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· CAMPBELL'S NIGHT ALIVE
21 sr CENTURY COMMUNITY LEARNING CENTERS
FY2017 SUMMA TIVE EVALUATION REPORT
CIC PLANNING GROUP
TABLE OF CONTENTS INTRODUCTION ..................................................................................................................................... 1
BACKGROUND ....................................................................................................................................... 1
SUMMA TIVE EVALUATION .................................................................................................................... 2
METHODOLOGY ..................................................................................................................................... 3
SUMMARY OF PROGRAM OPERATIONS ............................................................................................... 3
Program Procedures & Documentation ........................................................................................... 3
Staff Training, Certifications, & Safety Procedures ..................................................................................... 3
Program Advisory Board & Community Partners .......................................................................................... 4
Snacks & Homework Help ..........................•.•.•..•..•..•...•..............................•••......••.•..•••............•...........•............. 4
Academic & Enrichment Activities ..................................................................................................................... 5
Program Activities & Services ......................................................................................................... 6
Student Programming ..•.................•.......•.•..........•..•..••...........•.........................•...............•.................................. 6
Table 1. 201 6-2017 Operations by Type of Program .....................................•.•..••.................................. 6
Family Services ..................................................................................................................................................... 6
Table 2. Family Event Participation ................................................................................................................. 7
QUALITY OF STAFFING .......................................................................................................................... 7
Table 3. Staff Turnover ...................................................................................................................................... 7
Table 4. Paid Staff Education ........................................................................................................................... 7
Table 5. Student-Staff Ratio •............................................................................................................................ 8
Table 6. Staff Training •...••............................••••......•...•..............•..............•........................................................ 8
Table 7. Staff's Regular Daytime Responsibilities ........................................................................................ 9
STUDENT ATTENDANCE/ENROLLMENT ............................................................................................... 10
Table 8. TOTAL and Average Daily Attendance by Month - School Year Program ......................... 11
Table 9. TOTAL and Average Daily Attendance by Month - Summer Program ................................ 11
Student Demographics ..................................................................................................................................... 11
Chart 1. Race / Ethnicity of CNA participants by grade level. .............................................................. 12
Chart 2. Gender of CNA participants by grade level .........................•.................................................. 12
PROGRESS TOWARD PROGRAM GOALS ............................................................................. ............... 13
Academic Student Performance Objectives ................................................................... : .............. 13
Table 10. School Grades / Grade Point Average - REGULARLY PARTICIPATING STUDENTS ...•. 14
Table 11. Percent of Students Meeting Criterion on ELA GPA .............................................................. 14
Table 1 2. Percent of Students Meeting Criterion on Math GPA ..................................•••...................... 15
Table 1 3. Percent of Students Meeting Criterion on Science GPA ...........•................••.•..••.•.••..•.••....•••• 16
Table 14. Percent of Students Meeting Criterion on Algebra EOC. ..................................................... 17
Personal Enrichment Student Performance Objectives .................................................................. 18
Table 15. Personal Enrichment -Assessment Scores .........•......•............................................................... 18
Table 16. Personal Enrichment - Percent of Students Improving ........................................................... 18
Family Services ............................................................................................................................. 20
Participant and Stakeholder Surveys ............................................................................................ 21
Table 17. School Day Teacher Survey Results ............................................................................................ 21
Summary of findings: School day teacher surveys ...................•••••.•••••••..•................................................. 21
Table l 8. Adult Family Member Survey: Satisfaction with Program .................................................... 23
Summary of findings: Adult Family Member surveys ............................................................................... 23
Table l 9. Adult Family Member Survey: adult events ................•.................•......................................... 24
Table 20. Adult Family Member Survey: Program Recommendation .................................................. 24
Table 21. Adult Family Member Survey: Consequences of No Afterschool Program ....................... 24
Table 22. Student Survey Results: Satisfaction with the Afterschool Program .................................... 25
Summary of findings: Student surveys .......................................................................•................••..•...•......... 25
Table 23. Student Survey: Satisfaction with Personal Growth ............................................................... 26
Table 24. Student Survey: Alternatives to Afterschool Program ........................................................... 26
RECOMMENDATIONS .......................................................................................................................... 27
Student Attendance and Progress ................................................................................................. 27
APPENDIX A: STAFF CERTIFICATIONS ................................................................................................. 28
APPENDIX B. SCHOOL-YEAR PROGRAM SCHEDULE .......................................................................... 29
INTRODUCTION The 2016-2017 academic year marks the first year of the newest iteration of Volusia County Schools'
Campbell's Night Alive (CNA) afterschool program at Campbell Middle School. The CNA project serves a
total capacity of 100 students in Grades 6, 7, and 8.
CNA was developed with input from community members, business partners, school staff, and parents
to fill the void that exists during the after-school hours in the school communities and to enhance the
lives and opportunities of disadvantaged communities. CNA students live in high-crime, low-income, and
academically depressed areas.
The program provided afterschool academic and personal enrichment services to students five days per
week during the regular school year, and offered an 8-week, full-day Summer program. CNA also
provides services to adult family members to effectively engage them into their students' education.
BACKGROUND 21'1 Century Community Learning Center programs support the creation of community learning centers
that provide academic enrichment opportunities during non-school hours for children, particularly
students who attend high-poverty and low-performing schools. The program helps students meet state
and local student standards in core academic subjects, such as reading and math; offers students a
broad array of enrichment activities that complement their regular academic programs; and offers
literacy and other educational services to the families of participating children.
The 21'1 Century Community Learning Centers (21st CCLC) initiative is a key component of the No Child
Left Behind Act. Authorized under Title IV, Part B, of the Elementary and Secondary Education Act
(ESEA), as amended by the No Child Left Behind Act of 2001. The legislative intent of 21 st CCLC has been
included within the Every Student Succeeds Act (ESSA) which was enacted into law on December 10,
2015 . ESSA includes provisions that will help to ensure success for students and schools, including
equity by upholding critical protections for America's disadvantaged and high-need students. In keeping
with the emphasis in serving high risk youth in ESSA, the specific purposes of 2l5t CCLC legislation are to:
• Provide opportunities for academic enrichment, including providing tutorial services to help
students, particularly students who attend low-performing schools, to meet state and local
student academic achievement standards in core academic subjects, such as reading and math.
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• Offer students a broad array of services, programs, and activities, such as youth development
activities, drug and violence prevention programs, counseling programs, art, music, and
recreation, technology education programs and character education programs, that are
designed to reinforce and complement the regular academic program of participating students.
• Offer families of students served by community learning centers opportunities for literacy and
related educational development.
SUMMATIVE EVALUATION Federal 21st CCLC program policies require that all programs and activities conducted with 2l5t Century
funding must be based upon:
" An assessment of objective data regarding the need for before and after school programs
(including summer school programs) and activities in schools and communities;
• An established set of performance measures aimed at ensuring quality academic enrichment
opportunities; and
• Where appropriate, scientifically-based research that provides evidence that the program will
help students meet the district's academic achievement standards.
Approved activities for a 21st CCLC program are identified in the ESEA Section 4025(a) which states,
"Each eligible entity that receives an award under this part may use the award funds to carry out a
broad array of before and after school activities (including during summer recess periods) that advance
student academic achievement", including -
1. Remedial education activities, academic enrichment learning programs, providing additional
assistance to students to allow the students to improve their academic achievement;
2. Math and science education activities;
3. Arts and music education activities;
4. Entrepreneurial education programs;
5. Tutoring and mentoring programs;
6. After school activities for LEP students that emphasize language skills and academic
achievement;
7. Recreation activities;
8. Telecommunications and technology education programs;
9. Expanded library service hours;
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10. A program that promotes parental involvement and family literacy;
11. A program that provides assistance to students who have been truant, suspended, or expelled
to allow them to improve their academic achievement; and
12. Drug and violence prevention programs, counseling programs, and character education
programs.
Furthermore, federal policies require that each 21st Century Community Learning Centers (21CCLC)
program conduct a summative evaluation to assess progress toward achieving the proposed objectives
and ultimate goal of providing high-quality opportunities for academic enrichment. The results of the
summative evaluation are contained in this report.
METHODOLOGY CIC Planning Group collected ongoing attendance/enrollment data; baseline, mid-year, and year-end
student performance data; results of student, teacher, and family-member perceptual surveys; data on
partner participation; and information on program operations, including academic and enrichment
programming, staff training, and family engagement activities.
Findings and Recommendations from this Summative Evaluation will be submitted to the Program
Director and administrative team. The Program Director, together with the Evaluation Team, will
discuss the recommendations, develbp specific strategies for program improvement, and define a
timeline in which to address the necessary corrections.
SUMMARY OF PROGRAM· OPERATIONS The Program Operations section includes two sub-sections: (1) Program Procedures & Documentation,
which includes an assessment of the degree to which procedural requirements are being met and
documented; and (2) Program Activities & Services, which describes CNA's programs and services for
students and families.
PROGRAM PROCEDURES & DOCUMENTATION
STAFF TRAINING, CERTIFICATIONS, & SAFETY PROCEDURES
CNA staff receive ongoing training in the program's Project-Based Learning curricula (described below) .
CNA staff consist of certified teachers with multiple certifications and endorsements. A complete listing
of certifications is included in Appendix A of this Summative Evaluation Report.
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Staff also meet regularly for planning and to review program policies (e .g., student attendance, sign
in/sign-out, discipline/behavior management), procedures (e .g., classroom protocol, programming,
instruction delivery), and assess progress. All staff received Child CPR AED and First Aid training on
November 11, 2016. Furthermore, because staff members are District employees, they have been
trained to follow District emergency procedures, including severe weather, fire, lock-down, etc.
PROGRAM ADVISORY BOARD & COMMUNITY PARTNERS
CNA has developed a Program Advisory Board comprised of teachers, parents, students, community
members, and other stakeholders. Specifically, the Advisory Board consists of the following members:
• Kelly Lewis (Principal)/ Dr. Jerry Picott (New Principal)
• Dr. Hiram Powell (Dean of Humanities - Bethune-Cookman University)
• Mamie Oatis (Retired Principal)
• Donna Tucker (Retired Teacher)
• Rufus Johnson (Owner - Geico Insurance)
• Joshua Garcia (Student)
• Nina Samuels (Student)
• Mr. & Mrs. Cook (Parents)
• Mrs. Jackson (Parent)
• Johnson King (Faculty)
• Kennedy Jacobs, Sr. (Program Director)
• Linda Huger (Parent Engagement representative - Campbell Middle School)
Community Partnerships are critical to program sustainability. Partnerships have been developed with:
• Daytona Beach Police Department
• Bethune-Cookman University
• YMCA
• Food Brings Hope Inc .
• Volusia Literacy Council
• Campbell M iddle School
• Volusia County School Board
SNACKS & HO M EWORK HELP
Snacks and homework help procedures appear to be in place and meet 21st Century requirements . All
students receive a meal, provided by Food Brings Hope, during the first 30 minutes of afterschool
programming. The school-year program schedule, summarized in the following section (Program
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Activities and Services} and detailed in Appendix B, designates a block of at least 50 minutes per day for
Homework Help and either Physical Education, Art, or Technology.
ACADEMIC & ENRICHMENT ACTIVITIES
CNA's school -year academic programming consisted of 90 minutes per day of project-based learning
curriculum that integrated reading, writing, math, and science through interactive student- and teacher
led activities. Curriculum included:
• Leveled Literacy Intervention (LLI) - project based, scaffolded lessons that allow students to
collaborate and deepen their understanding of issues, while becoming reflective, authentic
learners.
• Ready Math - research-based, gradual-release instructional model that emphasizes conceptual
understanding through reasoning, modeling, and discussion .
• MindWorks Resources- student-centered instruction that integrates authentic learning, mental
model building, internal motivation, multi -modal learning, and social learning.
In accordance with state guidelines, instruction is delivered by certified teachers with certifications or
endorsements appropriate to the subject area. Academic programming is delivered at a ratio of no
greater than 10:1 to ensure quality. Lesson plans are detailed, grade-level specific, identify the
corresponding Florida Standards, and specify intended outcomes to be monitored via benchmark
assessments.
Personal enrichment activities include:
• College and Career Readiness - Facilitated by the local Chamber of Commerce, guest speakers
share job/career/college experi ences to inspire and engage students.
• Second Step - A resea rch-based program t o ease the transition to middle school, with a focus on
improving communication, coping, and decision making skills with regard to peer pressure,
substance abuse, and bullying.
• Healthy Weight and Your Child - a YMCA-sponsored program for improving the physical activity
and health of participating students and families.
A Summer Program Schedule was not made available to evaluators.
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PROGRAM ACTIVITIES & SERVICES
STUDENT PROGRAMMING
The CNA Program serves students at Campbell Middle School in Grades 6 through 8. In accordance with
Florida Depa rtment of Education requirements, CNA exceeded daily and weekly student contact
requirements as follows :
• The program operated Monday through Friday (3:40-6pm)
• The program operated five (5) days a week for a total of 11.67 weekly hours
Beginning August 15, 2016, CNA was open Monday through Friday on regular school days. Holidays
coincided with the regular school day calendar, including closings for four (4) Hurricane days in October.
The school-year program reopen ed in the spring on January 4th, 2017 and ended on May 25th, 2017 .
A sample weekly schedule is presented in Appendix B. For scheduling purposes, students were broken
down into two to three groups by grade level (i .e., three groups of sixth graders, two groups of seventh
graders, two groups of eighth graders). Monday through Thursday, groups were rotated through
academic (Reading, Math, Science, Homework, Research) and enrichment blocks (Art, Character,
Business, Library, Guidance, Drama) . "Fun Fridays" were devoted to leadership development. Upon
arrival at the 21CCLC program, all students received meals provided by the Food Brings Hope
Foundation.
The full-day summer program schedule called for CNA to operate Monday through Thursday from 8am
to 4pm. The program began on June 5th and ran through July 13 th· for a total of 23 days (184 hours) .
Students were served both breakfast and lunch provided by Summer Foods/federal.
TABLE l. 2016-2017 OPERATIONS BY TYPE OF PROGRAM
FAMILY SERVICES
Seven CNA Family events have been provided in partnership with the Volusia Literacy Council. Family
events were designed to focus on parent engagement and literacy. Attendance at Family events was
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highly variable with agendas focusing on student activities and presentations showing the highest level
of participation . Sign-in sheets for family events have not been provided to Evaluators.
TABLE 2. FAMILY EVENT PARTICIPATION
9/27/2016 10
9/ 14/ 2016 20
12/16/ 2016 95
2/ 3/ 2017 25
5/ 1/ 2017 15
5/ 12/ 2017 200
5/ 6/ 2017 20
All About My Life Portfolio/Personality Test Administered by Volusia Literacy Council
Science Fair /Museum of Arts and Sciences presented and entire exhibit for our students and families to engage.
CNA Hosted a Family Engagement Night/ Topics Included Academic Excellence, Famil Participation in Student Development, Loving our Neighbors and Communit
Strengthening Family Through Education/ PTA Involvement/ Health & Wellness
Using the WEB/ CNA Program/ Bus Transportation
Festival in the Field/ Family Event/ Topics were supporting students in the home environment
Paint Party / Topics were about giving back to community / helping the less fortunate
• QUALITY OF STAFFING The CNA program was able to hire a variety of individuals to staff their programs. Site employees were
categorized as either paid or volunteer staff members, in accordance with how program management
was able to secure their services. The following tables detail the characteristics and quality of CNA
staffing, including turnover, education levels, proposed and actual student to staff ratios, staff training,
and regular daytime responsibilities.
TABLE 3. STAFF TURNOVER
Staffing and Turnover Total# Staff Staff Pay Status Staff Gender ., Staff Turnover
District Non-District Male Female ErnDlovee EmDlovee
Campbell Nights Alive 21 10 21 6 15
Note . Total staff hired throughout the year is shown in column 1; total number leaving the program is shown in
Column 2.
TABLE 4. PAID STAFF EDUCATION
Note . Highest Degree Level shown.
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TABLE 5. STUDENT-STAFF RATIO
:";":,f"'ltf_~ ...... r~-s.,f!l7~~~ ... -, .. ,ft;---~ ," f':!j~!>:'pff--i~lfif~(;',f~~r'"ti~ ... !-~f","!!":-;"'i,t~;-,r~ ~"1J~"I~v2..r1mr1,, .·!--*""f"• ,F'?;;G""1"':t"Tl':~ r~· .. . J: ti! 1 !'-...·\ ,_,' -1!. ~ ~~'.1 ~ 1t V ~ ':~ , .• >-~ ' ' i • .) .. , ·:-,~ - '.) . j f I ii "Gi i L ; I, -~ ,• ~'--'- ,; ; ~ . ~. '..";'.'., ri:. \ 'j If •. {.I~ _:- , I. l I -.i' I ~ l ::tr·:~ ~t
CNA : school year
CNA : summer
TABLE 6. STAFF TRAINING
Student Health and Safety
Planning Workshop for leaders
Classroom Management
Student Safety and Program Policy
Administrator & Leadership Meeting
21st Century Grant Meeting for Clarification of Expectations
21 •' Century Regional Workshop for Program Directors Leadership Meeting, Ensuring our Student's Learn
Administrator Meeting Professional Development
CNA Strategy Planning Meeting
15 : l 15 : l
15 : l 15 : l
CPR AED and First Aid
Site Coordinator / Teochers/Support Stoff Yeor Plonning
Strategy
All CAN Teachers and Support Staff
All Staff / Site Coordinator / Support Staff Meeting covered Policy and Procedure for Day to Day Operations
Budget Needs /Principle/Program Director /Site Coordinator/ Administrators
School District wanted to brief the Principal and Program Director on Program Expectation being a 1st
yeor stand- alone site. Grant Supervisor /Fisca l Agent/Curriculum Specialist /Title One Representative and District Staff Workshop held in Tampa Florida. Site Coordinators from the Region of Central Florida. The workshop was on Collaboration and Alignment. Math, Reading, Social Studies, Coaches updates on Instructional Modeling, Remediation and Intervention, Accommodation for Standards, Preparing for FSA's Principa I/Coaches/ Administrators/Prag ram Directo r /Site Coordinator. Pre-Planning Training
All Staff / Site Coordinator /Support Staff Summer Program Planning and Implementation Strategies
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November 1 1, 201 6
August 25, 2016
November 1, 201 6
September 19, 2016
January 30, 2017
January 26, 2017
February 7, 2017
March 27, 2017
April 24, 2017
June 1, 2017
STUDENT ATTENDANCE/ENROLLMENT
Funding levels for the 21st CCLC programs are based upon meeting proposed student attendance
benchmarks throughout the program year. Minimum performance thresholds for daily attendance have
been predetermined for all 21st CCLC programs by the Florida Department of Education (FDOE) .
Specifically:
• Programs averaging over 85% of the proposed daily attendance are considered at low risk for a
reduction in funding;
• Programs not averaging at least 85% of the proposed daily attendance are considered at
moderate risk for reduction in funding; and
• Programs not averaging at least 80% of the proposed daily attendance are considered at high
risk for a reduction in funding.
Tables 8 and 9 present average daily attendance data for each month of the school-year and summer
programs. Attendance is color-coded to make apparent those months where attendance levels would
place them at risk for funding loss. Specifically, sites that would be considered at moderate risk for
reduction in funding (<85% daily attendance) are highlighted in yellow and those considered at high risk
(<80% daily attendance) are highlighted in red. If the daily attendance average is above 85% of the
proposed attendance then it is at low risk for reduction in funding and is marked in green . As seen
below, CNA has shown attendance figures that were regularly at Low Risk .
However, at the beginning of the school year (August, 2016) and the end of the year (April/May, 2017),
attendance figures revealed a significant drop off in attendance. Therefore, the overall attendance for
the school year resulted in an average daily rate of 85%, or a program at Medium Risk in relation to its
attendance targets.
Summer program capacity was not made available to the evaluation team. However, for the 23 days the
summer program operated in June and July, the average daily attendance was 44.3.
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TABLE 8. TOTAL AND AVERAGE DAILY ATTENDANCE BY MONTH - SCHOOL YEAR PROGRAM
September
October 17 1,534 90.24
November 18 1,716 95.33
December 14 1,239 88.50
January 19 1,721 90.58
February 19 1,690 88.95
March 17 1,542 90.71
April 20 1,388 69.40
May 20 1,315 65.75
TOTAL 176 14,954 84.97
High Risk <80% Medium Risk 80 - 85%
Low Risk >85 %
TABLE 9. TOTAL AND AVERAGE DAILY ATTENDANCE BY MONTH - SUMMER PROGRAM
June 16 790 49.38 100 49.4%
July 7 229 32.71 100 32.7%
TOTAL 23 1,019 44.30 100
STUDENT DEMOGRAPHICS
The race/ethnicity of participating students reflects the student population of Campbell Middle School,
with 83 .0% African American, 8.3% White, 7.0% Hispanic, and 1.7% Other. As shown on Chart 1, below,
year-end FY17 data reveals similar trends across grade levels.
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CHART 1. RACE / ETHNICITY OF CNA PARTICIPANTS BY GRADE LEVEL
Race/ Ethnicity of C.N.A. Participants
100.0% 86.2% 86.4%
78.8% 80.0%
60.0%
40 .0%
20.0% 2.0%
0.0%
6th Grade 7th Grade 8th Grade
• Black • White • Hispanic • Other
Gender distribution reveals a relatively equal distribution of males/females in the program, with females
(53 .0%) representing only a slight majority of participating students. Gender by grade level is presented
below on Chart 2.
CHART 2. GENDER OF CNA PARTICIPANTS BY GRADE LEVEL
60.0% 52.5%
50.0% 50.0% 50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
6th Grade 7th Grade 8th Grade
• Male • Female
Of all CNA participants, 14% were ESE students. In addition, none of the 11 students retained among all
Campbell Middle School students participated in the CNA program.
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PROGRESS TOWARD PROGRAM GOALS ACADEMIC STUDENT PERFORMANCE OBJECTIVES The CNA program has established four Academic Performance objectives:
• Objective 1: 60% of regularly participating students will improve to a satisfactory English
Language Arts grade or above, or maintain a high grade across the program year.
• Objective 2: 60% of regularly participating students will improve to a satisfactory
mathematics grade or above, or maintain a high grade across the program year.
• Objective 3: 60% of regularly participating students will improve to a satisfactory science
grade or above, or maintain a high grade across the program year.
• Objective 4: 60% of regularly participating students enrolled in Algebra I will pass the
Algebra I End-of-Course (EOC) exam.
The United States Department of Education (USDOE) requires all 215t CCLC programs to indicate progress
toward attaining each of the individualized objectives. In order to assess objective progress, the USDOE
requires each objective to be rated in the federal data collection system within one of the below
categories (indicated on the right). The star system and corresponding state objective status ratings
(indicated on the left) as used in the Florida Department of Education's required reports are aligned with
the federal data collection system objective status ratings. State ratings are included for each objective in
this report.
5 Stars (Meets or Exceeds Benchmark) Met the stated objective
4 Stars (Approaching Benchmark) Did not meet, but progressed toward the stated objective
3 Stars (Meaningful Progress) Did not meet , but progressed toward the stated objective
2 Stars (Some Progress) Did not meet, but progressed toward the stated objective
1 Star (Limited Progress) Did not meet and no progress toward the stated objective
To assess progress toward achieving these objectives, the grades of regularly attending students were
examined for trends between the first and fourth nine-week grading periods. As of the end of school
year programming, 131 regularly participating (over 30 days attendance) CNA students had recorded
pre- and post- scores on academic objectives. Table 10 presents a grade-level and overall snapshot of
progress among regularly participating students in the CNA program .
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TABLE 1 O. SCHOOL GRADES / GRADE POINT AVERAGE - REGULARLY PARTICIPATING STUDENTS
~~'f;:;,t~~~-·l~-.,!~~f;if:~1~~~ . :·f · i 1'-, :, , , • ~ , -.. tJ '\,', ~ j"' . . • 1 I! · , :- , J~.:r ~"I, •• e- , , , , ! .,, • H • , • • ~ < ) <
6 54 3.37 3.43 2.85 3.67 4 .06 3.65
7 43 3.26 3.49 3.16 3.74 3.70 3.72
8 34 3.59 3.82 3.38 3.82 3.76 3.68
TOTAL 131 3.39 3.55 3.09 3.73 3.86 3.68 Note: Letter grades were transformed into a five -point Grade Point Average scale.
TABLE 11. PERCENT OF STUDENTS MEETING CRITERION ON ELA GRADE POINT AVERAGE
CNA - ELA Progress 131 77 58.8% 7 5.3% 64.1%
Examination of GPA suggests that minimal progress has been made in ELA performance, more significant
progress in Math performance, and actually a decline in Science performance. However, as shown in
Table 11, which highlights the percent of regularly participating students who showed increases in school
grades between the first and final nine-week grading period, the program achieved its objectives in English
Language Arts .
Objective: 60% of regularly participating students will improve to a satisfactory English Language Arts
grade or above, or maintain a high grade across the program year .
Measure: Report Card Grades
Success Criterion: Maintain an A/B grade or improve from a grade of C to Bor a grade of D/F to C (or
grading sca le equivalents)
Data Collection Timeframe: Report card grades for quarters 1-4
Number of Participants Measured at End of Year: 131
Number of Participants Meeting Success Criterion at End of Year: 84
Percent of Participants Meeting Success Criterion at End of Year: 64%
Stars Achieved (Objective Status): 5 Stars (Met Stated Objective)
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TABLE 1 2. PERCENT OF STUDENTS MEETING CRITERION ON MATH GRADE POINT AVERAGE
Examination of GPA for all students enrolled in the CNA school -year program reveals that significant
progress has been made in student performance on Math grades. Table 12 highlights the percent of
regularly participating students who showed increases in school grades between the first and final nine
week grading period. As shown on the Table, the program has achieved its year-end objective of at least
60% of regularly participating students showing improvement in their Math grades.
Objective: 60% of regularly participating students will improve to a satisfactory Math grade or above, or
maintain a high grade across the program year.
Measure: Report Card Grades
Success Criterion: Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or
grading scale equivalents)
Data Collection Timeframe: Report card grades for quarters 1-4
Number of Participants Measured at End of Year: 131
Number of Participants Meeting Success Criterion at End of Year: 100
Percent of Participants Meeting Success Criterion at End of Year: 76%
Stars Achieved (Objective Status): 5 Stars (Met Stated Objective)
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TABLE 1 3. PERCENT OF STUDENTS MEETING CRITERION O N SCIENCE GRADE POINT AVERAGE
Examination of GPA for all students enrolled in the CNA school-year program reveals that significant
progress has been made in student performance on Science grades. Table 13 highlights the percent of
regularly participating students who showed increases in school grades between the first and final nine
week grading period. As shown on the Table, the program has succeeded with those students who began
the year with B or better grades, but has not done as well in assisting lower performing students to raise
their science grades by year end . Overall, the program fell slightly short of achieving its year-end objective
of at least 60% of regularly participating students showing improvement in their Science grades.
Objective: 60% of regularly participating students will improve to a satisfactory Science grade or above,
or maintain a high grade across the program year.
Measure: Report Card Grades
Success Criterion: Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C (or
grading scale equivalents)
Data Collection Timeframe: Report card grades for quarters 1-4
Number of Participants Measured at End of Year: 131
Number of Participants Meeting Success Criterion at End of Year: 77
Percent of Participants Meeting Success Criterion at End of Year: 59%
Stars Achieved (Objective Status): 4 Stars (Did not meet, but had significant progress toward the stated
objective)
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TABLE 14. PERCENT OF STUDENTS MEETING CRITERION ON A LGEBRA EOC
Only 13 regularly participating C.N.A. students took the Algebra 1 End-of-course examination. Of those
students, 11, or 85% achi~ved a passing score on the test. Therefore, as shown on the Table, the program
has achieved its year-end objective of at least 60% of regularly participating students achieving a passing
grade on the Algebra 1 EOC exam.
Objective: 60% of regularly participating students enrolled in Algebra I will pass the Algebra I End-of
Course (EOC) exam.
Measure: EOC Reporting
Success Criterion: Show a passing score on the Algebra I End-of-Course examination
Data Collection Timeframe: End of Year
Number of Participants Measured at End of Year: 13
Number of Participants Meeting Success Criterion at End of Year: 11
Percent of Participants Meeting Success Criterion at End of Year: 85%
Stars Achieved {Objective Status): 5 Stars (Met Stated Objective)
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PERSONAL ENRICHMENT STUDENT PERFORMANCE OBJECTIVES Personal Enrichment programs were offered to CNA students in -the areas of Behavior/Problem-Solving,
Health/Nutrition, and Dropout Prevention in order to achieve the following objectives:
• Objective 5: 70% of regularly participating students will improve their conduct grades as
measured by report card grades.
• Objective 6: 80% of regularly participating students will improve their physical activity as
measured by report card grades.
• Objective 7 : 80% of regularly participating students will decrease their absences as
measured by school/district records.
To assess ongoing progress toward achieving these objectives, behavior (as measured by number of
discipline referrals) and regular school day absences of regularly participating students were compared
between the first and fourth nine-week grading period. Table 15 summarizes these differences.
TABLE 1 5. PERSONAL ENRICHMENT - ASSESSMENT SCORES
6 54 1.37 1.41 3.61 5.04
7 43 1.02 1.09 3.40 7.00
8 34 1.21 1.24 2.75 9.50
TOTAL 131 1.21 1.26 3.32 6.75
Note : Behavior is measured on a 5 point scale, where 1 = no referrals; 2 = 1 referral; 3 = 2-3 referrals; 4 = 4-5 referrals; 5 = 6 or more referrals .
Examination of behavior and attendance data reveals slight increases in referrals over the course of the
school year. There were no decrea ses in the number of referrals by grade-level or overall, although
these results are large ly attributable t o the extreme number of students who had no referrals in eit her
nine-week period . Table 16 shows the percent of regularly participating students who exhibited
improvements in each personal enrichment area (or maintained the standard of success) throughout the
school year. As shown, the program met its target for behavior and problem-solving.
TABLE 16. PERSONAL ENRICHMENT - PERCENT OF STUDENTS IMPROVING
Dropout Prevention/ Absences 25% 80% No
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P a g e 18
Objective: 70% of regularly participating students will improve their conduct.
Measure : Report card grades/ Referral rates
Success Criterion: Decrease in referrals (or maintaining no referrals)
Data Collection Timeframe: First 9-week to fourth 9-week grading period
Number of Participants Measured at End of Year: 59
Number of Participants Meeting Success Criterion at End of Year: 43
Percent of Participants Meeting Success Criterion at End of Year: 73%
Stars Achieved {Objective Status): 5 Stars (Met stated objective)
Examination of attendance data reveals more significant increases in the number of absences over the
course of the school year. As shown in Tables 15 and 16, above, there were increases in absences
overall and within each grade level. Only 25% of students showed improvements in attendance
between grading periods 1 and 4.
Objective: 80% of regularly participating students will decrease their absences.
Measure: School/District records
Success Criterion : Decrease in absences (or maintaining no absences)
Data Collection Timeframe: First 9-week to fourth 9-week grading period
Number of Participants Measured at End of Year: 59
Number of Participants Meeting Success Criterion at End of Year: 15
Percent of Participants Meeting Success Criterion at End of Year: 25%
Stars Achieved (Objective Status) : 1 Star (Did not meet and no progress toward the stated objective)
Physical activity was measured in Physical Education, and students were group-assessed . Group scores
increased from 65% in the first nine weeks to 75% in the second nine weeks, though only 59 students
had a second assessment. co Pa g e 19
Objective: 80% of regularly participating students will improve their physical activity as measured by
report card grades
Measure: Report card grades
Success Criterion: Increase in assessment scores from first to fourth nine-week periods
Data Collection Timeframe: First 9-week to fourth 9-week grading period
Number of Participants Measured at End of Year: 59
Number of Participants Meeting Success Criterion at End of Year: 59
Percent of Participants Meeting Success Criterion at End of Year: 100%
Stars Achieved {Objective Status): 5 Stars (Met stated objective)
FAMILY SERVICES CNA is also designed to improve participation and engagement of adult family members and improve
family literacy. Specifically, the program has established the following objective:
• Objective 8: 80% of regularly participating family members will increase their literacy skills as
measured by perceptual surveys (parent).
While it appears that Adult Literacy Assessments were administered to some adult family members
during Family Events, the results of these assessments were not provided to the C.N.C. team and
therefore were not available to evaluators.
Objective: 50% of participating adult family members will improve their literacy levels as measured by
perceptual surveys.
Measure: Adult Literacy Assessment scores
Success Criterion: Increase in Assessment scores from Assessment period 1 to Assessment period 5
Data Collection Timeframe: Scores from baseline (Assessment #1) and End-of-year (Assessment #5)
Number of Participants Measured at End of Year: 0
Number of Participants Meeting Success Criterion at End of Year: N/ A
Percent of Participants Meeting Success Criterion at End of Year: 0%
Stars Achieved {Objective Status): 1 Stars (Did Not Meet Stated Objective)
co Pa g e 20
PARTICIPANT AND STAKEHOLDER SURVEYS
TABLE 17. SCHOOL DAY TEACHER SURVEY RESULTS
SUMMARY OF FINDINGS: SCHOOL DAY TEACHER SURVEYS
School day teachers of regularly attending program participants were surveyed at the end of the
academic year on the observed change in students during normal, school -day classroom activities .
Teachers were asked to rank student behavior in twelve different areas to determine if student behavior
was improving in the classroom setting. Of the 59 regularly participating program participants, 11
surveys were returned . In general, teachers perceived an improvement in regular program participants'
classroom behavior, though the level of improvement varied from item to item. Questions, as shown
below, were sorted from those items teachers believed showed the least improvement or behavior
actually declined.
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P a g e 21
Q5_ 4. Volunteering (e.g., for extra credit or more responsibilities) 66.7%
Q5_ 12. Parents interests and / or involvement in the child's schooling 55.6%
Q5_ 1. Turning in homework on time 37.5%
Q5_ 2. Completing quality homework to your satisfaction 37.5%
Q5_ 10. Getting along well with other students (positive interactions) 33.3%
Q5_ 11. Self-efficacy (belief they can do well in school) 33.3%
Q5_5. Attending class regularly 28.6%
Q5_ 3. Paying attention and participating in class 22.2%
Q5_6. Being attentive in class 22.2%
Q5_7. Behaving well in class 22.2%
Q5_8. Academic performance (e.g., improved grades, learning gains) 22.2%
Q5_9. Coming to school motivated to learn 22.2%
While, in general, teachers indicated improvement (or no improvement needed) for at least two-thirds
of the students assessed in most survey items, students clearly underperformed in several areas. Most
notably, student volunteering (for extra credit, etc.) and parental involvement showed the lowest level
of improvement.
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P a g e 22
TABLE 18. ADULT FAMILY MEMBER SURVEY: SATISFACTION WITH PROGRAM
13.0% 0.0% 0.0% 0.0% 0.0% 2 l 0 0 0 9.1 % 4.5% 0.0% 0.0% 0.0% 2 l 0 0 0 8.7% 4.3% 0.0% 0.0% 0.0% 2 l 0 0 0 8.7% 4.3% 0.0% 0.0% 0.0%
5. Variety of Activities Offered to My Child 5 l 0 0 0
73.9% 21.7% 4.3% 0.0% 0.0% 0.0% 15 4 2 l l 0 65.2% 17.4% 8.7% 4.3% 4.3% 0.0%
7 My Child's Happiness with the Program 17 4 2 0 0 0 73.9% 17.4% 8.7% 0.0% 0.0% 0.0% 12 9 l 0 0 0 54.5% 40.9% 4.5% 0.0% 0.0% 0.0% 14 7 2 0 0 0 60.9% 30.4% 8.7% 0.0% 0.0% 0.0% 15 6 2 0 0 0 65.2% 26.1 % 8.7% 0.0% 0.0% 0.0% l l 9 l 2 0 0 47.8% 39.1% 4.3% 8.7% 0.0% 0.0% l l 8 2 2 0 0 47.8% 34.8% 8.7% 8.7% 0.0% 0.0%
SUMMARY OF FINDINGS: ADULT FAMILY MEMBER SURVEYS
Adult fami ly members of regularly attending program participants were surveyed at the end of the
academic year regarding their satisfaction with the CNA program. Adult family members were asked to
provide a Likert-style ranking rank regarding thei r satisfaction with their child's experience with the 21st
Century program in twelve different areas. Of the 59 regularly participating program participants, 23
surveys were returned . In general, adult family members were highly satisfied with the CNA program.
Of the 12 questions, only 6 revealed answers in which less than 95% of adult family members indicated
they were satisfied or highly satisfied and only 3 revealed answers in which less than 90% of adult family
members indicated they were satisfied or highly satisfied. The 3 questions revealing lower levels of
satisfaction still had satisfaction levels above 80% and included:
co Pa g e 23
1. Safety of the Program Environment;
2. Child's Improvement in Getting Along with Others; and
3. Child's Improvement in Staying Out of Trouble.
TABLE 19. ADULT FAMILY MEMBER SURVEY: ADULT EVENTS
TABLE 20. ADULT FAMILY MEMBER SURVEY: PROGRAM RECOMMENDATION
Recommencliitiot,
Would You Sign your Children up for this Program Again? 90.9% 4.5% 4.5%
As shown on Table 16, only 36% of Adult Family members responding to the survey indicated they had
attended Family events. However, of those attending, all adult family members attending Family
Member Events agreed they were beneficial. In addition, adult family members are overwhelmingly in
agreement (91%) that they would sign their children up for another year if the program were available.
TABLE 21. ADULT FAMILY MEMBER SURVEY: CONSEQUENCES OF NO AFTERSCHOOL PROGRAM
Cared for by a Sibling
Cared for B Another Relative
ln a Different Afterschool Pro Other 4 18.18%
As shown on Table 21, adult family members indicated that only 36 percent of program participants
would be cared for by a parent or other adult relative if the program was no longer available. By
contrast, 23% would be home alone and 18% would be cared for by a sibling. No adult family members
were aware of another afterschool program that would be available to their child . In summary, it would
appear that the CNA program provides an important resource to high risk children and their families in
the afterschool hours of the school week.
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TABLE 22. STUDENT SURVEY RESULTS: SATISFACTION WITH THE AFTERSCHOOL PROGRAM
47.4% 10.3% 30 8 44.8% 11.9% 25 14
37.3% 20.9% 30 19 45.5% 28.8% 20 10 29.9% 14.9% 26 13 39.4% 19.7%
Q3G. Did your afterschool program help you with your homework? 24 13
42.2% 37.5% 20.3% 22 29 14 33.8% 44.6% 21.5%
SUMMARY OF FINDINGS: STUDENT SURVEYS
Regularly Participating students were surveyed at the end of the academic year regarding their
satisfaction with the CNA program. Students were asked to rank their satisfaction with their experience
with the 2l5t Century program in eight different areas. Of the 59 regularly participating program
participants, 70 surveys were returned. In general, regularly participating students were satisfied with
the CNA program. Of the 8 questions, none had answers in which less than 70% of students indicated
they were definitely or somewhat satisfied or highly satisfied. Four questions showed less that 80
percent of students were "Definite ly" or "Somewhat" satisfied:
1. Did you feel safe at your afterschool program?
2. Did your afte rschool program help you get along well with others?
3. Did your afterschool program help you with your homework?
4. Did your afterschool program help you improve your grades?
co Pa g e 25
TABLE 23. STUDENT SURVEY: SATISFACTION WITH PERSONAL GROWTH
TABLE 24. STUDENT SURVEY: ALTERNATIVES TO AFTERSCHOOL PROGRAM
If you were not in your a~erschool program between 3:00pm and 6:00pm, who would you usually be with?
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Pa g e 26
41 38.3%
35.4% 19 28.8% 18
27.3% 19 28.8%
16 15.0%
7
13.8% 14 21.2% 12
18.2% 10 15.2%
34 16 31.8% 15.0%
RECOMMENDATIONS Based on the comprehensive review of the C.N.A. program, recommendations have been prepared in
the areas of Enrollment/Attendance, Progress toward Objectives, and Overall Program Management.
Recommendations in the area of Program Operations have previously been submitted as part of the
Formative Evaluation report prepared by CIC Planning Group.
STUDENT ATTENDANCE AND PROGRESS INCREASED ATTENDANCE
C.N.A. program management should continue to explore methods for recruiting new students and
improving attendance rates as, despite meeting 85% attendance rates during the school year, two
factors are of continued concern :
1. Attendance levels in April and May declined significantly, and should be viewed with a measure
of concern as the program moves into FY2018.
2. Attendance levels over the summer program were far below the school -year levels.
PROGRESS TOWARD OBJECTIVES
C.N.A. program management is encouraged to re -evaluate the data gathering and assessments used to
measure Personal Enrichment areas and Family Literacy Skills assessment. Data in both these areas was
incomplete and did not fully address the issues being measured .
OVERALL PROGRAM MANAGEMENT
Data gathering and reporting by C.N.A. program staff appeared inconsistent throughout the year. More
timely and consistent reporting of data will permit both program staff and evaluators to provide
appropriate progress monitoring and recommendations for quality improvement.
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Page 27
APPENDIX A: STAFF CERTIFICATIONS
Jones, Sandra Onetta 800339
Jones, Sandra Onetta 800339
Jones, Sandra Onetta 800339
Certification -··_ '.',:
Physical Education, (Grades K - 12)
Health Education , (Grades 7 - 12) Physical Education, (Grades 6 - 12) Physical Education, (Grades K - 8) Driver Education, Endorsement Middle Grades, Endorsement English For Speakers Of Other Languages (Esol), Endorsement Read ing, Endorsement Exceptional Student Education, (Grades K - 12)
!Engl ish , (Grades 5 - 9)
English For Speakers Of Other Languages (Esol), Endorsement Reading , Endorsement Gifted, Endorsement General Science, (Grades 5 - 9)
Biology, (Grades 6 - 12)
Type
Professional
Professional Professional Professional Professional Professional
Professional
Professional Professional
Professional
Professional
Professional Professional Professional
Nonrenewable Temporary
rt, (Grades K- 12} !Professional Guidance And Counseling, (Prekindergarten - Grade 12) Professional English, (Grades 5 - 9) Professional Health , (Grades K-12) !Professional Reading, Endorsement Professional Business Education, (Grades 6 -12} Professional
rt, (Grades K - 12) !Professional Engineering And Technology Education, (Grades 6 - 12) !Professional Guidance And Counseling, (Prekindergarten - Grade ~2)IProfessional Reading, Endorsement Professional Educational Leadership, (All Levels) Professional Reading_, Endorsement !Professional Exceptional Student Education, (Grades K - 12) !Professional English For Speakers Of Other Languages (Esol), Endorsement Reading, Endorsement Exceptional Student Education, (Grades K - 12)
Professional
Professional Professional
07/01/2016 - 06/30/2021
07/01/2012 - 06/30/2017 07/01/2012- :011 07/01/2012 - 06/30/2017 07/01/2012 - 06130/2017 07/01/2012 - 06/30/2017
07/01/2015 - ~2020
07/01/2015 - 06/30/2020 07/01/2015 - 06/30/2020
07/01/2015 - 06/30/2020
107/01/2015 - 06/30/2020
i07/01/2012 -
020
018 018
07/01/2012 - 06130/2017 07/01/2012 - 06'/38/2017
APPENDIX 8. SCHOOL-YEAR PROGRAM SCHEDULE
CNA 2016-2017 Class Schedule
3:41-3:55 Check in, all students in Gym (*Teachers need to report to the Gym to take their students to dinner.)
3:55-4:15 Meal-t im e all classes in cafeteria 4:15-4:20 (Transition to class) * * Special Groups/Clubs p ick up students from the cafeteria only, after dinner.
Monday Tuesday Wednesday Thursday Friday
4:20-5:20 Reading (5-09) 6A 6B 6C 8A Fun Friday/ Leadership 4:20-5:20 Math (5-14) 6B 6C 8A 7A Development 4:20-5:20 Science (5-16) 6C 7A 8B 7B 4:20-5:20 P. E. (Gym) 7A & 7B 8A &8B 6A & 6B 6C & FBH Gr. 1 4:20-5:20 FB Honors 1 (5-05) Special Special Special 6A 4:20-5:20 Homework (5-10) 8A 7B 7A 8B 4:20-5:20 Research (10-3) 8B 6A 7B 6B
5:25-5:55 Art (5-10) 6A 6B 7A 8A Fun Friday/ Leadership 5:25-5:55 Character (5-14) 6B 6C 7B 8B Development 5:25-5:55 Guidance (5-09) 6C 7A 8A 6A 5:25-5:55 Business- (5-05) 7A 7B 8B 6B 5:25-5:55 Library (10-03) 7B 8A 6C 7A 5:25-5:55 Arts/Drama (Gym) 8A 8B 6A 7B 5:25-5:55 Acceleration Nation 8B 6A 6B 6C (S.T.E.M. and Nascar) (5-16)
5:55-6:00 Cool Down/ Clean-Up All Classes
6:00 Dismissa l All Classes