Clinton Community School District



Local Evaluation for Grantee NameIowa 21st CCLC for 2017-2018OverviewTo assist grantees with meeting the local evaluation requirements, the Iowa DOE provides a standardized form for local evaluations of the 21st CCLC Programs. Each grantee is required to complete the local evaluation form with data from the previous school year. Each grantee must submit one evaluation that encompasses all centers funded by the grantee. Cohorts 8-12 are to be included for reporting data for the 2017-2018 school year. Reported data will be from the Fall of 2017 and the Spring of 2018. Data will also be reported for the Summer of 2017. The table below lists the eight required sections of the local evaluation. Each section includes a checklist of required items to include. The completed form should be saved with the filename <Grantee Name 21st CCLC Local Evaluation Form 2017-2018>. The form must be completed and submitted in Word format. (Note: Instructions for clarifications are shown in RED.)Required SectionComplete?General InformationXIntroduction/Executive SummaryXDemographic DataXGPRA MeasuresXLocal ObjectivesXAnecdotal DataXSustainability PlansXSummary and RecommendationsXGeneral InformationGeneral Information Required ElementsComplete?Basic Information TablexCenter Information TablexBasic Information TableItemInformationDate Form Submitted12/8/2018Grantee NameClinton Community SchoolsProgram Director NameLoras OsterhausProgram Director E-maillosterhaus@Program Director Phone563-243-0469Evaluator NameSusan M TroyEvaluator E-mailSusantroy58@Evaluator Phone563-590-6718Additional Information from Grantee (optional)Center Information TableCohortCenters(If not in a cohort, leave that cohort info blank)(Enter Names of Centers, separated by commas)Cohort 8Bluff Elementary, Jefferson Elementary, Eagle Heights ElementaryCohort 9Cohort 10Bluff Elementary, Jefferson Elementary, Eagle Heights ElementaryCohort 11Whittier Elementary and Clinton Middle SchoolCohort 12Additional Information from Grantee (optional)Cohort 8 represents grades K, 1 and 5 at each elementary school. Cohort 10 represents grades 2-4 at each elementary school.Introduction/Executive SummaryIntroduction/Executive Summary Required ElementsComplete?Program ImplementationXNeeds Assessment ProcessXKey People InvolvedXDevelopment of ObjectivesXProgram DescriptionXProgram days and hoursXList of activitiesXLocation of centersXAttendance requirementsXGovernance (board, director, etc.)XProgram HighlightsXIntroduction/Executive Summary The Clinton Community School District (CCSD) and collaborative partners’ mission is to narrow the achievement gaps for students at Bluff Elementary, Jefferson Elementary, Eagle Heights Elementary, Whittier Elementary, and Clinton Middle School. The CCSD offers Student Adventures before, after-school and summer programs. Overarching goals are to: (1) Provide access to high-quality academic recovery and enrichment programs. (2) Work to close achievement gaps between Caucasian and non-Caucasian students and LSES and non-LSES students. (3) Give students access to a variety of engaging activities that promote positive youth development. (4) Promote community ownership by linking a variety of community resources to the schools, children, and adults who can best benefit from those resources. (5) Lead to greater family awareness of the importance of literacy as the major skill development area that correlates with high success in other academic areas. In the 2017-2018 academic year and summer, the CCSD ran three cohorts of students under 21st Century funding. Cohort 8 was comprised of kindergarten, 1st grade and 5th grade students at Bluff, Jefferson, and Eagle Heights Elementary Schools. Cohort 10 was comprised of 2nd, 3rd, and 4th grade students at Bluff, Jefferson, and Eagle Heights Elementary Schools. Cohort 11 was comprised of students in grades 1-5 at Whittier Elementary School and students in grades 6-8 at Clinton Middle School. Needs Assessment and Key People InvolvedBeginning with the implementation of Clinton’s first Community Health Advisory Board in 1992, the city of Clinton and the Clinton Community Schools have engaged in an effective collaborative planning body. At the core of the current planning process is a dedicated and committed group of CCSD staff, community leaders, parent representatives, and community-based organization executives currently called the Student Adventures Community Governance Board. SACGB has one primary goal: “Develop and implement a single, comprehensive system of services, delivered to the community through our schools.” This group determines what services are needed in the schools and which community partners can best serve to meet those needs. This governing body has provided oversight of 21st Century Programs in Clinton for over a decade. Annual needs analysis, outcome data, and program planning at the individual school level is received by the Board for review and approval. At the core of all planningis an ongoing review of status and progress made in the following risk factors for Clinton youth:Risk Factor 1 - Poverty: Poverty is a major risk factor for students in the Clinton Schools. Clinton County currently ranks 7th out of Iowa’s 99 counties in terms of child welfare and food assistance expenditures. 18.4% of the city’s citizens receive food assistance (). Thirty-four percent of the children in Clinton are in single parent households (Robert-Wood Johnson Foundation, 2014). 49% of African American families live in poverty and 48.1 percent of mixed-race families live in poverty. School FRL rates significantly exceed the FRL rate for the state with Clinton Schools exhibiting the following:Bluff Elementary = 76% FRLJefferson Elementary = 84% FRLEagle Heights Elementary = 54%% FRLWhittier Elementary = 49% FRLClinton Middle School = 60% FRLRisk Factor 2 – Low Academic Achievement: In our target schools, rates of non-proficiency are highly specific to two populations of students: minority students and students in poverty. While the District has made substantial progress in academic achievement in the last four years, a higher percentage of students in these demographic categories continue to display reading and math skills that do not meet the minimum proficiency standards set forth in the District’s C-Plan (CCSD Data 2017-2018). For example, in grades 6-8, 32% of LSES students are not proficient in math and 38% of LSES students are not proficient in reading. In grades 3-5, 23% of LSES students are not proficient in math versus 15% of non-LSES students. In grades 3-5, 32% of LSES students are non-proficient in reading. Risk Factor 3 – Family Histories of Problem Behaviors: Without appropriate parental role modeling, children are disadvantaged in learning socially appropriate behaviors. The community of Clinton has high rates of family dysfunction. In its latest At-Risk Report, the CCSD reported that 38% of its students are identified as having at least one of the following critical risk factors: Homeless (7%); Out of Home Placement (9%); Juvenile Court Involved (13%); Pregnant/Teen Parent (11%); Verified Victim of Abuse (14%).Development of Objectives Objectives are designed to target two of these key risk factors: 1) Low academic achievement and 2) Prevention of problematic behaviors. Focusing on these two factors could potentially break the cycle of poverty for so many of our students by helping them achieve academically and by strengthening protective factors against substance use and other problem behaviors.Program DescriptionThe Student Adventures programs in Clinton have a dedicated full-time Director (Mr. Loras Osterhaus) with a dedicated office in the Clinton School District Administration Building. Each school has a dedicated ? time Site Facilitator responsible for the day-to-day scheduling of teachers, staff and students, implementation of day-to-day activities, and distribution of Student Adventures parent calendars and newsletters.Days, Hours and Location of CentersStudent Adventures programs are available from 6:30-7:30 a.m. and from 2:45-5:00 p.m. on Mondays, Tuesdays, Thursdays and Fridays at Jefferson, Bluff, Eagle Heights and Whittier elementary schools. Student Adventures programs were available from 6:45-8:00 a.m. and from 3:30-5:00 p.m. on Mondays, Tuesdays, Thursdays, and Fridays at Clinton Middle School (CMS). On Wednesdays, all sites ran from 12:45-5:00 p.m. All schools ran an all-day 8-week summer session beginning in June and ending the first week in August. Attendance RequirementsAny student is eligible to participate in the program, but the target population for inclusion are students who are not proficient in math, reading, or both subjects, minority students, students of low economic status, and students with behavioral issues. Students can be recommended to the program by parents, teachers, guidance counselors, or a student may self-refer followed by parental permission.ActivitiesWithin each school, students are grouped by grade-level, rotating through 30-45 minute blocks of academic remediation and enrichment, ATOD prevention, wellness, and recreation activities. At each school, staff to student ratio for remediation was approximately 7:1; for enrichment it was 8:1. Unique to the Student Adventures program is ‘early out Wednesdays’ where all schools release at 12:45 p.m. This allows the programs to provide students with weekly enrichment fields trips. Examples included the Children’s Museum, Putnam Museum, DeWitt Opera House, Naibi Zoo, Blanchard Dairy Farm, the Canadian Pacific Railroad, the Clinton Fire Department, and the Hurtsville Interpretive ernanceGoverning the Student Adventures program is a dedicated and committed group of CCSD staff, community leaders, parent representatives, and community-based organization executives currently called the Student Adventures Community Governance Board. SACGB has one primary goal: “Develop and implement a single, comprehensive system of services, delivered to the community through our schools.” This group determines what services are needed in the schools and which community partners can best serve to meet those needs. This governing body has provided oversight of 21st Century Programs in Clinton for fifteen years.Program Highlights In the CCSD’s Student Adventures program, LSES status student targets were met with all schools capturing LSES students at rates equal to or above the FRL rates for their schools. Minority student inclusion was also at rates above the minority status for each individual school and the District as a whole. In unduplicated headcount, 329 students were served by the Student Adventures programs in 2017-2018. With a 2017-2018 total enrollment of approximately 2390 for all schools served by Student Adventures programs, 14% of students participated in the programs. 286 students were regular attendees, for an overall regular attendance rate of 87%. In Cohorts 8 and 10, Bluff, Jefferson and Eagle Heights averaged 90% regular attendance, with Jefferson achieving an outstanding 94% regular attendance. In Cohort 11, Whittier Elementary School and Clinton Middle school achieved a combined 82% for regular attendance.Over 90% of students stated that they “like the program” and “look forward to the program.” Over 90% of parents in every Cohort stated that the program provided extra academic support and that their child had improved academically.In the 2016-2017 academic year, the Student Adventures program had 60 community partners; an increase of 16 new partners over the 2016-2017 academic year. Four partners provide additional funding for the program through direct donations or grants. An additional twenty-six partners provided their services in-kind or at no cost to the program. Partners providing ATOD services (New Directions), youth development services (Bridgeview Mental Health Center), recreation services (the YWCA), personal safety services (Clinton PD), health education services (Women’s Health), and family literacy services (Clinton Community College) all agree to a common hourly rate of $21.50 for services regardless of the typical hourly wage paid to their professional employees. This results in in-kind donations ranging from 12% to 50% depending on the agency.Of the 27 objectives (9 for each cohort), 21 (78%) were met. Of the remaining 6 objectives, for 3, the benchmark was partially met or substantial progress was made with outcomes being just slightly below the target benchmark. The remaining 3 objectives could not be measured. When all regular attendees were assessed, the average proficiency levels in math and reading for Student Adventures participants significantly exceeded the average proficiency level of FRL students in the District for their grade level. Surveys from parents, students, and teachers indicate that parents are very happy with the program. An average of 87% % of parents returning surveys felt that their child’s academics had improved. Over 90% of students indicated that they liked the program and looked forward to it. Teachers reported improvements in both academics and classroom behavior for the vast majority of participants.Program Highlights and ClosingIn the community of Clinton, the Student Adventures program has become part of the local fabric. Sixty community partners have invested their resources and/or personnel to provide students with their expertise and the message that they care. In its fifteenth year of operation, parents continue to state that the program provides their children with extra academic support and a variety of interesting activities that promote positive youth development. Students in the program are outperforming their peers in academic proficiency and are engaged with positive adult role models on a daily basis. As one middle school student stated in 2017: “Extra time at school means time for extra fun.”Demographic DataDemographic Data Required ElementsComplete?2017-2018 School Year Attendance TablesX2017-2018 School Year Attendance Summary TableX2017-2018 School Year Attendance Ethnicity TableX2017-2018 School Year Attendance Special Needs TableXSummer of 2017 Attendance TablesXSummer of 2017 Attendance Summary TableXSummer of 2017 Attendance Ethnicity TableXSummer of 2017 Attendance Special Needs TableXAttendance DiscussionXPartnershipsXPartnerships TableXPartnerships DiscussionXParent Involvement Information and DiscussionX2017-2018 School Year Attendance. Enter data in the appropriate fields in the tables below. Data will be from the Fall of 2017 and the Spring of 2018. There are separate tables for the Summer of 2017. Leave blank any cohorts that do not apply.21st CCLC Program 2017-2018 School Year Attendance Summary TableCohortAttendeesTotal AttendanceMaleFemaleLeave Blank if NAEnter #Enter #Enter #8All814437Regular*7643339AllRegular*10All964848Regular*84404411All785325Regular*68462212AllRegular**Regular Attendees have attended the program for 30 or more days.21st CCLC Program 2017-2018 School Year Attendance Ethnicity TableCohortAttendeesWhiteHispanic/LatinoAmericanIndian/AlaskaNativeBlack/AfricanAmericanAsian/PacificIslanderUnknown RaceLeave Blank if NAEnter #Enter #Enter #Enter #Enter #Enter #8All61501500Regular*594013009AllRegular*10All62802330Regular*5470203011All461201820Regular*40110152012AllRegular**Regular Attendees have attended the program for 30 or more days.21st CCLC Program 2017-2018 School Year Attendance Special Needs TableCohortAttendeesLEPFree and Reduced Price Lunch (FRPL)Special NeedsLeave Blank if NAEnter #Enter #Enter #8All14610Regular*125609AllRegular*10All19733Regular*1667211All7470Regular*740012AllRegular**Regular Attendees have attended the program for 30 or more days.Summer of 2017 Attendance. Enter data in the appropriate fields in the tables below. Data will be from the Summer of 2017 ONLY. Leave blank any cohorts that do not apply.21st CCLC Program Summer 2017 Attendance Summary TableCohortAttendeesTotal AttendanceMaleFemaleLeave Blank if NAEnter #Enter #Enter #8All362412Regular*312299AllRegular*10All441826Regular*33122111All382216Regular*30171312AllRegular**Regular Attendees have attended the program for 30 or more days.21st CCL Program Summer 2017 Attendance Ethnicity TableCohortAttendeesWhiteHispanic/LatinoAmericanIndian/AlaskaNativeBlack/AfricanAmericanAsian/PacificIslanderUnknown RaceLeave Blank if NAEnter #Enter #Enter #Enter #Enter #Enter #8All2720700Regular*23206009AllRegular*10All29401200Regular*254060011All20501300Regular*1730100012AllRegular**Regular Attendees have attended the program for 30 or more days.21st CCLC Program Summer 2017 Attendance Special Needs TableCohortAttendeesLEPFree and Reduced Price Lunch (FRPL)Special NeedsLeave Blank if NAEnter #Enter #Enter #8All2310Regular*22709AllRegular*10All4350Regular*429011All0210Regular*016012AllRegular**Regular Attendees have attended the program for 30 or more days.Attendance Discussion. Attendance Discussion Required ElementsComplete?General discussion on attendance includingPercentage of 21st CCLC attendance compared to total population.XPercentage of attendees who are FRPL.XEfforts to increase and keep attendance high.XRecruitment efforts.XDiscussion on how contact hours requirement is being met. 60 hours per month (3 hours per day x 5 days a week) during weeks when school is in session (not counting Christmas or Spring Break)XPercentage of 21st CCLC Attendance Compared to Total Population In unduplicated headcount, 329 students were served by the Student Adventures programs in 2017-2018. With a 2017-2018 total enrollment of approximately 2390 for all schools served by Student Adventures programs, 14% of students participated in the programs. Cohorts 8, 10, and 11: Delineated Participants per School Site (Before School / After School / Summer)*** BluffJeffersonEagle HeightsWhittierCMSAll SchoolsCohort 89/ 14 /1112 / 29/ 146 / 11 / 1127 / 54 / 36Cohort 108/ 18 /1414 / 33 / 166 / 17 / 1428 / 68 / 44Cohort 1138 / 27 / 214 / 21 / 1842 / 48 / 39Total 17 / 32 / 2326 / 62 / 2412 / 28 / 2438 / 27 / 214 / 21 / 1897 / 170 / 97**A number of students attended more than one of the components; duplicated headed count286 students were regular attendees, for an overall regular attendance rate of 87%. In Cohorts 8 and 10, Bluff, Jefferson and Eagle Heights averaged 90% regular attendance, with Jefferson achieving an outstanding 94% regular attendance. In Cohort 11, Whittier Elementary School and Clinton Middle school achieved a combined 82% for regular attendance.Ethnic Demographics: Cohorts 8, 10 and 11 - Student Adventures ProgramsBefore and/or Afterschool and Summer Programs***Cohort 8Cohort 10Cohort 11All Attendeesn = 117Regular Attendeesn = 107All Attendeesn = 140Regular Attendeesn = 117All Attendeesn = 116Regular Attendeesn = 99Caucasian88 (75%)82 (77%)90 (64%)77 (66%)66 (57%)58 (59%)African Amer.22 (19%)19 (18%)35 (25%) 26 (22%)31 (27%)26 (26%)Hispanic/Latino7 (6%)6 (5%)12 (9%)11 (9%)17 (15%)14 (14%)Asian003 (2%)3 (3%)2 (1%)2 (2%)Native American000000Other Race000000**A number of students attended more than one of the components; duplicated headed countAcross schools (among regular attendees), 67% were Caucasian, 22% African American, 10% Hispanic/Latino, and 1% Asian. The combined minority population in the Student Adventures program is 33% among regular attendees. The minority percentage for Clinton Schools as a whole is about 22%. The Student Adventures program has clearly captured its target audience of minority studentsPercentage of attendees who are FRPLIn terms of targeting LSES students for inclusion, the table that follows compares the percentage of FRL students in the general population, versus the FRL rates among regular attendees in the Student Adventures program.2017-2018 FRL Rates in General School Population2017-2018 FRL Rates for Student Adventures Regular ParticipantsBluff Elementary76%100%Jefferson Elementary84%100%Eagle Heights Elementary54%100%Whittier Elementary49%53%Clinton Middle School60%81%Efforts to increase and keep attendance high // Recruitment EffortsThe Clinton School District readily met its participation target goals. The number of students to be served, as proposed in its original grant applications, was met. The number of regular attendees was significant, with 87% of total enrollees attending on a regular basis. Target population goals (minority students and students with LSES) were met, with rates of LSES and/or minority status, matching or exceeding the minority enrollment and FRL percentages in the District.The rich variety of activities the Student Adventures programs offer is the incentive for students to join the program. The Program Director and Site Facilitators publish unique stories about activities and successes in their respective schools, which draws the attention of faculty, staff, and students. Students Adventures has a dedicated Facebook page accessible to all students, parents, and staff highlighting events, activities, and successes. Students, as well, are an important recruitment tool. As one teacher stated, “The kids love the field trips and are always anxious to tell me and other students about them.”Discussion on how contact hours requirement is being met.The Student Adventures before and after-school program for Cohorts 8 and 10 operated at Bluff, Jefferson, and Eagle Heights Elementary schools. Each school had its own dedicated site with hours and times of operation noted in the table below. In the 2017-2018 academic year, all three elementary schools offered 19.25 hours of before and after-school programming each week, which equates to 77 hours of programming each month. The Student Adventures after-school program operated at both sites with hours and times as noted below: Each had its own dedicated site with hours and times of operation noted in the table below. Whittier Elementary offered 19.25 hours of before and after-school programming each week for a total of 77 hours of monthly programming. Clinton Middle School offered 18.50 hours of before and after-school programming for a total of 74 hours per month. Cohorts 8 and 10 Before and After School Hours of Operation per School SiteMondayTuesdayWednesdayThursdayFridayBluff6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and12:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.Jefferson6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and12:45-5:00 p.m.6:30-7:30 a.m. and12:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.Eagle Heights6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and12:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.Cohort 11 Before and After School Hours of Operation per School SiteMondayTuesdayWednesdayThursdayFridayWhittier6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00 p.m.6:30-7:30 a.m. and2:45-5:00CMS6:45-8:00 a.m. and3:30-5:00 p.m.6:45-8:00 a.m. and3:30-5:00 p.m.6:45-8:00 a.m. and12:45-5:00 p.m.6:45-8:00 a.m. and3:30-5:00 p.m.6:45-8:00 a.m. and3:30-5:00In addition, an 8-week summer program was offered at all sites. The Student Adventures elementary and middle school programs ran for 8 weeks from 9:00 a.m. to 3:00 p.m. Monday through Friday from June 4th through August 3rd. Partnerships Table. Enter data in the appropriate fields in the table below. Add rows as needed. In-kind value must be reported as a monetary value (i.e. $1,200). Contribution type must be one of the following eight items. The number of each item may be used in the table (i.e. 4 in place of Provide Food). If a partner has more than one contribution type, enter all of them in the Contribution Type cell. Provide Evaluation ServicesRaise FundsProvide Programming / Activity-Related ServicesProvide FoodProvide GoodsProvide Volunteer StaffingProvide Paid StaffingOther21st CCLC Program 2017-2018 Partnerships TableName of Partner(Enter name of Partner)Paid/UnpaidContribution Type(From list above)Staff Provided(Describe if applicable)In-kind Value(Monetary Value if unpaid partner)Number of Centers Served(Input the number of centers this partner served)United WayUnpaid3, 8Mentoring Program Funding (occurs within afterschool program) – 1 staff$7238 (grant fund to program)3DECATUnpaid8Summer program funding$15,000(grant to fund programs)5Illowa Resource Development, Inc.Paid12 evaluators$19,5985Temp AssociatesPaid7, 3Hiring of Program Aides (2 agency staff plus 2 aides per site)$60,0005CCSD TeachersPaid 316 teachers$28,0005ASAC (New Directions)Paid (cut rate)31 facilitator$1,1395Bridgeview Community Mental HealthPaid (cut rate)31 staff$2,1305YWCAPaid 35 staff$3,9205Clinton County ConservationUnpaid33 staff$1,5005Clinton Community CollegePaid (cut rate)32 staff$5602Women’s Health ServicesPaid (cut rate)31 staff$1,1203Clinton Recreation DepartmentUnpaid3Use of resources (equipment) and space$2,0005Historical MuseumUnpaid32 staff$1,0005Children’s Discovery MuseumPaid (cut rate)31 staff$8254Public LibraryUnpaid31 staff$1,0005ArboretumUnpaid31 staff$3003Lock/Dam (Army Corps of Engineers)Unpaid31 staff$5002Naibi ZooPaid (cut rate)32 staff$1,0003Putnam MuseumPaid (cut rate)32 staff$1,0005Fulton Historical MuseumUnpaid32 staff$2505Lyons Tae Kwon DoPaid (cut rate)31 staff$6004Mississippi Valley GymnasticsPaid (cut rate)32 staff$6005Reusable UsablesPaid32 staff$4001Clinton Fire DepartmentUnpaid32 staff$5005DeWitt Opera HousePaid (cut rate)31 staff$5005Rainbow PotteryPaid (cut rate)32 staff$5004Triple PlayPaid31 staff$1,5005Michael’s Fun WorldPaid (cut rate)32 staff$3005Monkey JoesPaid (cut rate)32 staff$3005Eldridge Community CenterPaid32 staff$7505Focus ServicesUnpaid5N/A$5005WalmartUnpaid5N/A$5005Blanchard Dairy FarmUnpaid32 staff$5004Canadian Pacific RailroadUnpaid31 staff$5004Clinton Solid Waste Agency Unpaid32 staff$1001Iowa Outlaw MusicPaid31 staff$4002John DeerePaid31 staff$1001Quad City BotanicalPaid31 staff$3002Mississippi River MuseumPaid (cut rate)31 staff$1501Fulton WindmillUnpaid32 staff$501U.S. Post OfficeUnpaid31 staff$501Alverno Nursing HomeUnpaid31 staff$501Clinton Police DepartmentUnpaid31 staff$501Pumpkin PatchPaid (cut rate)32 staff$1004Jackson County ConservationUnpaid32 staff$2504Big River PackagingPaid31 staff$501Clinton County Humane SocietyUnpaid32 staff$3004HyVee StoresPaid31 staff$4004Clinton MTAUnpaid31 staff$751Sawmill MuseumUnpaid32 staff$2002Water Treatment PlantUnpaid31 staff$1001Awesome TownPaid32 staff$1001Clinton City PoolUnpaid32 staff$1,0005Helium TrampolinePaid32 staff$2502Jungle BunglePaid (cut rate)32 staff$4003Laser TagPaid32 staff$7504Clinton LumberkingsPaid32 staff$7505Cindy Rasche (tennis lessons)Paid (cut rate)32 staff$6004Mabi YogaPaid (cut rate)31 staff$1001Custom PakUnpaid31 staff$751Partnerships Discussion.Partnerships Discussion Required ElementsComplete?General discussion on Partnerships includingSummary of partnerships table.Total unpaid and paid partners.Efforts to recruit partners.Highlights of partnerships.How partnerships help program serve students.Partnerships Discussion The Student Adventures Program at Clinton Community Schools has 60 community partners. Regular community partners include Area Substance Abuse Council (New Directions) for ATOD prevention activities, Bridgeview Community Mental Health for youth development activities, the YWCA for recreation activities, Clinton Community College for family literacy and student volunteers, Women’s Health Services for wellness activities, ISU Extension for STEM activities, and the Clinton Sheriff’s Department for safety education. Each of these partners has been with the District for over a decade and each has agreed to a common hourly rate of $21.50 for their services, which has resulted in an in-kind donation of 12% - 50% depending on the agency’s hourly rate for staff participating in the program. In addition, Clinton County Conservation offers STEM activities at 100% in-kind. Student Adventures also contracts with Temp Associates in Clinton for provision of site aids and with Preferred Visions for Sustainability Plan training. An additional fifty-one partners provide their services in-kind or at no cost to the program. The remaining community partners offer either discounted rates or in-kind funding for students to participate in their programs. Each week in all schools, Wednesdays are early out days. This allows Students Adventures to provide an enrichment field trip or off-campus activity for every student in every school each week. Current ‘early out’ partners include the Historical Museum, the Children’s Discovery Museum, the Arboretum, Clinton Lock and Dam, Naibi Zoo, the Putnam Museum, the Fulton Historical Museum, Lyons Tae Kwon Do, Mississippi Valley Gymnastics, Reusable Usables, the Clinton Fire Department, DeWitt Opera House, Triple Play Bowling, Michael’s Fun World, Eldridge Community Center, Blanchard Dairy Farm, Canadian Pacific Railroad, Clinton County Landfill/Recycling, Clinton Wastewater Treatment Plant, U.S. Post Office, Hurtsville Interpretive Center, Maquoketa Caves, HyVee, and Awesome Town. The Student Adventures program philosophy is that students who know their community and the rich variety of activities available to them are less likely to participate in non-productive behaviors that put them at risk for ATOD or delinquency. Major funding partners for 2017-2018 included the United Way, DECAT, Focus Services, and Walmart.In the 2017-2018 year, contracted community partners provided the following remediation and enrichment activities:Reading and Math Recovery: Provided by certified teachers and para-educators from the Clinton Community Schools and/or Clinton Community District.Homework Assistance: Provided by certified teachers and para-educators from the Clinton Community Schools, adult mentors, and college student volunteers. Academic Enrichment Activities: Provided by certified teachers and para-educators from the Clinton Community Schools, Clinton County Conservation, Iowa State University Extension (ISU) and certified teachers and para-educators. Substance Abuse and Violence Prevention Activities: Provided by prevention specialists from New Directions and the Clinton County Sheriff’s Department. Wellness, Youth Development, and Recreation Activities: Provided by the Clinton YWCA, Bridgeview Center for Mental Health, and Women’s Health munity-based Academic Enrichment: Provided by numerous partners ranging from museums to martial arts, gymnastics to cooking, and fire safety to railroad safety. Family Literacy Activities: Provided by Student Adventures staff and Clinton Community College. Each contracted partner listed met its contractual obligations to the program in the 2015-2016 school year. The number of service hours provided at each school is designated in each Cohort’s local evaluation document on file with the District.In addition to formally contracted partners, the Student Adventures program partnered with a wide variety of community organizations for staffing and/or in-kind contributions for students on early-out field trip days (every Wednesday) as listed above. Each of these partners provided the opportunity for students to try new activities available in the community and to interact with caring adults on a regular basis.Parent Involvement Information and Discussion. Parent Involvement Information and Discussion Required ElementsComplete?Number and description of parent meetings and/or events.XNumber of parents at each meeting and/or event.XDescription of communication with parents (flyers, letters, phone calls, personal contact, etc.)XEfforts to increase parental involvement.XParent Involvement Discussion Number of parent events/meetings and number of parents attendingEach school has an established School Advisory Council composed of parents, elected students, community members and school personnel. Advisory councils meet monthly to provide input/feedback relating to programs/services offered to their schools and to suggest future programs/services they feel would benefit their schools. Educational and enrichment activities selected for the Student Adventures program are part of that process. In addition, parents completing parent surveys provide feedback regarding activities they feel could be included in the programs as well as an invitation to be contacted to participate as a volunteer. Noted in the program schedules at each school were “Family Fridays” where parents were invited on any Friday to drop into the program and participate in STEM activities or other scheduled activities. For the 2017-2018 academic year, the District provided evidence of two successful formal District-wide Student Adventures family events. On November 9, 2017, 69 parents were in attendance for a Thanksgiving meal and informational session on the Student Adventures program. On March 13th, Clinton Community College sponsored a parent night where?78 parents attended. Breakout sessions included college planning and youth Internet Safety. On average, 34% of parents attended events District-wide, short of the 50% threshold, but vastly improved from the 18% attendance rates in the 2016-2017 evaluations. Though not literacy nights, each individual school did provide family events related to their individual projects and goals (students presenting skits, holiday celebrations, etc.)Communication with Parents and Efforts to Increase InvolvementParents are welcome to drop into centers at any time to observe or participate and are welcome to volunteer to assist in activities. “Family Fridays” encourage parents to drop into the program and participate with their child in STEM activities or other family friendly activities.Each individual school also provides family events related to projects and goals for the program at their individual school. Examples include students presenting skits, holiday celebrations with family dinners, community service project activities, and game nights.A great deal of evidence was provided regarding parent communication structures. Each site provides Student Adventures Calendars at the beginning of each month both in printed form and accessible online. The District has a Student Adventures Facebook page with news and photos that is updated weekly and accessible to all parents in the District. Each site also has a dedicated web presence from the District’s main web site and each site composes a unique monthly newsletter that parents receive informing them of upcoming events, contact numbers for site personnel, and stories of program activities and successes.GPRA MeasuresFor 2017-2018, the US DOE has indicated that 21st CCLC Programs should measure 14 performance indicators that follow the Government Performance and Results Act (GPRA). Please note the GPRA data intends to measure student improvement based on how many regular attendees needed improvement. If you do not have this number, then enter the total number of Regular Attendees for each grade level instead. Also note that reading scores can be used for GPRA Measures 4-6 – Improvement in English. This is the same data reported online to the APR Data System.GPRA Measures Required ElementsComplete?GPRA Measures Data TableName of Assessment Tools Used for Each Measure.XData Entered for all Applicable Measures.XGPRA Measures DiscussionXGPRA Measures Data Table.GPRA MeasuresNumber of Regular Student Attendees Needing ImprovementNumber of Students Who ImprovedPercentage of Students Who ImprovedGPRA Measures 1-3 – Improvement in MathematicsAssessment Tool Used: Fall 2017 and Spring 2018 FAST Assessments for elementary students: Below Target (needs improvement); Classroom subject grade of D or lower (needs improvement) for middle school students. 1. The number of elementary 21st Century regular program participants who improved in mathematics from fall to spring.998283%2. The number of middle/high school 21st Century regular program participants who improved in mathematics from fall to spring.11545%3. The number of all 21st Century regular program participants who improved in mathematics from fall to spring.1108779%GPRA Measures 4-6 – Improvement in EnglishAssessment Tool Used: Fall 2017 and Spring 2018 FAST Assessments for elementary students: Below Target (needs improvement); Classroom subject grade of D or lower (needs improvement) for middle school students.4. The number of elementary 21st Century regular program participants who improved in English from fall to spring.987172%5. The number of middle/high school 21st Century regular program participants who improved in English from fall to spring.14964%6. The number of all 21st Century regular program participants who improved in English from fall to spring.987172%GPRA Measures 7-8 – Improvement in ProficiencyAssessment Tool Used: Fall 2017 and Spring 2018 FAST Assessments for elementary students: Below Target (needs improvement); Classroom grade of D or lower (needs improvement) for middle school students.7. The number of elementary 21st Century regular program participants who improve from not proficient to proficient or above in reading.987172%8. The number of middle/high school 21st Century regular program participants who improve from not proficient to proficient or above in mathematics.11542%GPRA Measures 9-11 – Homework and Class ParticipationAssessment Tool Used: Classroom Teacher Surveys for each individual Student Adventures participant in their class.9. The number of elementary 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.103(Homework)111(Participation)78(Homework)86(Participation)76%(Homework)77%(Participation)10. The number of middle/high school 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.8(Homework)8(Participation)7(Homework)7(Participation)88%(Homework)88%(Participation)11. The number of all 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.111(Homework)119(Participation)85(Homework)93(Participation)77%(Homework)78%(Participation)GPRA Measures 12-14 – Student BehaviorAssessment Tool Used: Classroom Teacher Surveys for each individual Student Adventures participant in their class.12. The number of elementary 21st Century regular program participants with teacher-reported improvements in student behavior.937682%13. The number of middle/high school 21st Century regular program participants with teacher-reported improvements in student behavior.55100%14. The number of all 21st Century regular program participants with teacher-reported improvements in student behavior.988183%GPRA Measures Discussion.GPRA Measures Discussion Required ElementsComplete?Total or Regular Attendance Used?XDiscussion of high performing and low performing areas.XDescription of data collecting instrument.XDiscussion of difficulties on any GPRA Measure.XAssessment of 21st CCLC Program based solely on GPRA Measures.XGRPA Measures Discussion Total or Regular Attendance UsedFor GRPA measures, data for total attendees was completed, but for reporting purposes, only data regarding regular attendees was utilized. High Performing and Low Performing AreasThis was a particularly successful year for the Student Adventures programs in the Clinton School District. All targets were met in terms of both academic as well as behavioral measures. In general, on average, the program saw significant gains over the 2016-2017 school year, indicating that programmatic adjustments are creating an environment that clearly results in academic and behavioral gains.Data Collecting Instrument(s)For each elementary school, the District provided Fall 2017 and Spring 2018 FAST assessments. FAST scores were delineated as “below target”, “at target” or “above target”. For purposes of this evaluation, only “below target” was considered as non-proficient in a given subject area. Improvement could only be evaluated based on movement from one category to the next; for example, a student moving from “below target” to “at target” or “at target” to “above target” was considered as improved. All students with Fall 2017 assessments that placed them in the “below target” band were considered as needing improvement and as being non-proficient in the subject area.Students at Clinton Middle School have traditionally been evaluated on an annual basis using IOWA Assessments given in the Fall of each academic year. Because the GRPA measures now call for semi-annual assessment, the District was unable to report out standardized IOWA assessment results for Spring 2018. As such, classroom grades were used for semi-annual assessment this year. For CMS students, grade improvements from Fall to Spring were readily available. For proficiency scores, a grade of C or higher was the benchmark grade for proficiency.It is notable that there is only 6-7 months of time in the program between assessments. In this short timeframe, the CCSD Student Adventures programs evidenced significant progress in both the numbers of students needing improvement who improved in academics and the number who achieved proficiency. 83% percent of elementary students moved up in their FAST scoring bands in math and 72% moved up in their FAST scoring bands in English (reading). Among middle school students needing improvement, 45% improved their grades in math and 64% improved their grades in English (also see statistical analysis in the local objectives discussion). In terms of movement from non-proficient to proficient, 72% of elementary students moved from “below target” into the “at target or above target” achievement band in reading. 42% of middle school students moved to a C or higher in mathematics after 7 months in the program (also see statistical analysis in the local objectives discussion).For teacher surveys, the number of students noted as not needing improvement was deducted from the number of total surveys completed. All students with slight, moderate or significant improvement were considered to have improved. Elementary students had significant overall gains in homework completion and class participation. Because these were separate items on the teacher surveys, the percentages were combined for an average percentage of improvement. 76% of elementary school students had at least a slight improvement in homework completion and class participation. Among middle school students, 77% had at least a slight improvement in homework completion and 78% had improvement in class participation (also see statistical analysis in the local objectives discussion).In terms of behavior in the classroom, 82% of elementary school students had at least a slight improvement and 100% of middle school students improved their classroom plete data sets were available for 99% of regular attendees in the programs. Outcome data reflects that intervention produced significant progress in academic achievement outcomes. Difficulties with GRPA MeasuresThere were no difficulties with any of the GRPA measures other than concerns about the validity of classroom grades to measure achievement for Middle School students. Evaluators continue to suggest that the Program Director work with the CCSD curriculum Director to develop and/or implement a more standardized and objective measure of academic achievement that can replace more subjective classroom grades for Middle School students. Such a measure would need to take place in the Fall and Spring of each academic year.For each of the required GRPA measures, full statistical analyses are included in the objectives discussion to follow.Assessment of 21st CCLC Program Based Solely on GPRA MeasuresEach of these schools present unique challenges in that each serves a different population base within the community of Clinton. Given the individuality of the elementary and the middle school, and the fact that these schools are linked under one Student Adventures program, program personnel have designed effective curriculum, effective activities and effective staffing patterns that align with the unique needs of their individual schools while still retaining the overarching goals of the program. Significant gains were seen in all academic areas for all schools in both reading and math. Behavioral improvements were noted by both teachers and by parents. All targets were met.Local ObjectivesSTARTING JULY 1, 2017, GPRA MEASURES WERE THE OFFICIAL OBJECTIVES. Additional local objectives should be added to help your local organizations better serve your community. However, these local objectives will be considered as additional information since the GPRA Measures will always serve as the official objectives. Data will be from the Summer and Fall of 2017 and the Spring of 2018.Local Objectives Required ElementsComplete?Local Objectives Data TablesXRating of each Objective as listed below.XFull Methodology used for measurement.XJustification for RatingXLocal Objectives DiscussionXLocal Objectives Data Tables.For each cohort table, enter the appropriate data. If a Grantee did not participate in a cohort, that cohort table will be left blank. Rows may be added as needed. If desired, all cohorts may be combined into one table (especially helpful if all objectives are the same). If this is done, in the objectives discussion section, note that the table combines more than one cohort. Objectives will be rated as one of four ways:Met the stated objective. Must provide methodology on how the objective was measured and justification for meeting the objective.Did not meet but made progress toward the stated objective. Must provide methodology on how the objective was measured and what criteria was used to determine that progress was made.Did not meet and no progress was made toward the stated objective. Must provide methodology on how the objective was measured and what criteria was used to determine that no progress was made.Unable to measure the stated objective. All objectives should be measured unless extraordinary circumstances prevent doing so. If an objective cannot be measured, complete details on these circumstances must be provided in the Methodology/Justification column.Cohort 8 TableCohort 8 ObjectivesObjective RatingMethodology/Justification for RatingGoal 1: Provide at-risk grade K, 1 and 5 students at Bluff, Jefferson, and Eagle Heights with early and ongoing academic assistance to meet and/or maintain reading and math proficiency. Objective G-1: When matched by similar demographics to non-participants in their school, a higher percentage of K, 1, and 5 grade Student Adventures participants will be proficient in reading and math as measured by Iowa Assessments and/or FAST assessments.Met the stated objectiveOn Spring 2018 FAST Assessments, 85% of regular Student Adventures attendees were proficient in math compared to an average proficiency rate of 68% for FRL grade 2-5 elementary students in the District. On Spring 2018 FAST Assessments, 71% of regular Student Adventures attendees were proficient in reading fluency compared to an average proficiency rate of 68% for FRL grade 2-5 elementary students in the District.Objective G1-2: 75% of parents will agree that their child’s academics have improved and that the Student Adventures program provides extra academic support as measured by parent surveys.Met the stated objectiveIn Spring 2018, 95% of parents completing Parent Surveys endorsed the statement “provides extra academic support” and 83% of parents endorsed the statement “Has improved academics.”Objective G1-3: 75% of regular attendees in the Student Adventures program will agree that they are doing better in school as measured by student surveys.Met the stated objectiveIn Spring 2018, 79% of students completing Student Surveys endorsed the statement, “I think I’m doing better in school since I started coming here.”Objective G1-4: Teachers with students enrolled in the Student Adventures programs will agree that 60% of their students have improved academic performance as measured by teacher surveys.Met the stated objectiveSpring 2018 Teacher Surveys completed for all regular attendees in the Student Adventures program indicate that 74% of students had improved academics in the classroom.Goal 2: Increase positive youth development and decrease school truancy at Bluff, Jefferson, and Eagle Heights by offering recreation, prevention, and wellness activities for K, 1, and 5th grade students.Objective G2-1: 75% of Student Adventures participants will decrease their school absences to less than 5 days absent.Met the stated objectiveCross-comparison of Student Adventures attendance with regular school day attendance indicates that 87.2% of Cohort 8 participants were absent less than 5 days in 2017-2018.Objective G2-2: 80% of students in the Student Adventures program will agree that they like the program and look forward to the program and 80% of parents agree that your child has better social skills as measured by students and parent surveys.Met the stated objectiveOn Student Surveys completed in Spring 2018, 93% of students surveyed said they “Liked it” and 90% stated they “Looked forward to the program.” This result far exceeds the 80% criterion.On Parent Surveys completed in the Spring of 2018, 95% of parents endorsed the statement “Has better social skills.” Objective G2-3: Teachers agree that 60% of their students are more engaged in the learning process, are behaving well in class, and are getting along well with others as measured by teacher surveys and school behavior reports.Met the stated objectiveOn Teacher Surveys completed in Spring 2017, for students needing improvement, teachers saw at least slight improvement as follows: 65% of students were “Participating well in class”; 74% of students were “Behaving well in class”; 76% of students were “Getting along well with others”Goal 3: Support family literacy by providing access for parents of at-risk at Bluff, Jefferson, and Eagle Heights to literacy programs, opportunities, and services.Objective G3-1: 50% of parents with students in the Student Adventures program will participate in a minimum of 2 family literacy and/or ESL activities/year as evidenced by activity/participation records.Did not meet but made progress toward the stated objective.Documentation of two events and attendance records indicate that 69 parents attended an event on Nov 9, 2017 and 78 parents attended an event on March 13, 2017. Events were open to all families in Cohorts 8, 10 and 11. 69 parents represents an attendance rate of 30% and 78 parents represents an attendance rate of 34%. Rates improved from 15% and 22% respectively at 2016-2017 family events.Objective G3-2: 50% of parents with students in the Student Adventures program will agree that the event(s) helped them assist their child to succeed as measured by event-specific post-activity evaluations.Unable to measure the stated objective.No data was available regarding post-activity evaluations. Post-event surveys were not collected in 2017-2018 and this will need to be remedied in the 2018-2019 year.Cohort 9 TableCohort 9 ObjectivesObjective RatingMethodology/Justification for RatingCohort 10 TableCohort 10 ObjectivesObjective RatingMethodology/Justification for RatingGoal 1: Provide at-risk grade 2-4 students at Bluff, Jefferson, and Eagle Heights with early and ongoing academic assistance to meet and/or maintain reading and math proficiency.Objective G-1: When matched by similar demographics to non-participants in their school, a higher percentage of 2-4th grade Student Adventures participants will be proficient in reading and math as measured by Iowa Assessments and/or FAST assessments.Met the stated objectiveOn Spring 2018 FAST Assessments, 87% of regular Student Adventures attendees were proficient in math compared to an average proficiency rate of 68% for FRL grade 2-5 elementary students in the District. On Spring 2018 FAST Assessments, 73% of regular Student Adventures attendees were proficient in reading fluency compared to an average proficiency rate of 68% for FRL grade 2-5 elementary students in the District.Objective G1-2: 75% of parents will agree that their child’s academics have improved and that the Student Adventures program provides extra academic support as measured by parent surveys.Met the stated objectiveIn Spring 2018, 100% of parents completing Parent Surveys endorsed the statement “Provides extra academic support” and 98% of parents endorsed the statement “Has improved academics.”Objective G1-3: 75% of regular attendees in the Student Adventures program will agree that they are doing better in school as measured by student surveys.Met the stated objectiveIn Spring 2018, 82% of students completing Student Surveys endorsed the statement, “I think I’m doing better in school since I started coming here.”Objective G1-4: Teachers with students enrolled in the Student Adventures programs will agree that 60% of their students have improved academic performance as measured by teacher surveys.Met the stated objectiveSpring 2018 Teacher Surveys for all regular attendees in the Student Adventures program indicate that 81% of students had improved academics in the classroom.Goal 2: Increase positive youth development and decrease school truancy at Bluff, Jefferson, and Eagle Heights by offering recreation, prevention, and wellness activities for grade 2-4 students.Objective G2-1: 75% of Student Adventures participants will decrease their school absences to less than 5 days absent.Met the stated objectiveCross-comparison of Student Adventures attendance with regular school day attendance indicates that 5% of Cohort 10 participants were absent less than 5 days in 2016-2017.Objective G2-2: 80% of students in the Student Adventures program will agree that they like the program and look forward to the program and 80% of parents agree that your child has better social skills as measured by students and parent surveys.Met the stated objectiveOn Student Surveys completed in Spring 2017, 96% of students surveyed said the “Liked it” and 91% stated they “Looked forward to the program.” This result far exceeds the 80% criterion.On Parent Surveys completed in the Spring of 2017, 93% of parents endorsed the statement “Has better social skills.” Objective G2-3: Teachers agree that 60% of their students are more engaged in the learning process, are behaving well in class, and are getting along well with others as measured by teacher surveys and school behavior reports.Met the stated objectiveOn Teacher Surveys completed in Spring 2017, for students needing improvement, teachers saw at least slight improvement as follows: 68% of students were “Participating well in class”; 85% of students were “Behaving well in class”; 86% of students were “Getting along well with others”Goal 3: Support family literacy by providing access for parents of at-risk at Bluff, Jefferson, and Eagle Heights to literacy programs, opportunities, a services.Objective G3-1: 50% of parents with students in the Student Adventures program will participate in a minimum of 2 family literacy and/or ESL activities/year as evidenced by activity/participation records.Did not meet but made progress toward the stated objective.Documentation of two events and attendance records indicate that 69 parents attended an event on Nov 9, 2017 and 78 parents attended an event on March 13, 2017. Events were open to all families in Cohorts 8, 10 and 11. 69 parents represents an attendance rate of 30% and 78 parents represents an attendance rate of 34%. Rates improved from 15% and 22% respectively at 2016-2017 family events.Objective G3-2: 50% of parents with students in the Student Adventures program will agree that the event(s) helped them assist their child to succeed as measured by event-specificUnable to measure the stated objectiveNo data was available regarding post-activity evaluations. Post-event surveys were not collected in 2017-2018 and this will need to be remedied in the 2018-2019 year.Cohort 11 TableCohort 11 ObjectivesObjective RatingMethodology/Justification for RatingGoal 1: Provide at-risk grade K-5 students at Whittier Elementary and at-risk grade 6-8 students at Clinton Middle School with academic assistance to meet and/or maintain reading and math proficiency. Objective G1-1: When matched by similar demographics to non-participants in their school, a higher percentage of K-8 grade Student Adventures participants will be proficient in reading and math as measured by Iowa Assessments and/or FAST assessments.Met the stated objectiveOn Spring 2018 FAST Assessments, 77% of regular Student Adventures attendees at Whittier Elementary were proficient in math compared to an average proficiency rate of 73% for FRL grades 2-5 elementary students in the District. On Spring 2017 FAST Assessments, 73% of regular Student Adventures attendees at Whittier Elementary were proficient in reading fluency compared to an average proficiency rate of 69% for grade 2-5 FRL elementary students in the District.At Clinton Middle School, Iowa Assessment proficiency in Fall 2017 for all Clinton Middle School students was compared with classroom grade proficiency of C+ or higher (see discussion below). On Spring 2018 classroom grades, 69% of Student Adventures participants were proficient in math compared to 68% of FRL grade 6-8 Clinton Middle School students.On Spring 2018 classroom grades, 100% of Student Adventures participants were proficient in reading compared to 62% of FRL grade 6-8 Clinton Middle School students. Objective G1-2: 75% of parents will agree that their child’s academics have improved and that the Student Adventures program provides extra academic support as measured by parent surveysMet he stated objectiveIn Spring 2018, 91% of parents completing Parent Surveys endorsed the statement “provides extra academic support” and 92% of parents endorsed the statement “Has improved academics.”Objective G1-3: 75% of regular attendees in the Student Adventures program will agree that they are doing better in school since attending the program as measured by student surveysMet the stated objectiveIn Spring 2018, 79% of students completing Student Surveys endorsed the statement, “I think I’m doing better in school since I started coming here.”Objective G1-4: Teachers with students in the Student Adventures program will agree that 60% of their students have improved their academic performance as measured by teacher surveys.Met the stated objectiveSpring 2017 teacher surveys for all regular attendees in the Student Adventures program indicate that 88% of students had improved academics. Goal 2: Increase positive youth development and decrease school truancy through Student Adventures programs by offering recreation, prevention, and wellness activities for K-8 grade students.Objective G2-1: 75% of Student Adventures participants will decrease their school absences to less than 5 days absent from the regular school day and the Student Adventures programs as measured by program and District attendance recordsMet the stated objectiveCross-comparison of Student Adventures attendance with regular school day attendance indicates that 86% of Cohort 11 participants were absent less than 5 days in 2017-2018.Objective G2-2: 80% of students in the Student Adventures program agree that they like the program and look forward to the program and 80% of parents agree that their child has better social skills as measured by student and parent surveys.Met the stated objectiveOn Student Surveys completed in Spring 2018, 83% of students surveyed said the “Liked it” and 83% stated they “Looked forward to the program.” On Parent Surveys completed in the Spring of 2018, 100% of parents endorsed the statement “Has better social skills.” Objective G2-3: Teachers agree that 60% of their students are more engaged in the learning process, are behaving well in class, and are getting along well with others as measured by teacher surveys.Met the stated objectiveOn Teacher Surveys completed in Spring 2018, for students needing improvement, teachers saw improvement as follows: 63% of students were “Participating well in class”; 83% of students were “Behaving well in class”; 67% of students were “Getting along well with others”. Goal 3: Support family literacy by providing access for parents of at-risk children to literacy programs, opportunities and services.Objective G3-1: 50% of parents with students in the Student Adventures program will participate in a minimum of 2 family literacy activities/year as evidenced by event activity/participation records.Did not meet but made progress toward the stated objectiveDocumentation of two events and attendance records indicate that 69 parents attended an event on Nov 9, 2017 and 78 parents attended an event on March 13, 2017. Events were open to all families in Cohorts 8, 10 and 11. 69 parents represents an attendance rate of 30% and 78 parents represents an attendance rate of 34%. Rates improved from 15% and 22% respectively at 2016-2017 family events.Objective G3-2: 60% of parents attending family literacy events will agree the event(s) helped them assist their child to succeed as measured by event-specific post-activity evaluationsUnable to measure the stated objectiveNo data was available regarding post-activity evaluations. Post-event surveys were not collected in 2017-2018 and this will need to be remedied in the 2018-2019 year.Cohort 12 TableCohort 12 ObjectivesObjective RatingMethodology/Justification for RatingLocal Objectives Discussion.Local Objectives Discussion Required ElementsComplete?Statistical Analysis as Applicable.XImprovement over more than one year as observed.XApplicable graphs, tables, and/or charts.XDetails on methodology and ratings as needed.XClarification for objectives not met.XClarification for objectives not measured.Xright259715Cohorts 8 and 10 Outcome Data: Student Achievement (Before, After-school and Summer Programs)00Cohorts 8 and 10 Outcome Data: Student Achievement (Before, After-school and Summer Programs)Goal I (G1): Provide at-risk grade K-5 students at Bluff, Jefferson and Eagle Heights with early and ongoing academic assistance to meet and/or maintain reading and math proficiency. Objective G1-1: After 12 months of participation in the Student Adventures Program, when matched by a similar demographic of non-participating participants in their school, a higher percentage of K-5 grade Student Adventures participants will be proficient in reading and math as measured by Iowa Assessment and/or FAST Assessments.Cohorts 8 and 10 Math Outcomes: The CCSD presented evaluators with data for all participants with any level of involvement in Student Adventures school year programs. Math Outcomes per Individual SchoolStudent Adventures Cohorts 8 and 10 Regular Attendees Students Needing Improvement OnlyFall 2017 FAST AssessmentsBelow targetSpring 2018 FAST AssessmentsAt or Above TargetPercent ImprovedBluff201680%Jefferson403485%Eagle Heights171588%Math Outcomes CombinedStudent Adventures Cohorts 8 and 10 Regular Attendees Students Needing Improvement (n = 77)Fall 2017 FAST AssessmentsBelow targetSpring 2018 FAST AssessmentsAt or Above TargetPercent ImprovedSchool YearProgramNot ProficientProficient77 65 84%Math Outcomes Comparative Data Student Adventures Cohorts 8 and 10 Regular AttendeesSpring 2018 % ProficientClinton FRL Elementary Students 2-5Spring 2018 % ProficientStudents Adventures Students 2-5School YearProgramProficientProficient68%84%On math Fast Assessments, Students in the Student Adventures programs evidenced proficiency levels a full 16 percentage points higher than the average of all grade 2-5 non-program FRL students across all three elementary schools. This outcome is reflective of the STEM emphasis that has been incorporated into the program.Cohorts 8 and 10 Reading Outcomes: The CCSD presented evaluators with data for all participants with any level of involvement in Student Adventures school year programs. After seven months in the Student Adventures program, 72% of students improved their scores in reading as measured by FAST Assessments. Compared to the percent proficiency levels for all elementary students in the District, the percentage of students in the Student Adventures program achieving proficiency exceeded the percentage of student achieving proficiency among similarly matched elementary students throughout the District. Reading Outcomes per Individual SchoolStudent Adventures Cohorts 8 and 10 Regular Attendees Students Needing Improvement OnlyFall 2017 FAST AssessmentsBelow targetSpring 2018 FAST AssessmentsAt or Above TargetPercent ImprovedBluff201260%Jefferson403280%Eagle Heights171165%Reading OutcomesStudent Adventures Cohorts 8 and 10 Regular Attendees Students Needing Improvement (n = 77)Fall 2017 FAST Assessments Spring 2018 FAST Assessments Percent ImprovedSchool YearProgramNeeds ImprovementImproved775571%Reading Outcomes Comparative DataStudent Adventures Cohorts 8 and 10 Regular AttendeesSpring 2018 % ProficientClinton FLR Elementary Students 2-5Spring 2018 % ProficientStudents Adventures StudentsSchool YearProgramProficientProficient68%71%Highlights from the Student Adventures outcomes include the following:15 out of 17 students at Eagle Heights Elementary (88%) achieved math scores that were significantly above proficiency for a matched population of elementary school students.By Spring 2018, Student Adventures students across all three elementary schools were significantly above the district average proficiency for math for FRL students in elementary schools across the district.80% of students at Jefferson Elementary were proficient in reading by Spring 2018.Two individual schools, Bluff and Eagle Heights, fell below the average proficiency percentage (68%) for matched populations of students across the District by 8% and 3% respectively.Objective G1-2: 75% of parents will agree that their child’s academics have improved and that the Student Adventures program provides extra academic support as measured by parent surveys. Parent Surveys: Surveys were distributed to parents with children participating in Student Adventures programs. Return rate was very low. In addition, either some parents did not answer all questions or there were problems with tabulating results. Numbers across rows varied consistently between 1-7 responses. Given the low return rate, and the fact that there is no discernable true “n”, all results should be interpreted with caution.Cohorts 8 and 10 Parent Surveys (n = 38)****The after school program is a program that:StronglyAgreeAgreeDisagreeStronglyDisagreeHas caring staff that show concern20172Is a safe place for my children231212Provides extra academic support251112Provides good enrichment activities221312Has opportunities for student success241012Has healthy physical activities221222Provides good adult role models22152Is necessary in the school2782Meets my needs as a parent20142***Average “n”; no true discernable “n” possible from tabulations provided. Cohorts 8 and 10 Parent Surveys (n = 32)***My child(ren):YesNoNo Change NeededHas improved in turning in homework16219Gets along better with others23114Attitude about school is better22210Academics has improved2048Has better social skills19114Has more self confidence1913Makes better use of their time18415Has more learning opportunities2416Has improved school attendance1713***Average “n”; no true discernable “n” possible from tabulations provided. Conclusion: In Cohorts 8 and 10, the assessment question, “Provides extra academic support” met the criterion of 75% with 95% percent of parents agreeing to that statement. The assessment question, “Improved academics” met the criterion of 75% with 83% of parents who felt their child needed improvement agreeing to that statement. Objective G1-2 is met.Improvements Needed for G1-2: It would also be important to distribute surveys to parents whose child leaves the program early. Distributing at only one point (the end of the year) will capture only those who typically would endorse the program. Low return rates tend to skew numbers toward either very positive responses (parents who really endorse the program) or very negative responses (parents unhappy with the outcomes for their child) while the middle drops out. The CCSD may wish to consider alternative methods for survey distribution and collection that would result in a higher return rate from parents. Having surveys available online might increase participation and may be a viable means of capturing parents whose children leave the program throughout the year. Tabulations are questionable due to the wide variation in responses tabulated for each question; investigation of this issue is critical.right1405890Cohorts 8 and 10 Participant and Teacher Surveys (After-School Programs)00Cohorts 8 and 10 Participant and Teacher Surveys (After-School Programs)Parent surveys also included opportunities for parents to list activity preferences for their child in their respective afterschool program as well as a comment section. Parents were also invited via the surveys to volunteer in the afterschool program. A question for the Program Director would be how the CCSD attempts to capture and utilize those parents who express interest in volunteering. If parent volunteers are being utilized, contacts and hours in the program need to be recorded for evaluation purposes.Objective G1-3: 75% of regular attendees in the Student Adventures program will agree that they are doing better in school since attending the program as measured by student surveys. Student Surveys: Student surveys were administered to program participants at all three elementary schools. Results are tabulated in the tables that follow. Student Surveys Cohorts 8 and 10 (n=107)YesNoI like it1007I look forward to coming to the program9611I am very comfortable talking to after school staff and teachers9512I feel like there is someone in the program to help when I need it9215I think I am doing better in school since I started coming here8423Conclusion: In the Student Adventures program, the assessment question, “I think I am doing better in school since I started coming here” met the criterion of 75% with 79% percent of students agreeing to that statement. Objective G1-3 is met.Objective G1-4: Teachers with students enrolled in the Student Adventures programs will agree that 60% of their students have improved academic performance as measured by teacher surveys.Teacher Surveys: Classroom teachers whose students were enrolled in Student Adventures after-school programs were asked to complete an impact survey specific to each child in the program. Teacher responses are listed in the tables to follow.Cohort 8 and 10 Teacher Surveys Results (n=129)Behaviors on Which Teachers ReportedNot NeedAcceptable Level of Functioning Not Demonstrated Early in School Year – Improvement WarrantedSig.Improv.Mod.Improv.SlightImprov.NoChangeDeclineChanged behavior: turning in homework on time536340225Changed behavior: completing homework 4791043137Changed behavior: participating in class4082235204Changed behavior: volunteering6151424241Changed behavior: attending class regularly79121515125Changed behavior: being attentive in class6171023198Changed behavior: behaving well in class5341636128Changed behavior: improved academic performance28162945136Changed behavior: prepared to learn5071838124Changed behavior: getting along well with others6121337133In the Student Adventures program at Bluff, Jefferson and Eagle Heights Elementary Schools, teachers responded that they saw academic improvement for 74% of the students needing improvement. Seventy-four percent far exceeds the 60% benchmark for this criterion. Objective G1-4 is met.Objective G2-1: 75% of Student Adventures participants will decrease their school absences to less than 5 days absent from the regular school day and the Student Adventures program as measured by program and District attendance records.A review of days attended in the afterschool program is a good indicator of day-school attendance. Cross-comparison of Student Adventures attendance with school attendance indicates that 87.2% of participants across all three school were absent less than 5 days in 2017-2018. Objective G2-1 is met.Objective G2-2: 80% of students in the Student Adventures program agree that they like the program and look forward to coming to the program and 80% of parents agree that their child has better social skills as measured by parent surveys. Returning to the surveys presented earlier, across all three schools, 93% of students surveyed said that they “Liked it” and 90% of students stated that they “Looked forward to the program.” Both of these percentages met the criterion of 80% response rates.In terms of parent responses (see previous survey results), 95% percent of parents who felt their child needed improvement endorsed the statement, “Has better social skills.” This percentage meets the 80% criterion. Objective G2-2 is met. Objective G2-3: Teachers agree that 60% of their students are more engaged in the learning process, are behaving well in class, and are getting along well with others. Returning to the teacher surveys presented earlier, cumulative data across all schools illustrates that this objective met the required criterion. Teachers saw at least slight improvement (to significant improvement) among students needing improvement on the following behaviors: Behaving well in class: 74% of students improved at least slightlyGetting along well with others: 76% of students improved at least slightlyParticipating well in class: 65% of students improved at least slightlyBecause all criteria were met for the 2017-2018 year, the CCSD should consider increasing the percentages for goals that were met this year. Moving the mark facilitates ongoing program improvements and allows the program to continue to grow. Objective G2-3 is met.Objective G3-1: 50% of parents with students in the Student Adventures program will participate in a minimum of 2 family literacy activities/year as evidenced by event/participation recordsObjective G3-2: 60% of parents attending Family Literacy events will agree that the event(s) helped them assist their child to succeed as measured by post-activity evaluations.On November 9, 2017, 69 parents were in attendance for a Thanksgiving meal and informational session on the Student Adventures program. On March 13th, Clinton Community College sponsored a parent night where?78 parents attended. Breakout sessions included college planning and youth Internet Safety. On average, 34% of parents attended events District-wide, short of the 50% threshold, but vastly improved from the 18% attendance rates in the 2016-2017 evaluations. Noted in the program schedules at each school were “Family Fridays” where parents were invited on any Friday to drop into the program and participate in STEM activities or other scheduled activities. There were no records from any of the schools indicating the success of these Fridays in terms of parent participation. Evaluators include the tracking of parent participation as a recommendation.Though not literacy nights, each individual school did provide family events related to their individual projects and goals (students presenting skits, holiday celebrations, etc.). Objective G3-1 was not met, but substantial progress is noted.No parent evaluations of these events were provided to evaluators despite requests for such data. In discussions with the Program Director, it was clear that the lack of surveys was simply a lack of oversight as post-event surveys were conducted in some prior years. The Program Director assured evaluators that this would be remedied in this current year. Objective G3-2 had no data to substantiate whether or not it was met. right1194435Cohort 11 Outcome Data: Student Achievement (Before, After-school and Summer Programs)00Cohort 11 Outcome Data: Student Achievement (Before, After-school and Summer Programs)A great deal of evidence was provided regarding communication structures. The district provided printed monthly schedules (which parents receive). Each site has a dedicated web presence. Each site also had a unique monthly newsletter that parents received informing them of upcoming events, contract numbers for site personnel, and stories of program activities and successes.Goal I (G1): Provide at-risk grade K-5 students at Whittier Elementary and at-risk grade 6-8 students at Clinton Middle School with academic assistance to meet and/or maintain reading and math proficiency. Objective G1-1: After 12 months of participation in the Student Adventures Program, when matched by a similar demographic of non-participating participants in their school, a higher percentage of K-8 grade Student Adventures participants will be proficient in reading and math as measured by Iowa Assessment and/or FAST Assessments.Cohorts 11 Whittier Elementary Math Outcomes: The CCSD presented evaluators with data for all participants with any level of involvement in Student Adventures school year programs. Math OutcomesStudent Adventures Cohort 11 Whitter Elementary Regular Attendees Students Needing Improvement (n =22)Fall 2017 FAST Assessments Below TargetSpring 2018 FAST Assessments At or Above TargetPercent ImprovedSchool YearProgramNeeds ImprovementImproved221777%Math Outcomes Student Adventures Cohort 11 Whitter Elementary Regular AttendeesComparative Data with General FRL PopulationSpring 2018 % ProficientClinton FRL Elementary Students Grades 2-5Spring 2018 % ProficientWhittier Elementary K-5Students Adventures StudentsSchool YearProgramProficientProficient73%77%On math Fast Assessments, of students in the Student Adventures programs, 77% of students were at or above target on FAST Assessments by the Spring of 2018. Of the 22 students needing improvement at entry into the program, 17 or 77% improved by moving from below target to target or above target. In addition, Student Adventures students exceeded the proficiency level of all elementary school students in the District by 4 percentage points. Cohorts 11 Whittier Elementary Reading Outcomes: The CCSD presented evaluators with data for all participants with any level of involvement in Student Adventures school year programs. After seven months in the Student Adventures program, 73% of students needing improvement improved their scores in reading as measured by FAST Assessments. Compared to the all elementary students in the District, students in the Student Adventures program exceeded the proficiency levels of FRL elementary students throughout the District. Reading OutcomesStudent Adventures Cohorts 11 Whittier Elementary Regular Attendees Students Needing Improvement (n = 22)Fall 2017 FAST Assessments Below TargetSpring 2018 FAST Assessments At or Above TargetPercent ChangedSchool YearProgramNeeds ImprovementImprovedProficient221673%Reading Outcomes Comparative DataStudent Adventures Cohorts 11 Whittier Elementary Regular AttendeesAll Clinton Students Grades K-5 Spring 2018 % ProficientClinton Elementary FRL Students Grades 2-5Spring 2018 % ProficientWhittier Elementary Student Adventures StudentsSchool YearProgramProficientProficient69%73%Cohort 11 Clinton Middle School Math Outcomes: The CCSD presented evaluators with data for all participants with any level of involvement in Student Adventures school year programs. Only students with regular attendance as determined by federal criterion were included for outcome data analysis. Because middle school students do not take FAST assessments and IOWA Assessments are only taken annually in the Fall of each year, classroom grades were used to assess improvement from Fall 2017 to Spring 2018. Of the 11 students needing improvement in reading, 45% improved their classroom grade.Math OutcomesStudent Adventures Cohort 11 Clinton Middle School Regular Attendees Students Needing Improvement (n = 11)**Fall 2016 Classroom Grades Spring 2017 Classroom Grades Percent ImprovedSchool YearProgramNeeds ImprovementImproved11545%** Students with incomplete data sets were excludedFor comparative data with other Clinton Middle School students, evaluators had to rely on the Fall 2017 reported proficiency levels of Clinton Middle School students. Because Fall 2018 Iowa Assessments were not yet available and because GRPA reporting required a Fall 2017 to Spring 2018 assessment measure, evaluators had to utilize the latest Middle School common assessment (IOWA Assessment proficiency) against Student Adventure student’s classroom grades. In this case, evaluators set the criterion for proficiency at a C or higher grade in the classroom. The District is working with the Program Director to determine an appropriate Fall and Spring common assessment measure for the 2018-2019 academic year. Math Outcomes Comparative Data Student Adventures Cohort 11 Clinton Middle School Regular AttendeesSpring 2018 % ProficientCMS FRL Students Spring 2018 % ProficientCMS Student Adventures Students School YearProgramProficientProficient**68%69%**A classroom grade of C or better was used as the benchmark for proficiency Considering the limitations of this analysis (comparing two very different measures) in math, Students in the Student Adventures programs evidenced proficiency levels matching the average of all non-program FRL students at Clinton Middle School. Validity of these comparative results should be viewed as more subjective than objective.Cohort 11 Clinton Middle School Reading Outcomes: The CCSD presented evaluators with data for all participants with any level of involvement in Student Adventures school year programs. Only students with regular attendance as determined by federal criterion were included for outcome data analysis. Because middle school students do not take FAST assessments and IOWA Assessments are only taken annually in the Fall of each year, classroom grades were used to assess improvement from Fall 2017 to Spring 2018. No student had classroom grades below a C and no student’s classroom grade changed to a higher grade between Fall 207 and Spring of 2018.Reading OutcomesStudent Adventures Cohorts 11 Clinton Middle School Regular Attendees Students Needing Improvement (n = 22)**Fall 2017 Classroom Grades Spring 2018 Classroom Grades Percent ImprovedSchool YearProgramNeeds ImprovementImproved0N/AN/A** Students with incomplete data sets were excludedReading Outcomes Comparative DataStudent Adventures Cohorts 11 Clinton Middle School Regular Attendees Spring 2018 Reading Proficiency Rates CMS FRL Students Spring 201* Classroom Grades Proficiency**CMS Students Adventures StudentsSchool YearProgramProficientProficient62%100%** A classroom grade of C or better was used as the benchmark for proficiency For comparative data with other Clinton Middle School students, evaluators had to rely on the Fall 2017 reported proficiency levels of Clinton Middle School FRL students. Because Fall 2018 Iowa Assessments were not yet available and because GRPA reporting required a Fall 2017 to Spring 2018 assessment measure, evaluators had to utilize the latest Middle School common assessment (IOWA Assessment proficiency) against Student Adventure student’s classroom grades. In this case, evaluators set the criterion for proficiency at a C+ or higher grade in the classroom. Validity of these comparative results should be viewed as more subjective than objective.Highlights from the Student Adventures outcomes for Cohort 11 include the following:77% of students were students at Whittier Elementary were proficient in math by Spring of 2018 – 4 percentage points higher than the proficiency rates for other FRL students.100% of Student Adventures program students at Clinton Middle School had grades of a C or better in reading by Spring of 2018.Student Adventures program students at Whittier Elementary also scored 4 percentage points higher than other FRL students in the District in reading. right330835Cohort 11 Participant Surveys (After-School Programs)00Cohort 11 Participant Surveys (After-School Programs)Objective G1-2: 75% of parents will agree that their child’s academics have improved and that the Student Adventures program provides extra academic support as measured by parent surveys. Parent Surveys: Surveys were distributed to parents with children participating in Student Adventures programs. Whittier Elementary School had 8 parent surveys returned and Clinton Middle School had 8 parent surveys given to evaluators. No true established “n” could be determined as there were discrepancies in the tallies varying by up to 2 responses across rows. Given the low return rate, all results should be interpreted with caution.Cohort 11 Parent Surveys (n = 16)***The after school program is a program that:StronglyAgreeAgreeDisagreeStronglyDisagreeHas caring staff that show concern106Is a safe place for my children124Provides extra academic support1341Provides good enrichment activities1241Has opportunities for student success115Has healthy physical activities116Provides good adult role models106Is necessary in the school116Meets my needs as a parent1241***No true “n” established; average “n” utilizedCohorts 11 Parent Surveys (n = 16)***My child(ren):YesNoNo Change NeededHas improved in turning in homework1015Gets along better with others1312Attitude about school is better1222Academics has improved1213Has better social skills151Has more self confidence1311Makes better use of their time1132Has more learning opportunities1611Has improved school attendance88***No true “n” established; average “n” utilizedConclusion: In Cohort 11, the assessment question, “Provides extra academic support” met the criterion of 75% with 94% percent of parents agreeing to that statement. The assessment question, “Improved academics” met the criterion of 75% with 92% of parents who felt their child needed improvement agreeing to that statement. Objective G1-2 is met.Improvements Needed for G1-2: It would also be important to distribute surveys to parents whose child leaves the program early. Distributing at only one point (the end of the year) will capture only those who typically would endorse the program. Low return rates tend to skew numbers toward either very positive responses (parents who really endorse the program) or very negative responses (parents unhappy with the outcomes for their child) while the middle drops out. The CCSD may wish to consider alternative methods for survey distribution and collection that would result in a higher return rate from parents. Having surveys available online might increase participation and may be a viable means of capturing parents whose children leave the program throughout the year.Parent surveys also included opportunities for parents to list activity preferences for their child in their respective afterschool program as well as a comment section. Parents were also invited via the surveys to volunteer in the afterschool program. right242570 Cohort 11 Participant and Teacher Surveys (After-School Programs)00 Cohort 11 Participant and Teacher Surveys (After-School Programs)Objective G1-3: 75% of regular attendees in the Student Adventures program will agree that they are doing better in school since attending the program as measured by student surveys. Student Surveys: Student surveys were administered to program participants at Whittier Elementary School and Clinton Middle School. Whittier students returned 25 surveys. There 28 surveys provided to evaluators for Clinton Middle School. Results are tabulated in the tables that follow. Student Surveys Cohort 11 (Whittier only) (n=53)YesNoI like it449I look forward to coming to the program (Whittier only)449I am very comfortable talking to after school staff and teachers467I feel like there is someone in the program to help when I need it485I think I am doing better in school since I started coming here4211In the Student Adventures program, the assessment question, “I think I am doing better in school since I started coming here” met the criterion of 75% with 79.0% percent of students agreeing to that statement. Objective G1-3 is met.Objective G1-4: Teachers with students enrolled in the Student Adventures programs will agree that 60% of their students have improved academic performance as measured by teacher surveys.Teacher Surveys: Classroom teachers whose students were enrolled in Student Adventures after-school programs for 30 or more days were asked to complete an impact survey specific to each child in the program. Teacher responses for Whittier and CMS are listed in the table to follow.Cohort 11 Teacher Surveys Results (n=75)Behaviors on Which Teachers ReportedNot NeedAcceptable Level of Functioning Not Demonstrated Early in School Year – Improvement WarrantedSig.Improv.Mod.Improv.SlightImprov.NoChangeDeclineChanged behavior: turning in homework on time28414851Changed behavior: completing homework 26815821Changed behavior: participating in class23313156Changed behavior: volunteering3036912Changed behavior: attending class regularly4432533Changed behavior: being attentive in class223813122Changed behavior: behaving well in class32312103Changed behavior: improved academic performance264121431Changed behavior: prepared to learn25512873Changed behavior: getting along well with others3943761In the Student Adventures program at Whittier Elementary and Clinton Middle School, teachers responded that they saw academic improvement for 88% of the students needing improvement. percentage points. Objective G1-4 is met.Objective G2-1: 75% of Student Adventures participants will decrease their school absences to less than 5 days absent from the regular school day and the Student Adventures program as measured by program and District attendance records.A review of days attended in the afterschool program is a good indicator of day-school attendance. Cross-comparison of Student Adventures attendance with school attendance indicates that 82.9% of participants across Student Adventures participants at Whittier and Clinton Middle School were absent less than 5 days in 2017-2018. Objective G2-1 is met.Objective G2-2: 80% of students in the Student Adventures program agree that they like the program and look forward to coming to the program and 80% of parents agree that their child has better social skills as measured by parent surveys. Returning to the surveys presented earlier, across both schools, 83% of students completing surveys said that they “Liked it” and 83% of students stated that they “Looked forward to the program.” Both of these percentages met the criterion of 80% response rates. 95% of parents returning surveys stated that their child has “better social skills.” Objective G2-2 is met for Cohort 11. Objective G2-3: Teachers agree that 60% of their students are more engaged in the learning process, are behaving well in class, and are getting along well with others. Returning to the teacher surveys presented earlier, among students needing improvement in the following three areas, cumulative data across all schools illustrates that this objective met the required criterion. Percentages of positive responses are listed as follows:Engaged in academics: 63%Behaving well in class: 89%Getting along well with others: 67%Objective G2-3 is met. Further Suggestions for Surveys: Because two of the criterion were easily met for the 2017-2018 year, the CCSD should consider increasing the percentages for the goal that was met this year. Moving the mark facilitates ongoing program improvements and allows the program to continue to grow. Objective G3-1: 50% of parents with students in the Student Adventures program will participate in a minimum of 2 family literacy activities/year as evidenced by event/participation recordsObjective G3-2: 60% of parents attending Family Literacy events will agree that the event(s) helped them assist their child to succeed as measured by post-activity evaluations.Supporting Evidence: On November 9, 2017, 69 parents were in attendance for a Thanksgiving meal and informational session on the Student Adventures program. On March 13th, Clinton Community College sponsored a parent night where?78 parents attended. Breakout sessions included college planning and youth Internet Safety. In all Afterschool programs, from Cohorts 8, 10 and 11, there were 228 combined regular attendees. 78 parents represent 34% of parents in the total Student Adventures programs. Noted in the program schedules at each school were “Family Fridays” where parents were invited on any Friday to drop into the program and participate in STEM activities or other scheduled activities. There were no records from any of the schools indicating the success of these Fridays in terms of parent participation.Though not literacy nights, each individual school did provide family events related to their individual projects and goals (students presenting skits, holiday celebrations, etc.)Noted in the program schedules at each school, were “Family Fridays” where parents were invited on any Friday to drop in to the program and participate in STEM activities or other scheduled activities. There were no records from any of the schools indicating the success of these Fridays in terms of parent participation. Evaluators note in recommendations that a system needs to be put in place for Site Coordinators to track parental involvement on these Fridays. Objective G3-1 is not met but progress was made.Despite repeated requests, the Program Director provided no post-program survey results for events parents attended. The assumption, therefore, is that no surveys were offered or data collected. In discussions with the Program Director, it was clear that the lack of surveys was simply a lack of oversight as post-event surveys were conducted in some prior years. The Program Director assured evaluators that this would be remedied in this current year.Objective G3-2 cannot be measured. Anecdotal DataAnecdotal Data Required ElementsComplete?Success StoriesXBest PracticesXPicturesXStudent, teacher, parent, and stakeholder input.XSuccess StoriesSuccess Stories Required ElementsComplete?Specific Examples.XKey People InvolvedXQuotes from participants, teachers, parents, etc.XInclude objectives showing large increases.XSuccess Stories21st Century afterschool, before schoo,l and summer programs have been operating in the Clinton Community Schools for over a decade. In the first few years, success in academic gains were there, but the gains were not always statistically significant. Clinton’s Student Adventures Program Director, teachers, principals, and staff have worked tirelessly to modify and fine-tune program offerings and staffing to improve academic gains. In the last three years, those gains are now not only statistically significant, but above and beyond expectations. For any new program starting out, we recommend that you keep working to adjust, adjust, and adjust. Eventually the right combination of curriculum, teachers, staff, and social development activities comes together to make a really dynamic program. Such is the case with Student Adventures program in the Clinton Schools.This Year’s Great Successes:In Cohorts 8 and 10 combined, for Objective G1-1, when matched by similar demographics to non-participants in their school, 84% of Student Adventures program participants were proficient in math in Spring 2018 versus 68% of 2-5 FRL students District-wide and 72% of Student Adventures program participants were proficient in math in Spring 2018 versus 68% of 2-5 FRL students District-wide.For Cohorts 8 and 10, on objective G1-2, 95% of parents endorsed questions on the parent surveys for “extra academic support” and 83% endorsed the statement that their child had “improved academics.”In Cohorts 8 and 10, on objective G2-2, 93% of students stated they “liked the program” and 90% stated they “look forward to the program.” 95% of parents agreed that their child “has better social skills,” which is significantly above the 80% threshold target.In Cohort 11, for objective G2-3, teachers stated that 89% (threshold target was 60%), of students in the Student Adventures program were behaving well in class.In Cohort 11 at Whittier elementary school, students in the Student Adventures program were 4 more percentage points higher than matched students in the District in reading and math proficiency.Regular attendance in the Student Adventures programs ranged from 83% in Cohort 11 to 90% in Cohorts 8 and 10.37% of students in Cohorts 8 and 10 (combined) attended 100+ days of the programs.Quotes “Even though I have not been here long, I have seen great improvement with a specific child. I spent a lot of time with him in the summer program and even though you could see he was a very happy child, you could see how he struggled with reading, understanding what sounds letters make and being able to define what sound a letter makes in different words. In a very short period of time, you could clearly see improvement, from either having him sit down and read to me or just listening in on him. He is making amazing progress.” Student Adventures Summer program teacher (Bluff Elementary)“There are two brothers which come to mind that showed great improvement in the program. We worked on their math skills since they were behind in class. We showed them how to break down problems and different ways to figure the problems out. They are now to the point where they can help others kids out with math and their father has thanked the staff multiple times for the help the boys received.” Student Adventures Afterschool program teacher (Jefferson Elementary)“My kids love the program!” Mother with two children in the Student Adventures program“I make a lot of friends here.” Student, Grade 4, Eagle Heights Student Adventures programBest PracticesBest Practices Required ElementsComplete?Description of the practice/activity.XMethodology of measuring success of best practice.XInformation on why practice/activity was implemented.XImpact of practice/activity on attendance.XImpact of practice/activity on student achievement.XFor best practices, the Clinton Community School’s Student Adventures program chooses to highlight its engagement of students in the larger community. Because all schools in the District have “early out” Wednesdays, extra Student Adventures program hours has allowed the District to provide students with a ‘field trip’ within the community every Wednesday. These enrichment activities can be educational, recreational, or community-service-based. The Student Adventures Program Director shares that engaging students in the services and activities available to them through their own community helps bond students to the community by allowing them to interact with a wide variety of caring adult role models. Examples of weekly field trips include visits to museums, a library reading program, the recycling center, the jail, fire stations, pond life, and a dairy farm. In addition, children were introduced to karate, gymnastics, pottery, canoeing, and a host of other positive activities.The opportunity to engage in such a wide variety of interesting and engaging activities not only attracts students to the program, but keeps them coming, which is evidenced in the very high regular attendance data for the Student Adventures programs. In addition, community partners for these activities get to know our students and our students get to know and trust adults throughout the community. A second best practice is the use of Mindworks and ISU Extension for STEM activities in our academic enrichment activities. Mindworks is a particularly engaging STEM curriculum with a wide variety of cross-curricular learning activities. ISU Extension are also leaders in providing highly engaging STEM curricula. Since implementing the Mindworks curriculum three years ago and bringing ISU Extension on board as a partners four years ago, achievement scores have significantly outpaced those of the FRL population district-wide in math. PicturesStudents learning about how small engines work at the Fulton Windmill.Students at Jefferson learning to play ukuleles from Outlaw MusicClinton County Conservation teaching scienceStudent, teacher, parent, and stakeholder inputStudent, teacher, parent, and stakeholder input Required ElementsComplete?Quotes from student, teacher, parent, and stakeholders.XQuotes from partners.XQuotes should be attributed (titles can be used but names only with permission).XShowcase success of the program, especially for student attendance, behavior and academic success.XStudent, Teacher, Parent, and Stakeholders DiscussionCommunity Input: The CCSD Student Adventures programs incorporate and integrate services currently offered by community partners through a collaborative planning process called the Student Adventures Partner Advisory Board and an oversight management board called the Student Adventures Community Governance Board. The Student Adventures Community Governance Board and Partner Advisory Board meet to oversee program implementation, evaluation, and program sustainability. All partners are involved in providing feedback to the program through monthly or bi-monthly planning/progress meetings, annual feedback surveys, and focus groups that are part of the Student Adventures evaluation process. As evidence of the District’s success in nurturing and maintaining relationships, the Clinton YWCA, Clinton County Conservation, New Directions, and Bridgeview Center for Mental Health have been involved in our Student Adventures program from the outset fourteen years ago. As evidence of their ability to recruit new partners, Clinton Community College joined as a partner in 2010 and ISU Extension came on as partners 2012. In 2014, the United Way partnered with the program to provide Americorp volunteers as reading tutors. In 2015, the Clinton Recreation Department joined. In addition to these partners, virtually every possible recreational, civic, and historical organization/business in the Clinton area offers either services or cut fees for students to participate in recreational and/or academic enrichment. At this time, the CCSD has successfully engaged over 90% of available community partners. In 2016, the Student Adventures program became a permanent recipient of United Way funds and Focus Services joined as a financial partner. Parents and Youth: Each individual school has an established School Advisory Council composed of parents, elected students, community members, and school personnel. Advisory councils meet monthly to provide input/feedback relating to programs/services offered in their school and to suggest future programs/services they feel would benefit their schools. Educational and enrichment activities currently being offered in the Student Adventures program at each school were developed with recent input from School Advisory Councils at each target school. Youth provide direct feedback to the program through their day-to-day interactions with staff, through anonymous feedback surveys, and through elected representatives on their school’s Advisory Council. Parents provide direct feedback to the program through anonymous feedback surveys, their elected representatives on School Advisory Councils, and direct email contact with Site Coordinators and the Program Director through the Student Adventures Websites. The Student Adventures program provides parents with monthly program schedules, monthly newsletters, community press releases regarding program activities and successes, and an open-door drop-in policy for parents wishing to observe the program on any given day.Students Adventures also has a new and updated Facebook where program activities are shared and comments are welcome.Quotes:“Thank you Clinton Community College for coming to CMS. The students loved the activities and learning more about college!” Site Facilitator at Clinton Middle School?“I enjoy helping the students. The staff is great to work with and the students enjoy learning.” Teacher in the Summer Program“Today at Fulton windmill! Learned about small engines! Great job and thanks to all the people that worked with us and showed the windmill to us! Site Aid at Jefferson Elementary SchoolUpon making and delivering Thanksgiving cards to the residents at an area nursing home: “What a great experience for the students and residents, too” Community member commenting on the Facebook site “My daughter loved the schedule and activities this year.” Parent“I like the small groups and the variety of activities”. Teacher in the Afterschool Program“Staff is amazing role models and support to my daughter.” Parent“We give the ASP a unique opportunity to be exposed to nature and science education.” ISU Extension Staff MemberThis Year’s Great Successes:In Cohorts 8 and 10 combined, for Objective G1-1, when matched by similar demographics to non-participants in their school, 84% of Student Adventures program participants were proficient in math in Spring 2018 versus 68% of 2-5 FRL students District-wide and 72% of Student Adventures program participants were proficient in math in Spring 2018 versus 68% of 2-5 FRL students District-wide.For Cohorts 8 and 10, on objective G1-2, 95% of parents endorsed questions on the parent surveys for “extra academic support” and 83% endorsed the statement that their child had “improved academics.”In Cohorts 8 and 10, on objective G2-2, 93% of students stated they “liked the program” and 90% stated they “look forward to the program.” 95% of parents agreed that their child “has better social skills,” which is significantly above the 80% threshold target.In Cohort 11, for objective G2-3, teachers stated that 89% (threshold target was 60%), of students in the Student Adventures program were behaving well in class.In Cohort 11 at Whittier elementary school, students in the Student Adventures program were 4 more percentage points higher than matched students in the District in reading and math proficiency.Regular attendance in the Student Adventures programs ranged from 83% in Cohort 11 to 90% in Cohorts 8 and 10.37% of students in Cohorts 8 and 10 (combined) attended 100+ days of the programs.Sustainability PlansSustainability Plans Required ElementsComplete?Original plan from grant application summary.XDiscuss formal sustainability plan if applicable.XHow program will continue without 21st CCLC grant funding.XHow partnership contributions will help the program continue (refer to partnership table from section 3).XSustainability Plans Discussion:Sustainability Training: In the summer of 2005, the Iowa Afterschool Alliance (IAA) agreed to have Clinton’s after school program be the first in the state to develop a sustainability plan through their office as a pilot project. In early 2006, the District completed its full sustainability plan. Each year, Joe Herrity of Preferred Visions meets with staff for a full day of sustainability training. The prior year plan is reviewed and new goals and objectives for the upcoming year are set during the training session. The current sustainability plan document, titled, Clinton Community School District Student Adventures Afterschool Program Sustainability Plan 2016-2017, is on file and available for review from the Student Adventures Program Director.At the core of the CCSD’s Student Adventures’ continuous improvement is community engagement. First and foremost, program oversight is community-based. At the core of the planning process is a committed group of CCSD staff, community leaders, and community based organization executives called the Student Adventures Community Governance Board (SACGB). SACGB’s responsibility in sustainability is to engage the community through regular multimedia communications and to encourage feedback with semi-annual surveys distributed to students, parents, teachers, community service providers, and the community at large. Respect for, and engagement of all sectors of the community, ensures that Student Adventures is aligned with data-driven community needs. The CCSD’s sustainability approach represents a diversified funding plan that involves re-directing current resources as appropriate, developing local support, incorporating additional federal, state and local funding as appropriate, and coordinating the use of all available resources. Five key components underlie their sustainability plan: Advocacy Efforts; Media Relations; Strong Community Partners; Key Champion Development; and Adaptability to Changing Conditions. Before applying for any new funding, the CCSD and SACGB engage in a planning process involving 3 steps: (1) Carefully projecting the costs of maintaining the program. (2) Identifying the time frames for developing sustainability funding. (3) Identifying all potential funding streams that can be redirected over the course of the initial grant to sustain the program when a grant expires. The following are examples that illustrate their success in using this planning process: 1) Program partners shifted partial financial responsibility to their respective agencies by agreeing to a common hourly rate for services and/or providing additional hours of in-kind service. 2) From 2008-2010, and again in 2014-2018, DECAT funding helped support summer programs. 3) In 2009, the District and the Clinton Wellness Coalition partnered for a Wellmark grant to support before school programs. 4) In 2014, the Student Adventures program applied for and was accepted as a new United Way funding recipient; as of 2015, Student Adventures is now an annual recipient of United Way funds.Effective Use of all Public Resources: Each of the CCSD’s partners brings all available public resources to the Student Adventures planning table. The planning group thoroughly assess each partner's resources and determines how to best utilize those resources in the community of Clinton. The following are examples of how the CCSD and community partners work together to integrate services: (1) State mentoring programs were re-structured to integrate directly into after-school, before school, and summer activities. As a result, they can cost-share Student Adventures Site Coordinator salaries as well as administrative support salaries. The Mentoring Recruiter also assists in recruiting adult volunteers for the Student Adventures program. (2) Site Coordinators are utilized to refer families to Clinton Community College; in turn, CCC identifies and refers families needing literacy support to our literacy programs. (3) The CCSD cost-shares comprehensive drug/violence prevention programs with New Directions through Comprehensive Substance Abuse and Community Partnership grants. (4) All providers have agreed to a common community service provision rate of $21.50 per hour. Ongoing integration and cost sharing of resources between providers increases efficient use of community resources, eliminates duplication, and increases community investment in supporting and sustaining the Student Adventures program. 2017-2018 Plan Progress: The latest plan update clearly delineates committees and includes a timeline for reporting progress on goals and objectives. Central to the 2017-2018 plan was the development of a stronger communication plan with community businesses and churches to inform of the program’s purposes and accomplishments. In addition, Student Adventure’s sustainability committee members would seek smaller grant funds for specific projects with the Student Adventures program through private foundation grants. By Spring of 2018, the goal was to recruit an additional five community partners and/or secure additional private grants. In the Department of Education site visit in Spring 2017, it was noted by the DE that ten additional partners had been secured since 2015. In Spring 2018-Fall 2019, the Student Adventures program applied for private grants through Walmart, Lowes, and Alliant Energy and is currently working on applications through Jewel-Osco and the New York Life Foundation.Summary and RecommendationsSummary and Recommendations Required ElementsComplete?Summary of program.XDissemination of local evaluation.XRecommendations for local objectives.XRecommendations on future plans for change.XSummary of ProgramSummary of Program Required ElementsComplete?Reference introduction section.XShowcase successes of program.XHighlight items contributing to program success.XInclude exemplary contributions from staff, teachers, volunteers and/or partners.XIntroductionThe Clinton Community School District (CCSD) and collaborative partners’ mission is to narrow the achievement gaps for students at Bluff Elementary, Jefferson Elementary, Eagle Heights Elementary, Whittier Elementary, and Clinton Middle School. The CCSD offers Student Adventures before, after-school and summer programs. Overarching goals are to: (1) Provide access to high-quality academic recovery and enrichment programs. (2) Work to close achievement gaps between Caucasian and non-Caucasian students and LSES and non-LSES students. (3) Give students access to a variety of engaging activities that promote positive youth development. (4) Promote community ownership by linking a variety of community resources to the schools, children, and adults who can best benefit from those resources. (5) Lead to greater family awareness of the importance of literacy as the major skill development area that correlates with high success in other academic areas. SuccessesIn Cohorts 8 and 10 combined, for Objective G1-1, when matched by similar demographics to non-participants in their school, 84% of Student Adventures program participants were proficient in math in Spring 2018 versus 68% of 2-5 FRL students District-wide and 72% of Student Adventures program participants were proficient in math in Spring 2018 versus 68% of 2-5 FRL students District-wide.For Cohorts 8 and 10, on objective G1-2, 95% of parents endorsed questions on the parent surveys for “extra academic support” and 83% endorsed the statement that their child had “improved academics.”In Cohorts 8 and 10, on objective G2-2, 93% of students stated they “liked the program” and 90% stated they “look forward to the program.” 95% of parents agreed that their child “has better social skills,” which is significantly above the 80% threshold target.In Cohort 11, for objective G2-3, teachers stated that 89% (threshold target was 60%), of students in the Student Adventures program were behaving well in class.In Cohort 11 at Whittier elementary school, students in the Student Adventures program were 4 more percentage points higher than matched students in the District in reading and math proficiency.Regular attendance in the Student Adventures programs ranged from 83% in Cohort 11 to 90% in Cohorts 8 and 10.37% of students in Cohorts 8 and 10 (combined) attended 100+ days of the programs.Items Contributing to Program SuccessExperience is probably the most important contributor. Over 15 years, Clinton’s Student Adventures program has been assessed, modified based on those assessments, and gradually molded into a highly coordinated and integrated system of services where staff, parents, teachers, and students truly “own” the program. Community involvement is the second most important contributor. Our core community service providers have been involved in the program since the beginning. They serve as recruiters for other community members, businesses, and groups through their commitment to the importance of the programs.Exemplary ContributionsManagement of these five centers by Mr. Loras Osterhaus is highly commendable. He works hands-on with his Site Coordinators to ensure that they are competent and comfortable in their role. He even steps in to serve as a site aid if a staff member is absent for the day. His dedication to procuring ongoing funding is evidenced by his work with the District’s grant writers and his weekly work in investigating every possible opportunity to keep dollars flowing into the program. Site Coordinators at each school are flexible, creative, and dedicated to the needs of their school’s program. They ensure that communication structures are in place for staff, teachers, students, parents, and the community at large. As a result of their work, each school has a Student Adventures Web presence, monthly calendars, and Newsletters that are sent home with students and are accessible online. They are also the primary point of contact with parents; reporting out student successes in the program and working with parents when issues arise.Dissemination of Local Evaluation.Dissemination of Local Evaluation Required ElementsComplete?Exact url where local evaluation is posted (required by US DOE).XDiscussion of other methods of Dissemination (Board reports, community meetings, person to person, e-mail, etc.)XA full-detailed local evaluation of both processes and outcomes is included for Cohorts 8, 10, and 11 with this summary document. Local evaluation results are provided to all community members through a link on District’s Student Adventures Web Page: Student Adventures Governance Board met 6 times in the 2017-2018 year. Governance Board meeting minutes include substantial discussion on Student Adventures sustainability planning; including grant procurement, community funding, and procurement of in-kind services. New fundraising ideas were implemented with community business where a percentage of the proceeds went to the Student Adventures programs. The Board also provided oversight and direction for Student Adventures community events involving students, parents, and community members. Meeting minutes updated Board members on planning processes for summer programs, connecting the mentoring programs to the Student Adventures program, Student Adventures activities and staffing updates. Community board members appear to be actively engaged in procuring resources for ongoing sustainability of the programs.The Student Adventures Partner Advisory board met 3 times in the 2017-2018 year. Membership consists of those partners who are actually contracted to provide their community services within the schools in the Student Adventures programs. Meeting minutes were provided to evaluators for each date the Partner Advisory Board met. Partner Advisory Board meeting minutes included reporting of current staffing and activities in the afterschool program as well as continual updates on funding and additional grant procurement. Student Adventures Program Staff met approximately every other week for the entire 2017-2018 academic year. Meeting minutes were provided to evaluators for each date staff met, as well as sign-in sheets. At the first meeting of the year on October 9, 2017, meeting rules were presented and discussed with all participating members. Meeting minutes reflect substantial planning of daily schedules, staffing patterns, budgeting, field trips and special activities coordination, staff training opportunities, reports from staff trainings, summer planning, and ongoing planning for the 2017-2018 academic year. Two specific staff trainings were mentioned in detail: Conscious Discipline and Transgender training. The district provided printed monthly schedules (which parents receive). Each site has a dedicated web presence. Each site also had a unique monthly newsletter that parents received informing them of upcoming events, contract numbers for site personnel, and stories of program activities and successes.Recommendations for Local Objectives.Recommendations for Local Objectives Required ElementsComplete?Objectives to be changed and reasons why.XObjectives to be added.XInclude objectives not met.XInclude objectives not measured.XRecommendationsBecause most objectives were easily met on student and parent surveys, the District should consider increasing the target goal for the 2017-2018 year. Moving the target fosters program improvements where each year, the goal is to strive for better and better outcomes.Using classroom grades to measure academic progress for middle school students needs to be challenged. Classroom grades are suspect in validity and make true comparative data for proficiency rates suspect. They present only a “general snapshot” of student success. It is recommended that the Program Director develop, in conjunction with the CCSD Curriculum Director and CMS principal, a standardized Fall 2017 and Spring 2018 assessment for Middle School students. Parent return on surveys is low. It is recommended that the District do away with paper copies (where possible) and hand tabulation (which was not 100% accurate) and consider the use of an anonymous online survey to see if it will foster a higher return rate. It is recommended that the program work to add at least one more formal parent night through Clinton Community College and continue to work to increase parent attendance to keep moving toward the 50% target goal. When parent nights are offered, staff need to have a program survey ready for participants to complete before they leave the event.Recommendations on Future Plans for Change.Recommendations on Future Plans for Changing Required ElementsComplete?Changes in activities.XChanges in recruitment efforts.XChanges in partnerships.XChanges for sustainability plans.XOther changes as suggested by governing body.XFor the required elements, the only recommended change is to continue to develop strategies and efforts to engage parents in Parent Nights, completion of surveys, and service on the Student Adventures Governance Board. There are no recommended changes in terms of partnerships.In terms of sustainability, Student Adventures Governance Board members continue to be supportive in exploring continuing funding options – and have formed subcommittees to explore additional funding options. Evaluators recommend expansion of Board members to include CEOs of several more businesses in the community as those individuals often have connections to others in business and potential private support of the program. Another option would be to engage area churches with representatives on the board who can then engage parishioners, not only in terms of financial support, but volunteer support. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download