after-school program program evaluation
TRANSCRIPT
Sitka School District
Sitka, Alaska
21st Century Community Learning Centers
AFTER-SCHOOL PROGRAM
PROGRAM EVALUATION July 1, 2014 – June 30, 2015
Program Coordinator:
21st CCLC Program Coordinator – Margaret Galanin
Annual Evaluation Report Prepared by:
Charlie Johanson-Adams, External Evaluator
Leading EDGE Consulting & Coaching, Chugiak, Alaska
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APPENDICES
SECTION 1 – BACKGROUND INFORMATION
1. Program Description
2. Program Rationale
a. A Logic model.
b. Program goals and the performance indicator(s)
SECTION 2 – EVALUATION METHOD
1. Performance data about participants.
2. Survey data
3. Observation data
SECTION 3 – EVALUATION FINDINGS
1. Data Presentation
2. Conclusions- Strengths & Challenges
3. Recommendations
SECTION 4 – USING THE EVALUATION
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SECTION 1 – BACKGROUND INFORMATION
1a- Evaluation conducted by:
Charlie Johanson-Adams, MA, AC
Leading EDGE Consulting & Coaching
P.O. Box 671891, Chugiak, Alaska
Office: (907) 688-3342 Fax: (907) 688-0369
Charlie has been the Owner/Consultant and sole proprietor of Leading EDGE Consulting &
Coaching since 1999 and conducted external program evaluations for more than a dozen
federal and state funded grant organizations, schools, and businesses. Charlie has a Masters in
Early Childhood Education, worked as a Fellow through Anderson School of Management,
UCLA, and as a Professional Coach holds Associate Coaching Certification (ACC) in Personal and
Leadership Coaching through the International Coach Federation (ICF).
1b - Year of the grant cycle(s) being evaluated:
Year of the grant cycle being evaluated: July 1, 2014 – June 30, 2015
Program Year Dates: September 22, 2014 – May 22, 2015, excluding a two week winter break
and one week in March for spring break.
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1c - Program Description
21st CCLC Community: As a continuation of the Sitka Community Schools 21st Century Community Learning Centers- After-School Programs, this dynamic grant offered five super engaging, targeted high quality programs to the following schools within the Sitka School District. The total number of individual participants served this school year was two hundred and thirty one (231); eighty five percent (85%) of the participants were enrolled and twelve percent (12%) of the participants dropped during the school year.
Name of School Total Enrolled/ Dropped
Average Daily Attendance/ #
Scheduled Days
Grade Levels To be
Served
Number of Staff
Baranof Elementary School After School Educational Support (ACES)
Principal: Mark Lee
26 Enrolled
6 Dropped
21.80
113 Scheduled Days
K-1 Grades
Ages 5-7 years
1 Lead
3 Support
Total= 4 Staff
Keet Gooshi Heen Elementary School Growing & Learning Opportunities (GLO)
Principal: Casey Demmert
50 Enrolled
2 Dropped
41.35
110 Scheduled Days
Grades 2-4
Ages 8-11 years
1 Lead
5 Support
Total= 6 Staff
Blatchley Middle School Blatchley After School Time (BLAST)
Principal: Mandy Summer
30 Enrolled
7 Dropped
17.93
110 Scheduled Days
Grades 5-8
Ages 11-14
1 Lead
2 Support
Total= 3 Staff
Blatchley Middle School 8th Grade Study
Principal: Mandy Summer
50 Enrolled
14 Dropped
12.36
64 Scheduled Days
Grade 8
Ages 13-14
1 Lead
Total= 1 Staff
Pacific High School Learning Extensions & Alternatives Program (LEAP)
Principal: Sarah Ferrency
41 Enrolled
0 Dropped
3.06
128 Scheduled Days
Grades 9-12
Ages 14-21
1 Lead
Total= 1 Staff
Total 197 Enrolled
29 Dropped
131 Scheduled Days
K-12 15
(2 not funded directly by 21st
Century Program Grant)
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1d - Activities & Participation
The following chart is but a brief synopsis of the individualized academic and enrichment activities offered through the Sitka Community Schools 21st Century After-Schools programs. Regular attendees are students who attend more than 30 days of after-school programs. One hundred and fifteen students (115) attended fewer than 30 days during the reporting period while one hundred and sixteen (116) attended 30+ days. The percent of participants receiving services per category are: Academic Enrichment=40%, Homework Help=28%, Tutoring=31% within 498 sessions in 954.25 hours per year, which demonstrates a well-balanced after-school program.
Program/Site Academic Enrichment Learning Programs/Activities
How Often Participation #’s Regular Attendees
Baranof Elementary School
After School Educational Support (Baranof Buddies)
Enrichment Activities
Reading/ Literacy
Mathematics
Science
Fitness
1:30 -3:45 pm
Monday –Thursday
Total= 32
K= 53%
1st Grade=47%
84%
Keet Gooshi Heen Elementary School- Growing & Learning Opportunities (GLO)
Mathematics
Reading/Literacy
Science/STEM
Enrichment Activities (Student Selected)
Fitness
2:30-4:00pm
Monday – Thursday
Total= 57
2nd Grade=51%
3rd Grade= 30%
4th Grade=19 %
86%
Blatchley Middle School- Blatchley After School Time (BLAST)
8th Grade Study Hall
Tutoring
Reading & Literacy
Mathematics
Science
Social Support
Fitness
Homework Help
3:15-5:00pm
Monday-Thursday
Total= 106
5th Grade= 4%
6th Grade= 11%
7th Grade= 18%
8th Grade= 66%
36%
Pacific High School
Learning Extensions & Alternatives Program (LEAP)
Tutoring
Science
Mathematics
Reading/Literacy
Credit Recovery
Career Class (2nd Semester)
8:30 am-5:00pm
Monday-Friday
Total= 35
9th Grade= 34%
10th Grade= 28%
11th Grade= 2%
12th Grade= 17%
.06%
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1e - Program Rationale
Logic Model
The logic model for the Sitka 21st Century After School Program has remained the same as designed within the 2014-2019 grant period and continues to provide guidance and motivation to move the programs forward.
Goals
Inputs
Outputs Outcomes Performance Measures
Improve academic development and performance of “at risk” students
Increase the number of secondary students eligible for the Alaska Performance Scholarship
Increase the percentage of students who feel safe at school
Program Staff
Funding
School Staff & Community Partners
Program Curriculum & Materials
Student Transportation
Healthy Snacks
Activities:
1. Academic instruction / tutoring
2. Academic enrichment opportunities
3. Homework help / directed instruction
4. Supplemental credit attainment/ recovery opportunities
5. Provide career exploration & awareness activities for secondary
6. Fitness activities
7. Pro-Social Skills group meetings
8. Service Learning Activities
9. High stakes test preparation & practice for secondary students
10. Family activities
11. Professional development for staff
Target Population:
• Lowest achieving students in four (4) Title I schools • Students who are eligible for free or reduced school lunch
• Students identified “at risk” for academic or social reasons by school counselor or principal
Short-Term:
* Students enroll in program activities
* Student engagement in program activities
* Parents attend activities
* Mentors established for secondary students
* Curriculum aligned with school day
Intermediate:
* Increased student enrollment in program activities
* Increased attendance for program activities
* Increased number of families attending activities
* Increase in
* Positive youth development
* Quality instruction provided
Long Term:
Improved academic development and performance of “at risk” students
Increased number of secondary students eligible for the Alaska Performance scholarship
Increased numbers of students who feel safe at school
Measures of effort:
1. Number of students served in the program
2. Number of weeks of programming
3. Satisfaction surveys (teacher, student, parent)
Measures of effect:
1. Improved test scores (SBA, DRA)
2. Improved grades on report cards (Proficient or GPA above 2.5)
3. Higher levels of emotional safety at school (Olweus student survey data)
3. Improved graduation rate
4. Improved attendance rate
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Sitka 21st CCLC Measurable Program Objectives
Three goals and ten targeted performance indicators/objectives used to track each goal,
assigned within the 2014-2019 grant have just a few minor changes, as a result of the state’s
testing requirements. An analysis of each goal/indicator-objective is outlined in Section 3-
Evaluation Findings of this report.
SECTION 2 – EVALUATION METHOD
2a – Evaluation Question
Rather than wrestling with various questions that often times overlap and confuse the
program’s focus, the evaluator has combined the energy of several questions into one
“meaningful” question to evaluate and search for program alignment within. The question is:
“As a 21st Century after-school program targeting students K-grade 12 who are under-achieving and/or qualify for free/reduced lunch, what effective, engaging and appropriate after school program designs, student progress markers, and types of academically enriched curriculum activities will capture the students minds and curiosity thereby improving their levels of academic and social success with an end result of making a difference in their lives, their families’ lives and the community as a whole?”
2b – Types and Sources of Evaluation Data
The external evaluation of the Sitka 21st Century After-School program follows a plan created
by the Program Coordinator staff and the external evaluator. As determined, the evaluation
consisted of four distinct collection and analysis points; performance data, survey data,
observational data and, data gained from the Review, Reflection & Progression feedback
sessions between the Program Coordinator and site teams.
Performance Data: The Sitka 21st Century After-School Program Goals/ Objectives (See
Section 3) continues to be the foundational benchmarks with academic achievement
information, attendance data, and school / student data collected and analyzed as
documented within the Youth Services program data system. On a monthly basis, the
evaluator and the Program Coordinator reviewed relevant data, information and trends for
data-driven decisions made during the year and forward into the FY2016 school year
planning.
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Survey Data: Student, teacher and parent surveys continued to be a data-rich source of
information and insight of this year’s evaluation. Each new quarter/semester, pre and post
surveys are conducted to query the students as to their interests and desires for academic &
enrichment activities (pre) and the success of the selected activities (post). The following are
the surveys conducted this school year;
Student Activities Survey - Brought back by “popular demand” the Activities Surveys
offered students the opportunity to have input on the types of activities that interests the
students and challenges them toward new levels of learning. This process has been most
empowering for the students and the teachers have noticed an increase of student
engagement. Students have reported they felt heard and their ideas were recognized and
built upon by teachers; from this practice students have shown meaningful progress.
Student Survey: Step-Up Program Pre/Post Assessment – A pre/post Step-Up Program
Survey was conducted with students who voluntarily participated in the Step-Up program; a
program designed to guide students through the transition process from elementary school
into middle school. Students completed the survey prior to the Step –Up session and then
completed the survey after the class. Results were to demonstrate confidence, attitudes,
understanding of their next steps and a comfort level through the transition process.
School District Staff and 21st Century Staff Surveys - The School District Staff Survey is a six
point questionnaire the queries the staff on their level of satisfaction with the 21st Century
After-School program. Elements included range from shared responsibility of students to
program management to rating the level of communication between the teachers and the
after-school programs. The 21st Century Staff Survey includes a few of these aforementioned
questions and goes deeper into the staffs’ level of work (hours/pay), professional
development, and engagement levels between students and teachers within each school.
Success stories were also a part of the “ask” within the surveys.
Parent Surveys - Based on the previous year’s evaluation recommendations, a Parent Survey
has been designed and strongly supported at each of the 21st Century After-School programs.
The survey is five questions in length; questions range from parents’ perspective on the safety
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of the school environment to seeing improved grades and social skills of their child due to their
involvement in the after-school program. Parents were also asked to rate with comfort level in
communicating with the after-school staff and offered an opportunity to comment on the
programs as a whole.
Observational Data: Two on-site independent site observations of classes, events, and
activities were conducted by the external evaluator on October 28-29, 2014 (joined by Scott
Miller, McDowell Group) and April 1-2, 2015. Using the Alaska 21st CCLC Observation Tool,
designed specifically for statewide Alaskan 21st CCLC program by the McDowell Group, the
tool’s overall purpose was to get a sense of how daily operations /processes affect program
quality. Interviews with individual students and teachers occurred during the observation. All
the quantitative and qualitative data gained from these observations and interviews were
analyzed for the purposes of this report. During these visitations the evaluator conducted an
interview with Margaret Galanin, 21st Century After-School Program Coordinator.
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Review, Reflection & Progression Feedback Sessions Data:
21ST CCLC Review, Reflection, & Progression
Successes to celebrate? What is going well and needs to continue!!
1.
2.
3.
4.
5.
What’s been challenging?
What to do about it?
Who can do this?
1.
2.
3.
4.
5.
What Else??
The addition of these specific data points has proven essential for not only tracking the
continuous academic and enrichment curriculum improvements but also for the “reflective”
process provided for staff in each of the five programs. Bi-monthly, the Program Coordinator
conducts a reflective feedback session with site teams. The documented feedback is shared
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with the external evaluator during the monthly evaluation teleconference. Over time, tracking
of these reflections has provided the evaluator with cumulative guidance and evaluative
insights. Reflective feedback sessions are proving to be quite successful on all fronts.
SECTION 3 – EVALUATION FINDINGS
3a - Data Presentation The evaluation question: “As a 21st Century after-school program targeting students K-grade 12 who are under-achieving and/or quality for free/reduced lunch, what effective, engaging and appropriate after school program designs, student progress markers, and types of academically enriched curriculum activities will capture the students minds and curiosity thereby improving their levels of academic and social success with an end result of making a difference in their lives, their families’ lives and the community as a whole?”
Data analysis was provided by the external evaluator who compiled each measurement tool,
calculated out scores, reviewed survey data and when available utilized the analysis tools
within Survey Monkey. Observational data analyzed was based on 40 years of practice and
research in the fields of early education, special education and educational leadership. Ongoing
communication with the Program Coordinator, staff and interviews with the students also
provided ample data and insight into the Sitka 21st Century After-School Program.
Program Goals/Indicators Results 2015:
Goal 1 Improve academic development and performance of at risk students e.g. those
qualifying for free or reduced lunch and/or those students grades K-8 that score below or far
below proficient on standards based assessment.
Obj. 1.1 50% of students who attend more than 30 days will increase scores for their
identified assessment by 10% in either math or reading, as collected by two consecutive
annual scores.
This objective was fully met as reported in the Sitka 21st CCLC Narrative Reflection, June 30,
2015 by the Sitka Program Coordinator. As reported, 100% of the elementary students, grades
K-2 (Baranof Buddies), enrolled more than 30 days made OVER a 10% gain in their scores on
the Dibels. In grades 3-5 (GLO), 92% of the students made more than a 10% gain in their
scores. The greatest progress has been on the motivation provided to the staff on how their
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daily actions have a meaningful impact on the students, the school and the 21st Century After-
School program collectively. It is noted that the elementary programs utilize the Student
Activities Survey (pre/post) to motivate and engage their students in after-school activities.
This practice of engagement has become a high quality marker for success in elementary after
school programming for the Sitka School District. It produces the motivation for teachers to
design activities that capture the students’ minds and curiosity; at the students’ request.
Additionally, students in the middle school program (BLAST) and 8th grade study hall
participants had a 54% increase in scores in either Math or Language Arts. The 8th grade
students outperformed the other two grade levels. The connection between the 8th grade
study hall focus and their level of performance is strongly significant. Having the guidance and
opportunity to complete their homework successfully on a daily basis has a direct impact on
the success of the student.
Obj. 1.2 80% of students enrolled in the program will attend the program for 30 days or
more.
This objective was partially met. The elementary after-school programs (Baranof Buddies and
GLO) successfully met this objective with 84%-86% of the students (respectively) regularly
attending the after-school programs. BLAST and LEAP (the middle and high school programs)
fell far below with 36% - .06% regular attendance respectively. According to the Youth Services
data for 2015 there were gradual decreases in 30-60-90 attendance data with an overall drop
by 46% after 90 days. It is noted that the LEAP program demonstrated the most significant
fluctuation in enrollment and regular attendance.
Obj. 1.3 50% of enrolled students will have a family member engae in at least one of three
scheduled events per year.
This objective was met. Fifty percent (50%) of the parents did attend at least one event per year.
There were four events at Baranof Buddies with 78% attendance overall. GLO held three events
with 51% of the parents attending. There were also three events at Blatchey, with 54%
attending. LEAP joined Pacific High when there were “whole school” family events and had 58%
of family members in attendance averaged from four events.
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Efforts have increased based on reflective feedback session data, parent and teacher surveys.
Parents have reported strong satisfaction with the program at all grade levels. According to the
Program Coordinator (from interview in April 2015) parents are “strapped with so many
timelines and activities” after work, when the children are home that leaving for an event is next
to impossible. Parent survey responses indicate strong satisfaction with having their children
enrolled in after-school programs. No responses by parents were indicative of willingness to
attend scheduled events hosted by the Sitka 21st Century After-School Programs.
Goal 2 Increase the number of secondary students enrolled who acquire appropriate credits
necessary for Level 3 Opportunity eligibility for the Alaska Performance Scholarship (APS) by
10% annually.
Obj. 2.1 50% of secondary students enrolled will earn six (6) credits per year.
This objective was not met. It was recently modified, due to changes in Alaska’s testing
practices. Six credits per year are needed in order for students to “Keep on track” and graduate
within four years at Pacific High. Only two students earned six or more credits this year.
Obj. 2.2 50% of students taking career or college readiness (CCR) tests will achieve a baseline
of ACT 21 or SAT 1450, or qualifying Work Keys score of 13.
This objective was not met, however there was a 20% increase in the number of students taking
the SAT between 2014 and 2015 and only involves students in grades 11 and 12. Only 6 students
of the 13 that took one of the CCR tests scored within the eligibility for the APS eligibility.
Obj. 2.3 80% of secondary students enrolled will achieve a GPA of 2.5 or higher at the end of
the school year.
This objective was not met. 35% of the secondary students achieved a GPA of 2.5 or higher. Of
the 18 students that attended 10 days or more, only 6 had 2.5 or higher. There doesn’t seem to
be any correlation between attending LEAP and higher grades, at this time.
Obj. 2.4 80% of secondary students enrolled will participate in 4 career exploration activities
per year.
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This objective has partially been met. 50% of the students were enrolled in “career awareness”
programs offered at LEAP. This is a 100% increase in students attending career focused
programs in one year. The LEAP program has redefined their direction and has engaged the
University of Alaska Southeast in offering opportunities for high school students to be dually
enrolled in high school and college. The course offered that attracted such interest is “Intro to
the Mining Industry”. 50% of the students taking the class successfully completed the course for
both high school and college credit. LEAP provided the avenue for these students’ success.
Goal 3 Increase the percentage of middle school students who feel safe at school.
Obj. 3.1 Increase the percentages of students at middle school that disclose bullying by 10%
annually over 5 year period.
This objective is in process. Five year data analysis of bullying behavior is being collected
through the Olweus program and will be available in 2019.
Making a difference in a student’s life though the after-school program has been directly linked
to the middle school’s (BLAST) pro-social skills curriculum. This being the second year of using
the targeted curriculum, students demonstrated (as observed by the evaluator) a notable
increase in appropriate social engagement during class while 72% of the parents reports (Parent
Survey 2015) that they were satisfied with the safe, worry-free, supportive environment
provided by the after-school program for their student.
Obj. 3.2 Reduce the percentage of students at the middle school who fear bullying by 5%
annually over a 5 year period.
This objective is in process. Five year data analysis of bullying behavior is being collected
through the Olweus program and will be available in 2019
Obj. 3.3 Reduce the percentage of students at the middle school who report being bullied
within a two month period by 25% at the end of a 5 year period.
This objective is in process. Five year data analysis of bullying behavior is being collected
through the Olweus program and will be available in 2019
Pre/Post Summary on STEP-UP ACADEMY
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The 2015 “STEP UP Academy” is an annual project that assists students with the transition from
Keet Gooshi Heen Elementary School in fifth grade up to sixth grade at Blatchley Middle School.
A brief pre/post five question survey was given to the students before their experience with the
Step-Up Academy and after their experience. Students rated themselves on a scale of 1 – 5; 1=
really worried, 2= kind of scared, 3= OK…fine, 4=Looking forward to it, & 5= Really excited. The
eleven students participating in Step-Up this year demonstrated improvement in all areas, with
significant improvement in orientation to the school and being able to find their way around
the school. Confidence in working the lockers & remembering the combinations increased by
40% , and there existed a significant attitude change the students engagement in the sessions;
counselor reported students “loved” the sessions and really wanted to be a part of BLAST when
they move to the next grade level. This program is successful in assisting with the difficult
transition from elementary school to the middle school and in building the self-confidence so
needed during this time.
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21st CCLC Site Observation Tool Results 2015
The following chart demonstrates the scores based on the 21st CCLC Observation Tool as observed by the external evaluator during two individual observation times. Comments below the scores are based on these observations. A scoring system of 1= indicator is not present to 7= indicator is highly evident and consistent. Data was analyzed directly following the on-site visit and shared with the Program Coordinator.
INDICATOR BARANOF BUDDIES
GLO BLAST LEAP
Arrival, Snack, Pickup 5 indicators
30/35 Smooth and
consistent methods
used for keeping
account of all
students during this
crucial time.
Note: ran out of
snacks.
27/35 Location for transitions
(hallway) is not
thoroughly conducive to
effective and consistent
transitions.
Staff do an excellent job
within these conditions
35/35 Highly organized system
in both the BLAST
program and the 8th
Grade Study Hall.
Efficient and consistent
with students taking
account for each other.
Did Not Observe Noted that snacks were available at all times for
the students.
Homework Time 5 indicators
Did Not Observe Did Not Observe 35/35 (Both Groups)
Highly organized,
monitored and
motivational. Students
are working in groups or
independently at their
own pace.
25.5/35 Staff provided an added incentive for completion
of tasks with a game opportunity in the room
next door.
Activity Content and Structure 6 indicators
40/42 (Story time & Solar
System)
Excellently planned and
executed. Students
challenged and
stimulated by
interactive learning
process. Lots of smiles!
40/42 (All activities observed)
Fully engaged students,
many opportunities to
explore their challenges
and discover their
solutions. Highly
structured activities and
it flowed well.
38/42 (Pro-Social Skills Class )
Students were
interacting with each
other at a much higher
level than in the previous
year.
42/42 (8th Grade Study Hall)
Had the environment of
accountability and
diligence. Students fully
engaged with homework.
26/42 (Resume’ Writing & Job
Search) In 2014 observed much
the same student experience, question if
the students have a plan to follow? Limited
visual aids and templates for resume’ work available for the
students. Students were transitioning in and out of session at
their own pace.
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INDICATOR BARANOF BUDDIES
GLO BLAST LEAP
Youth Directed Relationship- Building 6 Indicators
31/42 Students were at all times relaxed and
respectful. There was a positive attitude
throughout. Redirection was used effectively.
40/42 Students knew routines and ground rules very
well. Staff were available and open to curiosity and
questioning. All classes observed honored student’s choice.
40/42 Another strong area for
the pro-social skills curriculum. Students
were self-directed and leadership roles among
students were very evident.
20/42 (2 indicators N/A) More structure to the session is needed to
capture the interest of all the students
present. Job Development skills led
to a REAL job for 1 student!
Staff Directed Relationship-Building 7 indicators
45/49 Excellent role modeling
and expectations
offered to the students.
Calm, appropriately
excitable, excellent
classroom
management.
47/49 Clear ground rules and
routines that students
felt accountable towards.
Staff available at
students’ request which
offered growth
opportunities among
classmates to help each
other learn.
42/49 Use of pro-social skills as
a role modeling activity
was brilliant! The
classroom felt safe and
clearly there were high
standards of engagement
established from the
beginning of the year. 48/49
(8th grade study hall)
Exemplary management
of the learning
environment. One could
feel the students’ energy
as connections were
being made.
42/49 Warm and friendly
environment. The “hush” of learning demonstrated
individual’s capacity to focus. Evidence of
individualized project-based tutoring as a
routine was respected as students moved through
their projects.
Program Partner Involvement
All programs, over the course of the year, were engaged with community partners. In-classroom support was provided by local AmeriCorps volunteers. Science activities were hosted by the Sitka Sound Science Center and fitness activities were hosted by a local athletic club and the pro-social “run” program is sponsored by the Girls/Boys on the Run program through Sitkans Against Family Violence (SAFV). The Sitka School District has partnered with the local busing company to provide transportation for the after-school program. This program year, increased transportation has promoted more solid attendance, than in the previous year.
Food Program The Healthy Snacks program, funded by the child Nutrition Grant and supported through the Sitka Rotary Club offered students well-balanced, local food options. This change represented a shift in “after-school” snacking behavior and has promoted an emphasis on nutrition and “fueling” ourselves throughout the day with healthy, locally grown/harvested foods. Traditional foods were also introduced as an option for students.
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3B – CONCLUSIONS AND RECOMMENDATIONS
Strengths:
Program consistency and respect for all participants (staff, students, parents and partners) is
evident
Each individual school has strong elements that speaks to the highest of quality standards;
o Baranof Buddies: Brilliant use of experiential learning activities and “wet labs” where
students build collaborative creations based on the theme. Staff are a well-oiled
machine!
o GLO: Choice, it’s all about choice and the students LOVE IT! Staff have structured the
activities to complement their own skills. Students are challenged with daily problems to
solve individually and within a group setting. Most of the activities scaffold off of each
other; which is an excellent learning strategy for young children.
o BLAST: There are two options for students in this program- the pro-social activities
and/or the 8th grade study hall. Both activities are excellent in social skills building and
creating academic successes. The highlight this year was to experience both options
and feel that each one perfectly fits the models for high quality after-school
programming.
o LEAP: The casual, calm environment for this program is clearly working for the students.
Their interpersonal and relationship building skills are nurtured while building their work
and career steps to success.
Movement in the staffing plan is manageable and Program Coordinator continues to cultivate
excellent staffing opportunities and attracts excellent staff.
The 21st Century After- School Program’s vision, goals and objectives are known by all staff and
school principals. Regular communication, and collaborative projects keep the after-school
program visible and important.
The Program Coordinator is meticulous in her organizational skills regarding this program. Her
high standards set the model for exemplary service to the community.
Challenges:
LEAP students appear to need a new model for Career Exploration; low numbers demonstrate
this challenge.
Losing students to intermural sports and activities such as band, choir and art.
Balance of after-school time with that of available space within each school. Currently utilizing
multiple-use classrooms, but some teachers report that they are not accepting of this
arrangement.
Students are on the bus for extended periods of time in the fall; with springtime, the schedule
changes helped yet this will always be an area to keep focused on.
Not having your own “face” as in own website, boxes for memos, online exchanges or blogs to
help each other out in after-school settings.
Engaging parents. See Recommendations.
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Recommendations:
The addition of the Triple P: Positive Parenting Program may be the needed incentive to more
highly engage parent in the Sitka 21st Century After-School Program. As an added bonus and on
a quarterly basis, plan an evening presentation of the students after-school work; this could be
in conjunction with Open House at the schools or you could have your own showing. If students
are building robotics, engage the parents in building one that evening. OR, if the evening is
about experiential learning, have the students engage their parents in a “solar system”
demonstration. In short, what excites and energizes the students will most CERTAINLY energize
and engage even the most time-strapped parent.
Two thumbs up for the following additions to next year’s activities:
o EduGuide online curriculum implementation at BLAST and LEAP.
o Oh Shift (decision making)curriculum at LEAP, and
o Road Trip Nation on career exploration and futures planning for LEAP, and
o Continued support for students in “dual enrolled” classes with UAS, in conjunction with
the science Center and plans to add “fisheries technician” class support next year.
Increase regular attendance of LEAP students; the significant decrease in attendance over the
course of the year indicates a possible need for clearer expectations and “contracts” with the
students whereby they choose their own direction and are held accountable for the success of
their choices. If quarterly monitoring is not working, perhaps amp it up to monthly coach-like
sessions with the students. Perhaps using the Reflective Process that the Program Coordinator
models would be an excellent beginning to opening the doors for the students’ energized
ngagement.
Keep working on what’s working! The 8th grade study hall is an outstanding success. Could this
model be modified at GLO? ( GLO Teachers and parents reported wanting more emphasis on
homework success) While this is not to suggest changing any of the excellent GLO model of
service it could perhaps be an additional option for the Student Activity Survey. The 8th grade
study hall model is exemplary because it is structured (age appropriately) and it embraces
student choice; both elements that are conducive to long term benefits of academic success.
Continue the successful union of the LEAP program and UAS. This again is a model program that
has HUGE potential!
Sharing the Sitka 21st Century After-School program’s Reflection Process on a semi-annual basis
by opening up the sessions to the teachers and principals at each school. This may seem like a
stretch, yet if the success of this process with the 21st Century After-School program staff is any
indication of how to build stronger relationships and increase communication; DO IT!
Continue to build upon the partners engaged in the 21st Century After School program; UAS,
Sitka Sound Science Center, etc. These are community businesses and organizations that are
interested and invested in “helping you make a difference.”
Replicate the Step-Up program at critical transition times: 1st Grade, 3rd grade (at this juncture,
research demonstrates that parents engage less with the schools and children’s social skills and
social dependence begins), 5th grade (current) and 9th grade.
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SECTION 4 – USING THE EVALUATION
Section 4a – Program Planning
Please give a brief description of the process by which evaluation results will be shared and used to achieve continuous improvement. i.e., how will the evaluation be incorporated into your program planning process? Will you meet with your staff to discuss? Will the evaluator be involved? Will you distribute the report to anyone? Etc.
This report will be distributed to the school principals, Sitka’s assistant superintendent, and uploaded to
the 21st CCLC link on the Sitka School District’s web page. It will also be shared with the program staff
through the “Continuous Improvement Process” (CIP) currently in practice (see sample in Appendix C).
In our initial planning meetings during the fall, we will review the report to recognize and reinforce all
the strengths and “things that are going well”, as well as to discuss the recommendations. Strategies will
be developed as a team to implement aspects of the recommendations needing or inspiring us for
growth and change.
Section 4b – Reflection
In the June “Preliminary APRs”, directors reflect on what they have learned over the past year and how they plan to respond. In this section of the evaluation report, please update your Preliminary APR reflection in light of your local evaluation findings. Has anything changed the way you see your program or your plans for the upcoming year? If not, simply say “No change since Preliminary APR”.
No change necessary to the FY15 Narrative report, however I offer the following comments in response to the Conclusions & Recommendations section of this report.
I like the idea of students sharing their work in conjunction with the school’s “Open House”.
Contracts or a “CIP” sheet for each LEAP student is a great idea. We have “referral sheets” from the teaching staff that would augment our “student choice” document/contract for work. I also think it would be helpful if either LEAP’s academic specialist or I could attend the weekly school staff meetings.
Although the “study hall” option is working for 8th grade, I am not certain it would with our GLO (grades 2-5) I do think more frequent emails and attendance with the school staff would increase communication for overall homework information, as well as individual student plans.
UAS is offering a course in “fish technology” in conjunction with possible internships with the Sitka Sound Science Center. Supporting students for this class and internship is anticipated.
Regarding our reflection process and CIP, the principal from Pacific High has attended regularly. It would be well worth inviting other principals to participate, as well as school staff.
The “Step Up” program is successful and extremely helpful for the small numbers of students that participate. The schools also do “whole school” transition activities, but the “targeted approach” for 10 or so students from Baranof to KGH would also be feasible and most likely successful. Transitioning from 8th on up to high school may not, however as there are three different high schools that students attend.
Overall, Recommendations have been well received and appreciated by this program director.