21st Century Community Learning Centers

WALTON COUNTY BOARD OF EDUCATION

Monroe, Georgia

2013
PROGRAM EVALUATION
2012-2013 Grantee
Year 1
Atha Road Elementary School
Carver Middle School
Youth Middle School
Dr. Donna Van Natten
External Evaluator
donnavannatten@gmail.com
423.314.4141

Evaluator Certification
I affirm that the quantitative and qualitative data presented herein is truthful and
accurately analyzed to the best of my abilities. Program findings and recommendations are in the
best interest of students and family members as the grantee works to meet and/or exceed the
goals and objectives of their approved 21st CCLC grant on file with the Georgia Department of
Education.
The strong leadership of Walton County Public Schools 21st CCLC team is professional,
ethical, and eager to make the afterschool program an authentic and enriching experience for
students and their families. Under the unwavering dedication and guidance of Dr. Rita
Dickinson, Program Director, Walton County afterschool programs serve thousands of students
in safe, positive, and engaging school environments.
Serving as the programs contracted External Evaluator for the 2012-2013 school year
has been a rewarding experience and I personally thank the administration, support staff,
students, parents/guardians, and teachers who make afterschool the best part of the school day
for many deserving youth.
If a stakeholder has a comment or question about the contents of this document, please
contact me for assistance.
Thank you.
Dr. Donna Van Natten

Regularly Attending Students: By Gender

Male
47%

Female
53%

Regularly Attending Students: By Grade Level

56
55
54
53
52
51
50
49
48
47
Series1

6th

7th

8th

50

53

55

Number of Regularly Attending Students with Limited English Proficiency:

Number of Regularly Attending Students Eligible for Free/Reduced Lunch:

121

Number of Regularly Attending Students with Special Needs/Disabilities:

22

Average Daily Attendance Per Site

CMS:

108 Youth

3. PROGRAM OPERATION
CMS
School Year:
Days Open per Week:

Hours Open per Week:

12

Weeks of Operation:

28

Summer:
Days Open per Week:

Hours Open per Week:

Weeks of Operation:

4. QUALITY OF STAFFING
CMS
Student:Staff Ratio:

1:10 Academic
1:15 Recreation
1:5 Tutoring

Staff Training:

Site Coordinator Training (SC): Evaluation and Monitoring

SC: Overview of Funding, Personnel Changes, Ending Dates

SC Training: Backpack Buddies

SC Training: Transportation, Homework/Behavior, Budget, Safety Drills, Monitoring

Notebooks

SC Planning Meeting: Program, HR Items, Data, Evaluator

SC New Staff Planning

SC Meeting: Evaluation, Tutor Responsibilities, Transportation, Personnel, Programs,

Budget, Attendance, Volunteers, Snacks, Behavior, Time & Effort

Staff Training/Chess Championship

SmartBoard Training

Trainings: Handbook, Policies & Procedures, Time Clock Usage, Behavior, Lesson
Plans, Staff Needs Results

Interventions: Math and Reading Interventions were given to staff as a school-wide

initiative at ARES.

Moodle Training for Sexual Harassment/Child Abuse

Emergency Preparedness

Enriching your after school class

Behavior Management

Child Abuse/Sexual Harassment Reporting

CCGPS
Use of Certified Teachers:
22 Certified Teachers =61%

5. OBJECTIVE ASSESSMENT
OBJECTIVE 1: 45% of regularly attending (those attending 30 or more days) CRCT
eligible students will meet or exceed state standards on the CRCT math (For high school
students, the EOCT math will be used as the measure).

CRCT: K-8 State Performance Levels

Classification
DOES NOT MET
MEETS
EXCEEDS

CMS:

17 Exceeded

Numeric Score
799 and Below
800-840
850 and Above

91 Met

Modified: Numeric Score

299 and Below
300-329
330 and Above

38 Did Not Meet

108 / 146 = 74% Met and Exceeded

OBJECTIVE 1: MET

OBJECTIVE 2: 45% of regularly attending (those attending 30 or more days) CRCT

eligible students will meet or exceed state standards on the CRCT reading (For high school
students, the EOCT English will be used as the measure).

CMS:

32 Exceeded

104 Met

10 Did Not Meet

136 / 146 = 93% Met and Exceeded

OBJECTIVE 2: MET

OBJECTIVE 3: 45% of regularly attending students will increase or maintain their

numeric classroom math grades from the fall to the spring.
CMS
MATH CLASSROOM GRADES
Regular Attendees/# of Days Attended
30-59 Days
60-89 Days 90+ Days
Increased their grade by half a grade or more
9
10
5
Decreased their grade by half a grade or more
20
13
4
Neither increased nor decreased their grade
24
27
9
Total (Math)
53
50
18
Regular attendees have

OBJECTIVE 3: MET

OBJECTIVE 4: 45% of regularly attending students will increase or maintain their

numeric classroom language arts grades from the fall to the spring.
CMS
READING/LANGUAGE ARTS CLASSROOM GRADES
Regular attendees have
Regular Attendees/# of Days Attended
30-59 Days
60-89 Days 90+ Days
Increased their grade by half a grade or more
14
11
5
Decreased their grade by half a grade or more
17
13
3
Neither increased nor decreased their grade
22
26
10
Total (R/LA)
53
50
18

OBJECTIVE 4: MET

OBJECTIVE 5: 75% of regularly attending students in need of homework improvement,

will improve their homework completion, as measured by surveys.
-

97% of CMS students self-reported that the program helps them complete and turn in
their homework on time.

100% of CMS parents stated that the program is helping my child to complete and turn in
his/her homework on time

75% of CMS teachers reported improvement/no change/no need to improve for turning
homework in on time

80% of CMS teachers reported improvement/no change/no need to improve for improved
overall academic performance

SIGNIFICANT/MODERATE/SLIGHT/NO NEED/NO CHANGE RESPONSES

Regular Day Teachers Surveyed
By Survey Topic And Site
2012-2013
Survey Question

CMS
T=110

Students in need of improving homework have

completed their homework to the teachers

80%

satisfaction.

CMS

80% Improved/Maintained Homework Completion to Teacher Satisfaction

OBJECTIVE 5: MET

Objective 6: 75% of regularly attending students in need of improving their classroom

participation will increase their level of classroom participation, as measured by surveys.
SIGNIFICANT/MODERATE/SLIGHT/NO NEED/NO CHANGE RESPONSES
Regular Day Teacher Surveyed
By Survey Topic And Site
2012-2013
CMS

84% Improved Level of Classroom Participation

OBJECTIVE 6: MET

OBJECTIVE 7: 75% of regularly attending students will self-report they have maintained
or improved their behavior, as measured by student surveys.

CMS

CMS
OBJECTIVE 7: MET

88% Improved Behavior

OBJECTIVE 8: 83% of parents of regularly participating students will report they are
satisfied with the program, as measured by parent surveys.
CMS
"I am satisfied with my child's program."
Neutral
3%

Disagree
4%

Strongly
Disagree
0%

Agree
29%
Strongly
Agree
64%

96% Parent/Guardian Satisfaction with the program

CMS
OBJECTIVE 8: MET

OBJECTIVE 9: 45% of participating students' family members will attend at least one
parent involvement activity, as evidenced by sign in sheets.
Analysis:

CMS

Number Attending at least 1 event

233

Number of Participating Students

286

Results:
OBJECTIVE 9: MET

233 / 286

81% CMS

CMS

From your perspective, what is the greatest benefit of the After School program for
students?

Previewing and reviewing of content

Homework help (multiple responses)
Students have some place to stay out of trouble.
The continuity we have between classroom and the program.
A safe place to do homework and get extra help.
The teacher
Fun time
To get home work done or CRCT practice.
The snack and having break. And be with friends
Help with the students work

Small group help with student achievement.

Provides a place for students with no parent at home in the afternoon and a place to get
help with homework that would otherwise not get done.
Tutoring
It provides an opportunity for remediation of skills and homework support if utilized to
its full potential.
The educational value
People to help with homework and missed schoolwork
It helps kids keep up with homework and also helps them with they need to work on.
The leap teachers also get the kids get organized
Happiness
Outside
When we get on cool math
Basket ball
When we do USA test prep
To aid students with studying the day's lessons and completing unfinished work,
quizzes, and tests.
Their ability to complete homework and receive additional support through mentoring
and enrichment activities.
Helping students to grasp material they may have glossed over in class.
Safe place to learn and be challenged
The additional support educationally for our students.
Having a safe and structured learning environment after school.
Giving them a safe and productive place to go after school
Students receive help with homework and projects and also are in a safe environment
where help and support is available for them.
Keeping them from being places they don't need to be.
They get some adult supervision they don't get at home.
The opportunity for them to keep the help they need on their homework or other
assignments.
Place to go after school so as not to be home alone or with another child
Don't have to go home to empty home and they get snack, homework/test help.
It provides guidance.
Working with the students so that they would do well on all of their academics
It should be a resource for them to complete work but, many of the teachers just let the
kids play
Providing them with remediation and enrichment that is limited during regular school
day, due to time constraints.
Helps with overall student achievement. Make the student more confident in his/her
class work.
The students can get caught up with any missing work from the regular school day and
they have tutoring that they attend to help solidify subject content matter that they may
need help in.
Assistance with assignments, extra time to complete class work.

From your perspective, does the After School program provide the "right" activities for
the "right" students?
To a certain extent. Teachers that teach at school during the regular day know what to
provide for the student activities. The teachers that only teach during the after school
program do not always know what activities to provide for the students.
Yes. (multiple responses)
Some yes some no
It does provide the right activities for the right students if they all took advantage of the
opportunity.
It has something for everyone
From the academic standpoint the program provides the right activities but there needs
to be more of an emphasis on working with the students on proper conduct and
behavior.
Absolutely. There is a strong partnership between teachers and LEAP staff, which helps
this process.
Yes, students have access to teachers and tutors who can assist with academics where
most do not have parents capable of providing this.
What is the most important thing for the After School program to focus on to help students
and their families?
Reading reading reading reading!
Study habits
Tutoring
I think that keeping them safe, helping them with work, and letting them know
someone cares about them, which our program does, are the most important things.
Providing a safe place to do homework and get extra help with their school work.
I get more good grades
Making a big relationship with your people
Work
Get good grades in school
Going over work that you learned in class!
Working and help focusing on your work.
Extra help with homework and class assignments.
Tutoring
Everything
The student need to focus more on their work
To control most students to calm down!
I feel the remediation of skills and the opportunity to complete assignments with
support is a very beneficial part of the program for students. Many parents find it
difficult to help their students with some of the academics. However, I often meet with
students and parents and the student is participating in LEAP with one of their regular
teachers and they continue to be way behind.
Getting good grades
To get an education
To help the students learn for approval from their parents
The stress of homework at home

It helps them to be done with work and not let parent/guardians struggle to help their
child when they have things to do like cook dinner
Homework
The afterschool program should focus on providing a safe environment aligned with
teachers/tutors who have a passion for working with students additionally to help them
achieve what they may not be able to do alone in the classroom or at home.
Academic discipline
The focus should be on academics as well as personal guidance if the students need
help with anything.
Keeping kids off the streets and out of trouble after school.
Expanding enrichment opportunities and making sure that homework is getting
completed-- not just on computers.
Academics
Catching up on missing work
They focus on the additional support from the classroom that the teachers inform the
tutors to work on.
Provides an extra link between school and home.
The most important thing for program to focus on is to always strive for improvement
in grades and behavior which I feel out program has succeeded in.
Smaller tutoring groups so that each student receives that same attention.
Specific course work to help the grades of the students attending
Homework and test help/make up that they could not get elsewhere.
Leadership for student and parents
Making sure that they achieve the best that they can do in all areas. Also, helping them
to get prepared for a test.
Academic and Study Skills along with time management.
Teaching students who are not getting enough attention during the day
Continue to align the After School programs curriculum with the daily curriculum in
the students school.
Help students with concepts that they are having a difficult time with during the regular
school day.
Providing encouragement and training to support students efforts to do well in school
and to develop individual character traits for positive growth.

CMS
Quotes
We need this program every year because it helps. Parent
Its fun. It helps with homework and stuff. My favorite part is getting help and going
outside. Ive been coming for 3 years. Its great and it helps me get my grades up. Each

day we focus on a different subject. I also ride the bus home and like the healthy snacks.
Girl, 8th Grade
It is a great program that the kids have a chance to get extra attention. We work with
basically the same group and we can influence in other parts of their lives. The more one
on one attention they get, the better. - Adult Tutor
I come for help with my schoolwork and homework. I need help in reading, but not
math. I ride the bus home and my dad thinks that I should come here because it helps
with my grades. I agree. My favorite parts are basketball and tutoring. I have friends
here and I would recommend it. Boy, 6th Grade
Its a little long at times, but I like the basketball part and the snacks. Its fun we get
to get on the computers and have break time and play sports and hang-out with our
friends. On the computers, we go on V-Math or USA Test Prep every day. Thats what I
like about LEAP my friends. This also helps with my moms work schedule; she picks
me up after LEAP ends. Boy, 6th Grade

Photographs

Outside Recreational Time

Small Group Tutoring Time

Open House Registration Opportunity

Computer practice for the CRCT

High School Junior ROTC demonstration for after school students!

Highlights & Celebrations

1. ARES: 95% of students stated that they are doing better in school since starting the
program. This self-reported student data confirmed that students found value in the after
school program. CMS and YMS also presented solid results with 91% and 88%
respectively.
2. ARES and CMS: Average daily attendance (ADA) at both sites increased annually over
three years (ARES: 74 in 2011, 88 in 2012, and 99 in 2013; CMS: 56 in 2011, 64 in
2012, and 68 in 2013).
3. CMS: Student self-reported that their behavior improved increased annually; 54% in
2011, 79% in 2012, and 88% in 2013.
4. ARES and CMS received significantly strong parent satisfaction reports over the last
three years; from 93% to 100%.
5. ARES and CMS: Impressive gains were made in the area of parent attendance at targeted
family events. Attendance counts steadily increased over the last three years at both sites.

6. Almost half (45%) of ARES, 61% of CMS, and 47% of YMS after school staffs were
certified teachers. Data supports that programs with a high concentration of qualified
teachers working after school can positively impact student academic performance and
forge healthy student/teacher relationships.
7. All sites maintained 100% current and clear background checks on all staff members.
8. CMS and YMS: CRCT reading scores were extraordinary; 93% at CMS Met/Exceeded
and 92% at YMS Met/Exceeded. ARES scores were also strong with 87%
Meeting/Exceeding reading assessment. All sites should be commended!
9. CMS and YMS: 100% of parents stated that the program helped their child complete and
turn in homework on time. Kudos!
10. CMS and YMS: A strong 88% and 93%, respectively, middle school youth self-reported
that their behavior improved in part due to the after school program. Based on the nature
of the middle school child, hats off to the program for helping developing youth grow
and behave well.
11. ARES, CMS, and YMS: Parent satisfaction with their childs program was consistently
strong (between 89% and 96%) with a solid 93% for all sites averaged. The parent voice
was clear regarding value for the program and its impact on overall student performance.
12. ARES: A notable 95% of parents attended at least one event!
13. All sites were represented at the Annual Stakeholders Luncheon in the Spring 2013.
Feedback from a variety of attendees (parents, students, teachers, administrators, and
central office personnel) was overwhelmingly positive, personal, and supportive. Walton
Countys after school program should be applauded!

14. CMS: The Site Coordinator and his team should be praised for addressing behavior
needs. Fall 2012 had 110 incidents and this severely dropped to 30 in Spring 2013. Also,
between October 2012 and March 2013, behavior incidents steadily decreased from 51 to
6!
15. CMS: Behavior issues in the Fall 2012 involved 44 7th grade students. In Spring 2013,
only 1 7th grade student had an infraction. The Site Coordinator should share these
behavior highlights with appropriate stakeholders and praise all after school students for
their Spring 2013 behavior.
16. Partnerships were strong at all sites with consistent contributions and commitment to the
program. The program should continue their efforts on recruiting and maintaining
partners eager to meet students needs.