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SUMMATIVE EVALUATION REPORT

2013‐2014 JULY 31, 2014

BOYS & GIRLS CLUBS OF PALM BEACH COUNTY

(COHORT 8 – BELLE GLADE)

2 | 2013‐2014 Summative Evaluation Report

BGCPBC (Cohort 8 – Belle Glade)

2013‐2014 Summative Evaluation Report | 3


COPYRIGHT 2014

Center for Assessment, Strategic Planning, Evaluation and Research

All materials and writings contained in this evaluation are protected by United States copyright

law and may not be reproduced, distributed, transmitted, displayed, published or broadcast

without the prior written permission of The Center for Assessment, Strategic Planning,

Evaluation and Research (d.b.a. CASPER). Any questions regarding this evaluation may be

directed to David Gardner, Vice President of CASPER (www.CasperFL.com).



TABLE OF CONTENTS .......................................................................................................4

THE 21ST CENTURY COMMUNITY LEARNING CENTER INITIATIVE ..............................7

The Need for Afterschool .................................................................................... 7

Types of Afterschool Programming .................................................................. 7

The 21st CCLC Initiative ...................................................................................... 8

Benefits of Afterschool Programming ............................................................. 10

ENHANCING QUALITY THROUGH EVALUATION ........................................................12

The Evaluation Process ..................................................................................... 12

The Summative Evaluation .............................................................................. 14

ESTABLISHING A HIGH QUALITY 21ST CCLC PROGRAM ...........................................15

Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) 21st

CCLC Program ................................................................................................... 15

Experience in Afterschool: Boys & Girls Clubs of Palm Beach County ..... 16

Proactive Planning: Boys & Girls Clubs of Palm Beach County (Cohort 8 –

Belle Glade) ......................................................................................................... 16

Program Leadership and Staffing .................................................................... 18

Staff Development and Training ..................................................................... 19

Program Partnerships and Sustainability ....................................................... 20

Advisory Board .................................................................................................. 23

Information Dissemination and Program Marketing ................................... 24

21ST CCLC PROGRAM OPERATIONS ............................................................................26

Required Program Operations ......................................................................... 26

Summer Operations ........................................................................................... 27

Academic Year Operations ............................................................................... 27

Supplemental Snack and Meal Requirement ................................................. 28

Safety Requirements .......................................................................................... 29



STUDENT ATTENDANCE AND DEMOGRAPHICS ..........................................................31

Student Recruitment and Enrollment ............................................................. 31

21st CCLC Required Target Populations ......................................................... 31

Proposed Target Population ............................................................................. 32

Student Enrollment ............................................................................................ 32

Regular Student Attendance ............................................................................ 33

Average Daily Attendance ............................................................................... 34

Student Participant Characteristics ................................................................. 35

Student Grade Levels .................................................................................................................. 36

Race and Ethnicity of Student Attendees.................................................................................. 37

Student Gender Distribution ...................................................................................................... 38

Student Special Services Distribution ........................................................................................ 39

OBJECTIVE PROGRESS: PROJECT‐BASED ACADEMIC ENRICHMENT .........................41

Need‐Based Academic Objectives ................................................................... 41

Academic Activities Provided .......................................................................... 42

Academic Objective Progress: FCAT .............................................................. 43

Florida Comprehensive Achievement Test (FCAT) ................................................................ 43

Academic Objective Progress: Pre‐Post Assessments .................................. 45

Academic Improvement: Teacher Survey ...................................................... 46

Progress Towards Objectives: Determination ............................................... 49

Objective 1.1 .................................................................................................................................. 49

Objective 1.2 .................................................................................................................................. 50

Objective 1.3 .................................................................................................................................. 51

Objective 1.4 .................................................................................................................................. 52

OBJECTIVE PROGRESS: PERSONAL ENRICHMENT SERVICES ......................................53

Need‐Based Objectives ...................................................................................... 53

Personal Enrichment Activities Provided ...................................................... 54

Progress: Pre‐Post Assessments ....................................................................... 57

Student Satisfaction Surveys ............................................................................ 58




Objective 2.1 ................................................................................................................................. 59

Objective 2.2 ................................................................................................................................. 60

Objective 2.3 ................................................................................................................................. 61

Objective 2.4 ................................................................................................................................. 62

OBJECTIVE PROGRESS: ADULT FAMILY MEMBER SERVICES ......................................64

Need‐Based Objectives ...................................................................................... 64

Activities Provided ............................................................................................ 65


Objective 3.1 ................................................................................................................................. 66

Objective 3.2 ................................................................................................................................. 66

RECOMMENDATIONS ....................................................................................................68

Increase Student Enrollment and Attendance ............................................... 68

Increase Percentages of Students with Comparison Data ........................... 69

Increase Adult Family Member Involvement ................................................ 69



THE NEED FOR AFTERSCHOOL

A great need exists for afterschool activities providing appropriate youth supervision

and involvement. Academic literature suggests that children and parents are well

served by carefully organized and supervised youth programs during afterschool

hours. Programs can extend social, educational, and recreational activities for

children, while protecting them from unhealthy environments (Posner & Vandell,

1994; Riley, 1994). Although there is no established formula for quality afterschool

programs, most successful programs combine academic, recreational, physical, and

artistic elements in a curriculum designed to engage youth in a variety of structured

and supervised activities. The activities can fulfill numerous needs of children,

families, and communities, while also providing safe and positive environments to

nurture the cognitive, social, physical, and emotional development of youth (Reno &

Riley, 2000). Consensus usually exists among program administrators that these

components serve four key program objectives: (1) scholastic development, grade

improvement, and increased performance on standardized tests (e.g., disguised

learning, homework assistance, remediation, career awareness, and technology

education); (2) improve behavior and social skills (e.g., behavior modification,

character development, social skills education, conflict resolution; and substance

abuse education); (3) provide a caring and safe environment, thus reducing negative

impacts of unsupervised activities and allowing parents to be less worried about their

child's safety, more appreciative of their child's talents, and more comfortable

concentrating on their vocations (Wallace, 2002); and (4) provide children with

personal inspiration, improving feelings of self-worth, self-concept, self-confidence,

overall self-esteem, and self-perceptions of ability (Davis, 2001; Sanacore, 2002;

Sanderson, 2003), as well as motivation to succeed in life and school.

TYPES OF AFTERSCHOOL PROGRAMMING

It is important to distinguish between three major types of after school programs.

Child Care and Day Care (or “after care”) programs are typically the least structured



programs with a primary focus on providing a supervised place for children while

parents are still in work. Extracurricular programs are typically more structured,

school-run programs with a primary focus in single areas (e.g., after school band,

football, debate, etc.). Finally, “afterschool program” (or “Extended Learning

Program”) is a term typically used to describe the most structured types of programs

offering a wide breadth of activities to enrich the minds and bodies of participating

students. The latter are those programs generally included in research studies and are

more likely to receive federal, state, and local funding. Ultimately, 21st CCLC

programs, including the one at focus within this evaluation, are some of the most

structured, comprehensive, and diverse afterschool programs in Florida.

THE 21ST CCLC INITIATIVE

The national need for structured afterschool programming spawned

the creation of the 21st Century Community Learning Centers (CCLC)

initiative in 1994, when the U.S. Congress authorized the

establishment of the federal afterschool programs. In 1998, the 21st

CCLC program was refocused on supporting schools to provide

school-based academic and recreational activities during after school hours, summer,

and other times when schools were not in regular session. The development of the No

Child Left Behind Act of 2001 brought further political focus and federal funding to

afterschool programs, which signified the beginning of federal funding aimed at

directly addressing the need for afterschool programs in a systematic manner. Total

federal funding began with $750,000 in 1995 and grew to approximately $1.2 billion

dollars in 2013 (United States Department of Education, 2012).

The 21st Century Community Learning Center (21st CCLC) initiative, as outlined in

federal law under the “No Child Left Behind Act” of 2001, is an opportunity for

students to enhance and reinforce academic lessons of the regular school day, while

also allowing them to learn new skills and discover new opportunities after the

regular school day has ended. As described by the US Department of Education:

The focus of this program, re-authorized under Title IV, Part B, of the No Child Left Behind Act, is to provide expanded academic enrichment opportunities for children attending low performing schools. Tutorial services and academic enrichment activities are designed to help students meet local and state academic standards in subjects such as reading and math. In addition 21st CCLC programs



provide youth development activities, drug and violence prevention programs, technology education programs, art, music and recreation programs, counseling, and character education to enhance the academic component of the program.

Authorized under Title IV, Part B, of the Elementary and Secondary Education Act

(ESEA), as amended, the specific purposes of this federal program are to:

(1) 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 mathematics;

(2) offer students a broad array of additional services, programs, and

activities, such as youth development activities, drug and violence

prevention programs, counseling programs, art, music, and recreation

programs, technology education programs, and character education

programs, that are designed to reinforce and complement the regular

academic program of participating students; and

(3) offer families of students served by community learning centers

opportunities for literacy and related educational development.

Since the inception of the federal 21st CCLC initiative, Florida’s 21st CCLC programs

have been among the most structured and diverse out-of-school programs for students

attending Florida’s low-income, Title I school-wide-program-eligible schools. All 21st

CCLC programs must operate for at least 36 weeks at a minimum of four (4) days and

12 hours per week. Regardless of the age of participating students, all 21st CCLC

programs are required to provide each attending student a full repertoire of wrap-

around services, to include (1) academic remediation in reading, (2) academic

remediation in math, (3) academic remediation in science, and (4) literacy education

and/or other educational development for adult family members of participating

students. Academic remediation activities must be project-based, fun, creative, engaging,

and enhancing to the lessons provided during the regular school day.

In addition to these activities, all 21st CCLC programs are required to provide a

variety of personal enrichment activities from at least four (4) of the following

categories: (1) physical education and recreation; (2) dropout prevention and

character education; (3) service learning; (4) tutoring (e.g., homework help) and

mentoring services; (5) arts and music education; (6) entrepreneurial education; (7)



programs for limited English proficient students that emphasize language skills and

academic achievement; (8) telecommunications and technology education; (9)

expanded library service hours; and/or (10) drug and violence prevention and/or

counseling. In addition to wrap-around services for each participating student, 21st

CCLC programs must also assure the FDOE that: (1) all targeted students receive

services regardless of special need, (2) services are provided with safe and well-

planned program facilities and transportation services, (3) there will be a high level of

communication with students’ schools, (4) adequate professional development will be

provided for employed staff, and (5) daily snacks/meals will be provided to all

participating students using other funding sources.

In essence, 21st CCLC programs provide structured, academically-focused, safe

learning environments for students during non-school hours. The programs include a

wide variety of wrap-around services and activities for students and family members.

BENEFITS OF AFTERSCHOOL PROGRAMMING

Research on the benefits of afterschool programs are generally limited to highly

structured programs. With this caveat, research often shows a number of positive

impacts on children and families, often depending on the types of activities offered.

The most common benefit, spanning all activities and programs, is that children are

kept safe and out of trouble. Many studies have shown that children in afterschool

programs have a reduced incidence of juvenile delinquency, violence, and drug use.

In addition, research has shown the following benefits of regular participation in a

high-quality program:

Gains in academic grades, standardized test scores, and quality of school work.

Improved motivation and dedication to school and learning.

Enhanced creativity and interest in school.

Improved in-school behaviors and greater self-reported control over behaviors.

Reduced stress for students and parents.

Improved self-esteem, self-efficacy, and greater hope for the future.

Improved well-being, improved physical fitness, and decrease in obesity.

More connection to the community (particularly with service learning).



Afterschool programs can also offer many intangible benefits, such as the opportunity

to engage in activities that help children realize they have something to contribute;

the opportunity to work with diverse peers and adults to create projects,

performances, and presentations; and the opportunity to develop a vision of life's

possibilities that, with commitment and persistence, are attainable.

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THE EVALUATION PROCESS

Given the impacts of high quality afterschool programs, federal, state, city, and

community efforts and numerous initiatives across the U.S. have established and

expanded afterschool enrichment programs in both public and private settings.

However, as afterschool enrichment programs move toward greater recognition and

become a more institutionalized social function, they are continuously challenged to

demonstrate quality by reaching more children, strengthening programs and staff, and

providing adequate facilities and equipment. Indeed, program quality has already

become a public concern (Halpern, 1999) and, since the early 1990s, researchers have

become more interested in identifying characteristics of quality and effective

afterschool programs for children. In fact, poor quality educational programs have

been reported to put children's development at risk for poorer language acquisition,

lower cognitive scores, and lower ratings of social and emotional adjustment (Scarr &

Eisenberg, 1993). Although hours of program operation, program stability, and type

of activities can impact children's achievement, research has established the greatest

influence to be program quality (Caspary et al., 2002).

Evaluation of program quality is integral to maintaining high quality programs and

assessing progress towards achieving the primary program objectives. Program

evaluation provides information for curriculum and activity adjustment, reallocation

of funding, staff development, decision-making, and accountability (McGee, 1989).

However, it is critically important to carefully establish evaluation procedures to

effectively and accurately monitor the quality of afterschool programs. Towards this

end, it is impossible to determine the effectiveness of an afterschool program without

an in-depth assessment of all aspects of an individual program. Methods of

assessment tend to be qualitative in nature to ensure that program goals are being met,

although quantitative data can often allow for more concrete conclusions about

program effectiveness. Thus, a mixed method approach is typically the most

advantageous (Halpern, 2002; Magnusson & Day, 1993; Miller, 2001; Owens &

Vallercamp, 2003; Piha & Miller, 2003).



Although assessing specific activities or services is often the basis for establishing

program quality, it is also important to collect data from participants, parents, and

program staff. For instance, recognizing that feedback from the participants is

essential to assess program quality and to encourage continued participation, a

number of assessments are available to measure participant perceptions and

satisfaction with afterschool enrichment programs. Numerous researchers (e.g., Byrd

et al., 2007; Deslandes & Potvin, 1999; Grolnick et al., 2000) have also indicated that

parental involvement in the education of their children is an important aspect of

effective education programs from the elementary through high school years. Indeed,

children often make better transitions in educational programs and have a more

positive orientation if their parents are more involved in their learning. As such, it is

important for an evaluation to include assessment of parent participation in and parent

perceptions about the afterschool programs. Finally, the opinions of program staff are

fundamental for recognizing the importance and future directions of afterschool

enrichment programs. Program staff members are the first-line deliverers of the

program and are best able to provide immediate feedback about program operation.

Byrd, et al. (2007) and Smith et al. (2002) have suggested that evaluating the

effectiveness of structured afterschool programs necessitates the assessment of a

number of variables in addition to the opinions of program participants, parents, and

facilitators. These variables include: (a) characteristics of program sites; (b) program

operations and finance; (c) characteristics of participants and staff members; (d)

program curriculum; (e) program attendance; (f) academic achievement in test

performance, school attendance, and school behaviors; and (g) prevention of

delinquent behaviors and fostering of good citizenship. Other researchers have

suggested that fundamental evaluations of implementing quality afterschool programs

should generally include the following 10 areas: (a) community needs assessment, (b)

clarification of goals and intended outcomes, (c) program structure, (d) curriculum

content, (e) program environment, (f) program facilities and infrastructure, (g) staff

competency, (h) community partnership, (i) parent involvement, and (j) linkage to

regular day school (Byrd et al., 2007; Friedman, 2003; Halpern, 2002; Magnusson &

Day, 1993; Miller, 2001; Owens & Vallercamp, 2003; Piha & Miller, 2003). Finally,

Baker and Witt (1996) and Byrd et al. (2007) suggested reporting community

characteristics and assessing the effect of afterschool achievement programs on the

enhancement of participants’ self-esteem levels. Clearly, there exists a plethora of

variables from which an individualized, effective, and accurate evaluation of program

quality can be generated.



THE SUMMATIVE EVALUATION

For the purposes of the summative evaluation, a number of variables are assessed and

reported. The primary focus is on (1) a review of operational accomplishments and

challenges (e.g., hiring staff, student recruitment/retention, etc.), (2) actual versus

proposed operation (e.g., days of operation, attendance), (3) a review of each

objective (e.g., data collected, progress), (4) partnerships and sustainability, and (5)

recommendations for addressing any identified challenges. To enhance the quality

and effectiveness of the 21st CCLC programs, it is necessary to establish a mechanism

that links the program evaluation process with program improvement actions. As

such, using a developmental model of evaluation, the Center for Assessment,

Strategic Planning, Evaluation, and Research (CASPER) has already been working

with the program in identifying and implementing the recommendations provided

throughout this report.

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BOYS & GIRLS CLUBS OF PALM BEACH COUNTY (COHORT 8 –

BELLE GLADE) 21ST CCLC PROGRAM

The mission of the Boys & Girls Clubs of

Palm Beach County (BGCPBC) is to inspire

and assist all young people, especially those

who need it most, to realize their full potential

as productive, responsible, and caring

citizens. To reach this goal and that of the 21st

Century Community Learning Centers (21st

CCLC), BGCPBC provided services to help

disadvantaged and low-performing children achieve academically, emotionally,

physically, and socially. BGCPBC’s free 21st CCLC Children Achieving and

Reaching Educational Success (CARES) program operated three (3) hours each day

after school (Monday through Friday, 3:00pm to 6:00pm for 36 weeks/180 days) and

for six (6) hours daily during the summer break (Monday through Friday, 9:00am to

3:00pm for 7 weeks/36 days). This program was located in the severely underserved,

low income City of Belle Glade and operated at Gove Elementary School located at

900 SE Avenue G. The program provided 200 children in grades K through 6 during

the school year, and 100 children in the summer, with a variety of six- to nine-week

Project Based Learning (PBL) and enrichment activities that helped student

achievement in reading/language arts, math, and science. Students were offered 90

minutes of PBL activities emphasizing core academic subjects and one hour of

personal enrichment activities each day after school and throughout the summer. The

program was delivered by FDOE certified teachers with a 1:15 ratio for the academic

component and by program assistants with a 1:20 adult-to-student ratio for

enrichment activities. The teachers implemented PBL activities such as the

following: MindWorks Resources; Science, Technology, Engineering, Art, and Math

(STEAM) curriculum; and Reader’s Theater modules.



EXPERIENCE IN AFTERSCHOOL: BOYS & GIRLS CLUBS OF PALM

BEACH COUNTY

BGCPBC has been providing academic and social enrichment experiences, along

with sports/recreation, arts and culture, life, and leadership skills to Palm Beach

County youth for more than 42 years. BGCPBC received its first 21st CCLC grant in

2003 and began operating eight afterschool/summer academic enrichment programs

in its stand-alone clubs and school sites. Based on the success of the initial programs,

five (5) additional sites were subsequently added. Participants have experienced

consistent performance gains and routinely outperform non-participating students

from their same schools on standardized tests such as the FCAT.

PROACTIVE PLANNING: BOYS & GIRLS CLUBS OF PALM BEACH

COUNTY (COHORT 8 – BELLE GLADE)

The focus of the Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade)

21st CCLC program during the initial weeks of academic year operation was to plan

the successful implementation of a high-quality program while reengaging and/or

enrolling students into the program. This implementation planning process helped

ensure that all students, both those continuing from the summer of 2013 and new

enrollees, would be afforded the most complete and comprehensive program possible

without enduring significant changes that could detract from receiving the full

breadth of services and/or lead to premature termination of students secondary to

frustration and confusion. Unlike many other agencies initiating such a complex

educational program, the outstanding ties between the Boys & Girls Clubs of Palm

Beach County and the schools and communities where services are located, as well as

relationships with partners, such as the Palm Beach County School District and the

Department of Juvenile Justice, allowed for an efficient and effective implementation

of the program, with services starting within the required 30 days after receipt of the

21st CCLC award letter from the Florida Department of Education.

As quality of state-funded educational programming becomes a public concern, it is

imperative that quality be more than just monitored and measured. Rather, it must be

actively managed with a view towards continuous improvement and development.

Within such active management, it is important to account for the impact of both

program structure and delivery processes on the quality of the program. For instance,

effective programs must match the developmental needs of their participants, and

they must also fit the demands and resources of the particular settings in which they



are implemented. A key to successful implementation of high-quality programming is

to be proactive when planning and structuring the program to overcome or account

for predetermined areas that may be problematic. Indeed, it is critical to take

corrective actions during the design of the program, rather than waiting until

corrective actions could have detrimental impacts. For such proactive planning to be

successful, the Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade)

21st CCLC program required a program-wide commitment to continuous quality

improvement and continuous process improvement. Program staff members worked

collaboratively to develop a culture of critical inquiry and ensured that quality

processes and outcomes were central to the vision, goals, and priorities of all staff

members and within all program activities.

In cooperation with such a proactive planning process, Elias et al. (2003) proposed

the following list of factors associated with the successful implementation of an

enduring program: (a) presence of a program coordinator or committee to oversee

implementation and resolution of day-to-day problems, (b) involvement of

individuals with highly shared morale, good communication, and a sense of

ownership, (c) employment of qualified personnel, (d) ongoing processes of formal

and informal training, including the involvement of knowledgeable experts, (e) high

inclusiveness of all school stakeholders, (f) high visibility in the school and the

community, (g) program components that explicitly foster mutual respect and support

among students, (h) varied and engaging instructional approaches, (i) linkage to

stated goals of schools or districts, (j) consistent support from school principals, and

(k) balance of support from both new and seasoned administrators.

Each element of the proactive planning process rests upon high-quality leadership,

effective staffing, and program visibility. The importance of a physical presence in

the community cannot be understated for the purposes of proactive planning and to

help establish a stronger, more dedicated staff. Over the course of the initial weeks

and months of operation, the Boys & Girls Clubs of Palm Beach County leveraged

and enhanced their strong community presence developed during last year’s 21st

CCLC program operations, while also focusing on retaining and hiring necessary staff

to implement the highest quality program for all student participants. In addition, the

program revised their comprehensive student enrollment packet, student application

form, parent agreement/consent form, and other critical forms for the 21st CCLC

program.



PROGRAM LEADERSHIP AND STAFFING

Regardless of the adequacy and depth of the proactive planning process, and

regardless of the quantity of operations and services (discussed later in this report),

implementing and maintaining high-quality out-of-school programming depends

heavily upon consistently effective program management. Ultimately, program

management is a process of planning, organizing, leading, and controlling program

resources and the work of program staff members to achieve stated program

objectives. In turn, achievement of program objectives depends upon the extent to

which program activities are formulated, organized, and coordinated in terms of

human, financial, and material resources. Within this process, leadership plays a vital

role in establishing a new culture, developing new directions, mobilizing change,

creating opportunities, and motivating staff members.

The 21st CCLC project director has been with the program for 10 years and is

responsible for much of the program’s development and success. She served as a

member of the Florida 21st CCLC Statewide Task Force, serves as a mentor and

trainer for staff, and works closely with the program evaluators to ensure successful

outcomes. The CFO, a certified public accountant with 27 years of experience,

oversees all the 21st CCLC financial requirements as set forth by the state, and the

Club’s data analyst collects and reports data, looks for trends, and captures the

necessary documentation to meet all requirements. The BGCPBC has had no

reportable conditions and no compliance issues in its A-133 audit throughout the 10

years of the program.

In addition to program leaders, a high-quality program relies heavily upon well-

qualified and experienced core program staff and service providers. The Boys & Girls

Clubs of Palm Beach County (Cohort 8 – Belle Glade) 21st CCLC program

successfully attracted experienced staff members to provide both core academic

enrichment and personal growth activities to actively participating 21st CCLC

students. As required by the Florida Department of Education, all academic-based

21st CCLC projects and programming were provided by teachers certified by the

FDOE. Personal enrichment activities were provided by qualified non-certified

instructors. Regardless of the activity, the teachers and instructors appeared to be

adequately qualified to provide the specific activities and were trained in the federal

and state 21st CCLC initiative, as well as the specific model proposed by the Boys &

Girls Clubs of Palm Beach County. Table 1 also demonstrates that the program was

well-staffed and was capable of maintaining the proposed ratio of students-to-teachers



in both academic and personal enrichment activities. It is important to note that Table

1 does not necessarily suggest that these were the number of staff each day, rather this

was the total number of staff members who worked in the program during the

operational year. This table provides information that is required to be reported to the

US Department of Education through the federal PPICS reporting system.

Table 1: Staff’s Regular Responsibilities

Gove Elementary 2013

Summer

2013-2014 Academic Year

Paid Volunteer Paid Volunteer

School-day teachers (incl. former & sub.) 2 -- 7 --

Center administrators and coordinators 1 -- 1 --

Youth dev. workers / staff w/ college degree 0 -- 0 --

Other non-teaching school-day staff 0 -- 0 --

Parents 0 -- 0 --

College students 0 -- 0 --

High school students 0 -- 0 --

Other community members 0 -- 0 --

Other non-school staff with some no college 2 -- 6 --

Total Staff 5 -- 14 --

Total Staff Paid by Other Funds 0 -- 0 --

Total Staff Replaced within 21st CCLC 0 -- 2 -- * These categories represent the regular responsibilities of program staff during the regular school day. These categories were designated by the US Department of Education for all 21st CCLC programs. Data are reported to the US Department of Education by Site, rather than by Grantee.

STAFF DEVELOPMENT AND TRAINING

Effective leadership requires a great deal of wisdom, skill, and persistence to design

and implement a quality educational program; and the leadership process is vital to

ensure that stakeholders (e.g., program staff, students, teachers, parents, and

community partners) are equipped with the skills they need to help achieve and

support program objectives. Indeed, effective leadership will engage students,

parents, teachers, counselors, and administrators, while also providing them with the

necessary support to help bridge achievement gaps through program activities.

Towards this end, conducting quality assessments, offering professional training, and

providing technical assistance are necessary elements for an optimal education



program and can have measurable effects on students’ academic performance and

social behaviors.

To support student services through the 21st CCLC program, the Boys & Girls Clubs

of Palm Beach County (Cohort 8 – Belle Glade) 21st CCLC leadership provided staff

development for those hired to provide 21st CCLC services. Trainings provided to

active 21st CCLC staff included 21st CCLC requirements, specific information in the

Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) grant

application, the program schedule, project-based learning (PBL) activities, personal

enrichment activities, and family nights. In addition to program and policy training,

staff members were provided more informal in-vivo trainings from program leaders,

including walkthroughs, demonstrations, and guided implementation of 21st CCLC

projects. A list of professional training dates and topics are provided below:

August 13, 2013: specific information in the Boys & Girls Clubs of Palm

Beach County (Cohort 8 – Belle Glade) grant application, the program

schedule, project-based learning (PBL) activities, personal enrichment

activities, family nights (All Staff)

August 28, 2013: MindWorks (All Staff)

September 5, 2013: family participation & attendance, 21st CCLC Advisory

Board, FDOE requirements for adult family literacy and parental involvement

activities (Family Liaisons)

April 1, 2014: Foundation Center Webinar, Want Results? Then You need to

Shift to Outcome Thinking and Management (Program Leadership,

Administrative Staff)

May 9, 2014: school year review, summer program discussion, guidance on

end-of-year surveys (All Staff)

June 9, 2014: summer program expectations, summer curriculum and

activities (All Staff)

PROGRAM PARTNERSHIPS AND SUSTAINABILITY

One of the goals of the 21st CCLC program is to continue activities beneficial to

students and their families after the five-year project period is over. Programs receive

100% funding for each of the first two years of the program, followed by 80%

funding for each of the final three years. Therefore, programs are required to



demonstrate how the program will become self-sustaining both within and beyond the

five years of initial funding. In addition, all programs in Florida are expected to

maintain the size and scope of their programs and are forbidden from reducing the

quantity or quality of services, the number of children, or the length of operation to

account for the reduced funding. Moreover, Florida 21st CCLC programs are not

permitted to charge any fees to students or parents in association with 21st CCLC

programming without authorization from the Florida Department of Education

(FDOE), and no program has ever received such authorization.

Structured afterschool program costs vary widely, depending on the organization and

other funding available to the organization. For instance, as noted, all 21st Century

Community Learning Centers are federally-funded and are prohibited by the Florida

Department of Education from charging any fees for eligible students. Other

programs (such as some Children Services Councils) receive local funding from tax

dollars to provide free or inexpensive services to students (generally a sliding-scale

fee, if charged). Still other programs receive charitable donations (e.g., Boys and

Girls Clubs) and charge minimal or no fees to students. The costs associated with

structured afterschool programs that do not receive external funding are often

dependent on the level of services provided, such that the programs with the most

expensive activities (e.g., out-of-state field trips) will result in a higher cost to

families. Nationally, the average cost of structured afterschool programs are between

$1,500 and $2,500 annually. When taking into account the number of hours and days

of services provided to 21st CCLC students within this program, the annual funding is

an average of $750 per student, which is less than half that of other structured

afterschool programming. As such, marketing and sustaining the program are critical

even in the early years of 21st CCLC program operations.

Although 21st CCLC objectives do not specifically address the importance of

developing, maintaining, and enhancing partnerships and sustainability, it would be

remiss for this evaluation to ignore the substantial progress of the Boys & Girls Clubs

of Palm Beach County in such efforts. The Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade) 21st CCLC program engaged and received support

from a number of partners that assisted with developing, implementing, evaluating,

and sustaining the 21st CCLC program. Table 2 indicates the partners, their

organization types, whether they are partners or subcontractors, the estimated values

of their contributions/subcontracts, and the types of contributions they made to

enhance the activities offered to regularly participating students and their adult family

members.



Table 2: Summary of Partners and Contractors

Agency Name *Type of

Organization Subcontract

(Yes/No)

Estimated Value ($) of

Contributions

Estimated Value ($) of Subcontract

Type of Service Provided

School District of Palm Beach County

SD No $83,490 $0

Evaluation Services (provide

data); Other: Facilities, Custodial Services, Utilities

Community Foundation

CBO No $5,000 $0

Programming or activity-

related services

(STEAM/Arts curriculum)

Palm Beach County Sheriff’s Office

CNT No $25,412 $0


related services

PNC Foundation FPO No $5,000 $0


related services

(Family Ed. Nights)

CASPER FPO Yes $0 $6,000 Evaluation Services

TOTAL -- -- $118,902 $6,000 --

*School District (SD), Community-Based or other Non-Profit Organization (CBO), Nationally Affiliated Nonprofit - Boys & Girls Club (BGC), Nationally Affiliated Nonprofit - YMCA/YWCA (YMCA), Nationally Affiliated Nonprofit - Other Agency (NPOO), Faith-Based Organization (FBO), Charter School (CS), Private School (PS), College or University (CU), Regional/Intermediate Education Agency (IEA), Health-Based Organization (hospital/clinic/etc.) (HBO), Library (LIB), Museum (MUS), Park/Recreation District (PRD), Other Unit of City or County Government (CNT), For-Profit Entity (FPO), Bureau of Indian Affairs School (IAS), Other (OTH)

Through its strong connections with a broad range of community service providers,

the Boys & Girls Clubs of Palm Beach County is well-established and involved in

key dialogue with stakeholders across the county. As a member of the Palm Beach

County Youth Symposium, the BGCPBC has a voice on the panel that is working to

coordinate and align youth services in the county. By working with stakeholders from

the public sector (e.g., Children’s Services Council, Palm Beach County Community

Services, and Palm Beach County Juvenile Justice Commission), the private sector



(including private schools, health and mental health providers), and the nonprofit

sector (including the United Way, Quantum Foundation, and Workforce Alliance),

the BGCPBC is positioned to be involved in major initiatives around youth services

throughout the county. The Youth Symposium has a clearly defined core mission of

advocating for youth and youth services throughout the service area, including

streamlining services and aligning them to mitigate the most urgent threats and risks

faced by the children in Palm Beach County, many of whom are served by the Boys

& Girls Clubs.

The Boys & Girls Clubs of Palm Beach County has undertaken strategic action in the

form of an internal re-alignment to bring more clarity to its programs, align outcomes

across programs and sites, and bring more transparency to its program budgets. A

more transparent budget will provide a clear understanding of the financial resources

necessary to maintain and to develop the existing program scope. The organization’s

existing 21st CCLC programs are intrinsic to this process, and lessons learned from

years of operating afterschool academic enrichment programs has informed the

overhaul of the programmatic operation. In short, existing 21st CCLC programs, and

the lessons learned from prior years, have informed the Clubs’ core academic

enrichment programs. It is the organization’s plan to fully integrate the outcomes

from public and private programs across clubs and to leverage available private

funding to maximize public funds. In addition to the 21st CCLC program, the

BGCPBC operates programs with pass-through funds from the US Department of

Education, US Department of Juvenile Justice, and the Office of Juvenile Programs of

the Department of Justice.

In addition to leveraging other public funding, BGCPBC has secured significant first-

time grant funding from private foundations to support and maintain its academic

enrichment and teen employability programs. The Clubs have developed a

professional development plan to improve the capacity of staff to provide effective

youth development services, to implement evidence-based programs with fidelity,

and to understand the importance of capturing and maintaining accurate activity,

outcome, and performance data.

ADVISORY BOARD

One of the most impactful methods of engaging partners and other stakeholders is

through membership on the 21st CCLC Advisory Board. The Advisory Board

developed by Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) for



the 21st CCLC program was comprised of a number of important stakeholders,

including staff and parents. The role of the advisory board is to provide important

feedback and advice to the 21st CCLC program in matters regarding programmatic

refinements and improvements. The Florida Department of Education requires two

meetings of the Advisory Board per year, and the Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade) program complied with this requirement. As shown

below, the Advisory Board met twice, providing them opportunities to help enhance

the 21st CCLC program.

January 15, 2014: overview of program activities (MindWorks and PBL);

family nights and other program events; open discussions with parents having

opportunities to ask questions, provide comments and suggestions, and

express concerns (12 Attending)

May 1, 2014: community member involvement; summer program and PBL

project planned; parent involvement (8 attending)

INFORMATION DISSEMINATION AND PROGRAM MARKETING

A proactive implementation plan, including hiring quality staff and establishing a

visible community presence, is further enhanced by strong information dissemination

and marketing. In this regard, the Boys & Girls Clubs of Palm Beach County (Cohort

8 – Belle Glade) program also focused early efforts on disseminating information

throughout the communities and schools housing potential 21st CCLC student

participants.

BGCPBC staff met monthly with school day teachers, administrators, and parents to

explain the program and gain insight into specific academic, school, and community

needs. BGCPBC informed community members and stakeholders through press

releases, www.bgcpbc.org, the Club newsletter, and at community events and forums.

BGCPBC staff disseminated collateral materials – flyers/posters with the 21st CCLC

logo to the school to inform eligible students and families about the 21st CCLC

program. The BGCPBC website (www.bgcpbc.org) contained a specific link to a 21st

CCLC section, which included the hours, location of services, and activities. A copy

of the project and approved grant narrative and the outcomes, such as the formative

and summative evaluations, were included for review. The website was updated (date

stamped) monthly, showcasing the work of the 21st CCLC students. Parents were

encouraged to check the website as well as the Club’s Facebook page for continuous



information. Staff members were informed about the 21st CCLC program through in-

service training, onsite technical assistance, and attendance at offsite training

conferences. Throughout the process of dissemination and marketing activities, the

program ensured a consistent theme for all materials, included the 21st CCLC logo,

and ensured the Florida Department of Education was indicated as the funding

agency.



REQUIRED PROGRAM OPERATIONS

According to the U.S. Department of Education (USED), the majority of 21st Century

Community Learning Centers previously funded directly by the USED were open at

least 15 hours per week. Based on analyses of evaluation data of the 21st CCLC

Program and other afterschool programs, the FDOE requires that centers be open at

least two hours a day and at least four days a week. To best serve the children of

working families, centers must establish consistent and dependable hours of

operation. Each center in the Florida is required to be open for a minimum of:

Thirty-six (36) weeks of student services per project year (including Summer);

Four (4) afterschool and/or summer days per week of service (minimum);

Twelve (12) afterschool hours per week for every student during the school

year. Student services are those wherein the vast majority of enrolled students

are able to participate and can receive all activities identified in the approved

proposal. Each student in the program must be afforded 12 full hours of

programming (e.g., a 21st CCLC program cannot serve boys on Monday and

girls on Tuesday);

Two (2) hours per day (minimum) for Afterschool programming;

One (1) hour per day (minimum) for Before School services, if proposed; and

Four (4) hours per day (minimum) for Weekends, Holidays, Summer, if

proposed during the operational year.

The No Child Left Behind Act of 2001 specifically indicates that 21st CCLC services

must be provided outside the regular school day or during periods when school is not

in session (e.g., before school, after school, evenings, weekends, holidays, or

summer). The 21st CCLC program may offer services to students during normal

school hours only on days when school is not in session (e.g., school holidays or

teacher professional development days). However, federal law allows limited 21st

CCLC activities to take place during regular school hours (e.g., those targeting adult

family members or pre-kindergarten students), as these times may be the most

suitable for serving these populations.



SUMMER OPERATIONS

The Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) program

was in the fifth year of operations in 2013-2014, such that the Summer of 2013 must

be reported to the US Department of Education (USED) as part of the 2013-2014

operational year. Unlike the state-defined budget financial period (August 2013 – July

2014), the program operational year is defined by the USED and governs the

submission of data to the Profile and Performance Information Collection System

(PPICS). Data will be submitted to PPICS in the Summer of 2014. The Boys & Girls

Clubs of Palm Beach County (Cohort 8 – Belle Glade) began providing Summer

2013 services on June 12, 2013 and ended on July 30, 2013, for a total of 34 days of

service. As shown in Table 3, the program operated an average of six (6) hours per

day, thus offering a total of 204 hours of summer programming to eligible 21st CCLC

students. Activities provided during the summer have already been submitted to the

Florida Department of Education. Any impact of summer programing reported by the

program is reflected in the objectives analysis section of this evaluation report.

Table 3: Summer 2013 Operations

Total number of weeks THIS site was open:

Typical number of days per

week THIS site was open.

Typical number of hours per week site was open

WEEKDAYS

WEEKDAY EVENINGS

WEEKENDS

Gove Elementary 7 5 30 -- -- Note: Summer 2013 Operations are reported to the US Department of Education in August, 2014.

ACADEMIC YEAR OPERATIONS


began providing 21st CCLC academic year services on August 19, 2013, within the

required starting date established by the Florida Department of Education (i.e., within

two weeks of the opening of the regular school year). The program ended academic

year operation on June 5, 2014, for a total of 179 days of academic year operation.

The 21st CCLC program was approved by the FDOE to operate an afterschool

component for three (3) hours per day, from 3:00pm to 6:00pm, five (5) days per

week (Monday – Friday) during the academic year.

Table 4 provides a summary of the overall academic year operations of the Boys &

Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) program during the

2013-2014 academic year. Ultimately, the program operated as proposed in the



approved grant application. The only proposed date of operation during which the

program was closed occurred on January 10, 2014 due to a flood warning. All

programming was open to any eligible 21st CCLC student, as detailed in the following

section of this summative evaluation. As mentioned previously, this 21st CCLC

program was specifically developed to improve academic achievement, motivation

and dedication to education, and personal growth and development.

Table 4: 2013‐2014 Academic Year Operation

Total number

of weeks site was

open

Typical number of days per week site was open

Typical number of hours/week site was open

TOTAL number of days site operated

Bef

ore

Scho

ol

Dur

ing

Scho

ol

Aft

er S

choo

l

Wee

kend

/Hol

iday

Bef

ore

Scho

ol

Dur

ing

Scho

ol

Aft

er S

choo

l

Wee

kend

/Hol

iday

Gove Elementary 38 5 n/a n/a 15 n/a n/a n/a 179 -- *The 21st CCLC statute specifically indicates that services are to be provided outside the regular school day or during periods when school is not in session (e.g., before school, after school, evenings, weekends, holidays, or summer). However, activities targeting prekindergarten children and adult family members may take place during regular school hours as these times may be the most suitable for serving these populations.

SUPPLEMENTAL SNACK AND MEAL REQUIREMENT

All 21st CCLC programs in the State of Florida are required to provide food to all

actively participating 21st CCLC students during program operational hours. More

specifically, each 21st CCLC program must provide supplemental meals when the

program is open as follows: (1) daily, nutritious snack when operating only during

after-school hours; (2) daily, nutritious breakfast and snack when operating during

both before-school and after-school hours; and (3) daily, nutritious breakfast, lunch,

and snack when operating on non-school days (dependent on hours of operation). In

Florida, as in many states, the afterschool snack is often the final meal for many

children each day. However, Florida rules disallow the use of state funding to

purchase meals and/or food items, such that funding for snacks/meals cannot be

drawn from 21st CCLC funds and must come from other sources (e.g., grocery store

donations, private donations, private foundations or endowments, etc.). Finally, as

21st CCLC programs serve primarily low-income students, programs in Florida are

not permitted to charge students for any costs associated with supplemental snacks

and meals. The Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade)

program provided a free, daily, nutritious snack, as required, to each student

participating in the 21st CCLC program.



SAFETY REQUIREMENTS

Safety of students participating in Florida’s 21st CCLC programs is of the highest

priority to the Florida Department of Education (FDOE). Within Florida, each 21st

CCLC program must demonstrate that students will participate in structured activities

in a safe environment, supervised by well-trained and caring staff. To this end, each

program provides a safety plan that, at a minimum, describes the following: (a) how

the safety of children will be maintained on-site (e.g., requiring parent sign-out,

checking identification, presence of school resource officer) and during off-site

activities (if applicable), (b) how personnel hired to work at the center will meet the

minimum requirements set forth by the district or agency and that the personnel will

have all required and current licenses and certifications where applicable, (c) how

safe transportation needs will be addressed, (d) how families will safely access the

program’s services, and (e) how the community learning center will assure that

students participating in the program will travel safely to and from the center.

All 21st CCLC staff met all the certification requirements and possessed all the

necessary licenses as set forth by BGCPBC, the Palm Beach County School District,

and 21st CCLC. All staff/volunteers with repetitive contact with youth were required

to pass a Level II background screening prior to employment/volunteering. Random

drug tests and background checks were conducted annually after hire. Staff

underwent screening as required by the Jessica Lunsford Act. The BGCPBC adhered

to all district safety and hiring regulations. Upon enrollment, the parent/guardian was

required to complete an application outlining all the pertinent contact/emergency

information, the authorized mode of pick-up/release, as well as a list of individuals

authorized (proof of identity required) to pick their child up. No child was released to

an unauthorized individual. At the end of the school day, the 21st CCLC students were

escorted to the cafeteria by their regular school day teachers. All youth attending the

program were issued identification cards, which are presented to the Club’s Program

Monitor upon arrival. Students were collected by staff and were supervised as they

went from activity to activity. The 21st CCLC teachers took daily class attendance and

provided the project director with a monthly record of participating students. Parents

or authorized individuals were required to enter the Club at the end of the day to sign

out and retrieve their child. All staff was provided with CPR, First Aid, and ongoing

in-house and other trainings. BGCPBC’s operations manual included emergency

procedures for a myriad of potential safety hazards with the appropriate response. The

program was housed in a public school, met all the district safety requirements, and

was compliant with the Americans with Disabilities Act (ADA). Since the program



was housed at the school site, transportation to the program was not necessary.

BGCPBC maintained a vehicle fleet to transport 21st CCLC youth to off-site

activities. If transportation home was a barrier for participation, the Club provided it.

All Club vehicles underwent regular safety inspections and were equipped with the

required safety alarm that alerts drivers in the event a child remained in a parked Club

vehicle. All Club bus drivers had Commercial Driver Licenses. Bus drivers

maintained a log of all youth transported with a roll call procedure upon departure

and return from any off-site activity, and youth were supervised by Club staff with a

1:10 staff-to-youth ratio. The Club also used a field trip buddy system. Gove

Elementary provided the exclusive use of numerous portables at the site, the cafeteria,

outdoor sports facilities, and media center.

<<‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>>



STUDENT RECRUITMENT AND ENROLLMENT

The ultimate purpose of designing a high-quality, research-based, and well-rounded

21st Century Community Learning Center (CCLC) program is to recruit, retain, and

serve students in low-income areas that are at-risk for lower levels of academic

achievement. The focus of any program, whether it is in Florida or elsewhere in the

nation, falls squarely upon the students being served. Even with outstanding

activities, well-planned schedules, high-quality staff, and continuous professional

development, a program will only have widespread and significant impact if they are

able to recruit and retain the participation of eligible students and their family

members. As such, to better understand the population of students and families

impacted by the 21st CCLC program, this section provides information about

attendance, enrollment, and demographics of those students who participated in Boys

& Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) activities during the

operational components described in the prior section.

21ST CCLC REQUIRED TARGET POPULATIONS

Students: Florida’s 21st CCLC afterschool programs are designed to help students

meet state and local academic achievement standards in core academic subjects,

particularly those who attend low-income, low-performing schools. Across the state

of Florida, the 21st CCLC program targets at-risk students from kindergarten to

twelfth grade. Recipients must target only those students attending schools eligible

for Title I School-Wide Program services, attending schools with at least 40% low-

income families (as demonstrated by free and reduced-price lunch status), or living

within the district-defined service areas of such schools.

Students with Special Needs: In accordance with State and Federal laws, Florida’s

children with special needs must be afforded the same opportunities as children in the

general population. Eligibility for funding under Florida’s 21st CCLC initiative

requires all programs to demonstrate the capacity to equitably serve students with



special needs. In Florida, students with special needs include those who may be

identified as Limited English Proficient (LEP), homeless, migrant, or with a physical,

developmental, psychological, sensory, or learning disability that results in significant

difficulties in areas such as communication, self-care, attention or behavior, and are

in need of more structured, intense supervision. In Florida, no child may be excluded

from the 21st CCLC program, regardless of the level or severity of need, provided that

they can be safely accommodated.

Adults and Families: In addition to services for eligible students, federal law allows

21st CCLC funds to support services to family members of participating students.

Within Florida, all 21st CCLC programs are required offer some level of services to

support parent involvement, family literacy, and/or related educational development.

As per federal law, the 21st CCLC program may only propose services to adult family

members of students actively participating in the 21st CCLC program. In Florida,

services for adult family members cannot extend beyond the dates of the ongoing

program for students.

PROPOSED TARGET POPULATION

This free program targeted economically disadvantaged and low-performing students

and offered them education, recreation, social, and character development programs,

during the critical hours after school and during the summer when far too many

would be left unsupervised, alone, afraid, and at-risk. Students with special needs

were afforded the same opportunities as children in the general population.

STUDENT ENROLLMENT

Any actualized impact of the 21st CCLC program requires successful implementation

of the recruitment and enrollment plan, thus ensuring the highest level of student

participation. Over the course of the program year, the Boys & Girls Clubs of Palm

Beach County (Cohort 8 – Belle Glade) 21st CCLC program enrolled a total of 215

students. Table 5 provides student enrollment for the site, along with its equivalent

percentage of the proposed average daily attendance for the afterschool component.

Ultimately, although the program enrolled more than the targeted number of students

per day, the program fell short of enrolling enough students to ensure the proposed

average daily attendance was met by the end of the program year.



Table 5: Student Enrollment

Site Student Enrollment

Gove Elementary 215

% Proposed Average Daily Attendance 107.5%

REGULAR STUDENT ATTENDANCE

In addition to student enrollment (representing the number of students attending the

21st CCLC program for at least one day of activities), it is important to explore daily

student attendance. Attendance, as an intermediate outcome indicator, reflects the

breadth and depth of exposure to afterschool programming. Boys & Girls Clubs of

Palm Beach County collects data on both (1) the total number of students who

participated in 21st CCLC programming over the course of the year, and (2) the

number of these students meeting the United States Department of Education (USED)

definition of “regular attendee” by participating in 21st CCLC activities for 30 days or

more during the program year. The first indicator (total participants) can be utilized as

a measure of the breadth of the Boys & Girls Clubs of Palm Beach County (Cohort 8

– Belle Glade) program’s reach, whereas the second indicator (regular participants)

can be construed as a partial measure of how successful the program was in retaining

students in 21st CCLC services and activities across the program year.

The US Department of Education has determined the minimum dosage for

afterschool programs to be impactful is 30 days of student attendance. As such, the

US Department of Education requires data to be reported to the Profile and

Performance Information Collection System (PPICS) separately for students that

attended at least one day (i.e., enrolled) and those attending at least 30 days of 21st

CCLC activities (i.e., regularly participating students). While this “dosage” has not

been clearly supported by research, data is presented consistent with this threshold in

order to match data reported to the US Department of Education.

As defined by the US Department of Education, it is reasonable to assume that

regular attendees are more likely to represent those students who have received a

sufficient "dose" of the 21st CCLC programming for it to have a positive impact on

academic and/or behavioral outcomes. In order to show progress towards this federal

metric, Table 6 provides a breakdown of total enrollment versus regular attendance

(i.e., those who attended at least 30 days). As shown, the Boys & Girls Clubs of Palm



Beach County (Cohort 8 – Belle Glade) 21st CCLC program was largely successful in

retaining student participants – achieving an outstanding 90.2% rate of regular

attendees compared to total enrollment. In general, any proportion over 50% suggests

successful retention and student engagement. The program is encouraged to explore

the reasons why the small percentage of students left the program and, if necessary,

consider procedures or programmatic changes that could increase the overall rate of

regular participation. It is likely that increased and more regular attendance will result

in more positive academic and behavioral outcomes.

Table 6: Student Enrollment: Total vs. Regular

Total Enrollment (Attending at least one day)

Regularly Participating Enrollment (Attending at least 30 days)

Summer

2013 Only

Academic Year

2013-14 Only

Both Summer/ Academic

Year Total

Summer 2013 Only

Academic Year

2013-14 Only

Both Summer/ Academic

Year Total

Gove Elementary 13 144 58 215 4 133 57 194

AVERAGE DAILY ATTENDANCE

For the purposes of this evaluation, in addition to assessing progress towards regular

student attendance, it is also important to explore whether the program is making

progress towards meeting the proposed average daily attendance of student

participants. This statistic serves several purposes for 21st CCLC programs. First, the

level of funding provided by the Florida Department of Education is based on the

number of students served by the program on a daily basis, rather than the number of

students enrolled in the program (or even the percentage of regularly participating

students). The logic for using average daily attendance as the funding metric is that

programs may have 100 students enrolled, but only 50 students attending each day,

such that they do not need staffing and other costs to support 100 students every day.

As such, average daily attendance provides a better estimation of the required

resources on an average day of operation. The second purpose for this statistic relates

to program impact and quality - with high average daily attendance suggesting that

the program is more likely to provide students with adequate dosage to impact

academic achievement and program objectives. Finally, when average daily

attendance is compared to site enrollment, conclusions can be cautiously drawn about

student retention and engagement – with approximately equal numbers indicating that

the program has not had significant “turnover” of students.



Data on the average daily attendance for the Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade) 21st CCLC program are provided in Table 7. As part

of the application approved by the Florida Department of Education, the Boys & Girls

Clubs of Palm Beach County (Cohort 8 – Belle Glade) program proposed to serve an

average of 100 students per day of 21st CCLC summer operation and 200 students per

day of afterschool operation. As shown in Table 7, the program achieved 68% of the

proposed average daily attendance for the summer component and 77.5% of the

proposed average daily attendance for the afterschool component over the course of

the 2013-2014 program year, suggesting that the program did not meet the

expectations of the FDOE based on the approved grant application. Table 7 provides

the average daily attendance for each component to aid in submission of data to the

federal PPICS data collection system. Regardless of the grant application, the

proportion of average daily attendance to enrollment for the summer component was

95.8% and for the afterschool component was 76.7%, such that a significant portion

of enrolled students appear to also have attended relatively regularly.

Table 7: Average Daily Student Attendance

Summer 2013 (71 Enrolled)

Academic Year 2013-2014 (202 Total Enrolled)

After School

Before School

Weekend/ Holidays Overall

Gove Elementary 68 (100) 68.0%

155 (200) 80.5%

-- -- 155

77.5% * Numbers in parentheses indicate PROPOSED average daily attendance. The percentage afterwards represents the percent of proposed daily attendance for that site and/or the total of all sites for that component. ** “Average Daily Attendance” for each component rounded up to next whole number. *** The US Dept. of Ed. collects data on “During School” operation, which is not provided by this program.

STUDENT PARTICIPANT CHARACTERISTICS

When educators, administrators, and policymakers look at the academic and

developmental impacts of out-of-school programming, it is imperative that they

attend to the issues of access and equity by addressing two important questions: who

is being served and how equitable is the quality of services across centers. To better

understand the types of students being served in 21st CLCC programming, the Boys &

Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) program submitted data

on characteristics of all student participants served during the 2013-2014 program

operational year.



Student Grade Levels

Florida’s 21st CCLC programs provide services to a wide range of student participants

and their adult family members. To better understand the characteristics of students

served by Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade), the

program provided a distribution of student grade levels served during the 2013-2014

program year. School grade levels were reported for all 215 students in the 21st CCLC

program. As shown in Tables 8 and 9 and Figure 1, the participating student

population was composed of 100% kindergarten through 6th grade students, as

proposed in the approved grant application. Table 8 and Figure 1 show enrollment

(students who attended at least one day) by grade level, while Table 9 provides a

breakdown of regular participants (students who attended at least 30 days) by grade

level.

Table 8: Student Grade Levels: All Student Participants (1+ Days)

215 Students Grade In School*

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

Gove Elementary

-- 29 39 30 30 36 28 23 -- -- -- -- -- --

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

Figure 1: Distribution of Student Participants by School Grade Level

29

39

30 30

36

28

23

0

5

10

15

20

25

30

35

40

45

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

Nu

mbe

r of

Stu

den

ts

Grade Level



Table 9: Student Grade Levels: Regular Participants (30+ Days)

194 Students Grade In School*

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

Gove Elementary

-- 26 35 28 28 30 26 21 -- -- -- -- -- --

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

Race and Ethnicity of Student Attendees

Table 10: Student Race and Ethnicity: All Participants (1+ Days)

Total Student Population

Site Name

American Indian / Alaska

Native

Asian/Pacific Islander

Black or African

American

Hispanic or Latino

White / Caucasian American

Gove Elementary

-- -- 77 35 66

* Ethnicity categories are non-exclusive - students can be identified under multiple ethnicities.

Table 11: Student Race and Ethnicity: Regular Participants (30+ Days)

Total Student Population

Site Name

American Indian / Alaska

Native

Asian/Pacific Islander

Black or African

American

Hispanic or Latino

White / Caucasian American

Gove Elementary

-- -- 68 30 61

* Ethnicity categories are non-exclusive - students can be identified under multiple ethnicities.

To better understand the types of students being served and to examine access to 21st

CCLC services, Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade)

also submitted racial and ethnic data about those students participating in the 21st

CCLC program. Looking at those students on whom race/ethnicity was reported, as

shown in Table 10, 77 21st CCLC student participants were identified by their parents

or self-identified as “Black” or “African American”; 35 were identified as

“Hispanic/Latino(a)”; and 66 were identified as “White/Caucasian American.”

Regularly participating students (i.e., those attending at least 30 days of 21st CCLC

programing) had a similar distribution. Indeed, as shown in Table 11, 68 21st CCLC

student participants were identified by their parents or self-identified as “Black” or

“African American”; 30 were identified as “Hispanic/Latino(a)”; and 61 were

identified as “White/Caucasian American.” As such, it appears that Boys & Girls

Clubs of Palm Beach County (Cohort 8 – Belle Glade) was successful in retaining

students from all racial and ethnic groups. The ability of Boys & Girls Clubs of Palm

Beach County (Cohort 8 – Belle Glade) to attract and retain elementary school



students from all races is a testament to both the programming provided and the

commitment of the students and families.

Student Gender Distribution

In addition to ethnicity, it is also important to understand the degree to which the 21st

CCLC program achieved gender equity in their enrollment. Of the 215 students

enrolled in the 21st CCLC program, gender was reported for a total of 189 students

(87.9%). Looking at only the students on whom gender was reported, as shown in

Table 12 and Figure 2, 50.8% of student attendees were identified as male, and 49.2%

were identified as female. Similar to the gender distribution of all student participants,

regularly participating students were reported to be 50.0% male and 50.0% female as

indicated in Figure 3. Overall, the program achieved relative gender equity and

provided services that were equally attracting students of both genders. Moreover, it

does not appear that activities were overly gender-biased, as the distribution of

regular student participants was approximately equal to that of all student

participants.

Table 12: Student Gender Distribution: All vs. Regular Participants

Total Student Population Regular Student Participants

Site Name N Male Female N Male Female

Gove Elementary

189 96

(50.8%) 93

(49.2%) 170

85 (50.0%)

85 (50.0%)

Figure 2: Distribution of All Student Participants by Gender (N=189)

Female49.2%

Male50.8%



Figure 3: Distribution of Regularly Participating Students by Gender (N=172)

Student Special Services Distribution

Table 13: Student Special Needs: All Student Participants (1+ Day)

215 Students Limited English

Proficient Identified with

Disability Free/Reduced Price

Lunch

Yes No UNK Yes No UNK Yes No UNK

Gove Elementary

9 (4.2%)

61 (28.4%)

145 (67.4%)

4 (1.9%)

68 (31.6%)

143 (66.5%)

184 (85.6%)

0 (0.0%)

31 (14.4%)

Table 14: Student Special Needs: Regular Student Participants (30+ Days)

194 Students Limited English

Proficient Identified with

Disability Free/Reduced Price

Lunch

Yes No UNK Yes No UNK Yes No UNK

Gove Elementary

9 (4.6%)

54 (27.8%)

131 (67.5%)

4 (2.1%)

61 (31.4%)

129 (66.5%)

166 (85.6%)

0 (0.0%)

28 (14.4%)

In addition to the above characteristics, another way of examining the equity and

reach of the 21st CCLC program is to examine the participation of students with

different special needs and backgrounds. As such, Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade) reported data on the number of students eligible for

three primary special services: Limited English Proficiency, Free or Reduced Price

Lunch, and services for students with a Special Need or Disability. Of the 215

students served during the 2013-2014 program year, Limited English Proficiency data

were reported for 70 students (32.6%), Special Need or Disability data were reported

for 72 students (33.5%), and Free/Reduced Price Lunch data were reported for 184

students (85.6%). Distributions of those students on whom data were reported

Female50.0%

Male50.0%



according to these demographic descriptors are shown in Table 13. In addition to total

participants, it is important to report data on regularly participating students (i.e.,

students attending at least 30 days of program operations). As shown in Table 14, the

distribution of regularly participating students in Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade) within the identified special services were

approximately equal to the distributions for all students. Overall, data show that Boys

& Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) provided 21st CCLC

services to students that demonstrated the identified needs and target population

proposed in the original grant application submitted to the Florida Department of

Education. Given the high number of students in each of the categories in Tables 13

and 14 for whom data were unavailable (i.e., “unknown”), however, the program is

encouraged to ensure that future demographics data are collected and entered in order

to submit data on characteristics of all student participants served for use in

evaluation reports if the program receives future funding.



Within the state of Florida, every 21st CCLC program is required to provide a strong

academic component in each of three areas: (1) reading and language arts, (2)

mathematics, and (3) science. Each of these academic components must be delivered

by teachers certified by the Florida Department of Education. Programs are

encouraged to make each of these academic components creative, fun, and designed

to foster a love of reading, math, and science – in addition to focusing all such

activities on project-based learning plans accepted by the Florida Department of

Education. As such, the Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle

Glade) program wrote lesson plans and project-based learning plans for all academic

activities, ensuring that the activities provided during the 21st CCLC program did not

mirror the regular school day. Instead, the federal law encourages programs to design

activities that reinforce topics taught during the regular day school. Florida programs

are given some level of flexibility in the dosage of academic, project-based activities

to provide during any specific week of operation, with each student required to

receive at least one hour of project-based, academic-focused, teacher-provided

activities per day of out-of-school programming. Activities must be provided in such

a dosage that the program is able to meet the proposed objectives included in the

grant application. Programs are not permitted to reduce the level of academic services

throughout the five-year term of the grant.

NEED‐BASED ACADEMIC OBJECTIVES

Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) developed

individual objectives based on an assessment of student, parent, family, and

community needs. Each of the annual objectives, as approved by the Florida

Department of Education, was designed to be measurable, quantitative, challenging

(yet achievable), and assessed throughout the project year (continuous assessment). In

essence, objective-focused implementation of the 21st CCLC program helps ensure a

strong, consistent, and measurable impact on the students and families served. All

objectives are program-wide, though center-specific objectives may be created in the

future if warranted.



1.1: 75% of regularly participating students will improve their reading

comprehension skills.

1.2: 60% of regularly participating students will improve their vocabulary

skills.

1.3: 75% of regularly participating students will improve mathematics skills.

1.4: 75% of regularly participating students will improve their science skills.

ACADEMIC ACTIVITIES PROVIDED

With established need-based objectives,

Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade)

developed and implemented project-based

learning activities aligned to the approved

21st CCLC academic objectives. It is

important to note that the Florida

Department of Education does not require

each activity to have a separate objective,

such that multiple activities can be provided under a single objective and/or one

activity can be provided to support multiple objectives (e.g., an objective for science

might include robotics, technology, and rocketry activities; while a robotics activity

can support reading, math, and science). As per federal law and state rules, programs

are only permitted to provide activities that will help meet the stated objectives

approved by the Florida Department of Education (i.e., objective-driven activities).

The proposed activities were detailed in the approved grant application, and the

program strived to adhere to those specified activities, with the addition of some

additional project-based learning activities that support the approved objectives. The

following provides a brief description of activities provided in support of the

academic objectives (note that some also support the personal enrichment objectives

discussed in the next section):

MythBuster Kids Science Fair: The science fair projects are cross-curricular

and prepare students for real-life problem solving and career possibilities.

Students plan, organize, schedule, and participate in an afterschool science

fair.

o Timeframe: 5 days/week, 3 hours/day for 6-9 weeks

o Objectives Addressed: Objectives 1.1 through 1.4



A Game of Sticky Situations: Students enjoy friendly competition amongst

themselves and other BGCPBC site members. This is a hands-on, creative

activity that provides embedded learning opportunities. Students plan, design,

and create unique “sticky situations” board games. Students determine the age

ranges of their players, determine whether their games will be skill or luck-

and-chance based, map out the rules and directions, sketch rough drafts of

their board game designs, create the game boards and pieces, and perform

multiple tests to iron out any unforeseen bugs or pitfalls.

o Timeframe: 5 days/week, 1.5 hours/day for 6-9 weeks

o Objectives Addressed: Objectives 1.1 through 1.4, 2.3, 2.4

Shark Tank: Students identify a problem or need, brainstorm a product idea

that addresses the issue, design the product, create a prototype, develop a

presentation to pitch the product, and deliver the presentation to potential

investors.

o Timeframe: 5 days/week, 1.5 hours/day for 6-9 weeks

o Objectives Addressed: Objectives 1.1 through 1.4

ACADEMIC OBJECTIVE PROGRESS: FCAT

Florida Comprehensive Achievement Test (FCAT)

As one of the primary GPRA indicators for 21st CCLC programs across the nation, it

is important to first explore data related to the progress of the Boys & Girls Clubs of

Palm Beach County (Cohort 8 – Belle Glade) program in terms of student

improvement on standardized assessments in English Language Arts (Reading) and

Mathematics. Within Florida, most students take the Florida Comprehensive

Achievement Test (FCAT) towards the end of the academic year beginning in third

grade. Overall, national PPICS data indicate that, among the 32 states submitting state

assessment results for a prior school year, almost half of the regular attendees served

by 21st CCLC centers scored below proficient on the mathematics and/or

reading/language arts portions of their state’s assessment, with 49 percent scoring

below proficient in mathematics and 45 percent scoring below proficient in

reading/language arts. Within the state of Florida, a “Level 3” is considered to be at

proficient, while levels two and one are below proficiency and levels four and five are

above proficiency.



Table 15: Distribution of Regular Participants by FCAT Level (Reading)

Site # With FCAT* Improve Maintain Decline

Gove Elementary

71 16 (22.5%) 38 (53.5%) 17 (23.9%)

Note: Students required FCAT scores in both 2013 and 2014 to be included in these analyses of growth.

Table 16: Distribution of Regular Participants by FCAT Level (Mathematics)

Site # With FCAT* Improve Maintain Decline

Gove Elementary

71 25 (35.2%) 34 (47.9%) 12 (16.9%)

Note: Students required FCAT scores in both 2013 and 2014 to be included in these analyses of growth.

Figure 4: Distribution of FCAT Level Change by Subject (30+ Days Attendance)

As shown in Tables 15 and 16 and Figure 4, the majority of students either improved

or maintained FCAT Levels from the 2013 FCAT to 2014 FCAT. Indeed, looking at

students attending 30 days or more (PPICS-defined “regularly participating student”),

76.1% of students improved or maintained in Reading and 83.1% in Mathematics.

The remainder of students declined in levels, but declining levels should not be used

to suggest an issue or weakness within the 21st CCLC program, as the program

specifically targets services to those students with the greatest academic and personal

struggles. As such, while levels may drop due to the amount of new information

provided to students throughout the academic year, it is possible that the student will

17

12

16

25

38

34

0

5

10

15

20

25

30

35

40

FCAT Reading FCAT Mathematics

Nu

mb

er o

f S

tud

ents

Decrease

Increase

Maintain



improve their levels in future years due to the assistance received from the 21st CCLC

program through hands-on, engaging, project-based learning.

ACADEMIC OBJECTIVE PROGRESS: PRE‐POST ASSESSMENTS

In addition to standardized test scores, the program collected student pre- and posttest

comparison data for reading, math, science, and vocabulary. Figure 5 indicates the

numbers of students for whom both pretest and posttest scores are available who

improved, maintained, or decreased in scores in each subject area.

Figure 5: PBL Pre/Post Performance by Subject

As indicated in Figure 5, comparison scores in reading were available for 128 (66%)

of the 194 regularly participating students, in math for 105 students (55.2%), in

science for 137 students (70.6%), and in vocabulary for 143 students (73.7%). Of

those students for whom comparison scores were available, 97.7% improved

(including those who maintained perfect scores) in reading, 79.4% in math, 84.7% in

science, and 97.2% in vocabulary, while 4.7% or less decreased scores in each subject

area. As such, the program exceeded the threshold required for each academic

enrichment objective, and therefore, achieved each objective based on pre-post

assessments.

2 5 5 2

125

85

116

139

1

175 2

0

20

40

60

80

100

120

140

160

MindWorksReading

MindWorks Math MindWorksScience

MindWorksVocabulary

Nu

mb

er o

f S

tud

ents

Decrease

Increase

Maintain



ACADEMIC IMPROVEMENT: TEACHER SURVEY

During the 2013-2014 program year, Florida’s 21st CCLC programs were required to

provide teacher observational data showing impact of the afterschool program on

regularly participating 21st CCLC students (as defined by attending at least 30 days

during the program year). Given the unique position of out-of-school programs,

teacher surveys were used to collect information about changes in each individual

student’s behavior during the program year. Surveys were distributed to school-day

teachers for all students attending the program, wherein teachers were asked to

indicate the extent to which student behaviors improved or did not improve during

the academic year. All 21st CCLC programs were instructed to distribute the surveys

to school-day teachers who have regular contact with the student, preferably a

mathematics or English teacher. Although it was permissible to survey teachers who

also served as 21st CCLC program staff, it was preferred to survey teachers who were

not serving the program in this capacity.

Results from the administration of the Teacher Survey to teachers of 21st CCLC

students in the Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade)

program are presented in Table 17. It should be noted that the US Department of

Education added an additional category of “did not need to improve” to account for

the potential “ceiling effect” of students already doing well in the specific behavior

and, thus, not improving. The behavioral categories are as follows:

Behavior Code Category of Behavioral Change

THW Turning in homework on time

EFF Increasing effort towards completing assigned work

CHW Completing quality homework to your satisfaction

PIC Paying attention and participating in class

VOL Volunteering (e.g. for extra credit or more responsibilities)

ATT Attending class regularly



Behavior Code Category of Behavioral Change

BAC Being attentive in class

BEH Behaving well in class

ACP Improved academic performance

INT Increased interest in school activities

MOT Coming to school motivated to learn

ALN Getting along well with other students (positive interactions)

SEF Improved self-efficacy (belief they can do well in school)

PAR Have the student’s parents become more interested and/or involved in their child’s schooling?

As indicated in Table 17 below, the regular day teachers of Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) students report a higher percentage of 21st CCLC students as improving than not demonstrating change or declining in almost all categories. Overall, results suggest a very positive and significant impact of the 21st CCLC program on the majority of 21st CCLC students.

Table 17: Teacher Survey of 21st CCLC Impacts

Code

Did Not Need to Improve Improved No Change Declined

THW 17.1% 61.7% 15.4% 5.7%

EFF 14.2% 61.9% 19.9% 4.0%

CHW 14.3% 59.4% 22.9% 3.4%



Code

Did Not Need to Improve Improved No Change Declined

PIC 13.3% 63.0% 18.5% 5.2%

VOL 12.7% 52.0% 32.9% 2.3%

ATT 40.1% 39.0% 18.0% 2.9%

BAC 20.7% 55.7% 17.8% 5.7%

BEH 26.3% 50.9% 17.5% 5.3%

ACP 13.5% 66.7% 15.8% 4.1%

INT 16.2% 59.5% 22.5% 1.7%

MOT 18.5% 57.7% 21.4% 2.4%

ALN 26.9% 52.6% 17.1% 3.4%

SEF 17.7% 57.7% 22.9% 1.7%

PAR 21.3% 48.3% 28.2% 2.3%

Note: Percentage is based on 180 teacher surveys returned on participating students.

The following represent some important findings from the Teacher Survey:

74.5% of regularly participating 21st CCLC students in need of improvement demonstrated teacher-rated improvement in turning in homework on time.

72.7% of regularly participating 21st CCLC students in need of improvement demonstrated teacher-rated improvement in paying attention and participating in class.

77.0% of regularly participating 21st CCLC students in need of improvement demonstrated teacher-rated improvement in academic performance.



PROGRESS TOWARDS OBJECTIVES: DETERMINATION

The United States Department of Education (USED) requires all 21st CCLC programs

to indicate progress towards attaining each of the individualized objectives. In order

to assess objective progress, the USED requires each objective to be rated in the

Profile and Performance Information Collection System (PPICS) within one of the

following objective categories.

Met = Met the stated objective

Progress = Did not meet but progressed toward objective

No Progress = Did not meet and no progress made

Unable to Assess = Unable to measure progress on the stated objective

Revised = Revised the stated objective

Dropped = Dropped the stated objective entirely

Not Associated = Objective not associated with the reporting period

Objective 1.1

Objective: 75% of regularly participating students will improve their reading

comprehension skills.

Data Type / Frequency: The program collected pre- and posttest data for PBL

projects. The program also collected 1st through 3rd trimester report card grades,

as well as 2013 and 2014 FCAT scores as required for entry into the Profile and

Performance Information Collection System (PPICS).

How Data Were Analyzed: This objective is based on a simple “improvement”

objective, such that each student is compared to their own baseline data. Such

within-subjects analysis is achieved by calculating whether each student

increased, maintained, or declined then calculating the percent of all students with

data that demonstrated improvement. It is important to note that the objective was

not proposed to have a “significant increase” in student performance, such that

traditional statistical methods are not necessary nor warranted. In addition, there

is little control over extraneous variables with regard to the metrics used under

this objective, such that a significant amount of Type I Error and potential

violations to statistical assumptions limit the usefulness of “traditional statistical



methods” in the analysis of this objective. Only students with more than 30 days

attendance have been included in the calculations for this Summative Evaluation

Report, as the US Department of Education has determined these students receive

the necessary dosage of the 21st CCLC program to show impacts.

Progress Towards Objective: Met

Based on FCAT levels, 76.1% of students improved or maintained in

reading.

Based on pre-post assessments, 97.7% improved or maintained perfect

scores in reading.

Recommendations: If the program receives future 21st CCLC funding, it is

encouraged to strive to attain comparison scores for as many students as possible

for each form of data.

Objective 1.2

Objective: 60% of regularly participating students will improve their vocabulary

skills.


projects.



















scores in vocabulary.




Objective 1.3

Objective: 75% of regularly participating students will improve mathematics

skills.



as well as 2013 and 2014 FCAT scores as required for entry into the Profile and

Performance Information Collection System (PPICS).
















Based on FCAT levels, 83.1% of students improved or maintained in

math.




scores in math.




Objective 1.4

Objective: 75% of regularly participating students will improve their science

skills.



as well as 2013 and 2014 FCAT scores.

















scores in science.






In addition to academic remediation and enrichment, a second specific purpose of the

21st CCLC initiative is to offer eligible students a broad array of personal enrichment

activities that reinforce and complement the regular academic program and help

participating students meet local and state academic standards in core subjects.

Including a variety of personal enrichment activities helps retain and attract student

participants, while also providing a well-rounded breadth of experiences to help

increase student commitment to the education process. As per rules established by the

Florida Department of Education, personal enrichment must include a variety of

structured activities, as well as encourage active participation regardless of individual

student skill levels. All personal enrichment activities must directly or indirectly

support the academic achievement of participating students. According to Section

4205(A) of ESEA, as amended, 21st CCLC programs are limited to providing

additional services within the following categories: physical education and recreation

activities; dropout prevention and character education activities; tutoring and

mentoring services; educational arts and music activities; entrepreneurial education

programs; programs for limited English proficient students; telecommunications and

technology education programs; expanded library service hours; and/or drug and

violence prevention and/or counseling activities. Boys & Girls Clubs of Palm Beach

County (Cohort 8 – Belle Glade) was required to propose activities within at least

four (4) of the personal enrichment categories to assist targeted 21st CCLC students in

meeting Florida’s Common Core Standards and/or Florida’s Next Generation

Sunshine State Standards.

NEED‐BASED OBJECTIVES

In addition to academic-focused objectives and activities, Boys & Girls Clubs of

Palm Beach County (Cohort 8 – Belle Glade) developed the following need-based

objectives to help guide personal enrichment activities for student participants.

2.1: 75% of regularly participating students will increase their knowledge of

physical fitness and health.



2.2: 75% of regularly attending students will demonstrate increased

knowledge in positive lifestyle choices.


technology.


performing and/or visual arts.

PERSONAL ENRICHMENT ACTIVITIES PROVIDED

With established need-based objectives for

personal enrichment activities, Boys &

Girls Clubs of Palm Beach County (Cohort

8 – Belle Glade) developed and

implemented a broad array of activities

aligned to at least one of the personal

enrichment objectives and designed to

support the academic achievement of

participating students. Specific proposed

enrichment activities are outlined in the approved grant application, and the program

strived to adhere to those specified activities, with the addition of some project-based

and problem-based learning activities that support the approved personal enrichment

objectives. However, some activities were different than those proposed, as project-

based and problem-based activities tend to be “living” and can significantly change

as the project progresses and students’ interest peaks about various topics. The

following provides an understanding of activities provided in support of the

academic objectives (note that some also support the academic objectives discussed

in the prior section):

BGCPBC provides 21st CCLC students with a completely integrated sports,

fitness, and recreation program that offers an array of individual and team

sports, as well as a number of lessons and activities on diet and nutrition to

promote healthy life decisions. Children are encouraged to participate

regardless of skill level and are given numerous choices to spark their interest.

The site has ample outdoor space for sports and physical activities and is

equipped with a cafeteria and numerous classrooms for academic and

enrichment activities. Sports, fitness, and recreation options are organized and

sequenced to complement the academic enrichment activities of the program,



and include structured activities such as fitness challenges and activities that

mirror the program’s academic focus. For example, The Jump Rope Daily

Challenge will be offered concurrently with the STEAM lesson that looks at

body mass and motion. Several instructional components link to healthy

lifestyles as students explore gardens, healthy food properties, and general

health. For example, an activity entitled “Focus on the Food Environment,”

which teaches children about the origin of fruits and vegetables, will coincide

with a STEAM module that investigates growing fruit and vegetables. The

Club’s recreation activities are in line with the Next Generation Sunshine

State Physical Education standards, which state youth should engage in a

minimum of one hour of moderate to strenuous exercise per day. Numerous

physical and recreational activities are offered throughout the year in one hour

rotations daily to accommodate groups by age.

BGCPBC has fully integrated its character education programs into the 21st

CCLC program. Students participate in Character Counts, a research-based

character education program that, according to a South Dakota State

University study, significantly improves the way kids interact with adults and

other youth, as well as dramatically reduces behavior problems and truancy

and helps to increase test scores, particularly for youth in 1st through 6th grade.

The program utilizes easy-to-use character building activities of about 10 to

15 minutes each and focuses on the Six Pillars of Character, including

trustworthiness, respect, responsibility, fairness, caring, and citizenship.

Through the use of inspiring role models and a variety of stimulating activities

such as role-play, group discussions, creative writing, and family

involvement, the program helps equip young people with the critical character

qualities they will need to succeed. The program is offered three times each

week with a ratio of 1:15. The families are provided instruction and take-

home materials that strengthen good character and reinforce the qualities

taught in the 21st CCLC program at the Club.

Because most of the children served by BGCPBC’s 21st CCLC program have

been disenfranchised from the fullest application of technology not only by

the high cost of equipment, but also by lack of access to those who can

transfer the knowledge, the program has infused nearly every academic and

personal enrichment activity with an automated application. In particular, the

program has chosen software called “Scratch.” Scratch is project-based

software that was developed by the Massachusetts Institute of Technology



(MIT) and that links the acquisition of digital technology skills to critical-

success 21st CCLC skills such as collaborative problem-solving, iterative

design, and effective communication. Scratch will be applied to BGCPBC’s

21st CCLC PBL pedagogy and will be used by children to demonstrate new

skills using media manipulation and building-block programming and will

allow them to share projects using the Scratch website. Each Scratch module

is linked to BGCPBC’s academic activities and 21st Century skills and

competencies, and each module is clearly articulated. This software will be

used throughout the program year facilitated by certified teachers and program

assistants to enhance the PBL and STEAM activities.

As with all other enrichment activities, art and music enrichment is offered

three times per week and is provided by trained program assistants and subject

experts in a variety of large and small group settings (no more than 1:20).

BGCPBC integrates ArtSmart, the Club’s art philosophy, into 21st CCLC PBL

activities through hands-on activities that reinforce academics. Creative and

expressive art is incorporated through dance, music, drama, and photography

and touches a variety of core areas, including character education, drug and

violence prevention, cultural awareness, creative expression, and healthy

lifestyle choices. Children are encouraged to participate regardless of skill

level and are offered numerous choices to spark their interests. Every PBL

activity requires some form of art and creative expression through either the

project itself or in the presentation of the final PBL product. For example,

upon completion of each project, the students host a Family Night or other

event to display their final work. In producing this event, students are required

to design invitations, display boards, marketing materials, and event décor.

Performance Art programs provide youth with a wide assortment of activities

such as storytelling, theatrical productions, dance, and music lessons. The

activities increase vocabulary skills, and students gain self-esteem while

learning how to use humor in social situations. Performing arts encourage

students to express themselves artistically, gain self-esteem, and help maintain

a healthy body weight. Offered through one of the program partners, the

Center for Creative Education (CCE), instructors combine literacy and

laughter through books, writing, crafts, and performance arts. Students study

history, culture, food, music, and art forms of countries around the world,

which enhances their understanding of cultural history and traditions and

enhances their theater skills and creative performance. Students also develop a

historical relationship between music and history and the political contexts



that shape artistic perspective relayed through music. Structured programs,

such as the Mr. Mose Project: Be Kind to Animals, present a variety of

lessons that feature literacy, character education, fine arts, cultural awareness,

music, drama, and healthy lifestyle choices. Visual Arts and technology

instruction are provided through the ImageMakers National Photography

Program. Offered year-round, one hour per week, in ten week sessions, the

program engages youth in black-and-white, color, digital, and alternative

process photography. The program has three components: a photography

programming resource guide full of fun creative activity ideas for three skill

levels, a website featuring resource tools and fun interactive games, and an

annual national photography contest. The program includes instruction on

saving, formatting, and retrieving photographs, and culminates in an art

exhibit which exclusively features the youth’s art and is taught by the

technology director and video specialist with staff-to-student ratio of 1:15.

PROGRESS: PRE‐POST ASSESSMENTS

For the personal enrichment objectives, the program collected a variety of data to

measure progress in each of the identified areas: knowledge of physical fitness and

health, knowledge of positive lifestyle choices, knowledge of technology, and

knowledge of performing and/or visual arts. Assessments included the following:

character education rubric (scores available for 169 regularly participating students);

general art rubric (136 students); cultural arts assessment (118 students); general

music rubric (100 students); SPARK performance rubric (171 students); health & life

skills assessment (112 students); physical education rubric (167 students); and sports,

fitness, & recreation assessment (124 students). While the program collected this

variety of scores, no comparison data were available for the aforementioned

assessments. The only assessment for which comparison scores were available was

the MindWorks Art assessment. Figure 6 indicates the numbers of students for whom

both pretest and posttest scores are available who improved, maintained, or decreased

in scores for the MindWorks Art assessment.



Figure 6: PBL Pre/Post Performance in Art

As indicated in Figure 6, comparison scores in art were available for 79 (40.7%) of

the 194 regularly participating students. Of those students for whom comparison

scores were available, 94.9% improved (including those who maintained perfect

scores) in art, while 3.8% maintained scores and only 1.3% decreased in scores. As

such, the program exceeded the 75% threshold required for the art objective based on

the available scores.

STUDENT SATISFACTION SURVEYS

During the 2013-2014 program year, Florida’s 21st CCLC programs were required to

conduct student surveys in order obtain information about student satisfaction with

and perceptions of the 21st CCLC programming at the sites they attended. As such,

the surveys were to be completed only by students who had participated in program

activities at some point during the 2013-2014 program year.

The survey included 34 total items, most of which required students to choose

between “Definitely,” “Somewhat,” and “Not at all” for their responses. Boys &

Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) received 75 completed

student surveys. Results from the administration of the Student Satisfaction Survey

of 21st CCLC students in the program indicate the following important findings:

96.0% of 21st CCLC students indicated they liked the afterschool program.

98.7% of 21st CCLC students indicated they enjoyed the activities in the

afterschool program.

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10

20

30

40

50

60

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98.7% of 21st CCLC students indicated the program had adults who cared

about them.

96.0% of 21st CCLC students indicated the program gave them a safe place to

learn and play.

96.0% of 21st CCLC students indicated the program helped them solved

problems in a positive way.

96.0% of 21st CCLC students indicated the program helped them understand

that following the rules is important.














Objective 2.1

Objective: 75% of regularly participating students will increase their knowledge

of physical fitness and health.

Data Type / Frequency: The program collected SPARK performance rubric data,

physical education rubric data, and sports, fitness, & recreation assessment data.

















Progress Towards Objective: Progress

While no comparison data were available regarding this objective, the

program collected multiple sets of rubric/assessment data and provided

services as proposed in the approved grant application.




Objective 2.2

Objective: 75% of regularly attending students will demonstrate increased

knowledge in positive lifestyle choices.

Data Type / Frequency: The program collected health & life skills assessment

data.


















While no comparison data were available regarding this objective, the

program collected assessment data and provided services as proposed in

the approved grant application.




Objective 2.3


of technology.

Data Type / Frequency: The program proposed to collect pre- and posttest data

specific to this objective.












attendance will be included in the calculations for the Summative Evaluation





Progress Towards Objective: Unable to Assess

Although the program provided services as proposed in the approved grant

application, no data were available specific to this objective.




Objective 2.4


of performing and/or visual arts.

Data Type / Frequency: The program collected pre- and posttest data specific to

this objective, along with additional assessment and rubric data.
















Of those students for whom comparison scores were available, 94.9%

improved (including those who maintained perfect scores) in art, while

3.8% maintained scores and only 1.3% decreased in scores.






<<‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>>



The third specific purpose of the 21st CCLC initiative is to offer families of actively

participating 21st CCLC students the opportunity for literacy and related educational

development. In particular, 21st CCLC programs are required to provide services

designed to increase the involvement of adult family members in their child’s

education (e.g., family reading nights, student performances/showcases, participation

in school-based parent activities that have a documented 21st CCLC focus, etc.)

and/or to develop literacy or related educational skills that will enable adult family

members to be supportive of the child’s learning (e.g., GED preparation, money

management, parenting skills, etc.). While programs are provided some flexibility

with regards to the level of adult family member services they provide, the program

must provide at least monthly activities and/or services, and must provide enough

outreach to progress towards the proposed family-based objectives. Many programs

in Florida limit adult family member activities to special events (e.g., student plays)

and general meetings. Unfortunately, secondary to the difficulty in getting adult

family member participation in these services, it is rare for Florida programs to serve

a substantial percentage of adult family members. Regardless, 21st CCLC programs

may only provide services to adult family members of students actively participating

in 21st CCLC services.

NEED‐BASED OBJECTIVES


developed the following need-based objectives for providing services to adult family

members of actively participating 21st CCLC students:

3.1: 75% of the parents/guardians of regularly participating youth will attend a

minimum of four family activities offered throughout the project year.

3.2: 75% of regularly attending adult family members will demonstrate

increased knowledge in a minimum of two of the educational programs such

as financial literacy, nutrition, and/or homework help techniques.



ACTIVITIES PROVIDED

In support of the approved needs-based objectives, Boys & Girls Clubs of Palm

Beach County (Cohort 8 – Belle Glade) proposed several research-based and family-

focused activities to help parents and adult family members support the academic

achievement of participating students. The following are a sampling of adult family

member services proposed by Boys & Girls Clubs of Palm Beach County (Cohort 8 –

Belle Glade).

BGCPBC has an advantage over other schools, because parents/guardians walk into

the 21st CCLC Club site daily, giving the program’s teachers and Club staff the

opportunity to meet and develop supportive and strong family relationships and

provide regular updates. The Club has a successful Family Strengthening Program,

which is coordinated by a Family Liaison and is designed to engage 21st CCLC adult

family members, increase their attendance and support, and provide them with the

skills to be active participants in their child’s literacy and educational development.

The Family Liaison also contacts parents/guardians throughout the program to

address concerns and specific needs. The Club provides a minimum of one family

program each month. In a recent parent survey, 81.7% of surveyed parents/guardians

said they would participate in family programs, 69% said they would participate in a

parent advisory board, and 47.6% said they would volunteer at the Club. The Family

Liaison works closely with the adult family members, the program’s teachers, Club

staff, and school partners to ensure the monthly family programs are aligned with the

specific school activities and the Club’s PBL activities. The program provides a

service addressing youth, family, and community needs such as, but not limited to,

poor academic performance, financial literacy, food insecurity, and violence

prevention. A 21st CCLC teacher attends the Family Nights so that parents will have

the opportunity to meet with them either one-on-one or in small groups to gain

additional insight and assistance in helping their children successfully progress

academically.
















Objective 3.1

Objective: 75% of the parents/guardians of regularly participating youth will

attend a minimum of four family activities offered throughout the project year.

Data Type / Frequency: Attendance data acquired through sign-in sheets at each

adult family member event throughout the program year serves as the data for this

objective.

How Data Were Analyzed: Given this is a participation-based objective, data are

analyzed based on attendance counts at each event throughout the program year.


Data indicate that adult family members of 95 enrolled students attended at

least one program event. Of those 95 families, 36 attended at least four

events. The data indicate progress since the formative report when 66 had

attended at least one event and seven (7) had attended four events.


encouraged to investigate the reasons for differences in attendance levels at adult

family member events from event to event and to explore new strategies for

increasing attendance at events.

Objective 3.2

Objective: 75% of regularly attending adult family members will demonstrate

increased knowledge in a minimum of two of the educational programs such as

financial literacy, nutrition, and/or homework help techniques.



Data Type / Frequency: The program collected pre- and posttest data specific to

this objective.


objective, such that each adult family member is compared to their own baseline

data. Such within-subjects analysis is achieved by calculating whether each

individual increased, maintained, or declined then calculating the percent of all

individuals with data that demonstrated improvement. It is important to note that

the objective was not proposed to have a “significant increase” in performance,

such that traditional statistical methods are not necessary nor warranted. In

addition, there is little control over extraneous variables with regard to the metrics

used under this objective, such that a significant amount of Type I Error and

potential violations to statistical assumptions limit the usefulness of “traditional

statistical methods” in the analysis of this objective.


The program collected pre- and posttest data for two adult family member

activities. A total of 47 adults participated in the first pre-post

assessments, while 71 participated in the second pre-post assessments. All

adults maintained or increased scores from the pretest to the posttest for

both activities, and 42 adults participated in both sets of pre-post

assessments.


encouraged to investigate the reasons for differences in attendance levels at adult

family member events from event to event and to explore new strategies for

increasing attendance at events. Additionally, the program is encouraged to strive

to attain comparison scores for as many adult family members as possible when

conducting pre-post assessments.

<<‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>>



The program is led by a team of dedicated and experienced individuals at the program

and site levels. In addition to the program and site level leaders, the program also

benefits from the leadership and support of school administrators and Boys & Girls

Clubs of Palm Beach County staff and administrators. With the support of partners

and the strength of Boys & Girls Clubs of Palm Beach County (Cohort 8 - Belle

Glade) team, the program has continued to strengthen and grow to provide high-

quality programming for students and their families since its inception. With this in

mind, Boys & Girls Clubs of Palm Beach County is once again writing a new 21st

CCLC grant proposal in hopes of not only sustaining services in 2014-2015 and

beyond, but expanding the enrichment services that have been offered through the

past five years of funding to the Boys & Girls Clubs of Palm Beach County (Cohort 8

- Belle Glade) 21st CCLC program.

Overall, Boys & Girls Clubs of Palm Beach County (Cohort 8 - Belle Glade)

achieved most of the stated objectives for 2013-2014 and made moderate to good

progress towards achieving all of the other objectives. However, because of the

unique challenges associated with developing a strong and diverse 21st CCLC

program, results presented in this report should be viewed as reflecting a “work in

progress” rather than a final outcome. It is hoped that the findings and comments

within the report will help guide future efforts towards enhancing the program and

furthering progress towards stated goals and objectives. Within the model of

continuous program improvement, several recommendations for further enhancing

this 21st CCLC program are provided. These are not considered “weaknesses,” as the

program is already focused on addressing many of these challenges and/or

implementing these recommendations. Rather, this section serves to document those

areas where the program should plan to focus additional attention.

INCREASE STUDENT ENROLLMENT AND ATTENDANCE

The Boys & Girls Clubs of Palm Beach County (Cohort 8 – Belle Glade) program did

not meet the proposed average daily attendance (ADA) for the summer or afterschool

components. The program is encouraged to establish procedures for increased

recruitment of 21st CCLC students if it receives future funding.



INCREASE PERCENTAGES OF STUDENTS WITH COMPARISON DATA

Although it has made great strides in increasing the percentages of students with

comparison data since the Formative Evaluation Report was written earlier in the

program year, the program is encouraged to ensure that comparison data is available

for as many students possible for each objective in the future. It is recommended that

each student take both a pretest and a posttest for each objective when applicable.

INCREASE ADULT FAMILY MEMBER INVOLVEMENT

In order to meet the challenging Objective 3.1 (75% of the parents/guardians of

regularly participating youth will attend a minimum of four family activities offered

throughout the project year), the program is encouraged to explore new strategies for

increasing attendance at future adult family member workshops. Further, the program

is encouraged to strive to attain comparison scores for as many adult family members

as possible when conducting pre-post assessments in order to measure progress

towards Objective 3.2 (75% of regularly attending adult family members will

demonstrate increased knowledge in a minimum of two of the educational programs

such as financial literacy, nutrition, and/or homework help techniques).

<<‐‐‐‐‐‐‐‐‐‐‐END OF REPORT‐‐‐‐‐‐‐‐‐‐>>



If you are interested in learning more about the

21st Century Community Learning Center Initiative at

Boys & Girls Clubs of Palm Beach County:

Barbara Remington

Project Director

Boys & Girls Clubs of Palm Beach County

800 Northpoint Parkway, Suite 204

West Palm Beach, FL 33407

(561) 683‐3287

[email protected]

http://www.bgcpbc.org/index.php?page=21st‐century‐community‐learning‐centers



REPORT PREPARED BY:

CENTER FOR ASSESSMENT, STRATEGIC PLANNING, EVALUATION AND RESEARCH

4110 NORTHWEST 64TH STREET GAINESVILLE, FLORIDA 32606

The 21st Century Community Learning Centers (21st CCLC) initiative is conducted with support from a

grant from the Bureau of Family and Community Outreach (BFCO) within the Florida Department of

Education. The overall direction of the initiative is provided by Ms. Lani Lingo, Director of the Florida

21st CCLC Program. Any questions regarding this report may be directed to the Center for Assessment,

Strategic Planning, Evaluation and Research.



“Education is the most powerful weapon which you can use to change the world.”

― Nelson Mandela

Report Prepared By

Center for Assessment, Strategic Planning, Evaluation and Research (CASPER)

Documents

BGC of Palm Beach County (Cohort 8 - Belle Glade ...cdn.trustedpartner.com/docs/library/BoysAndGirlsClubOfPBC2014/BGC...Boys & Girls Clubs of Palm Beach County (Cohort ... Boys & Girls