Perry Local Schools (Lake County) IRN# 047902 Page 1 Perry Elementary School REACH Program Grant # 6927
2015-2016
21st Century Community Learning Center
PERRY LOCAL SCHOOLS IRN# 047902
Perry Elementary School
REACH Program Grant # 8188
prepared by
Katherine K. McWatters August 1, 2016
Perry Local Schools (Lake County) IRN# 047902 Page 2 Perry Elementary School REACH Program Grant # 6927
Table of Contents
Introduction and Methodology ............................................................................................. 3
Program Description ................................................................................................................. 4 2015-2016 Objectives and Outcomes……………………………………………………………5 Summary of Achievement……………………………………………………………….…..………11 2017 Program Recommendations……………………………………………………………….12 Appendix……………………………………………………………………………………………………13
Perry Local Schools (Lake County) IRN# 047902 Page 3 Perry Elementary School REACH Program Grant # 6927
INTRODUCTION AND METHODOLOGY
The program review and evaluation of objectives and outcomes was conducted by Katherine McWatters,
McWatters Consulting, LLC, 7711 Redman Lane, Reynoldsburg, OH 43068.
Following the National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Model for effective afterschool programming, the program evaluation used both internal (formative) and
external (summative) methods for measuring program outcomes.
Evaluation methods included review of data collected during the 2015-2016 school year that included
but was not limited to student program attendance records, pre and post local assessment results, pre and post
developmental asset survey results, site visit observations, administrators interviews and results of survey
instruments used measure program satisfaction of stakeholders including teachers, parents and students. This
collected information provided data to measure program outcomes and analyze the success of the program.
This data review also identified areas for strategic improvement asking the questions: Have we met the
program performance objective? What can improve? Are participants satisfied? What barriers exist? What
additional partners are needed to meet the program performance objectives? Should changes in program
activities and offerings be implemented? The outcome results and answers to the questions are applied to
recommendations for continuous program improvement.
Ms. McWatters has thirty five years of experience in management and program development with the
last twenty five years in after school programs program administration, development and evaluation in public
and private school settings. Ms. McWatters has a Bachelor of Science Degree in Education from Ohio
University.
Others working to gather and track information for this report from Perry Local School
District for this report include:
Christine M. DeNicola, MA Ed./NBCT, Grants Coordinator, Perry Local Schools
Perry Local Schools (Lake County) IRN# 047902 Page 4 Perry Elementary School REACH Program Grant # 6927
PROGRAM DESCRIPTION
Perry Local Schools, 21st Century Community Learning Center Program at Perry Elementary School is
ending the second year of a three year grant cycle.
Mission of 21st Century Community Learning Center Program at Perry Local Schools is to implement a
comprehensive school and community response to academic at risk students. The 21st CCLC Program at Perry
Elementary School, known as the REACH Program, will operate before school, after school and in the summer.
Academic intervention, homework support, a variety of hands on learning activities and youth development
programs will address academic interests and social/emotional needs of students. The REACH program will
serve 75 students. 85% of students served will be considered at risk academically and economically
disadvantaged.
(PPO #1 READING and PPO#2 MATH)
The REACH Program will improve academic achievement of at risk students so that 60% of students
participating 30 or more days who showed negative academic growth in previous years will show progress
towards meeting benchmarks in their individual academic plan.
PPO#1 and PPO#2 Activities will included:
* Tutoring (individualized intervention and instruction)
* Homework Support and Help
(PPO #3 YOUTH DEVELOPMENT)
The REACH Program will increase students' assets and enhance pro-social development by providing quality
skill based youth development programs so that 75% of program participants attending the program 30 days or
more will be able to determine and demonstrate increase in developmental assets.
PPO#3 Activities will included:
* 40 Developmental Assets Program
* Reading Mentors
* Project-based Enrichment Learning Centers
(PPO #4 PARENT ENGAGEMENT)
The REACH Program will provide opportunities for family engagement/social networking/skill based learning
and access to community resources so that all families will participate in at least one family engagement event
increasing their skills/knowledge and support networks and 75% of families will indicate a good to excellent
satisfaction rating on surveys/evaluations.
PPO#4 Activities will included:
* Parent Events (Orientation/Open House, Progress Conferences, Social Networking Events, Fitness/Wellness
Program and English for Adults Program)
* Community Referrals that link families to local educational opportunities, health and social services and other
community events
* 21st CCLC Program Advisory Group
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YEAR-TO-YEAR PROGRAM COMPARISON ATTENDANCE AND STUDENT DEMOGRAPHIC INFORMATION Attendance is a basic, yet critical element of any after school program. Students are able to make significant
gains in skills from academic interventions and youth development programming when they receive enough of
the intervention. Thirty or more days of attendance are required by the Ohio Department of Education for
students to be considered “regular attendees.”
ATTENDANCE AND STUDENT DEMOGRAPHIC OBJECTIVE: The REACH program will serve 75 students.
85% of the students served will be economically disadvantaged.
85% of students participating in the program will be identified as at risk (LEP, IEP, danger of failing
current coursework)
DEMOGRAPHIC OUTCOME: Student Attendance
Days of Attendance
STUDENTS
2015 2016 2017
>30 days 97 62
30 days to 59 days 117 10
60 days to 89 days 34
90 days or more 74
TOTAL 214 180
Student Gender
Gender
Total Student
Attendees
Regular Student
Attendees
(30 days or more)
2015 2016 2017
2015 2016
2017
Male 104 98 62 69
Female 109 82 54 49
Unknown 1 0 1 0
Total 214 180 117 118
Student Grade Level
All Student Attendees Regular Student Attendees
(30 days or more)
2015 2016
2017
2015 2016 2017
Pre K 12 19 0 0
Kindergarten 33 39 18 19
1st grade 47 36 28 21
2nd grade 41 42 24 35
3rd grade 46 24 26 23
4th grade 33 20 20 20
Unknown 2 0 1 0
Total 214 180 117 118
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Student Special Services
Special/Services Program Total Student Attendees
Regular Student
Attendees
(30 days or more)
2015 2016 2017 2015 2016 2017
Students identified as at risk 175 147 90 114
Includes Limited
English Proficiency 33 28 27 28
Includes economically
disadvantaged 109 88 66 66
Includes Special Needs
or Disabilities 21 9 16 8
Racial-Ethnic Group
Total Student Attendees
9th-12th grade
Regular Student Attendees
9th-12th grade
(30 days or more)
Race/Ethnicity 2015 2016
2017
2015 2016
2017
American Indian or Alaska Native 0 0
0 0
Asian or Pacific Islander 1 2
0 1
Black or African American 14 5
8 4
Hispanic or Latino 53 45
34 35
White 145 121
74 72
Unknown 1 7 1 6
Total 214 180 117 118
ATTENDANCE AND STUDENT DEMOGRAPHIC FINDINGS: The REACH Program enrolled 180 students. 118 students attended the program 30 days or more. 49% were
economically disadvantaged. And 82% were identified as at risk.
The REACH Program is meeting attendance outcomes and approaching demographic outcomes.
Efforts must be made to engage those target students who are at the program less than 30 days to participate in
program activities.
ATTENDANCE AND STUDENT DEMOGRAPHIC LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.
______________________________________________________________________________________________ PPO #1 READING and PPO#2 MATH Opportunities for learning occur in the hours children spend outside of school. Good out of school time
programs use instructional practices that actively engage students' attention and commitment to learning. The
REACH Program at Perry Elementary School intends to increase student’s learning time in core subject areas
(Reading and Math) by providing with access to academic activities that include: Tutoring (individual
intervention), Homework Help and Enrichment.
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PPO #1 READING and PPO#2 MATH OBJECTIVES: The REACH Program will improve academic achievement of at risk students so that 60% of students
participating 30 or more days who showed negative academic growth in previous years will show progress
towards meeting benchmarks in their individual academic plan.
PPO #1 READING and PPO#2 MATH OUTCOME:
MATH
Number of regular
student attendees
(30 days or more)
whose pre and post
grades were
available
Percentage of regular
student attendees
(30 days or more)
whose showed
growth
Number of regular
student attendees
(30 days or more)
whose post MAP
scores were available
Level of regular student attendees
(30 days or more)
whose post MAP scores were available
Below On pace
within grade
level
Exceeded
2015 108 8.3%* 113 68 35 10
2016 113 100%* 117 47 55 15
2017
* Percentage of students who attended the program 30 days or more demonstrated some academic increase in
math assessment scores but they may not have moved their scores significantly enough to meet/exceeds grade
level expectations.
READING
Number of regular
student attendees
(30 days or more)
whose pre and post
scores were available
Percentage of regular
student attendees
whose showed
growth
Number of regular
student attendees
(30 days or more)
whose post MAP
scores were available
Level of regular student attendees
(30 days or more)
whose post grades were available
Below On pace
within grade
level
Exceeded
2015 108 26%* 113 65 35 13
2016 111 99%* 115 56 38 21
2017
* Percentage of students who attended the program 30 days or more demonstrated some academic increase in
reading assessment scores but they may not have moved their scores significantly enough to meet/exceeds grade
level expectations.
Teachers surveys provide information help determine if teachers are aware of the student’s participation
in the program and if student’s participation in the program activities have an impact on the day school
performance. According to Perry Elementary School Teacher Surveys:
51% of classroom teachers believe that students participating in the program improved in
academic performance.
39% of classroom teachers believe that students participating in the program improved in
participating in class.
63% of classroom teachers believe that students participating in the program improved in
completing homework.
33% of classroom teachers believe that students participating in the program improved in coming
to school prepared and ready to learn. *see Appendix for Teacher Survey results
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PPO #1 READING and PPO#2 MATH FINDINGS: The REACH Program provided students with academic activities that included: Tutoring (individualized
intervention and instruction), Homework Support and Help and Project Based Enrichment Learning Centers
(experiential activities in reading, math, art, science and technology). Academic activities provided students
with the opportunity to practice skills, build on previously learned skills and help make links between the
learned skills and the program activities.
Of the 118 students attending the REACH Program 30 days or more 99% of students increased assessment
scores in reading and 100% of students increased assessment scores in in math but only 18% of students met or
exceed grade level expectations in reading and 13% of students meet or exceeded grade level expectations in
math. The REACH Program is approaching academic outcomes in reading and meeting academic outcomes in
math.
Responses on teacher surveys indicate that there still a need for students to change behaviors to meet teachers’
classroom performance expectations.
PPO #1 READING and PPO#2 MATH LIMITATIONS: Fall and Spring Grades in Reading and Math were not available for 7 students so increases or decreases in
grades could not be determined for those students. Teachers responded on teacher survey to individual
student’s performance in the program therefore results of these surveys are not necessarily generalizable to all
students but they do provide us with topics for discussion on program improvement.
________________________________________________________________________________________ PPO # 3 YOUTH DEVLOPMENT A student must acquire developmental assets by high school to be on track for positive and contributing
citizenship. These assets include positive sense of self and involvement with family, school and community.
PPO # 3 YOUTH DEVLOPMENT OBJECTIVE: The REACH Program will increase students' assets and enhance pro-social development by providing quality
skill based youth development programs so that 75% of program participants attending the program 30 days or
more will be able to determine and demonstrate increase in developmental assets.
PPO # 3 YOUTH DEVLOPMENT OUTCOME:
Students participated in a variety of Learning Centers and Community Service Learning Projects.
Students participated in the Mighty Girls Club and Character Building Program.
P-Fit activities provided students access to healthy life style activities including Fitness, Aerobics and
Team Sport Programs.
A variety of enrichment programs were provided by Lake County Metro Parks and YMCA.
According to Developmental Assets Survey:
All students who responded to the survey demonstrated knowledge about healthy lifestyles.
87% of students who responded to the survey had sometimes secured or had secured
developmental assets needed for good self-concept.
88% of students who responded to the survey were had sometimes secured or had secured
developmental assets needed for good family relationship.
Perry Local Schools (Lake County) IRN# 047902 Page 9 Perry Elementary School REACH Program Grant # 6927
89% of students who responded to the survey were had sometimes secured or had secured
developmental assets needed for good community relationship.
90% of students who responded to the survey were had sometimes secured or had secured
developmental assets needed for good school relationship. *Please see Appendix for all Survey results
Teachers surveys provide information help determine if teachers are aware of the student’s
participation in the program and if student’s participation in the program activities have an impact
on the day school performance. According to Perry Elementary School Teacher Surveys:
35% of classroom teachers believe that students participating in the program improved in
getting along well with other students. *see Appendix for Teacher Survey results
PPO # 3 YOUTH DEVELOPMENT FINDINGS: Staff has created a safe and comfortable environment for students to feel successful. Students in the REACH
Program participated in hand on literacy activities literacy focused on character education and
health/nutrition, recreation and community service learning programs. The programs were structured to
provide a stimulating environment where students gain a positive identity, increase their self-esteem and can
explore in ways unavailable them during school. Students’ perception of themselves and relationships with their families, their community and school is meeting
youth development outcomes in the REACH Program but there is room to improve and expand students’
experiences and opportunities. Activities should specifically link to strengthen student’s developmental assets
that have not yet been fully secured.
Responses on teacher surveys indicate that there still a need for students to change behaviors to meet teachers’
classroom performance expectations.
PPO # 3 YOUTH DEVELOPMENT LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.
Even though not all teachers responded on teacher survey to individual student’s performance in the program
the surveys do provide us with topics for discussion on program improvement.
______________________________________________________________________________________________ PPO#4 FAMILY INVOLVEMENT The most consistent predictors of children's academic achievement and social adjustment are parent
satisfaction with their child's education at school. (National PTA Program Standards of Excellence).
Identifying and integrating resources and services from the community and building parents' community
networks strengthen family practices changing home environments and have a strong influence on children's
school performance. (Strengthen What Happens Outside School to Improve What Happens Inside, Harvard
Family Research Project, 2009)
Family program activities will encourage parent’s involvement in their student's education and will increase
the assets, skills/knowledge and support networks of parents/ guardians.
PPO#4 FAMILY INVOLVEMENT OBJECTIVE: The REACH Program will provide opportunities for family engagement/social networking/skill based learning
and access to community resources so that all families will participate in at least one family engagement event
Perry Local Schools (Lake County) IRN# 047902 Page 10 Perry Elementary School REACH Program Grant # 6927
increasing their skills/knowledge and support networks and 75% of families will indicate a good to excellent
satisfaction rating on surveys/evaluations.
PPO#4 FAMILY INVOLVEMENT OUTCOME:
Staff contacted all parents of target students to encourage student enrollment in program. Program
mission, vision and requirements were discussed.
All parents were offered the opportunity to attend school and community events which included:
August 17, 2015- REACH Parent Meeting
October 1, 2015- Family Fun Night
December 10, 2015- December Holiday Music Concert
December 10, 2015 - Parent Advisory Board Meeting
May 16, 2016 -Young Author’s Night
According to Parent Surveys:
86% of the parents who responded to the parent survey agreed that the REACH Program was a
positive learning experience for their child that provided their children with a safe, well
supervised environment, an opportunity to feel successful, interesting activities, and an
opportunity to improve in school.
49% of the parents who responded to the parent survey also agreed that the REACH Program
Parent events increased their knowledge about educational opportunities for their children and
programs in the community. *see Appendix for Parent Survey results
COMMUNITY INVOLVEMENT OUTCOME: 6 community partners were identified as providing resources to program to support the implementation
of components:
Parker Place Assistant Living,
Big Brothers and Big Sisters of Northeast Ohio
Perry Fire Department
Lake County Metro Parks
Good News Club
Lake County YMCA
PPO#4 FAMILY INVOLVEMENT FINDINGS: All families participated in at least one family engagement event and 86% parents who responded to parent
survey indicated of the parents who responded to the parent survey agreed that the REACH Program was a
positive experience for their child and 49% agreed the REACH program increased their knowledge about
educational opportunities for their child and programs in the community. The REACH at Perry Elementary
School met family involvement outcomes.
PPO#4 FAMILY INVOLVEMENT LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.
Results of parent surveys provide us with topics for discussion on program improvement.
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Summary of Achievement
Results
Served students with the greatest need in the
community 180 students participated in the REACH Program at
Perry Elementary School. 118 students attended the
program 30 days or more.
49% of all participants receive free or reduced lunch
82% of students were identified as at risk
Increased participating student’s academic
achievement. Of students in the REACH Program at Perry
Elementary School 99% of students did increase
assessment scores but only 18% met or exceeded grade
level expectations in reading and 13% met or exceeded
grade level expectations in math.
According to teacher surveys 51% of students improved
in academic performance, 39% of students improved in
participating in class, 63%% of students improved in
completing homework and 33% of students improved
in coming to school prepared and ready to learn.
Provided students with opportunities to increase
developmental assets. According to 2016 Youth Assets Surveys:
87% of students who responded to the survey
have an overall positive perception of
themselves.
88% of students who responded to the survey
have an overall positive perception of their
relationship with their family.
89% of students who responded to the survey
have an overall positive perception of their
relationship with their community.
90% of students who responded to the survey
have an overall positive perception of their
relationship with their school.
Provided benefit to families of participating
students
86% of the parents who responded to the parent survey
agreed that the REACH Program was a positive
experience for their child
49% agreed the REACH program increased their
knowledge about educational opportunities for their
child and programs in the community.
Increased community involvement 6 community partners were identified as providing
resources to program to support the implementation of a
variety of program components.
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2016- 2017 PROGRAM RECOMMENDATIONS
A quality program is one that is reflective, willing to improve, change, grow and believes in successful
outcomes for its participants. Program recommendations were determined by reviewing all of the information
and data collected during annual program review and evaluation. This collected information provided data to
analyze the success of the program components and make the following recommendation for continuing
program improvement.
REDESIGN Program Academic Activities Program activities should address specific learning topics that are linked to school day goals but provide a
different variety of project based learning models and activities. The program activities should not to
replicate students' school activities.
EXPAND Family Engagement Programs Family events should increase the awareness of the value of the education and provide opportunities for
educational related experiences.
Family events should increase the awareness of community resources and provide opportunities for
experiences in the community.
Program staff should create formal and informal methods of communication with families. A program
newsletter is highly recommended.
INCREASE Community Involvement Program should expand relationships with community partners for purpose of enhancing program
components. These partners should include arts, cultural, universities and other community institutions.
Program should provide opportunities for community partners to be engaged in program development
and design, marketing and implementation. Involving community partners in the Program Advisory
Group is recommended
ASSURE Long Term Program Sustainability District administrators must develop and plan for long term sustainability of the program. The plan
should include vision, mission, objectives, strategies and action steps.
District administrators should consider development of 21st CCLC grant applications for SFY 18
submission by gathering data to determine target schools/students, set new goals and establish measures
for Academic Intervention, Youth Development, Parent and Family Engagement/ Support and create
effective linkages with school administrators/principals/ teachers/ parents/community partners.
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Appendix
Perry Local Schools (Lake County) IRN# 047902 Page 14 Perry Elementary School REACH Program Grant # 6927
2015-2016 DEVELOPMENTAL ASSET SURVEY
87 students responded to the survey.
ALL ABOUT ME NOT YET SOMETIMES ALWAYS
1. I tell the truth even when it is not easy.
2
41
44
2. I can say no even when someone wants me to do something I
know is wrong.
11
28
48
3. I try to do the right thing even if my friends make fun of me.
9
22
56
4. I think about my future.
10
26
51
5. I have friends who care about me.
2
18
67
6. I can be friends with someone even if they are different from
me.
5
16
65
7. I can solve problems without hitting or using hurtful
language.
8
30
49
8. I like myself.
2
13
72
MY FAMILY NOT YET SOMETIMES ALWAYS
9. My family loves me.
0
5
82
10. I talk to my parents about things that bother me.
10
27
50
11. My parents talk to me about what is right and what is
wrong.
4
22
61
12. In my family there are rules about what I can and cannot do.
5
13
69
13. I enjoy spending time with my family.
1
8
78
14. I feel safe at home.
1
12
74
MY COMMUNITY NOT YET SOMETIMES ALWAYS
15. I feel safe in the neighborhood where I live.
7
23
57
16. In my neighborhood, I know adults who are not in my family
who care about me.
9
17
81
17. In my neighborhood there are things for me to do.
8
24
55
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18. I participate in community activities (sports, clubs, church)
that have nothing to do with school.
9
23
55
19. I think helping other people is a good thing.
1
9
77
MY SCHOOL NOT YET SOMETIMES ALWAYS
20. I like school and like coming to my school.
8
27
52
21. I feel safe at school.
2
23
62
22. I have friends at school.
0
7
80
23. I know the teachers at school care about me.
0
14
73
24. I can talk to my teachers if I have a problem.
6
21
60
25. I participate in activities (sports, clubs, music, theater, or
other arts) at school.
5
24
58
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2015-2016 CLASSROOM TEACHER SURVEY
Classroom Teachers completed 49 surveys.
In my opinion this student …
Improved in completing homework.
Improved in participating in class.
Improved in academic performance.
Improved in coming to school prepared and
ready to learn.
Improved in getting along well with other students.
TEACHER’S COMMENTS:
She has struggled with homework and readiness all year, with little noticeable change.
She has always been a good student all year, so REACH wasn’t needed to improve her classroom
performance.
Having homework support has really helped him.
He is much better at turning in his homework on time, not perfect but better.
She is much better at turning in his homework since joining REACH and it has boosted her confidence in
class.
She works on her homework at REACH but not at home.
Better at turning in homework but not all of it. Homework was not all completed at REACH. And not
finished at home. He seemed confused about this and perhaps mom thought that all of the homework was
being completed at REACH. He is a struggling student who needs extra time to complete all of his
assignments. REACH time alone is not enough support for him to complete all of his homework
assignments.
I saw noticeable improvements in her preparedness for school. There was an improvement in her
homework as well as taking responsibility for her belongings if they were misplaced. She always came to
ask for an extra copy if she did not have what he needed. She also worked out arrangements with the
REACH staff to keep her work with her until it was competed, instead of taking it home.
I did not see any changes in this student however, he already had strong supported at home. He begged
his parents to go to REACH for social aspects and see his friends. It was a positive social outlet for him.
He needs quiet space to complete homework, so homework help was difficult for him at REACH.
Yes No No
change
31
7 11
16
7
26
25
5
20
16
9
24
17
2
30
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Inconsistent homework completion. Socially REACH helped welcome him to the school and made him feel
safe and included. I think he really enjoyed REACH and helped him feel like a part of the community
Great program for her. She is able to get homework done with support and be in an environment with
other students where she feels comfortable. She has made a lot of growth
She dropped the program because her mother felt all she did was play on the iPad. There was conflicting
information on how time was spent and her homework was not completed during her enrollment at
REACH. I had other student’s that came down during the REACH time and asked for extra homework,
but she was never one of them.
It was a long day for him and it is difficult for him to concentrate without sensory breaks. Teachers have
been great communicating what problems he is having.
He needed all the support REACH gave in order to accomplish his academic goals.
He made a year’s progress worth of growth in reading and he is excited to go to REACH.
It was nice for him to make new friends in other classes.
She only participated first semester. She would have benefited all year if the spots were available.
He asked his parents to be a part of REACH. Very self-motivated to learn.
He enjoys participating in the program.
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2015- 2016 PARENT SURVEY 35 parents with students in the REACH (Elementary) program responded to the survey.
The results are indicated below.
In our experience the program provides my child with….
a safe, well supervised environment.
an opportunity to feel successful.
interesting activities.
opportunities to improve in school.
As a participant in the parent engagement events…
the activities increased my knowledge about
opportunities for my child.
I discovered new things about my community.
I meet other parents.
PARENT COMMENTS:
As a parent I received no feedback about what happens at REACH. I received no Data which was said at the
orientation that was to be shared with the parents throughout the school year. Also I received no
communication at all through the entire school year about my children. Very disappointed about the lack of
communication.
I would like my child to have some of her homework done before she comes home from the program.
The REACH program is great I see improvements.
Both of my boys wanted to participate in the program to get homework done and they are both frustrated, but
there was not much help or time.
One big concern was my child’s homework was often done but it was wrong so we redid it. It really didn’t
matter what the subject was. My child said that someone always helped him.
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
20 15
15 14 5 1
13 18 2 2
18 12 1 2 2
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
7
18
1
1
5
3
17
6
1
5
5
11 6 2 6
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My grandson does not like the REACH program and he says it is boring.
I would like to see tutoring set forth in REACH as a help to someone who struggles so much at the end of the
day to help kids with their homework.
It is such a long day it makes it extremely hard to get anything out of these kids after school.
It would be a thought to maybe have some high school kids after school to come and help these kids in
REACH.
If I were to let my son come home from school on a regular day he would just lay around, watch TV, play
video games and do absolutely no school work.
I have a hard time getting anything out of him as it is. Hope this could be a possibility in the near future.
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2015-2016 STUDENT PROGRAM SURVEY
CIRCLE ONE ANSWER
YES NO
Do you like coming to the after school program? 64 12
Do you feel safe in the program? 77 9
Do you have friends in the program? 83 3
Do you think you are doing better in school since you started
coming to the program? 72 14
Do you like the activities at the program? 75 11
What activities do you like the most?
Reading, Recess; P Fit; going outside, using I Pads; play games, going on the monkey bars, coloring, gym,
library, thermostat soccer, Rock wall, playing with friends, technology/computers, reading, basketball, movies,
getting homework done, service learning projects and library
What activities do you like the least?
Taking so long to get back home, Reading; snack time, it is so loud and crowded, homework help, waiting for
the bus, playing with Legos because they fall apart, throwing a ball at my face. gym, technology, math,
exercising, library, cardio, jump ropes, watching television, football, outside, technology because we have to
learn learning games, youth development specials and enrichments classes