iowa 21 cclc local evaluation form ... - oakridge...

Iowa 21st CCLC Local Evaluation Form Reporting Data from 2017-2018 of 37

Prepared by Educational Resource Management Solutions

Local Evaluation for Oakridge Neighborhood Services

Iowa 21st CCLC for 2017-2018

Overview

To assist grantees with meeting the local evaluation requirements, the Iowa DOE provides a

standardized form for local evaluations of the 21st CCLC Programs. Each grantee is required to complete

the local evaluation form with data from the previous school year. Each grantee must submit ONE

evaluation that encompasses all centers funded by the grantee. Cohorts 8-12 are to be included for

reporting data for the 2017-2018 school year. Reported data will be from the Fall of 2017 and the Spring

of 2018. Data will also be reported for the Summer of 2017. The table below lists the eight required

sections of the local evaluation. Each section includes a checklist of required items to include. The

completed form should be saved with the filename Oakridge Neighborhood Services 21st CCLC Local

Evaluation Form 2017-2018. The form must be completed and submitted in Word format. (Note:

Instructions for clarifications are shown in RED.)

Required Section Complete?

1. General Information x

2. Introduction/Executive Summary x

3. Demographic Data x

4. GPRA Measures x

5. Local Objectives x

6. Anecdotal Data x

7. Sustainability Plans x

8. Summary and Recommendations x

1. General Information

General Information Required Elements Complete?

Basic Information Table x

Center Information Table x

Basic Information Table

Item Information

Date Form Submitted January 2, 2019

Grantee Name Oakridge Neighborhood Services

Program Director Name John Spinks, Project Director

Program Director E-mail [email protected]

Program Director Phone 515-783-9431

Evaluator Name Margaret Jensen Connet

Evaluator E-mail [email protected]

Evaluator Phone 515-249-4849

Additional Information from Grantee (optional)



Center Information Table

Cohort Centers

(If not in a cohort, leave that cohort info blank) (Enter Names of Centers, separated by commas)

Cohort 8

Cohort 9

Cohort 10 Oakridge Neighborhood Services, 1401 Center St., Des Moines, Iowa

Cohort 11

Cohort 12

Additional Information from Grantee (optional)

2. Introduction/Executive Summary

Introduction/Executive Summary Required Elements Complete?

Program Implementation x

• Needs Assessment Process x

• Key People Involved x

• Development of Objectives x

Program Description x

• Program days and hours x

• List of activities x

• Location of centers x

• Attendance requirements x

• Governance (board, director, etc.) x

Program Highlights x

Oakridge Neighborhood has served children and parents who live in the campus since the

opening in 1969. In the beginning, volunteers from the residents and surrounding community

provided after-school tutoring, weekend and summer activities and child care. The efforts to

provide for children have grown over the years; churches, schools, government grants and

corporate contributions have sustained and expanded the programs.

When Edmunds Elementary School was built and opened in 1972, the Oakridge campus then

had a full service neighborhood school across the street to which the majority of children could

walk. This fostered improved involvement by parents and residents in the education of

Oakridge children. Callanan Middle School is the neighborhood school for Oakridge secondary

children and that is where the majority attend.

Over the years, the population has reflected the demographic changes in the community at

large; Oakridge has welcomed Asian, Bosnian, African and Indonesian residents to the city.

These refugee and immigrant families increasingly need intense support for their children’s

education; some children from war-torn countries had never been in school prior to



immigrating. In the last several decades, Oakridge children have benefitted from tutoring and

educational practice. With the approval of the 21st CCLC grant in 2015, Oakridge

Neighborhood Services has been able to engage with staff at Edmunds and Callanan in a more

meaningful way. The grant has also allowed us to serve more students than would have been

possible without the grant.

Implementation

The need to increase educational services led Oakridge administration and board to seek

increased funding both from community and governmental agencies. The need was based on

the educational needs of students, especially in math, literacy and social emotional learning.

We use the Scholastic testing methods and comprehension for K-5. A number of our youth did

not attend preschool and were therefore unprepared to achieve in school. The need was also

established through the Oakridge Neighborhood Strategic Plan of 2015-2018. The 21CCLC grant

was applied for and received with implementation beginning in June of 2015. This grant has

allowed Oakridge Neighborhood Services to hire certified teachers to work in the after-school

program and several of the teachers are also on staff at either Edmunds Elementary or Callanan

Middle schools where the children attend. This provides continuity both in curriculum and

communication between the schools and the 21CCLC program at Oakridge.

Since a majority of the families reside in the campus where the 21CCLC operates, the Oakridge

Neighborhood staff is able to directly visit homes and contact parents about the participation of

their children in after-school tutoring and weekend activities. The principals of both schools,

Edmunds and Callanan, report that 95% of parents participate in school conferences which is

seen as a positive result of grant activities. Oakridge Neighborhood Services staff and teachers

often act as facilitators between parents and school staff in promoting positive interactions

involving students. Key people involved in the 21CCLC program are the program director,

education coordinator, site coordinators, teachers and parents. United Way provides services,

funding and support. United Way has established three main areas of focus: health, education

and income. We focus on the education area and use the United Way dashboard of data to

establish goals and objectives for how we serve children and families.

Program Description

The Oakridge 21CCLC Program is operated by Oakridge Neighborhood Services which is a 501c3

non-profit agency governed by a Board of Directors and an Executive Director. Oakridge

Neighborhood 21CCLC offers after-school academic tutoring five days a week in math and

reading interspersed with enrichment activities and field trips and the program operates for

three hours a day. On alternate Saturdays, smaller special groups attend enrichment

opportunities. The program is open to children who live in the Oakridge Neighborhood campus



or the adjacent neighborhoods. Approximately 85% of elementary children attend Edmunds

Elementary, next door to the apartment campus, with the remaining 15% attending other Des

Moines Public and surrounding school district’s elementary schools. A few attend a Catholic K-

8 school nearby. Middle school students attend Callanan Middle, the closest secondary school

to Oakridge. If a family moves out of the area, they are still allowed to participate, so some

children attend other nearby elementary schools and transportation is provided for them from

their schools and back to home. Program attendance requirements were developed from a

recommendation from United Way that students attend at least three days a week to achieve

success in school and in the community.

There are two programs, OASIS (Oakridge Achieves Success In School) for elementary K-5

students and BE REAL (Building and Enhancing Relationships Enriching Academics and Learning)

for students grades 6-8. The after-school programs are a combination of math and reading,

snacks, physical activities. and field trips. There are nine full time equivalent positions which

represent twelve licensed teachers who work part time in a pool assigned to three sites:

Oakridge Variety Center (grades K-2), Edmunds (grades 3-5), and Oakridge Community Center

(grades 6-8).

During the 2017-18 school year, some students remained at Callanan Middle School after the

school day to work with teachers who provided tutoring there and Des Moines Public Schools

and Des Moines Area Regional Transport provided a late bus to take children back to Oakridge

after tutoring. Other students ride the bus back to Oakridge after school and participate in

tutoring and recreation activities in that setting. Volunteers are also used to assist the certified

teachers. All sites provide a snack and academic tutoring followed by a recreation/enrichment

time.

Prior to the implementation of the 21st CCLC grant, Oakridge after-school efforts focused on the

same areas of reading and math. However, with the 21st CCLC grant, the program was

expanded to serve up to 155 elementary (grades K-5) and over 50 middle school students

(grades 6-8). The summer program was popular and over 135 children attended. Enrichment

activities were also expanded because of the financial support provided by the 21CCLC grant.

The main purpose of small group instruction for BE REAL is to work on homework and build

success in math, reading, social studies and science. Students complete computer work from

school. They work on a rotation of 30-minute intervals or more if needed. Tutoring sessions

are led by teachers, peers and volunteers. Certified teachers work with groups of five to eight

students assisting students with homework. College students work one-on-one with students

in the area of math. The Girl Scouts are expanding their program to the BE REAL Program. Girl

Scouts will focus on leadership skills and math. Plans include forming an Oakridge student

government to provide students with a voice.



OASIS Small Groups:

Girl Scouts for grades 3 - 5 meet weekly with three coaches working on Science, Technology,

Engineering and Mathematics (STEM) and research activities. The teams work on math, literacy

and designing strategies to build various insect habitats. The students research how insects

live, how they work together and how they survive. Students also make healthy snacks. The

Scout leaders focus on students getting along with each other, researching projects on various

educational sites and making sure the students gather data that explain the projects. Girl

Scouts for grades K-2 work together designing posters and preparing to sell Girl Scout Cookies.

They produced advertisements, built a mini store and actually sold the Girl Scout cookies on the

Oakridge Grounds and in the office. The students are taught organization, advertisement and

working together as a team.

A weekly chess club meets with staff who teach the strategies of chess and discuss the rules.

There are chess competitions where students compete for recognition. They focus on social

behaviors and various strategies to win the game.

The program provides one-on-one reading buddy groups. Volunteers from various churches,

colleges, senior citizen groups and organizations participate. Another reading group of eight

students and a certified teacher read and perform plays and present to larger groups. Students

can do art projects to express what they have read. Students also are engaged in board games,

in addition to chess, which include increasing skills in reading, counting, sequencing, math,

socialization and problem solving skills.

Program Success

The Oakridge Neighborhood 21stCCLC program is a positive example of a community and

school working together in a mutually beneficial relationship. While some schools might

complain that it is difficult to get parents and community members through their doors, that is

not the case for Edmunds Elementary and Callanan Middle schools. Financial and volunteer

support historically given to Oakridge is now leveraged to have a multiplier effect through

partnerships with the program, the community, and the schools, which is strengthened because

the after-school grant ties them together.

As a result of the staff continuing to recruit children, a positive result was that program

participation grew from 165 students in 2016-2017 to 213 students in the school year program

in 2017-2018.

Program Highlights and Closing

The Oakridge 21CCLC has maintained good student attendance throughout the summer and

school year and continues to enroll students as they move into the apartment campus. The



after-school program has a satisfactory balance between academic and enrichment activities.

The program also works with students to promote community activities within the adjoining

neighborhoods by sponsoring festivals, flower planting and inviting the neighbors into the

campus. The 21CCLC staff are positive role models for the children and residents of Oakridge in

relation to how community and schools are intertwined.

Partnerships remain positive with the 21CCLC as evidenced by the numbers of volunteers from

churches, universities and colleges, and the business community at large. The numerous

resources and support provided by partnerships attest to their satisfaction with the programs.

Program highlights from 2017-2018 include:

• Employing teachers with the expertise and knowledge of the objectives of the DMPS

curriculum, who have first-hand knowledge of what is being taught in the system, have

the background knowledge of the students because they are from the schools the

students attend, and have access to Infinite Campus to see the students’ needs.

• Increasing student performance through improvement in grades, decreasing office

referrals, increasing attendance, improving academics and setting SMART (Specific,

Measurable, Achievable, Results Oriented and Time Bound) goals.

• Increasing staff skill levels by providing professional development to include lead staff

attending literacy, leadership, mandatory reporting, and social emotional learning

training.

• Partnering with other agencies to learn what they are delivering and to offer Oakridge

staff as mentors to other agencies.

• Making program improvements such as re-designing rooms to reflect the regular

classrooms in DMPS and thereby enhancing a modern learning environment.

• Adding new curriculum by revising the use of manipulative activities and using hands-on

interactive activities that mirror STEM, literacy and math learning objectives.

• Adding new staff to specifically focus on the arts, drama and gender specific groups and

continuing to explore ways to expand staff into specific cultural areas.

• Improving transportation with the addition of a 62 passenger bus to allow us to

transport students to community activities and field trips.

• Providing more field trips as part of academic support which increases student

participation and attendance.

• Providing interpreters to enhance home-school connections.

• Collecting of data to align with program development and for future planning.

• Enjoying an effective director who helps us work together.

• Collaborating with “Everybody Wins Iowa” to provide tutoring once a week.

• Encouraging advanced upper classmen to go on to college and providing career

development at Oakridge Achievement Program.



• Establishing relationships with students over time from Kindergarten through the 12th

grade and providing college and career development across the developmental span.

• Implementing surveys for teachers, parents and students.

3. Demographic Data

Demographic Data Required Elements Complete?

2017-2018 School Year Attendance Tables x

• 2017-2018 School Year Attendance Summary Table x

• 2017-2018 School Year Attendance Ethnicity Table x

• 2017-2018 School Year Attendance Special Needs Table x

Summer of 2017 Attendance Tables x

• Summer of 2017 Attendance Summary Table x

• Summer of 2017 Attendance Ethnicity Table x

• Summer of 2017 Attendance Special Needs Table x

Attendance Discussion x

Partnerships x

• Partnerships Table x

• Partnerships Discussion x

Parent Involvement Information and Discussion x

2017-2018 School Year Attendance. Enter data in the appropriate fields in the tables below. Data will

be from the Fall of 2017 and the Spring of 2018. There are separate tables for the Summer of 2017.

Leave blank any cohorts that do not apply.

21st CCLC Program 2017-2018 School Year Attendance Summary Table

Cohort Attendees Total Attendance Male Female

Leave Blank if NA Enter # Enter # Enter #

8 All

Regular*

9 All

Regular*

10 All 213 116 97

Regular* 174 92 82

11 All

Regular*

12 All

Regular*

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

21st CCLC Program 2017-2018 School Year Attendance Ethnicity Table

Cohort Attendees White Hispanic/ Latino

American Indian/ Alaska

Black/ African American

Asian/ Pacific Islander

Unknown Race



Native

Leave Blank if NA Enter # Enter # Enter # Enter # Enter # Enter #

8 All

Regular*

9 All

Regular*

10 All 14 6 1 184 0 8

Regular* 9 4 1 160 0 0

11 All

Regular*

12 All

Regular*


21st CCLC Program 2017-2018 School Year Attendance Special Needs Table

Cohort Attendees LEP Free and Reduced Price Lunch (FRPL)

Special Needs


8 All

Regular*

9 All

Regular*

10 All 83 213 52

Regular* 70 174 47

11 All

Regular*

12 All

Regular*


Summer of 2017 Attendance. Enter data in the appropriate fields in the tables below. Data will be

from the Summer of 2017 ONLY. Leave blank any cohorts that do not apply.

21st CCLC Program Summer 2017 Attendance Summary Table

Cohort Attendees Total Attendance Male Female


8 All

Regular*

9 All

Regular*

10 All 135 65 70

Regular* 115 53 62

11 All

Regular*



12 All

Regular*


21st CCL Program Summer 2017 Attendance Ethnicity Table

Cohort Attendees White Hispanic/ Latino

American Indian/ Alaska Native

Black/ African American

Asian/ Pacific Islander

Unknown Race

Leave Blank if NA Enter # Enter # Enter # Enter # Enter # Enter #

8 All

Regular*

9 All

Regular*

10 All 8 1 0 126 0 0

Regular* 6 1 0 108 0 0

11 All

Regular*

12 All

Regular*


21st CCLC Program Summer 2017 Attendance Special Needs Table

Cohort Attendees LEP Free and Reduced Price Lunch (FRPL)

Special Needs


8 All

Regular*

9 All

Regular*

10 All 28 135 24

Regular* 25 115 22

11 All

Regular*

12 All

Regular*


Attendance Discussion.

Attendance Discussion Required Elements Complete?

General discussion on attendance including x

• Percentage of 21st CCLC attendance compared to total population. x

• Percentage of attendees who are FRPL. x



• Efforts to increase and keep attendance high. x

• Recruitment efforts. x

• Discussion on how contact hours requirement is being met. 60 hours per month (3 hours per day x 5 days a week) during weeks when school is in session (not counting Christmas or Spring Break)

x

Percentage of 21st CCLC attendance compared to total population: The 21st CCLC attendees

comprise 23 percent of the total population of Edmunds Elementary and Callanan Middle

School.

Percentage of attendees who are FRPL: 100%.

Efforts to increase and keep attendance high: The field trips provide fun and engaging activities

and are an incentive for students to enroll in the program because the trips offer an

opportunity for exposure to various new experiences in which many students may not

otherwise be able to participate. The program provides free t-shirts and breakfast, lunch and

snacks for the participants. The staff who run the program look like the student population we

serve. Additional incentives for students to participate include hands-on activities related to

literacy, math and STEM activities, with certified teachers providing activities centered around

major objectives taught in DMPS core and small group instruction.

Recruitment efforts: Program staff go door to door to reach out to the residents at Oakridge

Neighborhood to invite them to participate in the program. The site coordinator and the 21st

century director conduct home visits to build connections and establish one-on-one contact

with parents. We advertise in the schools during parent teacher conferences and distribute

flyers in the neighborhood. We partner with the school to sponsor the Culture Night event

during which we recruit participants. Parents with children in Oak Academy, the early child

care program for children six weeks to five years of age, hear of our program from their older

children. During new resident orientation for housing, we share information about services

related to their children including child care and 21st CCLC. We provide transportation from the

school to the program after school and from the after-school program back to home.

How contact hours is being met: The 21CCLC program meets our contact hours by operating 5

days a week after-school for 3-4 hours, and every other Saturday. We also meet our contact

hours by having volunteers come in from partner agencies, conducting field trips, and providing

tutoring. We provide weekend programming including sporting activities such as football and

basketball for three hours on Saturday for eight weeks, and practice two times a week for an

hour.

Partnerships Table. Enter data in the appropriate fields in the table below. Add rows as needed. In-

kind value must be reported as a monetary value (i.e. $1,200). Contribution type must be one of the

following eight items. The number of each item may be used in the table (i.e. 4 in place of Provide

Food). If a partner has more than one contribution type, enter all of them in the Contribution Type cell.



1. Provide Evaluation Services

2. Raise Funds

3. Provide Programming / Activity-Related Services

4. Provide Food

5. Provide Goods

6. Provide Volunteer Staffing

7. Provide Paid Staffing

8. Other

21st CCLC Program 2017-2018 Partnerships Table

Name of Partner (Enter name of Partner)

Paid/ Unpaid

Contribution Type (From list above)

Staff Provided (Describe if applicable)

In-kind Value (Monetary Value if unpaid partner)

Number of Centers Served (Input the number of centers this partner served)

United Way of Central Iowa

Unpaid 3

Support and advisory personnel

$330,000 3

Mercy Hospital Unpaid 3

Volunteer $11,424 3

Unity Point Unpaid 3

Volunteer $4,800 3

YMCA Paid 3

Volunteer $20,000 3

Iowa Public Television

Unpaid 3, 5 Volunteer $6,000 2

Everybody Wins Iowa

Unpaid 6 Volunteer $8,100 3

Des Moines University


Central College

Unpaid 3,4,6 Volunteer $4,400 1

Higher Education: ISU, Simpson, Drake, DMACC

Unpaid 3,6 Volunteer $10,000 3

Department of Natural Resources




Volunteers in Service to America (VISTA)


City of Des Moines: science, art, botanical centers, zoo, etc.

Unpaid/Paid 3 None $20,000 3

Churches: Kathedral, Zion Lutheran, Cornerstone, Capitol Hill Lutheran, Central Presbyterian

Unpaid 3, 4, 6 Volunteer $30,000 3

Girl Scouts


Merle Hay Bowling

Paid 3 None $1,400 3

Skate North

Paid 3 None $900 3

Des Moines Neighborhood Beautification Project


Youth Program Quality Assurance (YPQA)

Paid 3, 4 Program Staff $600 3

Howells Pumpkin Patch

Paid 3, 5 None $500 2

Des Moines Chapter of Links, Inc.

Unpaid 3, 4, 5, 6 Volunteer $1,500 2

AMC Theaters

Paid 3 None $500 3

Pump It Up

Paid 3 None $400 2



Des Moines Public Schools

Unpaid 1 Provide Data for Local Evaluation Form

$0 3

Margaret Jensen Connet

Paid 1 Outside Evaluator 3

Partnerships Discussion.

Partnerships Discussion Required Elements Complete?

General discussion on Partnerships including

• Summary of partnerships table. x

• Total unpaid and paid partners. x

• Efforts to recruit partners. x

• Highlights of partnerships. x

• How partnerships help program serve students. x

There were 16 unpaid and 8 paid partners for a total of 24 partners. Activities for the after-

school program are wide ranging and include a mix of free and inexpensive admission fees. For

example, organizations such as the YMCA and public agencies all provide partnerships at no

cost; Blank Park Zoo, State Historical Society, State Capitol, Des Moines Library, Art Center,

Department of Natural Resources (DNR) at Neal Smith Prairie and Jester Park, and Iowa State

Extension services (4-H). Other organizations which provide activities charge minimal entrance

fees; Des Moines Park and Recreation swim passes, Botanical Center, Science Center, Skate

North, and Merle Hay Bowling. Roosevelt High School, where Oakridge children will attend,

also provides free services and tutoring. There are also several anonymous, private family

donations to Oakridge. Central College provides field trips and lessons/classes for students to

attend so they can become more familiar with what to expect in higher education. College

students also provide mentoring for the middle school students where the college students talk

with the middle school students about college life and preparation for higher education.

College students also provide tutoring with students, for example, college students majoring in

elementary education tutor the middle school students in math. Mercy College provides health

services and workshops to teach the students about dental health and physical hygiene. They

also provide a gateway to health care career exploration on the campus.

Efforts to recruit partners are led by the CEO of Oakridge Neighborhood Services and include

networking with city leaders and organizations to help provide services for Oakridge

Neighborhood Services. Partners are identified by assessing the classroom needs which include

programs and materials and finding partners to fill those needs. We identify groups of students

with identified needs. We work through the lesson plans, classroom needs, personnel needs,



and review of report cards. Reviewing DMPS data helped us to identify what partners to bring

in to assist the students. For example, over the summer we had a need for textbooks the

teachers had identified in their lesson plans and we utilized the libraries to access textbooks at

no cost which allowed us to still meet the needs of the teachers and students.

Highlights of partnerships include the best practices they bring in their work with us in the areas

of literacy, math, and social emotional learning. They do hands-on and group activities which

help students perform better in school. Without their involvement, from Blank Park Zoo to the

Des Moines Art Center, we would not be able to provide best practices. The fun activities

encourage students to come to our program. For example, going to the Zoo provides social

emotional learning opportunities for students to be out in a community setting to learn how to

interact with other students and adults. Girl Scouts create opportunities for the empowerment

of young women and opportunities to be creative and establish SMART goals. Oakridge hosted

the state-wide Girl Scout convention which included robotics and Lego competitions. The

participants sold cookies and used the experience to focus on math, financial literacy, and

marketing. At the Des Moines Art Center, students took classes focused on literacy by creating

art based on a book/story they read and the Center highlighted the organizations who

participated by allowing young artists to showcase their art at an exhibition at the Center.

Parent Involvement Information and Discussion.

Parent Involvement Information and Discussion Required Elements Complete?

Number and description of parent meetings and/or events. x

Number of parents at each meeting and/or event. x

Description of communication with parents (flyers, letters, phone calls, personal contact, etc.)

x

Efforts to increase parental involvement. x

Number and description of parent meetings and/or events: There were six parent meetings and/events during 2017-2018:

Parent Teacher Conferences: Description: OASIS worked with teachers and administrators at

Edmunds to get the conference time schedule for all of our students and we worked with the

school to make sure parents attended their child’s conference. If they needed any additional

support our interpreter was available, as well as our site coordinator. Parent – Teacher

Conferences for the middle school ELL students were conducted on site at Oakridge to make it

easier for parents to attend, especially for those with language or mobility barriers. The school

provided interpreters for language barriers. For other students, we provide transportation for

parents to attend Parent - Teacher conferences. Number attending: 150 parents.



Cultural Night: Description: Cultural Night is supported by Edmunds Elementary School; we

attend and put up an information table to share about our program. Most of our students

participate in this event. Number attending: 175 parents.

Fall Festival: Description: All families are invited to the Fall Festival to celebrate the upcoming

school year and the start of the program. Our site coordinators and 21st Century director put

up flyers and communicate with all families to invite them to participate in our after-school

program. Food, games, and various activities are promoted in which the community can

participate. Number attending: 200 parents.

National Night Out: Description: Parents are invited to participate in a wide variety of activities

to celebrate safety and community within our organization. OASIS plays a part in this event as

well. We make sure our students and parents attend and we have our youth teen leaders

participate in this program as volunteers to promote youth leadership. Number attending: 200

parents.

Parent Orientation for the 21st Century program: Description: Parents are given an application

packet; parents are to fill it out and return it to their site coordinator. The site coordinator

phones the parent and contacts the school to inform them the child is in the program. We also

have a parent handbook that is given to families and the parent is asked to sign to indicate they

have read it. We have small group parent meetings or single meetings with parents with the

designated site coordinators. Number attending: 150 parents.

English as a Second Language Classes: Description: The on-site Adult and Family Program

works with parents to provide classes in basic English, citizenship, financial bootcamp, work

readiness skills, home-school communication, and coffee and community support sessions.

Average attendance during August 2017-Dec 2017 was 12.07. Average attendance during

January 2018-June 2018 was 13.01. Average attendance during the reporting period was 12.54.

148 English classes were held during the reporting period. Number attending: 64 parents.

The dense residential nature of the apartment complex of Oakridge is beneficial to

communications with parents. In preparation for application for the 21st CCLC, staff members

surveyed parents to find out what expectations they had for an after-school program. After the

grant was received, registration was publicized by flyers, social media, and door-to-door

canvassing. Recruitment continues throughout the year and students may join the program at

any time if parents complete the paperwork. All applications are kept on file.

Principals at both Edmunds and Callanan described situations in which they have relied on

Oakridge Neighborhood Services staff to assist in arranging meetings with parents of children in

the after-school program; staff serves the role of providing positive communication, being a

trusted ally for both the parent and school, and even providing transportation to the middle



school. Administrators and teachers recommend some students to the 21CCLC staff and

encourage them to participate.

Saturday activities and weekly field trips involve parent volunteers if available. A schedule of

activities is posted in several places around the complex and in the main office where parents

frequently come.

Parents are asked to complete a survey to find out what they like about the program and if it is

a beneficial form of parent engagement. A total of 69 parents responded to the survey. In

answer to the question “What do you like about your child’s afterschool/out of school

experience”, 47 reported Reading/Literacy, 19 reported Math/Science and five reported

Enrichment/Field Trips. In answer to the question “What dreams do you have for your

children”, 51 reported Attend College, 19 reported Graduate and one reported Get a Job. In

answer to the question “What is your Native Language”, 41 reported English, 21 reported

Arabic, six reported Dinka, two reported Swahili and one reported Spanish. In answer to the

question “What is your household income”, 64 reported less than $10,000 and seven reported

$10,000 – $20,000. No one reported $20,000 - $30,000 or more than $30,000.

Revision of the Parent Handbook provided families with information when their child enrolls in

the program, and includes guidelines, expectations, policies and procedures. The parent is

asked to sign an assurance that they have read the Handbook. The Handbook has been an

effective method of communication with families. We were struggling with parents following

through on dropping off and picking up their child. The Handbook describes procedures for

dropping off and picking up their child and communication with staff. The Handbook has

resulted in more efficiency in operating the program. It has made a difference with parents to

be more intentional about getting kids out to activities if they were late to transportation and

made them more accountable.

Efforts to increase parent involvement include distributing flyers and applications in Spanish

and Arabic to reach parents with language barriers. We conduct a pre and post survey with

parents and use the results of the survey to assist in learning about the needs. We work

through the school for interpreters.

4. GPRA Measures

For 2017-2018, the US DOE has indicated that 21st CCLC Programs should measure 14 performance

indicators that follow the Government Performance and Results Act (GPRA). Please note the GPRA data

intends to measure student improvement based on how many regular attendees needed improvement.

If you do not have this number, then enter the total number of Regular Attendees for each grade level

instead. Also note that reading scores can be used for GPRA Measures 4-6 – Improvement in English.

This is the same data reported online to the APR Data System.



GPRA Measures Required Elements Complete?

GPRA Measures Data Table x

• Name of Assessment Tools Used for Each Measure. x

• Data Entered for all Applicable Measures. x

GPRA Measures Discussion x

GPRA Measures Data Table.

GPRA Measures Number of Regular Student Attendees Needing Improvement

Number of Students Who Improved

Percentage of Students Who Improved

GPRA Measures 1-3 – Improvement in Mathematics

Assessment Tool Used: MAP – Measuring Academic Progress

1. The number of elementary 21st Century regular program participants who improved in mathematics from fall to spring.

61 31 51%

2. The number of middle/high school 21st Century regular program participants who improved in mathematics from fall to spring.

38 17 45%

3. The number of all 21st Century regular program participants who improved in mathematics from fall to spring.

99 48 48%

GPRA Measures 4-6 – Improvement in English There was no test given for English, only Math & Reading

Assessment Tool Used:

4. The number of elementary 21st Century regular program participants who improved in English from fall to spring.

5. The number of middle/high school 21st Century regular program participants who improved in English from fall to spring.

6. The number of all 21st Century regular program participants who improved in English from fall to spring.

GPRA Measures 7-8 – Improvement in Proficiency






Assessment Tool Used: MAP – Measuring Academic Progress

7. The number of elementary 21st Century regular program participants who improve from not proficient to proficient or above in reading.

45 18 40%

8. The number of middle/high school 21st Century regular program participants who improve from not proficient to proficient or above in mathematics.

29 17 59%

GPRA Measures 9-11 – Homework and Class Participation No measures were in place in 2017-18 obtain teacher-reported student improvement in homework completion and class participation.


9. The number of elementary 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.

10. The number of middle/high school 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.

11. The number of all 21st Century regular program participants with teacher-reported improvement in homework completion and class participation.

GPRA Measures 12-14 – Student Behavior No measures were in place in 2017-18 to obtain teacher-reported student improvement in student behavior.


12. The number of elementary 21st Century regular program participants with teacher-reported improvements in student behavior.






13. The number of middle/high school 21st Century regular program participants with teacher-reported improvements in student behavior.

14. The number of all 21st Century regular program participants with teacher-reported improvements in student behavior.

GPRA Measures Discussion.

GPRA Measures Discussion Required Elements Complete?

Total or Regular Attendance Used x

Discussion of high performing and low performing areas. x

Description of data collecting instrument. x

Discussion of difficulties on any GPRA Measure. x

Assessment of 21st CCLC Program based solely on GPRA Measures. x

The MAP (Measuring Academic Progress) provided results for math and reading for total

students. There were no scores for English because Des Moines schools do not issue grades for

“English” as a class and no MAP test results were provided. Callanan does issue a grade for

Language Arts but that is not tested using MAP. However, there is a local objective (2.2) which

defined success in homework completion and class participation as receiving a “C” or better on

report card grades and an Infinite Campus survey of those grades (found in following section).

Another local objective (2.3) defined improved student behavior as less than two (2) behavior

referrals per quarter. DMPS Infinite Campus reported 5.68 average referrals per student; this

would be less than the 8 referrals in a year referenced in the objective.

If reading scores are substituted for English scores for GPRA Measures 4 – 8, the following

reading scores were provided by the Des Moines Public Schools:

• Of the 117 elementary OASIS students tested in reading, 45 were At Risk in Fall Reading

and 42 were At Risk in Spring Reading. 11 were On Track for College and Career

Readiness in Fall Reading and 15 were On Track for College and Career Readiness in

Spring Reading. 18 were Making Progress in Fall Reading and 17 were Making Progress

in Spring Reading. 43 were N/A in Fall Reading and 43 were N/A in Spring Reading.



• Of the 65 middle/high school BE REAL students tested in reading, 29 were At Risk in Fall

Reading and 25 were At Risk in Spring Reading. 9 were On Track for College and Career



in Spring Reading. 10 were N/A in Fall Reading and 11 were N/A in Spring Reading.

• Of the 182 total program participants tested in reading, 74 were At Risk in Fall Reading

and 67 were At Risk in Spring Reading. 20 were On Track for College and Career



in Spring Reading. 53 were N/A in Spring Reading and 54 were N/A in Spring Reading.

If there is a different way to calculate and report these numbers, we are open to having a

conversation to determine what that would look like.

There were not procedures in place to assess the GPRA objectives 9-14 for 2017-18 which were

distributed in fall 2018. For GPRA Measures 9 – 11, the Des Moines Public Schools uses a

Standard Reference Grading system and has a no homework policy. Therefore, no data is

available from the district related to homework completion. Therefore, a written survey was

developed to receive teacher-reported improvement in homework completion, class

participation and student behavior for school year 2017-2018 for Fall and Spring Semester and

a report card analysis was conducted. Results of the survey are reported in the next paragraph

and a report card analysis can be found on page 24. For GPRA Measures 12 – 14, a local

objective (2.3) defined improved student behavior as less than two (2) behavior referrals per

quarter. DMPS Infinite Campus reported 5.68 average referrals per student; this would be less

than the 8 referrals in a year referenced in the objective.

A written survey was developed to receive teacher-reported improvement in homework

completion, class participation and student behavior for school year 2017-2018 for Fall and

Spring Semester. Overall, teachers responded very positively to the value of the program. 38%

of teachers strongly agreed and 62% agreed with the statement: “The afterschool program staff

keeps me well informed which of my students participate in the program”. 78% of teachers

strongly agreed and 22% agreed with the statement: “The afterschool program is a worthwhile

program for the students.” 38% strongly agreed and 62% agreed with the statement: “I believe

the program has helped my students improve Academically and Socially”. 62% strongly agreed

and 38% agreed with the statement: “My students who participate in the afterschool program

enjoy attending the program”. 56% strongly agreed and 44% agreed with the statement: “I

have no problem with the afterschool program using my classroom”. There were no strongly

disagree, disagree or no opinion on the responses, indicating a high level of program

satisfaction from teachers’ perspective.



The students who are less than proficient on the MAP assessments are not showing the

improvement in math and reading that is satisfactory to the 21CCLC staff at Oakridge. The

results are impacted by the number of English Language Learners (ELL) and the number of

immigrant families who often make their first Des Moines residence in the Oakridge campus.

By our program emphasizing school and after-school attendance, we are seeing results in

students showing signs of improvement. By having teachers certified in math and literacy, we

are seeing results in improved in GPRA scores. Often there are many new faces from year to

year. New participants are always welcome but transient participants may impact

improvement results from year to year.

5. Local Objectives

STARTING JULY 1, 2017, GPRA MEASURES WERE THE OFFICIAL OBJECTIVES. Additional local objectives

should be added to help your local organizations better serve your community. However, these local

objectives will be considered as additional information since the GPRA Measures will always serve as the

official objectives. Data will be from the Summer and Fall of 2017 and the Spring of 2018.

Local Objectives Required Elements Complete?

Local Objectives Data Tables x

• Rating of each Objective as listed below. x

• Full Methodology used for measurement. x

• Justification for Rating x

Local Objectives Discussion x

Local Objectives Data Tables.

For each cohort table, enter the appropriate data. If a Grantee did not participate in a cohort, that

cohort table will be left blank. Rows may be added as needed. If desired, all cohorts may be combined

into one table (especially helpful if all objectives are the same). If this is done, in the objectives

discussion section, note that the table combines more than one cohort. Objectives will be rated as one

of four ways:

• Met the stated objective. Must provide methodology on how the objective was measured and

justification for meeting the objective.

• Did not meet but made progress toward the stated objective. Must provide methodology on

how the objective was measured and what criteria was used to determine that progress was

made.

• Did not meet and no progress was made toward the stated objective. Must provide

methodology on how the objective was measured and what criteria was used to determine that

no progress was made.

• Unable to measure the stated objective. All objectives should be measured unless extraordinary

circumstances prevent doing so. If an objective cannot be measured, complete details on these

circumstances must be provided in the Methodology/Justification column.



Cohort 8 Table

Cohort 8 Objectives Objective Rating Methodology/Justification for Rating

Cohort 9 Table


Cohort 10 Table


Goal 1: Objective 1:1 Oakridge will provide AF-OOS academic support 5 days per week, Mon-Fri. for 1-3 hours per day for students in elementary and middle school students.

Met the Objective The after-school program meets every day as evidenced by the calendar schedules provided.

Goal 2: Objective 2:1 Provide AF-OOS Educational enrichment 5 days per week, Monday-Friday and alternate Saturdays for 1-5 hours per day for K-8 participants.

Met the Objective Calendar schedules document the enrichment activities for all students. Saturday enrichment is used for special groups of students to attend specific activities of interest to them.

Objective 2:2 85% of participants will demonstrate success in homework completion and class participation in reading and math as measured by

Met the Objective Report card analysis of reading and math scores was conducted for 135 students in grades K-5. The Standard Reference Grading system used by DMPS indicates that a 2.00-2.49 is equivalent to a letter grade of




report card grades of C or better in those subjects.

“C”. Of the 135 K-5 students analyzed, 104 had 2.00 or better in reading and math. A similar report card analysis of 63 students in grades 6-8 had 60 students receiving a C or better in math and reading.

Objective 2:3 85% of participants will demonstrate acceptable classroom behavior by having less than two (2) behavior referrals per quarter as measured by Infinite Campus data on classroom incident referrals.

Met the Objective The OASIS students had an average of 4.15 referrals per year as documented in Infinite Campus (data collection system) by DMPS staff. The BE REAL students had an average of 7.22 referral per year. The objective was 8 or less (2 per quarter)

Objective 2:3

80% of participants will maintain 9 or fewer absences each semester as measured by Infinite Campus reports.

Met the Objective The OASIS students had a yearly average of 5.12 absences as documented in Infinite Campus; the BE REAL students had an average of 11.78 absences.

Goal 3: Objective 3.1

Oakridge will implement programs for parents, including refugee and immigrant parents to support their child’s school success.

Met the Objective 64 adults participated in ELL classes with an average number of classes attended per adult of 9.39. 84 adults participated in Citizenship classes. 6 Citizenship classes were held and each class ran for 10 weeks. 75 adults participated in General Support service (citizenship and employment applications, DHS forms, interpretation and school registration. 8 participated in driver’s education class. 164 total adults served.

Cohort 11 Table




Cohort 12 Table


Local Objectives Discussion.

Local Objectives Discussion Required Elements Complete?

• Statistical Analysis as Applicable. x

• Improvement over more than one year as observed. x

• Applicable graphs, tables, and/or charts. x

• Details on methodology and ratings as needed. x

• Clarification for objectives not met. x

• Clarification for objectives not measured. x

All six local objectives were met.

The first two objectives assess the educational and enrichment programs. Calendars document

the activities in the classroom and tutoring sessions. There are weekly staff meetings and

ongoing professional development activities that complement the academic planning.

A local objective (2.2) defined success in homework completion and class participation as

receiving a “C” or better on report card grades for math and reading. Report card analysis of

reading and math scores was conducted for 135 students in grades K-5. The Standard

Reference Grading system used by DMPS indicates that a 2.00-2.49 is equivalent to a letter

grade of “C”. Of the 135 K-5 students analyzed, 104, or 77%, had a 2.00 or better in reading

and math. A similar report card analysis of 63 students in grades 6-8 had 60 students, or 95%,

receiving a C or better in math and reading. Across both programs, 86% of students

demonstrated success in homework completion and class participation in reading and math as

measured by report card grades of C or better in those subjects and the objective was met.



Another local objective (2.3) defined improved student behavior as less than two (2) behavior

referrals per quarter. DMPS Infinite Campus reported 5.68 average referrals per student; this

would be less than the 8 referrals in a year referenced in the objective.

Objective 2.3 focused on attendance. Elementary students had 5.08 average absences per

student which met the objective of 9 or less. The middle school students had slightly over the 9

absences (9.30), but this was still within the stated objective range. Parent meetings about the

impact of attendance on grades were conducted to address this issue. Oakridge staff increased

presence within the school buildings. Moving forward, Oakridge will look to adding additional

staff to continue to increase our presence with the school buildings. Oakridge staff developed a

consistent presence in the buildings and had conversations with the students and the parents

about the importance of school attendance. We also had conversations with the principals

about changing the data from absence to tardy if a student is late for class. Previously, if late

for class, the student was marked as absent for the entire day.

Objective 3.1 addresses parent education. There was an increase in parent participation in

2017-2018 as compared to 2016-2017. Sixty-four (64) adults participated in ELL classes; they

attended between 1 to 66 classes with an average number of classes attended per adult of

9.39. A majority of the classes dealt with job acquisition skills. It is necessary for staff to meet

individually with parents about school issues (attendance, behavior, grades) because of the

need for interpretation assistance. 21CCLC staff worked more closely with the Adult and Family

program to provide information to parents in how to work more closely with the schools.

Information from the schools is shared with the staff in the Adult and Family program to

capture additional families with whom the youth department may not have daily contact. Both

principals at Edmunds and Callanan stressed the important role that 21CCLC staff play in

helping to get parents to attend conferences or to problem solve with teachers when

necessary. By providing these adult and family services we create opportunities for parents to

take driver’s education so they can get their children to school, take citizenship classes which

results in obtaining access to resources, and take English as a Second Language classes so they

can learn and read with their child(ren). All these opportunities provide a chance for parents to

focus on themselves and gain independence. By participating in these programs, parents are

improving the quality of life in their household. This is especially important because of the

challenges these parents face; such as language barriers, lack of the ability to read and write,

lack of educational attainment, lack of job skills, lack of knowledge of how to fill out a job

application, and lack of transportation and ability to drive or use public transportation.

6. Anecdotal Data

Anecdotal Data Required Elements Complete?



Success Stories x

Best Practices x

Pictures x

Student, teacher, parent, and stakeholder input. x

Success Stories

Success Stories Required Elements Complete?

Specific Examples. x

Key People Involved x

Quotes from participants, teachers, parents, etc. x

Include objectives showing large increases. x

a. Success Stories From Staff:

Gentille is 15-year old participant in BE REAL. She is the third oldest of a total of 6 in her

household. Gentille is a very outspoken young woman with great leadership skills, a serious

passion for academics, an unforgettable smile and the most contagious laugh. Gentilles’ journey

to where she is today wasn’t always as easy as she makes it look. Her family endured a lot of

violence in her home country in Africa, so her entire family decided to come to the United

States to create a better life for themselves. Her arrival to Oakridge came during the 2015-2016

school year. In her earlier years in our after-school program, she was a quiet participant mainly

because of the language barrier she was facing and because she was new to the neighborhood.

From the school standpoint, she had her struggles with the learning content while also learning

the English language. Some students would allow that to define them and cripple their abilities,

but not Gentille. She has become an exceptional student in her own right, broke out of her shy

shell and never made excuses as she continued to better herself. This exact attitude along with

being involved in the after-school program helped her land a job in our 10-week summer youth

employment program. Gentille is the definition of hard work and perseverance. She has

become a staple to our program and we are proud of the strides she has made, and we are

definitely looking forward to what she has in store for the future.

Key people involved in the 21CCLC program are the program director, education coordinator,

site coordinators, teachers and parents. One objective showing a large increase is the number

of students served. As a result of the staff continuing to recruit children, a positive result was

that program participation grew from 165 students in 2016-2017 to 213 students in the school

year program in 2017-2018.

b. Best Practices

Best Practices Required Elements Complete?

Description of the practice/activity. x

Methodology of measuring success of best practice. x



Information on why practice/activity was implemented. x

Impact of practice/activity on attendance. x

Impact of practice/activity on student achievement. x

Billy Stone, Educational Coordinator, described the Best Practices used during 2017-2018.

The OASIS after-school program utilized five major Best Practices presented in Professional

Development Sessions.

• Providing Updated Technology

• Networking with other Agencies

• Implementing Math and Literacy Strategies

• Empowering OASIS Staff

• Focusing on Positive - Social, Emotional Learning Professional Development helped youth staff workers continue to enforce and provide a safe and orderly environment, and structured academic activities. They learned it is important to monitor and assess how our program is improving or what we need to develop outside of our current goals. Currently we use report card grades to review student progress in school and use the Youth Program Quality Assessment (YPQA) to check how all three sites are doing. Stone Education Services provides this assessment in areas of Safe Environment, Supportive Environment, Peer Interaction and Youth Engagement. Both assessments allow us to improve our program, as well as provide additional programs that will add excitement to our OST (Out of School Time). Professional Development for all of Oakridge Neighborhood staff members is the pinnacle for the sustainability of our programs and this allows us to work in a company with common goals and to deliver information in a consistent and professional manner to all our clients.

Best Practice 1: Providing Technology: we have students engage with updated technology tablets to work on educational websites to help them assess their knowledge of literacy and math, and continue to provide a safe and orderly environment. We also provide new websites that keep our students engaged. Monitoring the success of our program is the key to success and stability. These websites have a student assessment built into the program which helps us zero in on student needs.

Best Practice 2: “OST: various organizations helped provide programming for youth. Girls Scouts of America added STEM activities for girls in grades K-5. OST continues to use the Art Center, the Science Center, Grubb YMCA, 4-H, Iowa State Extension, Mercy Nursing, Central College, and area churches to build our program and provide a wealth of opportunities. We have 24 active partnerships. We provide healthy nutritious snacks to fuel the body.

Best Practice 3:



Providing Professional Development: we monitor the planning process and documentation of plans; the lesson plans allow us to monitor and evaluate how well students are doing in school. We collaborate with classroom teachers to make sure we are supporting what is taught at school. Our 21CCLC Director works with all the sites to ensure compliance with tasks. Site Coordinators network with all of their site administrators and teachers to build a united front for our students and their families. This requires more leadership roles from staff. Empowering the staff is the key in the success of the program with our Site Coordinators and Site Navigators and monitoring success is an unending process due to the wide range of youth worker’s expertise. Our Education Coordinator provides staff development in Literacy, Math and Leadership to help everyone provide a quality program for our students. We review lesson plans of teachers to help plan enrichment activities.

Best Practice 4: Certified teachers continue to work with staff to encourage them to present strategies that students are using in the classroom, as well as sharing their disciplinary policies. Using the lesson plans enables non-certified staff to use the same methods the teachers are using on non-teacher days. OASIS is in the process of completing professional development in Social-Emotional Learning strategies with Iowa After-school Alliance (IAA) once it has been added to their professional development schedule.

Best Practice 5: The administrative team has empowered each staff member with a detailed job description and

discussed roles in the organization and the program. Staff have had input in designing the

parent handbook and we continue to revise the parent handbook to keep current with the

constant changes of the school district. The team worked as a total organization to maintain

the same guidelines, so staff uses consistent language and are not confusing to parents and

families. A collaboration with Oakridge Academy and 21st CCLC program led to reworking the

existing parent handbook. This has resulted in more efficiency in staff collecting and

interpreting data.

c. Pictures

Insert pictures here. Pictures should showcase students engaged in activities and learning.



Figure 1 Girl's Basketball

Figure 2 S.W.A.G.G. Cooking Class with BE REAL



Figure 3 Bowling

Figure 4 Field Trip to Botanical Gardens



Figure 5 Planting Flowers with Sherman Hill Neighborhood Association

Figure 6 Hot Dog Ministry Saturday Program with Cornerstone Church

Figure 7 Students Getting School Physicals Sponsored by Des Moines University



Figure 8 Fall Festival

Figure 9 Students Working on Social Skills at Hibachi Grill

Figure 10 After-school Chess

d. Student, teacher, parent, and stakeholder input

Student, teacher, parent, and stakeholder input Required Elements Complete?

Quotes from student, teacher, parent, and stakeholders. x



Quotes from partners. x

Quotes should be attributed (titles can be used but names only with permission). x

Showcase success of the program, especially for student attendance, behavior and academic success.

x

From a mother: “My family was introduced to the O.A.S.I.S. 21st Century afterschool program

by Mr. John in 2014. Since then I have noticed that my boys Randy and Axel have really begun

to thrive. The boys grades improved and have remained consistent throughout their time

attending the program. I have also noticed Randy and Axel becoming more comfortable with

themselves and have become more socially active. I believe that is due to the respect and care

that the staff has for them. The program has also allowed me the opportunity to begin working

full-time knowing that the boys are safe and cared for afterschool.”

From a teacher: “I’ve been teaching students in the afterschool program for the last five years. I

believe this program makes an impact on students who after a long day at school have a place

where they can learn and unwind from their day. I enjoy being in an environment where every

staff member cares and wants students to act their best, be their best and live their best lives.

This program provides an outlet for students to learn in the areas of Math, Reading, Social Skills

and Art. This program is vital for our students as we continue to meet their needs and partner

with the district to ensure their success.”

From the Des Moines Art Center: The Des Moines Art Center has been partnering with

Oakridge Neighborhood Services youth programs for over ten years. We provide art and

literacy programming that promotes creativity, self-expression and problem solving while

encouraging a love for reading. Instructors create art projects that are inspired by age

appropriate children’s books. Our partnership with Oakridge provides the opportunity to work

with youth that may not otherwise have access to art programing and a museum. Through the

years we have seen positive impact on the youth through confidence development and positive

relationships with our teaching staff.

From a student: “Hello my name is Elizabeth and today I’m going to tell you how the BE REAL

program has impacted my school work and my grades. It has impacted my learning because of

all the great thing we learn. The first thing I’m going to talk about is SWAGG (Students With A

Graduation Goal). SWAGG is a group of students that go to BE REAL and Callanan Middle

school. It is run by Mr. John and what we learn there is how to get better help with the classes

we most struggle with. We also work with the 5th grade elementary students who are Junior

SWAGG and we are helping them get ready for middle school. I love this program because it

really teaches you how to work together and have fun at the same time.”

7. Sustainability Plans

Sustainability Plans Required Elements Complete?

Original plan from grant application summary. x



Discuss formal sustainability plan if applicable. x

How program will continue without 21st CCLC grant funding. x

How partnership contributions will help the program continue (refer to partnership table from section 3).

x

The Oakridge 21st CCLC has 30 partners that will work with us in providing support services for

our K-5 and 6-8 programs in years 4 and 5 of our grant.

The support services provided by our partners include:

• STEM Programming

• Career Exploration and College Preparation

• Academic Tutoring provided by student volunteers (Simpson College, Central College

and Drake University)

• Mentoring Support and Life Coaching provided by service organizations (fraternities,

sororities, rotary, etc.)

• Health and Nutrition (Mercy College)

• Training and Professional Development (United Way)

• Enrichment Opportunities through – DNR, Parks and Rec, City of Des Moines,

Neighborhood Associations

• Introduction to Higher Education through College and University campus visits

8. Summary and Recommendations

Summary and Recommendations Required Elements Complete?

Summary of program. x

Dissemination of local evaluation. x

Recommendations for local objectives. x

Recommendations on future plans for change. x

Summary of Program

Summary of Program Required Elements Complete?

Reference introduction section. x

Showcase successes of program. x

Highlight items contributing to program success. x

Include exemplary contributions from staff, teachers, volunteers and/or partners. x

a. Short summary of the program. As described in the Introduction, Oakridge Neighborhood Services

21CCLC program operates 5 days a week after-school for 3-4 hours, and every other Saturday.

It provides tutoring, homework completion, math and reading academic activities and



enrichment. These sessions are provided both in the schools and at Oakridge Variety and

Community Centers. Certified teachers from these public schools, volunteers and 21CCLC staff

supervise and plan the activities and lessons. Participants in the program on a regular basis

have demonstrated positive attendance at school and acceptable behavior toward peers and

adults.

The importance of parents in school success was designed into the grant. Efforts to get parents

to participate effectively with the school and teachers is an ongoing challenge. Parent

communications are most often conducted verbally and in person because language barriers

require use of an interpreter and direct home visits. 21stCCLC staff are facilitators for bringing

parents into the school as active members of the team to help students succeed. We are

looking at moving to electronic notifications such as using text messages to communicate much

like the app schools to send a message to a parent. Parents with language barriers can tap a

command to convert the message from English into their first language.

Showcase successes of program:

(1) Improved academic achievement for our participants in school is accomplished by site

coordinators having high visibility in the schools and building relationships with students

and school staff. Teachers are focused and driven to promote the success of the

students.

(2) Increased numbers of students served and sustained by having more program

opportunities such as increasing the number of field trips which provide a community

classroom experience, being able to make purchases such as tablets and materials for

hands-on activities and by adding a large capacity bus to provide transportation.

(3) Employing committed, qualified and long-term staff who look like the students they

serve. Staff are willing to work outside of “normal” hours, such as evenings and

weekends and networking with students who may be in trouble, as well as students not

in trouble. Certified teachers bring in key activities including STEM, and partnerships

such as the Art Center and Everybody Wins Iowa are key components to the success of

the 21CCLC program.

Dissemination of Local Evaluation.

Dissemination of Local Evaluation Required Elements Complete?

Exact url where local evaluation is posted (required by US DOE). x

Discussion of other methods of Dissemination (Board reports, community meetings, person to person, e-mail, etc.)

x

This evaluation report will be posted on the Oakridge Neighborhood website (http://oakridgeneighborhood.org). It will also be shared with the Board of Directors of the Oakridge Neighborhood Services Inc. A Twitter and a Facebook account also exist and will be

http://oakridgeneighborhood.org/



used to direct individuals to the website. Twitter: @OakridgeServes. Facebook: https://www.facebook.com/pg/OakridgeNeighborhoodServices/ The report will be shared with appropriate personnel at the Des Moines Public Schools, United Way and partnership organizations involved in the program. Technology has exposed our programming and showcased our after-school program to a wider audience. In addition, this has increased knowledge in the community of what the whole organization has to offer. Oakridge is much more than just affordable housing.

Recommendations for Local Objectives.

Recommendations for Local Objectives Required Elements Complete?

Objectives to be changed and reasons why. x

Objectives to be added. x

Include objectives not met. x

Include objectives not measured. x

A teacher survey regarding student behavior, homework completion and class participation was

designed and administered, with the assistance of school principals, in the second semester of

the 2017-18 school year to obtain data for the GPRA measures 9-14. Results of this survey

were reported on page 19.

For 2017-2018 no local objectives were changed or added. All objectives were met. With the

end of this grant cycle approaching, we plan to do a total re-write of the 2019-2020 grant

application.

Recommendations on Future Plans for Change.

Recommendations on Future Plans for Changing Required Elements Complete?

Changes in activities. x

Changes in recruitment efforts. x

Changes in partnerships. x

Changes for sustainability plans. x

Other changes as suggested by governing body. x

The results of MAP tests for the GPRA math and reading objectives for students who are not

proficient is lower than anticipated based on student report cards and their work and attitude

during 21CCLC activities. This was the case for both fall and spring results. Many of the

students who were non-proficient on the MAP assessment, received report card grades of B’s

and C’s. This may indicate that because of good classroom skills and behaviors, the students

are achieving higher grades than the testing situation produces. To improve scores in math and

reading, more practice on math and reading skills was inserted into the academic program for

21CCLC during the 2017-2018 program year because we identified the need in the 2016-2017

https://www.facebook.com/pg/OakridgeNeighborhoodServices/



evaluation report based on the MAP results. Future plans include increased use of technology,

such as providing students with more access to computers including laptops and tablets. In

addition, we are increasing the use of software programs, such as Lexia, FASST Math, and

ABCYA, to improve academic performance. In addition, we use information from the website

“You 4 Youth” for different learning tools and hands-on activities.

The majority of the African American population at Oakridge are recent immigrants. The

adjustment needs of immigrant parents consume much of the adult programming. This past

year showed an increase in parent participation in the Adult and Family program, and future

plans need to continue to expand the emphasis on working with all parents about the

importance of their role with their child’s school to improve attendance, behavior and study

skills development at home. We will continue to work on addressing school attendance with

students and families.

A high percentage of the residents at Oakridge are immigrants who need assistance with

language acquisition and other skills to become successful in employment and school settings.

This gives the 21CCLC staff additional challenges in planning curriculum for students and

working with parents; they have also discovered that helping students practice and understand

how to ask for additional help in acceptable ways is needed. In small groups, students shared

that when they do not understand a classroom concept or assignment, they are hesitant to ask

for help and may just ignore the assignment and simply not do it. 21CCLC staff will continue to

find ways to “practice” these skills with the students. We are collaborating with classroom

teachers to provide “practice” worksheets for students. Transition from elementary to middle

school is still difficult for students and their families and there is a need to continue to work on

skills that will reduce that impact. We identified that during the transition, students had

difficulty transitioning from elementary to middle because they had difficulty adjusting to large

groups, new adults and new students. Therefore, we increased our field trips which are

supplements to our classroom learning and focused on the social emotional needs of students

by exposing them to more opportunities to interact with other adults and students in the

community. The field trips provided the opportunity to learn how to adjust to new people and

environments. Other future plans include continuing to work with parents to increase their self

sufficiency. We will be working with a group of black engineers from Iowa State University and

Des Moines Chapter of Links, Inc. to encourage our students to learn about engineering and to

encourage more African American students to enter the engineering field.

iowa 21 cclc local evaluation form ... - oakridge...

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