summative evaluation report: seminole county public ...* grade levels are exclusive, as students can...

Summative Evaluation Report:

Seminole County Public Schools

Pine Crest

August 12, 2019

Kaitlin Trippany

This work is funded through a contract with the Florida Department of Education.

[500-244B-9CCC4]

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2018‐2019 Summative Evaluation Report Requirements (Brief) – Grant Years 1, 3, and 4

TABLE OF CONTENTS Section Page ACKNOWLEDGEMENTS 3 1.0 STUDENT ENROLLMENT AND ATTENDANCE 4 2.0 STUDENT CHARACTERISTICS 4 3.0 PROGRAM OPERATIONS 6 4.0 STAFF CHARACTERISTICS 6 5.0 OBJECTIVES AND OUTCOMES 8 6.0 PROGRESS TOWARD SUSTAINABILITY 11 7.0 LESSONS LEARNED AND RECOMMENDATIONS 11

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ACKNOWLEDGEMENTS Special thanks should be given to the following individuals for helping implement this grant during the 2018-2019 school year. Project Administrators:

Mr. Scott Colangelo and Christina Burrus, Site Based Leads, Pine Crest Elementary – Led the implementation of the grant.

Ms. Jamee Minnetto, Director of Federal Projects and Resource Development– Supported implementation of the grant through grant writing, budget planning, and compliance. Ms. Laura Joralemon, Project Specialist for Title I/Special Projects, supported the implementation of the grant by assisting with data collection, program operations, and deliverable collection. Ms. Saadia Rehman, Teacher-on-Assignment, 21st CCLC – Supports academic components of the programs.

Site Principals:

School Leadership Team for the 21st Century Community Learning Centers located at Pine Crest Elementary – Supported the implementation of the grant by providing on-going school-grant collaboration at each site.

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1.0 STUDENT ENROLLMENT AND ATTENDANCE

Pine Crest had 168 students enroll in the program with about 57 percent who became regular participants. Since 2018-2019 was the first year of the grant there was no summer program.

Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2018 and 2018‐2019 Academic Year.

Center Name

Total Enrolled Attending (at least one day)

Regularly Participating Enrollment

(30 days or more) Total Summer

Academic Year

Total Summer Academic

Year

Pine Crest 168 0 168 96 0 96

2.0 STUDENT DEMOGRAPHICS

Table 2: Pine Crest had more male participants than female.

Table 2. Students (All Students Served) and Regularly Participating Students.

Center Name

Total Participating Students Regularly Participating Students

Gender

Age Range

Gender

Age Range Male Female

Data Not Provided*

Male Female Data Not Provided

Pine Crest 94 74 NA 5-12 55 41 NA 5-12

* Data Not Provided = Racial/ethnic group is unknown, cannot be verified, or not reported.

Table 3 & 4: Approximately 10% of regularly participating students at the Pine Crest 21st CCLC program are English Language Learners. Additionally, about 22% of regularly participating students have a disability. This is nearly double the district percentage of students with disabilities. The majority of students that attend the Pine Crest 21st CCLC programs qualify for free or reduced lunch.

Table 3. 2018‐2019 Academic Year – Population Specifics: Total Participating Students.

Center Name

Limited English Language Proficiency

Identified with Special Needs

Free or Reduced‐Price Lunch

Yes No Data Not

Provided* Yes No

Data Not Provided

Yes No Data Not Provided

Pine Crest 29 139 NA 37 131 NA 158 10 NA

* Data Not Provided = Information is unknown, cannot be verified, or not reported.

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Table 4. 2018‐2019 Academic Year – Population Specifics: Regularly Participating Students.

Center Name

Limited English Language Proficiency

Identified with Special Needs

Free or Reduced‐Price Lunch

Yes No Data Not

Provided* Yes No

Data Not Provided

Yes No Data Not Provided

Pine Crest 10 86 NA 21 75 NA 87 9 NA


Table 5 & 6: The majority of students that attend the Pine Crest 21st CCLC program are African American or Hispanic with a small proportion of students representing other racial/ethnic groups.

Table 5. 2018‐2019 Academic Year – Student Race and Ethnicity: Total and Regularly

Participating Students.

Center Name

Total Participating Students Regularly Participating Students

Am

eric

an In

dia

n o

r

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r

Afr

ican

Am

eric

an

His

pan

ic o

r La

tin

o

Haw

aiia

n o

r P

acif

ic

Isla

nd

er

Wh

ite

Two

or

Mo

re R

aces

Dat

a N

ot

Pro

vid

ed*

Am

eric

an In

dia

n o

r

Ala

ska

Nat

ive

Asi

an

Bla

ck o

r

Afr

ican

Am

eric

an

His

pan

ic o

r La

tin

o

Haw

aiia

n o

r P

acif

ic

Isla

nd

er

Wh

ite

Two

or

Mo

re R

aces

Dat

a N

ot

Pro

vid

ed

Pine Crest 0 1 61 64 0 38 4 0 0 1 42 30 0 20 3 0


Table 6 & 7: Pine Crest had relatively consistent regularly participating enrollment with 11 Kindergarteners, 13 first and fourth graders, 20 second and third graders, and 19 fifth graders. Table 6. 2018‐2019 Academic Year – Student Grade for Total Participating Students.

Center Name

Grade In School*

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Pine Crest 0 16 17 30 40 30 35 0 0 0 0 0 0 0 168

* Grade levels are exclusive, as students can only be in one grade level.

Table 7. 2018‐2019 Academic Year – Student Grade for Regularly Participating Students.

Center Name

Grade In School*

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Pine Crest 0 11 13 20 20 13 19 0 0 0 0 0 0 0 96

* Grade levels are exclusive, as students can only be in one grade level.

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3.0 PROGRAM OPERATIONS Pine Crest was open five days a week for 13.5 hours per week.

Table 8. 2018‐2019 Academic Year Operation.

Center Name

Total # weeks THIS center

was open

Total

# days THIS

center was

open

Typical # days

per week THIS

center was

open

Typical # hours per week THIS

center was open

Total # days THIS center operated

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Wee

ken

ds

/ H

olid

ays

Bef

ore

Sch

oo

l

Du

rin

g Sc

ho

ol

Aft

er S

cho

ol

Wee

ken

ds/

H

olid

ays

Pine Crest 35 174 5 0 0 13.5 0 0 0 174 0

4.0 STAFF CHARACTERISTICS

4.1 Staff Demographics

Table 9 displays the number and type of staff and volunteers at Pine Crest for the 2018-2019 school year programs. Pine Crest’s grant started in January 2019 so there was no summer program in 2018.

Table 9. Regular Staff by Paid and Volunteer Status.

Staff Type* Summer 2018

2018‐2019 Academic Year

Paid1 Volunteer Paid Volunteer

Center Administrators and Coordinators

NA

3 0

College Students 0 0

Community Members 0 0

High School Students 0 0

Parents 0 0

School Day Teachers (former and substitute) 15 0

Other Non‐teaching School Day Staff 4 0

Sub‐contracted Staff 0 0

Other** 0 0

1For all staff categories, report only staff paid with 21st CCLC funds.

* These categories represent the regular responsibilities of program staff during the regular school day.

** Use this category if staff member does not fit in specific categories provided

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4.2 Students‐to‐Staff Ratio All sites operated with 10:1 student-to-staff ratio for academic enrichment and and 20:1 student-to-staff ratio for personal enrichment (non-academic). This ratio was consistent throughout the 2018-2019 program year.

4.3 Staff Training Pine Crest conducted monthly staff meetings that included professional development. The professional development covered topics such as lesson planning, eCampus (online instructional tools), interventions and social and emotional learning.

4.4 Staff Turnover

Staff turnover was very minimal at Pine Crest this year, one teacher and two paraprofessionals had to leave for personal reasons.

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5.0 OBJECTIVES AND OUTCOMES

5.1 Objective Assessment Tables 13a and 13b display the objective outcomes for Pine Crest 21st CCLC as well as the programmatic and evaluation changes and rationale. The content area and benchmark information is included in the objective column.

Table 10a. Objective Assessment Objective Standard of Success Total

Number of Participants Measured

Total Meeting Standard of Success

Percent Meeting Standard of Success

Objective Status

80% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.

Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C

96 68 71% 4 Stars Approaching Benchmark

80% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.


96 59 61% 3 Stars Meaningful Progress

80% of regularly participating students will improve to a satisfactory Science grade or above, or maintain a high grade across the program year.



80% of regularly participating students in third grade will achieve promotion based on their performance on the FSA

Attain an Achievement Level 2 or higher on the FSA-ELA.


80% of regularly participating students will increase their physical and personal wellness as measured by pre-, mid-, and post-assessment

Student improve or meet standard for two physical assessments

66 61 92% 5 Stars Meets or Exceeds Benchmark

80% of regularly participating students will improve their performance arts skills as measured by observational assessment.

Students improve score on survey or maintain 100%


80% of adult family members of regularly participating students will improve their parenting skills as measured by pre-, mid-, and post-assessment

Family members improve score or maintain 100%

37 34 92% 5 Stars Meets or Exceeds Benchmark

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Table 10b. Objective Proposed Changes and Rationale

Objective Proposed Changes and Rationale

80% of regularly participating students will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year.

Proposed Changes: Continue to do specified interventions at each student’s level and use

the FOCUS books which seemed to be effective.

Rationale: Based on the ELA scores, 71% of participating students improved to a

satisfactory ELA grade or above relative to the 80% benchmark. The programming

changes at mid-program of this year proved effective in helping students meet this

objective. Starting at the beginning of the school year rather than at mid-year will prove

beneficial.

80% of regularly participating students will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year.

Proposed Changes: Continue to do specified interventions at each student’s level and use

the FOCUS books which seemed to be effective.

Rationale: Based on the math scores, 61% of participating students improved to a

satisfactory math grade or above relative to the 80% benchmark. The programming

changes at mid-program of this year proved effective in helping students meet this

objective. Starting at the beginning of the school year rather than at mid-year will prove

beneficial.

80% of regularly participating students will improve to a satisfactory Science grade or above, or maintain a high grade across the program year.

Proposed Changes: Incorporate more science into the reading curriculum and enrichment

activities

Rational: Based on the science scores, 73% of the participating students met the

objective. Incorporating more science into reading and enrichment activities as well as

incorporate more standards into our lessons will give more exposure to science concepts.

80% of regularly participating students in third grade will achieve promotion based on their performance on the FSA

Proposed Changes: Facilitate more activities during transition times and meal/snack

times to review FSA learning standards and other important foundational skills.

Rational: Based on the third grade promotion review, 72% of participating students were

promoted to fourth grade relative to the 80% benchmark. The mid-program changes

proved to be effective but it will be beneficial to start from the beginning of the year.

80% of regularly participating students will increase their physical and personal wellness as measured by pre-, mid-, and post-assessment

Proposed Changes: Continue with the current SPARK curriculum and incorporate more

movement into other enrichments.

Rationale: Based on data 92% of regularly participating students showed improvement

relative to the 80% benchmark. Continuing the curriculum for a full year will be even

more beneficial.

80% of regularly participating students will improve their performance arts skills as measured by observational assessment.

Proposed Changes: Continue with the current Dive into Arts curriculum; incorporate art

history and technique during enrichment time.

Rationale: Based on data 71% of regularly participating students showed improvement

relative to the 80% benchmark. Continuing the curriculum will continue to show

improvement over a full year time.

80% of adult family members of regularly participating students will improve their parenting skills as measured by pre-, mid-, and post-assessment

Proposed Changes: Continue to host family night events and incorporate new

communication strategies to inform/remind families by text message about important

events.

Rationale: Based on the parental involvement, 92% of parents improved their parenting

skills as measured by our assessments. Adding new communications strategies will give

parents another form of information sharing.

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5.2 Overall Findings for Each Objective

The overall progress for each objective is addressed in Section 5.0 Objectives and Outcomes. The Pine Crest program made meaningful or better progress on all of the objectives.

5.3 Stakeholders’ Surveys Students, family members, and teachers responded very favorably to the majority of questions on the end-of-year survey. The majority of family members, about 98 percent, were satisfied or very satisfied with all aspects of the programs. Ninety-seven percent of family member respondents would sign their child up for the program in the future. Respondents also felt the program was helpful for them, 45 percent attended an adult family member event and 90 percent felt they were beneficial. Many teachers also felt that students participating in the Pine Crest 21st CCLC program made improvements in their school day or classroom behavior. For example, about 97 percent of students improved their homework completion and class participation. Students also felt that the Pine Crest 21st CLCC program was beneficial academically and socially. About 92 percent of respondents felt that the 21st CLCC program helped them improve their grades.

5.4 Student Success Snapshot

The student selected for the Success Snapshot this year has been a regularly participating student for a couple of years under the previous 21st CCLC grant and re-enrolled once the new program began in January. He has a very supportive grandmother, but has previously had some behavior issues in our program. This year, staff noticed that the student was putting forth more effort and having less behavior issues. Staff believe that part of this is because of the differentiated small groups, which pulled him away from some of his peers and allowed him to work on his level. He began the year on iReady Reading at a 2nd grade level, but ended the year at an Early 4th grade level, making 396% of his annual typical growth goal and 182% of his annual stretch growth goal. In math, he flourished as well, beginning at a 1st grade level and rising to a Mid 4 by the end of the year, which was 363% of his annual typical growth goal and 185% of his annual stretch growth goal. The change in the student was impactful this year and walking through classrooms during 21st CCLC, all could see he was putting forth his best effort, listening to his teachers, problem solving, and working collaboratively with his groups instead of either sleeping or acting out as we had previously seen. The student was engaged in the classroom and became a role model for the program.

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6.0 PROGRESS TOWARD SUSTAINABILITY The Pine Crest 21st CCLC site established or maintained partnerships with three businesses and community organizations this year. For the 2018-2019 academic school year, these partners provided support to the programs in reading education, safety education, and food.

Table 11: Partnerships and Sub‐Contracts

Agency Name

Type of Organization

Subcontractor (Yes/No)

Estimated Value ($) of

Contributions

Estimated Value ($) of Subcontract

Type of Service Provided

Wladis Education No $1,500 NA Reading

Education

SNAP Government No $500 NA Student Safety

Education

Huey Magoo's

Restaurant No $500 NA Food

Note: Value of subcontract must be ZERO if the agency is listed as “No” in the subcontractor column. Likewise, the value of the subcontract must be greater than ZERO if the agency is listed as “Yes” in the subcontractor column.

7.0 LESSONS LEARNED AND RECOMMENDATIONS The Pine Crest 21st CCLC program has provided high quality services to the students and family members who attended this year. The site has achieved or made progress on all of the program objectives, including classroom grades, promotion, and family member education. There a few key recommendations that may help enhance the program quality:

As a result of a districtwide focus on improving student learning gains, the Pine Crest 21st CCLC program may want to coordinate and align programmatic changes and student support with school level initiatives.

A continued effort to encourage more parent participation in the program is recommended.

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summative evaluation report: seminole county public ...* grade levels are exclusive, as students can...

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