marietta summative report final - marietta city schools

Georgia Department of Education

June 21, 2016 • of 2

All Rights Reserved


21st Century Community Learning Centers

FY 16 Common Data Elements Form

Subgrantee: Moving in a “Pod”sitive Direction (Dunleith Elementary School) Date: June 15, 2016

1. Attendance

Total Number of

Students Targeted

Registered

Students

Regular Attendees

(attend ≥ 30 days)

Total Number of

Parent Opportunities

Total Number of Parents

Attending

Number: 125 Number: 170 Number: 127 Number: 28 Number: 120

2. Objectives

Total Objectives Met Not Met Other

Number: 10 Number: 4 Number: 6 Number: 0

3. Standardized Testing

3A. English Language Arts – Regular Attendees Achievement Levels

Beginning Developing Proficient Distinguished


Regular Attendees without scores who took standardized test: Number: N/A

Regular Attendees who did not take standardized test: Number: 39

Retake Data (If applicable) Number of Retakes: N/A


Number: N/A Number: N/A Number: N/A Number: N/A

3B. Math – Regular Attendees Achievement Levels









June 21, 2016 • of 2

All Rights Reserved

4. Report Card Grades

4A. English Language Arts – Regular Attendees

Regular Attendees

without Grades

Regular Attendees with

grade increase

(1st to 2nd Semester)


grade decrease


Regular attendees who maintained a specific grade

all year

Number Number Number “A” or “B” “C” “D” or “F”

121 31 26 18 33 7

Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter2

4B. Math – Regular Attendees

Regular Attendees

without Grades


grade increase



grade decrease



all year


12 38 14 23 30 10

Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter

5. Surveys

5A. Student Surveys

Number of Student Surveys

Completed

Behavior Homework Completion Satisfaction

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Number Number Number Number

41 32 2 36 1 37 2

5B. Parent Surveys

Number of Parent Surveys

Completed


Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree


25 22 3 22 3 24 1

5C. Regular School Day Teacher Surveys

Number of Teacher Surveys

Completed

Behavior Homework Completion

Significant/

Moderate/Slight

Improvement No Need to Improve

Significant/

Moderate/Slight


Number Number Number

121 33 31 68 14

6. Partners

Number of Partners Total Amount of Contributions

2 $7,050

1 All missing grades in the subject areas of reading and math were from 2nd graders. 2 Grades 3-5 utilized numeric grades. 2nd graders utilized standard-based report cards where 1 = “Limited progress or does not meet standard”; 2 = “Progressing toward

meeting the standard”; 3 = “Meets the standard consistently”; 3+ = “Exceeds the standard – makes applications and inferences beyond expectation.” Averages were

computed for the end of first semester (T4) and end of second semester (T8) scores, ranging from 1.57-2.57 for reading; and from 1.0-2.85 for math. The following scale was used to convert the average scores to letter grades: 1.0-1.9 = D/F; 2.0-2.9 = C; 3.0-3.9 = B; 3+ /4 = A.

Moving in a

“Pod”sitive Direction

Program

21st Century

Community

Learning Center Annual Evaluation Report

2015-2016

Prepared for:


Prepared by:

Kennesaw State University

Burruss Institute #3302

3333 Busbee Dr NW

Kennesaw, Georgia 30144

470-578-6464

470-578-9087 (FAX)

www.burruss.kennesaw.edu

2 1 C C L C M a r i e t t a C i t y S c h o o l s R e p o r t – 2 0 1 6

PARTICULARS

PARTICULARS

School Dunleith Elementary School School District Marietta City Schools Project Director Dana Mosley Assistant Principal Site Coordinators Dr. Tamara Alexander Ms. Michelle Butler Principal Dr. Nikea Hurt Evaluators Ashley Crawford A.L. Burruss Institute of Public Service and Research Kennesaw State University Kelleigh Trepanier A.L. Burruss Institute of Public Service and Research Kennesaw State University Dr. Scott Richie Bagwell College of Education Kennesaw State University Reporting Period August 2015 - May 2016


Table of Contents

PARTICULARS

TABLE OF TABLES

TABLE OF FIGURES

INTRODUCTION ..........................................................................................................................................................1

Program Overview & History ...............................................................................................................................1

Student Attendance and Enrollment ...................................................................................................................1

Student Demographics ...........................................................................................................................................3

Average Daily Attendance ......................................................................................................................................4

Adult Family Member Attendance .........................................................................................................................4

Program Operation .................................................................................................................................................5

Program Staff ..........................................................................................................................................................5

Program Goals, Objectives, Activities and Benchmarks .........................................................................................6

STATUS OF PROGRAM OBJECTIVES ..................................................................................................................... 10

EVALUATION OVERVIEW ......................................................................................................................................... 12

Use of Evaluation Results .................................................................................................................................... 13

EVALUATION METHODS ....................................................................................................................................... 13

Parent Survey ...................................................................................................................................................... 13

Teacher Survey .................................................................................................................................................... 14

Student Survey .................................................................................................................................................... 14

Site Visits ............................................................................................................................................................. 15

Other Techniques ................................................................................................................................................ 15

Data Collection Schedule ..................................................................................................................................... 15

PROGRAM IMPLEMENTATION ............................................................................................................................. 16

Program Activities ............................................................................................................................................... 16

PROGRAM OUTCOME DATA .................................................................................................................................. 17

Academic Performance – Second Graders .......................................................................................................... 17

Academic Performance – Third Graders .............................................................................................................. 18

Academic Performance – Fourth Graders ........................................................................................................... 19

Academic Performance – Fifth Graders ............................................................................................................... 20

Involvement of Adult Family Members ............................................................................................................... 21


Student Observations by Regular Day Teachers ................................................................................................. 23

Attitudes of Students toward School .................................................................................................................. 25

SUCCESS STORIES .................................................................................................................................................. 26

PROGRAM HIGHLIGHTS AND AREAS FOR IMPROVEMEN T ............................................................................... 27

Program Highlights .............................................................................................................................................. 27

Areas for Improvement ....................................................................................................................................... 28

Barriers to Implementation ................................................................................................................................. 28

Progress towards Sustainability .......................................................................................................................... 29

Recommendations .............................................................................................................................................. 29

APPENDIX A – FALL SITE VISIT SUMMARY ............................................................................................................... 32

APPENDIX B – SPRING SITE VISIT SUMMARY .......................................................................................................... 36

APPENDIX C – COMMON DATA ELEMENTS ............................................................................................................. 40


Table of Tables

Table 1: Student Demographics .................................................................................................................. 3

Table 2: Average Daily Attendance ............................................................................................................. 4

Table 3: Summary of Program Operations ................................................................................................. 5

Table 4: Ratios of Teachers to Students ..................................................................................................... 5

Table 5: Characteristics of Program Staff ................................................................................................... 5

Table 6: Moving in a “Pod”sitive Direction Program 21st CCLC Grant Goals & Objectives ...................... 7

Table 7: Moving in a “Pod”sitive Direction Program 21st CCLC Grant ................................................... 10

Table 8: Completion Rates for Parent Survey ........................................................................................... 14

Table 9: Completion Rates for Teacher Survey......................................................................................... 14

Table 10: Completion Rates for Student Survey ....................................................................................... 14

Table 11: Data Collection Activities .......................................................................................................... 15

Table of Figures

Figure 1: Number of Students Attending 30 Days or More ........................................................................ 1

Figure 2: Summary of Number of Days Attended by Students .................................................................. 2

Figure 3: Number of Sessions Attended by Adult Family Members ........................................................... 4

Figure 4: Students Earning a 2 or 3 All Year, or Increasing their Grade from Fall to Spring .................... 17

Figure 5: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring ............. 18



Figure 8: Adult Family Member Survey Responses – Percentage Agreeing with Statement or Indicating

Satisfaction ................................................................................................................................. 21

Figure 9: Involvement of Adult Family Members – Percentage Answering “Yes" ................................... 22

Figure 10: Regular Day Teacher Survey Responses .................................................................................. 24

Figure 11: Feelings of Students toward the After-School Program – Percentage Agreeing .................... 25

1 | P a g e


INTRODUCTION

Program Overview & History

The 21st Century Community Learning Center Grant was awarded in July of 2014. In September of 2015,

Dunleith Elementary School began programming for the second year of their five year contract. The program,

known as Moving in a “Pod”sitive Direction, serves elementary school students in grades 2-5 at Dunleith

Elementary School, part of Marietta City Schools. Chosen objectives and the statewide program performance

goals are listed in Table 6 of this report.

Student Attendance and Enrollment

A total of 170 students registered for the Moving in a “Pod”sitive Direction program between August 2015 and

May 2016. One-hundred twenty-seven (127) of those students attended 30 days or more, exceeding the target

number of 125. The breakdown of students served from each grade level is as follows: 32 second graders; 32

third graders; 35 fourth graders; and 28 fifth graders. This information is presented in Figures 1 and 2 below.

Figure 1: Number of Students Attending 30 Days or More

32 32

35

28

18

20

22

24

26

28

30

32

34

36

2nd Grade 3rd Grade 4th Grade 5th Grade

2 | P a g e


Figure 2: Summary of Number of Days Attended by Students

43

127 125

170

0

20

40

60

80

100

120

140

160

180

Less than 30 days 30 Days or More Target Number Total Number Registered

3 | P a g e


Student Demographics

Demographic information for Moving in a “Pod”sitive Direction program participants who attended 30 days or more is presented in the table below.

Table 1: Student Demographics

Dunleith Elementary School

# Students

Percent

Totals 1276

100.0%

Grade

2 32 25.2% 3 32 25.2% 4 35 27.6% 5 28 22.0% Gender

Female 71 57.7%

Male 52 42.3%

Race/Ethnicity

Black 83 65.3% Asian 0 N/A White 0 N/A Hispanic 42 33.1% American Indian/Alaska Native 1 < 1.0%

Native Hawaiian or Other Pacific Islander 0 N/A Other/Unknown 1 < 1.0% Other

Limited English Proficiency 5 3.9% Free/Reduced Lunch 123 96.8% Special Education 16 12.6%

4 | P a g e


Average Daily Attendance Table 2: Average Daily Attendance

Site

Average Daily

Attendance Target

Number

Percent of Target Attending on

Average

Total Number of Students

Served

Percent of Target Number Students Served

Dunleith Elementary School 91 125 72.8% 127 Over 100%

Source: APlus Information System

Adult Family Member Attendance

The Moving in a “Pod”sitive Direction program served 117 adult family members. Twenty- eight (28) parent

involvement sessions were offered throughout the year, and 77 family members attended at least one session

(65.8%). The figure below shows how many days of the program family members attended.

Figure 3: Number of Sessions Attended by Adult Family Members

77

43

0

10

20

30

40

50

60

70

80

90

1 Session 2 or More Sessions

5 | P a g e


Program Operation

Table 3: Summary of Program Operations Site

Total Number of Weeks Open

Typical Number of Days per Week Open

Typical Number of Hours per Week

Dunleith Elementary School 23 4 12


Program Staff Table 4: Ratios of Teachers to Students

Moving in a “Pod”sitive Direction Program Academic 1:10 Enrichment 1:10

Recreation 1:15

Source: Marietta City Schools

Table 5: Characteristics of Program Staff

Dunleith Elementary School

# Staff Percent Totals 11 100.0%

Gender

Female 10 90.9%

Male 1 9.1%

Race/Ethnicity

Black 5 45.4% White 2 18.2% Hispanic 2 18.2% Asian 1 9.1% American Indian /Alaska Native 0 N/A

Other 1 9.1% Certification Status

Certified 8 72.7% Not Certified 3 27.3%


6 | P a g e


Program Goals, Objectives, Activities and Benchmarks

The goals, objectives, activities, and timeframes of the Moving in a “Pod”sitive Direction program are

presented in the table on the following page.

7 | P a g e


Table 6: Moving in a “Pod”sitive Direction Program 21st CCLC Grant Goals & Objectives

Goal 1 Measurable Objectives Measurement Tools Activities Timeframe/Benchmark

All students

participating will increase

achievement in the area of

Reading

1.1 a.) 85% of regularly participating

students will show improvement in

comprehension skills as measured on the

Measurement of Academic Progress

(MAP).

Measurement of Academic

Progress (MAP)

Students will use technology

tools to help create a

minimum of one non-fiction

publication based on

individual interests

MAP Assessment administered 3

times a year

1.2) 85% of regularly participating


reading comprehension skills based on

report card grades.

Report Card Grades

Students will work on reading

skills using computers-

Odyssey, Imagine Learning,

and other programs which the

school provides

2 times per year

1.3) 85% of third-fifth grade students

enrolled in the 21st Century Program will

score at Developing Learner level or

above on the Georgia Milestones English

Language Arts.

GA Milestones Assessment

Tutoring in the subject of

Reading, Academic Enrichment

Plans


administered once a year in the

spring

8 | P a g e


Goal 2 Measurable Objectives Measurement Tools Activities Timeframe / Benchmark

All students

participating will

increase

achievement in

the area of Math

2.1) 85% of regularly participating students

will show improvement in math skills as

measured by the Measurement of

Academic Process (MAP).

Measurement of Academic

Progress (MAP)

Students will make math

games to take home to

practice their math skills

MAP Assessment

administered 3 times a year

2.2) 85% of regularly participating students

will show improvement in math skills based

on report card grades.

Report Card Grades

Students will strengthen

their math skills through the

use of computer assisted

instruction using available

programs such as Math

Facts in a Flash, Odyssey,

and Math IXL

2 times per year



score at Developing Learner level or above

on the Georgia Milestones Mathematics.



Math, Academic Enrichment

Plans


administered once a year in

the spring

9 | P a g e



All students participating will increase


Science



science skills as measured by report card

grades.

Report Card Grades

Students will be provided

computer assisted

instruction in the area of

science through the use of

STEM activities (Study Island

and other programs)

2 times per year



score at Developing Learner level or

above on the Georgia Milestones science

EOG.



Science, Academic

Enrichment Plans


administered once a year in

the spring


All families of students

participating will increase

involvement in the school community

4.1) 50% of families of students

participating in the program will attend

at least 2 events for the school year.

Parent sign-in sheets

Students will share their final

products in the area of math

(family games), reading (book

study/published literature

products) and science (hands-on

science projects).

Last Thursday of every month

the program is in full session

4.2) At least 50% of parents/guardians

with students enrolled in the program

will report overall positive outcomes

about parent sessions/meetings offered

throughout the school year.

Parent survey

Student Showcase – 21st Century

Culminating Student

Extravaganza held on March 31,

2016

Parent survey administered in

the spring

10 | P a g e


STATUS OF PROGRAM OBJECTIVES

Table 7: Moving in a “Pod”sitive Direction Program 21st CCLC Grant

Goal 1 Measurable Objectives Status Comments

All students participating will increase


Reading



reading comprehension skills as

measured by the Measurement of

Academic Process (MAP).

Not Met

102/127 (80.3%) of students increased their MAP scores from the fall to the spring. Seventeen percent (17.3%) of

students in grades 2-5 scored at or above grade level.



reading comprehension skills based

on report card grades.

Met 109/127 (85.8%) of students in grades 2-5

increased or maintained a satisfactory grade in reading.


enrolled in the 21st Century Program

will score at Developing Learner level

or above on the Georgia Milestones

English Language Arts.

Not Met

45/95 (47.4%) of students in grades 3-5 scored at the Developing Learner Level

or above on the GA Milestones E/LA Assessment.

11 | P a g e



All students

participating

will increase

achievement in

the area of

Math

2.1) 85% of regularly participating students will show improvement in math skills as measured by the Measurement of Academic Process (MAP).

Met

115/127 (90.5%) of students increased their MAP scores from the fall to the spring. Twenty-four percent (23.6%) of students in grades 2-5 scored at or

above grade level.

2.2) 85% of regularly participating students will show improvement in math skills based on report card grades.

Met

111/127 (87.4%) of students in grades 2-5 increased or maintained a satisfactory grade in math. 100% of students in 4th

and 5th grade met the objective.

2.3) 85% of third-fifth grade students enrolled in the 21st Century Program will score at Developing Learner level or above on the Georgia Milestones Mathematics.

Not Met

61/95 (64.2%) of students in grades 3-5 scored at the Developing Learner Level or

above on the GA Milestones Math Assessment.


All students participating will increase achievement in the area of

Science



science skills as measured by report

card grades.

Met 118/127 (92.9%) of students in grades 2-5 increased or maintained a satisfactory

grade in science.


enrolled in the 21st Century Program

will score at Developing Learner level

or above on the Georgia Milestones

science EOG.

Not Met

45/95 (47.4%) of students in grades 3-5 scored at the Developing Learner Level or above on the GA Milestones Science

Assessment.

12 | P a g e



All families of students

participating will increase involvement in the school community

4.1) 50% of families of students

participating in the program will

attend at least 2 events for the school

year.

Not Met 43 family members of regularly

attending students attended at least two events (36.8%).

4.2) At least 50% of

parents/guardians with students

enrolled in the program will report

overall positive outcomes about

parent sessions/meetings offered

throughout the school year.

Not Met

When surveyed, 20 parents agreed that attending parent nights/sessions was a good use of their time. This represents 87.5% of the parents who completed a survey, but only 17.3% of the parents

overall.

EVALUATION OVERVIEW

Located at Kennesaw State University, the A.L. Burruss Institute of Public Service and Research is the independent,

third party evaluator for the Moving in a “Pod”sitive Direction program. The A.L. Burruss Institute of Public Service

and Research at Kennesaw State University was established in July of 1988 and provides a wide range of technical

assistance across a broad range of policy areas to governmental entities at various levels, as well as non-profit

organizations. The Burruss Institute has conducted numerous evaluations and has experience conducting needs

assessments and satisfaction surveys for non-profit and government agencies at the state, county, and municipal

level.

There were two main purposes for the Moving in a “Pod”sitive Direction evaluation during the second year. The

first was to provide detailed information about the Moving in a “Pod”sitive Direction program implementation to

the Program Director and program staff, and the second was to accurately assess the progress of the program in

meeting the goals and objectives as outlined in the grant proposal.

13 | P a g e


Use of Evaluation Results

Dunleith Elementary 21st Century serves second through fifth grade students. Staff made extensive efforts to explain

and clearly communicate programmatic expectations to all stakeholders including students, parents, teachers, and

staff. During the second year of implementation, all data collected and subsequently analyzed was used to guide and

improve the second year of implementation. Future data collection and evaluation reports will be used to assess,

plan, design, and implement strategies to improve the program.

Prior to the opening of the 2016-2017 school year, the evaluation of objectives and information obtained from the

parent, teacher, and staff surveys will be shared with the Dunleith teachers at a preplanning meeting

EVALUATION METHODS

Multiple measures were used to evaluate the Moving in a “Pod”sitive Direction program. These measures

include surveys of students, parents, regular school day and after-school teachers, as well as observations and

student records. Participants who attended the program for 30 days or more, but who withdrew before the end

of the program are included in all of the analyses per the guidelines set forth in the objectives.

Parent Survey

During spring 2016, a Georgia Department of Education 21st CCLC survey was administered to the

parents/guardians of students who participated in the Moving in a “Pod”sitive Direction program. Parents were

given a paper survey and encouraged to complete it and return it to program staff. Once received by staff, the

completed surveys were sent to the evaluator and entered into an online data collection system created by the

Burruss Institute.

The survey was designed to assess parent satisfaction and attitudes toward the Moving in a “Pod”sitive Direction

program, and measure the degree to which they thought it helped their child improve behavior and academic

skills.

The survey has eighteen (18) with a few open-ended questions, but most are measured using 5-point scales

(ranging from “Strongly Agree” to “Strongly Disagree”, and “Very Satisfied” to “Very Dissatisfied”).items on a 5-

point scale (ranging from “Strongly Agree” to “Strongly Disagree”, and “Very Satisfied” to “Very Dissatisfied”).

Parent surveys were distributed and collected at parent sessions, and surveys were sent home with students.

Completion rates for the parent survey are summarized in the table below. Survey results can be found in the

Program Outcomes section of the report.

14 | P a g e


Table 8: Completion Rates for Parent Survey

Site Number of Surveys

Completed Number of Surveys

Distributed Parent

Response Rate

Dunleith Elementary School 25 127 19.7%

Teacher Survey

During spring 2016, an online survey was administered to the Regular School Day Teachers of the student

participants of the Moving in a “Pod”sitive Direction Program. The purpose of the survey was to assess whether

participant's behavior related to academic performance had changed over the course of the year as assessed by

the Regular School Day Teacher. The survey includes 10 items on 8 point scale: 1. No need to improve; 2.

Significant improvement; 3. Moderate improvement; 4. Slight improvement; 5. No change; 6. Slight decline; 7.

Moderate decline; 8; Significant decline.

The completion rates for the teacher survey are presented in the table below. Survey results can be found in the Program Outcomes section of the report.

Table 9: Completion Rates for Teacher Survey

Site

Number of Surveys Completed

Number of Surveys Distributed

Teacher Response Rate


Student Survey

During spring 2016, a survey was administered to students who participated in the Moving in a “Pod”sitive

Direction Program. The purpose of the survey was to gauge the attitudes of students toward school and the

degree to which they felt participating in the program helped them. The survey includes six (6) items measured

using a 5-point rating scale: 1. Strongly Agree, 2. Agree, 3. Neither Agree or Disagree, 4. Disagree, and 5. Strongly

Disagree.

The completion rates of the student survey are presented in the table below. Survey results can be found in the Program Outcomes section of the report. Table 10: Completion Rates for Student Survey

Site

Spring Surveys Completed

Number of Surveys Distributed

Student Response Rate


15 | P a g e


Site Visits

The evaluators visited the program in the fall of 2015 spring of 2016. The purpose of the site visits was to observe

activities and lessons during implementation and collect documentation that would assist in the evaluation of the

program. Notes for each site visit are listed in Appendix A.

Other Techniques

1. Collected and analyzed secondary data gathered from the APlus Information System 2. Collected and analyzed secondary data gathered from the project director and program

volunteers.

Data Collection Schedule

Table 11: Data Collection Activities

Activity Dates(s) Site Visits Fall 2015 & Spring 2016 Parent Survey Spring 2016 Regular Day Teacher Survey Spring 2016 Student Survey Spring 2016 Analysis of APlus Information System Ongoing Other Techniques Ongoing

16 | P a g e


PROGRAM IMPLEMENTATION

Program Activities

The primary activities of the Moving in a “Pod”sitive Direction program are listed below:

Parent Orientation Enrichment Activities such as arts and crafts, board games, physical activity, and other

engaging activities to increase fine arts (music and literature). Homework Help Sessions Math and Reading Instruction Nutrition Recess Science Engagement Activities such as High Touch High Tech (Hands-on science

experience for students) STEM Enrichment on Saturdays Young Rembrandts Art Classes Odyssey (Computer based instruction for individualized skill practice with math and

reading) Dance


17 | P a g e


PROGRAM OUTCOME DATA

Academic Performance – Second Graders

Figure 4: Students Earning a 2 or 3 All Year, or Increasing their Grade from Fall to Spring

Second graders utilized standard-based report cards where 1 = “Limited progress or does not meet standard”; 2 =

“Progressing toward meeting the standard”; 3 = “Meets the standard consistently”; 3+ = “Exceeds the standard –

makes applications and inferences beyond expectation.”

As can be seen in the chart above, 53% of students increased their math score or earned 2 or 3 throughout the

year; 39% of students increased their reading score or earned a 2 or 3 throughout the year; and 65% of students

increased their science score or earned an 2 or 3 throughout the year. In addition, average scores math increased

from an average of 1.91 to an average of 2.15; and average scores in reading in reading and science ranged from

2.02-2.05 and 2.00-2.15, respectively.

22%

13%9%

31%

38%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math Reading Science

Increase Grade of 2 or Above

18 | P a g e


Academic Performance – Third Graders

Figure 5: Students Earning an A or B All Year, or Increasing a Letter Grade from Fall to Spring

As can be seen in the chart above, 50% of students increased their math grade or earned an A or B throughout the

year; 41% of students increased their reading grade or earned an A or B throughout the year; and 54% of students

increased their science grade or earned an A or B throughout the year. In addition, average grades in math,

reading, and science increased. During the 1st quarter, math grades increased from an average of 74.2 to an

average of 75.8, and during the 4th quarter, from a 73.6 to a 75.7 in reading, and from a 76.0 to a 78.9 in science.

34%

28%

38%

16%13%

16%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Increase Grade of A or B

19 | P a g e


Academic Performance – Fourth Graders




increased their science grade or earned an A or B throughout the year. In addition, average grades in math

increased from an average of 77.7 during the first quarter to an average of 80.0 during the 4th quarter.

34%31%

37%

29%31%

40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



20 | P a g e


Academic Performance – Fifth Graders




increased their science grade or earned an A or B throughout the year. In addition, average grades of “B” were

maintained all year in math, reading, and science.

29%25%

21%

43% 43%

50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



21 | P a g e


Involvement of Adult Family Members

In the spring of 2016, a survey was administered to the adult family members of students who participated

in the Moving in a “Pod”sitive Direction program. The purpose of the survey was to assess the level of

engagement of each family member, to what degree they thought the Moving in a “Pod”sitive Direction

program helped their child academically, and measure their overall satisfaction with the program. Survey

responses are summarized in Figures 8 & 9.

Figure 8: Adult Family Member Survey Responses – Percentage Agreeing with Statement or Indicating Satisfaction

88%

88%

96%

96%

96%

96%

96%

87%

50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%

The program is helping my child’s behavior improve.

The program is helping my child tocomplete and turn in his/her

homework on time.

How satisfied are you with yourchild's 21st CCLC program?

The program is helping my child’s reading skills improve.

The program is helping my child’s math skills improve.

The program is helping meunderstand how to help my child

with his or her educational needs.

How satisfied are you that the 21stCCLC program will improve your

child's school success by the end ofthe school year?

Since attending the 21st CCLCprogram, I have been more

active/involved in my child'seducation.

22 | P a g e


Figure 9: Involvement of Adult Family Members – Percentage Answering “Yes"

Results from the open ended data taken from the parent survey are provided below.

Parent Nights/sessions parents found the most beneficial:

“Math and reading” was listed by 1 participant; “parent night” was listed by 1 participant; and “student night” was

listed by 1 participant.

Reasons parents were unable to attend parent night sessions:

Lack of transportation was listed by 3 participants. Other reasons are listed below:

“I get off too late”

“I had to work”

“Because I am sick”

New parent nights/sessions parents would be interested in participating in:

Parents did not have much feedback regarding new parent sessions they would like to see in the future. One

participant stated, “I love the way it is, no change” and another participant said “don’t know.”

64%

24%

0%

24%

0% 20% 40% 60% 80% 100%

Since the start of the school year, have you attended aparent-teacher conference?

Since the start of the school year, have you attended aclass or school event?

Since the start of the school year, have you served as avolunteer on a school committee?

Since the start of the school year, have you attended atleast one school or PTO/PTA meeting?

23 | P a g e


Student Observations by Regular Day Teachers

In spring of 2016, a survey was administered to the Regular Day Teachers of the students that participated in the

Moving in a “Pod”sitive Direction program. The purpose of the survey was to assess whether the Regular Day

Teacher had observed a change in student behavior over the course of the program. Survey responses are

summarized in Figure 10.

24 | P a g e


Figure 10: Regular Day Teacher Survey Responses

10%

8%

3%

1%

2%

8%

8%

11%

4%

8%

23%

25%

24%

46%

32%

35%

31%

22%

41%

29%

49%

57%

56%

43%

14%

44%

36%

63%

41%

39%

17%

12%

17%

11%

51%

13%

26%

4%

13%

25%

0% 20% 40% 60% 80% 100%

Timely HW Completion

Satisfactory HW Completion

Participation

Volunteering

Regular Attendance

Attentiveness in Class

Behavior in Class

Academic Performance

Motivation to Learn

Get along well with other students?

No Need to Improve Improve No Change Decline

25 | P a g e


Attitudes of Students toward School

In the spring of 2016, a survey was administered to students who participated in the Moving in a “Pod”sitive

Direction program. The purpose of the survey was to gauge the attitudes of students toward the after-school

program and whether or not it helped them academically and/or socially. Student survey responses are

summarized in Figure 11.

Figure 11: Feelings of Students toward the After-School Program – Percentage Agreeing

Student Responses Regarding Program Activities: The majority of students indicated that they liked the activities offered (95.1%), noting the following as their

favorite activities:

Art

Dance

Science

High Touch High Tech

Projects

90%

78%

88%

88%

88%

85%

95%

0% 20% 40% 60% 80% 100%

I like the 21st CCLC program

My overall behavior has improved because of the 21stCCLC program

The 21st CCLC program helps me complete and turn myhomework in on time

I'm doing better in school since I started coming to the21st CCLC program

I feel better about myself because of the 21st CCLCprogram

I have made new friends because of the 21st CCLCprogram

I liked the activities offered at the 21st CCLC program

26 | P a g e


When asked which activities they liked the least, half of the students said “nothing”. Other responses are below:

Art (slightly over half of the students liked it; however several students listed as their least favorite

activity)

Homework

Math

Mondays

When asked what new activities they would be interested in, students mentioned the following:

Cheerleading

Computer lab

Recess/Going outside

PE/Gym

Football/Sports

Cooking

Gymnastics

Science projects

“Water day”

SUCCESS STORIES

Positive Perspectives from Teachers Regarding the 21st Century Program:

The 21st Century program here at Dunleith Elementary started in the fall of 2014. This program had a

positive impact on the students who attended. This program offered a positive learning environment for

the students’ needs. Academics, enrichment classes, and socialization with their peers added bonus to

the students. The program also gave students another way to receive help in areas that show a need for

improvement.

The opportunity for continued academic support was the most positive aspect of the 21st Century

program. I worked with several students during the school year who gained a better understanding of the

math curriculum after having small group and individual attention in math during our 21st Century

program. Parents also appreciated the additional assistance since the depth of Common Core in upper

grades is sometimes too difficult for them to explain at home. At the beginning of the year, parents were

eager to have their children participate especially since there was no cost to them.

Many students were able to transfer practiced skills in math and reading to their classroom. Teachers

were able to see a benefit.

27 | P a g e


Student had hands on science experiments related to their standards

Materials were provided to support curriculum (Math Interventions, Manipulatives and Google Chrome

Books)

Increased writing and exposure to the curriculum by a different teacher

Accessibility to technology – Everyday

Students were able to get help with homework

Young Rembrandts art enrichment

High Touch-High Tech (Hands-on science activities) made Science days fun and engaging

Flash Academy, a modern dance program where students were exposed to games and dance

choreography that helped to build confidence within themselves to share their talent.

A culminating event for parents, 21St Century Parent Extravaganza, where students demonstrated their

talents in dance, performing arts and science.

PROGRAM HIGHLIGHTS AND AREAS FOR IMPROVEMEN T

Program Highlights

Student Attitudes toward School

According to responses gathered from the student survey, 90.3% said that they liked the program overall; 87.9%

said that the Moving in a “Pod”sitive Direction program helped them to complete and turn in homework on time;

85.3% reported making new friends because of the program; 87.8% reported feeling better about themselves

and doing better in school because of the program; and 78.0% reported that their behavior had improved

because of the program.

Adult Family Member Attitudes toward Moving in a “Pod”sitive Direction Program

A large majority (96%) of parents indicated that they were satisfied with the Moving in a “Pod”sitive Direction

program in general, and the program was helping their child’s math and reading skills improve. Eighty-eight

percent (88%) of parents surveyed also agreed that the program helped their child’s behavior improve and helped

their child to complete and turn their homework in on time.

28 | P a g e


Student Participation

A total of 170 students registered for the Moving in a “Pod”sitive Direction program between August 2015 and

May 2016. One-hundred twenty-seven (127) of those students attended 30 days or more, exceeding the target

number of 125. Average daily attendance was 91 (72.8%) of the target attendance.

Student Grades and Pre/Post Scores

Student grades and pre/post test scores met Objectives 1.2, 2.1, 2.2, and 3.1: 85.8% of students in grades 2-5

increased or maintained a satisfactory grade in reading; 87.4% of students in grades 2-5 increased or

maintained a satisfactory grade in math; and 92.9% increased or maintained a satisfactory grade in science.

Almost every student (90.5%) increased their scores on the mathematics portion of the MAP from the fall to

the spring.

Areas for Improvement

Adult Family Member Participation & Engagement

The Moving in a “Pod”sitive Direction program served 117 adult family members. Twenty- eight (28) parent

involvement sessions were offered throughout the year, and 77 family members attended at least one session

(65.8%). Objective 4.1 was not met: 75% of families of students participating in the program will attend 2 of the

culminating monthly activities. Forty-three adult family members attended 2 or more sessions (36.8%).

Student Scores on the Math Measurement of Academic Progress (MAP) Tool

Student scores on the reading comprehension MAP was just short of meeting the target goal of 85%, with

80.3% of students increasing their reading comprehension MAP scores from the fall to the spring

Student Observations by Regular Day Teachers

Teachers of students during the school day indicated that for each survey item (Timely homework completion,

Satisfactory homework completion, Participation, Regular Attendance, Attentiveness in class, Volunteering, and

Getting along with other students), 54% or more of students either improved or there was no need for

improvement in each of these areas.

BARRIERS TO IMPLEMENTATION

It was difficult to recruit staff for the program. Many felt that is was too long (3:20-6:15 four days per

week).

Teacher “burnout” presented a problem for implementation at their school.

Marietta City Schools Paraprofessionals were not allowed to work more than five additional hours per

week. In the grant, as written, five paraprofessionals were needed five days per week for 3 hours per day.

Attendance, transient students, behavior of students, and staffing presented challenges.

Dunleith has a very transient population of students.

29 | P a g e


Parents had reservations about allowing their child to stay after school because students would get home

so late. Another concern was when the time changes in the fall and it gets dark when students return

home between 6:30 and 7:00 in the evening.

Parental involvement was a challenge. Some of the parents were unable to attend any of the parent

involvement activities due to various issues such as lack of transportation, or conflicts with work

schedules.

Progress towards Sustainability

During the 2015-2016 year, the Moving in a “Pod”sitive Direction program established and maintained

partnerships with 2 organizations, raising an estimated total of $7,050.00 in goods/materials and fund-raising. A

list of these organizations can be found below:

Goods/Materials:

Community in Schools - $3,000.00

Funding/Raised Funds:

Omega Psi Phi Fraternity - $4,050.00

In addition, CIS helped to provide 1:1 tutors for Dunleith Elementary School students.

Kennesaw State University also provided 1:1 tutors throughout the school year.

RECOMMENDATIONS

Overall recommendations: Recommendation #1 Continue to work to increase parent involvement. Look for resources to address specific issues the program is

experiencing, for example, TASCs Increasing Parent & Family Engagement in After-School

(http://www.expandedschools.org/tools/increasing-parent-family-engagement-after-

school#sthash.amrpFRNH.dpbs) Recommendation #2. Increase the number of parent surveys by encouraging parents to complete the survey during parent events or

when they pick up their child. Start distributing surveys early, give out multiple copies of the survey to parents

who have not returned theirs and follow-up to ensure completion. Surveys can also be completed online. The

student survey response rate also needs to be improved.

Recommendation #3. Focus on standards based instruction and research based best practices to continue academic improvement.

http://www.expandedschools.org/tools/increasing-parent-family-engagement-after-school#sthash.amrpFRNH.dpbs

http://www.expandedschools.org/tools/increasing-parent-family-engagement-after-school#sthash.amrpFRNH.dpbs

30 | P a g e


Recommendation #4. Survey after-school program staff to find out what is working well and what can be improved for the upcoming

year.

Fall site visit recommendations:

Recommendation #1

Continue using the sign in and security processes that are in place.

Recommendation #2

Avoid pulling 21 CCLC students for other programs such as Girl Scouts, Boy Scouts, Girls on the Run, Girls of

Excellence, and Boys of Excellence during 21 CCLC hours.

Additional recommendations from the formative assessment:

Recommendation #1

Increase focus on academics in the after-school program, including the content areas of math, science, and

reading.

Recommendation #2

Make sure parents are aware of all meetings that they are invited to attend; and try offering them at different

times (most meetings were held during the day, and only two were held at night).

Spring site visit recommendations:

Recommendation #1

Continue using the sign in and security processes that are in place. In addition, the program should have a daily

schedule for each grade so that staff know where everyone is at any given time. Staff may be adjusting to using

radios again for communication as these were unavailable until recently. Any changes to the schedule should be

communicated to the program director and if possible posted at the door of the classroom (e.g. “Where are we?”

sign).

Recommendation #2

While it is a plus to have students return to the 21st CCLC program following clubs, encourage parents to avoid

pulling 21st CCLC students for other programs such as Chorus, Girl Scouts, Boy Scouts, Girls on the Run, Girls of

Excellence, and Boys of Excellence during 21st CCLC hours.

Recommendation #3

Sharing resources is an excellent way to leverage funds. Try to plan for sustainability and budget funds for the

possibility that resources (such as outdoor play equipment) may not be able to be shared in the future.

Recommendation #4

Although burnout was mentioned as an issue, all teachers were observed doing an excellent job working with

students. Try to implement morale building activities to keep staff engaged and continue to work to solve the

31 | P a g e


understaffing issue. Consider providing training for the high school aides so that they can be of more assistance

to the teachers.

Recommendation #5

Good use of space and technology for the 4th grade math activity. While we did not observe the full lesson

involving the QR codes, it may have been more efficient to try to use the Chromebooks so that students were not

dependent on waiting for the iPad to check their answers.

Recommendation #6

Try to coordinate the schedule with janitorial staff to reduce interference with the learning process.

32 | P a g e


APPENDIX A – FALL SITE VISIT SUMMARY

Site Visit Summary: Dunleith Elementary School October 8, 2015

A.L. Burruss Institute of Public Service and Research

Number of Students: 119 enrolled/78 observed

Enrichment: Enrichment was not observed during our scheduled site visit. It does not begin until 5:30. Tutoring: One group of second graders was working on their homework in the cafeteria after finishing their snack. It took a few minutes for them to calm down and focus but the high school student who was hired to help program staff did a good job of redirecting them. They were observed working on spelling and math homework. Staff to student ratio was 1:9. Another group of second graders was observed working on homework in the Spanish classroom. Most of them were working on reading comprehension skills or spelling. A substitute teacher who had never worked with the program was filling in for the regular teacher who had an emergency and had to leave. The sub was walking around the room offering one-on-one help to students. The majority of students were on task; however a few children seemed as if they did not know what to do, including one child who seemed particularly confused as to what he was supposed to be working on (English did not seem to be his first language). Staff to student ratio was 1:13. The first group of third graders was observed working in the computer lab. They were sharing the lab with another after-school program but were split into two groups and did not seem to be distracted by the other group. They were instructed to type a paragraph detailing what they had done over the weekend and then read it aloud to the group. Some students were too shy to read aloud so the teacher read their passages for them. The instructor was enthusiastic and all students were on task. Staff to student ratio was 1:10. The other group of third graders was observed working on math and spelling homework in the cafeteria. There were 15 students and Dana Mosley, the assistant principal was walking around in case students needed help. Fourth graders were split into groups of four and five and working on spelling and math homework. One group of students was practicing for a spelling test that they had to take the next day, switching off between the student/teacher roles. One student was finished with his homework and was reading the Guinness Book of World Records. All students observed were on task. Staff to student ratio was 1:8. (There were sixteen students total in the room).



Fifth graders were observed working on math and reading comprehension skills. Some students were working in groups, and some students were working individually. One group of students was working on math crossword puzzles from a workbook; another small group of students was receiving a lesson on division; and another group of students was sitting on the floor working on their “Summarization Cheat Sheets.” The teacher explained that this exercise is meant to get them to be more concise when summarizing a story instead of listing all of the details. There was another substitute teacher in this classroom helping out for the first time with the 21st CCLC program. All students were engaged and staff were offering on-on-one help. Staff to student ratio was 2:15. Behavioral Observations: Students are split up by grade level for all activities, beginning with snack. Second and third graders are further divided into two groups during designated homework time. This seems to work well. Students observed were on task the majority of the time, and asked for help with their homework when necessary. Students were well behaved for the most part when they were gathering for snack in the cafeteria. They were instructed to put their things down and then go get their snack (1% milk and graham crackers). This process went more smoothly than last year. One of the site directors, Ms. Butler, was walking around observing and helping students get settled. Miscellaneous Observations: Sign in sheets for staff and sign-out sheets for students were located on a cart at the front of the cafeteria. There was also a box of extra writing utensils in case students weren’t prepared. Attendance is taken on individual sign in sheets listing students by grade level. It is taken for each activity, so that if a student is there for one activity and then leaves, it is documented. Overall security has improved since our last visit. Students were not observed coming and going as they pleased; front doors were locked; and the sign in process at the front desk required us to hand in our driver’s license in order to get our name tags (which included a photocopied picture of our driver’s license photo). Ms. Mosley stated that despite hiring two high school students to help out, they are still understaffed due to restrictions out of their control. As the grant was written they were supposed to have five parapros, but due to Marietta Schools’ policies on overtime, parapros are only allowed to work five additional hours beyond their regular schedule. The program runs from 3:15-6:15 Monday-Friday, so this presents



a problem. Beginning in January, the program will only run Monday-Thursday, and on nine Saturdays, due to low attendance on Fridays because there is no transportation offered. Transportation will not be available on the Saturday sessions either, but hopefully parents will be able to provide transportation on these days if they are not working. Picture of “Young Rembrandts” display. Young Rembrandts is an outside agency that the program has contracted with again this year. It exposes students to art education, offering drawing lessons to students as part of their enrichment activities. The site has also renewed their contract with “High Touch High Tech” which is a program for students to be able to participate in standards-based, hands-on science lessons.

Preliminary Recommendations:

1. Continue using the sign in and security processes that are in place. 2. Avoid pulling 21 CCLC students for other programs such as Girl Scouts, Boy

Scouts, Girls on the Run, Girls of Excellence, and Boys of Excellence during 21 CCLC hours.

36 | P a g e


APPENDIX B – SPRING SITE VISIT SUMMARY

Site Visit Summary: Dunleith Elementary School March 16, 2016


Enrichment: Second graders were engaged in a Young Rembrandts art lesson during our site visit. Students were working individually on their assignment. Students drew a standard template of a skateboard, but then each student customized the design. Students were split into groups of 3-4 at several tables, giving them plenty of room to work. There were 20 students and 2 staff members in this room.

Tutoring: It was a little unclear where the third graders were, but as we were looking for them they came to the classrooms from the gym and started getting settled for their 30 minutes of homework time. Ms. Butler mentioned that the third grade teacher comes from another elementary school so they often do a quick recess before homework time. The teacher and parapro split the students into two groups. The parapro is also a certified speech teacher. In the group of students with the parapro, students who were finished with their homework or didn’t have any assigned were given a math word problem to start on. The teacher walked around the room making sure students were on task and helping them if they had questions. There were 11 students in the classroom. Students also took turns going to the bathroom (1 boy and 1 girl at a time). Another group of third graders was also observed during homework time. They were also given 30 minutes, and a timer was projected on the whiteboard. Students were told to make sure they finished because they would be moving on to another activity once the time expired. The teacher was up and moving around the room making sure that students were on task and checking for understanding of the homework. This class was a bit quieter, but that may have been because there were only 8 students.

21st CCLC student artwork from Young Rembrandts posted outside of the cafeteria

Example for Young Rembrandts art lesson



When the fourth graders returned from recess, they had to wait a few minutes for the janitor to finish vacuuming. We went to the fifth grade classroom and when we returned the fourth graders were observed reviewing math. Students were seated on the floor and participating as a group. The teacher was using a Promethean board to demonstrate, and students were raising their hands to answer. Students who did not raise their hands were also called on. All students were engaged during this lesson. In addition, the teacher was explaining how to do an activity that was set up in the hallway and use QR codes to check their answers. The teacher had one iPad for the students to use and she was telling them how to scan the QR codes. The classroom was pretty loud because of the vacuuming in a nearby room. There were 20 students, a fourth grade teacher, and one aide from a local high school in this classroom. Fifth graders were observed working on math skills. There were Chromebooks available for utilizing math websites (such as “MathFacts in a Flash”), but most students were using flashcards (on common factors, order of operations, equivalent fractions, etc.) and interactive pens to check their answers, or sitting with the teacher for a lesson on fractions. Students were doing different things, but the room was quiet and all students were on task. The teacher was challenging the students to explain how they arrived at an answer and not to “skip steps.” She also encouraged them to “think about the situation” rather than “the math” procedure and modeled thinking skills verbally for the students. A 21st CCLC schedule was posted on the wall. There were 10 students, a 5th grade teacher, and a high school aide in this classroom. Some of the students were out for Chorus. Behavioral Observations: As was observed in the fall, students are split up by grade level for all activities, beginning with snack. Third graders were also divided into two groups during designated homework time. This seems to work well. Students observed were on task, and staff were observed offering individual help. Miscellaneous Observations: Strong security measures were in place: front doors were locked; and the sign in process at the front desk required us to hand in our driver’s license in order to get our name tags (which included a photocopied picture of our driver’s license photo). Recreation time is rotated between the gym and the outside playground. The 21st CCLC students alternate with the students in the fee-based after school program. Ms. Butler mentioned that the other ASP is very cooperative and allows them to use their gym equipment. Ms. Butler also mentioned that they purchased additional Chromebooks, because they were no longer allowed to use the school computer lab. In a follow-up conversation, we also found out that the 21st CCLC program purchased radios for staff communication because they were no longer able to use school radios. Under-staffing continues to be an issue. Ms. Butler mentioned that they were short staffed on the day of our visit (two paraprofessionals and one teacher were out, although they were able to replace the teacher with a substitute). One paraprofessional is on FMLA leave and they have not been able to find a replacement at this point in time. Ms. Butler also



mentioned that the certified speech teacher who works in the after-school program is only paid the paraprofessional rate due to budget restrictions. Recommendations:

1. Continue using the sign in and security processes that are in place. In addition, the program should have a daily schedule for each grade so that staff know where everyone is at any given time. Staff may be adjusting to using radios again for communication as these were unavailable until recently. Any changes to the schedule should be communicated to the program director and if possible posted at the door of the classroom (e.g. “Where are we?” sign).

2. While it is a plus to have students return to the 21st CCLC program following clubs, encourage parents to avoid pulling 21st CCLC students for other programs such as Chorus, Girl Scouts, Boy Scouts, Girls on the Run, Girls of Excellence, and Boys of Excellence during 21st CCLC hours.

3. Sharing resources is an excellent way to leverage funds. Try to plan for sustainability and budget funds for the possibility that resources (such as outdoor play equipment) may not be able to be shared in the future.

4. Although burnout was mentioned as an issue, all teachers were observed doing an excellent job working with students. Try to implement morale building activities to keep staff engaged and continue to work to solve the understaffing issue. Consider providing training for the high school aides so that they can be of more assistance to the teachers.

5. Good use of space and technology for the 4th grade math activity. While we did not observe the full lesson involving the QR codes, it may have been more efficient to try to use the Chromebooks so that students were not dependent on waiting for the iPad to check their answers.

6. Try to coordinate the schedule with janitorial staff to reduce interference with the learning process.

40 | P a g e


APPENDIX C – COMMON DATA ELEMENTS


June 21, 2016 • Page 1 of 2

All Rights Reserved


21st Century Community Learning Centers

FY 16 Common Data Elements Form

Subgrantee: Moving in a “Pod”sitive Direction (Dunleith Elementary School) Date: June 15, 2016

1. Attendance

Total Number of

Students Targeted

Registered

Students

Regular Attendees

(attend ≥ 30 days)

Total Number of

Parent Opportunities

Total Number of Parents

Attending

Number: 125 Number: 170 Number: 127 Number: 28 Number: 120

2. Objectives

Total Objectives Met Not Met Other


3. Standardized Testing

3A. English Language Arts – Regular Attendees Achievement Levels








3B. Math – Regular Attendees Achievement Levels









June 21, 2016 • Page 2 of 2

All Rights Reserved

4. Report Card Grades

4A. English Language Arts – Regular Attendees

Regular Attendees

without Grades


grade increase



grade decrease



all year


121 31 26 18 33 7

Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter2

4B. Math – Regular Attendees

Regular Attendees

without Grades


grade increase



grade decrease



all year


12 38 14 23 30 10

Identify if subgrantee utilized numeric (preferred) or letter grades Numeric and Letter

5. Surveys

5A. Student Surveys

Number of Student Surveys

Completed


Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree


41 32 2 36 1 37 2

5B. Parent Surveys

Number of Parent Surveys

Completed


Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree

Strongly/

Somewhat

Agree

Neither Agree

nor Disagree


25 22 3 22 3 24 1

5C. Regular School Day Teacher Surveys

Number of Teacher Surveys

Completed

Behavior Homework Completion

Significant/

Moderate/Slight


Significant/

Moderate/Slight


Number Number Number

121 33 31 68 14

6. Partners

Number of Partners Total Amount of Contributions

2 $7,050

1 All missing grades in the subject areas of reading and math were from 2nd graders. 2 Grades 3-5 utilized numeric grades. 2nd graders utilized standard-based report cards where 1 = “Limited progress or does not meet standard”; 2 = “Progressing toward

meeting the standard”; 3 = “Meets the standard consistently”; 3+ = “Exceeds the standard – makes applications and inferences beyond expectation.” Averages were

computed for the end of first semester (T4) and end of second semester (T8) scores, ranging from 1.57-2.57 for reading; and from 1.0-2.85 for math. The following scale was used to convert the average scores to letter grades: 1.0-1.9 = D/F; 2.0-2.9 = C; 3.0-3.9 = B; 3+ /4 = A.

marietta summative report final - marietta city schools

Documents