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21st Century Community Learning Centers

Boys & Girls Clubs of Central Florida

Walt Disney World Clubhouse

Boys & Girls Clubs of Central Florida – Walt Disney World Clubhouse

Summative Evaluation Report 2016-2017 1

LISTENING

REVIEWING

ADVISING

TRAINING

MEASURING

DATA ANALYSIS

ACHIEVEMENT

REPORTING

Grant Evaluation Services

Grant Planning Services

Grant Implementation Consulting

THIS EVALUATION REPORT HAS

BEEN PREPARED BY:

www.EduMatrixUSA.org

(800) 908-2421



This report was prepared for the Boys & Girls Clubs of Central Florida Walt Disney World

Clubhouse 2016-2017 21st Century Community Learning Center (CCLC) grant.

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

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

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

www.EduMatrixUSA.org

http://www.edumatrixusa.org/



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

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

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

1.3 Program Description ............................................................................. 7

1.4 Program Evaluation ............................................................................. 13

2.0 Student Characteristics ..................................................................... 14

2.1 Total Student Enrollment and Attendance ......................................... 14

2.2 Student Demographics ....................................................................... 15

3.0 Program Operations ............................................................................ 18

3.1 Summer Operation .............................................................................. 18

3.2 School Year Operation ......................................................................... 18

4.0 Staff Characteristics ............................................................................. 19

4.1 Staff Demographics .............................................................................. 19

4.2 Overall Staffing .................................................................................... 20

4.3 Student-to-Staff Ratio .......................................................................... 20

4.4 Staff Training ........................................................................................ 20

4.5 Staff Turnover ...................................................................................... 21

4.6 Certified Teachers ................................................................................ 21

5.0 Objectives and Outcomes ................................................................ 22

5.1 Objectives, Activities, Data Collection and Inclusion ........................... 22

5.2 Data Analysis and Results: Progress Toward and Achievement of

Objectives ............................................................................................ 30

5.3 Other Findings – Report Card Data Results by Subject Area (Overall) and

Survey Data ........................................................................................... 44



5.4 Student Success Snapshot .................................................................... 48

5.5 Overall Findings for Each Objective ..................................................... 49

6.0 Partnerships and Subcontracts (Sustainability Plan) ......... 51

7.0 Recommendations, Lessons Learned, and Conclusion ..... 53

7.1 Recommendations ............................................................................... 53

7.2 Lessons Learned ................................................................................... 54

7.3 Conclusion ............................................................................................ 54



1.0 OVERVIEW AND HISTORY

1.1 Introduction

Boys & Girls Clubs of Central Florida (BGCCF) received funding to operate the 21st Century

Community Learning Center (CCLC) grant project at the Walt Disney World Clubhouse site for

the 2016-2017 project year (August 1, 2016 – July 31, 2017), which is the first year of the five

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

of the Summative Evaluation that was completed for the 2016-2017 21st CCLC project year. The

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

stakeholders about the progress that has been made during the 2016-2017 project year, while

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

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

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

visually represent relevant program data.

1.2 21st Century Community Learning Centers 21st Century Community Learning Centers (CCLC) are funded grant programs through the

United States Department of Education that have to operate in accordance to what is stated in

the Elementary and Secondary Education Act (ESEA) as amended through Title IV, Part B along

with the Catalog of Federal Domestic Assistance (CFDA) Number 84.287C. According to the

2016-2017 Request for Proposal (RFP) for Discretionary Competitive Projects PowerPoint,

Florida Department of Education, and the Bureau of Family and Community Outreach, the

purpose of the program funding is to develop and create community learning centers that

provide academic and personal enrichment opportunities during non-school hours for children

that attend low performing and high poverty schools, as well as their families. This program

helps students meet state and local standards in core subjects, including English Language Arts,

Math and Science. It also offers enrichment activities to students that complement the

academic program offerings and provides literacy and education services to the families of

children in the program. Schools (Kindergarten-12th grade) that are eligible for Title I School-

Wide Program Services, or that have at least 40% of the student body that receive free or

reduced lunch, are eligible for the 21st CCLC program.



In the ESEA Section 4205(b), 21st CCLC programs must be designed and developed using the

Principles of Effectiveness. This section states that “for a program or activity developed

pursuant to this part to meet the Principles of Effectiveness, such program or activity shall –

(A) Be based upon an assessment of objective data regarding the need for before and after

school programs (including during summer recess periods) and activities in the schools and

communities;

(B) Be based upon an established set of performance measures aimed at ensuring the

availability of high quality academic enrichment opportunities; and

(C) Be based upon scientifically-based research, if appropriate, that provides evidence that the

program or activity will help students meet the state and local student academic achievement

standards.

(Florida Department of Education, Bureau of Family and Community Outreach, RFA for

Discretionary Continuation Programs, Project Year 2014-15)

Approved activities for a 21st CCLC program are identified in the ESEA Section 4025(a) which

states, “Each eligible entity that receives an award under this part may use the award funds to

carry out a broad array of before and after school activities (including during summer recess

periods) that advance student academic achievement”, including –

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

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

(2) math and science education activities

(3) arts and music education activities

(4) entrepreneurial education programs

(5) tutoring and mentoring programs

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

achievement

(7) recreation activities

(8) telecommunications and technology education programs

(9) expanded library service hours

(10) program that promotes parental involvement and family literacy

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

expelled to allow them to improve their academic achievement

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

programs. (Florida Department of Education, Bureau of Family and Community Outreach, RFA

for Discretionary Continuation Programs, Project Year 2014-15)



1.3 Program Description The Walt Disney World Branch (WDW) Boys & Girls Clubs of Central Florida club site provided

afterschool services to students attending Ridgewood Park Elementary, Mollie Ray Elementary,

and Rolling Hills Elementary during the 2016-2017 project year.

The 21st CCLC program at this site provided opportunities to students and adult family members

to address academic, social/emotional, financial, employment, and physical health challenges.

All participants in the program received free services. Each day, students received a snack,

homework assistance from certified teachers, and academic and enrichment activities by

certified teachers and qualified staff. The 21st CCLC program provided a safe and structured

learning environment for students, and no students were denied admission due to special needs

or disabilities.

The Walt Disney site targeted three key outcome areas—core academic subjects (English

Language Arts, Math, Science), personal enrichment, and adult family member

involvement/improvement in targeted areas. 21st CCLC academic and personal enrichment

programming activities were built around a Multi-Tiered System of Supports to promote

academic and behavioral success for program participants.

An Academic Liaison was employed to bridge any gaps between adult family members, students,

and the target schools. The Academic Liaison worked with 21st CCLC students’ school teachers

to align skills and standards being taught, monitor student progress, attend 21st CCLC Advisory

Board meetings, attend and facilitate adult family member workshops, and attend other

meetings as assigned.

The Walt Disney 21st CCLC program’s certified teachers used a variety of curriculum and resources

to develop and teach engaging lessons for program participants in English Language Arts, Math

and Science. The teachers implemented teaching strategies to bridge students’ learning from

the school day to the 21st CCLC afterschool program. In addition, teachers used i-Ready

diagnostic assessments to develop individualized instructional plans for students that identified

and highlighted the skills that students were having difficulty mastering.

Homework Assistance

All students participated in Homework Hero (HH) for 30 minutes each day. Homework Hero was

offered 4 days per week, with an additional 60-minute extended homework help session 1 day

per week. Overall, students received 3 hours of homework help each week. In addition, the



Classroom Dojo Program was used to communicate effectively within a timely manner about

students’ homework in real time.

The Homework Hero Program was an effective and easy way for the 21st CCLC program staff to

track homework achievements and teach students accountability for completing their homework

daily within the time frame allocated in the program. The Homework Hero Program enabled staff

to communicate with adult family members daily about homework, grades, and student

progress. The implemented recording process made it easy to track progress towards grade level

skills and provide feedback to the students’ core teachers at school.

English Language Arts Instruction

The i-Ready English Language Arts software was used to ensure that students’ individual learning

needs were met. This computer software gave teachers access to detailed data, fostered

students’ engagement, and ensured that students had access to material that meet Florida state

standards expectations. I-Ready helped students to use strategic thinking and complex reasoning

skills.

Students completed an i-Ready diagnostic assessment that enabled teachers to view their skills

level. Based on the i-Ready reports, teachers could identify students who were at grade level,

below grade level, or above grade level. Teachers then assigned students online instruction and

practice based on their individual needs. The teachers used graphs to track student progress to

help guide their instruction. Teachers provided differentiated instruction and scaffolding so

students could learn at their own pace.

It should be noted that the program was not able to use the intended curricula (Ready Florida

English Language Arts, Phonics for Reading, Ready Writing and Ready Florida Mathematics) due

to a late distribution of funds to the program. The anticipated use of the i-Ready associated

curricula were not incorporated during the 2016-2017 project year.

Math and Science Instruction

21st CCLC teachers taught math and science lessons by using effective standards-based

instruction and guided instruction by use of lesson plans to reinforce the math and science

standards that students learned during the regular school day. In the standards-based 21st CCLC

courses and programs, teachers used a variety of instructional and assessment methods to

determine whether students had met the expected standards.

For math instruction, students gained confidence in College and Career Readiness activities. Students used problem solving and independent practice to improve their math skills. Similarly, teachers used fun hands-on science activities to make science come to life. The science lessons



included details about the scientific process, terminology, and mathematical concepts. Throughout the year, students made cross-curricular connections in science, reading, math, and English language arts by engaging in group discussions, recording information in notebooks, charting and graphing data, and conducting research and experiments.

Project-Based Learning

Throughout the year, English language arts, math, and science Florida standards were creatively

used to develop innovative and engaging project-based learning activities that students enjoyed.

Project-based learning (PBL) is an education teaching model that allows students to learn core

academic content while completing academic related projects. The PBLs provided fun, hands-

on, and age appropriate activities that fostered creativity, group learning, and critical thinking

skills.

While students use their hands to complete their PBL, they are also able to solve real world

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

this 21st CCLC program, students completed multiple PBL’s including the “Santa Science,” “Star

Wars, Stage Combat,” “Aquatic Lab,” and “Aquatic Fashion Line” PBLs which are summarized

below.

Each PBL activity emphasized a combination of the required core academic subjects–reading,

math, science, technology, and engineering—along with personal enrichment activities and 21st

Century Skills, such as: Team work and Collaboration, Effective Use of Real-World Tools, Self-

Direction, Higher-Order Thinking, Sound Reasoning, and Personal Responsibility.

For the “Santa Science” PBL, students worked on several Holiday themed activities including:

Crystal Candy Canes, Let it Snow Compare/Contrast, Sounds of Christmas, Gingerbread House

Engineers, Candy Cane Slime, Gumdrop Structures Engineering Challenge, Snowflake Symmetry,

Circuit Tree, and Christmas Cup Tower.

For the “Star Wars, Stage Combat” PBL, teachers taught students about being a good guy and

bad guy using clips from the Star Wars movie. Students learned about safety and stage combat

and chose characters and created a scene that they re-enacted with a partner.

For the “Aquatic Lab” PBL, students learned about different parts of a beach. Students also

completed a science project by making a model beck to investigate how water makes a beach

and how headland affects beach formation. The students also learned about geological

formation, shoreline, waves, beach berm, crest, face, trough, sandbar, dune, erosion, headlands.

For the “Aquatic Fashion Line” PBL, students observed different fish body types and explained

how they could adapt the fish to fashion. The students used their imagination and creativity to



create a fashion garment that embodied elements of their selected fish. They worked together

in a group to assemble the garment using a variety of materials and supplies.

Personal Enrichment

21st CCLC students participated in personal enrichment activities daily during program hours.

Students were engaged in a variety of activities where the following skills were taught:

Active listening, Analysis, Applying information, Brainstorming, Charting data, Compare and

contrast, Completing forms, Computation, Critical thinking, Deductive reasoning, Decision

making, Drawing, Evaluating data, Following written and verbal instructions, Group work,

Matching and classifying, Mind-mapping, Problem solving, Role-playing, Self-assessment, Taking

turns, Teamwork, Communication skills, and Vocabulary building.

The Skills Mastery and Resistance Training (SMART MOVES) prevention/education

curriculum was used to address at-risk behaviors among youth ages 6 to 15. The curriculum

engaged students in role playing and discussions about media and peer pressure to help them

practice refusal and resilience skills, develop decision making skills and assertiveness.

Junior Achievement provided academically enriching and hands-on learning on topics such as:

financial literacy, entrepreneurship, budgeting, and work readiness to help students understand

the importance of school, business and economics, and prepare them for the real world beyond

school.

The Healthy Habits and Triple Play curriculum were also used in personal enrichment classes. The

curriculum incorporated healthy living and active learning in every part of the program

experience. Healthy Habits emphasized good nutrition, regular physical activity and improving

overall well-being while Triple Play focused on improving students’ knowledge of healthy habits,

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

strengthening their ability to interact positively with others and engage in positive relationships.

Healthy Habits activities included but were not limited to:

Learning the benefits of healthy habits

Learning about good nutrition and making healthier eating choices

Learning about the benefits of regular physical activity and exercise

Learning about improving overall well-being

In addition to the personal enrichment curricula, 21st CCLC students also participated in the

performing arts program, computer classes, team sports, and the visual arts program.

Adult Family Member Services



The 21st CCLC program encouraged adult family member participation of participating students

and offered workshops, events, and/or activities for all the adult family members throughout the

grant year. The workshops were facilitated by staff and local experts. Workshop topics included:

development stages, school, homework, social/emotional/behavioral, health, and financial

literacy. Adult family member activities were designed to improve social/emotional interactions

and relationships with adults and students, and to enhance parenting and communication skills.

Examples of workshop information is included below:

1. Introductory Adult Family Member Open House

An introductory open house was held to provide adult family members with information

on the 21st CCLC program, discuss program goals, rules, and expectations, and provide an

overview of program offerings and activities. Information was provided to adult family

members about Mad Science, Full Sail, Dramatic Learning, Financial Readiness, Classroom

Dojo, Small Groups, and Homework Heroes.

2. Valentine’s Day Paint Night

21st CCLC students and their adult family member learned how to create an artistic

masterpiece. Staff lead a session to provide adult family members information about how

to spend quality time with your child, how to talk to your child in a social setting, how to

gain your child's trust, how to develop a relationship with your child that will result in your

gaining access to information your child normally only tells friends, and how your child

learns best.

3. Financial Literacy

Information was presented to adult family members about banking, credit, budgeting,

and tax forms. Pre-and Post-tests were collected from the participating adult family

members who attended these sessions. After each session, one-on-one individualized

time was allotted for adult family members who had additional questions or needed

additional assistance.

4. Report Card Conference Night

Teachers distributed copies of student report cards and reviewed grades and academic

progress with adult family members. Adult family members had an opportunity to gain

information about the importance of their involvement and participation in their child’s

education. Teachers provided information on how adult family members can take a more

active role in their child’s education.



Advisory Board

An advisory board was established for the Walt Disney World Branch Boys & Girls Clubs of Central

Florida club site 21st CCLC program. The advisory board comprised of parents, students,

community members and other stakeholders. Advisory board meetings were held throughout

the year. Each meeting included an attendance sign-in sheet, an agenda, and meeting minutes

that were recorded. The advisory board was committed to and supportive of the 21st CCLC

program. Board members utilized their expertise and provided input on program needs,

discussed programming concerns, and provided guidance on ways to be become more effective.

In addition, board members discussed a sustainability plan to diversify the Walt Disney site’s

funding sources and increase the donor base in Orange County. The advisory board was a great

asset to the 21st CCLC program.

Lastly, the 21st CCLC program participants learned how to adapt well to challenges throughout

the grant year. Some of the challenges included late distribution of funds and community safety

concerns. Being able to adapt to change allowed the program to develop new opportunities for

growth and progress while strengthening the foundation on which the program was built.

Project Director Quote

“The BGCCF Walt Disney World Clubhouse 21st CCLC Program remains a constant pillar in the

Pine Hills Community. This school year, they continued to serve the students of Mollie Ray

Elementary school as one of their target schools while the students themselves were taught in

an off campus site miles away from the comforts of their traditional school site. The Club was

able to accommodate and provide services designed the entire school year which positively

impacted the parents of the students that were served. We were open as a home base for

Mollie Ray Elementary school students to conduct enrollment and parent conferences that

would directly impact student achievement.

Our 21st CCLC program offered a stellar Dramatic Learning and Full Sail Technology program for

our students for 16 weeks that developed critical thinkers, and brought the STEAM (Science,

Technology, Engineering, Art, Math) concept to life as we know it. Our program will continue

to strive to produce individual productive students within the Pine Hills Community.”

- Nikki Johnson, 21st CCLC Project Director



1.4 Program Evaluation

EduMatrix served as the external evaluator for this grantee for the 2016-2017 grant year. Both

formative and summative evaluations were performed. Formative evaluations provide the

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

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

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

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

performance, recommendations for program improvement, and reporting outcomes.

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

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

findings versus quantitative or qualitative data alone.

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

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

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

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

utilized throughout the evaluation process and included defining patterns in collected

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

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

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

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

connecting program implementation to grant outcomes.

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

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

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

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

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

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

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

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

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

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

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

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

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

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



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

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

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

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

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

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

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

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

EduMatrix conducted at least two site visits at this 21st CCLC site during the 2016-2017 grant

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

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

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

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

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

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

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

revealed that the program was operating at a satisfactory level.

2.0 STUDENT CHARACTERISTICS

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

demographics, enrollment, and daily attendance.

2.1 Total Student Enrollment and Attendance

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

attended the program during the 2016 summer program only, the 2016-2017 school year only

and for both summer and school year.

Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2016 and School Year 2016-2017.

Center Name Total Enrolled Attending

(at least one day) Regularly Participating Enrollment

(30 days or more)



Summer Only

School Year Only

Both Summer

AND School Year

Total Summer

Only

School Year Only

Both Summer

AND School Year

Total

Walt Disney World 0 165 0 165 0 154 0 154

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

2.2 Student Demographics

Tables 2-9 below detail the number of total enrolled and regularly participating students that

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

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

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

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

included in the tables below under the “DK” (Don’t Know or Could Not Be Determined)

columns.

Table 2. Student Demographics for Total Participating Students (All Students Served) and Regularly Participating Students.

Center Name

Total Participating Students Regularly Participating Students

Gender Age Range

Gender Age Range Male Female DK* Male Female DK*

Walt Disney World 93 72 0 6-12 88 66 0 6-12

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

Center Name Limited English

Proficient Identified with

Disability

Yes No DK* Yes No DK*

Walt Disney World 8 157 0 10 155 0



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

Center Name Limited English

Proficient Identified with

Disability

Yes No DK* Yes No DK*

Walt Disney World 8 146 0 9 145 0

*DK = Don’t Know.

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

Center Name

Total Participating Students Regularly Participating Students

Am

eri

can

Ind

ian

/

Ala

ska

Nat

ive

Asi

an/

Pac

ific

Isla

nd

er

Bla

ck o

r

Afr

ican

Am

eri

can

His

pan

ic o

r La

tin

o

Wh

ite

or

Cau

casi

an

Am

eri

can

Un

kno

wn

**

Am

eri

can

Ind

ian

/ A

lask

a N

ativ

e

Asi

an/

Pac

ific

Isla

nd

er

Bla

ck o

r

Afr

ican

Am

eri

can

His

pan

ic o

r La

tin

o

Wh

ite

or

Cau

casi

an

Am

eri

can

Un

kno

wn

Walt Disney World 0 0 165 0 0 0 0 0 154 0 0 0

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

Table 6. Student Grade for Total Participating Students.

Center Name Grade In School*

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

Walt Disney World 6 23 27 48 26 35 0 0 0 0 0 0 0 165

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

Table 7. Student Grade for Regularly Participating Students.

Center Name Grade In School*

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

Walt Disney World 6 22 25 44 25 32 0 0 0 0 0 0 0 154

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



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

Center Name Free or Reduced-Price Lunch

Yes No DK

Walt Disney World 165 0 0

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

Center Name Free or Reduced-Price Lunch

Yes No DK

Walt Disney World 154 0 0



3.0 PROGRAM OPERATIONS

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

2016 summer operations data and 2016-2017 school year operations data.

3.1 Summer Operation The following table includes information about the 2016 summer program for this grantee.

There is no 2016 summer program data for this grant because this grant is in its first year and

did not operate during summer 2016. The first day of this grant year is August 1, 2016.

Table 10. Summer 2016 Operation.

Site Name

Total

number of

weeks THIS

site was

open:

Typical

number of

days per

week THIS

site was open:

Typical number of hours per week THIS site

was open on:

WEEKDAYS WEEKDAY

EVENINGS WEEKENDS

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

3.2 School Year Operation The 2016-2017 school year operations information is detailed in table 11 below which includes

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

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

operated.

Table 11. School Year 2016-2017 Operation.

Site Name

Total #

weeks

THIS site

was

open:

Total #

days

THIS

site

was

open:

Typical

# days

per

week

THIS

site

was

open:

Typical # hours per

week THIS site was

open:

Total # days THIS site

operated:

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Ho

liday

/Sch

oo

l

Bre

ak D

ays

(Ho

urs

pe

r D

AY

)

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Wee

ken

ds/

Ho

liday

s

Walt Disney 35 175 5 0 0 15 11 0 0 175 19



4.0 STAFF CHARACTERISTICS

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

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

4.1 Staff Demographics

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

whether those staff were paid or considered volunteers for the 2016-2017 school year

program.

Table 12. Regular Staff by Paid and Volunteer Status (Walt Disney World Clubhouse)

Staff Type

2016-2017

#

Volunteer # Paid

# of

Paid

Females

# of

Paid

Males

School day teachers 5 5

Center administrators and

coordinators 4 2

2

Youth development workers

and non-school day staff with

college degree or higher

2 7 4

3

Other non-teaching school day

staff 6 2 2

Parents 1

College students

High school students 3

Other community members 2

Other non-school day staff with

some or no college

Subcontracted Staff 10 6 4

Other



4.2 Overall Staffing

When considering the total number of regular staff at the Walt Disney site, there were 9 males

and 19 females during the school year. The highest level of education completed by teachers at

s was a Doctoral degree. The highest level of education completed by

paraprofessionals/program assistants at this site was an Associate’s degree.

4.3 Student-to-Staff Ratio

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

to 25:1 for personal enrichment activities. The program made a positive impact in both

academic and personal enrichment classes with these ratios.

4.4 Staff Training

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

during the 2016-2017 project year and participated in the following workshops:

Month Title of All Professional Development sessions offered to Teachers and Staff During Each Month

August 2016 21st CCLC Overview and Program Model Implementation Discovery Assessment Implementation Dramatic Learning

September 2016 None

October 2016 FULL SAIL-Challenged Based Learning Part 1 Supervision for Safety-Walt Disney World

November 2016 None

December 2016 None

January 2017 FULL SAIL Challenged Based Learning Part 2

February 2017 Aquatic Learning Project Based Instruction

March 2017 None

April 2017 Discovery Assessment Implementation

May 2017 Fashion Magazine Project Based Learning

Meeting agendas and sign-in sheets were submitted to the 21st CCLC state office during the

2016-2017 program year as one of the required monthly deliverables.



4.5 Staff Turnover At the Walt Disney site, 1 teacher was “lost” due to turnover and 3 paraprofessionals were

“lost” due to turnover. The teaching position that was lost was replaced during the project

year, however, only 2 of the paraprofessional positions were replaced.

During turnover, volunteers, high school students, other paid Boys & Girls Clubs of Central

Florida staff members and the Site Coordinator filled in and provided additional support with

supervision within the program.

To deter turnover the program provides a highly structured program that allows both the

teacher, staff and students to be successful. The program also offers consistency with most

program aspects that allow for teacher, staff and students to be successful such as limited

changes to the schedule, deliberate attention to details such as the homework model, assigning

and completing program assessment, weekly meetings with staff, and more. The program’s

project based activities and program model offers staff an opportunity for teachers and staff to

use their creative wit and demonstrate out of the box ideas that allow them to feel needed,

useful and accomplished. Parents benefit from the scheduled resources that are offered to

them and paraprofessional staff use their creative talents to decide on how to engage students

within the learning process during enrichment activities.

4.6 Certified Teachers

For the academic classes that included English Language Arts, Math and Science lessons, there

were 5 certified teachers implementing the academic curriculum during the 2016-2017 school

year at the Walt Disney site.



5.0 OBJECTIVES and OUTCOMES

This section provides information on program objectives, how those objectives are measured,

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

success, additional grant findings and recommendations.

5.1 Objectives, Activities, Data Collection, and Inclusion

There were 13 grant objectives that the program used to guide the teacher instruction and

parent involvement initiatives during the 2016-2017 school year. In the table below, each

objective is listed with the corresponding description of activities for each, measures and data

collected, data collection timeline, continuous assessment, data quality, and student/parent

inclusion.

Table 13. Objectives and Description of Activities

Objectives Summative Evaluation Reporting Requirements

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

Activities and Frequency: Direct instruction, whole group/small group instruction, paper-

based and computer-based activities, homework help, role-playing, project-based

learning activities, multisensory activities, review and mastery activities, and

differentiated instruction activities. These activities occurred 4-5 days per week.

Measures and Data Collection: Report card grades were collected for each student. No

other variables were examined.

Data Collection Timeline: Report card grades were collected at the end of each nine

week period that the program was in operation.

Continuous Assessment: Data was analyzed at three time points during the grant year –

Baseline (December 2016), Mid-Year (March 2017) and End-of-Year (June 2017). Baseline

data served as a starting point for data analysis. Mid-year data was compared to baseline

data at the mid-year time point and served as a formative assessment during the year to

guide program decisions in regards to teacher instruction and curriculum

implementation. Mid-year data analysis also served as a tool to measure program

progress towards meeting each grant objective. End-of-year data was compared to

baseline data at the end-of-year time point to measure whether this grant objective was

met or not by the conclusion of the grant program year. The results of the end-of-year

data analysis will be a key factor in program planning for subsequent grant years.

Data Quality: Data was provided for this objective. The overall data quality for this

objective was acceptable and able to be evaluated and analyzed.

Student Inclusion: 100% of students that had enrolled in the program were not assessed

for this objective, however, all students that had fall 2016 report card grades and spring



2017 report card grades AND whose grades were reported on the student-level data

reporting tool were assessed. Students that did not have the aforementioned report

card grades to assess, due to reasons unknown (may have been due to late enrollment,

absence, withdrawal, etc.), were not able to be included and were excluded from the

analysis of this grant objective.

75% of regularly participating students will maintain high performance or improve their reading skills as measured by standardized progress monitoring tool. (Discovery Curriculum served as the standardized progress monitoring tool)





Measures and Data Collection: Scores from the Discovery standardized reading/English

language arts assessment were collected for each student. No other variables were

examined.

Data Collection Timeline: Discovery reading/English language arts assessment scores

were collected at three time points during the grant year – Baseline (December 2016),

Mid-Year (January/February 2017) and End-of-Year (June 2017).














for this objective, however, all students that had a pre and post score were assessed.

Students that did not have two scores to assess, due to reasons unknown (may have

been due to late enrollment, absence, withdrawal, etc.), were not able to be included

and were excluded from the analysis of this grant objective. In order to compare two

scores to measure increase or decrease, there must be two scores. If only one score is

available, no analysis could be performed.

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






























75% of regularly participating students will maintain high performance or improve their mathematics skills as measured by standardized progress monitoring tool. (Discovery Curriculum served as the standardized progress monitoring tool)





Measures and Data Collection: Scores from the Discovery standardized Math assessment

were collected for each student. No other variables were examined.

Data Collection Timeline: Discovery Math assessment scores were collected at three

time points during the grant year – Baseline (December 2016), Mid-Year

(January/February 2017) and End-of-Year (June 2017).






















75% of regularly participating students will improve to a satisfactory science grade or above, or maintain a high grade across the program year.




























75% of regularly participating students will maintain high performance or improve their science skills as measured by standardized progress monitoring tool. (Discovery Curriculum served as the standardized progress monitoring tool)





Measures and Data Collection: Scores from the Discovery standardized Science

assessment were collected for each student. No other variables were examined.

Data Collection Timeline: Discovery Science assessment scores were collected at three

time points during the grant year – Baseline (December 2016), Mid-Year

(January/February 2017) and End-of-Year (June 2017).






















70% of regularly participating students in third grade will achieve promotion based on their performance on the FSA.





Measures and Data Collection: 3rd grade FSA English Language Arts scores were used to

determine if this objective was met or not met. These scores were collected for each

student that took the 3rd grade ELA FSA in 2017. Each score was converted into a level.

Only students that scored a level 3 or above and whose score was reported on the

Student-Level Data Reporting Tool spreadsheet were included in the analysis for this

objective.

Data Collection Timeline: 2017 English Language Arts FSA scores were received by school

districts in May, June or July of 2017. These FSA scores were reported to the external

evaluator for analysis during these three months.

Continuous Assessment: Data was analyzed for this objective at the end of the program

year (June/July 2017). The results of this end-of-year data analysis will be a key factor in

program planning for subsequent grant years.




for this objective, however, all 3rd grade students that took the English Language Arts FSA

in 2017 AND whose scores were reported on the student-level data reporting tool were

able to be included in the analysis for this objective. Students that did not have the

aforementioned FSA scores to assess, due to reasons unknown (may have been due to

the FSA for this objective not being administered to their grade level, late enrollment,



75% of regularly participating students will improve their decision-making skills as measured by curriculum-based assessment.

Activities and Frequency: Direct instruction, whole group/small group instruction, trial

and error activities, mental focus activities, internal motivation activities, multisensory

activities, review and mastery activities, competition, teamwork activities, and


Measures and Data Collection: Scores from the decision-making skills assessment were

collected for each student. No other variables were examined.



Data Collection Timeline: Decision-making skills assessment scores were collected at

three time points during the grant year – Baseline (December 2016), Mid-Year (February

2017) and End-of-Year (June 2017).




















75% of regularly participating students will improve their healthy eating habits as measured by curriculum-based assessment.





Measures and Data Collection: Scores from the healthy eating habits assessment were


Data Collection Timeline: Healthy eating habits assessment scores were collected at
























75% of regularly participating students will improve their physical and personal wellness as measured by pre-, mid-, post-assessment.





Measures and Data Collection: Scores from the physical and personal wellness

assessment were collected for each student. No other variables were examined.

Data Collection Timeline: Physical and personal wellness skills assessment scores were

collected at three time points during the grant year – Baseline (December 2016), Mid-

Year (February 2017) and End-of-Year (June 2017).




















75% of regularly participating students will increase their engagement in career exploration as measured by curriculum based assessment.





Measures and Data Collection: Scores from the career exploration assessment were


Data Collection Timeline: Career exploration skills assessment scores were collected at
























75% of regularly participating students will increase their financial literacy skills as measured by curriculum-based assessment.





Measures and Data Collection: Scores from the financial literacy assessment were


Data Collection Timeline: Financial literacy skills assessment scores were collected at
























70% of regularly participating family members will improve their parenting skills as measured by perceptual survey (parent).

Activities and Frequency: Direct instruction, whole group instruction, parent/child

activities, question and answer activities, comprehension checks, take-home activities,

parent involvement activities, and school awareness activities. These activities occurred

at least 6 times during the grant year.

Measures and Data Collection: Scores from the parent survey were collected for each

parent that took the assessments. No other variables were examined.

Data Collection Timeline: Parent survey scores were collected at the beginning (pre) and

end (post) of each parent workshop that was offered.

Continuous Assessment: Data was analyzed at the end of the program year (June 2017).

Baseline data served as a starting point for data analysis and end-of-year data was

compared to baseline data at the end-of-year time point to measure whether this grant

objective was met or not by the conclusion of the grant program year. The results of the

end-of-year data analysis will be a key factor in program planning for subsequent grant

years.


objective was acceptable and able to be evaluated and analyzed. Parent attendance to

program offerings (workshops, presentations, etc.) for parents is a factor in regards to

data quality. When high numbers of parents attend each program offering for parents,

the program is able to collect more data for this objective. When more data is collected,

the data serves as a better representation of all of the parents of 21st CCLC participating

students.

Student Inclusion: 100% of students that had enrolled in the program had parents (or

adult family members) that were not assessed for this objective. Some parents were not

able to attend the adult family member events that were offered, however, most parents

did complete the pre and post assessment if they were in attendance. Parents that did

not have two scores to assess (pre/post test score for the workshop/event that they

attended) due to reasons unknown (may have arrived late or left early which caused

them to miss taking the pre or the post assessment), were not able to be included and

were excluded from the analysis of this grant objective. In order to compare two scores

to measure increase or decrease, there must be two scores. If only one score is available,

no analysis could be performed.

5.2 Data Analysis and Results: Progress Toward and Achievement

of Objectives

Objective 1: 70% of regularly participating students will improve to a satisfactory English

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

Objective Assessment Plan:



70% of regularly participating students will improve to a satisfactory English Language Arts

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

Success Criterion:

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

scale equivalents)

Findings:

1. Objective met.

2. Total students with sufficient data – 144

3. 71% of regularly participating students met the stated success criterion

Objective Status – MEETS OR EXCEEDS BENCHMARK

71% of regularly participating students in grades K through 5 with sufficient data displayed

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

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

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

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

year when the first quarter assessment was given. The success criterion required that

students either maintain an A or B grade, improve from a C to at least a B grade, or improve

from a D/F grade to at least a C grade. 144 students were presented with sufficient data to

measure the criterion, of which 102 students met the criterion. Please refer to the table

below for statistics related to this objective.

BGCCF Walt Disney World English/Language Arts Grade Improvement (# of students)

Total Students* Met Objective

Walt Disney World 144 102

*Students with sufficient data to measure objective criterion

Objective 2: 75% of regularly participating students will maintain high performance or

improve their reading skills as measured by standardized progress monitoring tool




75% of regularly participating students will maintain high performance or improve their

reading skills as measured by standardized progress monitoring tool

Success Criterion:

Maintain a satisfactory score of 1664 or higher (80%), or improve by at least one point on

Discovery Reading Tool

Findings:

1. Objective not met.



Objective Status—MEANINGFUL PROGRESS

61% of regularly participating elementary school students with sufficient data indicated an

improvement or a consistently high score in the Discovery Reading Tool. Students with

sufficient data were presented with a numerical score on the Discovery Reading Tool. High

performance is considered a score of 80% or higher, which is equivalent to a score of 1664 or

more. Of the 131 students with an assessment score reported, 80 students met the stated

objective.

BGCCF Walt Disney World Discovery Reading Tool Objective (# of students)



* Students with sufficient data to measure objective criterion

Objective 3: 70% of regularly participating students will improve to a satisfactory

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


70% of regularly participating students will improve to a satisfactory mathematics grade or

above, or maintain a high grade across the program year

Success Criterion:




scale equivalents)

Findings:

1. Objective met.




72% of regularly participating students in grades K through 5 with sufficient data displayed

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

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

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

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

quarter assessment was given. The success criterion required that students either maintain

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

least a C grade. 115 students were presented with sufficient data to measure the criterion, of

which 83 students met the criterion.

BGCCF Walt Disney World Mathematics Grade Improvement (# of students)





improve their mathematics skills as measured by standardized progress monitoring tool



mathematics skills as measured by standardized progress monitoring tool

Success Criterion:


Discovery Math Tool



Findings:

1. Objective met.



Objective Status—MEETS OR EXCEEDS BENCHMARK


improvement or a consistently high score in the Discovery Math Tool. Students with sufficient

data were presented with a numerical score on the Discovery Math Tool. High performance is

considered a score of 80% or higher, which is equivalent to a score of 1690 or more. Of the

139 students with an assessment score reported, 111 students met the stated objective.

BGCCF Walt Disney World Discovery Math Tool Objective (# of students)




Objective 5: 75% of regularly participating students will improve to a satisfactory science

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


75% of regularly participating students will improve to a satisfactory science grade or above,

or maintain a high grade across the program year

Success Criterion:


scale equivalents)

Findings:

1. Objective met.






83% of students in grades K through 5 with sufficient data displayed improvement in Science

grades across the program year. The success criterion was found comparing first and fourth

quarter Science grades, attained at the beginning and end of the year respectively. First

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

who had not yet started the program year when the first quarter assessment was given. The

success criterion required that students either maintain an A or B grade, improve from a C to

at least a B grade, or improve from a D/F grade to at least a C grade. 119 students were

presented with sufficient data to measure the criterion, of which 99 students met the

criterion.

BGCCF Walt Disney World Science Grade Improvement (# of students)





improve their science skills as measured by standardized progress monitoring tool



science skills as measured by standardized progress monitoring tool

Success Criterion:


Discovery Science Tool

Findings:

1. Objective met.





improvement or a consistently high score in the Discovery Science Tool. Students with



sufficient data were presented with a numerical score on the Discovery Science Tool. High

performance is considered a score of 80% or higher, which is equivalent to a score of 1630 or

more. Of the 142 students with an assessment score reported, 117 students met the stated

objective.

BGCCF Walt Disney World Discovery Science Tool Objective (# of students)




Objective 7: 70% of regularly participating students in third grade will achieve promotion

based on their performance on the FSA


70% of regularly participating students in third grade will achieve promotion based on their

performance on the FSA

Success Criterion:

Students achieve an FSA score sufficient to achieve promotion to fourth grade

Findings:

1. Objective met.




82% of regularly participating elementary school students in the third grade with sufficient

data were promoted to the fourth grade at the end of the program year. Students with

sufficient data were presented with a state assessment score in English Language Arts.

Students with a score of 3 or higher were considered to have met the objective. Of the 44

students with an assessment score reported, 36 students met the stated objective.

BGCCF Walt Disney World Third Grade Students Promoted at End of Program Year (# of students)






Objective 8: 75% of regularly participating students will improve their decision-making skills

as measured by curriculum-based assessment


75% of regularly participating students will improve their decision-making skills as measured

by curriculum-based assessment

Success Criterion:

Students will improve their SMART MOVES score by at least one point

Findings:

1. Objective met.

2. Total students will sufficient data– 119

3. 76% of regularly participating students met the success criterion


76% of regularly participating elementary students successfully improved their decision-

making skills as measured by curriculum-based assessment over the course of the program

year. The objective was measured based on change in pre- and post-scores from

approximately the beginning and end of the program year respectively. Mid-scores were only

considered in cases in which the student was not present at the time of the pre-assessment.

Of 119 regularly participating students presented with sufficient data, 91 students met the

criterion.

BGCCF Walt Disney World SMART MOVES Assessment Statistics

Total Students*

Min Max M SD

Pre Scores 119 0 100 63.9 20.1

Post Scores 119 50 100 83.7 9.1

Difference or Change in Score

119 -25 100 19.9 24.6

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



Across grades K through 5, student SMART MOVES scores improved by an average of 19.9

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

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

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

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

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

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

overall data set.

BGCCF Walt Disney World SMART MOVES Assessment Score Improvement (% of students)

Score Decreased Score Maintained Score Increased

Walt Disney World 20% 3% 76%

Objective 9: 75% of regularly participating students will improve their healthy eating habits



75% of regularly participating students will improve their healthy eating habits as measured


Success Criterion:

Students will improve their Healthy Habits score by at least one point

Findings:

1. Objective met.




92% of regularly participating elementary students successfully improved their healthy eating

habits as measured by curriculum-based assessment over the course of the program year.

The objective was measured based on change in pre- and post-scores from approximately the

beginning and end of the program year respectively. Mid-scores were only considered in



cases in which the student was not present at the time of the pre-assessment. Of 128

regularly participating students presented with sufficient data, 118 students met the

criterion.

BGCCF Walt Disney World Healthy Habits Assessment Statistics

Total Students*

Min Max M SD

Pre Scores 128 10 80 43.9 13.0

Post Scores 128 0 100 80.6 19.2


128 -45 90 36.7 22.3


Across grades K through 5, student Healthy Habits scores improved by an average of 36.7







overall data set.

BGCCF Walt Disney World Healthy Habits Assessment Score Improvement (% of students)



Objective 10: 75% of regularly participating students will improve their physical and personal

wellness as measured by pre-, mid-, post-assessment


75% of regularly participating students will improve their physical and personal wellness as

measured by pre-, mid-, post-assessment

Success Criterion:

Students will increase their fitness activity by at least one curl up and improve by at least one

tenth of a second for the ¼ mile run



Findings:




Objective Status – SOME PROGRESS

40% of regularly participating elementary students successfully improved their physical and

personal wellness as measured by pre-post assessments in curl ups and the quarter-mile run

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

and post-assessments from approximately the beginning and end of the program year

respectively. Mid-year assessments were only considered in cases in which the student was

not present at the time of the pre-assessment. Of 154 regularly participating students

presented with sufficient data, 62 students met the criterion.

BGCCF Walt Disney World Physical Wellness Improvement Objective (# of students)




Objective 11: 75% of regularly participating students will increase their engagement in career

exploration as measured by curriculum-based assessment


75% of regularly participating students will increase their engagement in career exploration


Success Criterion:

Students will improve their Career Exploration score by at least one point

Findings:

1. Objective met.






99% of regularly participating elementary students successfully improved their career

exploration as measured by curriculum-based assessment over the course of the program

year. The objective was measured based on change in pre- and post-scores from

approximately the beginning and end of the program year respectively. Mid-scores were only

considered in cases in which the student was not present at the time of the pre-assessment.

Of 130 regularly participating students presented with sufficient data, 129 students met the

criterion.

BGCCF Walt Disney World Career Exploration Assessment Statistics

Total Students*

Min Max M SD

Pre Scores 130 0 70 18.2 16.1

Post Scores 130 10 100 59.2 19.1


130 -4 85 41.0 19.3


Across grades K through 5, student Career Exploration scores improved by an average of 41.0







overall data set.

Table 11.2: BGCCF Walt Disney World Career Exploration Assessment Score Improvement (% of

students)



Objective 12: 75% of regularly participating students will increase their financial literacy skills





75% of regularly participating students will increase their financial literacy skills as measured


Success Criterion:

Students will improve their Financial Literacy score by at least one point

Findings:




Objective Status – APPROACHING BENCHMARK

71% of regularly participating elementary students successfully improved their financial

literacy as measured by curriculum-based assessment over the course of the program year.

The objective was measured based on change in pre- and post-scores from approximately the

beginning and end of the program year respectively. Mid-scores were only considered in

cases in which the student was not present at the time of the pre-assessment. Of 132

regularly participating students presented with sufficient data, 94 students met the criterion.

BGCCF Walt Disney World Financial Literacy Assessment Statistics

Total Students*

Min Max M SD

Pre Scores 132 0 94 56.3 25.4

Post Scores 132 20 100 71.8 19.1


132 -52 90 15.5 30.3


Across grades K through 5, student Financial Literacy scores improved by an average of 15.5







overall data set.



Table 12.2: BGCCF Walt Disney World Financial Literacy Assessment Score Improvement (% of

students)



Objective 13: 70% of regularly participating family members will improve their parenting

skills as measured by perceptual survey


70% of regularly participating family members will improve their parenting skills as measured

by perceptual survey

Success Criterion:

Adult family member will improve their survey score by at least one point

Findings:

1. Objective met.

2. Total adult family members with sufficient data – 154

3. 71% of adult family members of regularly participating students met the stated success

criterion


71% of adult family members of regularly participating elementary school students with

sufficient data indicated an improvement at least one of six workshops. Each adult family

member workshop was presented with a pre- and post-assessment. Adult family members

with at least one pre- to post-score improvement among the six workshops were considered

to have met the success criterion. Of the 154 adult family members, 109 met the criterion.

Table 13.1: BGCCF Walt Disney World Adult Family Member Workshop Score Improvement (# of adult

family members)

Total Adult Family Members*

Met Objective


*Adult family members with sufficient data to measure objective criterion



5.3 Other Findings – Report Card Data by Subject Area

(Overall) and Survey Data

This section includes report card data broken down by subject area and also the findings from

the student, family member, and teacher end-of-year surveys.

ELA Report Card Data

Chart 1: Students Meeting English/Language Arts Grant Objective (% of students with sufficient data)

Mathematics Report Card Data

Chart 2: Students Meeting Mathematics Grant Objective (% of students with sufficient data)

71%

29%

Met Objective

Did Not Meet Objective

72%

28%

Met Objective




Science Report Card Data

Chart 3: Students Meeting Science Grant Objective (% of students with sufficient data)

Adult Family Member Survey Data

Adult Family Member Survey Results

Very Satisfied

(%)

Satisfied (%)

Not Sure (%)

Unsatisfied (%)

Very Unsatisfied

(%)

Not Applicable

(%)

How satisfied are you with this after school program

as a whole? 59 41 0 0 0 0

Staff warmth and friendliness

49 48 3 0 0 0

Ability of staff to work with my child

60 37 3 0 0 0

Ability of staff to relate to me as a parent

48 44 6 0 0 2

Variety of activities offered to my child

63 33 3 0 0 0

Safety of the program environment

63 33 3 0 0 0

My child’s happiness with the program

48 48 5 0 0 0

83%

17%

Met Objective




Helping me become more involved with my child’s

education 43 49 8 0 0 0

Child’s improvement in homework completion

48 51 0 2 0 0

Child’s improvement in academic performance

43 52 3 2 0 0

Child’s improvement in getting along with others

44 51 2 2 2 0

Child’s improvement staying out of trouble

54 40 0 3 2 2

Would you sign your children up for this program again?

Yes – 98%

No – 0%

Maybe – 2%

No Answer – 0%

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

Home alone – 32%

Cared for by a parent – 3%

Cared for by a sibling – 11%

Cared for by another relative – 22%

Cared for by a friend or neighbor – 5%

Participating in a different after school program – 16%

Other – 11%

No Answer – 0%

Teacher Survey Data

Teacher Survey Results

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

Declined (%)

Turning in homework on time

68 5 24 0

Completing homework to your

satisfaction 88 5 5 0

Participating in class 88 2 7 0 Volunteering 5 90 2 0



Attending class regularly

22 0 76 0

Being attentive in class

68 12 17 0

Behaving in class 59 15 24 0 Academic

performance 85 5 5 0

Coming to school motivated to learn

68 24 5 0

Getting along well with other students

54 20 24 0

Believing they can do well in school

80 2 12 0

Parent interest and/or involvement 51 32 12 0

Student Survey Data

Student Survey Results

Did Not Answer

(%)

Definitely (%)

Somewhat (%)

Not At All (%)

Do you like the afterschool program?

6 61 28 6

Does your afterschool program have adults who care about you?

7 66 20 8

Do you feel safe during your afterschool program?

7 64 23 7

Does your afterschool program help you get along with others?

6 53 27 15

Does your afterschool program help you understand that following

rules is important?

6 76 15 2

Does your afterschool program help you solve problems in a

positive way? 7 59 28 6

Does your afterschool program help you with your homework?

6 63 22 9

Does your afterschool program help you improve your grades?

6 61 17 16

Percentage of male students that completed the survey: 59%



Percentage of female students that completed the survey: 41%

Grade levels of students that completed the survey:

K – 6%

1st – 11%

2nd – 20%

3rd – 25%

4th – 11%

5th – 20%

6th – 1%

5.4 Student Success Snapshot “This smart young lady has such a servant spirit and no

limits on her ability to serve the Boys & Girls Clubs of

Central Florida’s Walt Disney World Clubhouse 21st CCLC

site and her community! Her attendance was nearly

PERFECT in the 21st CCLC program and she has a great

attitude to match. As a talented student she continues to

defy the odds as she worked alongside the lead designer

for this 21st CCLC PBL project (depicted to the right) where

she was able to help create this master piece! The 21st

CCLC PBL allowed the students to be creative and learn

many fashion designing skills. This costume was inspired

by her favorite sea life animal - the Red Octopus. Kudos to

her for her positive attitude and diligence when completing

21st CCLC projects.”

-Niketra Johnson, M.Ed.

21st CCLC Project Director



5.5 Overall Findings for Each Objective

This section provides information on the program’s progress toward and achievement of each

objective.

Table 14: Objectives and Findings

Objective Findings

Objective 1: 70% of regularly

participating students will

improve to a satisfactory English

Language Arts grade or above, or

maintain a high grade across the

program year

Objective met.

Total students with sufficient data – 144

71% met the stated objective



maintain high performance or

improve their reading skills as

measured by standardized

progress monitoring tool

Objective not met.





improve to a satisfactory

mathematics grade or above, or

maintain a high grade across the

program year

Objective met.






improve their mathematics skills

as measured by standardized


Objective met.





improve to a satisfactory science

grade or above, or maintain a high

grade across the program year

Objective met.


83% met the stated success criterion






improve their science skills as

measured by standardized


Objective met.




participating students in third

grade will achieve promotion

based on their performance on

the FSA

Objective met.





improve their decision-making

skills as measured by curriculum-

based assessment

Objective met.





improve their healthy eating

habits as measured by curriculum-

based assessment

Objective met.





improve their physical and

personal wellness as measured by

pre-, mid-, post-assessment

Objective not met.





increase their engagement in

career exploration as measured by

curriculum-based assessment

Objective met.





increase their financial literacy

skills as measured by curriculum-

based assessment

Objective not met.






participating family members will

improve their parenting skills as

measured by perceptual survey

Objective met.



6.0 PARTNERSHIPS and SUB-CONTRACTS

(SUSTAINABILITY PLAN)

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

the 21st CCLC program during the 2016-2017 school year. These partnerships and/or sub-

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

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

Table 15: Partnerships and Sub-Contracts

Agency Name Type of

Organization

Sub-

Contractor

(Yes/No)

Estimated

Value ($) of

Contributions

Estimated Value

($) of Sub-

contract

Description of Services

Blank Canvas Business/For

profit Yes $2150,00 1350,00

Provided Parent Paint Night

Activities

MAD SCIENCE Education/For

profit Yes $500.00 $300.00

Provided Parent Science

Night Activities

MAD SCIENCE Educational/For

profit Yes $4700.00

Provided 18 Science

Showcases for all 120

students we serve

Dramatic Learning Educational/For

Profit Yes $4200.00

Provided Staff development,

supplies and scripted

activities for teachers to

implement throughout the

school year, including the

summer months.

Full Sail University

Educational

University/ For

Profit

Yes $50,000 $42,000

Provided Staff development

throughout the school year

for challenged based

learning and filming and



editing. Provided hands on

instruction for students in

the area of film, robotics

and gaming.

Mobile Services Individual/For

Profit Yes $5,000 $4,000

Provided hands on learning

activities and lesson to all

120 students throughout

the school year in financial

literacy. Provided financial

literacy and planning to all

parents, which included free

tax services.

Darius Washington Individual/For

Profit Yes $5500,00 $3500.00

Professional Basketball

Player. Provides hands on

learning experiences to all

120 students. Taught skills

that included dribbling,

passing, shooting and

defensive strategies.

Carol Cudjoe Educational

Arts/For Profit Yes $10,000

Professional Choreographer.

Owner of Nu Look Dance

Company for over 30 years.

Provided high quality

training is various areas of

dance. For performances

she provides professional

dance attire.

Shirely Wiggs Individual/For

Profit Yes $8,000

Infuses Art with cross

curriculum concepts such as

Math, Social Skills and

Entrepreneurship.

Monica Goffery Educator/For

Profit Yes $8,000

Art Instructor. Provided

Math Art Lessons during the

after school program.

Dr. Joy Taylor Retired

Educator Yes $600.00

Provided Parent Night

courses for our parents.

Alanna Talyor Individual Yes $300.00

Trained Culinary Chef.

Provided Parent Night

course for our parents.

Michael Augusta Individual Yes $300.00

Works for Department of

Juvenile Justice provided

parent night course for our

parents.



7.0 RECOMMENDATIONS, LESSONS

LEARNED, & CONCLUSION

7.1 Recommendations A great effort was made by the program leadership and staff to meet all grant objectives, however, all grant objectives were not met for the 2016-2017 grant year. The program met 10 out of 13 grant objectives. Formal recommendations are as follows:

1. The benchmark percentage was not attained for the reading skills objective which is measured by the Discovery Education Reading Assessment. The program will need to implement more targeted reading activities and lessons that specifically reinforce what the students are learning for reading during the school day. The program will also need to implement more targeted reading lessons that specifically reinforce reading skills that are included in the Discovery Education Reading Assessment. The program can also implement mini-assessments as a progress monitoring tool in addition to the pre, mid and post assessments so that teachers can address any reading content that students are struggling with on a more regular basis.

2. The benchmark percentage was not attained for the physical and personal wellness objective. The program will need to increase the number of student comprehension checks that are taking place throughout the year in regards to this grant objective specifically. There are various kinds of comprehension checks that can be used to see if students are retaining the information that is being taught. Currently students take a pre, mid and post test. There will need to be additional assessments (formal or informal) in between the pre, mid and post tests so that the program can better gauge whether students are able to answer questions about the content that is being taught. If students are not retaining the information and are not able to answer questions correctly when completing mini-assessments/comprehension checks, then the program will need to strengthen the instruction and teaching strategies that are used. In addition, the tool that is being used to assess the students should be reviewed by program leadership and the teachers/staff that actually teach the content related to this grant objective. If the assessment tool does not align to what is being taught to the students, then the assessment tool may need to be updated. Program leadership also needs to ensure that the content that is being taught to the students align with the verbiage in this specific grant objective.

3. The benchmark percentage was not attained for the financial literacy objective. The program will need to increase the number of student comprehension checks that are taking place throughout the year in regards to this grant objective specifically. If students are not retaining the information and are not able to answer questions correctly when completing mini-assessments/comprehension checks, then the program will need to strengthen the instruction and teaching strategies that are used in regards



to financial literacy. In addition, the tool that is being used to assess the students should be reviewed by program leadership and the teachers/staff that actually teach the content related to this grant objective. If the assessment tool does not align to what is being taught to the students, then the assessment tool may need to be updated. Program leadership also needs to ensure that the content that is being taught to the students align with the verbiage in this specific grant objective.

7.2 Lessons Learned During the 2016-2017 grant year, Boys & Girls Clubs of Central Florida’s Walt Disney World Clubhouse 21st CCLC site was able to get buy-in from staff, students and parents. This is a commendable achievement. Mandatory grant deliverables were uploaded to the 21st CCLC state’s deliverables website each month along with student attendance numbers. Lesson plans were implemented and students benefited from a plethora of engaging academic and personal enrichment activities, some of which were cross-curricular in nature. Students were also exposed to a variety of things that they had never seen or heard of prior to participating in the 21st CCLC program. They were able to use critical thinking skills to think deeply and build upon their existing foundation for learning. The Walt Disney World Clubhouse site also learned lessons, overcame obstacles and continued to strive toward a high level of program implementation. Some of these lessons included how to best handle a variety of student behaviors and encourage regular student attendance, how to continue to motivate teachers and staff, how to recruit and engage adult family members to participate in the adult family member offerings, and also how to keep grant objectives and goals in the forefront of the minds of teachers, staff and parents. These lessons were helpful in making sure that the program operated at a satisfactory level and will also be used in program planning for future years of the 21st CCLC grant.

7.3 Conclusion In conclusion, the Boys & Girls Clubs of Central Florida Walt Disney World Clubhouse 21st CCLC site operated at a high level. For the upcoming 2017-18 project year, the program plans to use the recommendations provided in this report as a reference point when planning the academic and personal enrichment components of the program.





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

Central Florida, Walt Disney World Clubhouse, and/or their

21st Century Community Learning Center (CCLC) Program

please contact:

Boys & Girls Clubs of Central Florida

101 East Colonial Drive

Orlando, Florida 32801

(407) 841-6855

www.bgccf.org

http://www.bgccf.org/

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Century Community Learning Centers - bgccf.org · Grant Planning Services ... It also offers enrichment activities to students that complement the ... remedial education activities,