 78 1 42 34 2

8 All 70 98 2 57 98 61Regular* 70 98 2 57 98 21

9 All 180 198 2 215 25 46Regular* 180 198 2 215 25 46

10 All 28 13 1 5 3 10Regular* 28 13 1 5 3 1

11 All Regular*


Des Moines Public Schools 21st CCLC Program Attendance by Special Needs Table Summer 2016Special Needs

Cohort LEP FRPL Special Needs7 All 104 229 9

Regular* 104 200 98 All 150 323 4

Regular* 150 323 49 All 161 758 1

Regular* 161 758 110 All 7 48 2


Regular*


b. Attendance Discussion



21st Century Community Learning Centers programs in Des Moines Public schools are open five days per week, for 32 weeks per year and six weeks in the summer. Cohort 9 consists of eight middle schools which are served for thirty consecutive days in the summer only.

School Year SummerAverage Hours Per Term (Operations) Average Hours Per Term480 (21CCLC exclusive) 90 (21CCLC exclusive)720 total afterschool hours per school year w/ Metro Kids program collaboration

660 total summer hours available w/ Metro Kids program collaboration

All school year sites operate a minimum of 15 hours per week for 32 weeks each school year. 21CCLC programs operation Monday-Friday, including the Wednesday early out, and are available to all students in grades kindergarten through fifth grade. The program is broken into four eight-week sessions to allow students to choose different program options each session. Summer 21CCLC programs run for six weeks, with a minimum of thirty days offered. Summer programs are open a minimum of 15 hours per week. Program sites that also house Metro Kids programs collaborate to allow access to summer opportunities for all kids. Those locations are open the entire summer, with the exception of two days after the dismissal of school and three days before the school year begins to allow for professional development, and are open from 6:30am-5:30pm, Monday-Friday.

c. Partnerships Summary Table

Enter data in the appropriate fields as required in the table below. Data will be from the Fall of 2016, the Spring of 2017 and the Summer of 2016.

Des Moines Public Schools 21st CCLC Program Partners for 2016-2017Total Number of Partners = Enter total number of partners hereContribution Type* # of Paid Partners # of Unpaid Partners

Provide Evaluation Services 1 1Raise Funds 0 1Provide Programming / Activity-Related Services 34 4Provide Food 0 2Provide Goods 0 0Provide Volunteer Staffing 0 2Provide Paid Staffing 34 2Other

*Note: A partner can provide more than one type of service.

d. Partnerships Discussion

The 21st CCLC program provides academic enrichment programs that align with common core objectives to provide valuable learning and growth opportunities for students. Students in 21st CCLC programs receive academic enrichment support through coordination and communication between their daytime teachers and after-school staff. Science, Technology, Engineering, and Math (STEM) activities are offered, which are necessary for students to gain 21st century workforce skills. Other activities include a variety of topics, such as: cooking around the world, financial education, jewelry



making, movie making, gardening, physical fitness activities (disc golf, canoeing, kayaking, hiking, dancing, etc.), and personal development (building healthy self-esteem and positive relationships.)Des Moines 21st CCLC schools enjoy partnerships with many community organizations, including the YMCA of Greater Des Moines, ASAP (After School Arts Program), United Way, Community!Youth Concepts, Global Arts Therapy, CultureALL, Iowa Youth Chorus, Kids in Harmony, ISU Extension, Des Moines Public Schools ELL program, and DMPS Activities Department among others. Our strong partnerships enable us to provide exciting opportunities to students they might not normally have such as swimming lessons, college counseling and career planning, building and creating websites and using technology to teach others, and experiencing a variety of arts including; capoeira, cooking, architecture, spoken word poetry, story-telling and graphic design.21st CCLC bridges the gap between school, family, and community, forging connections and providing a comprehensive support system to help youth succeed academically and socially. In recent years a unique challenge for our Des Moines schools is the population rise in refugees from Myanmar and newcomers from a variety of countries. Our 21st CCLC programs have provided a place for these students to begin learning and practicing the English language, while at the same time teaching and celebrating their individual culture, especially through our forged partnerships with Kids in Harmony and EMBARC among others. Families of ELL students are invited to Saturday classes, where adults have access to classes and information on daily life and basic needs such as grocery shopping, banking, using public transportation and the health care system. Transportation is provided for these programs as well. Additionally weekend family fieldtrips to area attractions such as the Historical Building and the Science Center, as well as regular Family Nights are offered to families with students participating in 21 st CCLC programming. These are wonderful opportunities for families to learn and grow together while experiencing the unique culture Des Moines has to offer. Family Nights are often focused on literacy and math skills, STEM or arts. We’ve celebrated many successes in 21CCLC this year. We are able to report on our 21CCLC grant cohort 11 which serves elementary schools Cattell, Lovejoy, Oak Park and Howe. DMPS 21CCLC has begun our first year of grant wide chess clubs, and we plan to hold a chess competition in December of this year. We also hosted a third annual culminating Culture Day event for the middle school summer program, which brought together over 400 students, parents and community members along with our partner CultureAll at Goodrell Middle School to investigate and celebrate cultures from all over the world in a fun and energetic half-day event. We addressed all of the recommendations made in last years’ local evaluation- focusing more greatly on math programming in the middle school summer program, bolstering community partnerships by creating a district RFI process, and making changes in the district to combine our fee-based Metro-Kids program with 21CCLC programming to create an all-inclusive afterschool program with access for all students. We ran success collaboration pilots at three locations blending fee-based and 21CCLC funded programs and providing a sliding scale fee chart for students choosing the fee-based option to greater allow access to all students regardless of economic status. We added joint programming in the summer with our community partner Boys and Girls Club to consolidate summer program sites, reducing our overall costs and allowing us to provide summer programming to 800 middle school students district wide.

e. Parent Involvement



Parental involvement is so important for student success, and at DMPS 21CCLC parent involvement is encouraged in a variety of ways. Programs hold a minimum of four parent nights per year – one per quarter, in additional to program wide family engagement opportunities including Arts and Music nights, musical theater performances, resources fairs, health clinics, cultural nights, game nights, technology safety seminars, and more. The highlight however is definitely the Half Pints Poetry Slam – hosted by Movement 515 at Central Campus, a high school located in Downtown Des Moines. Parents, teachers, fellow students, administrators and community members pack the house three times a year to participate in this amazing event. Samples of family night news stories to follow.

Half Pints. Whole Hearts. Complete Amazement.

The crew from Stowe Elementary School earned the coveted golden boom box at the Half Pint poetry slam.

So you figure seven schools x four half pints = more than a gallon of poetry, lots more, pouring forth from the stage in the Central Campus auditorium Friday at the second annual Movement 515 Half Pint Poetry Slam.

Yes, it gushed. From (let’s recite them alphabetically because, the heck with the point standings, they were all fearless, honest and eloquent) Capitol View, Findley, Garton, Hillis, King, Morris and Stowe ELEMENTARY SCHOOLS(!), heartfelt and personal poems were performed, original and memorized. They were soul-baring; everything from alcoholic dads to superhero moms. Kids young as third-graders rhapsodized about reaching for stars and becoming stars; about losing teeth and losing grandfathers; about friends and bullies and the often too-high price of popularity; about the changing seasons and their beloved schools and teachers.

They are mentored weekly at after-school 21st Century Community Learning Center programming by their teenaged role models, the trailblazing truth-spitters of Moverment 515 and the Central Campus Urban Leadership curriculum. It showed – and it flowed! The district is plumbed with a pipeline of poets and the faucets are wide open.

Besides their powerful words the performers Friday night had memorized the body language to match them. There must have been some nerves but not one showed itself as the half-pinted but absolutely wholehearted soothsayers bounded up to the microphone in a vast space filled with hundreds of exuberant, finger-snapping sooth-seekers. By midway through a competition where no one could possibly lose, competitors were confidently making their own mic height adjustments, like guests taking up an invitation to make themselves at home on stage.


https://www.dmschools.org/wp-content/uploads/2016/12/31426694621_21651a2e00_z.jpg


Judges’ scores of 10s echoed through the hall throughout the night and somehow, after four rounds of the loveliest “bout” imaginable, the points were tallied and Stowe’s squad of Eagles came away with a victory and the coveted traveling trophy known as the Golden Boom Box.

And best of all? To be continued!

January Family NightTuesday, January 26th, 2017January Family Night was another success! The theme of January was poetry! Hillis had a guest performer, Words Taylor, perform his original Spoken Word Poetry. After his performance, Words Taylor, worked with students and parents at stations (designed by our third grade staff) to encourage our young developing poets! The stations included; a Poe “tree” station, Reading Poetry, and Found Poetry stations. At the Poe “tree” station, students wrote original poems on a leaf and added it to our poetry tree. At the Reading Poetry station, families enjoyed reading poetry from poem books. Finally, at the Found Poetry station, families circled words in a magazine to create an original work with these words.There was also an open mic night. Students were encouraged to play music, read original poetry, or read poetry they found in provided poem books. Fun was had by all and it was fun to watch the budding performers at Hillis!The next family night is scheduled for Thursday, February 18th from 5:00-6:30! Don’t miss out!!

Family Fun Night at the Science CenterWednesday, May 10th, 2017Family Fun Night is here! Come out to the Des Moines Science Center on May 16th from 5:00-8:00pm. Your admission is free and there are fun exhibits for the whole family to enjoy. There will be a shuttle bus provided from River Woods Elementary. You are welcome to drive yourself, but parking in the city ramp will cost. We look forward to seeing all of our families out and about at the Science Center.

21CCLC Coordinators work with families constantly throughout the year and consult regularly with parents on what kind of family engagement opportunities would most benefit them. Allowing students an opportunity to showcase their special skills and talents, and interact with parents and family members in a fun, engaging and educational way is high priority for 21CCLC in Des Moines.

5. Objectives

NEW FOR 2016-2017.

To follow 21st CCLC Guidelines, grantee organizations are required to measure 14 performance indicators that follow the Government Performance and Results Act (GPRA). This is the same data reported online to the APR Data System.

a. GPRA Measures Data Table

Enter data in the appropriate fields as required in the tables below. The following table collects the data needed for these measures. Provide numbers and percentages as indicated. Please note the GPRA data



intends to measure student improvement based on how many regular attendees needed improvement. If you do not have this number, then enter the total number of Regular Attendees for each grade level instead. If your program does not include attendees in either elementary or middle/high school, leave the cells pertaining to those grade levels blank. Data will be from the Summer and Fall of 2016 and the Spring of 2017.

GPRA Measures Data Table for 2016-2017Item/GPRA Measures 1-6 Number of

Regular Attendees Needing Improvement

Number of Students Who Improved.

Percentage of Students Who Improved

GPRA Measures 1-3 - Improvement in Mathematics. Enter Assessment Tool Used BelowAssessment Tool: MAP1. The number of elementary 21st Century regular program participants who improved in mathematics from fall to spring.

1149 159 14%

2. The number of middle/high school 21st Century regular program participants who improved in mathematics from fall to spring.

577 44 8%

3. The number of all 21st Century regular program participants who improved in mathematics from fall to spring.

1726 203 12%

GPRA Measures 1-3 - Improvement in English. Enter Assessment Tool used in cell belowAssessment Tool: MAP4. The number of elementary 21st Century regular program participants who improved in English from fall to spring.

849 101 12%

5. The number of middle/high school 21st Century regular program participants who improved in English from fall to spring.

456 66 14%

6. The number of all 21st Century regular program participants who improved in English from fall to spring.

1305 167 13%

Item/GPRA Measures 7-8 Number of Number Percentage



Regular Attendees Not Proficient

of Students Who Improved to Proficient

of Students Who Improved to Proficient

GPRA Measures 7-8 - Improvement in Proficiency. Enter Assessment Tool used in cell below.Assessment Tool: Iowa Assessments7. The number of elementary 21st Century regular program participants who improve from not proficient to proficient or above in reading.

301 67 22%

8. The number of middle/high school 21st Century regular program participants who improve from not proficient to proficient or above in mathematics.

264 55 21%

Item/GPRA Measures 9-14 Number of Regular Attendees Needing Improvement

Number of Students Who Improved.

Percentage of Students Who Improved

GPRA Measures 9-11 - Homework and Class Participation9. The number of elementary 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.

1263 1010 80

10. The number of middle/high school 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.

99 66 67

11. The number of all 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.

1363 1098 80

GPRA Measures 12-14 - Student Behavior12. The number of elementary 21st Century regular participants with teacher-reported improvements in student behavior.

1263 1157 91%

13. The number of middle/high school 21st Century regular participants with teacher-reported improvements in student behavior.

100 95 95%

14. The number of all 21st Century regular participants with teacher-reported improvements in student behavior.

1363 1252 92%

b. GPRA Measures Discussion



The Iowa Assessment and the MAP testing tool were used to measure academic growth for students in Des Moines Iowa. The Iowa Assessment data showed 22% of elementary students and 21% of middle school students improved from non-proficient to proficient after spring testing in 2016. This met the program goals of 10% growth to proficiency.

MAP testing data showed a growth of 14% of regular attending elementary students from fall to spring. This was the first year for test data in MAP. Overall 12% of students who participated in 21CCLC made growth from fall to spring on the district MAP tests.

The program goals have been amended to reflect the new testing used in Des Moines Public Schools. Please see next objectives discussion for information on district test data and plans for future goals.

c. Objective Summary Tables (all Cohorts)

STARTING JULY 1, 2017, GPRA MEASURES WILL BE THE OFFICIAL OBJECTIVES. Additional local objectives may be added to help your local organizations better serve your community. However, these local objectives will be considered anecdotal. Data will be from the Summer and Fall of 2016 and the Spring and of 2017.

For each cohort table, Grantee will enter the appropriate data. If a Grantee did not participate in a cohort, that cohort table will be left blank. To add a row to the table, press tab while in the last cell of the table and a new row will be added. If desired, all cohorts may be combined into one table (especially helpful if all objectives are the same). If this is done, in the objectives discussion section, note that the table combines more than one cohort. Objectives will be rated as one of four ways:

Met the stated objective. Must provide methodology on how the objective was measured and justification for meeting the objective.

Did not meet but made progress toward the stated objective. Must provide methodology on how the objective was measured and what criteria was used to determine that progress was made.

Did not meet and no progress was made toward the stated objective. Must provide methodology on how the objective was measured what criteria was used to determine that no progress was made.

Unable to measure the stated objective. All objectives should be measured unless extraordinary circumstances prevent doing so. If an objective is not measured, complete details on these circumstances should be provided in the Methodology/Justification column.

Table for Cohort 7, 8, 10, 11Objective Objective Rating Methodology/Justification for RatingDMPS will provide Improve student Met stated objective – 21cclc programs



afterschool programming 5 days per week for 3 hours per day to students in identified schools.

achievement are offered a minimum of 5 days per week for 3 hours per day at all cohort VII schools as gathered from Youth Services data base – Operations.

10% of non-proficient participants will improve from not proficient to proficient or above in math on state assessments annually.

10% of non-proficient participants will improve from not proficient to proficient or above in reading on state assessments annually.

Improve student achievement


Met stated objective – 16% of students made growth from not proficient to proficient as measured on state assessments.

Met stated objective – 22% of students made growth from not proficient to proficient as measured on state assessments.

100% of students will gain new life skills by planning and engaging in enrichment programs that complement core academic areas.

DMPS will provide programming five days per week for a minimum of fifteen hours per week to students in identified schools.

95% of participating families will indicate satisfaction with program as measured by parent surveys.

DMPS will provide afterschool education enrichment opportunities in collaboration with community partners, that promote positive youth development, encourage student

Improve student achievement; reach targeted participation levels in core educational services; offer a particular type of activity or service


Reach targeted participation levels; retain participating students; foster community collaboration; provide a safe and secure environment

Reach targeted participation levels; retain participating students; foster community collaboration; provide a safe and secure environment

Met stated objective – A wide variety of programming was offered throughout the year and during the summer to meet this objective. The program details are stored in district database: Youth Services.

Met stated objective – 21CCLC programs are offered a minimum of five days per week for a minimum of 15 hours per week at all 21CCLC sites, information gathered from Youth Services data base – Operations.

Met stated objective – 95% of parents surveys rated the program “good” or “excellent”.

Met stated objective – DMPS enjoys collaboration with a wide variety of community partners including; ASAP, CultureALL, Community! Youth Concepts, Grubb YMCA, Global Arts Therapy, United Way, Kids in Harmony, Girls on the Run, Iowa Youth Chorus, and many others.



engagement, and offer extended learning opportunities.

DMPS will provide family literacy events a minimum of four times per year to engage students and their families in interactive family literacy activities.

80% of students will make gains in math levels as measured by district formative assessments.

80% of students will make gains in reading levels as measured by district formative assessments.

Retain participating students; offer a particular type of activity or service; facilitate the social development of participating students; provide a safe and secure environment

Improve student achievement; reach targeted participation levels in core educational services; offer particular type of activity or service.

Improve student achievement; reach targeted participation levels in core educational services; offer particular type of activity or service.

Met stated objective – All 21CCLC sites held a minimum of four family events over the course of the school year. All sites also participated in two Half-Pints poetry slams in winter and spring, families are encouraged to attend to support youth. A variety of family events include; family game nights, poetry slams, open houses, plays and musicals, art and science nights, conferences and resources fairs.

Progress toward stated objective –Fast and SRI data provided from 2016. This is the last year for which this data will be observable as the district has moved to MAP testing. The MAP testing and the Iowa assessments are what will be reported in the GPRA measures. A detailed explanation of how the new objective measures will be set can be found in the Objectives Discussion section of this evaluation.

Progress toward stated objective –Fast and SMI data provided from 2016. This is the last year for which this data will be observable as the district has moved to MAP testing. The MAP testing and the Iowa assessments are what will be reported in the GPRA measures. A detailed explanation of how the new objective measures will be set can be found in the Objectives Discussion section of this evaluation.

Cohort 9 TableObjective Objective Rating Methodology/Justification for RatingProvide summer time academic enrichment activities five days per

Improve student achievement; Reach targeted participation levels in core

Met the stated objective – Summer programming was offered in seven middle schools five days per week for



week for 3 hours per day, for six weeks in identified schools.

Provide a family literacy event to engage students and families in interactive activities, strengthening parent-child relationships and academic performance.

95% of participating families will indicate satisfaction with the family literacy event as measured by parent surveys.

educational services; offer a particular type of activity or service.

Reach targeted participation levels in enrichment support activities; retain participating students; foster community collaboration; provide a safe and secure environment.

Reach targeted participation levels; retain participating students; foster community collaboration; provide a safe and secure environment.

minimum of three hours per day, for a minimum of six weeks. An additional six weeks of programming was offered in collaboration with the Boys and Girls Clubs of Central Iowa.

Met stated objective – the culminating event of the summer brings together community partners, students and parents in a relationship building event. The Culture Day is a half-day event hosted at Goodrell Middle School and attended by over 400 students and family members.

Met stated objective- 99.2% of participating families rated the program either “good” or “excellent” on parent feedback survey.

NOTE: Cohort 12 will begin reporting data next year.

d. Objectives Discussion (including Statistical Analysis)

Reading Summary Table by Building – Cohort 7 FAST - grade K - 3 SRI - grade 4 - 8

Building # Tested # Net Gain % Gain # Tested % Gained in Reading MedianBrody 97 73.2% 55.0Capitol View 104 28 26.9% 42 83.3% 139.5King 81 10 12.3% 35 80.0% 103.0McKinley 73 3 4.1% 57 78.9% 110.0Monroe 52 8 15.4% 29 79.3% 134.0Total 310 49 15.8% 260 77.7% 88.0

Mathematics Cohort 7

Grade Levels Assessment # in Cohort 7* # # Gain Method of



Tested** Computing Gain

Kindergarten 36 0 0 No test 1st Grade 80 0 0 No test 2nd Grade 106 0 0 No test 3 - 8th Grade SMI/Quantile 373 331 292 Simple

growth score

* - Total number who attended 30 days including those who left the district

** - both fall and spring scores

# Gained # Tested % Gain

Grades 3 - 8 292 331 88.22%

Summary Table by Building

Building # of Children Tested % Gained in Mathematics

Brody 97 83.5% Capitol View 61 83.6% King 36 97.1% McKinley 82 93.9% Monroe 55 90.9% Total 331 88.2%

In Cohort 7, progress was made toward the goal in reading, and the math goal was met with each school in the cohort achieving at least 80% of students gaining proficiency in math. FAST, SMI and SRI data provided from 2016. This is the last year for which this data will be observable as the district has moved to MAP testing. The MAP testing and the Iowa assessments are what will be reported in the GPRA measures.

Reading Cohort 8 Summary Table by Building

FAST - grade K - 3 SRI - grade 4 - 5



Building # Tested # Net Gain % Gain # Tested% Gained in

Reading MedianGarton 48 1 2.1% 22 63.6% 92.5Hillis 44 2 4.5% 56 76.8% 113.5Morris 65 7 10.8% 61 80.3% 111.0River Woods 82 7 8.5% 47 83.0% 93.0Samuelson 97 8 8.2% 42 81.0% 135.5Willard 101 12 11.9% 48 77.1% 103.0Total 437 37 8.5% 276 78.3% 109.0



In Cohort 8, progress was made toward the goal in reading and math based on FAST, SMI and SRI data provided from 2016. The goal of 80% gain was made in reading in three of the six schools of this cohort, and four of the six made the goal in reading.


Mathematics Cohort 8 Grade Levels Assessment # in Cohort 8* # Tested** # Gain Method of Computing GainKindergarten 40 No test in fall 20151st Grade 125 No test in fall 20152nd Grade 156 No test in fall 20153 - 5th Grade SMI/Quantile 447 425 367 Simple growth score* - Total number who attended 30 days including those who left the district ** - both fall and spring scores # Gained # Tested % Gain Grades 3 - 5 367 425 86.35% Summary Table by Building

Building# of Children

Tested% Gained in

Reading Garton 37 78.4% Hillis 73 79.5% Morris 85 89.4% River Woods 91 87.9% Samuelson 63 90.5% Willard 76 88.2% Total 425 86.4%


In Cohort ten the SRI given in 2016 showed 83.87% of regular attending students made growth in reading. This cohort consists of one school, Stowe Elementary. Growth data was not available for K-2 students as DMPS is in a baseline year for FAST.

Reading Cohort 10

Assessment # in Cohort 10* # Tested** Gain3 - 5 Grade SRI/Lexile 31 31 26 97 94 # Gained # Tested % Gain Grades 3 -5 26 31 83.87%

Math data for cohort 10 was very positive. Showing 90.57% of regular attendees in grades 3-5 making gains on SMI/Quantile testing.

Mathematics Cohort 10 Grade Levels Assessm

ent# in Cohort 10*

# Tested**

# Gained

Method of Computing Gain

Kindergarten 0 No test in fall 2015

1st Grade 19 No test in fall 2015

2nd Grade 23 No test in fall 2015

3 - 5th Grade SMI/Quantile

55 53 48 Simple growth score

* - Total number who attended 30 days including those who left the district

** - both fall and spring scores # Gained #

Tested% Gain

Grades 3 - 5

48 53 90.57%



In 2016 Des Moines Public Schools adopted the FAST and MAP tests for all students grades K-5. The academic objectives for 21CCLC will change, based on these new assessments. As a district we have calculated the percent of proficiency in each of these assessments. We will base our amended 21CCLC academic outcomes based on the district levels insuring the new objectives are SMART.

FAST Composite (K-1) Spring

FAST CBM Reading (2-3) Spring

MAP Reading % of growth (4-5) Spring

MAP Math % of growth met (K-5) Spring

2016-2017 District Percentiles

60.05 51.06 86.76 99.82

21CCLC Outcome Goals

55 50 90 100

6. Anecdotal Data

a. Success Stories

Giovanni was a very shy and nervous child at Cattell Elementary. I have known his family for years, his older brothers attended Cattell’s afterschool program. Giovanni's single mother works long hours to provide for him and his brothers and he comes from a non-English speaking home. I wanted to get him evolved after school and find something he truly cares about, so I had him join our ASAP Capoeira group. He has never belonged to a group before as money is very tight at home. Giovanni loved it and has really thrived! Now he is so much more outgoing with staff and other kids in 21st Century. He has gained a lot of confidence since last year starting 21st Century clubs at Cattell. Since Capoeira he has joined several other clubs including cooking, flag football, painting, Lego building, chess, science, swimming lessons, and many more. Giovanni has befitted so much and I'm so proud of him and grateful to be able to offer such amazing life experiences to him and so many great kids at Cattell.

Georgia Beeman, Before and After School Coordinator, Cattell Elementary

I have had huge success with my Young Men's Group taught by Albert Williams and his wife Darlene Williams. Throughout the last 8 weeks the boys in the group have been learning how to be gentlemen



and how to show empathy for other individuals. I have seen a huge change in the boys involved in the group, especially Kyerre. Kyerre was a student who was hands-on almost every day, was always negative and would never say “thank you” or “you’re welcome”. Since the class started there have been huge changes in behavior. He has not been hands-on more than once a week, he is constantly asking if he can do anything to help, and he is able to feel for others in a way he was nowhere close to doing before. This young men's group has been a blessing and myself, as well as the school staff are so thankful for all this group is doing for our program. –Kelsi Burnett, Before and After School Coordinator, Lovejoy Elementary

After School programming has made a difference in so many of the students’ lives at Stowe Elementary school. A student that comes to mind when thinking about this is Zion. When he first started coming before and after school he was loner. He didn’t want to interact with anyone, he didn’t know how to express himself, and he didn’t have any friends nor did he know how to make them. The first few months were REALLY rough and he in fact at first would always claim that he hated coming... yet every day his club met he would show up. Slowly but surely he started to open up. He began making friends, showing interest in things that you wouldn’t have guessed he’d like and became a social butterfly. It is because of the opportunities he was given through the after school program that he found things he was interested in and was able to connect with his peers on things that were outside of the school day. Zion attended all of the family events and rarely missed the clubs that he signed up for. 21st century has given Zion a way to connect with others as well as connect with his family! His family thanks us regularly for helping in this way. Though sometimes the attention that he seeks isn’t always the good kind, this to anyone who has watched him from the beginning is progress! Before when things wouldn’t go his way he would shut down and you couldn’t reach him and now, he has learned some important emotional and social learning skills that helps him not only before, during, and, after school but in his life. -Lindsey Wright, Before and After School Coordinator, Stowe Elementary

Our lives have changed because of after school programs at Oak Park Elementary School. Our family is currently homeless and my children ride the bus for almost an hour each day to get to school. Then Aileen gave me a job as an enrichment staff member in the 21CCLC program. I ride the bus almost two hours each day to instruct kids in the after school program. I lead two book clubs, two games groups, and assist with other programs as well. And my kids get to participate in puppetry, chess, yoga, bowling, Zumba, cooking… My kids feel safe and get to play, have a snack and learn. I’m able to earn an income, and I’m building relationships with the people at Oak Park. I love this program and everything it’s done for my family. – A parent and team member at Oak Park Elementary

David has always been the quiet kid in class never wanting to be in the spotlight or share much about himself to his peers. Over the summer David attended the 21st Century program where he was able to have choice in what he was learning. Over the course of the 8 weeks David began talking more to his peers as well as sharing information about himself. Towards the end of summer we took a field trip to the Iowa Capitol. Soon after the trip David asked if he could bring some items from home to share with his class. David brought in some Indigenous rocks and gold flakes the he had previously gotten form the capitol. He stood in front of his peers and shared information about the items and explained why they



were so important to him with confidence. This was a big deal for David as he had never put himself in a vulnerable position in front of his classmates. Recently I talked with his teacher from the previous year and she is amazed at how well David is doing. He finally has the confidence to share his ideas/opinions with others and open up about himself. –Sylvia Bright, Before and After School Coordinator, Willard Elementary

Before breaking into clubs the students have the option to participate in a motivational saying which is student led. There is this one particular student, Haylee, who seems to be always angry and never smiled. I began building a relationship with Haylee and made a deal with her that by Friday, September 22nd, I would like for her to lead the group with the motivational saying. On a daily basis even that Friday morning, I would ask Haylee; “Are you ready?”

The time had come and of course Haylee was nervous and anxious. So to help a little I explained to the group the reason behind the motivational saying. I let them know that it is for them to start believing in themselves. Making it a reality that they are somebody, they are smart, kind and important. Even if others do not recognize it, they have to build confidence in knowing who they are within.

One last time I asked Haylee, “Are You Ready?!”

Haylee stood up in front of everyone and proudly stated the saying. At the end everyone clapped and cheered for her. This was the first time I ever saw a smile on Haylee’s face. Since then whenever I see her even if she had a challenged day, she will have a smile on her face.-Sharlene Williams, Before and After School Coordinator, Garton Elementary

b. Best Practices

Des Moines Public Schools 21CCLC programs employ many best practices as defined by the Iowa Afterschool Alliance “Standard Categories and Corresponding Indicators of Quality Afterschool Programs”. DMPS also evaluates before and after school programs twice yearly with the Youth Program Quality Assessment tool (YPQA) and is embarking on the Quality Rating System (QRS) at each site. Some of the best practices used are:

A 1:15 adult to youth ratio or less in most programs. Staff encourage children to make choices and become more responsible. Staff are sensitive to the culture and language of youth, staff model inclusion and equity values

in their work. Staff encourage youth to interact positively with peers, family, school, community and staff. Staff respond appropriately to individual needs of youth and work to accommodate youth

unique needs. The program builds partnerships as part of sustainability efforts with youth, families, businesses,

organizations. Participants experience and learn about diversity. Program collaborates with other after school programs. Program policies and procedures are in place to protect the safety and health of the youth.



Program provides professional development opportunities related to diversity/equity. Program affords participants opportunities to express their ideas, concerns, and opinions; youth

voice and ownership of the program is encouraged; youth voice is respected and valued. Program activities enable participants to develop life skills, a sense of belonging, resiliency and

self-esteem. Plans for participant and program evaluation include gathering both qualitative and quantitative

data; includes formal and informal feedback from stakeholders in program evaluation; youths’ interests, needs, and satisfaction with the program are regularly assessed. ]





Student, teacher, parent, and community input

Global Arts Therapy has empowered students with basic cooking skills and beyond! From learning about culture through food, to creating healthy and delicious snacks, children in kindergarten through 5 th grade have tried and experimented tasting foods from around the globe. In the coming weeks students will explore art through food, using different vegetables to make imprints on canvasses and then using veggies to make soups. In addition, students are learning how to give back to their community by baking cookies for seniors, homeless camps, and others that are less fortunate. 21CCLC has allowed our organization to grow and provide accessible programs to all students. Samantha L. Thomas, Executive Director and Founder of Global Arts Therapy

RunDSM has been privileged to partner with 21st Century Community Learning Centers for the last 4 years, providing spoken word poetry and performance workshops to 4th and 5th grade students via the Half-Pints Poetry program. Because of this partnership, high school aged poets from Movement 515 are hired to work with an elementary school poetry squad to serve as mentors and teachers, providing them a paid leadership position and the opportunity to hone their craft. Because of the support from 21st Century Community Learning Centers, students are provided early access to an art form that allows them to speak their truth and get free, shaping their own narratives, strengthening their literacy, and most importantly, arming them with a life-long tool for expression. Emily Lang, Founder RunDSM

Sample of parent feedback in response to ASAP programming through 21CCLC:

My daughter not only learned ceramics but also she has difficulty socializing and I have seen a big improvement in her social skills.

Thanks to all the volunteers! Arts are so vital to our culture, and it’s wonderful to get the kids interested and involved early on in life! Everyone does a fantastic job, my hat’s off to you all, and I hope this program continues.

I’m so happy to have an opportunity for my child like this. It’s very positive and encouraging.

Sample of parent feedback in response to 21CCLC engagement survey:

21CCLC gives the students the opportunity to stay in touch with teachers and bring their friends. It helps keep him motivated to keep up the learning skills and want to go back to school feeling

ready for the next grade.

My son gets the extra help he needs to succeed in school with his different abilities.

My child enjoys school, teachers, learning experiences and the small personable feeling of more one on one attention.



It is with great enthusiasm and gratitude that I support the 21st Century Community Learning Centers in any way that I can. The organization I represent in writing this, the John R. Grubb YMCA, feels the same way. Due to our partnership with 21st CCLC in recent years, we have had opportunities to impact youth in several diversified, important areas.

In the last 15 years, I have been a part of four Des Moines area YMCAs. I can say without a shadow of a doubt that the recent work we’ve done alongside 21st CCLC has been the most meaningful and transformational work with youth I’ve known the YMCA to do in Iowa.

The signature program we do with 21st CCLC is our Starfish Academy. This is a summer achievement gap program that focuses on literacy skills in elementary students. Starfish Academy served 2 schools in the urban core last summer and 4 schools the year before. Through the literacy lessons and enrichment activities that are partially funded and/or provided by 21st CCLC and their staff, the students have made significant gains in their reading level during the summer months in which many students in the urban core lose significant reading progress. Due to the impressive manner in which our two organizations partner, with steady progress and true collaborative teamwork in mind, more than 200 students have improved their academic trajectory over the last 2 summers and we’re hoping to keep growing this program!

Another great impact we make with 21st CCLC is our S.A.W. program (Safety Around Water). Twice a week, we pick up 25-40 elementary students from local schools to bring them to our YMCA for swim and water safety lessons, as well as physical activity and nutrition education in our gym. Thanks to 21st CCLC, we’ve helped over 500 local 3rd-5th graders learn how to swim and improve their perspective on health over the last 3 years. Practice in these swimming skills is hard to come by for students in the urban core and we’re thankful to be able to make a difference in this area.

We partner with 21st CCLC on other programs too, such as youth sports and special events, but the two programs I’ve described above are what I think both the YMCA and 21st CCLC are most proud of in our work together. Our partnership also improves our ability to build relationships and similar partnerships with other community organizations. As they say – it takes a village – and the 21st Century Community Learning Centers are vital part of ours here in Des Moines.

Derek Hannah, Youth Development Director, John R. Grubb YMCA

Sustainability Plans

a. Sustainability Plan. Provide a summary of plans for sustaining the afterschool program after the end of the 21st CCLC grant.

Des Moines Public Schools recognizes the value and importance of out-of-school time learning for students and is committed to sustaining these programs long-term. DMPS 21CCLC grant administrators work with district administrations to continue to revise a strategic sustainability plan that includes a



long-term vision, goals to be accomplished, strategies to accomplish the goals, and measures to monitor success along the way.

The proposed program leverages district funds and in-kind support, which will continue beyond the five year program. The Executive Director of Learning Services and Student Activities oversees several district programs that will collaborate for long-term sustainability (21CCLC, Metro Kids, Behavioral Health, Middle School Activities, Community Schools, and SUCCESS). DMPS will invest in capacity building through one-time purchases of curriculum, equipment, and materials that will span beyond the life of grant funds and serve as a component of sustainability. For example, durable equipment purchases for wellness activities will sustain after funds are gone, providing a high return on investment.

Other combined resources might include state and federal funding available to targeted schools (Title I, AmeriCorps, etc.) and other federal and state grant opportunities that arise. Corporate and foundation grants and contributions will be sought that align with the priorities of 21CCLC. Program-specific funding opportunities will be sought; such as grants for STEM-based or arts-based opportunities.

Sustainability planning for elementary programs consists of leveraging Metro Kids’ enterprise funding after grant funding ceases, to be able to continue to provide high-quality enrichment programs to students. Funds generated by fees and state child care assistance dollars, as well as sliding scale fees for “bubble” families (families that cannot afford care but do not qualify for CCA), will allow us to maintain high quality enrichment services for all students regardless of economic status. This plan has already allowed us to more than double the number of students participating in afterschool programs through Metro Kids, increasing access to ELL, Special needs students and students of color by a significant margin.

Middle School Cohort:

In year four DMPS increased collaboration with Boys and Girls Clubs, which allowed programming continued to be held eight hours a day for seven weeks at three sites; Meredith, McCombs and Hiatt. In the four other middle school sites programming was held from 8:30am-11:30am Monday through Friday for six weeks. Programming included literacy, STEM, and enrichment programs as well as a variety of programming from community partners and weekly field trips. Field trips included; swimming, bowling, college visits, intramural games, Culture Day event, Neal Smith Wildlife refuge, golf, etc. DMPS continues to provide transportation to and from programming daily, which allows many students to attend programs that wouldn’t otherwise be able to. 21CCLC programming also feeds students two to three meals a day depending on location. Breakfast and lunch are provided at all sites through DMPS food and nutrition at no cost to families.

Additionally, students have access to the dental and medical clinics at Scavo full-service school. Transportation was arranged for students to access these services, many of which are free to students. No student is turned away for an inability to pay.

Community Partnerships are extremely important to the continued success of the 21CCLC grant program. DMPS began the grant with partners: CultureAll, Community!Youth Concepts, and United Way of Central Iowa. In year four we have retained all original partnerships and have added AmeriCorps, Teachers Going Green, Boys and Girls Clubs of Central Iowa, the Iowa Dental Clinic, Global Arts Therapy and Half-Pints Poetry, and many more. Several of these partners provide free or deeply discounted



services and staff which have allowed and will continue to allow our program to meet the needs of at-risk students in Des Moines.

21CCLC Grant Year One Community Partnerships 21CCLC Grant Year Three Community PartnershipCultureALL CultureALL*Community! Youth Concepts Community! Youth Concepts*United Way of Central Iowa United Way of Central Iowa AmeriCorps* YMCA of Greater Des Moines*

Half Pints Poetry*Boys and Girls Clubs of Central Iowa*Iowa Dental Clinic / Scavo Full Service School*Teachers Going Green*Global Arts Therapy*IPTV*Evelyn K. Davis Center*Iowa State Extension*Kids in the Kitchen*Iowa Youth ChorusCharacter Confidence – Marital ArtsUrban Leadership*Therapeutic Puppetry*Boys Leadership Program – William Holmes*Albert Williams (Young Men’s Group)Grandview Soccer Team*Des Moines Menace*Zumba – Melanie LarsonGirls on the Run *Blank Park ZooSylvan Learning CenterMetro ArtsAfter School Arts Program*

*Free or deeply discounted programming

The community partners have come together in collaboration on many programs through this grant opportunity. As the original 21CCLC advisory council, outlined in the original grant agreement is now defunct (due to structural and financial changes in the administration at DMPS) the community partner group, along with DMPS 21CCLC coordinator and DMPS community partnerships coordinator, acts as the advisory committee and will meets to discuss outreach methods, successes and challenges, as well as additional collaborative opportunities. This group will meet quarterly at community partnership meetings, and additionally in the spring before summer programming.



In an effort to continue services for all students with less federal funding, DMPS consolidated program sites in Cohort 9. DMPS hosted a 21CCLC Middle School program in four middle school locations, one in each feeder pattern. Summer programming at middle schools partnered with Boys and Girls Clubs of Central Iowa would continue to operate but with less support from 21CCLC and more focused financial support from the district and other fundraising efforts. This allowed programs to run with fewer staffing costs while maintaining the level of programming for students.

The 21CCLC grant coordinator will continue to work with community partners to offer quality programming for students. The grant coordinator will collaborate with partners in an effort to increase in-kind support, and support partners in their own fundraising efforts. The coordinator will work with AmeriCorps to re-evaluate how the program can support 21CCLC in the future. The structure with AmeriCorps support may change, but the partnership is strong and can continue to be successful in a new way. DMPS is committed to continuing to serve all 21CCLC students at the same level of programming even as 21CCLC grant funds are reduced or completed.

b. Partner Contributions. For each partner, enter the requested information into the text boxes in the table below. To add a row to the table, press tab while in the last cell of the table and a new row will be added. Contributions should be one of the following.

Provide Evaluation Services Raise Funds Provide Programming / Activity-Related Services Provide Food Provide Goods Provide Volunteer Staffing Provide Paid Staffing Other

Partner Contribution Table for Sustainability Plan 2016-2017Community Partner Contribution (detail) Staff Provided In-kind value Sites

Served

After School Arts Program - ASAP

Program, staff, materials, oversight, transportation

yes $134,525 of a $207,750 total cost.

Capitol View, Cattell, Garton, Hillis, King, Lovejoy, McKinley, Monroe, Morris, River woods, Samuelson, Stowe, Willard

Grubb YMCA For Starfish Academy at yes $179,837 of McKinley,



McKinley, Monroe, King Elementary: Personnel (site coordinators, program assistants, enrichment counsellors, swim instructors and lifeguards, music instructors). Program supplies: t-shirts, backpacks, enrichment materials, field trip costs. Transportation: pick up and drop off, field trips.

a $239,837 total cost

A portion of the in-kind value is contributed by United Way of Central Iowa.

Monroe, King

Community Youth Concepts

AmeriCorps staff, Evaluation services

Yes $15,364.80 AmeriCorps personnel cost match

Callanan, Goodrell, Harding, Hiatt, Hoyt, McCombs, Weeks, Meredith

Boys and Girls Clubs Staff, program space, transportation

Yes $6,000 Hiatt, McCombs

CultureAll Staff hours for Culture Day (final celebration for Middle School summer program)

Yes $2,000 Callanan, Goodrell, Harding, Hiatt, Hoyt, McCombs, Weeks, Meredith

7. Summary and Recommendations

a. Short summary of the program.

The 21st Century Community Learning Centers grant provides funding for innovative programs to help students become successful, independent learners. Reading, STEM (science, technology, engineering, math), arts, music, language, and service learning programs are tailored to student need and provide necessary skill building opportunities for students to gain 21st century workforce, academic, and social emotional skills. Other activities include a variety of topics: cooking, global arts, financial education, junior achievement, movie making, gardening, physical fitness activities (disc golf, volleyball, soccer, track, dancing, yoga, etc.), and personal development (building healthy self-esteem and positive relationships).

The 21CCLC program at DMPS has become a leader among grantees in the state of Iowa because of its strong design, outstanding partnerships with community organizations, effective implementation of programs, and the overall positive impact on student achievement levels. 21CCLC bridges the gap



between school, family, and community, forging connections and providing a comprehensive support system to help youth succeed academically and socially.

b. Dissemination of local evaluation.

The local evaluation is shared with stakeholders; community partners, district administrators, the Iowa Department of Education, staff, and parents. An abbreviated version is completed to share at the district Grants Oversight Committee meeting in mid-November. The evaluation is also made accessible on the 21CCLC website for Des Moines:

www.21cclcdm.com

c. Recommendations for objectives.

In 2016 Des Moines Public Schools adopted the FAST and MAP tests for all students grades K-5. The academic objectives for 21CCLC will change, based on these new assessments. As a district we have calculated the percent of proficiency in each of these assessments. We will base our amended 21CCLC academic outcomes based on the district levels insuring the new objectives are SMART. Outcome goals were informed by David Rooney, District Program Evaluator.

FAST Composite (K-1) Spring

FAST CBM Reading (2-3) Spring

MAP Reading % of growth (4-5) Spring

MAP Math % of growth met (K-5) Spring

2016-2017 District Percentiles

60.05 51.06 86.76 99.82

21CCLC Outcome Goals

55 50 90 100

Objectives and goals will now be standard for all schools in all cohorts, allowing for data analysis across cohorts. New grant cohorts will adopt the amended objectives and goals and continue to reflect the requirements of the state of Iowa, the Federal 21CCLC grant objectives and the Des Moines Public Schools district goals.

d. Recommendations on future plans for change.

Des Moines Public Schools plans to apply for the 21CCLC grant in 2017. The proposed program includes four schools and will serve a total of 250 students through 21CCLC. A total of 448 students will be served in afterschool programs in collaboration with Metro Kids – the fee based before and after school program at Des Moines Public Schools. The plan is indicated in the table below.


http://www.21cclcdm.com/



Proposed Project Sites:

Garton, Hillis, River Woods, and Willard elementary schools (before and after school programming)

Funding Formula:

62 students/per site x 160 days x $7.5/day = $74,400/site x 4 sites = $297,600 per year; $892,800 per 3-year award

Target Population:

The program is open to K-5 students in each identified school. Approximately 46 students per school will attend on a regular basis.

Proposed Program:

Provide evidence-based academic support, educational enrichment, and family literacy activities to improve academic performance in reading and math. All programming will be aligned with daytime classroom instruction and differentiated to best meet students' needs. Three hours of academic support (tutoring in core areas, small group instruction, and homework help) and educational enrichment activities (high-interest, challenging activities that complement academics; community partners) will be offered. Family literacy events will encourage positive parent-child interactions and improve school engagement (and referrals to Evelyn K. Davis for adult literacy/GED classes). Quantitative outcomes will focus on improved academic growth in reading and math, as well as increase ADA. Additional SEL focused outcomes may be added as the grant plan is developed further.

Staffing Needs/ Management Plan:

Each site will have a full time Before and After school Supervisor, funded by enterprise dollars. This full time staff will be responsible for the oversight of 21CCLC programs at the building as well as operation of the Metro Kids programs. Community partners, grant funded positions, and volunteers will be recruited to run 21CCLC enrichment programs. Certified teachers will provide academic support and enrichment, aligned to school day instruction and differentiated to meet the needs of students.

External Eval (required): AEA will provide external evaluation of the program.

Potential External Partners:

Grubb YMCA (enrichment programs), ASAP (arts), Community Youth Concepts (service-learning; YPQA process evaluation), Evelyn K. Davis (referral source for family members in need of adult literacy or GED classes); Iowa State Extension (variety of programming), IPTV (free curriculum; free p.d.), and others (yet to be determined).

Potential Internal Partners:

Urban Leadership 101 students provide Half-Pints Poetry, Silver Cord students assist with programming; Full-Service Community School (dental, medical, mental-health, pantry), Food and Nutrition Services (Hot Meal Sites for dinner for families).

Sustainability Plan:

While the district is eligible to reapply for funding after 5 years, the grant requires a sustainability plan outside of grant funds. We will propose to partner with the Metro Kids program, utilizing a sliding fee scale to provide afterschool programming. We will explore use of Title I funds for tutoring, continue to partner with internal partners listed above, and continue to seek community partners for in-kind or reduced-cost programming.

Documents

€¦ · Web viewIntroduction/Executive Summary. ... providing spoken word poetry and performance workshops to 4th and 5th grade ... (variety of programming), IPTV (free curriculum