fast2 year 2 evaluation: 2015-2016 · blended small-group academic instruction, enrichment, and...
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FAST2 Year 2
Evaluation:
2015-2016
December 15, 2016
Shira Solomon, PhD
Table of Contents
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Executive Summary................................................................................................................................ 1
Introduction
Student Population.......................................................................................................................................... 2
Activities & Resources .................................................................................................................................... 3
Program Logic Model ..................................................................................................................................... 5
Evaluation Design & Methods
Performance Objectives ................................................................................................................................. 7
Evaluation Questions ...................................................................................................................................... 8
Data Sources & Analyses .............................................................................................................................. 9
Outcomes & Findings
Student Impact
Academic Progress ......................................................................................................................... 11
Attendance ........................................................................................................................................ 12
Health Insurance .............................................................................................................................. 13
Participant Expectations & Experiences
Student Satisfaction ....................................................................................................................... 14
Family Satisfaction .......................................................................................................................... 17
Family Involvement ........................................................................................................................ 18
Family Outreach ............................................................................................................................... 20
Teacher Input .................................................................................................................................... 20
CBO Partner Perceptions .............................................................................................................. 22
Conclusions ......................................................................................................................................................23
Recommendations ................................................................................................................................25
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Appendix
Population by Site & Setting .....................................................................................................................26
Student Survey ................................................................................................................................................27
Family Involvement Questionnaire ..........................................................................................................28
Family End-of-Program Survey .................................................................................................................29
Teacher Survey ................................................................................................................................................30
CBO Partner Survey .......................................................................................................................................31
Family Newsletter ...........................................................................................................................................32
This report was funded by a 21st Century Community Learning Center grant (award #165613-01)
from the Maryland State Department of Education.
Questions about the report may be directed to the author: [email protected]
Nondiscrimination Statement:
Title IX of the Educational Amendments of 1972 prohibits discrimination on the basis of gender in
educational programs or activities receiving federal funds and requires equal opportunity in
admissions, athletics, counseling, access to courses, and employment policies regarding marital or
parental status of students and treatment of students. All students and employees are covered by
this law. Questions or concerns about the application of Title IX should be directed to the FCPS
Legal Services Office.
Executive Summary
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FAST in FCPS
In the 2015-2016 school year, Frederick County Public Schools (FCPS) provided extended
learning opportunities to 377 elementary, middle, and high school students through 21st
Century Community Learning Center (CCLC) grants from the Maryland State Department of
Education. FCPS operated eight 21st CCLCs across three Fun Academics in the Summer Time
(FAST) programs: FAST1, FAST2, and FAST+.
FAST2, Year 2
In its second of three program years, the FAST2 program served 116 students at Hillcrest,
Lincoln, and Waverley Elementary Schools (HES, LES, and WES, respectively). Participating
students were performing below grade level academically and belonged to low-income families.
Together, these conditions put struggling students at risk for falling increasingly behind their
peers academically and for disengaging from educational opportunities in their school and
community. The FAST2 program was designed to intercept this trajectory.
FAST2 offered students in Grades 3 through 5 a five-week, full-day summer experience that
blended small-group academic instruction, enrichment, and youth development activities. All
services were free, including bus transportation, breakfast and lunch, and supervised before- and
after-program care.
Program Performance
The evaluation found that virtually all FAST2 students avoided summer learning loss in
either reading or math, and two-thirds of them maintained or improved in both subjects.
Attendance surpassed 80 percent, and the program met its objectives for student satisfaction,
family satisfaction, and health insurance.
Participant Experience
Students perceived FAST2 as a safe and supportive environment and expressed great trust
in the teachers and staff members. The program appeared to stimulate students’ interest in
participating in the types of enrichment activities that were offered by community-based partner
organizations. Families applauded the program’s frequent communications. They were pleased
with the academic support their children received and felt that the program helped their
children to like school more.
Introduction
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Frederick County Public Schools (FCPS) offers an array
of out-of-school-time programs for students and
families who need extra support. Since 2003, FCPS has
served low-achieving students in high-poverty schools
through a series of 21st Century Community Learning
Center (CCLC) grants funded by the Maryland State
Department of Education. In the 2015-2016 school
year, FCPS used three such grants to administer the
Fun Academics in the Summer Time (FAST) program.
Together, the FAST1, FAST2, and FAST+ programs
provided academic support, enrichment, and youth
development to eight schools clustered by feeder
pattern. All FAST programs ran for five weeks in the
summer of 2016.1 The summer of 2016 marked the
second of three program years for the FAST2 program,
which served rising third through fifth grade students.
Student selection was independent of students’
previous participation or eligibility.2
Student Population The FAST2 population was similar to that of the three
participating schools. The program had a higher
percentage of low-income students (95 percent in
FAST2 compared to 86 percent at HES, LES, and WES
combined) and a higher percentage of Hispanic or
Latino students (61 percent compared to 55 percent). 3
1 FAST+ also included an afterschool component at its middle school. 2 In the 2015-2016 school year, FCPS began flagging FAST participants in its student information system.
However, flags do not indicate the years that students participated. 3 Data source: http://reportcard.msde.maryland.gov/Demographics
Almost all FAST2 students were
low income and nearly half were
English learners.
N=116
Eligibility for School Services
Free or Reduced-Price Meals
FARM 95%
Not FARM 5%
Special Education
IEP 16%
Not IEP 84%
English Learner
ELL 42%
Not ELL 58%
Demographics
Race/Ethnicity
Black or African American 22%
Hispanic or Latino 61%
White 4%
Other 12%
Gender
Female 52%
Male 48%
Grade Level
Grade 3 34%
Grade 4 31%
Grade 5 34%
Home Language
English 32%
Spanish 57%
Other 11%
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The student populations were also similar across the three
FAST2 sites. WES had the highest percentage of Hispanic or
Latino students and LES had the lowest (77 percent compared
to 47 percent); WES also had the highest percentage of
students whose home language was Spanish and LES had the
lowest (70 percent compared to 40 percent). The student
population is disaggregated by site in the appendix.
All three FAST2 elementary school centers were held at a
single site.4 They were taught by FCPS teachers from their
home schools but mixed with students from other schools at
meals and in their afternoon enrichment groups.
Activities & Resources
FAST2 provided an array of activities and resources that
supported student learning and engagement. FCPS teachers
provided ELA and math instruction in small-group settings,
and partnerships with community-based organizations (CBOs)
provided a variety of enrichment activities to stimulate
student engagement and promote character development.
Students had variable levels of contact with the nine CBO
partners, but they had daily contact with the Boys & Girls
Club. Although all teachers and staff shared responsibility for
creating a safe and nurturing environment, Boys & Girls Club
staff members had a unique opportunity to build supportive
connections with individual students. In addition to providing
enrichment geared toward character development, Boys &
Girls Club staff members had primary responsibility for
supervising meals and transitions between activities, and were
available to support teachers and other enrichment partners.
4 Lincoln Elementary School (LES) was home to the three FAST2 centers Hillcrest (HES), LES, and Waverley
(WES). The Monocacy Elementary School center, which belonged to the FAST1 program, also took place at
LES.
Boys & Girls Club
staff members
provided a
consistent adult
presence
throughout the
program day,
which let them
build supportive
connections
with individual
students.
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FAST2 operated four days a week for five consecutive weeks.5 Each program day was open to
students for 11 hours, with core programming occupying six hours. Students could arrive at the
Early Risers Club as early as 7:00 A.M., where they would be supervised by Boys & Girls Club staff
members. At 8:30 A.M., FCPS buses brought students to LES. After breakfast, students had two
1-1/2 hour instructional blocks, one in ELA and one in math, followed by lunch. Meals were
served free of charge to all participating students through the U.S. Department of Agriculture’s
Summer Food Service Program.
From 1:15 to 4:30 P.M., students had two blocks of enrichment activities. After-lunch enrichment
activities were led by staff from the following CBO partners: Boys & Girls Club, FC Frederick
(soccer), Gardener’s Club, YMCA Arts, YMCA Sports, Maryland Ensemble Theatre, Maryland
Science Olympiad, TeamLink, and Young Rembrandts (visual arts). FCPS buses took students
home at the end of the second enrichment period. Students could stay at their home schools in
the After the Bell Club until 6:00 P.M.
Academics and enrichment accounted for 75 percent of the core program day.
2 HOURS – Meals, Transitions, Recess
3 HOURS
Academic Instruction
3 HOURS
Enrichment Activities
3 HOURS – Early Risers/After the Bell Club
The program also provided three “FAST principals” and community liaisons, a school nurse, and
a Spanish translator/interpreter. In addition to administering medications and first aid, the nurse
reached out to families to ensure access to healthcare and to promote health education. The
FAST principals served as a resource to teachers, site leaders, and CBO partner staff, facilitated
communication between teachers and families, and supported family involvement. Community
liaisons supported registration, transportation, attendance, and family engagement.
5 FCPS is closed on Fridays in the summer.
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FAST2 promoted family involvement in their child’s education by encouraging communication
between teachers and families and by providing formal and informal opportunities for family
participation. All program-level documents, such as surveys and invitations to participate in
family events, were translated into Spanish, and the interpreter attended family events to
facilitate communication. All teachers and administrators reaching out to families whose home
language was not English were required to use the FCPS Language Line, which provides live
interpreters. Teachers were responsible for filling out a weekly progress report as well as
reaching out to families for phone conferences. Families were asked to sign teachers’ weekly
reports and read other programs documents in students’ weekly folders.
Program Logic Model In the FAST logic model, student engagement is the linchpin between family engagement and
academic progress. Program quality affects student progress and engagement as well as the
opportunities to leverage family and community engagement. The diagram below illustrates
these relationships and the table that follows it lists the variables associated with each category
of outcomes.
FAST2 aims to improve achievement by increasing student engagement.
PROGRAM
QUALITY
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Program quality feeds short-term and long-term outcomes.
Program Quality Indicators Short-Term Outcomes Long-Term Outcomes
Academic Progress
Recruitment strategy
Attendance policy
Choice of curriculum and assessments
Teacher preparation/instructional planning
Quality of instruction
Instructional integration of enrichment
Avoidance of summer learning loss
Improved academic skills
Timely, full, and strategic enrollment
Increased instructional time
Achievement gains in ELA and/or math
Sustained on- or above-grade level performance
in ELA and/or math
Improved performance in other academic subjects
Improved achievement trajectory
Participation in enriching out-of-school time
activities
Student Engagement
Potency of motivational strategies
Consistency of behavior management
Quality and variety of enrichment activities
Student choice of enrichment activities
Food quality and quantity
Program attendance
Academic and social self-efficacy
Positive peer and adult relationships in
program
Enduring interest in enrichment activities
Program satisfaction
School attendance
Intrinsic motivation for academic and social goals
Positive peer and adult relationships in school
Participation in enrichment activities
Cognitive and non-cognitive engagement in
school
Family Engagement
Planned opportunities for family involvement
Communication of formal and informal
opportunities for family involvement
Communication uses translation and
interpretation
Investigation of family priorities
Families feel welcome at program
Families participate in program activities
Families feel adequately informed and heard
Families feel more capable of supporting
child’s education
Families feel more confidence in child’s school
Satisfaction with academic support and
enrichment
Satisfaction with child’s self-efficacy
Satisfaction with communication and opportunities
for family involvement
Family involvement in child’s education
Family participation in school community
Community Engagement
Program-level CBO partnership
o Partnership goals reflect program outcomes
o Partner selection reflects partnership goals
o Partner assignments align with program
characteristics
Community outreach uses culturally appropriate
media and/or locations
At-school support for daily clinical needs
Student health insurance coverage
Community presence (visibility of local
languages, ethnicities, and occupations in
program)
CBOs support family outreach
Access to healthcare
Access to health resource information
Ongoing CBO availability (opportunities for
continued student involvement)
Community partnerships (continuation and/or
expansion of FCPS-CBO program partnerships)
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Partners promote access to community
resources
Evaluation Design & Methods
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The purpose of the Year Two FAST2 evaluation was to provide an independent assessment of the
program’s performance on its objectives and an exploration of its outcomes. The evaluation also
focused on developing interim measures that could inform program implementation.
Performance Objectives
The goal of the FAST2 program is to increase academic achievement among struggling students
in high-poverty schools. Specifically, it calls for raising achievement in the core content areas of
English Language Arts (ELA) and math.
PROGRAM GOAL: By September 2017, 85% of FAST2 students will improve their reading
and/or math levels as measured by FCPS assessments.
FCPS set six objectives for measuring the program’s performance in the 2015-2016 school year.
Together, these objectives reflect a multifaceted approach to supporting students’ well-being
and engagement.
PERFORMANCE OBJECTIVES:
By September 2016, 80% of participating students will maintain or improve their reading
and/or math levels as measured by local LEA summative assessments.
By September 2016, 80% of students will have health insurance.
Average program attendance will be 89%.
80% of students will be satisfied with the program, as determined by surveys.
80% of families will be satisfied with the program, as determined by surveys.
78% of families will participate in at least one activity.
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Evaluation Questions
The Year Two FAST2 evaluation aims to answer two broad questions:
How did the program impact students?
How did participants’ experiences in the program reflect their expectations?
These questions allow the evaluation to demonstrate the program’s performance against its
objectives, explain student outcomes, and explore participant expectations and experiences.
Student Impact The first evaluation question asks whether FAST2 produced the intended student outcomes. To
answer it, we will evaluate the quantitative evidence for the program’s contribution to students’
progress in ELA and math. We will also evaluate the scope of family involvement and the
implementation of family outreach efforts.
To what extent did students make academic progress?
How did family involvement support student education?
How did the program support family involvement?
Participant Expectations & Experiences The second evaluation question explores participant satisfaction and perceptions of program
value. To answer it, we will portray student satisfaction with the program experience, family
perceptions of program benefit, and teacher perceptions of program potential.
What aspects of the program did students value and enjoy?
How did families perceive the value of their child’s participation?
How did teachers perceive the program’s current and potential value?
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Data Sources & Analyses
The evaluation uses both quantitative and qualitative data to demonstrate performance and to
provide evidence of outcomes. Quantitative data including demographics, attendance, and
assessments, were extracted from FCPS administrative databases in Spring 2016 and Fall 2016.
The evaluator developed surveys that were administered periodically throughout the summer
program, and conducted interviews, observations, and focus groups.
Data sources included:
Standardized assessments. Standardized Global Scholar (GS) test scores in math and
reading were used to measure academic growth because they provide stable pretest and
posttest measures of math and reading achievement. In school year 2015-2016, GS
assessments were no longer being used in FCPS district-wide and the FAST2 program did
not require HES, LES, and WES to implement these assessments school-wide. FAST2
participants took the GS assessments in June and October of 2016. Gain scores were
analyzed instead of performance bands because they offer a more sensitive measure of
change, especially in small data sets. Attendance rates were compared for students who
made academic progress and students who did not.
The evaluation also examined differences in diagnostic and curriculum-based
assessments that were administered by FAST2 teachers in the first and final weeks of the
summer program. For ELA, the program used the diagnostic Fountas and Pinnell Leveled
Literacy Assessment and the curriculum-based Math Navigator assessment. Math
Navigator units were selected based on diagnostic assessments of student knowledge.
Surveys. Surveys were employed as tools for evaluation as well as participatory events,
contributing to participants’ experience of a safe and empowering environment. Surveys
of students, families, teachers, and CBO partner staff were designed by the evaluator and
administered by program staff. Paper-based surveys allowed families to offer anonymous
feedback. Student surveys were administered using Google Forms; Survey Monkey was
used for the CBO partner and teacher surveys. Central office administrators emailed the
link to the teacher survey directly to teachers. FAST2 principals managed their teachers’
administration of the student surveys on Chromebooks during class time. Family surveys
were handed out at the June orientation sessions and the end-of-summer events, as well
as sent home in students’ weekly folders.
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FAST2 Year Two surveys included:
o a web-based student survey (end-of-summer)
o two paper-based surveys of families (start-of-summer and end-of-summer)
o a teacher survey (summer, after mid-point)
o one survey of CBO partner staff (early summer)
Focus groups. The evaluator held three, grade-level student focus groups. The focus
groups followed strict opt-out and opt-in procedures and was supervised by an FCPS
administrator. Program enrollment forms informed families of the planned focus group
and allowed them to opt their child out; students volunteered to participate and were
free to leave while the focus group was in progress. Prior to participant selection, the
names of student volunteers were checked against the list of any students whose
families had opted them out. At the beginning of the focus group, the evaluator
explained assent and established a simple hand signal for students to indicate their wish
to leave. FAST2 teachers also participated in a focus group in the summer.
Observations & interviews. The evaluator observed academic and enrichment activities,
as well as meal times and transitions between structured activities. Informal, impromptu
interviews with teachers and staff partners were prompted by the evaluator’s
observations. Interviews and observations were intended to attune the evaluation to
features of implementation that other data collection methods may not have covered.
Implementation records. Quantitative measures of family engagement outcomes
included electronic and paper-based logs of family outreach efforts on the part of
program administrators, teachers, and the school nurse. Qualitative measures of family
engagement included artifacts such as fliers advertising family events, and program
administrators’ anecdotal reports of family outreach efforts and participation in events.
Outcomes & Findings
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Student Impact
Academic Progress
PERFORMANCE OBJECTIVE: 80% of participating
students will maintain or improve their reading
and/or math levels as measured by local LEA
summative assessments.
FAST2 did not meet this target. 77 percent of
students avoided summer learning loss in either
reading or math according to their GS scores in June
and September.
Although GS assessments showed the FAST2 program
falling three percentage points short of the target,
diagnostic and curriculum-based assessments showed that
virtually all students avoided summer learning loss and
most had academic gains.6 According to GS assessments,
all but one of the students who avoided summer learning
loss in reading or math also improved their scores.7
6 Paired pretest and posttest scores were available in reading or math for 105 of the 116 FAST2 students;
102 students had paired scores in reading and 98 had both scores in math.
7 62 percent of students improved their GS Reading scores, 51 percent improved their GS Math scores,
and 31 percent improved on both GS assessments.
Diagnostic and
curriculum-based
assessments
showed that
99 percent of
FAST2 students
avoided
summer
learning loss—
94 percent in
reading and 79
percent in math.
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Using the diagnostic Fountas and Pinnell Leveled Literacy Assessment and the curriculum-based
Math Navigator assessment,8 99 percent of FAST2 students maintained or improved in at least
one subject; 67 percent of them maintained or improved in both.9 In reading, 94 percent
maintained or increased. In math, 79 percent maintained or increased.
All assessments showed that FAST2 students avoided summer learning loss.
Attendance
PERFORMANCE OBJECTIVE: Average program attendance will be 89%.
FAST2 did not meet this target. Average FAST2 attendance was 82 percent.
Students needed to attend at least 18 (17.8) out of 20 program days to achieve 89 percent
attendance. Fully half of FAST2 students (51 percent) accomplished this. Students attended an
average of 16.4 program days. Eight percent of students missed more than half the program
days, but the other 92 percent attended an average of 17.2 days. Students who met the 18-day
attendance target did not have statistically higher gains in math or reading than students who
missed more than two days.10
8 Two Math Navigator units were selected based on diagnostic assessments of student knowledge.
Students were instructed in either, “Place value and computational strategies with larger numbers” or
“Addition and subtraction with word problems to 100.” Pretest/posttest data reflect the selected content. 9 The denominator for both percentages is the 112 students with paired scores in either reading or math. 10 Independent samples t-tests of the Spring-to-Fall differences for students attending at least 18 days
and those attending less than 18 days produced a p value of 0.30 for GS Reading and 0.70 for GS Math.
99% 94% 79%77% 63% 51%
Reading OR Math Reading Math
Diagnostic &
Curriculum-Based
Assessments
Standardized
Assessments
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Attendance was relatively stable throughout the five weeks of the summer program. Both daily
and weekly attendance peaked in the middle of the program. Program timing may have been an
obstacle to attendance, at least in the first week. FAST2 had its first week following the July 4th
holiday weekend, running Tuesday through Friday instead of Monday through Thursday. The
weekly attendance rate was lowest in this first week (77 percent) and the daily attendance was
lowest on that Friday (72 percent). The weekly attendance rate was highest in the third week of
the program (88 percent); the highest daily attendance rate (92 percent) was also in Week 3.
Daily and weekly attendance peaked in the middle of the program.
Health Insurance
PERFORMANCE OBJECTIVE: 80% of students will have health insurance.
FAST2 met this target. 89 percent of students had health insurance (84 percent medical
assistance and 5 percent private insurance).
Insurance status varied by home language.
83%
72%
78%
88%
92%
84%
80%
86%
76%
82%
T W H F M T W H M T W H M T W H M T W H
Week 1, 77% Week 2, 83% Week 3, 88% Week 4, 83% Week 5, 79%
97% 85% 85%
English Spanish Other
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Participant Expectations & Experiences
Student Satisfaction
PERFORMANCE OBJECTIVE: 80% of students will be satisfied with the program, as
determined by surveys.
FAST2 met this target. Surveys showed that 84 percent students were satisfied with
their overall experience in the program.
The end-of-summer survey asked students to reflect on various aspects of the program, their
experience, and their perception of its impact on themselves as students. Combined responses
to the FAST2 academics, enrichment, environment, family involvement, and student attitudes
were 78 percent positive. In comparison, 84 percent of respondents said they had a good overall
experience in the program, suggesting that the whole was greater than the sum of its parts.
Students expressed great trust in FAST2 adults. The Safe and Supportive Environment topic
received the highest percentage of positive responses (91 percent) and the lowest percentage of
‘I Don’t Know’ responses (6 percent). The statement within this topic, “A staff member will help
me if I have a problem,” received the highest percentage of positive responses (94 percent) of
any survey item. Complete results are presented in the appendix.
Students appeared to have difficulty answering the Family Involvement questions. This topic
received the lowest percentage of positive responses (58 percent) as well as the highest
percentage of ‘I Don’t Know’ responses (30 percent). However, the majority of respondents
reported positive feelings about each of the three questions in the topic, with 62 percent of
respondents saying that their family was involved in their education this summer. If ‘I Don’t
Know’ responses are not counted, the percentage of positive views increases in most topic areas.
‘Yes’ responses to the combined topic areas increases from 78 to 93 percent, and 83 percent of
students had positive views of family involvement.
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Students gave few negative responses but quite a few gave responses that were
neither positive nor negative.
84%
79%
58%
91%
81%
82%
4%
4%
12%
2%
6%
3%
12%
17%
30%
6%
13%
15%
Overall Experience
Student Attitudes
Family Involvement
Safe & Supportive Environment
Enrichment
Academics
96%
95%
83%
98%
93%
96%
96%
95%
83%
98%
93%
96%
Overall Experience
Student Attitudes
Family Involvement
Safe & Supportive Environment
Enrichment
Academics
Yes No I Don’t Know
78%
Yes
93%
Yes
Without “I Don’t Know” responses, the percentage of positive responses is higher.
Yes
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Enduring Interest
All but two of the 82 students taking the summer survey said they would want to continue at
least one of the enrichment activities during the year. On average, students expressed an
enduring interest in four of the nine activities. Boys & Girls Club garnered the most interest of
any CBO partner, with 71 percent of students saying they would like to continue those activities,
followed by FC Frederick (soccer) at 68 percent, and TeamLink, with 55 percent.
Student Comments
Seventy percent of students gave substantive responses to the open-ended question, “How can
we make the FAST program better?” Their ideas centered around having more of the activities
they already enjoyed or additional kinds of fun activities. A number of students felt that the
program currently embodied their idea of fun:
It is already great.
I love this program. It is the best.
I would like more activities like more soccer, more arts, more gardening.
Students’ recommendations for “more fun activities” included:
Toys and games
Dance contest
Water games
Sports like basketball and football
Field trips
Eating lunch outside
We should make a party at the end of the summer.
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Family Satisfaction
PERFORMANCE OBJECTIVE: 80% of families will be satisfied with the program, as
determined by surveys.
FAST2 met this target. Surveys showed that 92 percent families were satisfied with the
program.
The end-of-summer survey asked families to reflect on various aspects of the program and their
perception of its effect on their children. On average, 86 percent of the 63 survey responses had
positive views of all topics. Ninety-two percent of responses reflected satisfaction with the
program as a whole and with the academic component; 92 percent affirmed that after the
summer program, “My child likes school more now.” Even higher percentages of respondents
expressed satisfaction with specific communication and academic topics:
95 percent were satisfied with how often they get information about their child,11 and
93 percent were satisfied with the academic help their child has received from his/her
teachers.
Families had highly positive views of academics and the program as a whole.
11 FAST2 sites sent home a newsletter in Spanish and English, listing contact information for the program
as well as online and community-based resources for supporting their child’s education. Content was
customized to each school’s community. One center’s newsletter appears in the appendix.
92%
86%
78%
89%
87%
92%
2%
4%
7%
5%
3%
2%
7%
10%
16%
6%
10%
7%
Overall Satisfaction
Improved School Attitudes
Opportunities for
Involvement
Communication
Enrichment
Academics
86%
Yes
Yes No I Don’t Know
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Family Involvement
PERFORMANCE OBJECTIVE: 78% of families will participate in at least one school or
community-based partner activity that helps support their child’s education.
FAST2 met this target. There were 95 instances of family participation recorded,
representing 82% of families.
The program offered families a variety of ways to actively support their child’s education.
Teacher conferences had the highest participation (33 families had phone conferences and eight
in person), followed by attendance at the June orientation sessions (34 families) and August
end-of-program events (20). Thirteen percent of families who took the end-of-summer survey
said they participated in more than one FAST2 activity.
The survey revealed that families had positive views of their opportunities for involvement in the
summer program as well as considerable ambivalence about this topic. Although 91 percent of
respondents thought that getting involved could help their child, 71 percent affirmed that the
program offered enough ways to get involved or that they felt welcome to get involved.
Additionally, 22 percent gave ‘I Don’t Know’ responses to these two questions, suggesting that
some families may not have understood the questions or may not have felt comfortable
answering them.
Family participation patterns over the summer were similar to their patterns during the
school year. Seventy-two families of FAST2 students took the Family Involvement
Questionnaire12 (40 in English, 32 in Spanish), which portrayed the respondents as active
participants in their child’s school. As in the end-of-summer survey, parent-teacher conferences
appeared to be a particular draw for families, along with orientations and individual
conversations with teacher or administrators. Nearly half (49 percent) of respondents reported
having participated in at least one of the activities listed during the school year.
12 Complete responses to the Family Involvement Questionnaire appear in the appendix.
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Teacher conferences were the biggest draw in the school year and the summer.
Responses to the Family Involvement Questionnaire also suggested that families felt capable of
supporting their children’s education and that they were generally satisfied with their children’s
educational environment. Complete results are presented in the appendix.
Families expressed confidence in their ability to support their children’s education.
19%
32%
39%
51%
56%
58%
86%
participated in the PTA/PTO or other committee.
attended a workshop on helping kids succeed in school.
volunteered in the classroom or at my child’s school.
attended a school sports event, concert, or play.
asked to speak with a teacher, school counselor, or principal.
attended an orientation for school or after-school activities.
attended a Parent-Teacher Conference.
School & Environment
In general, . . .
people are friendly at my child’s school. 92%
Agree or
Strongly Agree
people are respectful at my child’s school.
people are caring at my child’s school.
my child has opportunities to do activities like sports and music.
my child has safe places to hang out with friends.
I think my child is getting a good education.
I think my child is being well prepared for life.
Parental Self-Efficacy
In general, I feel like . . .
I know what’s going on in my child’s school. 94%
Agree or
Strongly Agree
I know what’s going on in my child’s classes.
I understand how my child learns.
I understand what my child likes and doesn’t like about school.
I am able to help my child with school work.
I am able to help my child with their feelings.
my child’s teachers help me help my child.
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Family Outreach FAST2 community liaisons conducted 73 percent of the family outreach, 98 percent of which
happened by phone. There were 443 documented instances of family outreach, with an average
of 3.8 outreach efforts per FAST2 student. Most of their efforts resulted in an interaction: 63
percent of their calls were answered. At least 33 percent of phone calls focused on student
attendance. Outreach efforts were relatively constant across the five weeks of the summer
program, acquiring their greatest intensity in the last two weeks.
Outreach peaked in the last two weeks of the summer program.
Teacher Input FAST2 teachers thought the program was achieving its goals, but they were critical of the
program’s contribution to family outcomes. One hundred percent of teacher survey respondents
rated the program as excellent or good on items related to curriculum and instructional spaces
and on preventing summer learning loss, improving students’ academic skills, and increasing
students’ confidence and motivation. Only 56 percent of teachers felt the program was
increasing families’ involvement in their children’s education.
0%
10%
20%
30%
40%
Week 1 Week 2 Week 3 Week 4 Week 5
14%
26%
16%
25%
19%
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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One teacher explained that having a single site for the three FAST2 centers may inhibit the
participation of families from the other two schools: “Family involvement is very difficult for
families who live {…} in a different school neighborhood. {…} Families feel more involved when
they can visit a school in their neighborhood and see their children playing and working with
other children from the neighborhood.”13
Teachers had more positive views of student outcomes than family outcomes.
Planning, Preparation & Implementation
How would you rate the FAST program on the following aspects of planning, preparation,
and implementation?
Choosing an appropriate curriculum 92% Excellent
or Good
Training teachers to use the curriculum
Providing instructional spaces that are conducive to learning
Supplying adequate instructional materials
Training teachers in FAST-specific instructional strategies
Specifying expectations for managing student behavior
Supporting teacher management of student behavior
Specifying expectations for teacher communication with families
Supporting teacher communication with families
Student Outcomes
How would you rate the FAST program on the following student outcomes?
Preventing summer learning loss
94% Excellent
or Good
Increasing student achievement
Improving students’ academic skills
Increasing students’ confidence in their learning ability
Increasing students' motivation to do well in school
Increasing students’ interest in school
Increasing students’ enjoyment of school
Increasing students’ connection to the school community
Family Outcomes
How would you rate the FAST program on the following family outcomes?
Creating a welcoming environment for families 71% Excellent
or Good
Improving communication between teachers and families
Strengthening ties between families and schools
Helping families support their child’s learning at home
Increasing families’ involvement in their child’s education
Increasing families’ involvement in the school community
13 This teacher also called out the on-site translator, who “has been a great addition to FAST this year.
{Families} feel very comfortable speaking to her and having her speak for them.”
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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CBO Partner Perceptions All CBO partner staff were invited to participate in an online survey in the second and third
weeks of the summer. The survey received 55 responses, 35 of them from Boys & Girls Club staff
members. Participants affirmed that the program provided solid support for their partnerships
and felt that their organizations were making significant contributions to student outcomes.
CBO staff felt that the program supported their partnerships.
Partner Integration
How would you rate the FAST program on integrating your organization in the following ways?
Helping you make connections to the academic curriculum
83%
Excellent
or Good
Helping you make connections with the district’s Character Counts curriculum
Providing good spaces for your activities
Explaining the district’s expectations for managing student behavior
Helping you manage student behavior consistently across FAST program sites
Explaining the expectations for communicating with teachers, FAST administrators and other
staff partners
Helping you communicate effectively with teachers, FAST administrators and other staff
partners
Contribution to Student Outcomes
How would you rate your organization on contributing to the following student outcomes?
Increasing positive interactions with peers
93%
Excellent
or Good
Increasing positive interactions with adults
Increasing student interest in enrichment activities
Increasing students’ confidence in their learning ability
Increasing student motivation to do well in school
Increasing students’ interest in school
Increasing students’ enjoyment of school
Increasing students’ connection to the school community
Contribution to Program Success
Overall, do you feel your organization has helped the FAST program achieve its goals this
summer?
96%
Yes
Conclusions
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
The Year Two FAST2 evaluation asked how the program as a
whole impacted students and how participants’ experiences
reflected their expectations. The evaluation examined
academic progress and attendance; the self-reported
experiences of FAST2 students and families were augmented
by the perceptions of teachers and CBO partner staff and by
the documented outreach efforts of program administrators.
To what extent did students make academic progress?
The evaluation showed that most FAST2 students made
academic progress in at least one subject. According to
standardized assessments, FAST2 fell three points short of
meeting its target, but according to diagnostic and
curriculum-based assessments, the program surpassed its
target by 19 percentage points, with virtually all students
maintaining or improving their proficiency in reading or
math. A greater share of students made progress in reading
than in math, and a majority of students maintained and/or
improved their proficiency in each subject.
How did family involvement support student education?
Family participation patterns over the summer were similar to
school year patterns. The two family surveys showed that
teacher conferences were a particular draw for families, along
with orientations and individual conversations with teacher or
administrators. A majority of students (62 percent) felt their
families were involved with their education this summer.
How did the program support family involvement? The
program provided orientations, on-site events, and individual
outreach. Teachers had phone or in-person conferences with
most families and community liaisons had hundreds of phone
conversations with families. These outreach efforts were
congruent with families’ self-reported school-year
participation patterns.
FAST2 PERFORMANCE OBJECTIVES
ACADEMIC PROGRESS: 80% of students
will maintain or improve in reading
and/or math.
Not met. Standardized assessments
showed that 77% of students maintained
or improved; however, other assessments
showed that 99% avoided learning loss
or improved in reading or math.
HEALTH INSURANCE: 80% of students
will have health insurance.
Met. 89% of students had health
insurance.
ATTENDANCE: Average program
attendance will be 89%.
Not met. Average attendance was 82%.
STUDENT SATISFACTION: 80% of
students will be satisfied with the
program.
Met. 84% of students were satisfied with
their overall program experience.
FAMILY SATISFACTION: 80% of families
will be satisfied with the program.
Met. 92% of families were satisfied with
the program.
FAMILY INVOLVEMENT: 78% of families
will participate in an activity that
supports their child’s education.
Met. 82% of families participated in a
program activity that supported their
child’s education.
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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What aspects of the program did students value and enjoy? The student survey showed that
92 percent of students enjoyed the enrichment activities. The program seems to have stimulated
enduring interest in enrichment participation: students said they would be interested in
continuing four out of the nine activities the program offered through its CBO partners.
Students also valued the safe and supportive FAST2 environment. Excluding ‘I Don’t Know’
responses, 99 percent of students had positive views of the program environment.
How did families perceive the value of their child’s participation? Families had highly
positive views of the academic benefits of the program and of the program as a whole. Ninety-
two percent of families said that after the summer program, their child liked school more.
How did teachers perceive the program’s current and potential value? FAST2 teachers
thought the program was achieving its goals, but felt that the program could do more to
promote family involvement.
In its second program year, FAST2 enhanced its efforts to engage students and families.
Prior to the summer program, professional development sessions used last year’s
evaluation to focus teachers and CBO partners on strategies for managing student
behavior and opportunities for engaging families. This focus contributed to a
collaborative process at the administrative level and an exceptionally positive and stable
atmosphere at the program site.
FAST2 has improved its data quality by aligning assessments with instructional content. It
has also expanded the types of data it collects to include school-year family involvement
and the summer implementation of family outreach efforts. For the first time, the
evaluation captured input from the majority of families and CBO partners. It observed an
increasingly systematic and robust program, which bodes well for fulfilling the program
goal of improving elementary school students’ achievement trajectory.
Recommendations
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
The following recommendations are intended to help FAST2 to build on the strengths of a
successful second year:
1) Set more consistent attendance guidelines. Although many students had very good
attendance, 35 percent of students missed more than one of the five program weeks and
half of them missed more than two weeks. Low attendance can be disruptive to instructional
settings and may inhibit student engagement and achievement.
2) Engage families early in the program. Re-cast teacher conferences as outreach
opportunities by scheduling them early in the summer. Most families participated in parent-
teacher conferences during the school year and more of them participated in conferences
than in any other FAST2 activity over the summer. Connecting with families early in the
program would build on momentum generated from orientation sessions and may
contribute to greater ongoing family involvement in the program and improved student
outcomes.
3) Track family participation by student. Moving toward the use of a student-centered
denominator for would allow for a more accurate and meaningful representation of family
participation in program activities that support children’s education. Adjusting the
participation denominator by family unit also allow it to be linked to student outcomes.
4) Consolidate family and community resource information. Program administrators can
collaborate with CBO partners to compile a list of community resources, including social
services and educational resources for adults and children. Listing low-cost afterschool
programs may also help students continue their participation in the enrichment and youth
development activities that sparked their interest in the summer.
5) Coordinate the dissemination of family and community resource information.
Throughout the summer, community liaisons, teachers, and the school nurse reached out to
families for various reasons. These natural points of contact can be leveraged to more
effectively disseminate information that serve the program’s family involvement and
healthcare access objectives.
Appendix
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
Population by Site
HES (N=56) LES (N=30) WES (N=30)
Eligibility for School Services
Free or Reduced-Price Meals
FARM 95% 90% 100%
Not FARM 5% 10% 0%
Special Education
IEP 16% 20% 10%
Not IEP 84% 80% 90%
English Learner
ELL 50% 37% 33%
Not ELL 50% 63% 67%
Demographics
Race/Ethnicity
Black or African American 18% 37% 17%
Hispanic or Latino 61% 47% 77%
White 4% 10% 0%
Other 18% 7% 7%
Gender
Female 54% 43% 57%
Male 46% 57% 43%
Grade Level
Grade 3 32% 40% 33%
Grade 4 23% 40% 37%
Grade 5 45% 20% 30%
Home Language
English 23% 60% 20%
Spanish 59% 40% 70%
Other 18% 0% 10%
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Student Survey This survey was given in the last week of the summer program.
N Yes No I Don't
Know
Are these statements true for you?
Academics
I am making good progress in math. 73 79% 4% 16%
I am making good progress in reading. 71 77% 3% 20%
My teachers are helping me improve my academic skills. 73 88% 3% 10%
Enrichment
The afternoon activities are interesting. 69 84% 6% 10%
The afternoon activities are fun. 73 92% 1% 7%
I want to come to FAST to do afternoon activities. 70 67% 11% 21%
Safe & Supportive Environment
I feel safe at FAST this summer. 74 89% 1% 9%
I feel safe coming to FAST and going home. 72 90% 4% 6%
A staff member will help me if I have a problem. 71 94% 1% 4%
Family Involvement
My family is welcome to come to the FAST program anytime. 76 54% 14% 32%
My family is an important part of the FAST community. 71 59% 10% 31%
My family has been involved in my education this summer. 73 62% 12% 26%
Attitudes Toward School & Self
I like school more now. 72 82% 7% 11%
I am a better student now. 74 77% 1% 22%
I am a more confident student now. 70 77% 4% 19%
Overall Experience
Overall, are you having a good experience in the FAST
program this summer? 77 84% 4% 12%
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Family Involvement Questionnaire This paper-based questionnaire was made available to adult family members in English and
Spanish as part of the student enrollment and family orientation process.
N
Strongly
Agree Agree Disagree
Strongly
Disagree
Parental Self-Efficacy
In general, I feel like . . .
I know what’s going on in my child’s school. 67 45% 46% 9% 0%
I know what’s going on in my child’s classes. 67 40% 46% 12% 1%
I understand how my child learns. 67 43% 52% 4% 0%
I understand what my child likes and doesn’t like about
school. 69 49% 48% 3% 0%
I am able to help my child with school work. 67 43% 43% 12% 1%
I am able to help my child with their feelings. 69 52% 45% 0% 3%
School & Environment
In general, . . .
my child’s teachers help me help my child. 71 58% 34% 7% 1%
people are friendly at my child’s school. 70 49% 47% 3% 1%
people are respectful at my child’s school. 68 50% 46% 3% 1%
people are caring at my child’s school. 67 52% 45% 1% 1%
my child has opportunities to do activities like sports and
music. 68 50% 43% 7% 0%
my child has safe places to hang out with friends. 68 47% 44% 7% 1%
I think my child is getting a good education. 68 60% 37% 3% 0%
I think my child is being well prepared for life. 66 47% 45% 8% 0%
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Family End-of-Program Survey This paper-based questionnaire was given to adult family members in the last week of the
summer program.
N Yes No
I Don't
Know
Academics Are you satisfied . . .
with your child’s progress in math? 62 92% 2% 6%
with your child’s progress in reading? 58 90% 2% 9%
with the academic help your child has received from his/her
teachers? 58 93% 2% 5%
Enrichment Are you satisfied . . .
with the types of enrichment activities that are offered? 58 88% 3% 9%
with the instruction of enrichment activities? 56 86% 4% 11%
with your child’s experience in these activities? 60 87% 2% 12%
Communication Are you satisfied . . .
with how often you get information about your child? 59 95% 3% 2%
with the usefulness of information you get about your child? 55 87% 7% 5%
with the helpfulness of staff members? 56 84% 5% 11%
Opportunities for Involvement Are there enough ways for you to get involved? 50 68% 10% 22%
Do you feel welcome to get involved? 49 73% 6% 20%
Do you feel that getting involved can help your child? 54 91% 4% 6%
Improved School Attitudes Please think about your child at the end of the school year.
Does your child like school more now? 61 92% 3% 5%
Is your child a better student now? 57 81% 4% 16%
Is your child a more confident student now? 58 84% 5% 10%
Overall Program Satisfaction Overall, are you satisfied with the FAST program this summer? 60 92% 2% 7%
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Teacher Survey This survey was given in the second-to-last last week of the summer program.
Excellent Good Fair Poor
Planning, Preparation & Implementation (N=17)
How would you rate the FAST program on the following aspects of planning, preparation, and implementation?
Choosing an appropriate curriculum 82% 18% 0% 0%
Training teachers to use the curriculum 41% 59% 0% 0%
Providing instructional spaces that are conducive to learning 88% 12% 0% 0%
Supplying adequate instructional materials 59% 24% 12% 6%
Training teachers in FAST-specific instructional strategies 41% 41% 12% 6%
Specifying expectations for managing student behavior 12% 82% 0% 6%
Supporting teacher management of student behavior 47% 47% 0% 6%
Specifying expectations for teacher communication with families 59% 29% 12% 0%
Supporting teacher communication with families 65% 18% 18% 0%
Student Outcomes (N=16)
How would you rate the FAST program on the following student outcomes?
Preventing summer learning loss 81% 19% 0% 0%
Increasing student achievement 56% 31% 13% 0%
Improving students’ academic skills 63% 38% 0% 0%
Increasing students’ confidence in their learning ability 81% 19% 0% 0%
Increasing students' motivation to do well in school 44% 56% 0% 0%
Increasing students’ interest in school 31% 44% 25% 0%
Increasing students’ enjoyment of school 44% 50% 6% 0%
Increasing students’ connection to the school community 27% 67% 7% 0%
Family Outcomes (N=16)
How would you rate the FAST program on the following family outcomes?
Creating a welcoming environment for families 25% 63% 13% 0%
Improving communication between teachers and families 31% 50% 19% 0%
Strengthening ties between families and schools 25% 50% 25% 0%
Helping families support their child’s learning at home 25% 38% 25% 13%
Increasing families’ involvement in their child’s education 31% 25% 31% 13%
Increasing families’ involvement in the school community 25% 38% 25% 13%
Overall Program Success
Overall, do you think the FAST program is achieving its goals this summer? 100% Yes
CBO Partner Survey
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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This survey was given in the second and third weeks of the summer program.
What community-based organization do you represent? N=62 Boys & Girls Club 63% FC Frederick 11% Maryland Science Olympiad 8% Young Rembrandts 8% Maryland Ensemble Theatre 3% TeamLink 3% YMCA Arts 2% YMCA Sports 2%
N Excellent Good Fair Poor
Partner Integration
How would you rate the FAST program on integrating your organization in the following ways?
Helping you make connections to the academic curriculum 57 30% 53% 14% 4%
Helping you make connections with the district’s Character
Counts curriculum 57 35% 46% 19% 0%
Providing good spaces for your activities 58 53% 29% 17% 0%
Explaining the district’s expectations for managing student
behavior 57 42% 47% 11% 0%
Helping you manage student behavior consistently across
FAST program sites 57 35% 47% 16% 2%
Explaining the expectations for communicating with
teachers, FAST administrators and other staff partners 57 35% 49% 12% 4%
Helping you communicate effectively with teachers, FAST
administrators and other staff partners 57 39% 42% 18% 2%
Contribution to Student Outcomes How would you rate your organization on contributing to the following student outcomes?
Increasing positive interactions with peers 55 60% 38% 2% 0%
Increasing positive interactions with adults 55 49% 45% 5% 0%
Increasing student interest in enrichment activities 55 51% 45% 2% 2%
Increasing students’ confidence in their learning ability 55 53% 44% 2% 2%
Increasing student motivation to do well in school 54 30% 63% 6% 2%
Increasing students’ interest in school 54 31% 59% 7% 2%
Increasing students’ enjoyment of school 55 33% 55% 13% 0%
Increasing students’ connection to the school community 55 33% 56% 11% 0%
N Yes No I Don't Know Overall, do you feel your organization has helped the FAST
program achieve its goals this summer? 54 96% 0% 4%
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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Family Newsletter This newsletter was customized for the three FAST2 school communities and distributed to
families in English and Spanish.
!Bienvenido a Waverley FAST 2! Boletín Informativo 2016
Estamos muy contentos de que cada estudiante y sus
familias sean parte de Académicos de la Diversión en el
Verano (FAST por sus siglas en Inglés).
La meta del programa de verano (FAST) es reducir
la pérdida de aprendizaje durante el verano para los
estudiantes viviendo en la pobreza y aumentar sus
oportunidades de participación en programas de
enriquecimiento.
*¡¡Habilidades aprendidas esta semana!! *La Asistencia es Importante* Los estudiantes que asistan a FAST todos los días,
tendrán la oportunidad de ganar premios. Por favor
contáctenos si su hijo/hija necesita transporte..
Habilidades de 3er Grado: 1. Lectura y Comprensión de Textos a nivel de grado.
2. Entendiendo y usando el valor de posición para
resolver todas las operaciones (+, -, x, ÷)
Habilidades de 4º Grado: 1. Redondeando números a la decena y centena más
cercana usando una recta númerica.
2. Leyendo fluidamente y comprendiendo al nivel de
grado.
*Personal de FAST y sus Números de Telefóno*
Directora: Nikki Musselman 240-236-3900 / 240-236-2721 Enlace Comunitario: Laura Rottmund 240-236-3900 / 240-236-2721 Maestras: Pepper Bowins 240-236-2721 Lana Dayhoff 240-236-2721 Angie Decker 240-236-2721 Tammy Sander 240-236-2721 Jenna Stephen 240-236-2721
Habilidades de 5º Grado: 1. Entendiendo y usando el valor de posición para
resolver todas las operaciones (+, -, x, ÷)
2. Leyendo fluidamente y comprendiendo textos nivel
de grado.
Actividades Comunitarias Series de Conciertos en el Baker Park Domingos por la
noche, 7pm Julio & Agosto Desafío de Lectura de Verano 2016 El programa de lectura de verano de FCPL opera de Mayo
1o – Agosto 31st y es para niños, adolescentes, y adultos.
¡Lea con su familia y gane premios! Puede hacerlo Online o
en su biblioteca local.. http://www.fcpl.org/programs/summer-reading 301-600-1630 Habilidades de Lectura de Verano: Programas Online Programas Individualizados que incluyen participación en la
instrucción online, lectura independiente en buenos libros, y
un calificado y alentador maestro (4 años - grado 12)
Fonética, Comprensión, Fluidez, Habilidades de Estudio de
Libros de Texto, Lectura Veloz, Amor por la Lectura,
Llamar al 1-800-964-9974 Lunes-Viernes 8am-9pm y Sábado de 9am-4pm
Casa Abierta La Casa Abierta de Noche de Regreso a Clases de
Waverley tendrá lugar el 18 de Agosto de 4:00pm -
6:00pm. ¡Vengan a Waverley a conocer a sus
maestros y a recibir sus MOCHILAS! Recuerde,
TODOS los útiles escolares les serán proveídos a
su hijo/hija el primer día de clases.
*Programa de Servicio de Comida en el Verano
Almuerzo Gratis para muchachos hasta los 18
años de edad Lunes – Viernes
● Hill Street Park 12:30-1:30
● Stonegate Park on Andover Lane 12:00-12:45
● Carver Community Center on Lee St. 12:00-
12:30
● Carrollton Park on Center St & Prospect Blvd
12:00-12:45
©2016 SOLOMON EVALUATION LLC FAST2 YEAR 2 EVALUATION REPORT TO FCPS
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