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Florida International Academy After-School and Summer Camp Program
21stCentury Community Learning Center
Formative Evaluation Report 2013-14
Project Number: 13J-2444A-4PCC1
February 28, 2014
Table of Contents
Introduction ........................................................................................................................................ 1
Formative Evaluation Report .............................................................................................................. 1
Description of Evaluation Methodology ......................................................................................... 2
Evaluation Design ........................................................................................................................ 2
Data Collection Efforts ................................................................................................................ 2
FIA 21st CCLC Program Staff ......................................................................................................... 7
Activities Conducted ................................................................................................................... 8
Student Attendance.................................................................................................................. 13
Student Demographic Information ........................................................................................... 14
Assessment of Program Objectives ................................................................................................... 15
Site Visits ....................................................................................................................................... 29
Progress toward Sustainability .......................................................................................................... 30
Dissemination of Findings ................................................................................................................. 31
Conclusion ......................................................................................................................................... 32
1 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Introduction
Florida International Academy (FIA) is a Title I charter school that was established in 1998
as a middle school. To accommodate the growing number of enrollees, in August 2010, FIA
moved from its former location to
its new home in Opa Locka,
Florida, an urban northeast
Miami neighborhood. FIA is now
located on a six-acre campus and
serves over 840 students in
grades kindergarten through
eighth.
The racial and ethnic composition of FIA’s student body comprises Blacks (93%), Hispanics
(6%), and a few students from other races/ethnicities (1%). Most of the students are girls
(61%), qualify for free or reduced lunch (93%), and reside in single-parent homes (72%).
Additionally, approximately 3% of the students have Individualized Education Plans (IEPs)
for special needs, primarily for a learning disability.
FIA attributes much of its success to its 21st Century Community Learning Centers (21st CCLC)
program. Since 2004, FIA has operated a 5-day-a-week, year-round 21st CCLC afterschool
program. During the 2012-13 school year, this program served over 100 high-risk students.
FIA’s 21st CCLC program meets the needs of these students by not only providing them with
a safe place to go during afterschool hours, but also provides them with remedial education
and academic enrichment in reading, language arts, math, and science; homework help;
indoor and outdoor sports and fitness activities; character education and social skills
building; dropout prevention; and project based learning. Moreover, all academic
enrichment activities are provided by certified teachers. This is the final year of the contract
award period for FIA’s 21st CCCL program.
Formative Evaluation Report
The purpose of this formative report is to describe ongoing evaluation efforts that took place
from September 3, 2013 through February 28, 2014. This report will outline preliminary
findings of FIA’s progress towards meeting its goals and objectives for the 2013-14 program
year. Specifically, the report will include:
Description of evaluation design
Activities conducted
An overview of contracted measurable objectives
Results of data analyses
Conclusions and recommendations for continuous quality improvement
2 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Description of Evaluation Methodology
Evaluation Design
Q-Q Research Consultants (QQRC) was contracted by FIA to conduct all evaluation efforts
for their 21stCCLC program. QQRC sought to examine FIA’s 21st CCLC program processes to
evaluate their continuous quality improvement efforts. QQRC also examined how well FIA’s
21stCCLC program served its students between September 3, 2013 and February 28, 2014
by assessing performance on a number of predetermined outcomes. By using both of these
approaches, QQRC was able to provide preliminary findings as well as provide
recommendations that are useful to the program’s internal operations and FIA’s external
stakeholders.
Data Collection Efforts
Data were collected from a variety of sources. Additional data will be collected throughout
program implementation. The table below outlines the measureable objectives and the
data sources used to examine progress towards meeting the goals and the scheduled data
collection intervals.
Measureable Objectives Data Sources
Academic Enrichment
(1) Seventy-five percent (75%) of regularly
participating students (i.e., students who attend
the program 30 days or more) will increase their
reading comprehension skills as evidenced by
scores on standardized reading tests.
Students’ 2013 FCAT reading scores have
been collected for the pretest. Students will
complete the 2014 FCAT, and the scores will
be compiled for the posttest.
(2) Seventy-five (75%) of regularly participating
students will increase their reading fluency skills as
demonstrated by the Oral Reading Fluency (ORF)
scores.
Students completed the ORF pretest
assessment. The posttest will be
administered at the end of the year.
(3) Seventy-five percent (75%) of regularly
participating students will increase math skills as
evidenced by scores on standardized math tests
and report cards.
Students’ 2013 FCAT math scores have been
collected and compiled for the pretest.
Students will complete the 2014 FCAT, and
the scores will be compiled for the posttest.
Students’ report card grades for 1stquarter
were collected. Report card grades for
subsequent quarters will be collected.
3 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Measureable Objectives Data Sources
(4) Seventy-five percent (75%) of regularly
participating students will increase science skills as
evidenced by scores on standardized science tests
and report cards.
Students will complete the 2014 FCAT
science, and the scores will be compiled for
the posttest.
Students’ report card grades for 1st quarter
were collected. Report card grades for
subsequent quarters will be collected.
Personal Enrichment
(5) Ninety percent (90%) of regularly participating
students will improve their fitness levels as
demonstrated by the Progressive Aerobic
Cardiovascular Endurance Run (PACER) Multi-Stage
Shuttle Run.
FIA 21st CCLC staff conducted the PACER
pretest. The posttest will be administered at
the end of the year.
(6) Seventy percent (70%) of regularly participating
students will show increased positive attitudes
toward physical fitness as demonstrated by survey
on attitudes towards physical fitness.
Students completed the pre and midtest
surveys on attitudes towards physical
fitness. The posttest will be administered at
the end of the year.
(7) Eighty percent (80%) of regularly participating
students will demonstrate improved conflict
resolution skills, social and resistance skills, and
emotional competency as demonstrated by the
Too Good for Drugs and Violence (TGFD&V) After-
School Youth Survey.
Students completed the TGFD&V pre and
midtests. The posttest will be administered
at the end of the year.
In addition to the TGFD&V survey, students
also completed the Normative Beliefs
about Aggression and Aggressive Behavior
Scale pre and midtests. The posttest will be
administered at the end of the year.
(8) Eighty percent 80% of regularly participating
students will demonstrate improved goal setting,
decision making, and communication as
demonstrated by the TGFD&V After-School Youth
Survey.
Students completed the TGFD&V pre and
midtests. The posttest will be administered
at the end of the year.
(9) Ninety-five percent (95%) of regularly
participating students will have no more than three
unexcused absences in the regular day school as
demonstrated by school attendance records.
Students’ school attendance records for the
1stquarterswere collected. Students’ records
for subsequent quarters will be compiled.
4 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Measureable Objectives Data Sources
(10) Ninety percent (90%) of regularly participating
students will demonstrate an increased sense of
responsibility for completing homework
assignments as demonstrated by a parent survey
on homework completion.
Parents completed homework pretest
surveys. The posttest will be administered at
the end of the year.
Adult Family Member Services
(11) Sixty percent (60%) of parents/guardians of
regular participating students will participate in at
least two Adult Family Member Services activities
as demonstrated by the attendance logs.
Data from attendance logs for parent
workshops will be compiled at the end of
the school year.
(12) Eighty percent (80%) of parents of regularly
participating students will demonstrate a better
understanding of their role in supporting their
child’s education as evidenced by scores on pre
and posttest surveys.
Pre and posttest assessments from parent
workshops will be compiled at the end of
the school year.
5 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Frequency of Formative/Ongoing Evaluation
The formative evaluation for FIA’s 21stCCLC program will entail a continuous data collection
process. For this report, pre and midtest data collected between the start of the program
until January and other program activities completed up until the beginning of February
were used to examine progress towards achieving goals and objectives. Analyses included
descriptive analyses on program and participant characteristics (e.g. mean FCAT reading
scores among students, number of student activities, number of unexcused absences, etc.).
Findings from these analyses will be used to inform FIA’s current programming and aid in
the overall success of the program.
Data Collection, Analysis, and Reporting Timeline
Data were collected in 5 areas: (1) program characteristics and activities (e.g., average daily
attendance, types of activities, etc.), (2) students’ demographic information, (3) students’
academic progress, (4) students’ social development and behavior, and (5) parental
involvement. These data were collected daily (e.g., attendance), monthly (e.g., parental
involvement), quarterly (e.g., report cards), three times a year (i.e., pre, mid, and post
surveys), and bi-annually (i.e., pre and post surveys). Most data are updated weekly and
reviewed monthly to monitor progress. Data on program staff (e.g., staff development
activities, staff turnover, etc.) are also collected and reviewed monthly. Staff members are
kept informed of programs progress during monthly staff meetings. Other stakeholders are
also kept abreast of the FIA 21st CCLC program’s progress.
The following paragraphs provide more detail on data collection intervals for the current
program year.
1. Program Characteristics and Activities
To ensure that each student obtains all grant proposed and approved program activities,
individual students’ attendance records are closely monitored on a quarterly basis for each
program activity to evaluate appropriate dosage of programmatic elements. This program
year, to enhance programming, a field trip will be offered during the school year and two
additional field trips will be offered during the summer. Program activities will also include
inviting various cultural art groups to the FIA 21st CCLC program for interactive programming
with students. Students’ and teachers’ reactions to these activities will be noted in
subsequent reports.
2. Demographic Information
Students’ demographic information is obtained upon students’ admission into the program
and is verified to ensure accuracy. Verification of self-reported information is facilitated
through comparison to information obtained from the FIA school office.
6 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
3. Academic Progress (Reading, Mathematics, and Science)
FCAT scores are obtained for each students from the previous year upon acceptance into
the program (with the exception of science).1 The prior year scores are obtained from the
school’s Miami-Dade County Public Schools (MDCPS) database and are then compared to
the present year’s scores. Furthermore students’ academic progression on reading,
mathematics, and science will be obtained and evaluated on a quarterly basis via program’s
approved use of each student’s academic records (quarterly report cards).
Additionally, students’ reading is assessed using District-approved tests (i.e., Oral Reading
Fluency). The assessments are administered and the data are analyzed twice per year via pre
and posttest surveys.
4. Social Development and Behavior
Students’ self-report data is collected on their perceptions of their (a) conflict resolution
skills, social and resistance skills, and emotional competency; (b) goal setting, decision
making, and communication skills; (c) beliefs about aggression and aggressive behaviors;
and (d) attitudes towards physical fitness. Students’ self-report data is collected at the
beginning (pretest), middle (midtest), and end of the program (posttest).
5. Parental Involvement
Participation in program activities and knowledge gained through participation is tracked
on parents and other adult family members of regularly participating students. At each
Adult Family Member Services activity, a sign-in sheet is circulated to capture attendance.
At some of the didactic workshops, surveys are administered to the parents and other adult
family members to capture any knowledge gained through participation in the workshop.
1 Testing for FCAT Science begins in 8th grade; therefore, only 2013-14 FCAT Science scores will be collected.
7 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
FIA 21st CCLC Program Staff
The FIA 21st CCLC program has a total of 9 staff. For this contract year, two staff have left
the program. This is the Program Director’s second year with the program, and she hired a
Program Assistant three weeks ago. All instructional staff members are certified teachers.
All, but one, are also employees at FIA’s day school. By assuming dual roles, staff is afforded
great opportunities to build rapport with the students and gain an understanding of each
of the student’s unique needs. Staff dedication to participating students is vividly displayed
in their interactions with the students. In previous program years, participating students
have expressed their satisfaction with having FIA staff serve in the 21st CCLC program. They
appreciate having adults with whom they are familiar and trust.
For the 2013-14 program year, there have been eight professional development workshops
held, to date.
Professional Development Offered Date
Overview of the 21st CCLC for the current program year
August 2013
A review of project-based learning concepts August 2013
Program startup planning meeting and review of the proposed activities for the year
September 2013
Attendance at the FASA conference October 2013
Presentation on infusion of science into project-based activities
November 2013
Presentation on utilizing social studies-related activities to enhance programming
November 2013
Student showcase development and updates on implementing project-based learning activities
December 2013
Developing lesson plans for second semester utilizing project-based learning activities
January 2014
8 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Activities Conducted
The FIA 21st CCLC program operates year-round with an afterschool component operational
during the corresponding school year and a summer component that operates during the
summer which will be June 16, 2014 to July 25, 2014 this program year. This program year,
the FIA 21st CCLC after-school program commenced on September 3, 2013 and from that
day all afterschool curricula have been fully implemented. In addition, the program staff has
developed new processes and tools to enhance program success. For example, some
creative project-based learning activities have been added to the existing program. These
activities not only enhance the program’s academic enrichment component, but are also
being used as a parent engagement strategy wherein students’ projects will be showcased
to the parents at the end of the year.
Summer 2013 Operation
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
FIA 21st CCLC Summer Program
6 5 35 0 0
2013-14 Academic Year Operation
Total number
of weeks THIS site
was open:
Total number of days
THIS site was
open.
Typical number of days per
week THIS site was
open.
Typical number of hours per week THIS site was
open
TOTAL number of days THIS site operated
Bef
ore
Sch
oo
l
Du
rin
g Sc
ho
ol
Aft
ersc
ho
ol
Wee
ken
ds/
Ho
liday
s
Bef
ore
Sch
oo
l
Du
rin
g Sc
ho
ol
Aft
ersc
ho
ol
Wee
ken
ds/
Ho
liday
s
FIA 21st CCLC Afterschool Program
20 89 5 0 0 15 0 0 0 89 0
9 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Academic Enrichment
Reading/Language Arts, Math, and Science
The project-based learning activity, The Panda Quarterly has been implemented. Students
have worked to develop a quarterly newsletter. The first edition of the publication included,
poems, riddles, articles on current events, tribute to culture awareness, and an interview
conducted with the program director. Students were tasked with completing all elements
of the publication including generating original material, compiling images, editing, and the
overall layout. The first volume of the Panda Quarterly was disseminated to parents and
community partners who attended the first student showcase of the year. This activity is
incorporated into the regular activities which are conducted for one hour, five days per
week for 36 weeks.
Since the start of the year, students have been engaged in the Math Bowl, a project based
activity that affords students an opportunity to reinforce math skills attained across the
year in a creative and interactive competition. Students are placed in teams comprised of
students with various mathematical abilities, and they are challenged to respond to
problems generated by teacher in a jeopardy-like fashion (i.e., problems are timed and
increase in difficulty for additional points). Quarterly semifinals are hosted prior to student
showcase, and the final event is conducted live at the student showcase. This activity is
incorporated into the regular activities which are conducted for one hour, five days per
week for approximately 36 weeks.
For the Panda Spoken Word Café, students will write spoken-word poetry and scripts for
skits dramatizing issues that are important to them revolving around conflict resolution,
anger management, problem solving, team work, and drug and alcohol abuse based on
discussions from the Too Good for Drugs and Violence curriculum. Students have two
different venues to exhibit their projects from the Panda Spoken Word Café: the Panda
Quarterly newsletter and the student showcases. This activity is incorporated in the regular
activities which are conducted for one half hour, five days per week for 36 weeks.
The Mini Greenhouse project-based activity is scheduled to begin during final quarter of the
year. Students will create a “mini” greenhouse to demonstrate the Greenhouse Effect;
relate the greenhouse to the Earth’s atmosphere; and identify local, national, and global
environmental concerns. They will also investigate the carbon cycle and create a recycling
project for the school. The mini projects created by students during these activities will be
showcased during a special exhibit on Earth Day 2014 (April 22), to which parents and the
10 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
FIA community will be invited. In addition to physical models and other exhibits, students
will make oral presentations on their projects. This activity is incorporated in the regular
activities which are conducted for one hour, five days per week for nine weeks.
Additional Learning Tools Utilized
In addition to the project-based learning activities outlined above, FIA 21st CCLC program
staff utilize curricula to reinforce learning. Two curricula are utilized for the reading
component: Scholastic After School Learning Program for Grades 6 to 8 and Time for Kids.
The Scholastic After School Learning Program combines highly motivational reading in the
core content areas of reading/language arts, science, math, social studies and art, combined
with hands-on activities, and audio books. The After School Fun & Learning Center
component provides teachers with access to 200 fiction and non-fiction books to use in
their daily lessons and 20 audio CD books that students can listen to on CD players with
headsets. Students use laptops provided by FIA to access the online After School Fun and
Learning Center that includes news articles arranged by content area, educational games
and puzzles, and a “Homework Hub.”
Time for Kids is used as a reading supplement, and it is a weekly classroom news magazine
designed for kids. These magazines provide a variety of real-world subject matter that aligns
nicely across many curricula. Teachers are provided with a guide, worksheets, mini-lessons,
and a comprehension quiz.
The After-School Math PLUS is used for the math component. In collaboration with the New
York Hall of Science and the St. Louis Science Center, the After-School Math PLUS was
developed by the Educational Equity Center (EEC) at the Academy for Educational
Development. The After-School Math PLUS curriculum addresses mathematics using four
different modalities: jumping rope, music, art, and the built environment (i.e., exploration
of mathematical concepts within their environment, including buildings, streets, etc.).
Students are offered informal math learning activities where they create objects or engage
in physical activities related to mathematical concepts.
The After-School Science PLUS is a science curriculum also developed by EEC. Designed for
afterschool environments, the After-School Science PLUS curriculum develops higher order
thinking skills (i.e. problem-solving, creative thinking, decision-making, and spatial
relations) while providing hands-on activities focused on inquiry-based science and literacy.
Personal Enrichment
Physical Education
To address physical fitness and education, the SPARK program was implemented. The
SPARK program is an evidenced-based program designed to improve the health and fitness
of students through a variety of physical activities. The curriculum includes 24 core activity
11 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
units. Instructors are provided with suggestions for managing children in physical education
classes. Instructors are provided with indoor and outdoor activities as well as instructions
for strength and conditioning warm-up. The SPARK curriculum is used for 30 minutes, five
days per week during the school year, and 65 minutes, five days per week during the
summer program.
Drug and Violence Prevention and Dropout Prevention
In an effort to improve social skills, reduce the risk factors associated with school drop-out,
increase refusal skills for engaging in drugs and violence, and improve positive character
traits, the Too Good for Drugs and Violence (TGFD&V) curriculum is being used. TGFD&V,
developed by the Mendoza Foundation in Tampa, Florida, is recognized as an evidence-
based program by the Substance Abuse and Mental Health Administration’s National
Registry of Evidence-based Programs and Practices for its demonstrated impact on
promoting personal and pro-social behaviors and protective factors related to conflict and
violence among at-risk K-12 students. The TGFD&V curriculum is used for 30 minutes, five
days per week during the school year, and 65 minutes, five days per week during the
summer program.
Tutoring and Mentoring
During the afterschool program, staff members provide students with homework help for
40 minutes. Staff members provide students requiring additional homework assistance with
individual tutoring services.
Adult Family Members Services
This year, the FIA 21stCCLC program staff decided to implement quarterly student
showcases to highlight students’ work products and offer parents an opportunity to interact
with other parents and learn more about the program. In addition to the student
showcases, the21stCCLC Program Director, Yvonne Morris has coordinated a variety of
workshops that address topics such as family literacy, parenting skills, drug and alcohol use,
coping with stress during the FCAT, and other topics. Many of these workshops are
facilitated by local experts on the topics. It is expected that following participation in the
workshops, adult family members will be more informed about what their children are
learning in school and the 21stCCLC program and how they can best support their children’s
progress and personal development as adolescents.
Additionally, the FIA 21st CCLC program has an Advisory Board. The first meeting of the year
was hosted in October 2013. Four parents, three students, and four program staff were in
attendance, and they discussed ways to enhance community partnerships. One of the
outcomes from the meeting was a linkage from a parent for a field trip for the school year.
Another outcome was an Advisory Board member’s connection with a local Juvenile Court
12 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Judge, whom the Program Director invited to address the students and staff.
The following table offers a summary of these activities, as well as the program’s present
operational status.
Status of Approved Activities
Activities Status
Panda Quarterly Fully implemented
Math Bowl Fully implemented
Panda Spoken Word Cafe Fully implemented
Mini Greenhouse Will be implemented in 4th quarter
Supplemental academic curricula Fully implemented
Tutoring and homework help sessions Fully implemented
Too Good for Drugs and Violence curricula Fully implemented
Outdoor and indoor sports activities using the SPARK After School curriculum
Fully implemented
Monthly Adult Family Members services Fully implemented
13 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Student Attendance
To date, there have been 155 regularly attending middle school students in the FIA 21st CCLC
afterschool program. The targeted number to enroll for the 2013-14 contract year is 90, so
FIA 21st CCLC program staff has exceeded their enrollment target. Additionally, the
program’s average daily attendance (ADA) percentages have been exemplary and much
improved over last program year. Program staff is to be commended for implementing
proactive and creative strategies to maintain consistent program participation this year. The
ADA for the months of September to January are shown in the table below.
Average Daily Attendance
September October November December January
87% 83% 83% 88% 89%
Student Enrollment: Total and Regularly Participating Students Academic Year 2013-14
Total Enrolled Attending (at least one day)
Regularly Participating Enrollment (30 days or more)
Only Summer
2013
Fall 2013 Only
Summer and Fall
2013
Total Only Summer
2013
Fall 2013 Only
Summer and Fall
2013
Total
72 127 43 242 0 56 99 155 Note: Unduplicated counts shown.
14 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Student Demographic Information
The FIA 21st CCLC program is currently serving students in the 6th (45 students), 7th (43
students), and 8th grades (47 students).The majority of students are males (n =69) and
identify as Black (n = 128). Ninety percent of the students receive free lunch. None of the
students were identified as homeless. With respect to ESE status, there were five students
who were identified. Thirty-three students were English Language Learners. See below for
more information on student demographics.
Student Demographics
33%
32%
35%
Grade
Sixth Seventh Eighth
51%49%
Sex
Male Female
95%
3%
1% 1%
Race/Ethnicity
Black Hispanic
White non-Hispanic Native American
90%
5%5%
Lunch Status
Free Reduced Paid
15 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Assessment of Program Objectives
The FIA 21st CCLC program has four measureable objectives that target academic
enrichment for participating students in the areas of reading, math, and science. Pretest
surveys were administered in October and midtest surveys were administered in January.
Descriptive analyses were employed for objectives where a mid or post was not available
at the time of the report. Inferential analyses, specifically, paired samples t-tests and
ANOVAs, were used to evaluate changes from pre to post and differences among students
in different grades.
Objective 1: Seventy-five percent (75%) of regularly participating students will
increase their reading comprehension skills as evidenced by scores on standardized
reading tests and report cards.
FCAT reading scores for the 2012-13 school year have been recorded for participating
students. Some of the students (math: n=19; reading: n=10) had missing FCAT reading
scores because either (1) the students did not take the FCAT during the 2012-13 school
year due to their private school enrollment or (2) staff were not able to access scores. Pre
data indicates that 66% of the students scored below grade level (level 2 or lower) on the
FCAT reading during the 2012-13 school year. FCAT reading data by grade is shown in the
table below. The majority of the students across all grades were not on grade level
according to exam results. Scores for the 2013 FCAT test will be compared to the 2014
scores for the Summative Evaluation report.
69%
58%
70%
31%
43%
30%
0% 20% 40% 60% 80% 100%
Eighth
Seventh
Sixth
Reading FCAT 2012-13
Level 1 or 2 Level 3 or higher
AC
AD
EM
EIC
EN
RIC
HM
EN
T
16 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Students’ reading report card grades indicate that overall, 93% of the students
demonstrated a “C” average or above on their 1st quarter report card. Comparisons by grade
show that a lesser percentage of sixth graders are receiving average or better grades in
reading compared to students in the other grades. First quarter report card grades will be
compared to the grades received on report cards collected at the end of the school year.
Objective 2: Seventy-five percent (75%) of regularly participating students will increase
their reading fluency skills as demonstrated by Oral Reading Fluency (ORF) test scores.
The Oral Reading Fluency (ORF) test was administered to students and pretest scores were
recorded. According to the results of research studies for establishing the norms of the ORF
test, test results should be greater than or equal to 137 for all grades. Based on the average
scores shown below, none of the grades were on target at pretest. Pretest scores will be
compared to posttest scores at the end of the year.
Average ORF Scores by Grade
Sixth Grade Seventh Grade Eighth Grade
108 (33.58) 118 (21.90) 135 (38.68)
Note: Standard deviations noted in parentheses.
100%
97%
84%
75% 80% 85% 90% 95% 100%
Eighth
Seventh
Sixth
"C" or Better in Reading
7%
54%32%
4% 3%0%
20%
40%
60%
A B C D F
Overall Reading Grades
17 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Students are placed in risk classes according to their ORF test results. Overall, the majority
of students in all grades scored within the moderate to low risk range; however, a third of
the sixth graders demonstrated high risk.
24%
15%
33%
28%
50%
38%
48%
35%
29%
0% 20% 40% 60% 80% 100%
Eighth
Seventh
Sixth
Oral Reading Fluency Levels
High Risk Medium Risk Low Risk
18 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Objective 3: Seventy-five percent (75%) of regularly participating students will increase
their math skills as evidenced by scores on standardized math tests and report cards.
FCAT math scores for the 2012-13 school year have been recorded for participating students.
Pre data indicates that 55% of the students scored below grade level (level 2 or lower) on
the FCAT math portion during the 2012 -13 school year. FCAT math data by grade is shown
in the table below. While academic performance on the math portion of the FCAT was
better than reading, there are still significant numbers of youth in all grades who are not on
grade level as evidenced by last year’s FCAT math results.
Students’ math report card grades indicate that overall, 97% of the students demonstrated
a “C” average or above on their 1stquarter report card. Comparisons by grade show that a
lesser percentage of sixth graders are receiving average or better grades in math compared
to students in the other grades.
49%
41%
75%
51%
59%
25%
0% 20% 40% 60% 80% 100%
Eighth
Seventh
Sixth
Math FCAT 2012-13
Level 1 or 2 Level 3 or higher
100%
100%
93%
88% 90% 92% 94% 96% 98% 100%
Eighth
Seventh
Sixth
"C" or Better in Math
9%38%
50%
2% 1%0%
20%
40%
60%
A B C D F
Overall Math Grades
19 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Objective 4: Seventy-five percent (75%) of regularly participating students will increase
their science skills as evidenced by scores on standardized science tests and report
cards.
FCAT science scores for the 2012-13 school year will be collected at the end of the school
year to evaluate current level of peformance in science. Students’ science report card
grades indicate that overall, 93% of the students demonstrated a “C” average or above on
their 1stquarter report card. Comparisons by grade show that a lesser percentage of seventh
graders are receiving average or better grades in science compared to students in the other
grades.
98%
87%
91%
80% 85% 90% 95% 100%
Eighth
Seventh
Sixth
"C" or Better in Science
3%
37%52%
3% 4%0%
20%
40%
60%
A B C D F
Overall Science Grades
20 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
The FIA 21st CCLC program has six measureable objectives that target social enrichment for
participating students in the areas of physical education and recreational activities,
tutoring, drug and violence prevention, and dropout prevention and character education.
Objective 5: Ninety percent (90%) of regularly participating students will improve their
fitness levels as demonstrated by the Progressive Aerobic Cardiovascular Endurance
Run (PACER) Multi-Stage Shuttle Run.
The SPARK Physical Education curriculum is being utilized for the physical fitness
component of the program. The Progressive Aerobic Cardiovascular Endurance Run (PACER)
Multi-Stage Shuttle Run pretest was administered to participating students. Pretest data
shows that the average number of laps successfully completed by students was 9.13. A
situps/curl ups fitness test was also administered. On average, students completed 29 situps
in a minute for the pretest.The graphs below show the average scores by grade. Post-test
data will be collected at the end of the school year, and changes from pre to posttest will
be evaluated.
Objective 6: Seventy percent (70%) of regularly participating students will show
increased positive attitudes toward physical fitness as demonstrated by survey on
attitudes towards physical fitness.
Participating students were administered a physical fitness survey that queried their
perceptions of physical activity and fitness. To evaluate progress toward the respective
performance objective, pre and midtest data were examined to ascertain students’
attitudes toward physical fitness, on average. Scores on the survey range from one to five
with lower scores indicating more positive attitudes toward physical activity and fitness.
9.79 7.96 9.23
0
5
10
15
Eighth Seventh Sixth
Shuttle Run Laps Completed
26.6 27.6 32.7
0
20
40
Eighth Seventh Sixth
Situps
PE
RSO
NA
L E
NR
ICH
ME
NT
21 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
There are two graphs below. The first shows the percentage of students who improved or
maintained their self-reported attitudes (if attitudes already favorable) toward physical
activity from pre to mid. The second graph shows the average scores on the physical fitness
survey by grade. As shown in the graph, on average, participating students demonstrated
fairly favorable attitudes toward physical activity and fitness at the pre and midtest surveys.
Note: A little fewer than half (44%) of the regularly participating students completed the fitness midtest.
52%48%
Improvement on Attitudes toward Physical Activity
Improved or maintained Did not improved
1.83
1.61
1.711.67
1.81
1.65
1.5
1.6
1.7
1.8
1.9
Eighth Seventh Sixth
Physical Fitness Scores
Pre Mid
22 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Objective 7: Eighty percent (80%) of regularly participating students will demonstrate
improved conflict resolution skills, social and resistance skills, and emotional
competency as demonstrated by the Too Good for Drugs and Violence (TGFD&V) After-
School Youth Survey.
The Too Good for Drugs and Violence (TGFD&V) curriculum is being used for the FIA 21st
CCLC program. To evaluate regularly participating students’ improvement in the areas of
conflict resolution, social and resistance skills, and emotional competency skills, the
TGFD&V After-School Youth Survey was administered at pre and mid. Scores range from
one to five, with higher scores suggesting more positive perceptions, attitudes, and skills
with scores around 2.5 deemed as average. Overall, pre and mid data indicate that
participating students scored above average. As can be seen from the graph, scores were
fairly similar by grade and from pre to mid. There were no significant differences among the
various grades. Additionally, while some of the scores were slightly higher on the pre than
the mid, there were no significant differences between pre and mid survey results.
3.84
3.33
3.84
3.79
3.56
3.63
3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Pre
Mid
Pre
Mid
Pre
Mid
Co
nfl
ict
Res
olu
tio
n
Soci
al a
nd
Res
ista
nce
Skill
s
Emo
tio
nal
Co
mp
ete
ncy
Skill
s
Too Good for Drugs and Violence Survey Results
23 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
In addition to the TGFD&V survey, participating students were administered the pre-test
for the Normative Beliefs about Aggression and Aggressive Behavior Scale. Average scores
on pre-test surveys were examined to evaluate progress on the conflict resolution and
social and resistance skills performance objective. Youth were asked to report their
perceptions on (1) a number of scenarios on interpersonal conflict and (2) general beliefs
on aggression and use of aggressive behavior. Lower scores or scores closer to one
represent appropriate reactions to interpersonal conflict. There were no significant
differences by grade or in the scores from pre to mid. Student’s scores were slightly
elevated on the subscale for general approval of aggression.
While not a primary objective of the FIA 21st CCLC program, data on students’ suspensions
and detentions are collected to monitor behavioral concerns and make appropriate and
timely referrals. To date, none of the regularly participating students have received
detentions. The graph below shows the number of student suspensions by grade. Of the
seven students who have received suspensions, only one student received more than one
suspension.
Suspensions Received
Sixth Seventh Eighth
None One More than one
None One More than one
None One More than one
42 1 1 39 2 0 41 3 0
2.5
2.52
1.95
1.95
2.06
2.07
0 0.5 1 1.5 2 2.5 3
Pre
Mid
Pre
Mid
Pre
Mid
Ge
ner
al A
pp
rova
lo
f A
ggre
ssio
nA
pp
rova
l of
Ret
alia
tio
nTo
tal S
core
Average Scores on the Normative Beliefs about Aggression and Aggressive Behavior Scale
24 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Objective 8: Eighty percent (80%) of regularly participating students will demonstrate
improved goal setting, decision making, and communication as demonstrated by the
TGFD&V After-School Youth Survey.
To evaluate regularly participating students’ improvement in the areas of (1) goal setting
and decision making and (2) communication, the TGFD&V After-School Youth Survey was
administered. Scores range from one to five, with higher scores suggesting more positive
perceptions, attitudes, and skills with scores around 2.5 deemed as average. Overall, pre
and mid data indicate that participating students scored above average. As can be seen
from the graph, scores were fairly similar by grade and from pre to mid. There were no
significant differences among the various grades. Additionally, while some of the scores
were slightly higher on the pre than the mid, there were no significant differences between
pre and mid survey results.
3.12
3.19
4.28
4.24
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Pre
Mid
Pre
Mid
Co
mm
un
icat
ion
Skill
sG
oal
Se
ttin
g an
dD
ecis
ion
Mak
ing
Too Good for Drugs and Violence Survey Results
25 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Objective 9: Ninety-five percent (95%) of regularly participating students will have no
more than three unexcused absences in the regular day school as demonstrated by
school attendance records.
Attendance data were available for majority of the regularly participating students. Data
were examined to evaluate progress toward the performance objective regarding less than
three unexcused absences. Attendance data demonstrated that the goal is not currently on
track with reports of approximately 20% of the students having more than three unexcused
absences. Program staff will encourage students’ attendance in day school in an effort to
decrease the number of unexcused absences by the end of the program year.
Number of Students’ Unexcused Absences from School
Sixth Seventh Eighth
0 Absences
1-3 Absences
>3 Absences
0 Absences
1-3 Absences
>3 Absences
0 Absences
1-3 Absences
>3 Absences
18 22 10 24 16 8 23 18 9
26 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Objective 10: Ninety percent (90%) of regularly participating students will demonstrate
an increased sense of responsibility for completing homework assignments as
demonstrated by a daily homework checklist.
Homework completion data was collected from teachers. Daily, teachers check each
participating students’ homework and documented whether the homework was
completed, incomplete, or not completed at all. Data from teachers’ daily reports collected
for the months of September and January are displayed below. The data show that the
percentage of students submitting completed homework assignments decreased from
September to January. One reason for this decrease could be attributed to the large amount
of distractions during homework assistance time observed during the site visit. Students in
the FIA 21st CCLC program shared a physical space with FIE 21st CCLC-ELT program for
elementary students. During the homework assistance period, the elementary students
have snacks while talking and playing loudly.
0%
27%
73%
9%
44%
47%
0% 20% 40% 60% 80%
Homework Not Done
Homework Incomplete
Homework Completed
Homework Completion
January September
27 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
The FIA 21stCCLC program has two measureable objectives that target the program’s ability
to increase involvement of participating students’ parents in their children’s education and
to equip them with tools to be supportive of their children’s learning.
Objective 11: Sixty percent (60%) of parents/guardians of regular attending students
will participate in at least two Adult Family Member Services activities as demonstrated
by the attendance logs.
This year, quarterly student showcases are held to highlight students’ work products and
offer parents an opportunity to interact with other parents and learn more about the
program. The first student showcase was successful in that about half of the parents of
regularly attending students came out to support their children. The showcase entailed
an introduction of program staff to parents and other visitors; student dance, spoken
word, rap, and drama performances; and a live math bowl competition.
In addition to the student showcases, this year, there was a Family and Friends Fun Friday
event hosted. Over 20 family members/parents attended the event comprised over
various interactive sport activities. Parents and their children participating in friendly
competitions with other students and their families.
In January 2014, a local judge, Orlando Prescott who handles juvenile offenses made a
presentation to parents, family members, and some participating students on the nature
of the offenses most often committed by youth, the consequences of the offenses, and
what parents can do to protect against their children’s engagement in such offenses.
About a quarter of the parents of participating children were in attendance.
Formative attempts have been made to engage parents/guardians, and this year’s
attendance appears to be much improved over last year’s. Program staff should be
commended for their diligence in utilizing various forms of media to attract parents’
participation. Additionally, a raffle was held at the first student showcase to incentivize
parent participation in the event. This objective will be fully evaluated at the end of the
program year; however, for now, this objective appears to be on target evidenced by
attendance ranging from 20% from 50% of parents attending the first few events of the
program year.
Objective 12: Eighty percent (80%) of parents of regularly participating students will
demonstrate a better understanding of their role in supporting their child’s education
as evidenced by scores on pre- and post-test surveys.
Because surveys have not been administered, this objective could not be fully evaluated at
the time of report. However, based on reports from the Program Director, parents have
expressed their opinions of the workshops and have found them to be helpful. For
AD
UL
T F
AM
ILY
ME
MB
ER
SE
RV
ICE
S
28 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
example, the last workshop facilitated by the local judge was so informative that parents
requested a second installment of the workshop.
Exit slips, or brief 3-item surveys have been developed and provided to program staff.
The exit slips will used to evaluate parents/guardians’ knowledge of workshop topics at
future workshops. Data will be collected, analyzed, and presented in Summative
Evaluation report for FIA’s 21st CCLC program.
Topic: Topic Name Here
Family’s Name___________________ Child/children’s Name: __________________________________
Did you find this workshop helpful? Not at all Somewhat helpful Very helpful
Did you learn anything new from this workshop? Yes No
Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______
EXIT SLIP
29 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Site Visits This program year, three site visits for FIA’s 21st CCLC program have been conducted. The
first site visit was formal and included an interview with the Program Director and
observation of a typical day in the afterschool program. A monitoring tool was utilized to
evaluate the program’s operations among student-centered and staff-centered activities,
including academic enrichment, social enrichment, and project-based activities. A brief
summary of the commendations and recommendations from the site visit is displayed
below.
Recommendations:
Although parent attendance was reported to be poor for activities held earlier in the academic year, a subsequent visit showed good parent attendance at the showcase. To foster consistent attendance by parents at future activities, staff could consider serving food, giving a gift card to the first 10 families that attend, or other incentives.
The noise level in the cafeteria during the Too Good for Drugs and Violence component was noted as an issue at the time of the site visit. However, conversations with program staff indicated that this was later solved by moving the class outdoors.
During the tutoring component, noise level was an issue. This has been due to the FIE program sharing the cafeteria with FIA during snack time. There is not enough supervision on the FIE side of the cafeteria, which plays a significant factor in the students’ noise level. It may be beneficial to move the tutoring component to the end of the schedule. Another possible solution is for students to spend the tutoring time with the first teacher they are in a classroom with. This would also facilitate the transition from tutoring to classroom activities.
Noteworthy Highlights:
There was a sign for the program that was painted and created as a collaborative effort by the students displayed in the cafeteria. It showed a student at a desk, the 21st CCLC logo, and words that were used to describe the program. The Program Director stated that it was a project that the students were really excited about and proud to have displayed.
The second site visit was informal and comprised observation of a few components of the
afterschool components. The third site visit was during the first quarterly student showcase.
The showcase included skits and raps from various students showing the dangers of drugs.
Students were very supportive of their classmates performing and cheered for every group.
The math bowl was also held, which garnered more participation from students than was
expected. Students were eager to show off their math skills, especially the ones whose
parents were in attendance. Parents were even seen trying to solve math problems
presented to the students. Display boards with students’ science projects were available for
viewing and the Panda Quarterly newsletter was distributed.
30 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Progress toward Sustainability
FIA continues to make great strides towards maintaining a sustainable afterschool and
summer program. FIA engages a number of local businesses and organizations. This
program year, FIA has maintained its relationships with three organizations: DreamCatchers
for the Soul (DreamCatchers), Kappa Alpha Psi, Miami Chapter, and the Resource Room. A
new relationship with a new community partner, the office of Judge Orlando Prescott, has
also been established.
DreamCatchers--a local organization that seeks to educate and empower youth through
education, arts, and counseling services--is providing gender-specific programming.
Specifically, DreamCatchers conducts mentoring workshops with participating girls to
empower them to be peer mentors.
The Miami Chapter of Kappa Alpha Psi, the local division of the national fraternity, was
chartered in 1946, and since that time, the organization has been active throughout the
South Florida community. Last year, the organization connected with the FIA 21st CCLC
program to provide mentoring services for participating boys. The organization conducts
workshops for the boys related to positive youth development and provides informal
mentoring.
The Resource Room is a nonprofit organization that aims to empower families through
education, technology, personal safety, recreation, and leadership. For the FIA 21st CCLC
program, the Resource Room will provide participating youth with training and certification
for the Teen Community Emergency Response Team (Teen-CERT). The Teen-CERT training
will equip youth with the skills necessary to assist in community stabilization efforts
following an emergency or natural disaster. Additionally, the youth will be trained to
provide training for other youth attending neighboring schools.
The office of Judge Orlando Prescott has been secured as key partner for this program year.
Judge Prescott has committed himself and his office to the facilitation of some informative
parent-centered workshops. Additionally, workshops for students and informal mentoring
will also be provided to aid in students’ social development and decrease their risk for
school dropout and engagement in violence and other problematic behavior.
FIA 21st CCLC program staff continues to make great effort o develop new partnerships with
businesses and organizations in the Opa Locka area so that they may expand the services
provided through their 21st CCLC program. The goal is to gain financial stability and find
additional means to sustain the services provided through the 21st CCLC funding.
31 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Dissemination of Findings
The FIA 21st CCLC program plans to disseminate this Formative Evaluation Report through
four avenues:
1. Teachers/Staff Meetings
After school staff meetings are hosted at least once a month. During these meetings, FIA’s
21st CCLC program objectives and progress towards attaining these objectives are
discussed. The Formative Evaluation Report will be included on the agenda for next
months’ meeting, and will be discussed in depth for continuous program quality
improvement. An agenda and sign in sheets will be used to provide evidence of
dissemination. Additionally, a copy of the report will be given to each of program staff and
a signed log of receipt will be used as documentation that staff received the report.
2. Backpack Mailers
The program will make a copy of the report available to every parent, upon request. A
letter will be sent home with each child, which includes a check box where
parents/guardians will be able to select an option to request a hard copy of the Formative
Evaluation Report. Once the request form is sent back to the program’s office, all
requested copies will be sent home to parents/guardians.
3. Email Blasts
The Program Director has developed an email distribution list. Flyers and announcements
are blasted to parents on the list. This method of dissemination began this program year,
and already, staff has seen the benefits of using this low-cost method for communicating
with parents.
4. The FIA’s Website
FIA’s website recently launched a new interactive site (http://www.fiacs.org/) that now
displays all FIA 21st CCLC program announcements, reports, and documents. The school’s
website serves as an optimal environment to publish the Formative Evaluation Report
since it is the gateway through which FIA and its 21st CCLC program communicates with
parents/guardians, teachers, supporting staff, students, and the community.
32 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Conclusions
The FIA 21st CCLC program continues to be dedicated to providing the community with a
quality afterschool program that positively impacts at-risk youth residing in Opa Locka and
its neighboring communities. Continuous data collection will be a priority for demonstrating
program effectiveness. The FIA 21st CCLC program has made the necessary provisions to
assess progress towards achieving the objectives and goals. The FIA 21st CCLC program has
implemented approved activities and has completed data collection activities for pre
administration points.
The data have been reviewed and areas of improvement and refinement have been noted.
The table below shows progress on each of the program’s measureable objectives. Green
faces indicate objectives that are not yet achieved, though good progress has been made.
Yellow faces indicate objectives that are not yet achieved, though moderate progress has
been made. Red faces indicate objectives that are not yet achieved, though little progress
has been made. Following display of the table is a narrative comprising a few
recommendations for improved programming.
Measureable Objectives Progress
Academic Enrichment
(1) Seventy-five percent (75%) of regularly participating students (i.e., students who
attend the program 30 days or more) will increase their reading comprehension skills
as evidenced by scores on standardized reading tests.
(2) Seventy-five (75%) of regular participating students will increase their reading
fluency skills as demonstrated by the Oral Reading Fluency (ORF) scores.
(3) Seventy-five percent (75%) of regularly participating students will increase math
skills as evidenced by scores on standardized math tests and report cards.
(4) Seventy-five percent (75%) of regularly participating students will increase science
skills as evidenced by scores on standardized science tests and report cards.
Personal Enrichment
(5) Ninety percent (90%) of regularly participating students will improve their fitness
levels as demonstrated by the Progressive Aerobic Cardiovascular Endurance Run
(PACER) Multi-Stage Shuttle Run.
(6) Seventy percent (70%) of regularly participating students will show increased
positive attitudes toward physical fitness as demonstrated by survey on attitudes
towards physical fitness.
33 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
Measureable Objectives Progress
(7) Eighty percent (80%) of regularly participating students will demonstrate
improved conflict resolution skills, social and resistance skills, and emotional
competency as demonstrated by the TGFD&V After-School Youth Survey.
(8) Eighty percent 80% of regularly participating students will demonstrate improved
goal setting, decision making, and communication as demonstrated by the TGFD V
After-School Youth Survey.
(9) Ninety-five percent (95%) of regularly participating students will have no more
than three unexcused absences in the regular day school as demonstrated by school
attendance records.
(10) Ninety percent (90%) of regularly participating students will demonstrate an
increased sense of responsibility for completing homework assignments as
demonstrated by a daily homework checklist.
Adult Family Member Services
(11) Sixty percent (60%) of parents/guardians of regular attending students will
participate in at least two Adult Family Member Services activities as demonstrated
by the attendance logs.
(12) Eighty percent (80%) of parents of regularly participating students will
demonstrate a better understanding of their role in supporting their child’s education
as evidenced by scores on pre and posttest surveys.
Program staff developed and implemented creative strategies to improve student and
parent attendance. The program enhanced its program delivery model to make learning
activities more engaging and even added in field trips, which were not offered in previous
years for budgetary reasons. For the Adult Family Member Services component, in addition
to workshops designed to meet parents’ needs, staff hosts quarterly student showcases
which are mutually enjoyable and beneficial for parents and their children. It is expected
that consistent attendance for both students and their parents will be maintained for the
remainder of the program year.
Program attendance is good, but students’ attendance in day school is not currently on
target. Program staff should develop some strategies and incentives to reinforce students’
attendance in day school and reduce the number of unexcused absences.
While the report card grades for reading were excellent, FCAT reading scores demonstrate
that the majority of the students are currently below grade level. ORF test scores also
suggest that more attention is needed to assist students with their reading skills. Robust
academic coaching is suggested to improve students’ reading skills and help them attain
34 FIA 21st CCLC Program Formative Evaluation Report | 2013-14
achievement in reading at the appropriate grade level.
Similarly, for math, report card grades were outstanding; however, only 25% of 6th graders,
59% of 7th graders, and 51% of 8thgraders are on grade level according to FCAT scores. It is
recommended that FIA make formidable efforts to determine which strategies may aid in
the improvement of students’ math performance, particularly 6th graders. Instructional staff
may want to consider providing more intensive instruction in math for the various grade
levels. Another method for improving both reading and math proficiency could include
additional assistance with students’ homework.
The percentage of students who completed their homework based on teachers’ reports was
fairly low, with less than half of all participating students completing their homework while
in the program last month. One reason for low percentage could be attributed to the large
amount of distractions during homework assistance time observed during the site visit.
Students in the FIA 21st CCLC program shared a physical space with FIE 21st CCLC-ELT
program for elementary students. During the homework assistance period, the elementary
students have snacks while talking and playing loudly. FIA and FIE staff should develop a
strategy for maximizing activities for both programs.
The vast majority of the students appear to possess good social skills and attitudes towards
aggression and aggressive behavior. Last year, the FIA 21st CCLC program implemented
gender-specific mentoring from community partners. The positive impact of the mentoring
was evident at the end of the 2012-13 year. Preliminary reports for this program year
indicate continued benefits of having students engaged in mentoring activities. Students’
reports on general approval of aggression was slightly elevated, so staff should encourage
the community partners providing mentoring to work with students on identifying more
pro-social alternatives to aggression.
Overall, the FIA 21st CCLC program appears to be on track for a successful final year in their
contract cycle. Based on quantitative and qualitative data amassed, it appears that the
program is providing children with a safe, enriching afterschool environment that has a
positive impact on their academic and social development. The Summative Evaluation
report will include an evaluation of the program for the 2013-14 year, as well as information
from previous evaluations conducted on the other four years that this program has been
funded.
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