Iowa 21st CCLC Local Evaluation Form 2015-2016Page 1 of 36

Siouxland Human Investment Partnership (SHIP)

Iowa 21st CCLC Local Evaluation Form

2015-2016 School Year

Overview

To assist grantees with meeting the local evaluation requirements, for the 2015-2016 School Yearthe Iowa DOE is implementing a standardized form for local evaluations of the 21st CCLC Programs. Each grantee is required to complete the local evaluation form with the most current information. Cohorts 6-10 are to be included for 2015-2016. The checklist, below, serves as a list of required elements and provides a tracking tool for completion. See the Iowa 21st CCLC Local Evaluation Form Instructions for assistance in completing this form. The completed form should be saved with the filename <Grantee 21st CCLC Local Evaluation Form 2015-2016>.

Local Evaluation Element / Complete?
  1. Title (Grantee Name) and File Saved with Correct Nomenclature
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  1. General Information
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  1. Basic Information Table
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  1. Center Information Table
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  1. Introduction/Executive Summary
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  1. Demographic Data
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  1. Attendance Summary Table
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  1. Attendance Discussion
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  1. Partnerships Summary Table
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  1. Partnerships Discussion
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  1. Parent Involvement
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  1. Objectives
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  1. Objective Summary Tables (all Cohorts)
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  1. Objectives Discussion (including Statistical Analysis)
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  1. Anecdotal Data
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  1. Success stories
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  1. Best Practices
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  1. Pictures
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  1. Student, teacher, parent, and community input
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  1. Sustainability plans
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  1. Formal sustainability plan, if available
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  1. Discussion on steps to be taken for the future of the program
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  1. Summary and recommendations
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  1. Short summary of the program.
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  1. Dissemination of local evaluation.
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  1. Recommendations for objectives.
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  1. Recommendations on future plans for change.
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  1. General Information
  1. Basic Information Table

Required Information / Entered Information
Date Form Submitted / 1/15/2017 /
Grantee Name / Sioux City CSD /
Program Director / Jenna Meyer /
E-mail / /
Phone / 712-277-3600 /
Evaluator Name / Brad Richardson /
E-mail / /
Phone / 319-335-4924, 515-235-4005, 515-771-3589 /
Additional Information from Grantee (optional) / Click here to enter text. /
  1. Center Information Table

Cohort / Centers
Cohort 6 / N/A
Cohort 7 / Bryant Elementary School, Hunt Elementary School, Spalding Park Elementary School /
Cohort 8 / Loess Hills Elementary School, Unity Elementary School, Sacred Heart Elementary School /
Cohort 9 / East Middle School, North Middle School, West Middle School /
Cohort 10 / Irving Elementary School, Leeds Elementary School /
Additional Information from Grantee (optional) / Click here to enter text. /
  1. Introduction/Executive Summary

Program Highlights and Closing

The BTB program is supported by many dedicated partners in the Siouxland area. Collaborations are active with more than 50 community-based organizations who provide education-enhancement programming, volunteers and supplies for students. Parents and teachers regularly give BTB positive reviews and talk about how much their students enjoy attending BTB. BTB staff report that “our parents have consistently asked for registrations for next year so they can make sure they get a spot.” Parents comment on how much they need, and enjoy the program, and “don’t want to be on the wait list!” Describing what one first grade parent said to a teacher, the teacher quoted her saying, “Beyond the Bell has done a great job this summer with keeping [student name] safe and giving [her/him] a good summer to learn and have fun. I appreciate how patient you are with my child and the other students. You are always smiling and in a good mood.” BTB students have shown substantial academic gains, and teachers often report that their BTB students improved academically and behaviorally over the course of just one school year.

  1. Demographic Data
  1. Attendance Summary Table including disaggregated data

Enter data in the appropriate fields as required in the table below.

Sioux City CSD 21st CCLC Program Attendance Summary Table
Attendees / Sex / Ethnicity / Special Services
Cohort / Attendance / Male / Female / White / Hispanic/
Latino / American Indian/
Alaska Native / Black/
African American / Asian/
Pacific Islander / Unknown Race / LEP / FRPL / Special Needs
6 / All
Regular*
7 / All / 529 / 258 / 271 / 325 / 74 / 17 / 42 / 10 / 61 / 10 / 323 / 23 /
Regular* / 407 / 193 / 214 / 262 / 51 / 10 / 33 / 9 / 42 / 9 / 254 / - /
8 / All / 440 / 234 / 206 / 229 / 112 / 15 / 20 / 10 / 54 / 16 / 289 / 22 /
Regular* / 366 / 195 / 171 / 191 / 91 / 15 / 16 / 9 / 44 / 16 / 239 / - /
9 / All / 1141 / 664 / 477 / 637 / 246 / 42 / 49 / 26 / 141 / 18 / 470 / 74 /
Regular* / 574 / 340 / 234 / 324 / 120 / 15 / 25 / 14 / 76 / 9 / 245 / - /
10 / All / 459 / 236 / 223 / 213 / 111 / 10 / 37 / 17 / 71 / 9 / 271 / 40 /
Regular* / 315 / 158 / 157 / 145 / 74 / 6 / 27 / 13 / 50 / 6 / 196 / - /

*Regular Attendees have attended the program for 30 or more days.

  1. Attendance Discussion BTB attendance data show 2,569 students served in 2015-2016. Cohort 8 had the highest rate of regular attendance, with 83% of students attending regularly (30 or more days of the program). Cohort 7 was found to have 77% of students regularly attending (30 or more days of the program). Cohort 10 had 69% regular attendance. Cohort 9 had50% of students regularly attending more than 30 days of the program. While there are significant differences between cohorts on regular attendance (Chi-square = 222.53, p<.0001) there are also important differences that may account for these. For example, the three Cohort 9sites hosted the summer BTB programfor all BTB students, regardless of which site students attend during the school year.The summer program operates for 40 daysand the regular school year program operates for 195 days. Since the same criteria are used to determine regular attendance during the school year and summer programs, vacations or other summer activities could affect rates of regular attendance more during the summer.
    In examining the responsiveness of BTB to the diversity of students, it was found that there were no significant differences in rates of regular attendance by gender, LEP status, or FRPL status. One exception could be the relationship between those identifying as American Indian/Alaska Native and regular attendance which was marginally significant (Chi-square = 3.75, p=.05). When examining individual cohorts, identification as American Indian/Alaska Native and attending BTB regularly was found to have a significant association for Cohort 9 (Chi-square = 3.71, p=0.05) and was marginally significant for Cohort 7 (Chi-square=3.25, p=.07) and Cohort 8 (Chi-square = 3.14, p=0.08). There were no other significant associations between ethnicity and regular attendance. Students with missing data for ethnicity were excluded from the analysis. This represents approximately 10 percent of the ethnicity data which could affect the results if those with missing data were distributed differently than those students with ethnicity recorded. Similarly, it was not possible to compare attendance among students with special needs. Further analysis is needed to determine patterns of attendance associated with student characteristics.
    Overall, BTB service to 2,569 students, more than half of whom were recorded as FRLP students (n=1353), and some who were indicated LEP indicates that BTB has successfully engageda highly diverse student population. The level of engagement is further supported considering there were no differences in rates of regular attendance when compared by gender, ethnicity or socioeconomic status.
    BTB systematically disseminates information about its program to encourage high rates regular attendance. Parents, students, and school staff have regular input into BTB programming through BTB surveys each of these key stakeholders annually and engaging each of these groups inconsiderable informal communication. BTB has developed brochures about the program in two languages (English and Spanish) to ensure effective communication with non-English speaking parents in the area. BTB distributes brochures and flyers as handouts in school for children to take home to their families and at school events, including kindergarten roundup, PTA meetingsand the twice-yearly parent-teacher conferences. Each BTB site also sends monthly newsletters to students’ families. Since the program operates every school day in the elementary schools, staff can make daily contact with children, school staff, and families. When students and families have a say in the program planning process and feel that their thoughts and opinions are taken seriously, students are more likely to attend the program on a regular basis.
    Note: All attendance data were provided by BTB with the exception of Special Needs attendance data which BTB gathered and reported on from the Sioux City Community School District.
  1. Partnerships Summary Table

Enter data in the appropriate fields as required in the table below.

Beyond the Bell: 21st CCLC Program Partners for 2015-2016

Total Number of Partners = 13
Contribution Type* / # of Paid Partners / # of Unpaid Partners
Provide Evaluation Services / 1 / 0 /
Raise Funds / 0 / 1 /
Provide Programming / Activity-Related Services / 1 / 5 /
Provide Goods / 1 / 2 /
Provide Volunteer Staffing / 0 / 4 /
Provide Paid Staffing / 1 / 1 /
Other / 0 / 0 /

*Note: A partner can provide more than one type of service.

  1. Partnerships Discussion
    2. Beyond the Bell Partnerships
    Partner / Paid/Unpaid / Services Provided
    Sioux City Community School District / Unpaid / Classrooms, Playground, Gym, Library, common areas, heating and air of building. Provide food service for snacks and lunch. Provide referrals for children and families
    Employee of SCCSD part of Advisory Committee /
    United Way of Siouxland / Unpaid / Recipient of designated dollars (around $20,000 annually for all schools)
    Awarded Jump Start summer grant for Preschool children to attend our summer program (2016 award was $12,000)
    Employee of UW part of Advisory Committee
    Siouxland Human Investment Partnership / Paid / Beyond the Bell Ambassador to community,
    Part of Advisory Committee, BTB grant administrator that helps seek grant opportunities, administer awarded grants, fulfill grant reporting requirements, perform program evaluations and end of year reporting at a lower than average 5%. BTB fiscal agent at 4%.
    Sacred Heart Church / Unpaid / Classrooms, Playground, Gym, Library, common areas, heating and air of building. Provide food service for snacks and lunch. Provide referrals for children and families /
    Western Iowa Tech Community College / Unpaid / Provide adult education classes
    The Council on Sexual Assault and Domestic Violence / Unpaid / Provide speakers for our summer program on bullying and self esteem
    Carmike Cinemas / Unpaid / Provide discounted movie prices for field trips throughout the year
    Little Caesars Pizza / Unpaid / Food for pizza parties and other celebrations throughout school year
    El Tapatio Mexican Grill / Unpaid / Field trips during summer program to see the restaurant, kitchen, and how it works.
    Boy Scouts of America / Unpaid / Registration to Boy Scouts, Troop leader to lead activities during school and summer program, curriculum, supplies, snacks.
    Girl Scouts of Greater Iowa / Unpaid / Registration to Girl Scouts, Troop leader to lead activities during school and summer program, curriculum, supplies, snacks.
    Morningside College / Unpaid / Send students majoring in education to our program to volunteer
    Chesterman Company / Unpaid / Field trips to bottling facility during summer program
  1. Parent Involvement
    2. BTB parent meetings 2015-2016
    Cohort 7 / Cohort 8 / Cohort 9 / Cohort 10
    School / Bryant / Hunt / Spalding Park / Loess Hills / Unity / Sacred Heart / East Middle / North Middle / West Middle / Irving / Leeds
    Number of parent meetings / 6 / 6 / 6 / 4 / 4 / 4 / 4 / 4 / 4 / 4 / 4
    BTB Parent Event Attendance*
    Cohort 7 / Cohort 8 / Cohort 10
    School / Bryant / Hunt / Spalding Park / Loess Hills / Unity / Sacred Heart / Irving / Leeds
    Lights on After
    school / 9 / 2 / 11 / 6 / 5 / 4 / 6 / 17
    Meeting / 9 / 18 / 7 / 14 / 10 / 4 / 21 / 7
    Bingo for Books / 14 / 17 / 12 / 12 / 13 / -- / 11 / 22
    Launch Pad / 8 / 14 / 9 / 19 / 16 / 6 / 19 / 12
  1. Objectives
  1. Objective Summary Tables (all Cohorts)

For each cohort table, Grantee will enter the appropriate data. If a Grantee did not participate in a cohort, that cohort table will be left blank. To add a row to the table, press tab while in the last cell of the table and a new row will be added. Objective will be rated as one of four ways:

  • Met the stated objective.
  • Did not meet but made progress toward the stated objective.
  • Did not meet and no progress was made toward the stated objective.
  • Unable to measure the stated objective.

Cohort 6 Table

Objective / Objective Rating / Methodology/Justification for Rating
Click here to enter objective. / Click here to enter rating for objective. / Click here to enter methodology and justification for rating. /

Cohort 7 Table

Objective / Objective Rating / Methodology/Justification for Rating
1a: Students actively participate in literacy and math activities as recorded by staff / Met the stated objective. / Qualitative reports from BTB staff and teachers were analyzed. Students from Cohort 7 were consistently reported to be on task and focused during academic time.
1b: In annual surveys, school staff report that BTB students improve academically / Met the stated objective / School staff survey results from the 2015-2016 school year were analyzed. Survey results for Cohort 7 showed that 71.4% of BTB students who needed to improve academically did improve.
1c: BTB students’ literacy and math achievements increase as measured by ITBS scores and other BTB and LEA assessments / Met the stated objective / Iowa Assessments proficiency percentages were analyzed. From 2015 to 2016, Cohort 7 proficiency percentages on the Iowa Assessments increased from 69.4% to 71.8% for literacy from 70.2% to 70.8% for math.
2a: At least 25 families at each elementary site attend Family Literacy events / Met the stated objective / Attendance records from Family Literacy events at each site were used to measure this objective. Each site in Cohort 7 had at least 25 families attend Family Literacy events in 2015-2016. Bryant had 26 families attend these events, Hunt had 32 families attend, and Spalding Park had 27 families attend.
2b: BTB parents collaborate with teachers in cooperative IAP goal setting / Unable to measure the stated objective / Collaborative IAP meetings include BTB parents and school day teachers. These meetings occur during school district hours, and BTB does not conduct separate IAP meetings in addition to the district run IAP meetings. Since BTB is not a school district run program, records of collaborative IAP meetings were not available to BTB.
2c: BTB parents attend twice-yearly conferences with school and BTB staff / Met the stated objective / As BTB does not hold formal conferences with parents and school staff, parent attendance at BTB Family Literacy events was used to gauge parent involvement for the purposes of this objective. Each site in Cohort 7 reported parent attendance at Family Literacy events.
2d: BTB parents and school staff participate in the BTB Advisory Committee / Met the stated objective / Measured by Advisory Committee attendance records. Two BTB parent representatives and five school staff members attended Advisory Committee meetings in 2015-2016.
2e: In annual surveys, parents and school staff report increased collaboration / Unable to measure the stated objective / This measure was notincluded inthe 2015-2016 annual parent and staff surveys.
3a: At least 20 students at each site participate in the annual Service Learning Challenge / Met the stated objective / Attendance and participation records from BTB were used to evaluate this objective. Bryant had 63 students participate, Hunt had 58 students participate, and Spalding Park had 101 students participate.
3b: At least 80% of BTB students participate in field trips to community partner sites / Met the stated objective / BTB attendance records were used to evaluate this objective. 100% of BTB students participated in field trips to community partner sites in 2015-2016.
3c: BTB staff report increased social skills in start and end-of-year assessments / Met the stated objective / Qualitative staff reports from the 2015-2016 school year were coded and themes were identified. BTB staff consistently reported that BTB students increased their social skills during the school year.
3d: BTB staff report increased social skills in start and end-of-summer assessments / Met the stated objective / Qualitative staff reports from the 2015 summer session were coded and themes were identified. During the summer, BTB staff consistently reported improved social skills among BTB students.
3e: In annual surveys, school-day teachers report that students who need to do so improve their behavior, are more motivated, and increase their ability to get along with others / Met the stated objective / Measured by school-day teacher survey results. For Cohort 7, school-day teachers reported that 69.2% of BTB students who needed to do so improved their behavior, 66.7% were more motivated to learn, and 64.3% improved their ability to get along well with others.

Cohort 8 Table

Objective / Objective Rating / Methodology/Justification for Rating
1a: Students actively participate in literacy and math activities as recorded by staff / Met the stated objective / Qualitative reports from BTB staff and teachers were analyzed. Students from Cohort 8 were consistently reported to be on task and focused during academic time. /
1b: In annual surveys, school staff report that BTB students improve academically / Met the stated objective / School staff survey results from the 2015-2016 school year were analyzed. Survey results from Cohort 8 indicated that 67.9% of BTB students who needed to improve academically did improve.
1c: BTB students’ literacy and math achievements increase as measured by Iowa Assessments scores and other BTB and LEA assessments / Did not meet and no progress was made toward the stated objective. / Iowa Assessments proficiency percentages from 2015 and 2016 were analyzed. Cohort 8 did not show any gains in proficiency percentages for literacy or math.
2a: At least 20 families at each site attend Family Literacy events / Did not meet but made progress towards the stated objective / Attendance records from Family Literacy events at each site were used to measure this objective. Cohort 8 had at least 20 families attend Family Literacy events; Loess Hills had 49 families attend; Unity had 26 families attended; Sacred Heart 12 families attend.
2b: BTB parents collaborate with teachers in cooperative IAP goal setting / Unable to measure the stated objective / Parent participation records have not been reported in time for inclusion
2c: BTB parents attend twice-yearly conferences with school and BTB staff / Unable to measure the stated objective / Parent participation records have not been reported in time for inclusion.
2d: BTB parents and school staff participate in the BTB Advisory Committee / Met the stated objective / Measured by Advisory Committee attendance records. Two BTB parents and 5 school staff members attended Advisory Committee meetings in 2015-2016.
3a: At least 20 students at each site participate in the annual Service Learning Challenge / Met the stated objective / Attendance and participation records from BTB were used to evaluate this objective. Each Cohort 8 site had at least 20 students participate in the annual Service Learning Challenge. Loess Hills had 81 students participate, Unity had 69 students participate, and Sacred Heart had 62 students participate.
3b: At least 80% of BTB students participate in field trips to community partner sites / Met the stated objective / BTB attendance records were used to evaluate this objective. 100% of BTB students participated in field trips to community partner sites in 2015-2016.
3c: BTB staff report increased social skills in start and end-of-year assessments / Met the stated objective / Qualitative staff reports from the 2015-2016 school year were coded and themes were identified. BTB staff consistently reported increased social skills among BTB students. /
3d: BTB staff report increased social skills in start and end-of-summer assessments / Met the stated objective / Qualitative staff reports from summer 2015 were coded and themes were identified. BTB staff consistently reported increased social skills among BTB students.
3e: In annual surveys, school-day teachers report that students who need to do so improve their behavior, are more motivated, and increase their ability to get along with others. / Met the stated objective / Measured by school-day teacher survey results. School-day teachers reported that 48.0% of BTB students who needed to do so improved their behavior, 31.8% were more motivated to learn, and 51.9% increased their ability to get along with other students.

Cohort 9 Table