Boys & Girls Clubs of Tampa Bay. Formative Evaluation Report

Transcription

1 Boys & Girls Clubs of Tampa Bay Tampa s 21 st Century Community Leaning Centers Project Number: 92B-2444A-4PCC1 Formative Evaluation Report February 28 th,

2 TABLE OF CONTENTS Table of Contents I. Program Overview... 3 II. Student Attendance and Enrollment 3 III. Program Operation IV. Objective...5 V. Recommendations.. 9 2

3 The Formative Evaluation from the Boys & Girls Clubs of Tampa Bay for the Tampa 21 st Century Community Learning Centers assesses progress toward achieving the proposed objectives with the ultimate goal of providing high-quality opportunities for academic enrichment for targeted children and their adult family members. The Formative Evaluation will provide an overview of the program followed by sections on (1) student attendance; (2) program operation; (3) objective assessment; and (4) recommendations. I. Program Overview: In the fourth year of operation, the Tampa 21 st Century Community Learning Centers targets services to over 350 K-5 th grade students at seven Title 1 schools, Booker T. Washington, Edison, Lockhart, Potter, Dunbar, Just, and West Tampa Elementary s, and one private school, St. Peter Claver. Through an innovate partnership of the Boys & Girls Clubs of Tampa Bay, additional community providers, and the District this program provides academic and enrichment services to the children, engage family members, and builds sustainability in the community. The program utilizes three Boys & Girls Clubs of Tampa Bay (B&GCTB) facilities and their staff for the primary service locations for the program as it provides after-school, summer and holiday activities. Activities and services are offered daily, totaling over 250 days of service to enrolled youth. Other key partners deliver enhancement services including Instruments of Change who will provide an on-site music program that will permit children to master skills on instruments and the opportunity to earn an instrument of their own to keep, and Big Brothers Big Sisters provides one-on-one mentoring services at the three sites to students prioritized due to having an incarcerated parent or a boy with no male in the home. The program supports school day and extended learning programs at targeted schools, as B&GCTB serves as an elective for referred youth. Through partnerships with the schools, youth most in need of academic support, remedial education, behavior modification and supports are referred to the 21 st CCLC Program. The program entails comprehensive out of school time academic enrichment, and through other funding sources, includes basic needs services and family engagement. II. Student Attendance and Enrollment: The Tampa 21 st Century Community Learning Centers program enrolls youth referred by partner schools. The Tampa 21 st Century Community Learning Centers program has enrolled and served 384 total students, with 86% (333 students) attending at least 30 days of the program. The average number of days attended for regularly attending students is 104 during this grant cycle, leading to high program engagement. 3

4 Non-regularly ateedning 14% Regularly Attending 86% Table 1. Student Enrollment: Total and Regularly Participating Students for 2013 and Academic (Data taken from Mid- Report) Center/Site Name Wilbert Davis B&GC Belmont Heights Steinbrenner B&GC West Tampa Nick Capitano B&GC Total All Students Served: (Attending At Least One Day) Only Academic Only Both and Academic Total Regularly Attending Students: (Attending 30 Days or More) Only Academic Only Both and Academic Note. Unduplicated counts shown. Students attending/enrolled in both operation periods are only reported under AND Academic. Only + Only Academic + AND Academic = Total. III. Program Operation: The program operates as often and as frequently as possible, to ensure the safety of students. In total, students participated in over 33,000 days of attendance, with nearly 5,000 academic enrichment or remedial education sessions; nearly 1,500 life skills activity sessions and nearly 3,500 healthy lifestyles sessions. Examples of activities and projects offered include project based booklets on gang/gang prevention completed by students; a 100 days of school celebration, in collaboration with the United Way; an expansion of tutoring and mentoring programs with the Reading Pals Initiative; and family engagement activities in collaboration with the Tampa Housing Authority. 3.1 Operation The Tampa 21 st Century Community Learning Centers summer program served youth for the full ten weeks, in comprehensive summer learning and enrichment programs. The programs served students for at least ten hours per day, and included lunch, snack and field trips. Additionally, summer operations offered students with countless special events, speakers and opportunities for service learning. Students were supported by certified teachers for at least twenty hours per week, B&GCTB professional staff and volunteers in various 4

5 Before During After Weekends / Holidays Before During After Weekends/ Holidays summer learning programs. A significant focus on reading, literacy and writing were also prioritized through initiatives with the Tampa Bay Rays and the United Way. Table Operation Total number of Typical number of Typical number of hours per week THIS site was open on: Center/Site Name weeks THIS days per WEEKDAY site was week THIS WEEKDAYS EVENINGS open: site was open: WEEKENDS Wilbert Davis B&GC Belmont Heights Steinbrenner B&GC West Tampa Nick Capitano B&GC Academic Operation The Tampa 21 st Century Community Learning Centers academic year program focuses activities on supporting school day lessons. Through mentoring provided by professional staff and instruction led by certified teachers, the academic year program offers project based learning projects, remedial education, online self-directed learning, academic enrichment and comprehensive mentoring for students. The academic year program operates daily and offers programming for full day activities as well. Snack and transportation are provided as well by B&GCTB sites. Table 3. Academic Operation Center/Site Name Wilbert Davis B&GC Belmont Heights Steinbrenner B&GC West Tampa Nick Capitano B&GC 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 N/A N/A 18 9 N/A N/A N/A N/A 18 9 N/A N/A N/A N/A 18 9 N/A N/A IV. Objective : Of the 333 regularly attending students, 319 total students have completed testing and have set baseline academic performance data. The average reading level for all students is 183. Through Study Island software math pretests, average score was 41% and average reading grade was 41% as well. In enrichment programs offered so far, youth on average scored 22% higher in resiliency skills (40% pre vs. 62% post in Street SMART); and 25% higher in healthy lifestyles competencies (35% pre vs. 60% post in Triple Play). 5

6 Pre Test Post Test 10 0 Street SMART Pre Test Post Test Triple Play Table 4. Objectives and Activities Measurable Objectives 1.1: 80% of regularly show continuous improvement in reading Activities Daily reading activities through direct certified teacher instruction, aided by paraprofessionals,, additional reading opportunities through Study Island program, small libraries at each site, myon Capstone reader program. All activities are included in curriculum plans and scope for program. Activities are conducted with children of the same grade and/or competency level Timeframe For Activity Data Type/ Frequency a. reading grades on report cards b. Study Island or other computer tests c. District assessments d. FCAT measures and summer d. Annually How Data Was Analyzed Report cards Study Island Reading Pre- Test Progress Toward Goal Objective on target to be met: All students have been tested for initial placement through our Study Island computer-based system. Re-testing has shown that students are making progress, although in many cases students are not at grade-level. The certified teachers at each site have also established individual tutoring for students at risk of failing in 6

7 1.2: 80% of regularly increase their reading fluency skills 1.3: 80% of regularly show continuous improvement in math skills 1.4: 80% of regularly increase science skills 2.1: 85% of regularly increase or maintain acceptable levels of homework completion Daily reading activities through direct certified teacher instruction aided by paraprofessionals, additional reading opportunities through Study Island, small libraries at each site, myon Capstone reader program. Writing activities such as learning new words & spelling, writing stories, reading aloud, creative journals and myon Capstone reader. All activities are included in curriculum plans and scope for programs. Daily math activities through direct certified teacher instruction, additional math opportunities through Study Island program, and teacher developed activities. All activities are included in curriculum plans and scope for program. Activities are conducted with children of the same grade and/or competency level. Science activities occurred through instruction from certified teacher instruction, additional science opportunities through Study Island program, and teacher developed activities. All activities are included in curriculum plans and scope for program. Activities are conducted with children of the same grade and/or competency level. Homework completion time is included outside the direct instruction time by certified teachers. Each site maintained a homework checklist for students and provided an environment and resources needed for children to complete a. reading grades on report cards b. Study Island or other computer tests c. District assessments d. FCAT measures and summer d. Annually a. math grades on report cards b. Study Island computer tests c. District assessments d. FCAT measures and summer d. Annually a. science grades on report cards b. Study Island computer tests c. District assessments d. FCAT measures and summer d. Annually a. Homework checklist b. Power Hour completion Report cards Study Island Reading Pre- Test Report cards Study Island Math Pre-Test Report cards Study Island Science Pre-Test Homework Tracking Forms Teacher Survey reading. Objective on target to be met: All students have been tested for initial placement through our Study Island computer-based system. Testing has shown that students are not on grade-level. The certified teachers at each site have established tutoring for students at risk of failing in reading. Certified Teachers also struggling readers have been paired with reading pals from the United Way Program. Objective on target to be met: All students have been tested for initial placement through our Study Island computer-based system. Re-testing has shown that students are making progress, although in many cases students are not at grade-level. The certified teachers at each site have also established individual tutoring for students at risk of failing in math. students have been tested for initial placement through our Study Island computerbased system. Retesting has shown that students are making progress, although in many cases students are not at grade-level. The certified teachers focus on science topics through PBL activities. students have time dedicated for homework completion in addition to their hour of academic instruction with certified teachers 7

8 2.2: 90% of regularly maintain acceptable attendance levels 2.3: 85% of regularly increase their knowledge of drug and/or violence prevention their work. All students were required to attend school in order to attend the afterschool program. Each student was checked for school attendance at pickup. BBBS provides mentoring to 24 (priority is for boys and/or children with incarcerated parents) SMART MOVES is a nationally recognized anti-drug and violence curriculum led by trained Boys & Girls Club staff. All students complete an ageappropriate series of sessions in the program. a. Daily in school year b. During school year a. Report card check of attendance b. Teacher reports c. Other District measures a. SMART Moves pre/post test a. At the end of each semester b. At the end of summer Report Cards Teacher Survey Smart Moves Pre and Post that is tracked by program staff. students are required to attend school in order to participate in the 21 st CCLC program. Attendance is verified through each school. Staff from the program makes contact with parents of students who are not attending school as expected. Quarterly report card checks verify student attendance. students participate in the SMART MOVES program. There is a pre and post test administered. This program will be completed in the spring term. 2.4: 80% of regularly increase their fitness levels 2.5: 75% of regularly students that participate in the music enrichment component will increase their knowledge of basic music skills as demonstrated by an increase in pre-, post-, assessments (e.g., teacher Healthy Habits is a nationally health and fitness curriculum led by trained Boys & Girls Club staff. All students complete an age-appropriate series of sessions in the program. Healthy Habits was incorporated into the program the year as well as was physical activity time. Music enrichment activities with Instruments of Change. Music instruction has been show to compliment academic instruction and ties to increase math competency. Trained para-professional will assist children to increase their music knowledge through music instruction on keyboards the year. a. Healthy Habits pre/post b. Triple Play testing c. staff/teacher testing a. Monthly during and summer b. Monthly during and summer c. At the end of each school semester a. Music Instruction pre/post b. Staff/teacher testing a. At the beginning of music instruction and conclusion of instruction b. Periodically for Healthy Habits Pre and Post Triple Play Pre and Post Music Component not yet assessed will be done by March students participate each day in fitness activities. The Healthy Habits pre and post test will measure this component. Progress- Objective not yet met: All students identified for this music program will take a pre-test and participate in music enrichment once a week. Every Session will be tracked. Services will start in March

9 created assessments, music skill demonstrations tools) 3.1: 25% of adult family members of regularly attend at least one family event 3.2: 25% of adult family members of regularly students that attend 21st CCLC adult family member activities will increase their knowledge of testing strategies, homework help, and other school support strategies Family members were provided regular opportunities for events including program overviews, holiday activities, and other events. During family events, information was provided to parents to help them with their knowledge of school support, homework help, getting to know their child s teacher and other topics. each cohort during and summer Parent sign-in sheets Parent surveys Measurement time frames: At the conclusion of each event (at least twice per year) Parent sign-in sheets Parent surveys Measurement time frames: At the conclusion of each event (at least twice per year) Parent Sign in Sheets were evaluated and assessed. Parent surveys were distributed Parent Sign in sheets were evaluated and assessed Parent surveys were distributed Progress - Objective Achieved: Tampa s program has made great strides in attendance by family members in our programs. All parents were notified of Parent Orientation meetings at the beginning of the 2013 year. In order for their child to participate, parents (or guardians) were required to attend the Parent Orientation. Participation at each site was 85% or better. On-going family events have continued to be held with participation by parents at 25% or better at each site. on target to be met: Parent meetings have included regular information to help parents support their student s academic success. In the spring, prior to FCAT, specific sessions regarding testing strategies will be held and a survey will assess parent knowledge. Our greatest challenge will be assessing parents who have very low or no reading ability themselves. IV. Recommendations: The program s biggest challenges have included hiring and retaining certified teachers, and receiving district approval for a paid position to administer student performance data. However, the program has consistently hired staff and receives data from the school district, allowing for the program to operate effectively. The program is also working with private schools to refer certified teachers to staff the program sites. An additional, ongoing challenge has included providing instruction for our children who are several grade levels behind their classmates. We make great progress with them; however, they may not score satisfactorily on the FCAT. 9