summative evaluation report 2014-2015 · 1.2 21st century community learning centers per the...

Summative Evaluation

Report Boys & Girls

Clubs of North

Central Florida

ABCD

Academy

Boys & Girls Clubs of North Central Florida – ABCD Academy

Summative Evaluation Report 2018-2019 1

LISTENING

REVIEWING

ADVISING

TRAINING

MEASURING

DATA ANALYSIS

ACHIEVEMENT

REPORTING

Grant Evaluation Services

Grant Planning Services

Grant Implementation Consulting

THIS EVALUATION REPORT HAS

BEEN PREPARED BY:

www.EduMatrixUSA.org

(800) 908-2421



This report was prepared for the Boys & Girls Clubs of North Central Florida’s ABCD Academy

2018-2019 21st Century Community Learning Center (CCLC) grant.

The writing contained in this evaluation may not be reproduced, transmitted, published or broadcast without

prior written permission of D & C Education Company, LLC dba EduMatrix. Any questions regarding this

evaluation may be directed to Crystal Taylor, CEO of EduMatrix.

www.EduMatrixUSA.org

http://www.edumatrixusa.org/



Table of Contents 1.0 Overview and History ........................................................................ 5

1.1 Introduction ....................................................................................... 5

1.2 21st Century Community Learning Centers ......................................... 5

1.3 Program Description .......................................................................... 6

1.4 Program Evaluation .......................................................................... 16

2.0 Student Characteristics .................................................................. 17

2.1 Total Student Enrollment and Attendance ....................................... 17

2.2 Student Demographics ..................................................................... 18

3.0 Program Operations ......................................................................... 21

3.1 Summer Operation ........................................................................... 21

3.2 School Year Operation ...................................................................... 21

4.0 Staff Characteristics .......................................................................... 22

4.1 Staff Demographics ........................................................................... 22

4.2 Student to Staff Ratio ....................................................................... 23

4.3 Staff Training .................................................................................... 23

4.4 Staff Turnover ................................................................................... 24

5.0 Objectives and Findings ................................................................. 24

5.1 Objective Assessment ....................................................................... 24

5.2 Overall Findings ................................................................................. 46

5.3 Stakeholder Surveys.......................................................................... 63

5.4 Student Success Snapshot.................................................................. 66

6.0 Partnerships and Subcontracts ................................................. 67

7.0 Recommendations, Lessons Learned, and Conclusion ..... 68



7.1 Recommendations ............................................................................ 68

7.2 Lessons Learned ................................................................................ 69

7.3 Conclusion ........................................................................................ 69



1.0 OVERVIEW AND HISTORY

1.1 Introduction

Boys & Girls Clubs of North Central Florida (BGCNCF) received funding to operate the ABCD

Academy 21st Century Community Learning Center (CCLC) grant project for the 2018-2019

project year (August 1, 2018 – July 31, 2019). Funding was delayed which caused the grant

program to begin in January 2019 instead of August 2018. The grantee was not at fault for the

delay in the funding to start the program. Instead of this grant program having a full school

year to operate, it only had one half of the school year to try to meet all grant goals and

objectives (January 2019 – May 2019). Even though the program operated for half of the

school year due to receiving the funding later than expected, program leadership and staff did a

great job working towards meeting grant expectations. This is the first year of the five year

funding period that was initially awarded by the FDOE. This report will include the results of

the Summative Evaluation that was completed for the 2018-2019 21st CCLC project year. The

Summative Evaluation is considered the year-end report and informs the center and other

stakeholders about the progress that has been made during the 2018-2019 project year, while

also driving decision-making regarding program improvement and sustainability. Student

characteristics, program operations, staff characteristics, objectives and outcomes, and the

sustainability plan will be detailed in the report along with a variety of tables and charts that

visually represent relevant program data.

1.2 21st Century Community Learning Centers Per the Florida Department of Education website (fldoe.org), the “21st CCLC program supports

the creation of community learning centers that provide academic enrichment opportunities

during non-school hours for children, particularly students who attend high-poverty and low-

performing schools. The program helps students meet state and local student standards in core

academic subjects, such as reading and math; offers students a broad array of enrichment

activities that can complement their regular academic programs; and offers literacy and other

educational services to the families of participating children.”

(http://www.fldoe.org/schools/family-community/activities-programs/21st-century-community-

learning-center/program-summaries.stml)

21st CCLC programs offer a variety of academic and enrichment activities including –

http://www.fldoe.org/schools/family-community/activities-programs/21st-century-community-learning-center/program-summaries.stml

http://www.fldoe.org/schools/family-community/activities-programs/21st-century-community-learning-center/program-summaries.stml



(1) remedial education activities, academic enrichment learning programs, providing additional

assistance to students to allow the students to improve their academic achievement

(2) math and science education activities

(3) arts and music education activities

(4) entrepreneurial education programs

(5) tutoring and mentoring programs

(6) after school activities for LEP students that emphasize language skills and academic

achievement

(7) recreation activities

(8) telecommunications and technology education programs

(9) expanded library service hours

(10) program that promotes parental involvement and family literacy

(11) program that provides assistance to students who have been truant, suspended, or

expelled to allow them to improve their academic achievement

(12) drug and violence prevention programs, counseling programs, and character education

programs.

1.3 Program Description

The Boys & Girls Clubs of North Central Florida (BGCNCF) provided 21st Century Community

Learning Centers (CCLC) programming during the 2018-2019 academic year at the ABCD

Academy. The 21st CCLC program at ABCD Academy integrated academics with various hands-

on project-based learning activities, tutoring services, personal and physical enrichment

activities, and adult family member activities.

The dedicated group of teachers and paraprofessionals worked together to improve students’

academics and provide personal enrichment opportunities through fun, enriching, and student-

centered learning environments that kept students motivated and engaged through various

hands-on project-based learning activities. The teachers provided individually designed

instruction that met the needs for students needing special education due to a disability or a

need identified in their Individualized Educational Plan. The 21st CCLC program ensured that

students were supported in their academic success in an environment that did not restrict them

despite their disability. Each day the staff celebrated student successes and fostered a positive

learning environment.

The purpose of the 21st CCLC program at ABCD Academy was: (1) to provide opportunities for

academic enrichment, including supplemental instruction to support students in improving



skills in English Language Arts/Reading, Mathematics, and Science; (2) to offer students a

myriad of additional services, programs, and personal enrichment activities that are designed to

reinforce and complement the regular school day and improve student achievement; and (3) to

provide adult family members of regularly participating students various opportunities for

involvement and improvement in literacy and other related educational development.

The 21st CCLC program provided students with opportunities for academic enrichment and

personal enrichment to support students in meeting state and local standards in English

Language Arts, Math and Science. All students in the program received free services. The

students received an after-school nutritious snack, homework and remedial assistance, and both

academic and enrichment activities by certified teachers and qualified staff at no charge to

parents.

The 21st CCLC program at ABCD Academy offered a safe and structured learning environment for

students, and no students were denied admission due to special needs or disabilities. The

students also learned life skills, social skills, effective communication skills, collaboration, and

teamwork. Teachers had a personal relationship with each student that was caring and

nurturing. Students learned about teamwork, perseverance, respect, hard work, dedication, and

planning while working on their academic and personal enrichment activities. Teachers

encouraged students’ self-expression, self-confidence, and creativity each day.

Homework and Tutoring Services

All students participated in homework time each day. Homework services enabled staff to

communicate with adult family members about homework, grades, and student progress.

Teachers tracked student progress towards grade level skills and provided feedback to the

students’ core teachers and adult family members. Student centered approaches such as

individual, small group tutoring, and computer assisted instruction were effectively utilized. The

21st CCLC teachers used student assessment data and Individualized Educational Plans (IEP) to

develop individualized instructional plans to differentiate instruction and identify the skills

students were having difficulty mastering to reach Florida Standards Benchmarks, or to provide

accommodations for special education support.

Students benefited from the homework time and one-to-one tutoring with certified teachers as

needed. Furthermore, paraprofessionals were utilized for additional support to assist students

in comprehending and completing their homework. Extra teachers/staff were made available in

each classroom as needed to support the students’ learning and ensure that their

social/emotional needs were also being met each day.



English Language Arts, Math and Science Resources

The dedicated and dynamic 21st CCLC program teachers implemented plans so students had the

opportunity to learn in new ways that complemented what was being taught during the regular

school day. For English Language Arts, Math and Science the 21st CCLC program’s certified

teachers used a variety of curricula and resources to develop and teach engaging lessons and

project-based learning activities for program participants. For English Language Arts, Math, and

Science the teachers used MindWorks Africa Unit.

English Language Arts-MindWorks Africa Unit-Spread the Word and Bring on the Books, Kidz Lit,

Lakeshore Stations, and Listening Stations

Mathematics-MindWorks Africa Unit-Math Matters, Kidz Math, Mango Math, Lakeshore

Stations, Small Group Tutoring, and Math Listening Stations

Science-MindWorks Africa unit-Exploration, Science Explorers, Kidz Science, and STEM

Lakeshore Science Stations

The 21st CCLC program used the MindWorks prepackaged theme-based program which

included several units and experiments that promoted students’ critical thinking, creativity, and

problem solving through hands-on learning. The MindWorks curriculum includes a Facilitator

Guide with project-based learning books, lesson plans, and materials. For each unit, the

following was provided: material kits, preparation, project details, objectives for common core

standards, pre-and-post tests, pre-activity discussion, activity, post-activity discussion, and

extension activities. The lesson plans included many fun, hands-on learning activities that

provided students with a variety of Science, Math, Reading, and Writing activities. Each

MindWorks unit is designed to cover nine weeks of instruction. Subject areas covered the

following:

• Math Matters (Math)

• Around the World (Social Studies)

• Art in Action (Art)

• Exploration (Science)

• Bring on the Books (Reading)

• Spreading the Word (Language)

The 21st CCLC program taught students several stimulating and engaging lessons that allowed

students to design, plan, and carry out authentic projects that they could present. Project-based

learning (PBL) is an education teaching model that allows students to learn core content while

completing academic related projects that require hands-on activities and critical thinking. While

students used their hands to complete their PBL, they were also able to solve real world



problems, use trial and error, and apply core content knowledge that they learned in school.

Teachers began lessons with an introduction of the new material and reviewed the previous

related materials and activities. Modifications were incorporated as needed for the lessons to

accommodate the different ability levels and students with developmental and learning abilities.

The 21st CCLC teachers were encouraged to use student work, teacher observation, student

presentation, group discussion, role play, and student performances to evaluate and assess

student progress.

Curriculum Coordinator

The Curriculum Coordinator was an asset to the 21st CCLC programs in supporting the staff, students, and their adult family members throughout the year. The Curriculum Coordinator supported teachers with the various curricula that were used and advocated for students and adult family members ensuring there were no gaps between student, adult family members, teachers and schools. The Curriculum Coordinator created program modifications to meet the needs of children with learning disabilities. The Curriculum Coordinator communicated with the school day teachers, principals, and the Lafayette County School District.

English Language Arts, Math and Science

The ABCD Academy program’s certified and

dedicated teachers implemented teaching

strategies to bridge students’ learning from the

school day to the afterschool program and

created meaningful, fun, and enriching student-

centered learning environments that kept

students motivated, focused, and engaged in the

academic and personal enrichment activities.

Modifications were incorporated as needed for

the lessons to accommodate the different ability

levels.

The teachers encouraged the students’ creativity

and innovation while teaching them life skills

and helping them develop insight into their

future. The activities included teacher directed

learning, games, hands-on-learning, and long-

term projects.



Lakeshore STEM Challenge Kit: The students rotated between centers and learning about the

scientific process using the Lakeshore STEM Challenge Kit. The students designed, planned,

built, and tested while using problem solving skills. For each STEM challenge, students were

provided with project instructions, then encouraged to plan, create, test, and ask did it work? If

students were not successful completing their project, the teacher asked them “how,” “why,”

“what if” questions and encouraged them to try something different with materials or changing

a step in the process. The students enjoyed working on several STEM Challenges. The students

worked individually and in pairs to help each other solve the STEM challenges.

Kidz Lit: The AfterSchool KidzLit program is a reading enrichment program designed specifically

for use in out-of-school settings. It increases young people’s motivation to read and builds their

literacy skills. At the same time, it develops core values of helpfulness, fairness, personal

responsibility, and respect for others. Teachers use a five-part process in which students hear

engaging books read aloud, read the books independently, and make connections to their own

lives. The students can express their feelings and grapple with big ideas through discussion,

drama, art, movement, and writing.

Kidz Math: The AfterSchool KidzMath program is a mathematics enrichment program designed

specifically for out-of-school settings. It is also widely used

and shown to be successful in the classroom. It uses

cooperative games and storybook-based activities to

promote mathematical understanding and social

development.

Mango Math: Mango Math consists of different Math games

that help students understand numeracy with games that

encourage counting sequences, counting objects, comparing

numbers, understanding addition as putting together and

adding to and subtraction as taking apart and taking away. It

includes a variety of games that encourage the foundation of

place value, classification of objects, shapes and groupings.

Science Explorer: The Science Explorer program is a collection of experiments that blend

academic content with curiosity-building activities. Using ordinary materials, students look at

how things work and how they change. Science Explorer makes Science come to life.



The teachers worked with all the grade levels to enhance students’ Reading and Writing skills.

Emerging readers learned to develop alphabet recognition, letter-sound knowledge,

phonological awareness, vocabulary development, comprehension

development, and letter formation.

Beginning readers learned to develop letter sound knowledge, reading

strategies, automaticity of high frequency words, phonemic

awareness, develop fluency, enhance comprehension development by

use of both fiction and nonfiction comprehension strategy instruction

through read aloud. Students also learned to apply word knowledge

to writing and enhance their written language development.

Intermediate readers learned to develop word pattern knowledge,

develop knowledge of multi-syllabic words, develop reading

strategies, develop fluency, enhance comprehension development, enhance vocabulary

development and written language development. Students also learned the writing process.

Project Thrills: Design Your Own Fast and Furious Rollercoaster

The students were provided with the following script for

the rollercoaster project:

“You have been asked by the CEO to submit a proposal to

create the next great rollercoaster at Scream-o-rama. As

the lead engineer, you will need to figure out how to get

guests from point A to point B in the safest and most-

thrilling way possible. The first step of this project is to

design a prototype of your roller coaster to present to the

board members. Each hill, twist, turn, and loop will

impress the board and increase the likelihood that you

will get the bid to build the final rollercoaster at Scream-

o-rama. But take note, you will have to remain under

budget to win the bid. You will be competing against

other firms across the country (classroom). Good luck

with your project.

A suggested budget for this project is 1 million dollars. You will need to remain under budget to

avoid being placed in the second-tier scoring. All teams that remain under budget will rank

higher than a team that scores higher but goes over the budget. A sample scoring rubric and

purchase order is found in the STEM Notebook.”



The students were dedicated and worked together as they engaged in the engineering process.

The hands-on engineering activity helped students learn more about Engineering and

Technology and reinforced the critical thinking, Science, and Math skills they were learning.

School Beat Curriculum

School Beats uses popular culture to create common ground in the academic environment.

Students had access to 11 original songs, 13-character stories, comic books, trading cards, and

interactive web-based activities.

School Beats is a program that seeks to present a positive image of success, promote shared

values, and provide common ground between parents, teachers, and students. Principles and

skills mastered in the academic environment are purposed to be applied socially among family,

friends, and community.

The main objective of the School Beats Curriculum was for each student to effectively facilitate

the business and artistic operations of their entertainment company. Students were

encouraged to develop promotional artwork, interclass distribution, inventory records, music,

and job titles. The students constructed musical instruments out of household materials. Each

student brought home an original composition to share with family and friends.

Personal Enrichment Activities

In addition to learning core academic content, the 21st

CCLC students also participated in personal enrichment

activities daily during program hours. A variety of

enrichment activities were provided to help motivate

students to attend the program daily. The personal

enrichment activities included art, physical fitness, health

and nutrition, character education, and language

development.

Physical Fitness, Health, and Nutrition

The CATCH Kids Club is an after-school, summer, and

community recreation program to develop and maintain

health in school-age children. The primary goal is to

promote healthy physical activity behaviors.

The 21st CCLC program focused on improving students’ knowledge of healthy habits, increasing

the number of hours per day that they participate in physical activities, and strengthening their



ability to interact positively with others and engage in healthy positive relationships. Healthy

habits activities included but were not limited to:

• Learning the benefits of healthy habits

• Learning about good nutrition and making healthier eating choices

• Learning about the benefits of regular physical activity and exercise

• Learning about improving overall well-being

Character Education

Positive Action

Positive Action is a systematic educational program that promotes an intrinsic interest in learning

and encourages cooperation among students. It works by teaching and reinforcing the intuitive

philosophy that you feel good about yourself when you do positive actions.

Language Enrichment

The teachers encouraged cultural awareness and taught students about multiculturalism since

the Mayo student population has a diverse group of bilingual students. The students learned

how to count and say common words in Spanish.

Art

Traveling Artist

Students surveyed the world of art by carving totem poles in the

Pacific Northwest, crafting Aztec masks in the heart of Mexico and

experimenting with the artistic traditions of history. Through

Traveling Artist Camp, they explored the different cultures of the

world by learning their history, legacy and incredible works of art.

The students enjoyed using 3D 3Doodler pens on a doodler base to

make three-dimensional shapes. The students had different colors

of plastic thread to choose from. The students built a catapult, roller

coaster, pulley system, trampoline, and Newton’s Cradle. The

teacher had step by step instructions for the projects and also a

3Doodler Start Projects Book for reference.



Music

Garage Band Studio

The students brainstormed, wrote, and performed original works of music. The students

learned about genres of music and creatively expressed themselves through videos and

competed in challenges to share their message.

Students benefited from these personal enrichment activities

which taught them a variety of life skills (i.e., improve effective

verbal- and nonverbal-communication skills, enhance health

taking responsibility, critical

thinking, problem solving,

committing to a task, teamwork,

persistence, overcoming

challenges, effective conflict-management and/or resolution

strategies, perseverance, respect, motivation, how to deal with

wins and losses, setting goals, making good decisions, and social

skills). The personal enrichment activities allowed the 21st CCLC

program at ABCD Academy to help build the whole child. The

personal enrichment activities were designed to strengthen

students’ social, emotional, cognitive, and physical

development.

Adult Family Member Activities

The 21st CCLC program at ABCD Academy encouraged adult family member participation and

offered engaging and useful workshops, events, and activities for all the adult family members

throughout the grant year. The workshops and events were facilitated by staff and local

partners. Adult family member activities were designed to provide information, resources,

improve social/emotional interactions and relationships with adults and students, and to

enhance parenting and communication skills. Adult family members had great opportunities to

learn new skills and chances to become involved in the learning that was taking place within

their children’s 21st CCLC afterschool experience.

Various communication methods were used throughout the year to engage adult family

members in the workshops and events. The 21st CCLC staff used “word of mouth,” flyers, social

media, Open Houses, Parent Nights, teachers, staff, and school Administration to encourage



participation and sign-up for the 21st CCLC program. Flyers were distributed in advance of the

events. Highlights of the adult family member events at ABCD Academy are provided below:

Highlight #1: Valentine’s Day Social/Parent Event: Parents were invited to have dinner with

their children. They were surveyed on what they feel their role is in their child’s education.

From this data we were able to better focus on what will benefit and foster positive

involvement in the children’s education. We also passed out and discussed information

provided in the Parent Institute “Building Homework Skill” with parents.

Highlight #2: Sowers of the Seed Food Pantry-This was successful parent event because Sowers

of the Seed Food Pantry is a local ministry that cost families nothing. There is a preconceived

notion that it only serves the Taylor County families. Parents were surprised that the Jena/Dixie

County families were allowed to participate. Also, many people were unaware of the various

criteria that would make them eligible to participate. They were especially interested that it

was by appointment and did not have long lines where they felt they were being judged.

Advisory Board

An advisory board was established for the ABCD Academy 21st CCLC program. The advisory board

comprised of parents, students, community members and other stakeholders. Advisory board

meetings were held throughout the year. Each meeting included an attendance sign-in sheet, an

agenda, and meeting minutes that were recorded. The advisory board was committed to and

supportive of the 21st CCLC program. Board members utilized their expertise and provided input

on program needs, discussed programming concerns, and provided guidance on ways to be

become more effective. In addition, board members discussed a sustainability plan to diversify

the ABCD Academy funding sources. The advisory board supported incorporating various 21st

CCLC skills for both students and adult family members participating in the program.



1.4 Program Evaluation

EduMatrix served as the external evaluator for this grantee for the 2018-2019 grant year. Both

formative and summative evaluations were performed. Formative evaluations provide the

program with feedback from both formal (i.e., surveys, objective performance measurements,

progress monitoring reporting) and informal (i.e., program and classroom visits, meetings,

conference calls) assessments throughout the year. This type of feedback promotes continuous

growth and improvement. The summative evaluation reflects the program’s overall annual

performance, recommendations for program improvement, and reporting outcomes.

Quantitative and qualitative data were both analyzed using a mixed methods research design.

Various types of data were collected to provide a thorough understanding about program

findings versus quantitative or qualitative data alone.

Mixed methods data analysis was included in the collection and analysis of independent and

dependent variables and the relationships between these variables was defined. Triangulation

through the mixed methods research design approach allowed for a complete and strong

evaluation of quantitative and qualitative program data. Program evaluation best practices was

utilized throughout the evaluation process and included defining patterns in collected

evaluation data, disaggregating program data , analyzing site visit results and providing

feedback (qualitative), establishing academic and enrichment connections (quantitative data)

and using evaluation results to make recommendations. This led to relevant recommendations

for program improvement regarding data collection efforts, completeness of data and

connecting program implementation to grant outcomes.

Data was collected at various times throughout the year for evaluation. EduMatrix performed a

data analysis on the program’s baseline data, mid-year data and end-of-year data. The data

source used for evaluation was the objective assessment (report card grades, test scores, etc.)

that is tied to each grant objective. Data was analyzed using data collection and statistical

software for test statistics, and to conduct significance tests, correlations, standard deviation

and an inductive and deductive analysis. Collected data results were disaggregated as follows:

number of days for student attendance, student enrollment by age, gender, ethnicity, grade

level, school, free/reduced lunch status, program academic activities, number of family

member activities/workshops offered and attended, description of family member offerings,

frequency of attendance and number of family members that took the assessments. Evaluation

activities were scheduled around the program schedule and did not interfere with program

offerings. All qualitative and quantitative data collection methods were discussed in advance to

ensure this. As part of the evaluation plan an outcomes and implementation analysis was

conducted to assess program impact, which included calculating increase and decrease in



student pre/mid/post test scores to measure progress towards meeting each grant objective at

the mid-year time point and the end-of-year time point. Student recruitment strategies,

program activities, student retention, participation, program operational plans and

sustainability are all factors that were considered during the implementation analysis which

occurs at various time points throughout the year. Formative evaluation results were used to

inform the program how it was progressing at mid-year. Summative evaluation results were

used to develop this report and inform the program, stakeholders and community members

about the overall performance of the program from the beginning to the end of the grant year.

EduMatrix conducted at least two site visits at this 21st CCLC site during the 2018-2019 grant

year to collect qualitative data. A formal checklist was used to identify program offerings and

operations on the day of the visits. The external evaluator also interviewed the program

leadership during each site visit to gain a more informed perspective on how the program was

progressing towards meeting each grant objective at the time of the visit. After each site visit, a

site visit report was generated and provided to the program so that program leadership would

know what they were doing well and also know which items needed to be worked on or

improved. For each site visit that was made during the grant year, the site visit reports

revealed that the program was operating at a satisfactory level.

2.0 STUDENT CHARACTERISTICS

This section provides information about the students served by your program, including

demographics, enrollment, and daily attendance.

2.1 Student Enrollment and Attendance

Table 1 below details the number of total enrolled and regularly participating students that

attended the program during the 2018 summer program only, the 2018-2019 school year only

and for both summer and school year.

Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2018 and 2018-2019 Academic Year.

Center Name

Total Enrolled Attending (at least one day)

Regularly Participating Enrollment (30 days or more)

Total Summer Academic

Year Total Summer

Academic Year

ABCD Academy 183 0 183 96 0 96



2.2 Student Demographics

Tables 2-11 below detail the number of total enrolled and regularly participating students that

attended the program and includes information about their gender, age range, limited English

proficiency status, disability status, race/ethnicity, grade level and free or reduced lunch status.

If the program did not have the information for any of these specific areas or the parent or

target school did not provide this information to the program, those student numbers are

included in the tables below under the “Data Not Provided”.

Table 2. Summer 2018 – Student Gender and Age Range for Total Participating Students (All Students Served) and Regularly Participating Students.

Center Name

Total Participating Students Regularly Participating Students

Gender Age

Range

Gender Age

Range Male Female Data Not

Provided* Male Female

Data Not Provided

ABCD Academy

N/A N/A N/A N/A N/A N/A N/A N/A

* Data Not Provided = Racial/ethnic group is unknown, cannot be verified, or not reported. Table 3. 2018-2019 Academic Year – Student Gender and Age Range for Total Participating Students (All Students Served) and Regularly Participating Students.

Center Name


Gender Age

Range

Gender Age

Range Male Female Data Not

Provided* Male Female

Data Not Provided

ABCD Academy

102 80 1 5-19 52 43 1 5-18

* Data Not Provided = Racial/ethnic group is unknown, cannot be verified, or not reported. Table 4. Summer 2018 – Population Specifics: Total Participating Students.

Center Name

Limited English Language Proficiency

Identified with Special Needs

Free or Reduced-Price Lunch

Yes No Data Not

Provided* Yes No

Data Not Provided

Yes No Data Not Provided

ABCD Academy

N/A N/A N/A N/A N/A N/A N/A N/A N/A



* Data Not Provided = Information is unknown, cannot be verified, or not reported.

Table 5. 2018-2019 Academic Year – Population Specifics: Total Participating Students.

Center Name




Yes No Data Not

Provided* Yes No

Data Not Provided


ABCD Academy

27 0 156 25 0 158 183 0 0


Table 6. Summer 2018 – Population Specifics: Regularly Participating Students.

Center Name




Yes No Data Not

Provided* Yes No

Data Not Provided


ABCD Academy

N/A N/A N/A N/A N/A N/A N/A N/A N/A


Table 7. 2018-2019 Academic Year – Population Specifics: Regularly Participating Students.

Center Name




Yes No Data Not

Provided* Yes No

Data Not Provided


ABCD Academy

15 0 81 18 0 78 96 0 0




Table 8. Summer 2018 – Student Race and Ethnicity: Total and Regularly Participating Students.

Center Name


Am

eric

an

Ind

ian

or

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r

Afr

ica

n A

mer

ica

n

His

pan

ic o

r La

tin

o

Haw

aiia

n o

r P

acif

ic

Isla

nd

er

Wh

ite

Two

or

Mo

re R

ace

s

Dat

a N

ot

Pro

vid

ed*

Am

eric

an

Ind

ian

or

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r

Afr

ica

n A

mer

ica

n

His

pan

ic o

r La

tin

o

Haw

aiia

n o

r P

acif

ic

Isla

nd

er

Wh

ite

Two

or

Mo

re R

ace

s

Dat

a N

ot

Pro

vid

ed

ABCD Academy

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0


Table 9. 2018-2019 Academic Year – Student Race and Ethnicity: Total and Regularly Participating Students.

Center Name


Am

eric

an

Ind

ian

or

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r

Afr

ica

n A

mer

ica

n

His

pan

ic o

r La

tin

o

Haw

aiia

n o

r P

acif

ic

Isla

nd

er

Wh

ite

Two

or

Mo

re R

ace

s

Dat

a N

ot

Pro

vid

ed*

Am

eric

an

Ind

ian

or

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r

Afr

ica

n A

mer

ica

n

His

pan

ic o

r La

tin

o

Haw

aiia

n o

r P

acif

ic

Isla

nd

er

Wh

ite

Two

or

Mo

re R

ace

s

Dat

a N

ot

Pro

vid

ed

ABCD Academy

0 0 76 33 0 57 0 17 0 0 44 19 0 24 0 9


Table 10. 2018-2019 Academic Year – Student Grade for Total Participating Students.

Center Name Grade In School*

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

ABCD Academy

0 24 23 25 16 22 17 12 16 11 3 6 0 8 183

* Grade levels are exclusive, as students can only be in one grade level.



Table 11. 2018-2019 Academic Year – Student Grade for Regularly Participating Students.

Center Name Grade In School*

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

ABCD Academy

0 12 15 15 11 11 10 8 7 4 0 0 0 3 96

* Grade levels are exclusive, as students can only be in one grade level.

3.0 PROGRAM OPERATIONS

The program operations information is detailed in sections 3.1 and 3.2 below which includes

2018 summer operations data and 2018-2019 school year operations data.

3.1 Summer Operation The following table includes information about the 2018 summer program for this grantee.

There is no 2018 summer program data because there was no 21st CCLC summer program in

2018. Summer 2018 Operation – ABCD Academy

Site Name

Total

number of

weeks THIS

site was

open:

Typical

number of

days per

week THIS

site was open:

Typical number of hours per week THIS site

was open on:

WEEKDAYS WEEKDAY

EVENINGS WEEKENDS

ABCD Academy 0 0 0 0 0

3.2 Academic Year Operation The 2018-2019 school year operations information is detailed in the table below which includes

information about the total number of weeks, days and days per week this site was open, the

typical number of hours per week this site was open, and the total number of days this site

operated.



School Year 2018-19 Operation – ABCD Academy

Site Name

Total #

weeks

THIS site

was

open:

Total #

days

THIS

site

was

open:

Typical

# days

per

week

THIS

site

was

open:

Typical # hours per

week THIS site was

open:

Total # days THIS site

operated:

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Ho

liday

/Sch

oo

l

Bre

ak D

ays

(Ho

urs

pe

r D

AY

)

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Wee

ken

ds/

Hol

iday

s

ABCD Academy 21 105 5 0 0 15 10 0 0 93 10

4.0 STAFF CHARACTERISTICS

This section provides information on the composition of staff at this site including staff

demographics, ratio of staff to students, staff quality (training and certifications), and turnover.

4.1 Staff Demographics

The following tables detail the staffing type for this site and includes information about

whether those staff were paid or considered volunteers for the 2018-2019 school year

program.

ABCD Academy

Staff Type

Summer of 2018 Fall Term School Year (Aug-Dec) Spring Term School Year (Jan-May)

Paid Volunteer

# of Paid

Males

# of Paid Females Paid Volunteer

# of Paid

Males

# of Paid Females Paid Volunteer

# of Paid

Males

# of Paid Females

School Day Teachers 0 0 0 0 0 0 0 0 4 0 0 4

Center Administrators and Coordinators

0 0 0 0 0 0 0 0 1 0 0 1

Other Non-teaching School Day Staff

0 0 0 0 0 0 0 0 4 0 0 4

Parents 0 0 0 0 0 0 0 0 0 0 0 0

College Students 0 0 0 0 0 0 0 0 1 0 0 1

High School Students 0 0 0 0 0 0 0 0 0 0 0 0

Community Members 0 0 0 0 0 0 0 0 0 0 0 0



Sub-contracted Staff 0 0 0 0 0 0 0 0 0 0 0 0

Other (if staff does not fall into any category

above) 0 0

0 0 0 0 0 0 5 0 3 2

The highest level of education completed out of all paid 21st CCLC teaching staff at this site during School Year: Bachelor’s

The highest level of education completed out of all paid paraprofessional/program assistant staff at this site during School Year:

Bachelor’s

4.2 Student-to-Staff Ratio

The student-to-staff ratio at this site was approximately 10:1 for academic enrichment and up

to 20:1 for personal enrichment activities. The program made a positive impact in both

academic and personal enrichment classes with these ratios.

4.3 Staff Training

All 21st CCLC staff (teachers and paraprofessionals) received professional development training

during the 2018-2019 project year and participated in the following workshops:

Professional Development

Month Title of All Professional Development sessions

offered to Teachers and Staff During the Month

Length of PD

Session (hours)

Audience

December 2018 21CCLC Grant Goals and Objectives Safety Principals Accident and Incident Reporting Meal Pattern Requirements Adverse Childhood Experiences

1 1 1 .5 1

All Staff All Staff All Staff All Staff All Staff

January 2019 Characteristics of Abuse 1 All Staff

February 2019 Positive Guidance and Discipline/Code of Ethics

1.5 All Staff

March 2019 Supporting Youth with ADHD Through Meaningful Interactions

1 All Staff



April 2019 Bullying Prevention/ Building Resiliency in Youth

1 All Staff

May 2019 Positive Action CPR/First Aid

8 All Staff

4.4 Staff Turnover At the ABCD Academy site, one teacher was “lost” due to turnover and two paraprofessional positions

were “lost” due to turnover. Of the one teacher that was lost, one teacher was replaced during the

program year. Of the two paraprofessional positions that were lost due to turnover, two

paraprofessional positions were replaced during the program year.

The program is in its first year of operation. Staff turnover has been minimal in the short time the

program has been in operation.

5.0 OUTCOMES and FINDINGS This section provides information on program objectives, how those objectives are measured,

data collection and analysis methods, progress toward meeting grant objectives, student

success, additional grant findings and recommendations.

5.1 Objective Assessment

Objective 1

Elementary School Students

Objective Assessment Plan:

65% of regularly participating elementary school students will improve to a satisfactory

English Language Arts grade or above, or maintain a high grade across the program year.

Success Criterion:

Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or grading

scale equivalents).



Findings:

1. Objective not met.

2. Total students with sufficient data – 64

3. 44% of regularly participating students met the stated success criterion.

Objective Status –

44% of regularly participating elementary school students with sufficient data showed

improvement in English Language Arts grades across the program year. The success criterion

was found comparing first and fourth quarter English Language Arts grades, attained at the

beginning and end of the year respectively. First quarter grades were only substituted for

grades achieved in subsequent quarters for students who had not yet started the program

year when the first quarter assessment was given. The success criterion requires students to

maintain an A or B grade, improve from a C to at least a B grade, or improve from a D/F grade

to at least a C grade. Of 64 students with sufficient data to measure the criterion, 28 students

met the criterion.

Table 1.1: ABCD Academy English Language Arts Grade Improvement - Elementary

Total Students* Met Objective Met Objective (%)

ABCD Academy 64 28 44%

*Students with sufficient data to measure objective criterion

Middle School Students


65% of regularly participating middle school students will improve to a satisfactory English

Language Arts grade or above, or maintain a high grade across the program year.

Success Criterion:


scale equivalents).

Findings:







38% of regularly participating middle school students with sufficient data showed







to at least a C grade. Of 16 students with sufficient data to measure the criterion, 6 students

met the criterion.

Table 1.2: ABCD Academy English Language Arts Grade Improvement - Middle




High School Students


65% of regularly participating high school students will improve to a satisfactory English

Language Arts grade or above, or maintain a high grade across the program year.

Success Criterion:


scale equivalents).

Findings:



3. Zero of regularly participating students met the stated success criterion.


None of regularly participating high school students with sufficient data showed









to at least a C grade. Of 2 students with sufficient data to measure the criterion, zero

students met the criterion.

Table 1.3: ABCD Academy English Language Arts Grade Improvement - High


ABCD Academy 2 0 0%


Objective 2




mathematics grade or above, or maintain a high grade across the program year.

Success Criterion:


scale equivalents).

Findings:






improvement in mathematics grades across the program year. The success criterion was

found comparing first and fourth quarter mathematics grades, attained at the beginning and

end of the year respectively. First quarter grades were only substituted for grades achieved in

subsequent quarters for students who had not yet started the program year when the first

quarter assessment was given. The success criterion requires students to maintain an A or B

grade, improve from a C to at least a B grade, or improve from a D/F grade to at least a C

grade. Of 64 students with sufficient data to measure the criterion, 39 students met the

criterion.



Table 2.1: ABCD Academy Mathematics Grade Improvement - Elementary






85% of regularly participating middle school students will improve to a satisfactory

Mathematics grade or above, or maintain a high grade across the program year.

Success Criterion:


scale equivalents).

Findings:













criterion.

Table 2.2: ABCD Academy Mathematics Grade Improvement - Middle








85% of regularly participating high school students will improve to a satisfactory Mathematics

grade or above, or maintain a high grade across the program year.

Success Criterion:


scale equivalents).

Findings:





None of regularly participating middle school students with sufficient data showed







grade. Of 1 student with sufficient data to measure the criterion, zero students met the

criterion.

Table 2.3: ABCD Academy Mathematics Grade Improvement - High


ABCD Academy 1 0 0%




Objective 3




science grade or above, or maintain a high grade across the program year.

Success Criterion:


scale equivalents).

Findings:






improvement in science grades across the program year. The success criterion was found

comparing first and fourth quarter science grades, attained at the beginning and end of the

year respectively. First quarter grades were only substituted for grades achieved in





criterion.

Table 3.1: ABCD Academy Science Grade Improvement - Elementary








80% of regularly participating middle school students will improve to a satisfactory science


Success Criterion:


scale equivalents).

Findings:






improvement in science grades across the program year. The success criterion was found

comparing first and fourth quarter science grades, attained at the beginning and end of the

year respectively. First quarter grades were only substituted for grades achieved in





criterion.

Table 3.2: ABCD Academy Science Grade Improvement - Middle






80% of regularly participating high school students will improve to a satisfactory science




Success Criterion:


scale equivalents).

Findings:





50% of regularly participating high school students with sufficient data showed improvement

in science grades across the program year. The success criterion was found comparing first

and fourth quarter science grades, attained at the beginning and end of the year respectively.

First quarter grades were only substituted for grades achieved in subsequent quarters for

students who had not yet started the program year when the first quarter assessment was

given. The success criterion requires students to maintain an A or B grade, improve from a C

to at least a B grade, or improve from a D/F grade to at least a C grade. Of 2 students with

sufficient data to measure the criterion, 1 student met the criterion.

Table 3.3: ABCD Academy Science Grade Improvement - High




Objective 7



85% of regularly participating students in third grade will achieve promotion based on their

performance on the Florida Standards Assessment English Language Arts

Success Criterion:

Attain an Achievement Level 2 or higher

Findings:

1. Objective met.






91% of regularly participating third grade students with sufficient data were promoted at the

end of the program year. The success criterion was found using the FSA English Language Arts

assessment, and scores were attained at the end of the program year. The success criterion

requires students to score an Achievement Level 2 or higher. Of 11 students with sufficient

data to measure the criterion, 10 student met the benchmark.

Table 4.1: ABCD Academy Third Grade Promotion




Objective 5



70% of regularly participating students in enrolled in Algebra I will pass the Algebra I End-of-

Course (EOC) exam

Success Criterion:

Attain an Achievement Level 3 or higher on the Florida Standards Assessment – Algebra I EOC

assessment.

Findings:

1. Objective met.



Objective Status—

75% of regularly participating middle school students with sufficient data achieved a

satisfactory level in the Florida Standard Assessment Algebra I End-of-Course exam. A

satisfactory score is considered an Achievement Level 3 or higher. Of 4 students with

sufficient data to measure the criterion, 3 students met the benchmark.



Table 5.1: ABCD Academy Algebra I EOC - Middle






70% of regularly participating students in enrolled in Algebra I will pass the Algebra I End-of-

Course (EOC) exam

Success Criterion:

Attain an Achievement Level 3 or higher on the Florida Standards Assessment – Algebra I EOC

assessment.

Findings:

1. Objective met.



Objective Status—

None of regularly participating middle school students with sufficient data achieved a

satisfactory level in the Florida Standard Assessment Algebra I End-of-Course exam. A

satisfactory score is considered an Achievement Level 3 or higher. One student had sufficient

data to measure the criterion, but the student did not meet the benchmark.

Table 5.2: ABCD Academy Algebra I EOC - High


ABCD Academy 1 0 0%




Objective 6



90% of regularly participating students will graduate within their 4-year cohort

Success Criterion:

Attain a high school diploma within their 4-year cohort

Findings:

1. Objective met.



Objective Status—

100% of regularly participating 12th grade high school students with sufficient data earned a

diploma within their 4-year cohort. Of 3 students with sufficient data to measure the

criterion, all students met the benchmark.

Table 6.1: ABCD Academy High School Graduation - High




Objective 7



85% of regularly participating students will maintain high performance or improve their

physical and personal wellness as measured by curriculum-based assessment

Success Criterion:

Maintain a score of an 80 or higher or improve from pre-assessment by at least one point.

Findings:

1. Objective met.





Objective Status—

85% of regularly participating elementary school students with sufficient data indicated an

improvement in their physical and personal wellness as measured by pre-post assessment

over the course of the program year. The objective was measured based on change in pre-

and post-scores from approximately the beginning and end of the program year respectively.

Mid-scores were only considered in cases in which the student was not present at the time of

the pre-assessment. Of 68 regularly participating students presented with sufficient data, 58


Table 7.1: ABCD Academy Physical & Personal Wellness Statistics - Elementary

Total Students*

Min Max M SD

Pre Scores 68 0 100 45.1 23.1

Post Scores 68 10 100 64.9 22.2

Difference or Change in

Score

68 -40 70 19.7 23.9

*Indicates total number of students with sufficient data to measure the success criterion

Elementary school students’ physical and personal wellness improved by an average of 19.7

points over the course of the program year. The standard deviation (SD) of change in score is

23.9 points, which is indicative of the overall changes in score within the data set based on

the calculated mean (M). A lower scale value standard deviation in relation to the mean is

representative of a lower deviation from the calculated average of difference in test scores

across the entire data set. A higher scale value standard deviation represents a high deviation

of difference in test scores from the calculated average throughout a larger sample of the

overall data set.

Table 7.2: ABCD Academy Physical & Personal Wellness Improvement - Elementary










Success Criterion:


Findings:

1. Objective met.



Objective Status—

94% of regularly participating middle school students with sufficient data indicated an







Table 7.3: ABCD Academy Physical & Personal Wellness Statistics - Middle

Total Students*

Min Max M SD

Pre Scores 16 10 70 35.6 19.3

Post Scores 16 10 100 80.0 24.2


Score

16 -10 90 44.4 27.1


Middle school students’ physical and personal wellness improved by an average of 44.4









overall data set.

Table 7.4: ABCD Academy Physical & Personal Wellness Improvement - Middle








Success Criterion:


Findings:

1. Objective met.



Objective Status—

100% of regularly participating high school students with sufficient data indicated an





the pre-assessment. Of 3 regularly participating students presented with sufficient data, all


Table 7.5: ABCD Academy Physical & Personal Wellness Statistics - High

Total Students*

Min Max M SD

Pre Scores 3 20 50 36.7 15.3

Post Scores 3 50 100 83.3 28.9




Score

3 30 60 46.7 15.3


High school students’ physical and personal wellness improved by an average of 46.7 points

over the course of the program year. The standard deviation (SD) of change in score is 15.3

points, which is indicative of the overall changes in score within the data set based on the

calculated mean (M). A lower scale value standard deviation in relation to the mean is




overall data set.

Table 7.6: ABCD Academy Physical & Personal Wellness Improvement - High




Objective 8




application of positive character traits as measured by curriculum-based assessment

Success Criterion:


Findings:

1. Objective met.



Objective Status—

96% of regularly participating elementary school students with sufficient data indicated an

improvement in their knowledge of positive character traits as measured by curriculum-



based assessment over the course of the program year. The objective was measured based

on change in pre- and post-scores from approximately the beginning and end of the program

year respectively. Mid-scores were only considered in cases in which the student was not

present at the time of the pre-assessment. Of 69 regularly participating students presented

with sufficient data, 66 students met the criterion.

Table 8.1: ABCD Academy Positive Character Traits Assessment Statistics - Elementary

Total Students*

Min Max M SD

Pre Scores 69 23 100 72.0 17.4

Post Scores 69 68 100 90.8 8.8


Score

69 -12 74 18.8 18.4


Elementary school students’ knowledge positive character traits improved by an average of

18.8 points over the course of the program year. The standard deviation (SD) of change in

score is 18.4 points, which is indicative of the overall changes in score within the data set

based on the calculated mean (M). A lower scale value standard deviation in relation to the

mean is representative of a lower deviation from the calculated average of difference in test

scores across the entire data set. A higher scale value standard deviation represents a high

deviation of difference in test scores from the calculated average throughout a larger sample

of the overall data set.

Table 8.2: ABCD Academy Positive Character Traits Improvement - Elementary




Objective 9




engagement in career exploration as measured by curriculum-based assessment

Success Criterion:




Findings:

1. Objective met.



Objective Status—

94% of regularly participating middle school students with sufficient data indicated an

improvement in their engagement in career exploration as measured by pre-post assessment






Table 9.1: ABCD Academy Career Exploration Statistics - Middle

Total Students*

Min Max M SD

Pre Scores 16 0 70 36.3 15.0

Post Scores 16 40 100 76.9 18.9


Score

16 0 70 40.6 19.8


Middle school students’ engagement in career exploration improved by an average of 40.6







overall data set.

Table 9.2: ABCD Academy Career Exploration Improvement - Middle









engagement in career exploration as measured by curriculum-based assessment

Success Criterion:


Findings:

1. Objective met.



Objective Status—

100% of regularly participating high school students with sufficient data indicated an

improvement in their engagement in career exploration as measured by pre-post assessment




the pre-assessment. Of 3 regularly participating students presented with sufficient data, all


Table 9.3: ABCD Academy Career Exploration Statistics - High

Total Students*

Min Max M SD

Pre Scores 3 30 50 43.3 11.5

Post Scores 3 80 100 90.0 10.0


Score

3 30 60 46.7 15.3


High school students’ engagement in career exploration improved by an average of 46.7









overall data set.

Table 9.2: ABCD Academy Career Exploration Improvement - High




Objective 10



55% of adult family members of regularly participating students will maintain high

performance or improve their involvement in student education as measured by curriculum-

based assessment

Success Criterion:

Adult family members must achieve high performance on a test or improve between two

tests (indicated by X)

Findings:

1. Objective met.



Objective Status—

55% of regularly participating elementary adult family members with sufficient data indicated

an improvement in their involvement in student education as measured by curriculum-based

assessment over the course of the program year. The objective was measured based on high

achievement or improvement on tests. Of 74 regularly participating family members

presented with sufficient data, 41 met the criterion.

Table 10.1: ABCD Academy Adult Family Member Engagement - Elementary










based assessment

Success Criterion:



Findings:




Objective Status—

47% of regularly participating middle family members with sufficient data indicated an

improvement in their student education engagement as measured by pre-post assessment






Table 10.2: ABCD Academy Adult Family Member Engagement - Middle










based assessment

Success Criterion:



Findings:




Objective Status—

33% of regularly participating high school family members with sufficient data indicated an

improvement in their student education engagement as measured by pre-post assessment





student met the criterion.

Table 10.3: ABCD Academy Adult Family Member Engagement - High






5.2 Overall Findings for Each Objective

Objective Findings Programmatic Changes

(for future years of programming)

Data Collection Changes (for future years of

programming)

Objective 1 (elementary): 65% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.

Met/Not Met: Objective not met. Progress Outcome: Some Progress Total Students with Sufficient Data: 64 Met Success Criterion: 44% of regularly participating students met the stated success criterion

Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.



their opportunities for deeper engagement in the subject.

Objective 1 (middle): 65% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.







Objective 1 (high): 65% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.

Met/Not Met: Objective not met. Progress Outcome: N/A Total Students with Sufficient Data: 2 Met Success Criterion: 0% of regularly participating students met the stated success criterion






Objective 2 (elementary): 85% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.

Met/Not Met: Objective not met. Progress Outcome: Meaningful Progress Total Students with Sufficient Data: 64 Met Success Criterion: 61% of regularly participating students met the stated success criterion






Objective 2 (middle): 85% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.







Objective 2 (high): 85% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.







Objective 3 (elementary): 80% of regularly participating students will improve to a satisfactory science grade or above, or maintain a high grade across the program year

Met/Not Met: Objective not met. Progress Outcome: Approaching Benchmark Total Students with Sufficient Data: 30 Met Success Criterion: 77% of regularly participating students met the stated success criterion






Objective 3 (middle): 80% of regularly participating students will improve to a satisfactory science grade or above, or maintain a high grade across the program year

Met/Not Met: Objective not met. Progress Outcome: Approaching Benchmark Total Students with Sufficient Data: 16 Met Success Criterion: 69% of regularly participating students met the stated success criterion

Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.


Objective 3 (high): 80% of regularly participating students will improve to a satisfactory science

Met/Not Met: Objective not met. Progress Outcome: Some Progress

Proposed Changes: Along with continued collaboration with the school day teachers, to help inform

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program



grade or above, or maintain a high grade across the program year

Total Students with Sufficient Data: 2 Met Success Criterion: 50% of regularly participating students met the stated success criterion

us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.

schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.

Objective 4 (elementary): 85% of regularly participating students in third grade will achieve promotion based on their performance on the FSA

Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 11 Met Success Criterion: 91% of regularly participating students met the stated success criterion

Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each



will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.

AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.

Objective 5 (middle): 70% of regularly participating students enrolled in Algebra I will pass the Algebra I End-of-Course (EOC) exam


Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect



also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.

Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.

Objective 5 (high): 70% of regularly participating students enrolled in Algebra I will pass the Algebra I End-of-Course (EOC) exam


Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all is data collected. Each AmeriCorps Member, staff, as well as the Unit Director will be assigned a group of students that they will be responsible for doing weekly data chats with. We plan to use the Check and Connect Intervention System. They will have access to the students Skyward account and will use that to gather attendance and grades. Rationale:



week and go over their grades and other assignments and offer small group tutoring with these students. Rationale: Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.

Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.

Objective 6 (high): 90% of regularly participating students will graduate within their 4-year cohorts


Proposed Changes: Along with continued collaboration with the school day teachers, to help inform us of adjustments needed to our instructional focus, we also plan to incorporate data chats with our students and staff. We have also extended our AmeriCorps partnership to include our Mayo Unit. We will be utilizing our AmeriCorps members throughout the school year. These members will pull small groups and run academic enriching programs based on the needs of the group. We also noticed that the majority of our Spanish speaking students’ grades were low in both reading and math. We plan on having our Spanish speaking staff member pull these students at least once a week and go over their grades and other assignments and offer small group tutoring with these students. Rationale:




Data chats will serve as tools in creating small groups based on skill/benchmark needs. During these chats students and staff will look at specific concept or skill needs. In addition, small group attention for Spanish speaking students and other students with AmeriCorps members will give students individualized instruction and attention and will improve their opportunities for deeper engagement in the subject.

Objective 7 (elementary): 85% of regularly participating students will maintain high performance or improve their physical and personal wellness as measured by curriculum-based assessment


Proposed Changes: In order to improve the knowledge of healthy eating habits we will utilize our Recreation Staff who will incorporate daily lessons on ways in which they can develop healthy habits. Rationale: Daily reinforcement of curriculum and learning goals will allow teachers to engage with students more consistently with the subject matter and will improve their comprehension.

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to student needs throughout the program year, well before the end of year data collection.

Objective 7 (middle): 85% of regularly participating students will maintain high performance or improve their physical and personal wellness as measured by curriculum-based assessment



Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that student performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all students are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more



effectively to student needs throughout the program year, well before the end of year data collection.

Objective 7 (high): 85% of regularly participating students will maintain high performance or improve their physical and personal wellness as measured by curriculum-based assessment




Objective 8 (elementary): 85% of regularly participating students will maintain high performance or improve their application of positive character traits as measured by curriculum-based assessment


Proposed Changes: Due to the late start of the grant due to a late award, the program will utilize the current curriculum (Positive Action) again for the next grant year. Staff have just received training on the curriculum and are prepared to implement the curriculum to its full effectiveness. Rationale: Reinforced training in the Positive Action Curriculum will allow teachers to engage with students more consistently with the subject matter and improve student comprehension.




Objective 9 (middle): 85% of regularly participating students will maintain high performance or improve their engagement in career exploration as measured by curriculum-based assessment


No changes at this time. Due to the late start of the grant due to a late award, the program will utilize the current curriculum (Career Launch) again for the next grant year.


Objective 9 (high): 85% of regularly participating students will maintain high performance or improve their engagement in career exploration as measured by curriculum-based assessment


No changes at this time. Due to the late start of the grant due to a late award, the program will utilize the current curriculum (Career Launch) again for the next grant year.




Objective 10 (elementary): 55% of adult family members of regularly participating students will maintain high performance or improve their involvement in student education as measured by curriculum-based assessment

Met/Not Met: Objective met. Progress Outcome: Meets or Exceeds Benchmark Total Students with Sufficient Data: 74 Met Success Criterion: 55% of regularly participating adult family members met the stated success criterion

Proposed Changes: Feedback from the parents served have indicated that parents would prefer a shorter more condensed version of the parent curriculum. The current curriculum requires a time commitment of 2 or more hours per month. We still plan to utilize parent institute curriculum but will utilize the supplemental pieces of the curriculum. Rationale: A lower time commitment for parents will improve parent participation throughout the program year.

Proposed Changes: We will incorporate progress monitoring strategies into the daily/weekly program schedule to ensure that parent performance is measured and tracked more frequently. Two-party data checks will occur to ensure that all parents are listed and all data is collected. Rationale: Improved progress monitoring strategies will allow the program to respond more effectively to parent needs throughout the program year, well before the end of year data collection.

Objective 10 (middle): 55% of adult family members of regularly participating students will maintain high performance or improve their involvement in student education as measured by curriculum-based assessment

Met/Not Met: Objective not met. Progress Outcome: Approaching Benchmark Total Students with Sufficient Data: 19 Met Success Criterion: 47% of regularly participating adult family members met the stated success criterion





Objective 10 (high): 55% of adult family members of regularly participating students will maintain high performance or improve their involvement in student education as measured by curriculum-based assessment

Met/Not Met: Objective not met. Progress Outcome: Some Progress Total Students with Sufficient Data: 3 Met Success Criterion: 33% of regularly participating adult family members met the stated success criterion





5.3 Stakeholders’ Surveys

This section includes the findings from the student, family member, and teacher end-of-year

surveys.

Adult Family Member Survey Data

Adult Family Member Survey Results

Very Satisfied

(%)

Satisfied (%)

Not Sure (%)

Unsatisfied (%)

Very Unsatisfied

(%)

Not Applicable

(%)

How satisfied are you with this after school program as a whole?

88 12 0 0 0 0

Staff warmth and friendliness

85 15 0 0 0 0

Ability of staff to work with my child

85 15 0 0 0 0

Ability of staff to relate to me as a parent

88 12 0 0 0 0

Variety of activities offered to my child

82 18 0 0 0 0

Safety of the program environment

85 15 0 0 0 0

My child’s happiness with the program

85 15 0 0 0 0

Helping me become more involved with my child’s education

74 18 6 0 0 0

Child’s improvement in homework completion

91 9 0 0 0 0

Child’s improvement in academic performance

76 24 0 0 0 0

Child’s improvement in getting along with others

82 18 0 0 0 0

Child’s improvement staying out of trouble

79 15 3 0 0 3

Would you sign your children up for this program again?

Yes – 94%

No – 0%

Maybe – 0%

No Answer – 6%

If this after school program was no longer available, my child would be:

Home alone – 9%



Cared for by a parent – 53%

Cared for by a sibling – 15%

Cared for by another relative – 6%

Cared for by a friend or neighbor – 0%

Participating in a different after school program – 3%

Other – 15%

No Answer – 0%

Teacher Survey Data

Teacher Survey Results

Improved (%) No Change (%) Did Not Need to Improve (%)

Declined (%)

Turning in homework on time

51 19 26 0

Completing homework to your satisfaction

60 21 14 0

Participating in class

42 35 19 0

Volunteering 26 51 19 0

Attending class regularly

40 21 35 0

Being attentive in class

35 40 21 0

Behaving in class 30 30 35 0

Academic performance

65 21 9 0

Coming to school motivated to learn

40 35 21 0

Getting along well with other students

37 19 40 0

Believing they can do well in school

44 35 16 0

Parent interest and/or involvement

14 44 37 0

Student Survey Data

Student Survey Results

Did Not Answer

(%)

Definitely (%)

Somewhat (%)

Not At All (%)

Do you like the afterschool program? 5 85 9 1

Does your afterschool program have adults who care about you?

6 85 9 0

Do you feel safe during your afterschool program?

6 89 5 0



Does your afterschool program help you get along with others?

6 72 20 2

Does your afterschool program help you understand that following rules is important?

6 89 5 0

Does your afterschool program help you solve problems in a positive way?

6 83 10 1

Does your afterschool program help you with your homework?

6 89 4 1

Does your afterschool program help you improve your grades?

6 79 14 1

Percentage of male students that completed the survey: 54%

Percentage of female students that completed the survey: 46%

Grade levels of students that completed the survey:

Pre-Kindergarten – 5%

Kindergarten – 17%

1st – 13%

2nd – 14%

3rd – 8%

4th – 11%

5th – 8%

6th – 7%

7th – 5%

8th – 4%

9th – 2%

12th – 2%

Unknown – 5%



5.4 Student Success Snapshot Since joining the Boys and Girls Club, the selected ABCD Academy 21st CCLC star student

socializes more than he has before. It has improved his self-confidence and allowed him to

express himself. Weekly incentives have helped him out of his comfort zone and become

competitive among his peers while also encouraging them. The Boys and Girls Club in Mayo has

only been opened since January 7th, 2019. He's the Jr Chaplin at his church, he's very positive

and hates drama. His grades are average. He's a leader in the making. He's an old soul, very

wise, and always makes the right choices. His dream is to become a Chef.



6.0 PROGRESS TOWARDS SUSTAINABILITY

This section provides information about any partnerships and/or sub-contracts that benefited

the 21st CCLC program during the 2018-2019 school year. These partnerships and/or sub-

contracts align with the sustainability plan for the grant. Each agency/individual listed below

will be a resource for the program even after the grant funding amount decreases.

Partnerships and Sub-Contracts

Agency Name Type of

Organization

Sub-

Contractor

(Yes/No)

Estimated

Value ($) of

Contributions

Estimated Value

($) of Sub-

contract

Description of Services

1. Easter Seals CBO No $2,500

Provide students with the

opportunity to interact with

special needs volunteers.

2.DCF OTH No $5,000 Family self-sufficiency.

3.Family Nutrition

Program CBO No $8,000

Aligns to personal

enrichment goal of healthy

habits.

4.Capital City

Bank FPO No $500

Provides volunteers to align

with financial literacy. Cash

donations for 21st CCLC

program.



7.0 RECOMMENDATIONS, LESSONS

LEARNED & CONCLUSION

7.1 Recommendations A great effort was made by the program leadership and staff to meet all grant objectives for the 2018-2019 grant year. The program met 10 out of 22 grant objectives. Formal recommendations are below. Academic The benchmark percentage was not attained for the English Language Arts report card grade objective (elementary/middle/high students), Math report card grade objective (elementary/middle/high students), Science report card grade objective (elementary/middle/high students), and Algebra I End of Course Exam objective (high school students). It is recommended that program leadership meet with the teaching staff to discuss why these objectives may not have been met with the resources that were used. Leadership should consider using the feedback from staff to make future adjustments to instructional methods and use of academic pedagogy for the purpose of improving in each of the academic objectives that were not met. Use of additional resources to help students retain the subject matter that is being taught and reinforced may be beneficial. Competency-based learning, project-based learning and other ways of learning should be discussed to continue to enhance the learning experience for the students. Additional teaching strategies should also be considered including cooperative learning, nonlinguistic representations, scaffolding instruction, inquiry-based teaching, concept mapping, higher level questioning and other similar strategies. Checking for student understanding throughout the academic lessons is key and can include the use of quizzes, response cards, think-pair-share, exit tickets, journal reflections and more. Teacher use of differentiated teaching strategies, along with the aforementioned recommendations, will help the program continue to make a positive impact on student learning. Adult Family Member The benchmark percentage was not attained for the adult family member objective regarding their involvement in student education. It is recommended that program leadership meet with school leadership, teaching staff and program staff to brainstorm and address different ways to improve in this area for the upcoming project year. Adult family member participation and knowledge retention of what is being taught or presented to the adult family member audience should be two important topics of discussion. Program leadership should use any available resources, including online resources, that can help the program improve in the area of adult family member involvement, participation and assessments.



7.2 Lessons Learned During the 2018-2019 grant year, Boys & Girls Clubs of North Central Florida’s ABCD Academy 21st CCLC site was able to get additional buy-in from staff, students and parents. This is a commendable achievement and something that this site worked hard for. Mandatory grant deliverables were uploaded to the 21st CCLC state’s deliverables website each month along with student attendance numbers. Lesson plans were implemented and students benefited from a plethora of engaging academic and personal enrichment activities, some of which were cross-curricular in nature. Students were also exposed to a variety of things that they had never seen or heard of prior to participating in the 21st CCLC program. They were able to use critical thinking skills to think deeply and build upon their existing foundation for learning. Program leadership, teaching staff, and program staff are looking forward to continuing to make an impact on student participants, adult family members and the community that is served. Due to the late program start this year (program started in Spring 2019 instead of starting in Fall 2018), the 21st CCLC site also learned various lessons this year, overcame obstacles and continued to strive toward a high level of program implementation. Some of these lessons included how to best handle a variety of student behaviors and encourage regular student attendance, how to continue to motivate teachers and staff, how to recruit and engage adult family members to participate in the adult family member offerings, and also how to keep grant objectives and goals in the forefront of the minds of teachers, staff and parents. These lessons were helpful in making sure that the program operated at a satisfactory level and will also be used in program planning for future years of the 21st CCLC grant.

7.3 Conclusion In conclusion, the Boys & Girls Clubs of North Central Florida’s ABCD Academy 21st CCLC site operated at a satisfactory level considering the late program start date. Program leadership continues to work on bringing innovative concepts to life and help program participants truly benefit from the academic, personal enrichment, and adult family member 21st CCLC program offerings. For the upcoming 2019-20 project year, program leadership plans to use the recommendations provided in this report as a reference point when planning all components of the 21st CCLC program. The goal is to make the upcoming 21st CCLC program year more exciting, meaningful, and comprehensive overall. Boys & Girls Clubs of North Central Florida is very thankful for the 21st CCLC funding that makes 21st CCLC program operation possible. It is a great way to serve students, adult family members and the community to help create better futures and have a long-term effect on academic improvement.



If you are interested in learning more about Boys & Girls Clubs

of North Central Florida and/or their 21st Century Community

Learning Center (CCLC) Programs please contact:

Boys & Girls Clubs of North Central Florida

918 North Washington Street

Perry, Florida 32347

(850) 584-8448

www.bgcperry.com

http://www.bgcperry.com/

summative evaluation report 2014-2015 · 1.2 21st century community learning centers per the...

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