Title



21st CENTURY COMMUNITY LEARNING CENTER

LOCAL EVALUATION REPORT 2015-16

YMCA OF GREATER SEATTLE

AUBURN SCHOOL DISTRICT

COHORT 11

WASHINGTON ELEMENTARY

CASCADE MIDDLE SCHOOL

August 2016

Bruce Cunningham, Ph.D., Director Evaluation and Research

Stephanie Van Alstyne, M.A.T., Evaluation Manager

Puget Sound Educational Service District

bcunningham@

425-917-7834

21st CCLC Local Evaluation 2015-16

Grantee: YMCA of Greater Seattle and the Auburn School District, Cohort 11

Schools: Washington Elementary and Cascade Middle School

|I. Background and Context |

Community Description. Washington Elementary and Cascade Middle School constitute a feeder patterns of schools. As students progress from elementary to middle school and high school, increasing numbers of students fail to meet standards in reading and math. At Auburn Senior High School, 67% of students meet standard on the SBA in ELA and 21% meet standard on the SBA in math. This project seeks to disrupt this pattern by providing expanded learning opportunities for students identified as not meeting standards or typical academic growth. The project is in its’ second year of operation.

The Auburn community has several assets to support this goal and these include a community that celebrates diversity, values resilience and promotes family involvement. Additionally, there is a desire among families for academic success and a willingness in the school to partner with other organizations.

Mission/Vision. The goal for the Washington Elementary and Cascade Middle School 21st Century CLC Program is to close this achievement gap and prepare students for high school and postsecondary opportunities. Consequently, the program will engage students and their families in academic, enrichment and social activities; increase academic skills as well as positive academic behavior such as homework completion and class participation; provide support to plan appropriate high school courses of study and successfully transition to high school; and help students set goals for success beyond high school.

Student Demographics for 2015-16 (OSPI Report Card October 2015)

| |Washington (N=489) |Cascade |Auburn School District |

| | |(N=751) |(N=15,825) |

|Hispanic/Latino (of any race) |33.5% |23.6% |27.5% |

|American Indian –Alaskan Native |0.4% |0.5% |1.3% |

|Asian |3.5% |7.3% |7.9% |

|Black/African American |9.2% |10.4% |6.9% |

|Native Hawaiian/Other Pacific Islander |7.2% |4.9% |3.4% |

|White |30.3% |45.8% |43.4% |

|Two or more Races |16.0% |7.5% |9.5% |

|Free or Reduced-Price Meals |76.5% |61.3% |53.0% |

|Special Education |13.8% |12.7% |12.4% |

|Transitional Bilingual |27.5% |13.0% |16.4% |

Smarter Balanced Assessments (OSPI Report Card 2015-16)

| |4th Grade SBAC 2015-16 |7th Grade SBAC 2015-16 |

| |Washington |Auburn School District |Cascade |Auburn School District |

|ELA |43.2% |61.9% |38.7% |53.8% |

|Math |52.0% |63.2% |29.1% |42.2% |

Compared to the Auburn School District, the two schools have a higher percentage of African American students and students who qualify for free and reduced meals. A lower percentage of students at both schools met standard on the SBAC tests than the average for Auburn School District.

Goals and Objectives.

1) Improve Academic Achievement

1.1) 70% of regular attendees will show improvement in reading as demonstrated by MAP reading assessment, or MSP/Smarter Balance Test

1.2) 70% of regular attendees will show improvement in math skills as demonstrated by MAP math assessment, or MSP/Smarter Balance Test

1.3) 85% of students who successfully complete summer learning program will demonstrate no summer learning decline in math or reading

2) Increase Positive Student Behavior

2.1) 80% of regular attendees will show improvement in homework completion and class participation

2.2) 50% of regular attendees will demonstrate increases in skills and dispositions that support youth success in schools

3) Increase Family Involvement

3.1) 60% of regular attendees will be represented by family members at family engagement events led by school or CLC

3.2) 80% of families who participate in CLC family engagement activities will report that they learned new skills during activities

3.3) 15 CLC families will participate in quarterly CLC advisory meeting

|II. Project Description |

Partnerships. Overall the Auburn School District was the major partner who provided space for indoor and outdoor program activities, access to student records, free or reduced transportation costs to the program, food, and access to technology for staff and students. Other partnerships included:

Washington Elementary School

• Auburn Food Bank - snacks

• King County Library System - Kids Reach Program

• Pure Mentoring and Coaching – Basketball coaching and mentoring

• WSU 4-H – Engineering and STEM projects

• King County Internship Program - enrichment program facilitation

• M-Power – music coaching

• YES – guided pathways program teaching students about emotional health

Cascade Middle School

• Auburn Food Bank - snacks

• Sub-Zero Ice Cream – provided a liquid nitrogen presentation

• King County Library System – provided a Book Club

Operations.

Washington Elementary School offered a summer session from June 29th to August 7th, Monday through Friday from 8:30 AM to 3:00 PM. The program recruited about 40 incoming 2nd - 5th grade students who participated in the afterschool program or were identified by a classroom teacher. The morning session and part of the afternoon session was facilitated by certificated teachers and focused on reading, health and science, and math skills. The last hour of the afternoon session provided enrichment activities including arts and crafts, group games, outdoor activities and field trips to such places as the Pacific Science Center, Woodland Park Zoo, Tacoma Children’s Museum, Auburn Library, and the YMCA. Special features of the summer program included a Summer Reading Challenge in which students kept a log of their reading activities and qualified for prizes from the local library.

Cascade Middle School offered a summer session from June 29th to August 7th, Monday through Friday from 9:00 AM to 3:00 PM. The program recruited incoming 6th grade students from feeder elementary schools and incoming 7th and 8th grades students who were current after-school participants. An average of 45 students attended each day. The morning session and part of the afternoon session was facilitated by certificated teachers and provided project based learning opportunities focused on literacy, science and math. The last hour of the afternoon session provided enrichment activities including arts and crafts, outdoor activities, drama club, movie club, swimming and journalism. Field trips included such places as the Pacific Science Center, Woodland Park Zoo, Mt. Rainier, and Snoqualmie Falls. Lunch was provided each day for all participants.

During the school year, Washington offered programming 5 days a week for 2.5 hours a day with 2nd-3rd graders attending on Monday, Wednesday, and Friday, and 4th-5th graders attending on Tuesday, Thursday, and Friday. Cascade offered programming five days a week for 2.5 hours a day and 6th-8th graders could attend each day.

Staffing. Each site uses a combination of staff that included a site coordinator, school day teachers, other school staff, sub-contracted staff, college students and parents.

Activities. Each school offered a variety of activities that included academic support in ELA and mathematics. Friday activities focused on enrichment as an incentive for regular attendance. These included activities in STEM, literacy, science, arts and crafts, cooking, physical activities, and social-emotional learning and these appear at the end of this report.

|III. Data Collection Methodology |

The project and evaluation collected data from a variety of sources and these included:

• Attendance/Retention of students. Coordinators recorded daily attendance using an Excel spreadsheet. This spreadsheet automatically calculated additional useful information such as the total days of attendance for each student, whether each student was a regular attendee or not, total daily attendance and average daily attendance. This information supported coordinators in monitoring attendance rates and supporting students to become regular attendees.

• Student information. During the school year, coordinators accessed student records for required reporting information and entered this data into an Excel spreadsheet.

• Student achievement. Coordinators gathered MAP scores in fall and spring for reading and math.

• Survey data – Teachers completed the 21st CCLC Teacher Survey (that had been required in previous years) at the end of the school year for regular attendees to gather information on student behavior.

• Program Quality Assessment. The coordinators at each site completed one YPQA Form A and one Form B assessment. Evaluators visited and also completed two YPQA Form A assessments. These observations included both enrichment and academic activities and were generally led by non-certificated staff who were college students. The evaluator entered all scores into the YPQA online scores reporting system and supported the coordinator in developing improvement goals.

• Annual Performance Report data. For each of the reporting periods in summer, fall and spring, site coordinators gathered data to report on partnerships, program operations, activities, staffing, and parent activities.

|IV. Program Implementation Findings |

Attendance/retention of students. Overall, the project gathered information on 205 different students who attended the after school programs. In the 2015-16 year, the programs served more students (205) than in the 2014-15 year (133). Also, 2015-16 year there were more regular attendees (135) than in the 2014-15 year (67). This suggests that the after-school programs are becoming more well-known in their second year of operation.

The 21st CCLC program recognizes groups of students based on the number of days they attended. The table below shows these groupings:

• Students attending less than 10 days likely receive few benefits from the program

• Students attending 10-29 days may receive some benefits

• Students who attend 30 or more days are likely to receive some benefits and are referred to as regular attendees or RATS

• Regular attendees who attend 60 or more days are believed to receive the most benefit

|School |Total attendees |=10 days |RATS |% of all attendees >10 who were RATS |Actual % of all RATS who attended 60+ |

|Cascade |107 |79 |74% |62% |

|Washington |90 |56 |62% |46% |

|Total |197 |135 |69% |56% |

|OSPI Targets | | |75% |60% |

The project proposed several attendance goals that are listed below and in the 2015-16 year made considerable progress toward meeting these goals, but fell somewhat short.

|School |Target number of students attending |

|Washington |Staff will gain knowledge in the following program areas of Engagement, and Interaction by being self-assessed and being able to |

| |self-assess fellow staff members by February 1st, resulting in overall improved program quality that will be demonstrated by |

| |improved assessment scores in those areas. |

| |By June 2016, both Cascade and Washington would have met student’s enrollment/ attendance quota that is described in the 21st |

| |century learning grant. |

|Cascade |By June 2016, Cascade Middle School and Washington Elementary will have met program attendance goals. |

| |Student leadership – create a student advisory board and a student feedback survey |

|V. Program Impact Findings |

1) Improve Academic Achievement

1.1) 70% of regular attendees will show improvement in reading as demonstrated by MAP reading assessment, or MSP/Smarter Balanced Test

1.2) 70% of regular attendees will show improvement in math skills as demonstrated by MAP math assessment, or MSP/Smarter

1.3) 85% of students who successfully complete summer learning program will demonstrate no summer learning decline in math or reading

Staff at Washington Elementary and Cascade Middle School collected MAP scores in fall and spring for reading and math. Students were judged to have improved if they met or exceed the mean fall to spring growth benchmark according to the NWEA 2015 MAP Norms for Student and School Achievement Status and Growth norming study.

When looking at increases in scores, in most grade levels enough students increased their scores in math and reading so that 70% of students made some improvement.

Math MAP Scores for regular attendees

|Grade |Number of regular attendees with fall and |Number improving |% improving |Target % improving |

| |spring scores | | | |

|3 |14 |12 |86% |70% |

|4 |15 |11 |73% |70% |

|5 |5 |4 |80% |70% |

|6 |30 |29 |97% |70% |

|7 |20 |12 |60% |70% |

|8 |18 |8 |44% |70% |

|All Grades |102 |76 |75% |70% |

Reading Map scores for regular attendees

|Grade |Number of regular attendees with fall and |Number improving |% improving |Target % improving |

| |spring scores | | | |

|3 |15 |13 |87% |70% |

|4 |16 |15 |94% |70% |

|5 |5 |5 |100% |70% |

|6 |30 |23 |77% |70% |

|7 |18 |8 |55% |70% |

|8 |20 |11 |80% |70% |

|All Grades |104 |75 |72% |70% |

However, in looking at the mean fall to spring growth norms, that indicate the amount of improvement needed to show a year of growth in academic achievement, fewer than 70% of students met this target.

Math – (38/102 or 37% met expected mean yearly growth)

|School |Met |Not |Total |

|Cascade |31 |37 |68 |

|Washington |7 |27 |34 |

|Total |38 |64 |102 |

Reading – (57/104 or 55% met expected mean yearly growth)

|School |Met |Not |Total |

|Cascade |28 |40 |68 |

|Washington |29 |7 |36 |

|Total |57 |47 |104 |

The goal for the summer program was that 85% of students who successfully complete summer learning program will demonstrate no summer learning decline in math or reading. To measures this, each school gave students a pre and posttest and these results appear below. Overall, students met the goal on three of the five assessments.

Cascade Middle School - science

Students took a pre and posttest consisting of the same 14 general science and chemistry questions at the beginning and end of the summer session. Of the 24 students who had both a pre and posttest, 23 (or 96%) had no decline. Additionally:

• 20 students gained, 3 students remained the same, 1 student declined

• The average pre score for students was 7.6 items (or 55%)

• The average post score for students was 10.6 items (or 76%)

• The average gain for students was 2.9 items

Cascade Middle School – reading

Students took a pre and posttest curriculum-based measure called the MAZE that assesses general outcomes such as reading comprehension. Of the 37 students with both a pre and posttest, 33 (or 89%) had no decline. Additionally:

• 28 students (or 76% gained in scores), 5 students scored the same, 4 students declined

• On the pretest, 7 students (or 19%) met the benchmark

• On the posttest, 16 students (or 43%) met the benchmark

Cascade Middle School – math

Students took a pre and posttest in mathematics based on math placement tests from the Saxon math curriculum. One version was designed for 6th graders and another for 7th and 8th graders. Math activities during the summer integrated mathematical concepts into hand-on project such as making paper airplanes and rockets, constructing birdhouses, and computer programming activities. Of the 25 students with both a pre and posttest, 19 (or 76%) showed no decline.

• 18 (or 72%) gained in scores, 1 remained the same, and 6 declined.

• The average pre score for students was 10.5 items

• The average post score for students was 11.7 items

• The average gain for students was 1.2 items

Washington Elementary – math

Students took a pre and posttest in mathematics that resulted in both a score and a level. Of the 28 students with both a pre and posttest, 24 (or 86%) had no decline. Additionally:

• 12 students (or 43%) improved in their scores

• 6 students moved to a higher level

• 18 students remained at the same level

• 4 students moved to a lower level

Washington Elementary – reading

Students took a pre and posttest in oral reading fluency. Of the 27 students with both a pre and posttest, 18 (or 67%) had no decline. Additionally:

• 18 students (or 67%) improved in their scores

• 9 students (or 33% decreased in their scores

• The average gain was 16 points

• The average pre percentage was 93.7%

• The average post percentage was 94.3%

2) Increase Positive Student Behavior

2.1) 80% of regular attendees will show improvement in homework completion and class participation

2.2) 50% of regular attendees will demonstrate increases in skills and dispositions that support youth success in schools

Project staff collected teacher surveys, with questions about a range of classroom behaviors, at the end of the school year for regular attendees. Teachers rated whether a student needed to improve in each of six areas, and if they did need to improve, whether the teacher thought the student improved, did not know, or did not improve. Cascade Middle School collected 63 surveys from the students ELA or math teachers. Washington Elementary collected 32 surveys from each student’s main classroom teacher. Overall, about a quarter to a third of students improved on the various student behaviors and this falls short of the targets in this goal. However, most teachers at Washington and almost half the teachers at Cascade felt the after-school program was beneficial.

| |Washington |Cascade |

|To what extent has your student changed their behavior in |N of students who needed |% who improved |N of students who needed|% who improved|

|terms of: |to improve | |to improve | |

|1. Turning in his/her homework on time |27 |41% |48 |33% |

|2. Completing homework to your satisfaction |28 |32% |49 |33% |

|3. Participating in class |28 |36% |48 |44% |

|4. Behaving well in class |25 |32% |34 |26% |

|5. Getting along well with other students |22 |32% |38 |26% |

|6. Overall academic performance |31 |35% |49 |29% |

| |Yes - Washington (n=32) |Yes - Cascade (n=63) |

|Overall, do you feel our after-school program was beneficial |81% |49% |

|for this student? | | |

3) Increase Family Involvement

3.1) 60% of regular attendees will be represented by family members at family engagement events lead by school or CLC

3.2) 80% of families who participate in CLC family engagement activities will report that they learned new skills during activities

3.3) 15 CLC families will participate in quarterly CLC advisory meeting

Each school offered a variety of activities for parents and families that included cultural activities, parenting information, college information and celebrations.

|Washington |Cascade |

|PATM and CLC B-Ball Tournament |End of Summer Celebration |

|Black/African American Family Night |Dia de los Muertos |

|Social Media Workshop |Latin@ Family Workshop I |

|Conversation: Latin@ Families |Latin@ Family Workshop II |

|Parenting: Discipline |African American Family Night |

|Green River Continuing Adult Education Conference |Basketball Tournament |

|Green River Adult College Tour |Raising Difficult Teenagers |

| |Positive Discipline |

| |Camp Night |

| |Green River Informational Day |

| |Let’s Celebrate |

Cascade collected 42 evaluations from six different events. The evaluation forms included seven items and a rating scale of, “Yes, I agree”, “Maybe, I am not sure”, and “No, I do not agree”, as well as a space to write open-ended comments about the activity. It is unclear from the fairly modest attendance that 60% of regular attendees were represented by family members at these events. However more than 80% of families indicated the events were beneficial and that they learned new skills.

|Parent Event Evaluation Questions |% of participants who selected, “Yes, |

| |I agree” |

|The presenter was knowledgeable and interesting. |100% |

|I learned new information that will be helpful to my child or family. |98% |

|I learned about a new helpful resource that I can use such book, website or organization. |98% |

|I plan to use at last one of the ideas that I learned from this family night. |100% |

|I feel more prepared to help my child be successful in school. |88% |

|I feel more prepared to help my child move to middle or high school. |83% |

|I would like this topic to be given again next year. |100% |

The program did not organize a CLC Advisory group this year. Part of the reason is that coordinators already receive feedback from families. Another part of the reason are issues in organizing an advisory group, for example, would the two sites be combined or separate, or would there be different groups for Spanish and English-speaking parents,

|VI. Discussion |

In its’ second year of operations, the programs at Washington Elementary and Cascade Middle Schools grew in a number of ways and met most of the program goals outlined in the grant proposal. Specifically:

• Each school provided a Summer Session of activities

• The overall number of students increased as did the number of regular attendees

• The programs offered a greater variety of activities for students

• Each school offered more activities for parents and families

• The program collected data about summer learning gains through pre and post-tests related to the academic activities offered to students

• The majority of teachers at Washington and almost half the teachers at Cascade felt the after-school program was beneficial.

Program highlights at Washington Elementary School included:

• Increased parent engagement due to staff communicating proactively with parents face-to-face rather than waiting until there was an issue and communicating over the phone

• Increased acceptance by and communication with teachers now that the program has been in the school for two years

• More engaging activities for students that included life skills of cooking activities that created edible items such as smoothies and cookies

Program highlights at Cascade Middle School included:

• Increased family engagement at parent classes and events - particularly parenting classes in partnership with Guided Pathways that attracted parent attendance and interest, and an end of the year event drawing more than 200 families.

• Success involving several students with special needs in activities that provided successful socialization experiences and brought positive feedback from teachers and parents about the amount of growth that these students experienced

The programs also faced several challenges and these included:

• Washington Elementary employed a new coordinator this year

• While the program served more students, attendance fell short of attendance targets

• Scores on the SA/YPQA were lower than other programs in the State of Washington in the dimensions of Interaction and Engagement

• According to teacher surveys, only about a quarter to a third of students improved on the various student behaviors and this falls short of the targets for this goal

|VII. Recommendations |

As the project moves forward into the next year, staff may consider the following recommendations that are carried forward from the previous year:

• Examine the attendance goals set by the grant proposal to see if these are realistic and achievable. With two years of experience it may be possible to judge how much capacity and resources the program has to serve what number of students. And also continue to work the improvement goal of meeting the attendance targets.

• Continue to implement YPQI by learning about the YPQA tool, training staff, implementing the improvement goals, and engaging in the YPQA self-assessment process in the coming year.

Appendices

• Program Activities

• YPQA Results

• Student Demographics

Program Activities

|Washington |Cascade |

|Career activities – Nurse, Scientist, Artist days, STEM college day |Arts – Sewing, Arts and crafts, Creative journaling, Paper crafts, |

|Cooking – pizza, pancakes |Anime/Magna, |

|Fall Arts and Crafts – Tie-dye hats and shirts, Design a T-shirt, |Arts and Crafts |

|making oceans, painting, Making ornaments |Book Club |

|Fall Science – Lip balm, volcanoes, Math bingo, Slime, Blubber, Frozen |Book Club |

|bubble, Making crystals, |Brave Girls Club |

|Music coaching |Card Games, Board Games |

|Physical Activities – Tanks and Commander |Cooking, Home Club |

|Spring Art – African American Art, Hand dish, pyramids, Balsa wood |Girls Club |

|Spring Science – Butterfly exploration, Making lotion, Making candles, |Literacy – DuoLingo, ELA study, ELL Support |

|Making a city, Making deodorant, Fat layer activity, Making playdo, |Literacy Cabin |

|making radios, Dinosaur bones, Balloon pop, DNA extraction, |Math Cabin |

|Fingerprints, Gardening |Muckleshoot Teen Center |

|Summer Arts and Crafts activities - Popsickle stick flags, Popsickle |Music – Drumline, Jazz band, Orchestra study, Ukelele |

|stick houses, Coloring/free drawing, Sketching/painting, Picture |Outdoor Adventures |

|frames, Clay structures, Leaf imprints with clay, Treasure Box |Peer Mentors |

|Summer Cooking - Chocolate covered Pretzels, Ice Cream |Physical Activities – Health and wellness, Swimming, Basketball, Footworks, |

|Summer Science – Slime, Flubber, Minecraft building, Gardening |Yoga, soccer, flag football |

|Team sports – Basketball |Recreation |

| |Science Cabin |

| |Show time art and music |

| |Small Biz |

| |Spartans of Auburn – journalism |

| |STEM – engineering, Lego and robotics, computers, Minecraft Edu, Satellite |

| |program |

| |Study Hub |

| |Swimming |

| |YES – social emotional learning |

| |Young Men’s Group |

| |Youth and Government |

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The following tables show numbers of students by grade level, gender, and race/ethnicity for the 2015-16 year.

Grade Levels

|Schools |2 |3 |4 |5 |

|Washington |54 |42 | |96 |

Total |111 |93 |1 |205 | |

Race/Ethnicity

Schools |2 or More Races |American Indian/ Alaska Native |Asian |Asian/ Pacific Islander |Black/ African American |Hispanic/ Latino |Native Hawaiian/ Pacific Islander |White | Total | |Cascade |4 |2 | |5 |23 | |7 |68 |109 | |Washington |18 | | |1 |13 |24 |12 |28 |96 | |Total |22 |2 | |6 |36 |24 |19 |96 |205 | |

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