Clovis Unified School District Department of Supplemental Services

After School Education and Safety (ASES) Program

2016-17

ASES Program Plan

Nhia Her, ASES Program Supervisor Mary Vang, Program Technician

Bob Kampf, Director of Supplemental Services Debbie Parra, Ed, D., Assistant Superintendent of Curriculum, Instruction, and Accountability

Table of Contents

Page I. CUSD ASES Vision, Mission, Aims, and Beliefs 1

II. CUSD ASES Values and Principles 2

III. Program Plan Overview(a) Target Population 3-4 (b) Process Used to Select, Recruit and Retain Students 4-5

IV. Section I: Program Goals and Requirements(a) Assessing Community Needs 6-7 (b) Continual Site and District Input 7 (c) Program Goals 7-8 (d) Student Recruitment and Retention 8 (e) Data and Evaluation of Program Goals 8-9

V. Section II: Program Content/Quality (a) Program Elements 10 (b) Educational Enrichment Component 10-11 (c) Alignment with Regular School Day 12 (d) Nutritious Snack Element 12-13

VI. Section III: Community Collaboration and Partnerships(a) Collaborative Planning, Implementation and Updating 14-16 (b) Collaborative Partner Meeting Schedule 16

VII. Section IV: Staffing(a) Staff Minimum Requirements 17 (b) Recruitment and Retention 17 (c) Program Subcontractors 17-18 (d) Professional Development 18

VIII. Section V. Program Administration(a) Fiscal Accounting and Reporting 19 (b) In-Kind Funding 19-21 (c) Attendance Procedures 21 (d) Program Plan Review 21-22

IX. Section VI: Outcome Measures and Evaluation(a) Program Evaluation 23-24 (b) CUSD ASES Program Surveys 24-25 (c) Program Quality Implementation 25-26 (d) CUSD ASES Program Quality Modules 26-27 (e) Measuring Program Success 27 (f) Outcomes Measures 27-28 (g) Program Improvements Based on Outcome Measure Results 28

X. Appendix (a) ASES Program Organization Chart 30 (b) Attendance and Early Release Policy 31 (c) ASES Enrollment Application 32-34

1

OUR VISION Clovis Unified School District’s expanded learning program strive to be America’s

benchmark for excellence.

OUR MISSION The mission of the CUSD ASES program is to provide a safe after school

environment that fosters educational and enrichment opportunities for students.

OUR AIMS

AIM I:

Maximize Achievement for ALL Students

ASES activities and programs are designed to support the

child’s classroom instruction, provide intervention activities

and enrichment opportunities to students.

AIM II:

Operate with Increasing Efficiency and Effectiveness

ASES programs practice

safety standards in excess of State mandates. The

Character Counts pillars are the mainstay of our

community service and leadership program strand.

AIM III:

Maintain, Sustain and Value a Quality

Workforce

ASES proudly maintains the traditions and culture of

CUSD by recruiting, training and retaining a

quality workforce.

OUR BELIEFS

All children can learn and we can teach all children. Everyone is a reader and a teacher of reading. Our values must be more than words. Hard work promotes achievement. It’s people, not programs. United as Americans, we value our diversity and our differences. We hold ourselves accountable to achieve high standards. Success is an individual journey of continuous achievement. Education is a partnership between the school, the family, and the community.

2

OUR VALUES

Trustworthiness Respect Responsibility Fairness Caring Citizenship

OUR PRINCIPLES

Visionary leadership Learning-centered education Organizational and personal learning Valuing faculty and staff as partners Agility Focus on the future Managing for innovation Management by fact Public responsibility and citizenship Focus on results and creating value Systems perspective Stakeholder involvement

3

Program Plan Overview

Target Population

Clovis Unified School District (CUSD) After School Education and Safety (ASES) Program criteria targets students who are identified as Foster Youth (FY), Homeless, English Learners (ELs), received Free and Reduced Price Meals (FRPM), have not met English and Math standards in the Smarter Balance Assessment Consortium (SBAC), Socio Economic (SE), Migrant, and Special Education, students. CUSD targets its population based on the subgroups with needs and in accordance to the criteria recommended by the California Department of Education (CDE). As per AB 1567, students who are identified as foster or homeless will receive priority for enrollment. Based on current enrollment, the following chart shows the percentages of target population served at each ASES school site. The school sites that are shaded are funded by the Proposition 49 Grant and the non-shaded school sites are funded by the CUSD Local Control Accountability Plan (LCAP).

ASES Enrollment, English Language Learners, FRPMs, Socio Economic (SE), Foster, Migrant, Special Ed and Homeless

School ASES Enrollment

ELs FRPMs SE Foster Migrant Special Ed. Homeless

Clovis Elementary 90 9.4% 56.5% 57% .5% .5% 9% .5%

Cole 90 4.8% 51% 53% .1% .1% 8.4% .7%

Fancher Creek 91 16.4% 75% 76% .4% .1% 6.3% .1%

Jefferson 90 11% 68.2% 66% 03% .9% 7.1% .3%

Lincoln 65 5.4% 53.3% 54% .4% 0% 6.6% 0%

Mickey Cox 85 5.1% 50.4% 52% 6% .4% 10.3% 0%

Miramonte 87 14.1% 80.9% 82% 0% 0% 6.8% 0%

Mountain View 85 10.6% 50% 52% .5% 0% 6.2% .5%

Nelson 100 8.6% 62.6% 64% .6% 0% 6.8% .6%

Oraze 105 12.5% 46.2% 46% .7% 0% 4.3% .3%

Tarpey 115 21.8% 81.3% 84% .1% .2% 6.1% 0% Temperance-

Kutner 95 25% 77.6% 80% .8% 0% 9.7% 0%

Weldon 80 10% 72.6% 76% 1% 0% 7.2% .1% *The following data are school-wide percentages collected from CUSD CBEDS and CUSD Zangle Student Information System (April 2017).

4

The following chart shows the percentage of students that met the Smarter Balanced Assessment Consortium (SBAC) standards and comparison between school sites and their ASES Program.

Clovis Unified School District ASES Program and School Sites Smarter Balanced Assessment Consortium (BAC) Data

School School-wide ELA

Achievement Standard Met

ASES ELA Achievement Standard Met

School-wide Math

Achievement Standard Met

ASES Math Achievement Standard Met

Clovis Elementary 58% 61% 52% 48%

Cole 45% 33% 45% 40%

Fancher Creek 47% 41% 49% 45%

Jefferson 57% 51% 53% 46%

Lincoln 70% 68% 66% 61%

Mickey Cox 53% 32% 55% 45%

Miramonte 58% 56% 47% 39%

Mountain View 62% 36% 57% 33%

Nelson 52% 43% 45% 40%

Oraze 49% 48% 52% 49%

Tarpey 45% 49% 47% 42% Temperance-

Kutner 45% 38% 43% 31%

Weldon 43% 45% 39% 43% *The following local and state data are retrieved from CUSD Illuminate Education Spring 2017.

Processes Used to Select, Recruit and Retain Students Using data from multiple sources; such as assessment, behavior, attendance records, annual surveys, and teacher input, program site coordinators and administration identify the needs of each school. These data are used to designate criteria for the target population of students selected to attend the program and on an ongoing basis until the program has reached its full capacity. These students are given notification of their selection. Parent contact is made by program and school staff. Parents attend an orientation meeting and complete a registration packet. Additional program participation spots are available for administration to recommend individual student to attend based on the student needs. Students may also be referred through a site’s Student Study Team (SST).

5

All participating school sites advertise their ASES Program through their school newsletters, ASES brochures, Title I Annual Parent Meeting, SSC meetings, ELAC meetings and school website. School sites have designed a webpage on their school website specifically to highlight details, information and activities of their ASES Programs.

CUSD programs are designed to provide a safe after school environment that fosters educational and enrichment opportunities for students. With these strategies in place, retaining students in the program has not been an ongoing challenge.

6

I. Program Goals and Requirements

Assessing Community Needs Assessing community needs is part of an ongoing evaluation system embedded in CUSD Schools and evident in the district motto, “Be the best that you can be”. CUSD is continually seeking input on how to improve its educational system and evaluate whether stakeholder needs are being met. CUSD offers a variety of parent involvement opportunities to give parents venues for input and feedback. Opportunities include: School Site Council (SSC), English Language Advisory Committee (ELAC), District Learner Advisory Committee (DELAC), District Migrant Education Parent Advisory Committee (DMEPAC), District Indian Education Parent Advisory Committee (IPAC), District Advisory Committee (DAC), School and District level School Assessment Review Team (SART), and Local Control Accountability Plan (LCAP) Parent Forum. In addition to these, every parent in CUSD is given the opportunity to complete a SART survey, anonymously, and return it to the district. All parents are encouraged to complete the survey and provide specific written feedback to the school sites for areas of improvement, as well as success. These results are compiled and analyzed by district and site administration. Every year, each school writes a Single Plan for Student Achievement (SPSA). Using data from the SART surveys, state testing, District Language Arts and Math Formative Assessments, behavior, attendance, and input from stakeholders. These plans are reviewed, revised and approved by the CUSD Governing Board annually. Goals, objectives and measurement tools are revised based on the needs expressed by the stakeholders and the analysis of collected data with the help of the schools’ SSC and ELAC. Areas in which CUSD are committed to continuous improvement based upon input from its stakeholders, (Parents, students, certificated staff, classified staff, Governing Board and community members) are: assistance in homework, more intervention opportunities, providing a safe place, increased bilingual instruction, additional meetings on aligning the regular school day with the ASES Program, parenting classes, technology classes, strategies for parents to use when reading to children, activities for students outside of school, and English classes. Also listed were literacy, personal development, including how to work effectively with others, physical fitness and recreation, computer activities, sports, arts and crafts, cooking, and applied academics. In addition, CUSD takes great advantage of a variety of Community Based Collaborative Partners. This insures that a broad base of stakeholders assist in the ASES Program outlined in Section 3 under Collaborative Planning, Implementation and Updating. The CUSD is located in Fresno County, California. According to the latest Census Bureau statistics, the statewide average number of children living in poverty is just over 20%, while in Fresno County it is over 26%. Students served by these programs live in areas of concentrated poverty, where increasing financial decline is expanding. Much of the juvenile crime in Fresno County is attributed to gang or gang-related activity. The National Gang Intelligence Center issued its 2011 National Gang Threat Assessment (NGTA), which stated, “Since 2011, gang membership has increased by over 40%. Gangs are responsible for an average of 48% of violent crime, 43% of property crimes, and 40% of drug sales.” According to the Fresno County Multi-Agency Gang Enforcement Consortium, 49 known gangs exist within

7

Fresno County with approximately 12,000 validated members. In addition, 60% of all violent crimes as well as auto thefts, larcenies and burglaries are committed by gang members. According to the 2014 data from the Office of Juvenile Justice and Delinquency Prevention, juvenile violent crimes peak in the hours of 3 p.m. to 7 p.m. The students of these schools come from areas of extreme poverty, have excessive juvenile crime rates, are culturally and economically diverse, and need opportunities to become connected with their schools. Analysis of assessment data show these schools have a significant population of minority students and have subgroups of students whose achievement is significantly lower than their counterparts.

Continual Site and District Input The ASES Program is an agenda item on each school’s and district’s parent advisory meetings; SSC, ELAC, DMEPAC, IPAC, SART, DAC, and LCAP Meetings. The program supervisor attends these meetings, gathering information from discussions by stakeholders to identify additional needs. The district also uses the annual SART survey, Title I Survey and evaluations to gather additional parental feedback for program improvement and evaluation.

Program Goals The following goals drive CUSD ASES Programs:

Goal 1: Provide a safe, healthy and nurturing environment for all youth.

The programs desire to ensure that young people are physically and emotionally secure, respected and accepted for who they are.

Physical Environment: The ASES Program provides each student with a quiet time and safe place to complete homework assignments. Materials that students use are clean, safe and well maintained. Every student is offered a healthy and nutritious snack that meets the California Education Code Section 49430-49431.7, 8423©3, 8482-8484.6 requirements, and where necessary student dietary needs. Health and safety procedures are in place and are known to staff, students and families. A comprehensive safety plan has been developed and is aligned with the school day procedures and practices.

Social Environment: To encourage youth engagement and motivation, the staff to student ratio does not exceed 20 to 1. Staff members address students by name. The emotional climate of the program is positive, characterized by mutually respectful, supportive and relaxed interactions among staff and students. The expectations for behavior are clearly defined and are well known to staff, students and parents. Curriculum such as; Second Step and Character Counts are utilized at the school sites.

8

Goal 2: Provide academic assistance and support to struggling students.

Communication between classroom teachers and the after school staff are a focus of every program and key to the success of the academic component. Each site has created systems to effectively support this communication. Program sites provide homework assistance, tutoring, and intervention classes. Sites also design incentives, purchase materials and create standards based lessons to meet the wide range of academic and social needs of the students in ASES programs.

Research based and actively engaging programs such as Accelerated Reader, READ 180, and Kidz Lit are utilized by sites. Programs target English Language Development, academic vocabulary development, and standards based instruction using materials such as Treasurer, Science Research Associates (SRA) Reading and Step Up.

Other academic opportunities in the program consist of Science, Technology, Engineering and Math (STEM) activities. Sites use numerous materials; such as SRA Science, SRA Math, Kidz Math, Accelerated Math, FASTT Math and Robotics. Technology is an integral part of the after school day with students using computers, iPads, tablets, and promethean boards.

Goal 3: Improve student attendance during the regular school day.

By designing programs which provide students with a safe and secure environment, contain engaging enrichment activities, provide academic support, and have staff which value youth development, CUSD ASES Programs will encourage students to attend not only the afterschool programs but their regular school day.

Student Recruitment and Retention School enrollment and academic achievement will be reviewed quarterly to identify new students who meet the target criteria. Ongoing communication with the teaching staff will provide the opportunity for students who will benefit from the program. Parental contact will be made by program staff to encourage participation.

A variety of appealing enrichment activities will be provided in order to keep the students actively engaged in the program and to create a program where students desire an invitation to attend.

Parents and students will attend an orientation prior to enrollment in order for the requirements and regulations of the program to be clearly explained.

Data and Evaluation of Program Goals CUSD will use QWeb for district’s student attendance and enrollment. The program is an instrument utilized as a source of data collection to evaluate the ASES Program goals. Each student enrolled in the ASES Program is entered into this data system. QWeb contains a variety of data on each student such as, ethnicity, demographics, English Learners (ELs) status, Special

9

Education, Migrant, Homelessness, and the academic proficiency of students. Another source of data available to CUSD programs is through the program Illuminate Education. Illuminate Education is a student achievement data software system. CUSD uses Illuminate Education to monitor academic achievement of all students and is able to disaggregate this information by subgroup. Illuminate Education allows CUSD schools to monitor student achievement and learning. In addition to these sources, program evaluation surveys are completed by students, parents, teachers, and collaborative partners each spring.

10

II. Program Content/Quality

Program Elements

Educational and Literacy Elements Academic support and literacy is a priority in the daily schedule of ASES Programs in CUSD. All academic assistance is aligned and designed to complement the regular school day and focus on mastery of the California State Content Standards. The academic portion of each program consists of three components.

Homework Time Students are given approximately one hour to complete their homework with Elementary and Secondary Education Act (ESEA) qualified teachers or staff. The program staff collaborates with classroom teachers on a student’s homework completion. Each student’s planner is checked and signed off daily for homework completion.

Academic Intervention California Teaching Fellows Foundation (CTFF) teaching fellows tutors, instructional assistants and certificated teachers will review students’ academic status and periodic benchmark assessments to provide parallel interventions in English Language Arts and Mathematics. Intervention sessions will be aligned with California State Content Standards and utilize a number of research-based learning tools, such as Accelerated Reader, READ 180, Kidz Lit, and FASTT Math.

EL Tutoring To meet the ELD needs of ELs, one bilingual teaching fellows tutor or ESEA-qualified/certificated staff with significant experience working with ELs will provide homework assistance, tutorials, and language development activities designed for ELs.

Literacy Time Literacy is at least 30 minutes to one hour per day for students. All school sites have the autonomy to develop reading intervention programs that meet the needs of their community. Research based activities such as Accelerated Reader (AR), and READ 180, is utilized.

Educational Enrichment Component All enrichment activities are designed to complement and support the regular day instruction, reinforce California State Content Standards, and provide engaging, hands-on activities that promote student learning. Enrichment activities are aligned with specific California State Content Standards, based on student interests, and led by CTFF Teaching Fellows, CUSD Instructional Assistants, ESEA-qualified staff, and parent volunteers. While the ASES program supervisor assist in providing core community partners enrichment activities at participating schools; each school’s

11

site coordinator or site certificated lead develop site-specific partnerships and design additional enrichment activities that address the student needs and interests at their school site.

Several core enrichment activities available to students at program schools: 1. ASES FUN: In collaboration with Clovis Adult Community Education, CUSD and Clovis Adult has develop additional enrichment opportunities for CUSD’s ASES Program. ASES School sites have a menu of enrichment opportunities to complement their enrichment component such as Science Fun, Hip Hop Dance, Kids Karate, and Bling it. 2. Sierra Outdoor Exploration: Staff from the Sierra Outdoor School leads natural science and history activities aligned with Science Standards. Students participate in off-site educational experiences in the Stanislaus National Forest, where naturalists use a hands-on, discovery-based approach to engage students in science-based educational experiences that teach respect for one’s self, others, and the environment. 3. Reading and Writing Club: Students participate in a variety of reading and writing activities. Volunteers from Costco read to students, and volunteers from Kohl’s become pen pals with students. Local authors provide storytelling and writing workshops at several schools to improve students’ reading and creative writing skills. The Clovis Chamber of Commerce donates reading materials for the club. 4. Cultural Dance Club: CTFF Teaching Fellows and community volunteers lead activities in Hmong dance and Folklorico dance. In addition to learning dance techniques, students learn the history and cultural importance of these ethnic dances and wearing the traditional clothing of other cultures. 5. Hands-on STEM Club: Community partners, such as City of Fresno Parks, After School, Recreation, and Community Services (PARCS) and J&D Mind Builders, Collaborate with Teaching Fellows to provide hands-on, standards-based STEM activities related to student interests. 6. Art Club: Local artists provide workshops, assemblies, and performances geared toward elementary students. Each workshop addresses Visual and Performing Arts Standards as well as ELA Standards. Teaching Club projects throughout the school year, including painting, drawing, and photography. Selected sites also offer origami and calligraphy. 7. Healthy Eating Time: CUSD collaborates with National Dairy Counsel of California to present healthy food options to students. National Dairy Counsel will bring nutritional education along with healthy eating activities to increase nutrition awareness in students.” Volunteers then lead presentations and discussions on how to grow different types of fruits and vegetables. 8. Career Exploration: Clovis Construction provides volunteers to collaborate with Site Coordinators to create educational construction activities as well as construction career exploration opportunities. Fresno State Physics Team provides a presentation on physics followed by fun and engaging activities to inspire students into the physics career field. 9. Character Counts Club: Students work through the Character Counts curriculum, a character education program that teaches monthly character skills (e.g., responsibility, fairness, etc.). 10. Physical Fitness Club: CTFF Teaching Fellows lead standards-aligned group exercise classes specifically targeting all six areas of the Healthy Fitness Zone test. In addition, Physical Fitness Club offers intramural sports and a variety of co-curricular activities that are available to all students.

12

Alignment with Regular School Day CUSD recognizes that exemplary ASES Programs support, complement, and expand the school day through intentionally designed enrichment activities and student-centered academic assistance. CUSD programs engage in these practices demonstrating consistent and ongoing communication and collaboration with the regular day program.

To address the academic needs of students, programs will provide academic tutoring in core subject area classes (language arts, math, science, and social science), bilingual tutoring, and homework assistance. Small group and individual targeted instruction will be employed based on ongoing evaluation of each student’s regular school day progress. Students’ academic achievement is discussed and analyzed by regular day staff and shared with ASES site coordinators in weekly Professional Learning Community (PLC) meetings held by grade level and subject area at all school sites. PLC engages all teachers in ongoing exploration of what each student needs to learn, has learned, and where there is difficulty in learning. PLC is used to inform and adjust instruction. Critical skills will be identified and regular day staff will suggest/provide the after school programs with additional curriculum to assist in obtaining mastery of these skills. The Response to Intervention (RTI) model will be implemented at each site. Students with the greatest need for academic assistance will be identified and their academic achievement will be monitored by the regular day staff, site coordinator and program staff. Where possible the mastery of critical skills will be evaluated by performance through demonstration and assessment. Both formative and summative assessments will be used to inform the after school staff regarding academic skills students have not yet mastered. The use of Illuminate Education, an assessment tracking and diagnostic tool used throughout the CUSD, will allow programs to quickly identify students in need and to create targeted custom groups based on assessment criteria.

Program staff can receive emails regarding daily homework assignments and information regarding the students they work with. Students will be required to write down all assignments and bring their homework planner to the program. The homework planner may also include instructions for the staff on particular assignments. During homework time, student planners are reviewed for homework correspondence and checked off for completion. Notes and monitor sheets are completed and sent to the teacher regarding students’ assignments and progress. Staff emails and phone calls are also used to remain aligned with the daily core instruction and student progress.

Nutritious Snack Element

Every day participating students in the program receive a nutritious snack, prepared by CUSD Campus Catering. ASES program supervisor and CUSD Campus Catering both will monitor snack offerings using the California food standards calculator and California Department of Education (CDE) Nutrition Services Division After School Snack Program Site Monitoring Review Sheet to ensure snacks meet nutrition requirements as outlined in Education Code (EC)

13

Section 49430-49431.7, 8423©3, 8482-8484.6, and the new Legislative After School Program Snack Requirement changes in Assembly Bill (AB) 1169.

Examples of Snack

1. Fluid milk, dairy beverage, and fruit juice served to students in ASES Program are about 8 ounces. (If fluid milk and dairy beverage is left out unrefrigerated for at least one hour, it cannot be served to students).

2. Fruits and/or Vegetables are ¾ cup (at least two different items must be served, totaling ¾ cup) or an apple.

3. Grain or Bread product – 1 slice bread or wheat bar about 35 grams for example.

4. Meat or Meat Alternate – 1 ounce meat for example.

14

III. Community Collaboration and Partnerships

Collaborative Planning, Implementation and Updating As detailed in the table below, the CUSD ASES Programs include a diverse group of partners integral to the development, implementation, sustainability, and growth of the program. CUSD will serve as the Local Education Agency (LEA) and execute Memorandum of Understanding (MOU)s and Letter of Agreement (LOA)s with all partners. While the core partners identified in the table below provide a centralized partnership of service providers, the program supervisor will collaborate with each school’s site coordinator to secure additional partnerships that meet the specific needs of each elementary school.

Collaborative Partnership Description Partner Function and Role Clovis Unified School District LEA: Provides a Program Director, Program Supervisor,

Financial Analyst, oversight, and articulation between the program and federal and state programs. The internal departments and services of Clovis Unified School District will support the diverse needs of after school programs.

Department of Supplemental Services: Overall program administration, financial accounting, ASES Program Supervisor devoted to program success, compliance, mandated reporting and ongoing evaluation, and provide ongoing professional developments and workshops. Curriculum, Instruction & Accountability (CI&A): CUSD CI&A Department provides ongoing professional development for all teachers and administrators in grades Pre-K-12. It supplies ongoing support that is design to improve instruction and student learning. ASES FUN: Offers enrichment courses provided by Clovis Adult Education such as Science Fun, Hip Hop Dance, Kids Karate, and Bling it for ASES students. Campus Catering: Campus Catering Department provides the dietitian who develops the menu of after school snacks, guaranteeing compliance to grant nutrition regulations. They also provide transportation, personnel and assist with mandated documentation. In addition to providing afterschool snacks, they also conduct nutritional awareness presentations and activities for our ASES program.

15

Technology Department: CUSD technology department supports all technology purchased with grant funding. The department provides assistance with networking, product repairs and product use and provides staff development. Assessment Department: CUSD Assessment Department provides data for analysis and staff development on the usage of web based assessment tools such as Illuminate. CUSD Co-Curricular Department: An internal department at CUSD, the co-curricular department provides overall technical assistance and opportunities for students to develop skills in individual, intramural and team sports. Co-Curricular facilities improved by district funding and maintained by district personnel are utilized by programs Child Development: Provides and collaborates with after school program on the National celebration of Lights On Afterschool as well as other after school events and opportunities. Special Education: CUSD Special Education Department assist with the understanding and accommodation of our students that are on IEPs and/or 504. Human Resources: CUSD Human Resources Department assist with the hiring process and policies that staff working in the after school program needs to know.

California Teaching Fellows Foundation

Lead CBO partner: Provides staff to sites to lead academic and enrichment activities, provides human resource assistance through placement of Teaching Fellows in after school positions and staff development

Seven Target CUSD Elementary Schools

Provide custodial staff, energy, facilities, materials and supplies, and Co-curricular activities, personnel and equipment to support academic and enrichment activities

CSU, Fresno – Kremen School of Education

Provides assistance with staff recruitment, curriculum support, and staff professional development; collaborates in grant seeking for the ASES Program; shares university STEM resources

Central Valley Afterschool Foundation

Provides professional development and technical assistance as well as evaluation assistance and curriculum development, promotes public and private after-school

16

partnerships within the six county regions. CVAF provides professional development and technical assistance to after school programs through funding from private foundations including the Irvine Foundation, Johnson Foundation and S.H. Cowell Foundation.

Clovis Chamber of Commerce Donates books for Reading and Writing Club

Collaborative Partner Meeting Schedule The ASES staff and collaborative partner meetings are a critical component to improving the quality of our program. In order to ensure a strong relationship with collaborative partners and ASES school sites, CUSD conducts at least six ASES site coordinator meetings, quarterly collaborative meetings with the California Teaching Fellows Foundation (CTFF) and the regional lead, and annual ASES school site principal meetings. ASES school sites also meet with partners to discuss and plan future enrichment, program needs, educational activities and professional learning opportunities.

17

IV. Staffing

Staff Minimum Requirements All credentialed teaching staff and paraprofessional personnel involved in the program at the site level meet the Elementary and Secondary Education Act qualifications for their position. Non-credentialed staff will have one of the following: high school diploma or the equivalent, and two years of college (48 units), or earned and associate degree (or higher), or pass a local assessment of knowledge and skills in assisting in instruction. To ensure these requirements all employees will be either Teaching Fellows or district employees.

Recruitment and Retention CUSD recognizes that a key factor in the strength and success of any program is staff. Programs will actively recruit staff members who demonstrate a strong desire to work in after school programs. The site coordinator is responsible for supporting after school staff and creating a working environment that is conducive to staff retention. The site coordinator will ensure that necessary materials are available, that staff have an appropriate location to conduct activities and that all staff have support in regard to discipline of participants or parent matters. CUSD will work with the California Teaching Fellows Foundation to recruit college students who are interested in majoring in the field of education. CUSD ASES Program Organization Chart (Appendix A).

The program retains staff by providing ongoing personalized professional development in the areas of classroom management, effective teaching strategies, enrichment delivery models, cultural proficiency, school bullying, and communication styles training. Professional learning activities are developed by ongoing communication with program administration, site coordinators and input from instructional day staff.

Program Subcontractors City of Fresno PARCS Provides personnel and administration to lead science workshops Winged Wonders Bird Show

Provide presentations on wildlife birds and importance of their wildlife conservation. The presentation includes live bird demonstrations.

Wild Child Adventures Provide education presentations using science and art of blowing bubbles.

Project Survival Cat Haven

Provide educational presentations on exotic cats and the wildlife conservation. Presentations include an exotic cat ambassador.

Mr. Eco Hero Show Provides presentation on recycling and keeping the environment clean.

SAM Academy Provides science workshops and activities Sierra Outdoor School Provides standards-aligned natural sciences and history activities

18

Clovis Construction Provides volunteers to lead educational activities in construction fields

Brooks Ransom Associates

Provides industry tours and employee volunteers to lead career exploration activities in engineering fields

Fresno Chaffee Zoo Provides age-appropriate life sciences educational activities J&D Mind Builders Provides team-building and STEM activities utilizing Legos 7-Eleven Provides student incentives, awards, and program supplies Costco Provides employee volunteers to lead Reading and Writing Club Kohl’s Provides employee volunteers to serve in Reading and Writing Club

and as pen pals for CUSD elementary students E&M’s Reptile Family Provides staff and materials to lead interactive environmental

sciences activities Aquarius Aquarium Educating children on California Tide pool animals. First Tee Provides junior golf trainings, tools, equipment and lesson plans to

school personnel

Professional Development The site coordinator will be a leadership or staff member with significant mentoring capabilities and experience to ensure the development of program staff. Site coordinators will use formal and informal classroom observations as well as the ASES Program quality module surveys for supporting continuous program improvement in afterschool programs to help identify areas for staff development. All after school staff will participate in trainings offered to CUSD Staff. These trainings may include safety concerns, such as blood borne pathogens training and site emergency evacuation procedures. They may also include curriculum in-services, such as integrating technology, Smart Boards or document cameras usage in lessons. Staff members may participate in ongoing professional development through Saturday Academies provided by CTFF. Saturday Academies are professional development opportunities offered three times in the fall semester and three times during the spring semester focused on developing the skills of employees in after school programs. A wide variety of classes are offered to staff such as; skills for teaching ELs; assets-based youth development, literacy acquisition, cultural proficiency, classroom management and hands-on, problem-based learning with an emphasis on STEM activities. Staff will be provided the opportunity to participate in professional development opportunities provided by the Regional Office and Fresno County Superintendent of Schools. Sites will include plans for staff development in their program plan. Additionally, staff needs will be determined through employee choices, reviewing parent, teacher and student surveys, staff input, and site coordinator input.

Annually, CUSD provides two professional learning opportunities: Fall and Spring Instructional Workshop which includes ASES staff. The workshop are design to inspire, provide tools and instructional strategies for staff who work directly with students. CUSD and CTFF also collaborate to provide ongoing professional learning opportunities throughout the year for CUSD ASES staff.

19

V. Program Administration

Fiscal Accounting and Reporting CUSD ASES Programs have an effective management and fiscal organizational structure in place that develops and implements policies, procedures, and practices to ensure the successful operation of out of school time programs based on program goals, vision, and design. A program supervisor has been assigned to ensure programs adhere to local, state and federal operational and reporting requirements and the financial analyst for the Department of Supplemental Services ensures that fiscal, accounting and record keeping requirements are maintained.

The grants will be fiscally monitored through the district’s financial system (Munis) which follows all of the above requirements in the California School Accounting Manual (CSAM) and is able to create the financial reports necessary to meet the reporting requirements of the grant. Each site budget is reviewed by the program supervisor at each monthly site coordinator meeting. Schools have the ability to monitor all of their budgets at their site.

In-Kind Funding CUSD are committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input from the many community partners that is has. Parents continue to make positive differences in the lives of the children we all support. We know from research that partnering with all community agencies will bring greater success to all children in a school and district.

Significant in-kind contributions come from community partners that agree to provide services which will benefit the program. Below are Current LOAs, community partners are committed to leveraging existing resources to increase the cost-effectiveness of the ASES Program. The table below summarizes in-kind commitments to the program from each partner.

Community Partner In-kind Contributions

Partner In-kind Contribution Value Seven Target CUSD Elementary Schools

Custodial staff, facilities, energy, materials and supplies, co-curricular equipment, coaching personnel, and activities to support academic and enrichment activities

$96,000

California Teaching Fellows Foundation

Resources for staff recruitment, curriculum support, and professional

$30,000

20

development; grant seeking; STEM activities

Central Valley Afterschool FDN Professional development and technical assistance; evaluation assistance and curriculum development

$30,000

City of Fresno Personnel and administration to create science workshops

$10,973

Mr. Eco Hero Mr. Eco Hero promotes recycling and educating children on keeping the world clean.

$7,150

Sierra Outdoor School Standards-aligned natural sciences and history activities

$6,000

Clovis Construction Volunteers for educational activities in construction fields

$1,000

Project Survival Cat Haven Conducts presentations on cats and natural survival habitats. Promotes preservation of wild life and.

$2,275

J&D Mind Builders Team building and STEM activities utilizing Legos

$15,000

7-Eleven Student incentives, awards, and program supplies

$1,000

Costco Employee volunteers to lead Reading and Writing Club

$3,000

Kohl’s Employee volunteers to serve in Reading and Writing Club and as pen pals for CUSD elementary students

$3,500

Winged Wonders Bird Show Educating students on endangered birds and animal wildlife preservation.

$1,950

Clovis Chamber of Commerce Book donations $1,000

The Magic of Kenny Presents education integrated magic shows for children.

$650

Wild Child Adventures Promote science of bubbles and bubble art.

$325

21

ASES FUN (Clovis Adult School) Conducts enrichment courses to school sites; such as, Science Fun, Kids Karate, dances class, and much more.

$2,196

Total Value of In-Kind Services $212,019

Attendance Procedures Student attendance is a critical component to student learning. CUSD understands that when students attend school and after school programs on a regular basis student learning increases. All sites have designated safe areas where students must report when arriving. Using QWeb, the district’s attendance system, programs are able to create class rosters, sign in and out sheets and track a student’s program attendance. Upon arrival, students check in with staff follow by writing their name on the sign-in line and indicate the arrival time next to their name on the sign in and out sheets. At the end of the program, parents or guardians sign their students out of program and document the time. Students who walk home or ride the bus are required to sign themselves out and indicate the departure time. Students who are released early from program are required to complete an early release form and provide documentation for the reason of early release. These reasons must be in accordance with the early release policy established by the district and approved by our Governing Board. All families receive information on program attendance and early release requirements prior to student enrollment in program.

The program operates for a maximum of 180 school days, and commences immediately upon the conclusion of the regular school day and operates a minimum of 15 hours per week and at least until 6:00 PM on every regular school day. Early release procedures are established at all school sites which accounts for all students needing to leave before end of the daily program. Parents and guardians are required to sign early release form and identify the appropriate reason listed on the form for the students to be release early. Early release cases are closely monitored and maintained by site level leads. Parents are contacted on a regular basis. Attendance and early release policy (Appendix B) and ASES enrollment application (Appendix C).

Program Plan Review The program plan is updated annually using information from a variety of sources. Each year, ASES sites administer student, parent, teacher, and site support staff surveys.

These surveys afford the site an opportunity to evaluate, review and reflect on their program from an internal point of view, collaborating with all stakeholders. In addition sites will complete an annual evaluation which will address several quality indicators of an effective ASES Program. These include but are not limited to; participation/attendance rate, expenditures, staff development opportunities, parent participation, student achievement and recommendations for

22

continued improvement. Based upon a comprehensive analysis of data and information, schools are asked to articulate what was effective and list any program modifications and changes that may be projected. Schools are committed to promoting excellence and high expectations for all students and work to ensure meaningful involvement in decision-making by students, teachers, parents, and community members. The evaluations are shared with CUSD Governing Board, district administrators, staff, community members, CTFF, Fresno County Regional Lead and district departments and reviewed with staff members. In addition, additional program information is gathered at SSC and ELAC meetings annually.

Additionally, ASES site coordinators will meet on a regular basis with the CUSD District ASES program supervisor to collaborate and share ideas of their programs. These meetings are another tool designed to review both site and district programs strengths and areas of focus.

23

VI. Outcome Measures and Evaluation

Program Evaluation CUSD has more than forty years of experience collecting, collating, reporting, and analyzing data. CUSD has a Department of Assessment and Accountability which has two primary roles within CUSD; 1) to oversee the distribution, administration, collection, and security of all state and district mandated assessments; and 2) to provide schools, district offices, and the community with analysis and interpretation of the results from the various assessments administered district wide. Assessments gather and analyze data, providing crucial information regarding student performance and issues of educational quality in CUSD. Data analysis and interpretation provided by this department are used to strengthen decision-making for the superintendent, the school board, and district and school-based administrators. In addition, CUSD has an Information and Technology Services Department, (ITS). The ITS Application Development team consists of systems & application analysts, programmers, and system operators. The team's responsibilities include database support, internal and State reporting, SEIS, data exchanges, custom application support, and a host of other behind-the-scenes functions that support business and instruction. Both of these departments will work with the program supervisor to gather program data for analysis and to ensure all requested data is provided to CDE prior to mandated due dates.

A separate “after school report card” is developed for each school site for use in program planning and improvement. This report card analyzes the data for each individual site. Data analyzed for site report cards will include: • Demographic information (gender, ethnicity, grade level enrollment, English Learners.) • Program attendance data (percentage of student enrollment days and percentage by grade level

of student attendance improvement.) • Student level data regarding regular school day attendance (number of days enrolled and

attended). • Student data from the Smarter Balance Assessments Consortium: English and Mathematics

and/or other testing information as designated by CDE. • Student level data regarding after school program attendance (number of days attended). • Results of ASES Teacher Surveys measuring student attitudes and behaviors. • Results of ASES Student Surveys measuring student attitudes and behaviors (including

homework completion). • Results of parent surveys measuring parent attitudes and requesting input concerning program. Evaluation will occur on an ongoing basis at the local level. Monthly site coordinator meetings will provide the opportunity to review and discuss the effectiveness of each coordinator’s program. At these meetings, relevant, up-to-date program and academic evaluation data along with qualitative feedback from site coordinators will be reviewed and analyzed. Qualitative data

24

describing the program that includes but is not limited to operational and/or administrative changes; staffing strategies, components, and changes; and data measuring the extent to which programs are meeting or exceeding site level objectives. Site coordinator meetings are instrumental in providing sites with program review and feedback, leading to ongoing program improvement by allowing staff from each site to become aware of what is working and what is not working at other after school program sites within the collaborative. This continual analysis will result in refinement, improvement, and strengthening of after school services at all sites.

CUSD ASES Program Surveys Each year, participating school sites are required to administer the Annual ASES surveys within their school community. Annual ASES surveys are generated from the Department of Supplemental Services to the school site-level. The ASES school site coordinator or site certificated lead administers and collects the surveys for monitor and program adjustments. The summary results of each school site are sent back to the program supervisor in the Department of Supplemental Services who will then disaggregate and analyze all the information to generate the ASES school site and district data summary reports to share with the community and school sites. Information gathered from the Annual ASES surveys are used to evaluate program effectiveness, program quality as well as plan for the following year. Part of the role of the ASES Program Supervisor in the Department of Supplemental Services is to gather data from students, parents, after school staff, teachers, administration, and other stakeholders through the ASES surveys. The data is then disaggregated at the district level for school site and district summary reports to share with the community. In 2016-17, Social-Emotional Learning (SEL) has been an identified area of focus for the CUSD ASES Program. Studies show that students who attend schools with a SEL focused have shown improvements in their attitudes, behavior and academics. An effort to improve the quality of our ASES Program, CUSD has included questions in our Annual ASES Surveys to address areas from the SEL. The SEL questions are based on the Panorama Education Social-Emotional Learning User Guide and have designed questions for three separate groups: ASES students in grades 3-6, ASES staff and regular day teachers, and ASES site coordinator/site certificated lead and administrators. The SEL questions from within the ASES surveys are correlated within four areas of SEL; Grit, Growth Mindset, Self-Management, and Emotional Regulation. 1. Grit - How well students are able to persevere through setbacks to achieve important long-term goals. Having data on grit allows CUSD to understand the level of perseverance in our ASES students and to be able to design a program to help students build on perseverance from within themselves.

2. Growth Mindset – Student perceptions of whether they have the potential to change those factors that are central to their performance in school. Research shows that when students are praised for their efforts instead of their intelligence, the students tend to show more effort into the

25

things that they do in life and in academics. Data on growth mindset will allow CUSD to frame the ASES Program to strengthen student’s confidence, build self-esteem, and improve academic performance.

3. Self-Management – How well students manage their emotions, thoughts, and behaviors in different situations. Data on self-management will help CUSD understand the trend on how well students managed their behavior.

4. Emotional Regulation – How well students regulate their emotions. Understanding trends on how well students regulate their emotions can benefit how the ASES Program structure their ASES Program and activities to build upon this skill. Building on emotional regulation helps student stay focus.

Social-emotional learning is crucial to a well-rounded education for students. CUSD uses the surveys to understand and support student development in these important areas to improve student outcomes, academic achievements, GPA, test scores, behavior, attitudes, and attendance.

Program Quality Implementation Data CUSD has adopted the twelve Quality Standards for Expanded Learning Programs as part of our continuous program improvement plan. The intent of the Quality Standards for Expanded Learning is designed to assist after school programs reach their highest potential in providing an effective after school program with quality to meet the needs of each learning community. These quality standards provide a common framework for school districts, communities, partners, parents, and after school programs across California. It also allows our sites to self-assess, plan for quality, observe quality in action, evaluate externally and internally to continuously improve the CUSD ASES program. The quality standards are listed below:

1. Safe and supportive environment – The program provides a safe and nurturing

environment that supports the developmental, emotional and physical needs of all students. 2. Active and engaged learning – Program design and activities reflect active, meaningful

and engaging learning methods that promote collaboration and expand student horizons. 3. Skill building – The program maintains high expectations for all students, intentionally

links program goals and curriculum with 21st-century skills and provides activities to help student achieve mastery.

4. Youth voice and leadership – The program provides and supports intentional opportunities for students to play a meaningful role in program design and implementation, and provides ongoing access to authentic leadership roles.

5. Healthy choices and behaviors – The program promotes student well-being through opportunities to learn about practice balance nutrition, physical activity and other healthy choices in an environment that supports a healthy life style.

26

6. Quality staff – The program recruits and retains high quality staff and volunteers who are focused on creating a positive learning environment and provides ongoing professional development based on assessed staff needs.

7. Diversity, access and equity – The program creates an environment in which students experience values that embrace diversity and equity regardless of race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation and/or gender identity and expression.

8. Clear vision, mission, and purpose – The program has a clearly defined vision, mission, goals and measurable outcomes that reflect broad stakeholder input and drive program design, implementation and improvement.

9. Collaborative partnerships – The program intentionally builds and supports collaborative relationships among internal and external stakeholders, including families, school and community to achieve program goals.

10. Continuous quality improvement – The program use data from multiple sources to assess its strengths and weaknesses in order to continuously improve program design, outcome and impact.

11. Program management – The program has sound fiscal and administrative practices supported by well-defined and documented policies and procedures that meet the grant requirements.

12. Sustainability – The program builds enduring partnerships with the community and secures commitments for in-kind and monetary contributions.

CUSD ASES Program Quality Modules The CUSD ASES Program Quality Modules are designed for the purpose of measuring the ASES Program for quality and to be in alignment with the Quality Standards for Expanded Learning Programs. The data from the ASES Program Quality Modules are also used for planning and implementing for the CSUD ASES Program Continuous Quality Program Improvement (CQI) Plan. The ASES Quality Module Surveys is a self-assessment tool developed by CUSD based on the PULSE Afterschool Program Self-Assessment Tool and the After School Program Quality Self-Assessment Tool (QSAT). There are a total of five program quality module surveys containing questions that addresses the Quality Standards for Expanded Learning. The action plan and technical assistance/training needed at the bottom of each surveys are areas for school sites to indicate the recommendations to meet their needs for quality improvement.

Module 1: Assess the program’s vision, mission, purpose, continuous quality improvement and program management. Administered in 2014-15. Module 2: Assess the program’s safe and supportive environment. It consists of nine items about program safety. Administered in 2015-16.

27

Module 3: Assess the program’s skill building, youth voice and leadership, and healthy choices and behaviors in students. Administered in 2016-17. Module 4: Asses the program’s active and engaging learning, quality staff, and Diversity, access and equity. To be administered in 2017-18. Module 5: Asses the program’s collaborative partnerships. To be administered in 2018-19.

Measuring Program Success CUSD will use several indicators to measure the effectiveness and success of our programs. Outcome 1: Improvement in the academic achievement of participating students as measured by the percentage of students who participate in the program for 30 days or more who increase by at least one level on the SBAC in English Language Arts and Math over the previous school year. Success will be determined if 50% of students show this level of improvement in both English Language Arts and Math. Outcome 2: Increase in the regular day attendance of participating students as measured by comparing the attendance rates of students who attend the program for 30 days or more. The program will be considered successful if 40% of students demonstrate a higher attendance rate for the current year than in the previous year. Outcome 3: Improvement in the attitudes and behaviors of participating students as measured by annual student, parent and teacher surveys measuring student attitudes and behaviors related to school (including homework completion). The program will be considered successful if 50% of students who attend the after school program for 30 days or more show an overall increase in behavior and attitudinal indicators.

Outcome Measures

Selected Outcome Measures Results

Smarter Balance Assessment Consortium Data The overall scaled scored for ASES students in 4th and 5th grade in Math showed an increase from 2439 to 2479, a difference of 40 points when comparing 2014-15 to 2015-16.

ELA overall average scaled score for 4th and 5th grade ASES students showed an increase

28

from 2432 to 2487 a difference of 55 points when comparing 2014-15 to 2015-16.

Annual Regular School Day Attendance The overall average attendance of regular school day for CUSD ASES Program showed an increase from 172 days to 173 days, a difference of one point when comparing 2014-15 to 2015-16.

After School Program Attendance Average days of attending the ASES Program showed a one point decrease from 139 days to 138 days, a difference of one point decrease when comparing 2015-16 to 2014-2015.

*Data from illuminate Education (2015-16) and CUSD Zangle Student Information System (October 2016).

Program Improvements Based on Outcome Measure Results 1. To improve academic achievement of students participating in the after school program develop continuous monitoring systems. Create guidelines for sites to use illuminate to monitor the academic achievement of program participants and how to utilize data from these groups to identify areas of needed intervention.

2. To increase student program attendance and regular school day attendance. Review and monitor attendance of all program participants on a monthly basis. Provide this information to all site coordinators and school principals. 3. To improve behavior of all students at both the school and program level. Provide additional staff trainings in youth development, 40 Developmental Assets and Character Counts.

29

VI

30

Appendix A

31

Appendix B

32

Appendix C

33

Appendix C

34

Appendix C