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Summative Evaluation Report:

Seminole County Public Schools

Westside Community Center

August 7, 2018

Kaitlin Trippany

This work is funded through a contract with the Florida Department of Education.

[590-2448B-8CCC1]

2017-2018 Summative Evaluation Report Requirements (Brief) – Grant Years 1, 3, and 4 (Version 06/18) 2

TABLE OF CONTENTS Section Page ACKNOWLEDGEMENTS 3 1.0 STUDENT ENROLLMENT AND ATTENDANCE 4

2.0 STUDENT AND FAMILY DEMOGRAPHICS 4 3.0 PROGRAM OPERATIONS 7 4.0 STAFF CHARACTERISTICS 8

5.0 OBJECTIVES AND OUTCOMES 10 6.0 PROGRESS TOWARD SUSTAINABILITY 26 7.0 LESSONS LEARNED AND RECOMMENDATIONS 28


Special thanks should be given to the following individuals for helping implement this grant during the 2017-2018 school year.

Project Administrators:

Ms. Sheryl Jones, Site Facilitator – Lead the on-site implementation of the grant at the Westside Community Center.

Ms. Jamee Minnetto, Director – Federal Projects and Resource Development (21st CCLC Project Director) - serves as the 21st CCLC Project Director and provides administrative oversight to the project. Ms. Laura Joralemon, Project Specialist for Title I/Special Projects, supported the implementation of the grant by assisting with data collection, program operations, and deliverable collection.

Advisory Committee:

Westside Advisory Committee – Community support for the implementation of the Westside 21st CCLC program.

Grant Partner: Boys and Girls Clubs of Central Florida administrators and staff – Supported the implementation of the grant by providing on-going collaboration and staffing.


1.0 STUDENT ENROLLMENT AND ATTENDANCE

The majority of the students who enrolled in the Westside 21st CCLC programs became regular

participants. The Westside K-5 program had a total of 188 students enroll in the 21st CCLC program and

83 percent became regular participants. The Westside 6-8 program had 73 percent of participants

become regular participants and the Westside 9-12 program had 50 percent become regular

participants.

Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2017 and School Year 2017-2018.

Center Name

Total Enrolled Attending (at least one day)

Regularly Participating Enrollment (30 days or more)

Summer Only

School Year Only

Both Summer

AND School Year

Total Summer

Only

School Year Only

Both Summer

AND School Year

Total

Westside K-5 30 82 76 188 12 73 71 156

Westside 6-8 14 24 44 82 0 17 43 60

Westside 9-12 0 9 3 12 0 4 2 6

Note. Unduplicated counts shown. Students attending/enrolled in both operation periods are only reported under Summer AND School Year. Only Summer + Only School Year + Summer AND School Year = Total.

2.0 STUDENT AND FAMILY DEMOGRAPHICS

Table 2: The Westside K-5 program had more female participants, while the Westside 6-8 program had more male participants and the Westside 9-12 program had the same number of male and female participants.

Table 3 & 4: Only a few students that attend the Westside 21st CCLC program are English language learners. Significantly more students are identified with a disability. In the Westside K-5 and 6-8 programs, 28 and 27 percent of regularly participating students have a disability. This is well above the district average of about 12 percent. There were no students in the Westside 9-12 program that are identified with a disability.

Table 5: The majority of students that attend the Westside 21st CCLC programs are African American with a small proportion of students representing other racial/ethnic groups.

Table 6 & 7: In the Westside K-5 program Grade 3 and 5 have the highest enrollment. The Westside 6-8 program has the least amount of students enrolling in grade 8. The Westside 9-12 program has a small number of participants with the least amount of students enrolling in grade 11 and 12.

Table 8 & 9: The majority of students that attend the Westside 21st CCLC programs qualify for free or reduced lunch.


Table 2. Student Demographics 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 DK* Male Female DK*

Westside K-5 90 95 3 5-11 70 83 3 5-11

Westside 6-8 46 36 0 12-14 34 26 0 12-14

Westside 9-12 6 6 0 14-18 3 3 0 14-18

Table 3. Students with Special Needs: Total Participating Students.

Center Name Limited English

Proficient Identified with

Disability

Yes No DK* Yes No DK*

Westside K-5 2 183 3 52 133 3

Westside 6-8 0 82 0 22 60 0

Westside 9-12 0 12 0 2 10 0

Table 4. Students with Special Needs: Regularly Participating Students.

Center Name Limited English

Proficient Identified with

Disability

Yes No DK* Yes No DK*

Westside K-5 2 151 3 42 111 3

Westside 6-8 0 60 0 16 44 0

Westside 9-12 0 6 0 0 6 0

*DK = Don’t Know.


Table 5. Student Race and Ethnicity*: Total and Regularly Participating Students.

Center Name

Total Participating Students Regularly Participating Students

Am

eri

can

Ind

ian

/

Ala

ska

Nat

ive

Asi

an/

Pac

ific

Isla

nd

er

Bla

ck o

r

Afr

ican

Am

eri

can

His

pan

ic o

r La

tin

o

Wh

ite

or

Cau

casi

an

Am

eri

can

Un

kno

wn

**

Am

eri

can

Ind

ian

/ A

lask

a N

ativ

e

Asi

an/

Pac

ific

Isla

nd

er

Bla

ck o

r

Afr

ican

Am

eri

can

His

pan

ic o

r La

tin

o

Wh

ite

or

Cau

casi

an

Am

eri

can

Un

kno

wn

Westside K-5 0 0 170 9 15 3 0 0 144 9 11 3

Westside 6-8 0 0 76 3 3 0 0 0 57 2 1 0

Westside 9-12 0 0 8 2 2 0 0 0 5 1 0 0

* Ethnicity categories are non-exclusive; students can be identified under multiple ethnicities. ** Unknown = Racial/ethnic group is unknown or cannot be verified.

Table 6. 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

Westside K-5 0 15 27 30 50 27 39 0 0 0 0 0 0 0 188

Westside 6-8 0 0 0 0 0 0 0 33 27 22 0 0 0 0 82

Westside 9-12 0 0 0 0 0 0 0 0 0 0 3 4 4 1 12

* Grade levels are exclusive, as students can only be in one grade level. The total number of students where grade level is unknown are not indicated, but can be derived from this table.

Table 7. 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

Westside K-5 0 11 22 24 42 22 35 0 0 0 0 0 0 0 156

Westside 6-8 0 0 0 0 0 0 0 27 20 13 0 0 0 0 60

Westside 9-12 0 0 0 0 0 0 0 0 0 0 2 2 1 1 6

* Grade levels are exclusive, as students can only be in one grade level. The total number of students where grade level is unknown are not indicated, but can be derived from this table.


Table 8. Free/Reduced Lunch Status of Total Participating Students.

Center Name Free or Reduced-Price Lunch

Yes No DK

Westside K-5 177 8 3

Westside 6-8 80 2 0

Westside 9-12 12 0 0

Table 9. Free/Reduced Lunch Status of Regularly Participating Students.

Center Name Free or Reduced-Price Lunch

Yes No DK

Westside K-5 148 5 3

Westside 6-8 58 2 0

Westside 9-12 6 0 0

3.0 PROGRAM OPERATIONS All of the Westside programs were open five days a week for 55 hours per week during the summer.

Table 10. Summer 2017 Operation.

Center Name

Total number of weeks THIS

center was open:

Typical number of days per

week THIS center was

open:

Typical number of hours per week THIS center was open on:

WEEKDAYS WEEKDAY EVENINGS

WEEKENDS

Westside K-5 9 5 55 0 0

Westside 6-8 9 5 55 0 0

Westside 9-12 9 5 55 0 0


The Westside programs were open five days a week for 180 days after school. The Elementary and Middle school programs were open for 20 additional weekends and holidays.

Table 11. School Year 2017-2018 Operation.

Center Name

Total # weeks THIS

center was

open

Total # days THIS

center was

open

Typical # days

per week THIS

center was

open

Typical # hours per week THIS center

was open

Total # days THIS center operated

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Wee

ken

ds

/ H

olid

ays

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Wee

ken

ds/

H

olid

ays

Westside K-5 36 180 5 0 0 18.5 0 0 0 180 20

Westside 6-8 36 180 5 0 0 11 0 0 0 180 20

Westside 9-12 36 180 5 0 0 21 0 0 0 180 0

4.0 STAFF CHARACTERISTICS 4.1 Staff Demographics Tables 12a-c display the number and type of staff and volunteers at the Westside programs for the summer 2017 and 2017-2018 school year programs.

Table 12a. Westside K-5 Regular Staff by Paid and Volunteer Status.

Staff Type* Summer of 2017

2017-2018 School Year

Paid1 Volunteer Paid1 Volunteer

School Day Teachers (former and substitute) 11 0 15 0

Center Administrators and Coordinators 2 0 6 0

Other Non-teaching School Day Staff 5 0 8 0

Parents 0 0 0 0

College Students 0 0 0 0

High School Students 0 5 0 0

Community Members 0 1 0 1

Sub-contracted Staff 5 0 5 0

Other** 2 0 3 0 1For all staff categories except “Other”, report only staff paid with 21st CCLC funds. * These categories represent the regular responsibilities of program staff during the regular school day. ** Use this category if data do not fit in specific categories provided


Table 12b. Westside 6-8 Regular Staff by Paid and Volunteer Status.







Parents 0 0 0 0






Table 12c. Westside 9-12 Regular Staff by Paid and Volunteer Status







Parents 0 0 0 0







4.2 Students-to-Staff Ratio All sites operated with 12:1 student-to-staff ratio for academic enrichment and an 18:1 student-to-staff ratio for personal enrichment (non-academic). This ratio was consistent throughout the 2017-2018 program year.

4.3 Staff Training All sites conducted monthly staff meetings that included professional development. The professional development covered topics such as classroom management, behavior modification, student character development, project-based learning, and curricular and instruction adjustments and refinement. Some specific training included Succeeding with Angry Students, CPR/First Aid, iReady Toolbox, and Student Engagement: Brain Building Activities, these trainings were delivered by outside vendors, online resources, and SCPS employees.

5.0 OBJECTIVES AND OUTCOMES 5.1 Objective Assessment Tables 13a and 13b display the objective outcomes for Westside 21st CCLC as well as the programmatic and evaluation changes and rationale. The content area and benchmark information is included in the objective column.

Table 13a. Objective Assessment Objective Level Measure Standard of

Success Data Collection Timeframe

Total Students

Number Met Success

Percent Met Success

Objective Status

70% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across program year.

Elem Classroom Grades

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

Baseline, Mid and Post

135 77 57% 3 Stars (Meaningful Progress)


Objective Level Measure Standard of Success

Data Collection Timeframe

Total Students

Number Met Success

Percent Met Success

Objective Status


Middle Classroom Grades





High Classroom Grades



4 3 75% 5 Stars (Meets or Exceeds )

80% of regularly participating students will achieve a satisfactory level or above on English language Art/Writing

Elem FSA Data Attain an Achievement Level 3 or higher

End of Year - June

84 25 30% 1 Star (Limited Progress)


Middle FSA Data Attain an Achievement Level 3 or higher

End of Year - June





Total Students

Number Met Success

Percent Met Success

Objective Status


High FSA Data Attain an Achievement Level 3 or higher

End of Year - June

2 1 50% 2 Stars (Some Progress)

70% of regularly participating students will improve to a satisfactory Mathematics or above, or maintain a high grade across program year.


















Total Students

Number Met Success

Percent Met Success

Objective Status

80% of regularly participating students will achieve a satisfactory level or above on Mathematics


End of Year - June




End of Year - June




End of Year - June


70% of regularly participating students will improve to a satisfactory Science grade or above, or maintain a high grade across program year.








Total Students

Number Met Success

Percent Met Success

Objective Status











80% of regularly participating students will achieve a satisfactory level or above on Science


End of Year - June




End of Year - June




End of Year - June





Total Students

Number Met Success

Percent Met Success

Objective Status

80% of regularly participating students will improve their physical fitness as measured by pre-post assessment.

Elem Assessment Student improves or meets standard for two physical assessments




Middle Assessment Student improves or meets standard for two physical assessments


28 20 71% 4 Stars (Approaching)


High Assessment Student improves or meets standard for two physical assessments



50% of regularly participating students will improve their disciplinary problems as measured by school / district records

Elem Discipline Data

Student decreases referrals or have 0 referrals




Middle Discipline Data







Total Students

Number Met Success

Percent Met Success

Objective Status


High Discipline Data




80% of regularly participating students will improve their engagement in career exploration as measured by perceptual survey

Middle Assessment Student improves or maintain 100%


48 34 71% 4 Stars (Approaching)

80% of regularly participating students will improve their engagement in career exploration as measured by perceptual survey

High Assessment Student improves or maintain 100%



50% of the adult family members of regularly participating students will improve their involvement in student education as measured by perceptual survey

Elem Survey Family member improve or maintain 100%






Total Students

Number Met Success

Percent Met Success

Objective Status


Middle Survey Family member improve or maintain 100%




High Survey Family member improve or maintain 100%



Table 13b: Programmatic Changes

Objective Level Programmatic Changes and Rationale

Data Collection/Evaluation

Changes and Rationale

70% of regularly participating students will improve to a

satisfactory English Language Arts grade

or above, or maintain a high

grade across program year.

Elem Proposed Changes: Continue to incorporate small group sessions and provide additional breakout tutoring

sessions for students that are struggling with English/language arts. The Mid-year programmatic

changes incorporated in conjunction with the current curriculum proved to be beneficial in guiding us towards

the 70% benchmark. Rationale: Based on district English/Language Arts

assessments, 57% of regularly participating students showed an increase in English/Language Arts skills relative to the 70% benchmark. In order to aid struggling students

and ensure the English/Language Arts objective is achieved on all measures, basic skills concepts were

infused during summer programming and reinforced at the beginning of the school year.

No Changes Needed; continue collecting grades data from

district









Middle Proposed Changes: Continue to incorporate small group sessions and provide additional breakout tutoring

sessions for students that are struggling with English/language arts. The Mid-year programmatic

changes incorporated in conjunction with the current curriculum proved to be beneficial in guiding us towards

the 70% benchmark. Rationale: Based on district English/Language Arts

assessments, 59% of regularly participating students showed an increase in English/Language Arts skills relative to the 70% benchmark. In order to aid struggling students

and ensure the English/Language Arts objective is achieved on all measures, basic skills concepts were

infused during summer programming and reinforced at the beginning of the school year.


district





High Proposed Changes: Continue to incorporate small group sessions and provide additional breakout tutoring

sessions for students that are struggling with English/language arts on an as needed basis. The Mid-

year programmatic changes incorporated in conjunction with the current curriculum proved to be beneficial in

guiding us to slightly exceed the 70% benchmark. Rationale: Based on district English/Language Arts

assessments, 75% of regularly participating students showed an increase in English/Language Arts skills relative

to the 70% benchmark; therefore, we will continue with the adopted programmatic changes and modify them as

needed. We will also continue to infuse basic skills concepts during summer programming to maintain

consistency at the beginning of the school year.


district

80% of regularly participating

students will achieve a satisfactory level or

above on English language Art/Writing

Elem Proposed Changes: Continue to update and modify the current curriculum, including the extension of

English/language arts activities by 5-10 minutes per week by infusing creative reading and writing strategies. Rationale: Based on district English/Language Arts


to the 80% benchmark; therefore, letting us know that the Mid-year programmatic implementations did not take

hold effectively in a timely manner and that in order to aid struggling students and ensure the English/Language

Arts objective is achieved on all measures, more aggressive and rigorous modifications in programming is

required.

No Changes Needed; continue collecting state assessment results from the

district








Middle Proposed Changes: Continue to update and modify the current curriculum, including the extension of






required.


district




High Proposed Changes: Continue to update and modify the current curriculum, including the extension of






required.


district

70% of regularly participating students will improve to a satisfactory

Mathematics or above, or maintain a

high grade across program year.


sessions for students that are struggling with Math. The Mid-year programmatic changes incorporated in

conjunction with the current curriculum proved to be beneficial in guiding us towards the 70% benchmark.

Rationale: Based on district Math assessments, 57% of regularly participating students showed an increase in

Math skills relative to the 70% benchmark. In order to aid struggling students and ensure the Mathematics objective

is achieved on all measures, basic skills concepts were infused during summer programming and reinforced at

the beginning of the school year.


district











Rationale: Based on district Math assessments, 52% of regularly participating students showed an increase in


is achieved on all measures, basic skills concepts were infused during summer programming and reinforced at



district






conjunction with the current curriculum proved to be mildly beneficial in guiding us towards the 70%

benchmark. Rationale: Based on district Math assessments, 25% of regularly participating students showed an increase in


is achieved on all measures, basic skills concepts were heavily infused during summer programming and

reinforced at the beginning of the school year.


district



above on Mathematics

Elem Proposed Changes: Continue to update and modify the current curriculum, including the extension of Math

activities by 5-10 minutes per week by infusing creative Math strategies.

Rationale: Based on district Mathematics assessments, 40% of regularly participating students showed an increase in Mathematics skills relative to the 80%

benchmark; therefore, letting us know that the Mid-year programmatic implementations did not take hold

effectively in a timely manner and that in order to aid struggling students and ensure the Math objective is

achieved on all measures, more aggressive and rigorous modifications in programming is required.


district








Middle Proposed Changes: Continue to update and modify the current curriculum, including the extension of Math

activities by 5-10 minutes per week by infusing creative Math strategies.

Rationale: Based on district Mathematic assessments, 37% of regularly participating students showed an increase in Mathematics skills relative to the 80%

benchmark; therefore, letting us know that the Mid-year programmatic implementations did not take hold

effectively in a timely manner and that in order to aid struggling students and ensure the Math objective is

achieved on all measures, more aggressive and rigorous modifications in programming is required.


district




High Proposed Changes: Continue with the current curriculum by infusing creative Math strategies.

Rationale: Based on district Mathematic assessments, 100% of regularly participating students showed an increase in Mathematics skills relative to the 80%

benchmark; therefore, letting us know that the Mid-year programmatic implementations were effective in helping

to exceed the benchmark. To continue success and ensure the Math objective is achieved on all measures, we will

modify the curriculum as needed.


district


satisfactory Science grade or above, or

maintain a high grade across

program year.


sessions for students that are struggling with Science on an as needed basis. The Mid-year programmatic changes incorporated in conjunction with the current curriculum proved to be beneficial in guiding us to exceed the 70%

benchmark. Rationale: Based on district Science assessments, 79% of

regularly participating students showed an increase in Science skills relative to the 70% benchmark; therefore,

we will continue with the adopted programmatic changes and modify them as needed. We will also continue to

infuse basic skills concepts during summer programming to maintain consistency at the beginning of the school

year.


district








program year.


sessions for students that are struggling with Science. The Mid-year programmatic changes incorporated in


Rationale: Based on district Science assessments, 50% of regularly participating students showed an increase in

Science skills relative to the 70% benchmark. In order to aid struggling students and ensure the Science objective is

achieved on all measures, basic skills concepts were infused during summer programming and reinforced at



district




program year.


sessions for students that are struggling with Science. The Mid-year programmatic changes incorporated in



Science skills relative to the 70% benchmark. In order to aid struggling students and ensure the Science objective is

achieved on all measures, basic skills concepts were infused during summer programming and reinforced at



district



above on Science

Elem Proposed Changes: Continue to update and modify the current curriculum, including the extension of Science

activities by 5-10 minutes per week by infusing creative Science strategies.


Science skills relative to the 80% benchmark; therefore, letting us know that the Mid-year programmatic

implementations did not take hold effectively in a timely manner and that in order to aid struggling students and

ensure the Science objective is achieved on all measures, more aggressive and rigorous modifications in

programming is required.


district







above on Science

Middle Proposed Changes: Continue to update and modify the current curriculum, including the extension of Science

activities by 5-10 minutes per week by infusing creative Science strategies.



implementations did not take hold effectively in a timely manner and that in order to aid struggling students and

ensure the Science objective is achieved on all measures, more aggressive and rigorous modifications in

programming is required.


district



above on Science

High Proposed Changes: Continue with the current curriculum by infusing creative Science strategies.



implementations were effective in helping to exceed the benchmark. To continue success and ensure the Science objective is achieved on all measures, we will modify the

curriculum as needed.


district

80% of regularly participating students will improve their

physical fitness as measured by pre-post assessment.

Elem Proposed Changes: Continue the current Health and Nutrition curriculum by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected data, 68% of regularly participating students showed an increase in their Health and Nutrition benchmark. In order to reach the state objective of 80%, continued monitoring and enhanced modifications to the current curriculum is suggested.

No Changes Needed; continue collecting

fitness data



Middle Proposed Changes: Continue the current Health and Nutrition curriculum by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected data, 71% of regularly participating students showed an increase in their Health and Nutrition benchmark. In order to reach the state objective of 80%, continued monitoring and slight modifications to the current curriculum is suggested.


fitness data



High Proposed Changes: Continue the current Health and Nutrition curriculum by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected data, 40% of regularly participating students showed an increase in their Health and Nutrition benchmark. In order to reach the state objective of 80%, continued monitoring and more rigorous modifications to the current curriculum is suggested.


fitness data






disciplinary problems as measured by school / district

records

Elem Proposed Changes: Continue the current Behavior & Problem-Solving curriculum by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected data, 90% of regularly participating students showed a decrease in their discipline benchmark. In order to continue to meet and exceed the state objective of 50%, continued monitoring and creative enhancements to the current curriculum is suggested.

No Changes Needed: continue collecting discipline data from

the district



records

Middle Proposed Changes: Continue the current Behavior & Problem-Solving curriculum by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected data, 72% of regularly participating students showed a decrease in their discipline benchmark. In order to continue to meet and exceed the state objective of 50%, continued monitoring and creative enhancements to the current curriculum is suggested.


the district



records

High Proposed Changes: Continue the current Behavior & Problem-Solving curriculum by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected data, 100% of regularly participating students showed a decrease in their discipline benchmark. In order to continue to meet and exceed the state objective of 50%, continued monitoring and creative enhancements to the current curriculum is suggested.


the district


engagement in career exploration as

measured by perceptual survey

Middle Proposed Changes: Continue the current Dropout Prevention & College/Career Readiness curriculum by maintaining the relevance of activities and making necessary updates as needed. Rationale: Based on collected survey data, 71% of regularly participating students showed an improvement in their Career exploration benchmark, showing we are on the right track. In order to reach the state objective of 80%, continued monitoring and slight modifications to the current curriculum is suggested.

No Changes Needed: continue collecting the career survey

data


engagement in career exploration as


High Proposed Changes: Continue the current Dropout Prevention & College/Career Readiness curriculum by maintaining the relevance of activities and making necessary updates as needed. Rationale: Based on collected survey data, 0% of regularly participating students showed an improvement in their Career exploration benchmark, however there are a small number of regular participants. In order to reach the state objective of 80%, continued monitoring and modifications to the current curriculum is suggested. Additional direct support for students is also recommended.

No Changes Needed: continue collecting the career survey

data





50% of the adult family members of

regularly participating students will improve their

involvement in student education as


Elem Proposed Changes: Continue the current Adult Family Member workshops by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected survey data, 74% of participating family members showed an improvement in their involvement in student education benchmark. In order to continue to meet and exceed the state objective of 50%, continued monitoring and modifications to the current selection of workshops and activities is suggested.


family member survey data





Middle Proposed Changes: Continue the current Adult Family Member workshops by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected survey data, 72% of participating family members showed an improvement in their involvement in student education benchmark. In order to continue to meet and exceed the state objective of 50%, continued monitoring and modifications to the current selection of workshops and activities is suggested.







High Proposed Changes: Continue the current Adult Family Member workshops by maintaining the relevance of activities and making any necessary updates as needed. Rationale: Based on the collected survey data, 80% of participating family members showed an improvement in their involvement in student education benchmark. In order to continue to meet and exceed the state objective of 50%, continued monitoring and modifications to the current selection of workshops and activities is suggested.



5.2 Other Findings Students, family members, and teachers responded very favorably to the majority of questions on the end-of-year survey. The majority of family members, about 98 percent, were satisfied or very satisfied with all aspects of the programs. Ninety-eight percent of family member respondents would sign their child up for the program in the future. Respondents also felt the program was helpful for them, 56 percent attended an adult family member event and 100 percent felt they were beneficial. Many teachers also felt that students participating in the Westside 21st CCLC program made improvements in their school day or classroom behavior. For example, about 50 percent of students struggling to attend class improved their daily attendance. Students also felt that the Westside 21st CLCC program was beneficial academically and socially. About 70 percent of respondents felt that the 21st CLCC program helped them improve their grades and solve problems in a positive way.


5.3 Student Success Snapshot The student selected for the Westside 21st Century program success story this year can be classified as a "Jack of All Trades" who strives to master everything he does! He is an A/B honor roll student. His 7th grade team took home 1st Place at the Math Triathlon in Engineering. He was invited to the Duke University Talent ID Program for his academics and high scores on the FSA Test. He was Runner-up 3 years straight (4th thru 6th grades) in his school’s Annual Spelling Bee Competitions. He won the Annual Westside Spelling Bee Competition 4 years in a row. He received Superior ratings at the Band Competition and on his Assessments. Finally, he received a Golf Scholarship for the PGA Junior League. These are just a few of his many accomplishments. He is a valuable asset to both the staff and students in the 21st Century program, as he is always willing to lend a helping hand whenever and wherever he's needed. He would like for everyone to know that he is very ambitious and likes to challenge himself by not taking the easy road, but by pushing himself to achieve harder tasks!

5.4 Overall Findings for Each Objective The overall progress for each objective is addressed in Section 5.0 Objectives and Outcomes. The Westside K-5 program made meaningful or better progress on six of nine objectives, which measured classroom grades, discipline, family member involvement and physical fitness. Some or little progress was made on the remaining objectives that measured student performance on the statewide assessments. As a result of a slight decrease in student performance districtwide, there is a strong focus on student learning gains for the 2018-2019 school year. These initiatives may be a good area of focus for programming in the fall. In the Westside 6-8 program, students made achieved meaningful or better progress on seven of 10 objectives. Again, students struggled to make progress on the statewide standardized assessments. The Westside 9-12 program also achieved meaningful or better progress on six of 10 objectives and struggled with statewide assessments. It is also important to note that there were under 10 students that were regular participants.

6.0 PROGRESS TOWARD SUSTAINABILITY The Westside 21st CCLC site established or maintained partnerships with approximately 15 businesses and community organizations this year. For the Summer of 2017 and the 2017-2018 academic school year, these partners provided support to the programs in the forms of good and services, volunteer

staffing, paid staffing, funding, and programming or activity-related services. Westside was able to offer programming in basketball, drumline, character building and mentoring through these partnerships.


Table 14: Partnerships and Sub-Contracts

Agency Name Type of

Organization Subcontractor

(Yes/No)

Estimated Value ($) of

Contributions

Estimated Value ($) of Subcontract

Type of Service Provided

Seminole County Public

Schools School District No $7,500.00 NA

Staffing, Training, Goods/Materials

Boys & Girls Club

Community Based Organization or other Non-Profit

Yes $ 55,000.00

NA

Paid Staffing

City of Sanford County

Government No $24,000.00 NA Facilities

University of Central Florida (UCF) Nurses

College/University No $3,500.00 NA Programming/Activity

Related Services

Nanas, Papas and Friends

Service Organization

No $1,500.00 NA Programming/Activity

Related Services

Seminole RSVP

(Foster

Grandparents)

Community Based

Organization or

other Non-Profit

No $3,000.00 NA Volunteer Staff

Florida Health

Seminole

County

Community Based

Organization or

other Non-Profit


Related Services

Heathrow

Women's Club

Community Based

Organization or

other Non-Profit


Related Services

Florida

Diagnostic &

Learning

Resources

System

(FDLRS)

Community Based

Organization or

other Non-Profit

No $1,000.00 NA Professional

Development

Sanford Police

Department

Other Unit of City

or County

Government


Related Services

3-D Drumline -

Dwayne

Dickens

For-Profit Entity No $1,700.00 NA Programming/Activity

Related Services

Parent Choice

Games

(Domatics) -

Omar Grant

For-Profit Entity No $1,400.00 NA Programming/Activity

Related Services


Agency Name Type of

Organization Subcontractor

(Yes/No)

Estimated Value ($) of

Contributions

Estimated Value ($) of Subcontract

Type of Service Provided

Hoop Dreams

Elite For-Profit Entity No $2,805.00 NA

Programming/Activity

Related Services

Police Athletic

League (PAL)

Other Unit of City

or County

Government


Related Services

Hearts, Hands,

and Hope, Inc Non-Profit No $2,700.00 NA Goods/Materials

Note: Value of subcontract must be ZERO if the agency is listed as “No” in the subcontractor column. Likewise, the value of the subcontract must be greater than ZERO if the agency is listed as “Yes” in the subcontractor column.

7.0 LESSONS LEARNED AND RECOMMENDATIONS The Westside Community Center 21st CCLC program has provided high quality services to the students

and family members who attended this year. The site has achieved or made progress on the many of the

program objectives, including discipline, classroom grades, attendance, and student performance. There

a few key recommendations that may help enhance the program quality:

As a result of a districtwide focus on improving student learning gains, the Westside Community Center 21st CCLC program may want to coordinate and align programmatic changes and student support with school level initiatives.

A continued effort to encourage more parent participation in the program is recommended.

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