2015-2016 21 Century Community Learning Center Pace Annual Rpt.pdf · 2015-2016 21st Century...

2015-2016 21st Century Community Learning Center

PERRY LOCAL SCHOOLS IRN# 047902

Perry High School

Perry Career and College Academy Grant # 6927

prepared by

Katherine K. McWatters August 1, 2016

Perry Local Schools (Lake County) IRN# 047902 Career and College Academy Grant # 6927 21st CCLC Evaluation

Table of Contents

Introduction and Methodology ............................................................................................. 3

Program Description ................................................................................................................. 4

2015-2016 Objectives and Outcomes……………………………………………………………5 Summary of Achievement……………………………………………………………….…..………10 2017 Program Recommendations……………………………………………………………….11 Appendix……………………………………………………………………………………………………12


INTRODUCTION AND METHODOLOGY

The program review and evaluation of objectives and outcomes was conducted by Katherine McWatters,

McWatters Consulting, LLC, 7711 Redman Lane, Reynoldsburg, OH 43068.

Following the National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

Model for effective afterschool programming, the program evaluation used both internal (formative) and

external (summative) methods for measuring program outcomes.

Evaluation methods included review of data collected during the 2015-2016 school year that included

but was not limited to student program attendance records, pre and post local assessment results, pre and post

developmental asset survey results, site visit observations, administrators interviews and results of survey

instruments used measure program satisfaction of stakeholders including teachers, parents and students. This

collected information provided data to measure program outcomes and analyze the success of the program.

This data review also identified areas for strategic improvement asking the questions: Have we met the

program performance objective? What can improve? Are participants satisfied? What barriers exist? What

additional partners are needed to meet the program performance objectives? Should changes in program

activities and offerings be implemented? The outcome results and answers to the questions are applied to

recommendations for continuous program improvement.

Ms. McWatters has thirty five years of experience in management and program development with the

last twenty five years in after school programs program administration, development and evaluation in public

and private school settings. Ms. McWatters has a Bachelor of Science Degree in Education from Ohio

University.

Others working to gather and track information for this report from Perry Local School

District for this report include:

Christine M. DeNicola, MA Ed./NBCT, Grants Coordinator, Perry Local Schools


PROGRAM DESCRIPTION

Perry Local Schools, 21st Century Community Learning Center Program at Perry High School is ending

the third year of a five year grant cycle.

Mission of 21st Century Community Learning Center Program at Perry High School is to implement a

comprehensive school and community response to academic at risk students exhibiting a lack of connection to

school/community resources. The vision of the 21st Century Community Learning Center Program known as

Perry College and Career Academy (PACE) is to develop student interest-based programs that develop career

readiness through targeted intervention and internships. Perry College and Career Academy will serve 75

students. 50% of students served will be considered at risk academically and 75% of the students served will be

economically disadvantaged.

(PPO #1 READING and PPO#2 MATH)

Perry College and Career Academy will provide increased opportunities for academic intervention, remediation,

OGT preparation and credit recovery so that 75% of at-risk students will increase credits recovered by 2 and

pass 1 or more sections of the OGT (or forthcoming End of Course exams used as graduation requirement).

PPO#1 and PPO#2 Activities will included:

*Tutoring (individualized intervention and instruction)

*Web Based instruction and credit recovery

*OGT Preparation Workshops

*Homework Support and Help

* Learning Centers (Robotics)

(PPO #3 YOUTH DEVELOPMENT)

Perry College and Career Academy will provide increased opportunities that increase students' developmental

assets and enhance their health/wellness development by providing opportunities for skill based learning so that

students participating in program activities 30 days or more will gain 4 or more Developmental Assets each

year.

PPO#3 Activities will included:

* Health and Wellness programs

* Career Exploration (Jobs and Internships)

* Soft Skill Workshops (Perry Works)

* College Exploration Activities: college visits/fairs

(PPO #4 PARENT ENGAGEMENT)

Perry College and Career Academy will provide opportunities for family engagement/social networking/skill

based learning and access to community resources so that all families will participate in at least one family

engagement event increasing their skills/knowledge and support networks and 75% of families will indicate a

good to excellent satisfaction rating on surveys/evaluations.

PPO#4 Activities will included:

* Parent Events (community resource meetings)

* Parent Communication (individual contacts, weekly e-mail alerts)

* Community Referrals that link families to local educational opportunities, health and social services and other

community events

* 21st CCLC Program Advisory Group


PROGRAM OBJECTIVES AND OUTCOMES

ATTENDANCE AND STUDENT DEMOGRAPHIC INFORMATION Attendance is a basic, yet critical element of any after school program. Students are able to make significant

gains in skills from academic interventions and youth development programming when they receive enough of

the intervention. Thirty or more days of attendance are required by the Ohio Department of Education for

students to be considered “regular attendees.”

ATTENDANCE AND STUDENT DEMOGRAPHIC OBJECTIVE: Perry College and Career Academy will serve 75 students.

75% of the students served will be economically disadvantaged. 50% of students participating in the program will be identified as at risk (LEP, IEP, danger of

struggling or failing current coursework, credit deficient according to grade level equivalency and/or not passing all sections of OGT)

ATTENDANCE AND STUDENT DEMOGRAPHIC OUTCOME: Student Attendance

Days of Attendance

2014

2015

2016

2017

2018

Less than 30 days 167 128 166

30 days to 59 days 9 47 39

60 days to 89 days 4

90 days or more 3

Total 176 175 212

Student Gender

Gender

Total Student Attendees

9th-12th grade

Regular Student Attendees

(30 days or more)

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

Male 99 95 120 4 26 25

Female 77 80 92 5 19 21

Total 176 175 212 9 47 46

Student Grade Level

GRADE

LEVELS


9th-12th grade


(30 days or more)

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

8th grade 0 0 1 0 0 0

9th -grade 45 35 67 1 6 8

10th -grade 48 75 61 0 14 16

11th -grade 67 37 62 3 10 13

12th -grade 16 28 21 5 17 9

Total 176 175 212 9 47 46


Student Special Services

Special/Services Program Total Student Attendees


(30 days or more)

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

Includes Limited English Proficiency 9 6 14 0 3 8

Includes economically disadvantaged 37 31 69 0 10 26

Includes Special Needs or Disabilities 31 14 28 0 7 11

Racial-Ethnic Group

Race/Ethnicity


9th-12th grade


(30 days or more)

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

American Indian or Alaska Native 0 0 0 0 0 0

Asian or Pacific Islander 3 0 2 0 0 0

Black or African American 8 11 2 3 4 0

Hispanic or Latino 18 25 35 0 4 16

White 147 139 161 6 39 26

Mixed Race 0 0 11 0 0 3

Not available 0 0 1 0 0 1

Total 176 175 212 9 47 46

ATTENDANCE AND STUDENT DEMOGRAPHIC FINDINGS: The Perry College and Career Academy enrolled 212 students. 46 students attended the program 30 days or

more. 33% were economically disadvantaged. Struggling students were identified and staff made every effort to

ensure that student engagement was effective.

The Perry College and Career Academy is meeting attendance outcomes and approaching demographic

outcomes.

ATTENDANCE AND STUDENT DEMOGRAPHIC LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.

______________________________________________________________________________________________ PPO #1 READING and PPO#2 MATH Opportunities for learning occur in the hours children spend outside of school. Good out of school time

programs use instructional practices that actively engage students' attention and commitment to learning. The

Perry College and Career Academy intends will improve academic achievement of at risk students by providing

increased opportunities for academic intervention, remediation, OGT preparation and credit recovery.

PPO #1 and PPO#2 ACADEMIC OBJECTIVES: Perry College and Career Academy will provide increased opportunities for academic intervention, remediation, OGT preparation and credit recovery so that 75% of students attending 30 days or more will increase credits recovered and pass 1 or more sections of the OGT (or forthcoming End of Course exams used as graduation requirement).

Perry Local Schools (Lake County) IRN# 047902 Perry Elementary School REACH Program Grant # 6927

PPO #1 and PPO#2 ACADEMIC OUTCOMES: 7 credits were earned by 5 students who participated in the credit recovery components of the

program.

75 students passed one or more sections of the OGT.

74% of students attending 30 days or more met benchmarks in their individual graduation plan.

Teachers surveys provide information help determine if teachers are aware of the student’s

participation in the program and if student’s participation in the program activities have an

impact on the day school performance. According to Perry High School Teacher Surveys:

84% of classroom teachers believe that students participating in the program improved in

academic performance.


participating in class.


completing homework.


coming to school prepared and ready to learn. *see Appendix for Teacher Survey results

PPO #1 and #2 ACADEMIC FINDINGS: Perry College and Career Academy provided students with academic activities that included: Tutoring Support

and Help (individualized intervention and instruction), Web Based Instruction and Skill Practice (Credit

Recovery), OGT preparation and Project Based Enrichment Learning Centers (experiential activities in

reading, math, science and technology). Enrichment activities provided students with the opportunity to

practice skills, build on previously learned skills and help make links between the learned skills and the

program activities.

Building relationships with students and encouraging and increasing their participation so that the program

can impact student’s academic outcomes is extremely difficult with student’s whose relationship with school has

been disenfranchised. Number and continuity of days students attend program is directly related to student’s

outcomes. Struggling students were identified and staff made every effort to ensure that student engagement was

effective.

Perry College and Career Academy met academic outcomes.

PPO #1 and #2ACADEMIC LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.

_______________________________________________________________________________________________ PO # 3 YOUTH DEVELOPMENT

A student must acquire developmental assets by high school to be on track for positive and contributing

citizenship. These assets include positive sense of self, engagement with family and involvement in school and

community.

PPO # 3 YOUTH DEVLOPMENT OBJECTIVE:


Perry College and Career Academy will increase students' developmental assets and enhance their

health/wellness development by providing opportunities for skill based learning so that students participating in

program activities 30 days or more will gain 4 or more Developmental Assets each year.

PPO # 3 YOUTH DEVLOPMENT OUTCOME: Perry College and Career Academy activities included:

Students participated in Perry Works Job Readiness Program which included: Internship Boot Camp,

Interview Practice and Reviews, Internship Placements and Field trips to SKF Solutions Factory and

Lincoln Electric.

Students participated in the Robotics, Diversity, Female Hispanic Empowerment Clubs and Community

Service Learning projects.

P-Fit activities provided students access to healthy life style activities including Rock Climbing and on-

line Health programs.

According to Developmental Assets Survey:

92% of students who responded to the survey had sometimes secured or had secured developmental

assets needed for good self-concept.

92% of students who responded to the survey were had sometimes secured or had secured

developmental assets needed for good family relationship.


developmental assets needed for good community relationship.


developmental assets needed for good school relationship. *Please see Appendix for all Survey results

Teachers surveys provide information help determine if teachers are aware of the student’s

participation in the program and if student’s participation in the program activities have an impact

on the day school performance. According to Perry High School Teacher Surveys:


getting along well with other students. *see Appendix for Teacher Survey results

PPO # 3 YOUTH DEVLOPMENT FINDINGS: Perry College and Career Academy provided students with a variety of experiential learning activities in

character education, healthy living and community service learning programs. Career and College Exploration

activities allowed students to explore their postsecondary options.

Perry College and Career Academy Students’ perception of themselves and relationships with their families,

and their community is meeting youth development outcomes. There still room to improve and expand students’

experiences and opportunities in school relationships. Activities should specifically link to strengthen student’s

developmental assets that have not yet been secured.

Responses on teacher surveys indicate that there still a need for students to change behaviors to meet teachers’

classroom performance expectations.

PPO # 3 YOUTH DEVELOPMENT LIMITATIONS: Only 12 students participated in the Developmental Asset Survey. The results of these surveys could not

accurately or statistically reflect whether the youth development components of the program had impacted

students participating in the program.


Even though not all teachers responded on teacher survey to individual student’s performance in the program

the surveys do provide us with topics for discussion on program improvement.

______________________________________________________________________________________________ PPO#4 FAMILY INVOLVEMENT The most consistent predictors of children's academic achievement and social adjustment are parent

satisfaction with their child's education at school. (National PTA Program Standards of Excellence).

Identifying and integrating resources and services from the community and building parents' community

networks strengthen family practices changing home environments and have a strong influence on children's

school performance. (Strengthen What Happens Outside School to Improve What Happens Inside, Harvard

Family Research Project, 2009) Family program activities will encourage parent’s involvement in their

student's education and will increase the assets, skills/knowledge and support networks of parents/ guardians.

PPO#4 FAMILY INVOLVEMENT OBJECTIVE: Perry College and Career Academy will increase the skills/knowledge and support networks of parents/

guardian of by providing opportunities for family engagement/social networking/skill based learning and

access to community resources so that all families will participate in at least one family engagement event and

75% of families will indicate a good to excellent satisfaction rating on surveys/evaluations.

PPO#4 FAMILY INVOLVEMENT OUTCOME: Staff contacted all parents of target students to encourage student enrollment in program. Program

mission, vision and requirements were discussed.

All parents were offered the opportunity to attend school and community events which included:

August 13, 2015- Open House

September 14, 2015- College Information Night

December 10, 2015 - Parent Advisory Board Meeting

January-February, 2016- Transition Meetings

According to Parent Surveys:

100% of the parents who responded to the parent survey agreed that the REACH Program was a

positive learning experience for their child that provided their children with a safe, well

supervised environment, an opportunity to feel successful, interesting activities, and an

opportunity to improve in school.

99% of the parents who responded to the parent survey also agreed that the REACH Program

Parent events increased their knowledge about educational opportunities for their children and

programs in the community. *see Appendix for Parent Survey results

COMMUNITY INVOLVEMENT OUTCOME: Lakeland Community College

ADAMHS Board (Lake County Counseling Center)

American Legion

SKF Solutions Factory

Dairy Queen

PPO#4 FAMILY INVOLVEMENT FINDINGS: 75 families participated in at least one family engagement event. Engaging parents of high school students is

difficult at best. Program staff must create a safe and comfortable environment that encourage parents to

participate in program activities.

Perry College and Career Academy is approaching parent participation in program events and met parent

program satisfaction outcome. PPO # 4 FAMILY INVOLVEMENT LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.

Results of parent surveys provide us with topics for discussion on program improvement.

Summary of Achievement

Results

Served students with the greatest need in the

community 212 students participated in the Perry College and

Career Academy at Perry High School. 46 students

attended the program 30 days or more.

33% of all participants receive free or reduced lunch

Struggling students were identified and staff made

every effort to ensure that students were engaged.

Increased participating student’s academic

achievement. 7 credits were earned by 5 students who participated in

the credit recovery components of the program.

75 students passed one or more sections of the OGT.

74% of students attending 30 days or more met

benchmarks in their individual graduation plan.

According to teacher surveys 84% of students improved

in academic performance, 74% of students improved in

participating in class, 71%% of students improved in

completing homework and 71% of students improved

in coming to school prepared and ready to learn.

Provided students with opportunities to increase

developmental assets. According to 2016 Youth Assets Surveys:

92% of students who responded to the survey

have an overall positive perception of

themselves.


have an overall positive perception of their

relationship with their family.



relationship with their community.



relationship with their school.

60% of classroom teachers believe that students

participating in the program improved in getting along

well with other students.

Provided benefit to families of participating

students

75 families participated in at least one family

engagement event.

100% of the parents agreed that the REACH Program

was a positive learning experience for their child

99% of the parents agreed that the REACH Program

Parent events increased their knowledge about

educational opportunities for their children and

programs in the community.

Increased community involvement 6 community partners were identified as providing

resources to program to support the implementation of a

variety of program components.

2016- 2017 PROGRAM RECOMMENDATIONS A quality program is one that is reflective, willing to improve, change, grow and believes in successful

outcomes for its participants. Program recommendations were determined by reviewing all of the information

and data collected during annual program review and evaluation. This collected information provided data to

analyze the success of the program components and make the following recommendation for continuing

program improvement.

INCREASE Student Engagement Program staff should plan and develop activities meaningful experiences for students intended be

ongoing and engaging so students are encouraged to develop a “looking forward attitude” to upcoming

program activities and events. Number and continuity of days students attend program is directly related

to student’s outcomes.

EXPAND Family Engagement Programs Family events should increase the awareness of the value of the education and provide opportunities for

educational related experiences.

Family events should increase the awareness of community resources and provide opportunities for

experiences in the community.

INCREASE Community Involvement Program should expand relationships with community partners for purpose of enhancing program

components. These partners should include arts, cultural, universities and other community institutions.

Program should provide opportunities for community partners to be engaged in program development

and design, marketing and implementation. Involving community partners in the Program Advisory

Group is recommended

ASSURE Long Term Program Sustainability District administrators must develop and plan for long term sustainability of the program. The plan

should include vision, mission, objectives, strategies and action steps.

Appendix

2015-2016 DEVELOPMENTAL ASSET SURVEY

12 students responded to the survey.

ALL ABOUT ME NOT YET SOMETIMES ALWAYS

1. I tell the truth even when it is not easy.

0

9

3

2. I can say no even when someone wants me to do something I

know is wrong.

0

6

6

3. I try to do the right thing even if my friends make fun of me.

0

7

5

4. I think about my future.

1

2

9

5. I have friends who care about me.

1

4

7

6. I can be friends with someone even if they are different from

me.

0

3

9

7. I can solve problems without hitting or using hurtful

language.

0

6

6

8. I like myself.

0

2

10

MY FAMILY NOT YET SOMETIMES ALWAYS

9. My family loves me.

0

0

12

10. I talk to my parents about things that bother me.

1

4

7

11. My parents talk to me about what is right and what is

wrong.

1

2

9

12. In my family there are rules about what I can and cannot do.

0

4

8

13. I enjoy spending time with my family.

0

4

8

14. I feel safe at home.

0

3

9

MY COMMUNITY NOT YET SOMETIMES ALWAYS

15. I feel safe in the neighborhood where I live.

1

1

10

16. In my neighborhood, I know adults who are not in my family

who care about me.

1

1

10

17. In my neighborhood there are things for me to do.

2

3

7

18. I participate in community activities (sports, clubs, church)

that have nothing to do with school.

2

1

9

19. I think helping other people is a good thing.

1

3

8

MY SCHOOL NOT YET SOMETIMES ALWAYS

20. I like school and like coming to my school.

3

3

6

21. I feel safe at school.

1

4

7

22. I have friends at school.

1

3

8

23. I know the teachers at school care about me.

1

1

10

24. I can talk to my teachers if I have a problem.

1

2

9

25. I participate in activities (sports, clubs, music, theater, or

other arts) at school.

1

1

10

2015-2016 CLASSROOM TEACHER SURVEY

Classroom Teachers completed 38 surveys.

In my opinion this student …

Improved in completing homework.

Improved in participating in class.

Improved in academic performance.

Improved in coming to school prepared and

ready to learn.

Improved in getting along well with other students.

TEACHER’S COMMENTS:

She is a great student and well behaved

Fantastic student she is naturally well behaved and a hard worker

Good student behaviorally

Hard working student

She is an incredible student to begin with. She is just as good academically and behaviorally today as she

was before the first day of class.

Yes, she always worked hard with all of you and got great feedback

While she was already a good student, I do believe anytime she attended the program, she was able to get

good solid help.

Yes No No

change

27

3 8

28

3

7

32

2

4

27

3

8

23

3 12

2015- 2016 PARENT SURVEY

75 parents with students in the Perry College and Career Academy program responded to the survey.

The results are indicated below.

In our experience the program provides my child with….

a safe, well supervised environment.

an opportunity to feel successful.

interesting activities.

opportunities to improve in school.

As a participant in the parent engagement events…

the activities increased my knowledge about

opportunities for my child.

I discovered new things about my community.

I meet other parents.

Strongly

Agree

Agree Disagree Strongly

Disagree

Unsure

52 22

52 22

51 23

52 22

Strongly

Agree

Agree Disagree Strongly

Disagree

Unsure

52

22 1

52

22 1

52

22 1

2015-2016 STUDENT PROGRAM SURVEY

CIRCLE ONE ANSWER

YES NO

Do you like coming to the after school program? 13 0

Do you feel safe in the program? 11 2

Do you have friends in the program? 12 1

Do you think you are doing better in school since you started

coming to the program? 11 2

Do you like the activities at the program? 11 2

What activities do you like the most?

Board maker, Puzzles on the computer, Tutoring, Homework Help, Football, Basketball, and Rock climbing

What activities do you like the least?

Math, Skits; Runniz, English, Basketball, Tutoring

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