brevard county sd (zoo explorers) - formative evaluation...
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FORMATIVE EVALUATION REPORT
2013‐2014 FEBRUARY 28, 2014
BREVARD COUNTY ZOO EXPLORERS
21ST CENTURY COMMUNITY LEARNING CENTERS
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COPYRIGHT 2014
Center for Assessment, Strategic Planning, Evaluation and Research
All materials and writings contained in this evaluation are protected by United States copyright
law and may not be reproduced, distributed, transmitted, displayed, published or broadcast
without the prior written permission of The Center for Assessment, Strategic Planning,
Evaluation and Research (d.b.a. CASPER). Any questions regarding this evaluation may be
directed to David Gardner, Vice President of CASPER (www.CasperFL.com).
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TABLE OF CONTENTS .......................................................................................................4
THE 21ST CENTURY COMMUNITY LEARNING CENTER INITIATIVE ..............................7
The Need for Afterschool .................................................................................... 7
Types of Afterschool Programming .................................................................. 7
The 21st CCLC Initiative ...................................................................................... 8
Benefits of Afterschool Programming ............................................................. 10
ENHANCING QUALITY THROUGH FORMATIVE EVALUATION ...................................12
The Evaluation Process ..................................................................................... 12
The Formative Evaluation ................................................................................ 14
ESTABLISHING A HIGH QUALITY 21ST CCLC PROGRAM ...........................................15
Brevard County Zoo Explorers 21st CCLC Program ..................................... 15
Experience in Afterschool: Brevard Public Schools ...................................... 16
Proactive Planning: Brevard County Zoo Explorers .................................... 16
Program Leadership and Staffing .................................................................... 18
Staff Development and Training ..................................................................... 19
Program Partnerships and Sustainability ....................................................... 20
Advisory Board .................................................................................................. 22
Information Dissemination and Program Marketing ................................... 23
21ST CCLC PROGRAM OPERATIONS ............................................................................25
Required Program Operations ......................................................................... 25
Academic Year Operations ............................................................................... 26
Supplemental Snack and Meal Requirement ................................................. 27
Safety Requirements .......................................................................................... 27
STUDENT ATTENDANCE AND DEMOGRAPHICS ..........................................................30
Student Recruitment and Enrollment ............................................................. 30
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21st CCLC Required Target Populations ......................................................... 30
Proposed Target Population ............................................................................. 31
Student Enrollment ............................................................................................ 31
Regular Student Attendance ............................................................................ 32
Average Daily Attendance ............................................................................... 33
Student Participant Characteristics ................................................................. 35
Student Grade Levels .................................................................................................................. 35
Race and Ethnicity of Student Attendees.................................................................................. 36
Student Gender Distribution ...................................................................................................... 37
OBJECTIVE PROGRESS: PROJECT‐BASED ACADEMIC ENRICHMENT .........................38
Need‐Based Academic Objectives ................................................................... 38
Academic Activities Provided .......................................................................... 39
Academic Objective Progress: Grades ............................................................ 40
Academic Objective Progress: Pre‐Post Assessments .................................. 42
Progress Towards Objectives: Determination ............................................... 45
Objective 1 ..................................................................................................................................... 45
Objective 2 ..................................................................................................................................... 46
Objective 3 ..................................................................................................................................... 47
Objective 4 ..................................................................................................................................... 48
OBJECTIVE PROGRESS: PERSONAL ENRICHMENT SERVICES ......................................50
Need‐Based Objectives ...................................................................................... 50
Personal Enrichment Activities Provided ...................................................... 51
Progress: Strength and Flexibility Assessments ............................................ 53
Progress: Pre‐Post Assessments ....................................................................... 54
Progress Towards Objectives: Determination ............................................... 55
Objective 5 ..................................................................................................................................... 55
Objective 6 ..................................................................................................................................... 56
Objective 7 ..................................................................................................................................... 57
Objective 8 ..................................................................................................................................... 58
OBJECTIVE PROGRESS: ADULT FAMILY MEMBER SERVICES ......................................60
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Need‐Based Objectives ...................................................................................... 60
Activities Provided ............................................................................................ 61
Progress Towards Objectives: Determination ............................................... 62
Objective 9 .................................................................................................................................... 62
Objective 10 .................................................................................................................................. 63
RECOMMENDATIONS ....................................................................................................65
Ensure the Consistency and Accuracy of All Data ....................................... 65
Increase Percentages of Students with Comparison Data ........................... 65
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THE NEED FOR AFTERSCHOOL
A great need exists for afterschool activities providing appropriate youth supervision
and involvement. Academic literature suggests that children and parents are well
served by carefully organized and supervised youth programs during afterschool
hours. Programs can extend social, educational, and recreational activities for
children, while protecting them from unhealthy environments (Posner & Vandell,
1994; Riley, 1994). Although there is no established formula for quality afterschool
programs, most successful programs combine academic, recreational, physical, and
artistic elements in a curriculum designed to engage youth in a variety of structured
and supervised activities. The activities can fulfill numerous needs of children,
families, and communities, while also providing safe and positive environments to
nurture the cognitive, social, physical, and emotional development of youth (Reno &
Riley, 2000). Consensus usually exists among program administrators that these
components serve four key program objectives: (1) scholastic development, grade
improvement, and increased performance on standardized tests (e.g., disguised
learning, homework assistance, remediation, career awareness, and technology
education); (2) improve behavior and social skills (e.g., behavior modification,
character development, social skills education, conflict resolution; and substance
abuse education); (3) provide a caring and safe environment, thus reducing negative
impacts of unsupervised activities and allowing parents to be less worried about their
child's safety, more appreciative of their child's talents, and more comfortable
concentrating on their vocations (Wallace, 2002); and (4) provide children with
personal inspiration, improving feelings of self-worth, self-concept, self-confidence,
overall self-esteem, and self-perceptions of ability (Davis, 2001; Sanacore, 2002;
Sanderson, 2003), as well as motivation to succeed in life and school.
TYPES OF AFTERSCHOOL PROGRAMMING
It is important to distinguish between three major types of after school programs.
Child Care and Day Care (or “after care”) programs are typically the least structured
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programs with a primary focus on providing a supervised place for children while
parents are still in work. Extracurricular programs are typically more structured,
school-run programs with a primary focus in single areas (e.g., after school band,
football, debate, etc.). Finally, “afterschool program” (or “Extended Learning
Program”) is a term typically used to describe the most structured types of programs
offering a wide breadth of activities to enrich the minds and bodies of participating
students. The latter are those programs generally included in research studies and are
more likely to receive federal, state, and local funding. Ultimately, 21st CCLC
programs, including the one at focus within this evaluation, are some of the most
structured, comprehensive, and diverse afterschool programs in Florida.
THE 21ST CCLC INITIATIVE
The national need for structured afterschool programming spawned
the creation of the 21st Century Community Learning Centers (CCLC)
initiative in 1994, when the U.S. Congress authorized the
establishment of the federal afterschool programs. In 1998, the 21st
CCLC program was refocused on supporting schools to provide
school-based academic and recreational activities during after school hours, summer,
and other times when schools were not in regular session. The development of the No
Child Left Behind Act of 2001 brought further political focus and federal funding to
afterschool programs, which signified the beginning of federal funding aimed at
directly addressing the need for afterschool programs in a systematic manner. Total
federal funding began with $750,000 in 1995 and grew to approximately $1.2 billion
dollars in 2013 (United States Department of Education, 2012).
The 21st Century Community Learning Center (21st CCLC) initiative, as outlined in
federal law under the “No Child Left Behind Act” of 2001, is an opportunity for
students to enhance and reinforce academic lessons of the regular school day, while
also allowing them to learn new skills and discover new opportunities after the
regular school day has ended. As described by the US Department of Education:
The focus of this program, re-authorized under Title IV, Part B, of the No Child Left Behind Act, is to provide expanded academic enrichment opportunities for children attending low performing schools. Tutorial services and academic enrichment activities are designed to help students meet local and state academic standards in subjects such as reading and math. In addition 21st CCLC programs
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provide youth development activities, drug and violence prevention programs, technology education programs, art, music and recreation programs, counseling, and character education to enhance the academic component of the program.
Authorized under Title IV, Part B, of the Elementary and Secondary Education Act
(ESEA), as amended, the specific purposes of this federal program are to:
(1) provide opportunities for academic enrichment, including providing
tutorial services to help students, particularly students who attend low-
performing schools, to meet State and local student academic achievement
standards in core academic subjects, such as reading and mathematics;
(2) offer students a broad array of additional services, programs, and
activities, such as youth development activities, drug and violence
prevention programs, counseling programs, art, music, and recreation
programs, technology education programs, and character education
programs, that are designed to reinforce and complement the regular
academic program of participating students; and
(3) offer families of students served by community learning centers
opportunities for literacy and related educational development.
Since the inception of the federal 21st CCLC initiative, Florida’s 21st CCLC programs
have been among the most structured and diverse out-of-school programs for students
attending Florida’s low-income, Title I school-wide-program-eligible schools. All 21st
CCLC programs must operate for at least 36 weeks at a minimum of four (4) days and
12 hours per week. Regardless of the age of participating students, all 21st CCLC
programs are required to provide each attending student a full repertoire of wrap-
around services, to include (1) academic remediation in reading, (2) academic
remediation in math, (3) academic remediation in science, and (4) literacy education
and/or other educational development for adult family members of participating
students. Academic remediation activities must be project-based, fun, creative, engaging,
and enhancing to the lessons provided during the regular school day.
In addition to these activities, all 21st CCLC programs are required to provide a
variety of personal enrichment activities from at least four (4) of the following
categories: (1) physical education and recreation; (2) dropout prevention and
character education; (3) service learning; (4) tutoring (e.g., homework help) and
mentoring services; (5) arts and music education; (6) entrepreneurial education; (7)
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programs for limited English proficient students that emphasize language skills and
academic achievement; (8) telecommunications and technology education; (9)
expanded library service hours; and/or (10) drug and violence prevention and/or
counseling. In addition to wrap-around services for each participating student, 21st
CCLC programs must also assure the FDOE that: (1) all targeted students receive
services regardless of special need, (2) services are provided with safe and well-
planned program facilities and transportation services, (3) there will be a high level of
communication with students’ schools, (4) adequate professional development will be
provided for employed staff, and (5) daily snacks/meals will be provided to all
participating students using other funding sources.
In essence, 21st CCLC programs provide structured, academically-focused, safe
learning environments for students during non-school hours. The programs include a
wide variety of wrap-around services and activities for students and family members.
BENEFITS OF AFTERSCHOOL PROGRAMMING
Research on the benefits of afterschool programs are generally limited to highly
structured programs. With this caveat, research often shows a number of positive
impacts on children and families, often depending on the types of activities offered.
The most common benefit, spanning all activities and programs, is that children are
kept safe and out of trouble. Many studies have shown that children in afterschool
programs have a reduced incidence of juvenile delinquency, violence, and drug use.
In addition, research has shown the following benefits of regular participation in a
high-quality program:
Gains in academic grades, standardized test scores, and quality of school work.
Improved motivation and dedication to school and learning.
Enhanced creativity and interest in school.
Improved in-school behaviors and greater self-reported control over behaviors.
Reduced stress for students and parents.
Improved self-esteem, self-efficacy, and greater hope for the future.
Improved well-being, improved physical fitness, and decrease in obesity.
More connection to the community (particularly with service learning).
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Afterschool programs can also offer many intangible benefits, such as the opportunity
to engage in activities that help children realize they have something to contribute;
the opportunity to work with diverse peers and adults to create projects,
performances, and presentations; and the opportunity to develop a vision of life's
possibilities that, with commitment and persistence, are attainable.
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THE EVALUATION PROCESS
Given the impacts of high quality afterschool programs, federal, state, city, and
community efforts and numerous initiatives across the U.S. have established and
expanded afterschool enrichment programs in both public and private settings.
However, as afterschool enrichment programs move toward greater recognition and
become a more institutionalized social function, they are continuously challenged to
demonstrate quality by reaching more children, strengthening programs and staff, and
providing adequate facilities and equipment. Indeed, program quality has already
become a public concern (Halpern, 1999) and, since the early 1990s, researchers have
become more interested in identifying characteristics of quality and effective
afterschool programs for children. In fact, poor quality educational programs have
been reported to put children's development at risk for poorer language acquisition,
lower cognitive scores, and lower ratings of social and emotional adjustment (Scarr &
Eisenberg, 1993). Although hours of program operation, program stability, and type
of activities can impact children's achievement, research has established the greatest
influence to be program quality (Caspary et al., 2002).
Evaluation of program quality is integral to maintaining high quality programs and
assessing progress towards achieving the primary program objectives. Program
evaluation provides information for curriculum and activity adjustment, reallocation
of funding, staff development, decision-making, and accountability (McGee, 1989).
However, it is critically important to carefully establish evaluation procedures to
effectively and accurately monitor the quality of afterschool programs. Towards this
end, it is impossible to determine the effectiveness of an afterschool program without
an in-depth assessment of all aspects of an individual program. Methods of
assessment tend to be qualitative in nature to ensure that program goals are being met,
although quantitative data can often allow for more concrete conclusions about
program effectiveness. Thus, a mixed method approach is typically the most
advantageous (Halpern, 2002; Magnusson & Day, 1993; Miller, 2001; Owens &
Vallercamp, 2003; Piha & Miller, 2003).
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Although assessing specific activities or services is often the basis for establishing
program quality, it is also important to collect data from participants, parents, and
program staff. For instance, recognizing that feedback from the participants is
essential to assess program quality and to encourage continued participation, a
number of assessments are available to measure participant perceptions and
satisfaction with afterschool enrichment programs. Numerous researchers (e.g., Byrd
et al., 2007; Deslandes & Potvin, 1999; Grolnick et al., 2000) have also indicated that
parental involvement in the education of their children is an important aspect of
effective education programs from the elementary through high school years. Indeed,
children often make better transitions in educational programs and have a more
positive orientation if their parents are more involved in their learning. As such, it is
important for an evaluation to include assessment of parent participation in and parent
perceptions about the afterschool programs. Finally, the opinions of program staff are
fundamental for recognizing the importance and future directions of afterschool
enrichment programs. Program staff members are the first-line deliverers of the
program and are best able to provide immediate feedback about program operation.
Byrd, et al. (2007) and Smith et al. (2002) have suggested that evaluating the
effectiveness of structured afterschool programs necessitates the assessment of a
number of variables in addition to the opinions of program participants, parents, and
facilitators. These variables include: (a) characteristics of program sites; (b) program
operations and finance; (c) characteristics of participants and staff members; (d)
program curriculum; (e) program attendance; (f) academic achievement in test
performance, school attendance, and school behaviors; and (g) prevention of
delinquent behaviors and fostering of good citizenship. Other researchers have
suggested that fundamental evaluations of implementing quality afterschool programs
should generally include the following 10 areas: (a) community needs assessment, (b)
clarification of goals and intended outcomes, (c) program structure, (d) curriculum
content, (e) program environment, (f) program facilities and infrastructure, (g) staff
competency, (h) community partnership, (i) parent involvement, and (j) linkage to
regular day school (Byrd et al., 2007; Friedman, 2003; Halpern, 2002; Magnusson &
Day, 1993; Miller, 2001; Owens & Vallercamp, 2003; Piha & Miller, 2003). Finally,
Baker and Witt (1996) and Byrd et al. (2007) suggested reporting community
characteristics and assessing the effect of afterschool achievement programs on the
enhancement of participants’ self-esteem levels. Clearly, there exists a plethora of
variables from which an individualized, effective, and accurate evaluation of program
quality can be generated.
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THE FORMATIVE EVALUATION
For the purposes of the formative evaluation, only a limited number of variables are
assessed and reported, with remaining variables planned for inclusion in the year-end
summative evaluation. The primary focus is on (1) a review of operational
accomplishments and challenges (e.g., hiring staff, student recruitment/retention,
etc.), (2) actual versus proposed operation (e.g., days of operation, attendance), (3) a
review of each objective (e.g., data collected, progress), and (4) recommendations for
addressing any identified challenges. To enhance the quality and effectiveness of the
21st CCLC programs, it is necessary to establish a mechanism that links the program
evaluation process with program improvement actions. As such, using a
developmental model of evaluation, the Center for Assessment, Strategic Planning,
Evaluation, and Research (CASPER) has already been working with the program in
identifying and implementing the recommendations provided throughout this report.
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BREVARD COUNTY ZOO EXPLORERS 21ST CCLC PROGRAM
Brevard Public Schools (BPS) Office of Adult and Community Education has
partnered with four elementary schools, Brevard Cultural Alliance, the Brevard Zoo,
Cocoa Police Athletic League (PAL), Health First Pro-Health & Fitness, and BPS
School Age Child Care (SACC) to provide students with afterschool learning
experiences outside the traditional school setting. The program, Zoo Explorers,
operates five (5) days per week, Monday through Friday, for 3.5 hours each school
day (total 180 days), serving 70 students on-site at the following elementary schools:
Cambridge, Endeavour, Golfview, and Saturn Elementary. The program serves the
academic and social needs of a total of 280 K-6 students in these Title 1 eligible
schools with a high concentration of low-income families. The overarching goal of
the Zoo Explorers project is to focus on the development of the “whole child” through
four project-based learning (PBL) projects with students participating in a different
project each nine-week period. The program’s educational objectives support
increases in student academic performance in the areas of reading comprehension,
writing skills, mathematical problem solving, and understanding scientific concepts.
The personal enrichment objectives support improvement in the areas of fitness and
health, commitment to the community (character education), knowledge of
performing and/or visual arts, and technology skills. The objectives for adult family
members support increased parental involvement in their child’s education and
improvement in the skills needed to support their child’s learning.
Through student projects, the program brings opportunities to at-risk students for
hands-on experiences that mimic real-life situations, instill a dedication to lifelong
learning, and provide motivation for further education. Over the course of the 2013-
2014 program year, the students will explore the following four topics: Animals,
Museums, People, and Universe. Each project will last approximately nine (9) weeks.
The academic projects and enrichment activities provide an enhanced impact on a
student’s academic performance. Activities included in the curriculum, developed by
Florida certified teachers and MindWorks Resources, are based on the Common Core
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State Standards and have been reviewed to assure that they are developmentally
appropriate. Accommodations for students with special needs are made as necessary.
Students participate in project activities led by Florida certified teachers with the aid
of well-trained paraprofessionals for a minimum of 90 minutes of PBL time daily.
Operations and programming are overseen by a Site Coordinator and a Project
Manager. Enrichments that include fitness and health activities, fine arts, character
education, and technology are embedded in the projects/program so that the whole
experience is well-rounded and engaging to the students. Partners provide added
content to reinforce the ideas being taught and to bring innovative learning
opportunities to the students. Staff-to-student ratios during delivery of the academic
portion of the PBL are 2 to 25 and during the enrichment portion 1 to 25.
Adult family members are afforded opportunities to participate in their student’s
education through student showcases and family events presented by the program’s
partners the Brevard Cultural Alliance and by the Titusville YMCA. In addition, adult
family member workshops on literacy topics such as Science Fair 101 and Preparing
Your Child for Success on Standardized Tests are taught monthly by Florida certified
teachers. Through the BPS Adult Education office, adult family members are
informed of adult learning opportunities, such as GED Preparation and ESOL classes,
and are aided in enrolling.
EXPERIENCE IN AFTERSCHOOL: BREVARD PUBLIC SCHOOLS
Brevard Public Schools Office of Adult and Community Education has a strong
management staff and advisory board and has successfully operated 21st CCLC
programs since 2003, achieving most objectives proposed during its history with 21st
CCLC. During the 2012-2013 school year, through five 21st CCLC grant programs,
BPS served over 1,300 children daily in nineteen elementary schools. Brevard
programs have received exemplary reviews by the FDOE Technical Assistance Team
and have been recognized for best practices in the areas of project based learning with
community partnerships and parental involvement.
PROACTIVE PLANNING: BREVARD COUNTY ZOO EXPLORERS
The focus of the Brevard County Zoo Explorers 21st CCLC program during the initial
weeks of academic year operation was to plan the successful implementation of a
high-quality program while reengaging and/or enrolling students into the program.
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This implementation planning process helped ensure that all students would be
afforded the most complete and comprehensive program possible without enduring
significant changes that could detract from receiving the full breadth of services
and/or lead to premature termination of students secondary to frustration and
confusion. Unlike many other agencies initiating such a complex educational
program, the outstanding ties between Brevard Public Schools and the schools and
communities where services are located, as well as relationships with partners, such
as the Brevard Zoo and Health First Pro-Health & Fitness, allowed for an efficient
and effective implementation of the program, with services starting within the
required 30 days after receipt of the 21st CCLC award letter from the Florida
Department of Education.
As quality of state-funded educational programming becomes a public concern, it is
imperative that quality be more than just monitored and measured. Rather, it must be
actively managed with a view towards continuous improvement and development.
Within such active management, it is important to account for the impact of both
program structure and delivery processes on the quality of the program. For instance,
effective programs must match the developmental needs of their participants, and
they must also fit the demands and resources of the particular settings in which they
are implemented. A key to successful implementation of high-quality programming is
to be proactive when planning and structuring the program to overcome or account
for predetermined areas that may be problematic. Indeed, it is critical to take
corrective actions during the design of the program, rather than waiting until
corrective actions could have detrimental impacts. For such proactive planning to be
successful, the Brevard County Zoo Explorers 21st CCLC program required a
program-wide commitment to continuous quality improvement and continuous
process improvement. Program staff members worked collaboratively to develop a
culture of critical inquiry and ensured that quality processes and outcomes were
central to the vision, goals, and priorities of all staff members and within all program
activities.
In cooperation with such a proactive planning process, Elias et al. (2003) proposed
the following list of factors associated with the successful implementation of an
enduring program: (a) presence of a program coordinator or committee to oversee
implementation and resolution of day-to-day problems, (b) involvement of
individuals with highly shared morale, good communication, and a sense of
ownership, (c) employment of qualified personnel, (d) ongoing processes of formal
and informal training, including the involvement of knowledgeable experts, (e) high
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inclusiveness of all school stakeholders, (f) high visibility in the school and the
community, (g) program components that explicitly foster mutual respect and support
among students, (h) varied and engaging instructional approaches, (i) linkage to
stated goals of schools or districts, (j) consistent support from school principals, and
(k) balance of support from both new and seasoned administrators.
Each element of the proactive planning process rests upon high-quality leadership,
effective staffing, and program visibility. The importance of a physical presence in
the community cannot be understated for the purposes of proactive planning and to
help establish a stronger, more dedicated staff. Over the course of the initial weeks
and months of operation, the Brevard County Zoo Explorers 21st CCLC program
leveraged and enhanced their strong community presence developed during last
year’s 21st CCLC program operations, while also focusing on retaining and hiring
necessary staff to implement the highest quality program for all student participants.
In addition, the program revised their comprehensive student enrollment packet,
student application form, parent agreement/consent form, and other critical forms for
the 21st CCLC program.
PROGRAM LEADERSHIP AND STAFFING
Regardless of the adequacy and depth of the proactive planning process, and
regardless of the quantity of operations and services (discussed later in this report),
implementing and maintaining high-quality out-of-school programming depends
heavily upon consistently effective program management. Ultimately, program
management is a process of planning, organizing, leading, and controlling program
resources and the work of program staff members to achieve stated program
objectives. In turn, achievement of program objectives depends upon the extent to
which program activities are formulated, organized, and coordinated in terms of
human, financial, and material resources. Within this process, leadership plays a vital
role in establishing a new culture, developing new directions, mobilizing change,
creating opportunities, and motivating staff members.
Effective implementation and monitoring of the Zoo Explorers 21st CCLC program is
overseen by BPS personnel experienced in 21st CCLC operations and requirements
and an advisory board that includes district staff (including Director of Adult and
Community Education, District Coordinator of School Age Child Care Programs,
District Project Managers, Data Specialists, and Budget Specialists), site
coordinators, school academic liaisons, parents from each school, and community
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partners. The Project Manager and site coordinators have a number of years of
experience working with children and in managing afterschool sites. They are
supported by a team that includes district staff with experience in fiscal management,
curriculum development and teaching, data analysis, professional development, and
monitoring for program effectiveness. Being a part of the school district allows for
access to the data necessary for in-depth analysis of the program. An advisory board
meets semi-annually to review progress and make suggestions for improvements.
In addition to program leaders, a high-quality program relies heavily upon well-
qualified and experienced core program staff and service providers. The Brevard
County Zoo Explorers 21st CCLC program successfully attracted experienced staff
members to provide both core academic enrichment and personal growth activities to
actively participating 21st CCLC students. As required by the Florida Department of
Education, all academic-based 21st CCLC projects and programming are provided by
teachers certified by the FDOE Personal enrichment activities are provided by
qualified non-certified instructors. Regardless of the activity, the teachers and
instructors appear to be adequately qualified to provide the specific activities and
have been trained in the federal and state 21st CCLC initiative, as well as the specific
model proposed by Brevard County Zoo Explorers.
STAFF DEVELOPMENT AND TRAINING
Effective leadership requires a great deal of wisdom, skill, and persistence to design
and implement a quality educational program; and the leadership process is vital to
ensure that stakeholders (e.g., program staff, students, teachers, parents, and
community partners) are equipped with the skills they need to help achieve and
support program objectives. Indeed, effective leadership will engage students,
parents, teachers, counselors, and administrators, while also providing them with the
necessary support to help bridge achievement gaps through program activities.
Towards this end, conducting quality assessments, offering professional training, and
providing technical assistance are necessary elements for an optimal education
program and can have measurable effects on students’ academic performance and
social behaviors.
To support student services through the 21st CCLC program, the Brevard County Zoo
Explorers 21st CCLC Project Manager and leadership provided staff development for
those hired to provide 21st CCLC services. Trainings have been provided to active
21st CCLC staff have included program management, program activities,
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CPR/AED/first aid, and safety. In addition to program and policy training, staff
members have been provided more informal in-vivo trainings from the district
leaders, including walkthroughs, demonstrations, and guided implementation of 21st
CCLC projects. A list of professional trainings dates and topics are provided below:
July 31, 2013: Program Management (Site Coordinators)
July 31, 2013: Program Activities (All Staff)
September 28, 2013: American Red Cross CPR/AED/First Aid (All Staff)
October 4, 2013: School Age Child Care Training (Site Coordinators)
November 6, 2013: Safety Monitor Training (All Staff)
January 6, 2014: School Age Child Care Training - Stop Learning and Grow
Old or Keep Learning and Stay Young! (Morning Training on Positive
Discipline/Team Building – Site Coordinators and Group Leaders)
January 6, 2014: School Age Child Care Training - Stop Learning and Grow
Old or Keep Learning and Stay Young! (Afternoon Training on “Learning to
Lead” – Site Coordinators)
PROGRAM PARTNERSHIPS AND SUSTAINABILITY
One of the goals of the 21st CCLC program is to continue activities beneficial to
students and their families after the five-year project period is over. Programs receive
100% funding for each of the first two years of the program, followed by 80%
funding for each of the final three years. Therefore, programs are required to
demonstrate how the program will become self-sustaining both within and beyond the
five years of initial funding. In addition, all programs in Florida are expected to
maintain the size and scope of their programs and are forbidden from reducing the
quantity or quality of services, the number of children, or the length of operation to
account for the reduced funding. Moreover, Florida 21st CCLC programs are not
permitted to charge any fees to students or parents in association with 21st CCLC
programming without authorization from the Florida Department of Education
(FDOE), and no program has ever received such authorization.
Structured afterschool program costs vary widely, depending on the organization and
other funding available to the organization. For instance, as noted, all 21st Century
Community Learning Centers are federally-funded and are prohibited by the Florida
2013‐2014 Formative Evaluation Report | 21
Brevard County Zoo Explorers
Department of Education from charging any fees for eligible students. Other
programs (such as some Children Services Councils) receive local funding from tax
dollars to provide free or inexpensive services to students (generally a sliding-scale
fee, if charged). Still other programs receive charitable donations (e.g., Boys and
Girls Clubs) and charge minimal or no fees to students. The costs associated with
structured afterschool programs that do not receive external funding are often
dependent on the level of services provided, such that the programs with the most
expensive activities (e.g., out-of-state field trips) will result in a higher cost to
families. Nationally, the average cost of structured afterschool programs are between
$1,500 and $2,500 annually. When taking into account the number of hours and days
of services provided to 21st CCLC students within this program, the annual funding is
an average of $750 per student, which is less than half that of other structured
afterschool programming. As such, marketing and sustaining the program are critical
even in the early years of 21st CCLC program operations.
Although 21st CCLC objectives do not specifically address the importance of
developing, maintaining, and enhancing partnerships and sustainability, it would be
remiss for this evaluation to ignore the substantial progress of Brevard Public Schools
in such efforts. The Brevard County Zoo Explorers 21st CCLC program engaged and
received support from a number of partners that have and will continue to assist with
developing, implementing, evaluating, and sustaining the 21st CCLC program. Table
1 provides information on current partnerships, as of February 25, 2014. It is
anticipated that the program will develop new partnerships and/or further enhance the
current partnerships by the end of the 2013-2014 operational year.
Table 1: Summary of Partners and Contractors
Agency Name *Type of
Organization Subcontract
(Yes/No)
Estimated Value ($) of
Contributions
Estimated Value ($) of Subcontract
Type of Service Provided
Health First Pro-Health & Fitness
FPO Yes $0 $20,720 Programming or activity-
related services
Police Athletic League
FPO Yes $0 $6,300 Programming or activity-
related services
Brevard Zoo, Inc. FPO Yes $0 $40,000 Programming or activity-
related services
22 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
Agency Name *Type of
Organization Subcontract
(Yes/No)
Estimated Value ($) of
Contributions
Estimated Value ($) of Subcontract
Type of Service Provided
Brevard Cultural Alliance
CBO Yes $0 $20,480 Programming or activity-
related services
(including family
involvement)
AUE Temporary Staffing Solutions/Sunrise Staffing
FPO Yes $0 $6,194 Paid Staffing
YMCA YMCA Yes $0 $4,800 Programming or activity-
related services
(including family
involvement)
Children’s Choice FPO Yes $0 $750 Other: Professional Development
CASPER FPO Yes $0 $4,000 Evaluation Services
TOTAL -- -- $0 $103,244 --
*School District (SD), Community-Based or other Non-Profit Organization (CBO), Nationally Affiliated Nonprofit - Boys & Girls Club (BGC), Nationally Affiliated Nonprofit - YMCA/YWCA (YMCA), Nationally Affiliated Nonprofit - Other Agency (NPOO), Faith-Based Organization (FBO), Charter School (CS), Private School (PS), College or University (CU), Regional/Intermediate Education Agency (IEA), Health-Based Organization (hospital/clinic/etc.) (HBO), Library (LIB), Museum (MUS), Park/Recreation District (PRD), Other Unit of City or County Government (CNT), For-Profit Entity (FPO), Bureau of Indian Affairs School (IAS), Other (OTH)
ADVISORY BOARD
One of the most impactful methods of engaging partners and other stakeholders is
through membership on the 21st CCLC Advisory Board. The Advisory Board
developed by Brevard Public Schools for the 21st CCLC program is comprised of a
number of important stakeholders, including program and site leaders, partners,
parents, and students. The role of the advisory board is to provide important feedback
and advice to the 21st CCLC program in matters regarding programmatic refinements
and improvements. The Florida Department of Education requires two meetings of
the Advisory Board per year, and the Brevard County Zoo Explorers 21st CCLC
2013‐2014 Formative Evaluation Report | 23
Brevard County Zoo Explorers
program has complied with this requirement. As shown below, the Advisory Board
has met twice, providing them opportunities to help enhance the 21st CCLC program.
October 29, 2013: Welcome, Program Objectives/Overview, MindWorks,
Partners Overview, Parent Feedback, Collaboration/Comment Cards, Next
Meeting (24 Attending)
February 6, 2014: Welcome, Program Overview, New Business, Partners
Overview, Parent Feedback, Administrator/Coordinator/Teacher Liaison
Overview, Collaboration/Comment Cards (12 Attending)
INFORMATION DISSEMINATION AND PROGRAM MARKETING
A proactive implementation plan, including hiring quality staff and establishing a
visible community presence, is further enhanced by strong information dissemination
and marketing. In this regard, the Brevard County Zoo Explorers 21st CCLC program
also focused early efforts on disseminating information throughout the communities
and schools housing potential 21st CCLC student participants.
Information about the Zoo Explorers project and the operations at each site were
made available to all stakeholders through a press release within one month of award.
Information was presented at events such as a Parent Open House, Parent Information
Nights, Lights On, and through community partners. Copies of the grant application,
along with newsletters, photos, and calendars for the individual school programs are
available on the 21st CCLC link of the BPS website. Assessment results are
disseminated as available to stakeholders through email communications and on the
BPS 21st Century Community Learning Centers Explorers Programs link.
Presentations have been made to the school board, and information has been
distributed to the media as appropriate. The district uses the most cost effective and
creative means of dissemination and advocacy, including Communications
Department press releases, the BPS website and television station, and the BPS
Facebook page, to ensure that program awareness is maximized.
Information can be accessed through the 21st CCLC link within the Brevard Public
Schools Website main page. From this site, links are also available to view the
products created by students through the various projects. The 21st CCLC portion of
the BPS website is updated monthly with the date of revision listed. Throughout the
process of dissemination and marketing activities, the program has ensured a
24 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
consistent theme for all materials, included the 21st CCLC logo, and ensured the
Florida Department of Education was indicated as the funding agency.
<<‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>>
2013‐2014 Formative Evaluation Report | 25
Brevard County Zoo Explorers
REQUIRED PROGRAM OPERATIONS
According to the U.S. Department of Education (USED), the majority of 21st Century
Community Learning Centers previously funded directly by the USED were open at
least 15 hours per week. Based on analyses of evaluation data of the 21st CCLC
Program and other afterschool programs, the FDOE requires that centers be open at
least two hours a day and at least four days a week. To best serve the children of
working families, centers must establish consistent and dependable hours of
operation. Each center in the Florida is required to be open for a minimum of:
Thirty-six (36) weeks of student services per project year (including Summer);
Four (4) afterschool and/or summer days per week of service (minimum);
Twelve (12) afterschool hours per week for every student during the school
year. Student services are those wherein the vast majority of enrolled students
are able to participate and can receive all activities identified in the approved
proposal. Each student in the program must be afforded 12 full hours of
programming (e.g., a 21st CCLC program cannot serve boys on Monday and
girls on Tuesday);
Two (2) hours per day (minimum) for Afterschool programming;
One (1) hour per day (minimum) for Before School services, if proposed; and
Four (4) hours per day (minimum) for Weekends, Holidays, Summer, if
proposed during the operational year.
The No Child Left Behind Act of 2001 specifically indicates that 21st CCLC services
must be provided outside the regular school day or during periods when school is not
in session (e.g., before school, after school, evenings, weekends, holidays, or
summer). The 21st CCLC program may offer services to students during normal
school hours only on days when school is not in session (e.g., school holidays or
teacher professional development days). However, federal law allows limited 21st
CCLC activities to take place during regular school hours (e.g., those targeting adult
family members or pre-kindergarten students), as these times may be the most
suitable for serving these populations.
26 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
ACADEMIC YEAR OPERATIONS
The Brevard County Zoo Explorers program began providing 21st CCLC academic
year services on August 14, 2013, within the required starting date established by the
Florida Department of Education (i.e., within two weeks of the opening of the regular
school year). The program plans to end academic year operation on May 29, 2014, for
a total of 180 days of academic year operation. The 21st CCLC program was
approved by the FDOE to operate an afterschool component for 3.5 hours per day (3
hours per day at the Endeavour Elementary site), from 2:30pm to 6:00pm (3:00pm to
6:00pm at the Endeavour Elementary site), five days per week (Monday – Friday), for
164 total days during the academic year.
In addition to afterschool programming, Brevard County Zoo Explorers proposed to
provide 21st CCLC services for 16 days on holidays, operating 4.5 hours per day
(1:30pm – 6:00pm). During the 2013-2014 program year, the program proposed to
operate on the following dates: 8/28/13, 9/11/13, 9/25/13, 10/16/13, 10/30/13,
11/20/13, 12/18/13, 12/19/13, 12/20/13, 1/15/14, 1/29/14, 2/12/14, 2/26/14, 5/27/14,
5/28/14, and 5/29/14. Through the end of January, the program has operated all
proposed days of holiday operation, with the exception of November 20, 2013 at the
Endeavour Elementary site due to the school’s power being turned off that day.
Table 2: 2013‐2014 Academic Year Operation (Through January 31, 2014)
Total number
of weeks site was
open
Typical number of days per week site was open
Typical number of hours/week site was open
TOTAL number of days site operated
Bef
ore
Scho
ol
Dur
ing
Scho
ol
Aft
er S
choo
l
Wee
kend
/Hol
iday
Bef
ore
Scho
ol
Dur
ing
Scho
ol
Aft
er S
choo
l
Wee
kend
/Hol
iday
Cambridge Elementary 23 5 n/a n/a 17.5 0 n/a n/a 93 11
Endeavour Elementary 23 5 n/a n/a 15 0 n/a n/a 93 10
Golfview Elementary 23 5 n/a n/a 17.5 0 n/a n/a 93 11
Saturn Elementary 23 5 n/a n/a 17.5 0 n/a n/a 93 11*The 21st CCLC statute specifically indicates that services are to be provided outside the regular school day or during periods when school is not in session (e.g., before school, after school, evenings, weekends, holidays, or summer).However, activities targeting prekindergarten children and adult family members may take place during regular school hours as these times may be the most suitable for serving these populations.
Table 2 provides a summary of the overall academic year operations of the Brevard
County Zoo Explorers 21st CCLC program during the 2013-2014 academic year.
Ultimately, the program is operating as proposed in the approved grant application.
2013‐2014 Formative Evaluation Report | 27
Brevard County Zoo Explorers
All programming is open to any eligible 21st CCLC student, as detailed in the
following section of this formative evaluation. As mentioned previously, this 21st
CCLC program was specifically developed to improve academic achievement,
motivation and dedication to education, and personal growth and development.
SUPPLEMENTAL SNACK AND MEAL REQUIREMENT
All 21st CCLC programs in the State of Florida are required to provide food to all
actively participating 21st CCLC students during program operational hours. More
specifically, each 21st CCLC program must provide supplemental meals when the
program is open as follows: (1) daily, nutritious snack when operating only during
after-school hours; (2) daily, nutritious breakfast and snack when operating during
both before-school and after-school hours; and (3) daily, nutritious breakfast, lunch,
and snack when operating on non-school days (dependent on hours of operation). In
Florida, as in many states, the afterschool snack is often the final meal for many
children each day. However, Florida rules disallow the use of state funding to
purchase meals and/or food items, such that funding for snacks/meals cannot be
drawn from 21st CCLC funds and must come from other sources (e.g., grocery store
donations, private donations, private foundations or endowments, etc.). Finally, as
21st CCLC programs serve primarily low-income students, programs in Florida are
not permitted to charge students for any costs associated with supplemental snacks
and meals. The Brevard County Zoo Explorers 21st CCLC program provides a free,
daily, nutritious snack, as required, to each student participating in the 21st CCLC
program.
SAFETY REQUIREMENTS
Safety of students participating in Florida’s 21st CCLC programs is of the highest
priority to the Florida Department of Education (FDOE). Within Florida, each 21st
CCLC program must demonstrate that students will participate in structured activities
in a safe environment, supervised by well-trained and caring staff. To this end, each
program provides a safety plan that, at a minimum, describes the following: (a) how
the safety of children will be maintained on-site (e.g., requiring parent sign-out,
checking identification, presence of school resource officer) and during off-site
activities (if applicable), (b) how personnel hired to work at the center will meet the
minimum requirements set forth by the district or agency and that the personnel will
have all required and current licenses and certifications where applicable, (c) how
28 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
safe transportation needs will be addressed, (d) how families will safely access the
program’s services, and (e) how the community learning center will assure that
students participating in the program will travel safely to and from the center.
Student safety is a priority at all Brevard County Zoo Explorers sites. Best practices
in safety are achieved through compliance with rigorous standards for safety outlined
and identified by the Florida Afterschool Network’s Standards for Quality
Afterschool Programs. All sites are required to provide evidence of meeting identified
safety and quality standards and are monitored by the Project Manager and district
staff as well as an external auditor to ensure any area in need of improvement is
addressed.
District personnel and personnel providing partner services are required by BPS to
submit to fingerprinting and level two background checks. Volunteers are required to
submit an application and be cleared through the VIPS (Volunteers in Public Schools)
system. Staff members are required to complete safety training annually and
enhancement of safety procedures are addressed on a regular basis. At least one staff
member with current certification in First Aid/CPR/AED operation is present during
all operating hours. All program employees are hired through the district and have
required district certification.
On-site safety begins before the students’ arrival, with all activities and transitions
being planned with safety in mind. Students travel from their daytime classes to the
site according to the transition plan each school is required to provide to the district in
their safety portfolio. Upon arrival at the site, student attendance is verified and all
students accounted for within 15 minutes of the time the last student is released from
class. Students are signed out by program personnel when going to academic,
enrichment, and partner activities and are signed back in when the sessions are over.
Headcounts are conducted several times a day. Parents pick up their children at the
end of the daily program. Staff requires proper identification and a signature from a
parent/guardian and/or a previously authorized person before a child is released.
Emergency contact lists are kept for each student in the program.
To assure safety during travel, transportation to and from field trip sites is provided
on district school buses using certified district personnel as drivers or by approved
district transportation providers. Staff members on the bus carry cell phones to
provide emergency communication. Students are always in the presence of district
personnel. To eliminate barriers that could impede equitable access, and in order for
2013‐2014 Formative Evaluation Report | 29
Brevard County Zoo Explorers
all students to participate in activities, the program provides supervision and
transportation for all planned program activities during program hours.
Zoo Explorers is held on-site at the participating schools with access to the multi-
purpose room (sufficient to accommodate more than 100 students), technology lab,
various teacher classrooms (each sufficient to accommodate up to 30 students), and
all outdoor recreation areas. BPS facilities meet all requirements for safety and
handicap-accessible features complying with the Americans with Disabilities Act
(ADA).
<<‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>>
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Brevard County Zoo Explorers
STUDENT RECRUITMENT AND ENROLLMENT
The ultimate purpose of designing a high-quality, research-based, and well-rounded
21st Century Community Learning Center (CCLC) program is to recruit, retain, and
serve students in low-income areas that are at-risk for lower levels of academic
achievement. The focus of any program, whether it is in Florida or elsewhere in the
nation, falls squarely upon the students being served. Even with outstanding
activities, well-planned schedules, high-quality staff, and continuous professional
development, a program will only have widespread and significant impact if they are
able to recruit and retain the participation of eligible students and their family
members. As such, to better understand the population of students and families
impacted by the 21st CCLC program, this section provides information about
attendance, enrollment, and demographics of those students participating in Brevard
County Zoo Explorers activities during the operational components described in the
prior section.
21ST CCLC REQUIRED TARGET POPULATIONS
Students: Florida’s 21st CCLC afterschool programs are designed to help students
meet state and local academic achievement standards in core academic subjects,
particularly those who attend low-income, low-performing schools. Across the state
of Florida, the 21st CCLC program targets at-risk students from kindergarten to
twelfth grade. Recipients must target only those students attending schools eligible
for Title I School-Wide Program services, attending schools with at least 40% low-
income families (as demonstrated by free and reduced-price lunch status), or living
within the district-defined service areas of such schools.
Students with Special Needs: In accordance with State and Federal laws, Florida’s
children with special needs must be afforded the same opportunities as children in the
general population. Eligibility for funding under Florida’s 21st CCLC initiative
requires all programs to demonstrate the capacity to equitably serve students with
2013‐2014 Formative Evaluation Report | 31
Brevard County Zoo Explorers
special needs. In Florida, students with special needs include those who may be
identified as Limited English Proficient (LEP), homeless, migrant, or with a physical,
developmental, psychological, sensory, or learning disability that results in significant
difficulties in areas such as communication, self-care, attention or behavior, and are
in need of more structured, intense supervision. In Florida, no child may be excluded
from the 21st CCLC program, regardless of the level or severity of need, provided that
they can be safely accommodated.
Adults and Families: In addition to services for eligible students, federal law allows
21st CCLC funds to support services to family members of participating students.
Within Florida, all 21st CCLC programs are required offer some level of services to
support parent involvement, family literacy, and/or related educational development.
As per federal law, the 21st CCLC program may only propose services to adult family
members of students actively participating in the 21st CCLC program. In Florida,
services for adult family members cannot extend beyond the dates of the ongoing
program for students.
PROPOSED TARGET POPULATION
All four schools served by Brevard County Zoo Explorers have a high concentration
of low-income families. The target population includes students who have reading,
math, and science comprehension deficits and/or are academically below grade level
(Level 1 or Level 2 on FCAT), as well as those who are in need of behavior
modification, students who are homeless, migrant, and/or latchkey. Schools identify,
and equitably serve, all students in the target population. Students with special needs
are no exception. The program complies with all identified special needs, individual
education plans, individual academic plans, and 504’s.
STUDENT ENROLLMENT
Any actualized impact of the 21st CCLC program requires successful implementation
of the recruitment and enrollment plan, thus ensuring the highest level of student
participation. Within the first four-plus months of academic year operation (August
through December), the Brevard County Zoo Explorers 21st CCLC program had
enrolled a total of 356 students by December 20, 2013. Table 3 provides a breakdown
of student enrollment by site. Ultimately, the program has successfully enrolled
32 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
enough students to ensure the proposed average daily attendance will be met by the
end of the program year.
Table 3: Student Enrollment by Site (Through December 31, 2013)
Site Student Enrollment
Cambridge Elementary 83
Endeavour Elementary 102
Golfview Elementary 87
Saturn Elementary 84
TOTAL 356
% Proposed Average Daily Attendance 127.1%
REGULAR STUDENT ATTENDANCE
In addition to student enrollment (representing the number of students attending the
21st CCLC program for at least one day of activities), it is important to explore daily
student attendance. Attendance, as an intermediate outcome indicator, reflects the
breadth and depth of exposure to afterschool programming. Brevard County Zoo
Explorers collects data on both (1) the total number of students who participated in
21st CCLC programming over the course of the year and (2) the number of these
students meeting the United States Department of Education (USED) definition of
“regular attendee” by participating in 21st CCLC activities for 30 days or more during
the program year. The first indicator (total participants) can be utilized as a measure
of the breadth of the program’s reach, whereas the second indicator (regular
participants) can be construed as a partial measure of how successful the program was
in retaining students in 21st CCLC services and activities across the program year.
The US Department of Education has determined the minimum dosage for
afterschool programs to be impactful is 30 days of student attendance. As such, the
US Department of Education requires data to be reported to the Profile and
Performance Information Collection System (PPICS) separately for students that
attended at least one day (i.e., enrolled) and those attending at least 30 days of 21st
CCLC activities (i.e., regularly participating students). While this “dosage” has not
been clearly supported by research, data is presented consistent with this threshold in
order to match data reported to the US Department of Education.
2013‐2014 Formative Evaluation Report | 33
Brevard County Zoo Explorers
As defined by the US Department of Education, it is reasonable to assume that
regular attendees are more likely to represent those students who have received a
sufficient "dose" of the 21st CCLC programming for it to have a positive impact on
academic and/or behavioral outcomes. In order to show progress towards this federal
metric, Table 4 provides a breakdown of total enrollment versus regular attendance
(i.e., those who attended at least 30 days). As shown, as of December 31, 2013, the
Brevard County Zoo Explorers 21st CCLC program was largely successful in
retaining student participants – achieving an outstanding 86.5% rate of regular
attendees compared to total enrollment. In general, any proportion over 50% suggests
successful retention and student engagement. The program is encouraged to explore
the reasons why the small percentage of students left the program and, if necessary,
consider procedures or programmatic changes that could increase the overall rate of
regular participation. It is likely that increased and more regular attendance will result
in more positive academic and behavioral outcomes.
Table 4: Student Enrollment: Total vs. Regular (Through December 31, 2013)
Total Enrollment (Attending at least one day)
Regularly Participating Enrollment (Attending at least 30 days)
Summer
2013 Only
Academic Year
2013-14 Only
Both Summer/ Academic
Year Total
Summer 2013 Only
Academic Year
2013-14 Only
Both Summer/ Academic
Year Total
Cambridge Elementary
0 83 0 83 0 82 0 82
Endeavour Elementary
0 102 0 102 0 80 0 80
Golfview Elementary
0 87 0 87 0 73 0 73
Saturn Elementary
0 84 0 84 0 73 0 73
TOTAL 0 356 0 356 0 308 0 308
AVERAGE DAILY ATTENDANCE
For the purposes of this evaluation, in addition to assessing progress towards regular
student attendance, it is also important to explore whether the program is making
progress towards meeting the proposed average daily attendance of student
participants. This statistic serves several purposes for 21st CCLC programs. First, the
level of funding provided by the Florida Department of Education is based on the
34 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
number of students served by the program on a daily basis, rather than the number of
students enrolled in the program (or even the percentage of regularly participating
students). The logic for using average daily attendance as the funding metric is that
programs may have 100 students enrolled, but only 50 students attending each day,
such that they do not need staffing and other costs to support 100 students every day.
As such, average daily attendance provides a better estimation of the required
resources on an average day of operation. The second purpose for this statistic relates
to program impact and quality - with high average daily attendance suggesting that
the program is more likely to provide students with adequate dosage to impact
academic achievement and program objectives. Finally, when average daily
attendance is compared to site enrollment, conclusions can be cautiously drawn about
student retention and engagement – with approximately equal numbers indicating that
the program has not had significant “turnover” of students.
Table 5: Average Daily Student Attendance (Through December 31, 2013)
Summer 2013
Academic Year 2013-2014 (356 Total Enrolled)
After School
Before School
Weekend/ Holidays Overall
Cambridge Elementary n/a 76 (70) 108.6%
n/a 74 (70)
105.7% 76 (70) 108.6%
Endeavour Elementary n/a 70 (70) 100.0%
n/a 68 (70)
97.1% 70 (70) 100%
Golfview Elementary n/a 64 (70) 91.4%
n/a 63 (70) 90.0%
64 (70) 91.4%
Saturn Elementary n/a 65 (70) 92.9%
n/a 65 (70)
92.9% 65 (70) 92.9%
ALL SITES n/a 275 (280)
98.2% n/a
270 (280)
96.4%
275
98.2% * Numbers in parentheses indicate PROPOSED average daily attendance. The percentage afterwards represents the percent of proposed daily attendance for that site and/or the total of all sites for that component. ** “Average Daily Attendance” for each component rounded up to next whole number. *** The US Dept. of Ed. collects data on “During School” operation, which is not provided by this program.
Data on the average daily attendance for each of the four sites under the Brevard
County Zoo Explorers 21st CCLC program are provided in Table 5. As part of the
application approved by the Florida Department of Education, Brevard County Zoo
Explorers proposed to serve an average of 280 students per day (70 at each site) of
21st CCLC operation. As shown in Table 5, the program has achieved 98.2% of the
proposed average daily attendance for the afterschool component and 93.6% for the
2013‐2014 Formative Evaluation Report | 35
Brevard County Zoo Explorers
holiday component by December 31, 2013, suggesting that the program is likely to
meet expectations of the FDOE based on the approved grant proposal. Table 5
provides the average daily attendance for each component to aid in submission of
data to the federal PPICS data collection system. Regardless of the grant application,
the proportion of average daily attendance to enrollment is 77.0%, such that a
significant portion of enrolled students appear to also be attending relatively
regularly.
STUDENT PARTICIPANT CHARACTERISTICS
When educators, administrators, and policymakers look at the academic and
developmental impacts of out-of-school programming, it is imperative that they
attend to the issues of access and equity by addressing two important questions: who
is being served and how equitable is the quality of services across centers. To better
understand the types of students being served in 21st CLCC programming, the
Brevard County Zoo Explorers program submitted data on characteristics of all
student participants served during the 2013-2014 program operational year.
Student Grade Levels
Table 6: Student Grade Levels: All Student Participants
356 Students Grade In School*
PK K 1 2 3 4 5 6 7 8 9 10 11 12
Cambridge Elementary
-- 11 13 12 8 12 12 15 -- -- -- -- -- --
Endeavour Elementary
-- 11 23 14 17 17 12 8 -- -- -- -- -- --
Golfview Elementary
-- 10 12 17 16 10 10 12 -- -- -- -- -- --
Saturn Elementary
-- 10 12 11 14 15 9 13 -- -- -- -- -- --
ALL SITES -- 42 60 54 55 54 43 48 -- -- -- -- -- -- * Grade levels are exclusive, as students can only be recorded in one grade level.
Florida’s 21st CCLC programs provide services to a wide range of student
participants and their adult family members. To better understand the characteristics
of students served by the Brevard County Zoo Explorers, the program provided a
distribution of student grade levels served thus far during the program year. School
grade levels were reported for all 356 students in the 21st CCLC program. As shown
36 | 2013‐2014 Formative Evaluation Report
Brevard County Zoo Explorers
in Table 6, the participating student population was composed of 100% kindergarten
through 6th grade students, as proposed in the approved grant application.
Figure 1: Distribution of Student Participants by School Grade Level
Race and Ethnicity of Student Attendees
Table 7: Student Race and Ethnicity: All Participants
Total Student Population
Site Name
American Indian / Alaska
Native
Asian/Pacific Islander
Black or African
American
Hispanic or Latino
White / Caucasian American
Cambridge Elementary
-- -- 15 57 14
Endeavour Elementary
1 -- 45 49 3
Golfview Elementary
-- -- 42 20 14
Saturn Elementary
-- 3 32 20 21
ALL SITES 1 3 134 146 52 * Ethnicity categories are non-exclusive - students can be identified under multiple ethnicities.
To better understand the types of students being served and to examine access to 21st
CCLC services, Brevard County Zoo Explorers also submitted racial and ethnic data
42
60
54 55 54
43
48
0
10
20
30
40
50
60
70
PK K 1 2 3 4 5 6 7 8 9 10 11 12
Nu
mbe
r of
Stu
den
ts
Grade Level
2013‐2014 Formative Evaluation Report | 37
Brevard County Zoo Explorers
about those students participating in the 21st CCLC program. As shown in Table 7, 1
21st CCLC student participant was identified by his or her parent(s) or self-identified
as “American Indian/Alaska Native”; 3 were identified as “Asian/Pacific Islander”;
134 were identified as “Black” or “African American”; 146 were identified as
“Hispanic/Latino(a)”; and 52 were identified as “White/Caucasian American.”
Student Gender Distribution
In addition to ethnicity, it is also important to understand the degree to which the 21st
CCLC program achieved gender equity in their enrollment. Although the program has
served 356 students served thus far during the 2013-2014 program year, gender was
reported for 360 participants (101.1%). The reason gender was reported for 360
participants was that the student demographics report generated through the
program’s data software, EZReports, includes some adult participant data for
Cambridge Elementary. A recommendation is included at the end of this report in
regard to this and similar data issues. As shown in Table 8 and Figure 2, 47.5% of
participants were identified as male, while 52.5% were identified as female.
Table 8: Student Gender Distribution: All Participants
Total Student Population
Site Name N Male Female
Cambridge Elementary 87 44 (50.6%) 43 (49.4%)
Endeavour Elementary 102 42 (41.2%) 60 (58.8%)
Golfview Elementary 87 45 (51.7%) 42 (48.3%)
Saturn Elementary 84 40 (47.6%) 44 (52.4%)
ALL SITES 360 171 (47.5%) 189 (52.5%)
Figure 2: Distribution of All Student Participants by Gender (N=360)
Female52.5%
Male47.5%
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Within the state of Florida, every 21st CCLC program is required to provide a strong
academic component in each of three areas: (1) reading and language arts, (2)
mathematics, and (3) science. Each of these academic components must be delivered
by teachers certified by the Florida Department of Education. Programs are
encouraged to make each of these academic components creative, fun, and designed
to foster a love of reading, math, and science – in addition to focusing all such
activities on project-based learning plans accepted by the Florida Department of
Education. As such, Brevard County Zoo Explorers has written lesson plans and
project-based learning plans for all academic activities, ensuring that the activities
provided during the 21st CCLC program do not mirror the regular school day. Instead,
the federal law encourages programs to design activities that reinforce topics taught
during the regular day school. Florida programs are given some level of flexibility in
the dosage of academic, project-based activities to provide during any specific week
of operation, with each student required to receive at least one hour of project-based,
academic-focused, teacher-provided activities per day of out-of-school programming.
Activities must be provided in such a dosage that the program is able to meet the
proposed objectives included in the grant application. Programs are not permitted to
reduce the level of academic services throughout the five-year term of the grant.
NEED‐BASED ACADEMIC OBJECTIVES
Brevard County Zoo Explorers developed individual objectives based on an
assessment of student, parent, family, and community needs. Each of the annual
objectives, as approved by the Florida Department of Education, was designed to be
measurable, quantitative, challenging (yet achievable), and assessed throughout the
project year (continuous assessment). In essence, objective-focused implementation
of the 21st CCLC program helps ensure a strong, consistent, and measurable impact
on the students and families served. All objectives are program-wide, though center-
specific objectives may be created in the future if warranted.
Objective 1: 65% of regularly participating students (min 30 days attendance)
will maintain or improve reading comprehension.
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Objective 2: 65% of regularly participating students (min 30 days attendance)
will maintain or improve writing skills.
Objective 3: 65% of regularly participating students (min 30 days attendance)
will maintain or improve mathematical problem solving skills.
Objective 4: 65% of regularly participating students (min 30 days attendance)
will maintain or improve their understanding of scientific concepts.
ACADEMIC ACTIVITIES PROVIDED
With established need-based objectives, Brevard County Zoo Explorers developed
and implemented project-based learning activities aligned to the approved 21st CCLC
academic objectives. It is important to note that the Florida Department of Education
does not require each activity to have a separate objective, such that multiple
activities can be provided under a single objective and/or one activity can be provided
to support multiple objectives (e.g., an objective for science might include robotics,
technology, and rocketry activities; while a robotics activity can support reading,
math, and science). As per federal law and state rules, programs are only permitted to
provide activities that will help meet the stated objectives approved by the Florida
Department of Education (i.e., objective-driven activities). The proposed activities are
detailed in the approved grant application, and the program is striving to adhere to
those specified activities, with the addition of some additional project-based learning
activities that support the approved objectives. The following provides a brief
description of activities provided in support of the academic objectives (note that
some also support the personal enrichment objectives discussed in the next section):
Animals: Students demonstrate great interest in different animals and why
they behave the way they do. The Brevard Zoo (community partner) has a
number of animals that students can learn about, touch, and/or visit.
o Timeframe: 9 weeks, 5 days/week, 90 minutes/day
o Objectives Addressed: Objectives 1 through 10
Museums: Brevard County has a number of museums that students may have
no idea about. Through the museums project, they gain exposure to and
understanding about these museums.
o Timeframe: 9 weeks, 5 days/week, 90 minutes/day
o Objectives Addressed: Objectives 1 through 10
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People: Students learn about the human body and how it works.
o Timeframe: 9 weeks, 5 days/week, 90 minutes/day
o Objectives Addressed: Objectives 1 through 10
Universe: Students learn about the universe, space travel, and outer space.
o Timeframe: 9 weeks, 5 days/week, 90 minutes/day
o Objectives Addressed: Objectives 1 through 10
ACADEMIC OBJECTIVE PROGRESS: GRADES
School Grades: The Government Performance and Results Act (GPRA) of 1993 was
passed to help increase accountability of federal programs and ensure the highest
performing and successful programs are continued, while lower performing programs
are discontinued. Given the requirement to develop uniform performance measures
for each federal program, the US Department of Education (USED) identified a series
of specific indicators for the 21st CCLC program. In addition to performance on
standardized tests, the USED chose improvement in grades in core academic subjects
as one of the primary GPRA indicators for 21st CCLC.
The US Department of Education (through the Profile and Performance Information
Collection System) requires all 21st CCLC programs to report any substantial changes
in reading/language arts and mathematics grades for regularly participating 21st
CCLC students (those attending the program for at least 30 days). To report on
changes in grade performance for regular attendees, programs are instructed to
compare the students' first set of fall reading/language arts and math grades with the
students' last set of spring grades for those participants who were regular attendees
during the reporting period. If the grades for a given student did not span the course
of the entire school year (e.g., the student was only enrolled in math or
reading/language arts for one semester), programs were instructed to not report grade
results for the student in question. There were some instances where the program had
either reading/language arts or math grades for comparison, but not both. In such a
case, the program was instructed to report the change in student performance only for
the grades available. The only exception to when a regular student should be reported
is if the student only attended during the summer, and thus did not receive a dosage of
the 21st CCLC program during academic periods.
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In determining which regularly participating 21st CCLC students changed in terms of
course grades, the US Department of Education requires the threshold for change to
be one-half letter grade (e.g., B- to B, B to B+, etc.). For each of the subject areas,
programs reported the number of students that stayed the same (i.e., did not increase
or decrease), the number that improved by half a grade or more, and the number that
decreased by half a grade or more between Fall and Spring. For those students that
did not change, programs were provided the ability to indicate the number of such
students that were already at the highest grade (e.g., “A”) and, therefore, unable to
improve. If using a 100-point scale, programs were instructed that a half-grade
change is a decrease or increase of 5 points. If using an A–F scale, a half-grade
change was described as any decrease or increase in the letter grade (e.g., for
example, A to A- is a decrease and C+ to B- is an increase). If using an E-S-U
(Excellent-Satisfactory-Unsatisfactory) or similar non-A–F letter-grade scale, a half-
grade change is defined as a decrease or increase from one letter grade to another.
However, there is a negative bias within the method used by PPICS in determining
student improvement in academic achievement. Namely, grade maintenance should
not be considered a negative indicator, as a student performing at an “A” level at the
beginning of the year and maintaining that “B” level at the end of the year suggests
that the student has actually learned substantial information to remain at the “above
average” level of performance (rather than decreasing in performance over the course
of the year). The purpose of the objectives proposed by the 21st CCLC program is to
demonstrate improvement in knowledge, not simple improvement in grades.
Therefore, for the purposes of this evaluation, it is more appropriate to compare
grades to determine whether there was knowledge growth among students
participating in the 21st CCLC program. More specifically, student growth and
academic development were categorized into three categories: (1) Improved: this
includes those students who increased at least ½ letter grade or those who maintained
an “A” or “B” from the first Fall semester to the most recent semester (including A to
B); (2) Maintained: this includes those students who maintained their grade across the
semester grades available (C to C, D to D, F to F); and (3) Declined: this includes
those students whose course grade dropped during the course of the semesters graded
to date (A to C, C to D, etc.).
School Grade Caveats: It is important to note that, for the purposes of this formative
evaluation report, only grades from the first quarter were available. As such, no
comparisons can be made at this time, but this information was included strictly for
informational purposes.
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ACADEMIC OBJECTIVE PROGRESS: PRE‐POST ASSESSMENTS
The Brevard County Zoo Explorers program implemented pre- and posttests for each
quarterly project. Each pre- and posttest contained elements of each academic subject
area for which the program has an academic objective. Tables 9 and 10 indicate the
number of students for whom pretest and posttest scores are available at each site, the
number of students who scored correctly on the test item for reading on the pretest
and posttest at each site, and the percentage of students who scored correctly on the
test item for reading on the pretest and posttest at each site.
Table 9: Reading Pre/Post Test Scores (PBL Quarter 1: Museums)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 84 54 64.29% 85 62 72.94%
Endeavour 82 56 68.29% 88 65 73.86%
Golfview 60 40 66.67% 48 36 75.00%
Saturn 72 54 75.00% 57 46 80.70%
Table 10: Reading Pre/Post Test Scores (PBL Quarter 2: Animals)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 70 43 61.43% 75 49 65.33%
Endeavour 71 32 45.07% 75 28 37.33%
Golfview 62 38 61.29% 61 33 54.10%
Saturn 62 45 72.58% 64 40 62.50%
Tables 11 and 12 indicate the number of students for whom pretest and posttest scores
are available at each site, the number of students who scored correctly on the test item
for writing on the pretest and posttest at each site, and the percentage of students who
scored correctly on the test item for writing on the pretest and posttest at each site.
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Table 11: Writing Pre/Post Test Scores (PBL Quarter 1: Museums)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 84 37 44.05% 85 45 52.94%
Endeavour 82 40 48.78% 88 48 54.55%
Golfview 60 37 61.67% 48 32 66.67%
Saturn 72 39 54.17% 57 43 75.44%
Table 12: Writing Pre/Post Test Scores (PBL Quarter 2: Animals)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 70 51 72.86% 75 50 66.67%
Endeavour 71 33 46.48% 75 28 37.33%
Golfview 62 34 54.84% 61 32 52.46%
Saturn 62 34 54.84% 64 33 51.56%
Tables 13 and 14 indicate the number of students for whom pretest and posttest scores
are available at each site, the number of students who scored correctly on the test item
for math on the pretest and posttest at each site, and the percentage of students who
scored correctly on the test item for math on the pretest and posttest at each site
Table 13: Math Pre/Post Test Scores (PBL Quarter 1: Museums)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 84 67 79.76% 85 69 81.18%
Endeavour 82 72 87.80% 88 79 89.77%
Golfview 60 60 100.00% 48 46 95.83%
Saturn 72 67 93.06% 57 55 96.49%
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Table 14: Math Pre/Post Test Scores (PBL Quarter 2: Animals)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 70 62 88.57% 75 70 93.33%
Endeavour 71 51 71.83% 75 60 80.00%
Golfview 62 50 80.65% 61 50 81.97%
Saturn 62 51 82.26% 64 57 89.06%
Tables 15 and 16 indicate the number of students for whom pretest and posttest scores
are available at each site, the number of students who scored correctly on the test item
for science on the pretest and posttest at each site, and the percentage of students who
scored correctly on the test item for science on the pretest and posttest at each site
Table 15: Science Pre/Post Test Scores (PBL Quarter 1: Museums)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 84 44 52.38% 85 47 55.29%
Endeavour 82 48 58.54% 88 57 64.77%
Golfview 60 35 58.33% 48 29 60.42%
Saturn 72 42 58.33% 57 44 77.19%
Table 16: Science Pre/Post Test Scores (PBL Quarter 2: Animals)
Site # Tested
– Pre #
Correct %
# Tested – Post
# Correct
%
Cambridge 70 47 67.14% 75 54 72.00%
Endeavour 71 37 52.11% 75 40 53.33%
Golfview 62 26 41.94% 61 32 52.46%
Saturn 62 39 62.90% 64 41 64.06%
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Brevard County Zoo Explorers
PROGRESS TOWARDS OBJECTIVES: DETERMINATION
The United States Department of Education (USED) requires all 21st CCLC programs
to indicate progress towards attaining each of the individualized objectives. In order
to assess objective progress, the USED requires each objective to be rated in the
Profile and Performance Information Collection System (PPICS) within one of the
following objective categories.
Met = Met the stated objective
Progress = Did not meet but progressed toward objective
No Progress = Did not meet and no progress made
Unable to Assess = Unable to measure progress on the stated objective
Revised = Revised the stated objective
Dropped = Dropped the stated objective entirely
Not Associated = Objective not associated with the reporting period
Objective 1
Objective: 65% of regularly participating students (min 30 days attendance) will
maintain or improve reading comprehension.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project. The program has collected 1st quarter and will collect 4th quarter
report card grades, as well as 2013 and 2014 FCAT scores as required for entry
into the Profile and Performance Information Collection System (PPICS).
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
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Brevard County Zoo Explorers
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 72.94% answering correctly on the posttest
at each site for the first quarter reading test item.
The performance on both the pretest and the posttest was lower for each
site for the second quarter reading test item. With the exception of the
Endeavour Elementary site (37.33%), however, each site reported a
minimum of 54.1% answering correctly on the posttest at each site for the
second quarter reading test item.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective. The program is also encouraged to collect report card grades each
quarter in order to track progress throughout the program year.
Objective 2
Objective: 65% of regularly participating students (min 30 days attendance) will
maintain or improve writing skills.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project.
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
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Brevard County Zoo Explorers
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 52.94% answering correctly on the posttest
at each site for the first quarter writing test item.
The performance on both the pretest and the posttest was lower for each
site for the second quarter writing test item. With the exception of the
Endeavour Elementary site (37.33%), however, each site reported a
minimum of 51.56% answering correctly on the posttest at each site for
the second quarter writing test item.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective.
Objective 3
Objective: 65% of regularly participating students (min 30 days attendance) will
maintain or improve mathematical problem solving skills.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project. The program has collected 1st quarter and will collect 4th quarter
report card grades, as well as 2013 and 2014 FCAT scores as required for entry
into the Profile and Performance Information Collection System (PPICS).
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
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Brevard County Zoo Explorers
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 81.18% answering correctly on the posttest
at each site for the first quarter math test item.
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 80% answering correctly on the posttest at
each site for the second quarter math test item.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective. The program is also encouraged to collect report card grades each
quarter in order to track progress throughout the program year.
Objective 4
Objective: 65% of regularly participating students (min 30 days attendance) will
maintain or improve their understanding of scientific concepts.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project. The program has collected 1st quarter and will collect 4th quarter
report card grades.
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
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Brevard County Zoo Explorers
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 55.29% answering correctly on the posttest
at each site for the first quarter science test item.
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 52.46% answering correctly on the posttest
at each site for the second quarter science test item.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective. The program is also encouraged to collect report card grades each
quarter in order to track progress throughout the program year.
<<‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐>>
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In addition to academic remediation and enrichment, a second specific purpose of the
21st CCLC initiative is to offer eligible students a broad array of personal enrichment
activities that reinforce and complement the regular academic program and help
participating students meet local and state academic standards in core subjects.
Including a variety of personal enrichment activities helps retain and attract student
participants, while also providing a well-rounded breadth of experiences to help
increase student commitment to the education process. As per rules established by the
Florida Department of Education, personal enrichment must include a variety of
structured activities, as well as encourage active participation regardless of individual
student skill levels. All personal enrichment activities must directly or indirectly
support the academic achievement of participating students. According to Section
4205(A) of ESEA, as amended, 21st CCLC programs are limited to providing
additional services within the following categories: physical education and recreation
activities; dropout prevention and character education activities; tutoring and
mentoring services; educational arts and music activities; entrepreneurial education
programs; programs for limited English proficient students; telecommunications and
technology education programs; expanded library service hours; and/or drug and
violence prevention and/or counseling activities. Brevard County Zoo Explorers was
required to propose activities within at least four (4) of the personal enrichment
categories to assist targeted 21st CCLC students in meeting Florida’s Common Core
Standards and/or Florida’s Next Generation Sunshine State Standards.
NEED‐BASED OBJECTIVES
In addition to academic-focused objectives and activities, Brevard County Zoo
Explorers developed the following need-based objectives to help guide personal
enrichment activities for student participants.
Objective 5: 65% of regularly participating students (min 30 days attendance)
will maintain or increase their level of strength and/or flexibility.
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Objective 6: 65% of regularly participating students (min. 30 days attendance)
will exhibit improvement in attitudes toward school and community and
increased positive behaviors in relationships with peers and caring adults.
Objective 7: 65% of regularly participating students (min. 30 days attendance)
will maintain or increase their knowledge of performing and/or visual arts.
Objective 8: 65% of regularly participating students (min. 30 days attendance)
will maintain or increase their knowledge of technology.
PERSONAL ENRICHMENT ACTIVITIES PROVIDED
With established need-based objectives for personal enrichment activities, Brevard
County Zoo Explorers developed and implemented a broad array of activities aligned
to at least one of the personal enrichment objectives and designed to support the
academic achievement of participating students. Specific proposed enrichment
activities are outlined in the approved grant application, and the program strived to
adhere to those specified activities, with the addition of some project-based and
problem-based learning activities that support the approved personal enrichment
objectives. However, some activities were different than those proposed, as project-
based and problem-based activities tend to be “living” and can significantly change as
the project progresses and students’ interest peaks about various topics. The following
provides an understanding of activities provided in support of the academic objectives
(note that some also support the academic objectives discussed in the prior section):
Physical Education and Recreation: Health First Pro-Health and Fitness is
the cornerstone of the program’s physical education, fitness, and health
activities addressing the 25% obesity statistics. Their program, facilitated by
health trainers, includes 30-45 minutes of instruction weekly in fitness, health,
and nutrition. In addition, 30 minutes of daily guided fitness activities
provided by paraprofessionals ensure the program regularly provides
stimulating, age-appropriate, physical activities. Students participate in fitness
and health awareness activities supporting an understanding of the importance
of physical activity, good nutrition, and promoting improvements in strength
and flexibility. During inclement weather, indoor physical education includes
30-60 minutes of age-appropriate physical activities. The Washington State
Department of Early Learning (2010) presents that “physical activity is not
only good for keeping children’s hearts, minds, and bodies in shape and
disease-free, but it also supports young children in developing motor skills
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that influence many other areas of their development.” The maximum staff-to-
student ratio for fitness activities is 1:25.
Dropout Prevention and Character Education: According to the National
Dropout Prevention Network (NDPN, 2010), “when all groups in a
community provide collective support to the school, a strong infrastructure
sustains a caring supportive environment where youth can thrive and
achieve.” School/Community Collaboration is one of the first “1 IN 15
Strategies” suggested by NDPN (2010). The Zoo Explorers program brings
together recommended collaborative efforts between four schools, the Brevard
Zoo, Brevard Cultural Alliance, Health First Pro-Health and Fitness, Cocoa
Police Athletic League, and School Age Child Care. This program provides
opportunities for active involvement in creative arts, social activities, and
academic enrichment. In addition, it addresses several other NDPN strategies
through the implementation of strong character education and homework help
programs that promote success. All character education activities are designed
to capture the interest of children and enhance their attitudes toward school.
Presenting hands-on learning opportunities increases the students’ curiosity
and interest in the world around them, and the cooperation required in team
projects helps to improve relationships with peers. Because character
development instills a sense of belonging and community and builds self-
esteem, it is included in all aspects of Zoo Explorers programming. The
maximum staff-to-student ratio is 1:25.
Arts and Music Education: Arts and music education activities involve arts-
based activities that authentically address the interests of students, their
culture, and their community. Activities take many forms, such as drawing,
collage, personal essays or poems, dancing, the spoken word, or singing. The
Brevard Cultural Alliance provides Artists-in-Residence weekly at each
school during the People project to work with the students for 30 to 45
minutes in realizing their projects. During the rest of the year, activities will
be offered weekly for 30-45 minutes by the 21st CCLC project teachers and/or
paraprofessionals. The maximum staff-to-student ratio is 1:25.
Telecommunications and Technology Education: Because proficiency in
technology is such an important element in today’s society and because many
of the students in Zoo Explorers do not have access to educational technology
at home, technology is a part of many of the activities offered daily. Through
research and presentations related to the quarterly projects, the students learn
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to use the internet and programs such as Microsoft Word and PowerPoint.
Activities such as photography and videography are designed to capture the
interest of children and teach them skills they will use throughout their lives.
Technology is a part of academics and enrichment, and, at minimum, is
offered weekly for 30-45 minutes. The maximum staff-to-student ratio is 1:25.
PROGRESS: STRENGTH AND FLEXIBILITY ASSESSMENTS
Brevard County Zoo Explorers collected pre- and mid-assessment data for afterschool program students in regard to fitness levels by measuring both strength and flexibility. Figure 3 indicates the number of students who decreased, increased, maintained, and for whom there was no comparison data available at each site for the strength assessments. Figure 4 indicates the number of students who decreased, increased, maintained, and for whom there was no comparison data available at each site for the flexibility assessments.
Figure 3: Strength Performance by Site
As indicated in Figure 3, comparison scores were unavailable for many students. This was due to the fact that only one strength assessment score was available for many of the students. As such, baseline data was established, but comparisons are unable to be made for many students. Scheduling conflicts with Pro-Health and Fitness and Brevard Zoo resulting in missed Pro-Health and Fitness classes may have had an impact on the number of students assessments conducted for the Endeavour Elementary and Saturn Elementary sites. Missed Pro-Health and Fitness classes will be made up in the fourth quarter.
16 16
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Cambridge Endeavour Golfview Saturn
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356 Participants
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Brevard County Zoo Explorers
Of the 356 enrolled afterschool students, comparison scores were available for 243 students (68.3%). Of the 243 students for whom comparison scores were available, 187 (77.0%) maintained or increased scores on strength assessments.
Figure 4: Flexibility Performance by Site
As indicated in Figure 4, comparison scores were unavailable for many students. This
was due to the fact that only one flexibility assessment score was available for many
of the students (see note about scheduling in the above analysis for the strength
assessment). As such, baseline data was established, but comparisons are unable to be
made for many students. Of the 356 enrolled afterschool students, comparison scores
were available for 243 students (68.3%). Of the 243 students for whom comparison
scores were available, 138 (56.8%) maintained or increased scores on flexibility
assessments.
PROGRESS: PRE‐POST ASSESSMENTS
The Brevard County Zoo Explorers program implemented pre- and posttests for each
quarterly project. As with the academic objectives, each pre- and posttest contained
elements of each personal enrichment area for which the program has an objective
other than the previously discussed strength and flexibility assessments.
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Cambridge Endeavour Golfview Saturn
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No Data
356 Participants
2013‐2014 Formative Evaluation Report | 55
Brevard County Zoo Explorers
PROGRESS TOWARDS OBJECTIVES: DETERMINATION
The United States Department of Education (USED) requires all 21st CCLC programs
to indicate progress towards attaining each of the individualized objectives. In order
to assess objective progress, the USED requires each objective to be rated in the
Profile and Performance Information Collection System (PPICS) within one of the
following objective categories.
Met = Met the stated objective
Progress = Did not meet but progressed toward objective
No Progress = Did not meet and no progress made
Unable to Assess = Unable to measure progress on the stated objective
Revised = Revised the stated objective
Dropped = Dropped the stated objective entirely
Not Associated = Objective not associated with the reporting period
Objective 5
Objective: 65% of regularly participating students (min 30 days attendance) will
maintain or increase their level of strength and/or flexibility.
Data Type / Frequency: The program has conducted pre- and mid-assessment in
both strength and flexibility and will conduct post-assessments to measure
throughout the program year.
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
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Brevard County Zoo Explorers
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
Progress Towards Objective: Progress
Of the 243 students for whom comparison scores were available, 187
(77.0%) maintained or increased scores on strength assessments.
Of the 243 students for whom comparison scores were available, 138
(56.8%) maintained or increased scores on flexibility assessments.
Recommendations: The program is encouraged to strive to attain scores for a
greater percentage of regularly participating students prior to the end of the
program year.
Objective 6
Objective: 65% of regularly participating students (min. 30 days attendance) will
exhibit improvement in attitudes toward school and community and increased
positive behaviors in relationships with peers and caring adults.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project.
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
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Brevard County Zoo Explorers
Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 83.33% answering correctly on the posttest
at each site for the first quarter character education test items.
Overall, the performance on both the pretest and the posttest was lower for
the second quarter character education test items. With the exception of
the Golfview Elementary site (38.52%), however, each site reported a
minimum of 68% answering correctly on the posttest at each site for the
second quarter character education test items.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective.
Objective 7
Objective: 65% of regularly participating students (min. 30 days attendance) will
maintain or increase their knowledge of performing and/or visual arts.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project.
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
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Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 62.07% answering correctly on the posttest
at each site for the first quarter fine arts test items.
The performance on both the pretest and the posttest was lower for each
site for the second quarter fine arts test items, with no site reporting higher
than 55% answering correctly on either set of test items.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective.
Objective 8
Objective: 65% of regularly participating students (min. 30 days attendance) will
maintain or increase their knowledge of technology.
Data Type / Frequency: The program collects pre- and posttest data for each
quarterly project.
How Data Were Analyzed: This objective is based on a simple “improvement”
objective, such that each student is compared to their own baseline data. Such
within-subjects analysis is achieved by calculating whether each student
increased, maintained, or declined then calculating the percent of all students with
data that demonstrated improvement. It is important to note that the objective was
not proposed to have a “significant increase” in student performance, such that
traditional statistical methods are not necessary nor warranted. In addition, there
is little control over extraneous variables with regard to the metrics used under
this objective, such that a significant amount of Type I Error and potential
violations to statistical assumptions limit the usefulness of “traditional statistical
methods” in the analysis of this objective. Only students with more than 30 days
attendance will be included in the calculations for the Summative Evaluation
Report, as the US Department of Education has determined these students receive
the necessary dosage of the 21st CCLC program to show impacts.
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Brevard County Zoo Explorers
Progress Towards Objective: Progress
The majority of students participated in both the pretest and the posttest at
each site, with a minimum of 63.79% answering correctly on the posttest
at each site for the first quarter technology test items.
Overall, the performance on both the pretest and the posttest was lower for
the second quarter technology test items. With the exception of the
Golfview Elementary site (38.52%), however, each site reported a
minimum of 68% answering correctly on the posttest at each site for the
second quarter character education test items.
Recommendations: The program is encouraged to ensure that as many students as
possible participate in both the pretest and posttest for each quarterly project in
order to obtain as much data as possible for analyzing progress towards this
objective.
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The third specific purpose of the 21st CCLC initiative is to offer families of actively
participating 21st CCLC students the opportunity for literacy and related educational
development. In particular, 21st CCLC programs are required to provide services
designed to increase the involvement of adult family members in their child’s
education (e.g., family reading nights, student performances/showcases, participation
in school-based parent activities that have a documented 21st CCLC focus, etc.)
and/or to develop literacy or related educational skills that will enable adult family
members to be supportive of the child’s learning (e.g., GED preparation, money
management, parenting skills, etc.). While programs are provided some flexibility
with regards to the level of adult family member services they provide, the program
must provide at least monthly activities and/or services, and must provide enough
outreach to progress towards the proposed family-based objectives. Many programs
in Florida limit adult family member activities to special events (e.g., student plays)
and general meetings. Unfortunately, secondary to the difficulty in getting adult
family member participation in these services, it is rare for Florida programs to serve
a substantial percentage of adult family members. Regardless, 21st CCLC programs
may only provide services to adult family members of students actively participating
in 21st CCLC services.
NEED‐BASED OBJECTIVES
Brevard County Zoo Explorers developed the following need-based objectives for
providing services to adult family members of actively participating 21st CCLC
students:
Objective 9: 25% of adult family members of regularly participating students
(min 30 days attendance) will exhibit increased engagement in their child’s
education by attending 21st CCLC sponsored activities such as: Family Zoo
Science Night, Family Art Night, etc.
Objective 10: 10% of Adult family members of regularly participating
students (min 30 days attendance) will increase their knowledge of the skills
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Brevard County Zoo Explorers
needed to support their child’s education by attending at least two family
literacy and/or parenting workshops and showing learning gains.
ACTIVITIES PROVIDED
In support of the approved needs-based objectives, Brevard County Zoo Explorers
proposed several research-based and family-focused activities to help parents and
adult family members support the academic achievement of participating students.
The following are a sampling of adult family member services proposed by Brevard
County Zoo Explorers:
A parent and family orientation, presented by experienced grant administrators, will
be offered yearly to explain the program’s goals, procedures, and the commitments
required of parents and students. Data collected for Adult Member Services will be
attendance logs and surveys of learning gains. Family literacy and parenting
workshops on topics such as helping your child with homework, reading with your
child, and/or Science Fair 101 will be offered monthly at each school by certified
teachers to enable parents to be active participants in their child’s education. Teachers
delivering this material will be offered professional development opportunities in
areas such as curriculum development and implementation, the support of a Project
Manager, and access to Title I resources.
The following is a list of events by site that have taken place during the 2013-2014
program year prior to this report, along with the number of attendees at each event:
Cambridge Elementary Parent Orientation (31 Attendees) Zoo Family Day (27 Attendees) Title I Fitness Night (19 Attendees) Title I Dinner & Data Night (15 Attendees) Title I Bullying Night (15 Attendees)
Endeavour Elementary
Parent Orientation (12 Attendees) Zoo Family Day (15 Attendees) Helping Your Child with Homework (6 Attendees)
Golfview Elementary
Parent Orientation (21 Attendees) Zoo Family Day (17 Attendees) Helping Your Child with Homework (11 Attendees)
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Brevard County Zoo Explorers
Helping Your Child with Math (6 Attendees) Science Fair 101 (3 Attendees)
Saturn Elementary
Parent Orientation (37 Attendees) Zoo Family Day (4 Attendees) Title I Writing Night (10 Attendees) Science Fair 101 (15 Attendees)
PROGRESS TOWARDS OBJECTIVES: DETERMINATION
The United States Department of Education (USED) requires all 21st CCLC programs
to indicate progress towards attaining each of the individualized objectives. In order
to assess objective progress, the USED requires each objective to be rated in the
Profile and Performance Information Collection System (PPICS) within one of the
following objective categories.
Met = Met the stated objective
Progress = Did not meet but progressed toward objective
No Progress = Did not meet and no progress made
Unable to Assess = Unable to measure progress on the stated objective
Revised = Revised the stated objective
Dropped = Dropped the stated objective entirely
Not Associated = Objective not associated with the reporting period
Objective 9
Objective: 25% of adult family members of regularly participating students (min
30 days attendance) will exhibit increased engagement in their child’s education
by attending 21st CCLC sponsored activities.
Data Type / Frequency: Attendance data acquired through sign-in sheets at each
adult family member event throughout the program year serves as the data for this
objective.
How Data Were Analyzed: Given this is a participation-based objective, data are
analyzed based on attendance counts at each event throughout the program year.
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Brevard County Zoo Explorers
Progress Towards Objective: Progress
Each site has offered at least three (3) events at the time of this report.
Attendance at the indicated events ranged from 4 attendees (at the Science
Fair 101 at Golfview Elementary) to 37 attendees (at the Parent
Orientation at Saturn Elementary).
Recommendations: The program is encouraged to investigate the reasons for
differences in attendance levels at adult family member events from site to site
and from event to event and to explore new strategies for increasing attendance at
future events.
Objective 10
Objective: 10% of Adult family members of regularly participating students (min
30 days attendance) will increase their knowledge of the skills needed to support
their child’s education by attending at least two family literacy and/or parenting
workshops and showing learning gains.
Data Type / Frequency: Survey data acquired at each adult family member
workshop throughout the program year serves as the data for this objective.
How Data Were Analyzed: Data are analyzed based on totals and percentages of
attendees indicating increased knowledge at each workshop throughout the
program year.
Progress Towards Objective: Progress
While limited survey data are available from these workshops, feedback
was generally positive when provided. For example, all 15 adults who
attended Title I Bullying Night at Cambridge Elementary indicated gains,
and all 10 who attended Title I Writing Night at Saturn Elementary
indicated gains. Overall, 73 (88.0%) of 83 adults who completed
workshop surveys indicated gains, while the remaining surveyed adults
indicated they maintained knowledge.
Recommendations: As with Objective 9, the program is encouraged to explore
new strategies for increasing attendance at future adult family member
workshops. Further, it is recommended that the program encourage all attendees
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Brevard County Zoo Explorers
to fill out surveys at each event in order to obtain as much data as possible for use
in analyzing this objective.
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Brevard County Zoo Explorers
Overall, Brevard County Zoo Explorers has made outstanding progress towards
implementing the primary activities and services of the 21st CCLC program and made
strong progress towards achieving the approved grant objectives. However, because
of the unique challenges associated with developing a strong and diverse 21st CCLC
program, results presented in this formative report should be viewed as reflecting a
“work in progress” for the current program year, rather than a final outcome. It is
believed that the findings and recommendations within this report will help guide
future efforts toward enhancing the program and furthering progress towards stated
goals and objectives. Within the model of continuous program improvement, several
recommendations for further enhancing this 21st CCLC program are provided. These
are not considered “weaknesses,” as the program is already focused on addressing
many of these challenges and/or implementing these recommendations. Rather, this
section serves to document those areas where the program is planning or should plan
to focus additional attention over the remainder of the operational year.
ENSURE THE CONSISTENCY AND ACCURACY OF ALL DATA
During the creation of this year’s Formative Evaluation Report for Brevard Public
Schools 21st CCLC projects, inconsistencies were discovered in data obtained through
reports in the online database utilized by the program. For instance, within the
Student Attendance and Demographics section of this report, a note was made about
gender data on page 35. These inconsistencies have been discussed between the
program’s external evaluator and program leaders, and the program has already
worked with EZReports to address some of the concerns with generated reports. The
program is encouraged to continue communicating with support professionals at
EZReports, the creators of the online database software, in order to resolve these and
future issues. The program’s external evaluator will be involved in addressing this
recommendation.
INCREASE PERCENTAGES OF STUDENTS WITH COMPARISON DATA
As indicated in regard to specific program objectives, the program is encouraged to
ensure that comparison data is available for as many students possible for each
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objective. It is recommended that each student take a pretest and a posttest for each
objective, if at all possible.
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Brevard County Zoo Explorers
If you are interested in learning more about the
21st Century Community Learning Center Initiative at
Brevard County Zoo Explorers:
Debi Embry District Coordinator
21st Century Community Learning Centers
School Board of Brevard County
2700 Judge Fran Jamieson Way
Viera, FL 32940‐6601
(321) 633‐1000 ext. 357
http://sacc.brevardschools.org/21CCLC/ZooExplorers
2013‐2014 Formative Evaluation Report | 69
Brevard County Zoo Explorers
REPORT PREPARED BY:
CENTER FOR ASSESSMENT, STRATEGIC PLANNING, EVALUATION AND RESEARCH
4110 NORTHWEST 64TH STREET GAINESVILLE, FLORIDA 32606
The 21st Century Community Learning Centers (21st CCLC) initiative is conducted with support from a
grant from the Bureau of Family and Community Outreach (BFCO) within the Florida Department of
Education. The overall direction of the initiative is provided by Ms. Lani Lingo, Director of the Florida
21st CCLC Program. Any questions regarding this report may be directed to the Center for Assessment,
Strategic Planning, Evaluation and Research.