OPEN DOORS ACADEMY

2014-2015 Performance Outcomes Evaluation and Findings

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2014-15 PERFORMANCE OUTCOME As Open Doors Academy (ODA) moves into a fourth year of utilizing a performance based outcome model, we continue to grow more closely aligned with our mission, core values, and goals, as well as utilize the data to better strengthen our team’s performance. In the last year, we partnered with Cleveland State University professor and researcher, Dr. Brian Harper, to refine our measures and establish stronger systems for tracking and analyzing data. Beginning this fall, Dr. Harper will serve as an outside evaluator who will provide oversight and guidance to the data collection, analysis, and reporting of our outcomes. In this year’s report you will find that while we still have room to grow in our short-term goal performance, we have seen year over year improvement from those previous in several of our goals. We have also found that over the last two years we have demonstrated growth in both sharing our findings with the team as a whole, as well as utilizing benchmarks throughout the year to determine the need for small shifts in the program that strengthen our efforts to reach our goals. As we continue to remind those who invest in our work, we stand firmly on the following statement: we recognize that our goals are high, as are our expectations, and while we don’t seek perfection, we strive for continual growth and improvement amongst our youth and our staff as a team. We may not hit our target in every area, but it provides us the opportunity to analyze opportunities for growth and continue to strive for a stronger program model that provides best-in-class services to our scholars and their families. We have been told that we should not expect 100% high school graduation each year because we are bound to not hit that goal some year. That may be true, but if we don’t continue to expect the best, we are only providing more excuses for failure to succeed. So we eliminate the excuses and understand that we will at times fail, but that we must learn from our mistakes and become stronger each and every day. Michaelangelo stated it best – “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” Data Compilation and Analysis Brian Harper, Ph.D., Cleveland State University Annemarie M. Grassi, Ph.D., CEO, Open Doors Academy

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Table of Contents 2015 SCHOLAR DEMOGRAPHICS ..................................................................... 4 LONG-TERM PERFORMANCE OUTCOMES AND GOALS .................................... 5 Long-Term Performance Goal One ........................................................................................................ 5 Long-Term Performance Goal Two ....................................................................................................... 6 Long Term- Performance Goal Three ..................................................................................................... 7 Long-Term Performance Goal Four ........................................................................................................ 7

ODA Post-Secondary Graduation Roll ............................................................................................... 7

SHORT-TERM PERFORMANCE GOALS ............................................................ 9 Middle School Enrichment Programming Goals and Objectives ............................................................. 10

MS Short-Term Performance Goal One ............................................................................................ 10 MS Short-Term Performance Goal Two ............................................................................................ 13 MS Short-Term Performance Goal Three ......................................................................................... 18

Summer Enrichment Programming Goals and Objectives ..................................................................... 20 Summer Short-Term Performance Goal One .................................................................................... 20 Summer Short-Term Performance Goal Two: ................................................................................... 21

High School College Prep Programming Goals and Objectives ............................................................. 23 HS Short-Term Performance Goal One ........................................................................................... 23 HS Short-Term Performance Goal Two ........................................................................................... 25 HS Short-Term Performance Goal Three ......................................................................................... 27 HS Short-Term Performance Goal Four .......................................................................................... 29

Family Programming Goals and Objectives ......................................................................................... 30 Family Short-Term Performance Goal One ..................................................................................... 30 Family Short-Term Performance Goal Two ...................................................................................... 31

OPPORTUNITIES FOR GROWTH IN 2015-16 .................................................... 32

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247 235 294

383

0 50

100 150 200 250 300 350 400 450

2011 2012 2013 2014

Total Youth Served

2015 SCHOLAR DEMOGRAPHICS

Male 51%

Female 49%

Gender

Caucasian 4%

African American

92%

Hispanic 2%

Multi Racial

2% Ethnicity

5th Grade 6%

6th Grade 30%

7th Grade 21% 8th Grade

17%

9th Grade 8%

10th Grade

6%

11th Grade 5%

12th Grade

7%

GRADE

Extremely Low 41%

Low 47%

Moderately Low 7%

Above Poverty

5%

Social Economic Status

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LONG-TERM PERFORMANCE OUTCOMES AND GOALS Open Doors Academy has four core long-term goals that drive the work of the organization forward. We are focused on ensuring that we are not simply doing “good work”; rather, we are committed to creating “great impact” in the young people we serve. Therefore, our long-term focus is to create strong, independent, and civically minded young people who are educated in a trade or field and are able to stand on their own feet as a young adult.

Long-Term Performance Goal One High School Graduation: 100% of youth who participate in a minimum of three consecutive years of middle school programming will graduate high school (Benchmark of Success: High School Graduation/ Diploma). 2014-15 Performance Outcome: 100% of ODA alumni youth who participated in a minimum of three consecutive years of middle school/high school programming successfully graduated high school Scholar Name University District Adekoya Truitt Cuyahoga Community College Cleveland Heights Alexis Hills Muskingham College Cleveland Heights Alia Box Cleveland State University Cleveland Heights Alyssa Underwood Cleveland State University Cleveland Heights Aminah Vargas Cleveland State University Cleveland Heights Chianne Charles Xavier University of Louisiana Cleveland Heights Cinque Spivey Cuyahoga Community College Cleveland Heights Diamond Wells Cuyahoga Community College Cleveland Donald Thomas Kent State University* Cleveland Heights Gabriel Dabney Ohio University Cleveland Heights Gabrielle Mitchell Cleveland State University Cleveland Heights Iesha Alex Cleveland State University Cleveland Heights Imani Smith Ohio University Cleveland Heights Jerod Johnson, Jr. Ohio State University Cleveland Heights Jessica Klein Kent State University Cleveland Heights Jhavon Goldsby Ohio State University Cleveland Heights Jordin Landon Cuyahoga Community College Cleveland Heights Mario Wheatley Cuyahoga Community College Cleveland Heights Shaquille Azir Cuyahoga Community College Cleveland Heights Shemiah Nkosi Alabama State University Cleveland Heights Sydni Davenport Morgan State University Cleveland Heights Sylvia Durham Ohio State University** Euclid Taylor Lawson Cleveland State University Cleveland Heights Taylor Smith Cuyahoga Community College Cleveland Heights

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Tequila Wells University of Akron*** Cleveland Thomas Armstrong University of Akron Cleveland Heights Tiara Molson Cleveland State University Euclid Yazmyne White Eastern Michigan University Euclid *Sylvia Durham has completed all requirements for graduation, outside of her Ohio Graduation Test. She will be taking classes at Tri-C this fall and hopes to start at OSU in the spring. **Donald Thomas graduated from ODA in 2011 and entered the air force reserves. He has recently completed his requirements and entered Kent State University this fall ***Tequila graduated early from high school and will be starting at the University of Akron in January 2016

Long-Term Performance Goal Two Post-Secondary Education: 95% of youth who participate a minimum of three consecutive years of programming will complete a minimum of two years in a post secondary placement or secure employment by meeting one of the following benchmarks of success:

a. Completion of an Associate’s Degree b. Completion of a Bachelor’s Degree from an Accredited University c. Completion of a Trade School or Apprenticeship Program d. Two-year completion in a Service Program (Americorps, City Year, etc.) e. Placement in a Military Program

2014-15 Performance Outcome: Currently Enrolled

Associates Degree Program 14% (11 scholars) Bachelor’s Degree Program 73% (57 scholars)

Trade School/Apprenticeship 4% (3 scholars) Service Program 3% (2 scholars)

Military 1% (1 scholar) No Post-Secondary Path Chosen 2% (2 scholars)

*Started Post-Secondary but did not complete 3% (2 scholar) For the 2014-15 school year, 97% of Open Doors Academy scholars were enrolled in or had previously completed a post-secondary option. Two scholars out of 78 eligible youth were not enrolled in or had not previously completed a post-secondary option. Two eligible youth started a post-secondary program in 2012, but dropped out of college and both are currently working, one as a valet and the other as a manager of a restaurant. There are currently six Open Doors Academy scholars who have graduated high school, but have not continued in a post-secondary placement due to extensive special needs that require support beyond a traditional scholar. These students have been removed from the total count.

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Long Term- Performance Goal Three Post-Secondary Education Completion: A Minimum of 95% of youth who enter a post-secondary placement will successfully completed stated program within six years. 2014-15 Performance Outcome: To date 95% of youth who have entered a post-secondary placement have successfully completed their stated program within six years. As indicated above, one scholar started college and dropped out prior to completion. A listing of those scholars who completed a post-secondary education is listed below.

Long-Term Performance Goal Four Sustained Employment Post Graduation: A Minimum of 90% of youth will successfully secure employment post graduation and maintain secured employment for a minimum of one year. 2014-15 Performance Outcome: To date 100% of youth have secured and sustained secured employment for a minimum of one year upon graduation from post-secondary program. Below is a list of our current college/post-secondary graduates and their current career paths.

ODA Post-Secondary Graduation Roll Scholar Name University Graduated Degree Job

Alicia Delic Northwood University

2012 BBA Fashion Marketing and Mgmt.

Gross Margin Analyst at Corporate Macy’s, NYC

Phylicia Delic Northwood University

2012 BBA, Business Administration

Marketing Specialist with Paige Novick, NYC

Samantha Adkins

Valdosta State 2013 BS in Athletic Training

Athletic Trainer, Benedictine High School

Grace Walters Cleveland State University

2013 BSN, RN Nursing

School Nurse in Chicago

Megan McCoy Cornell University

2013 BA French Studies Litigation Paralegal – Paul, Weiss, Rifkind, Wharton & Garrison, (NY)

Avery Tucker Ohio University

2013 BA in Plant Biology Fulbright Scholar studying plant biology and language in China

Dwight Williams

University of Akron

2014 BA in Social Work Accepted into Master’s Program at UA and is furthering his social work degree

Lydia Craddock

Armstrong State University

2014 BFA in Visual Arts Middle School Art Teacher in Florida

Tatiana Harvard 2014 BA in Psychology Finished Master’s in Higher

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Dubose-Butler University Education at Harvard University (2015)

Ashley Grimes Emory University

2014 B.S. in Anthropology Peace Corp – Preventative Health Volunteer in Senegal

Alexandra Miller

Columbia University

2014 B.S. in Biochemistry Weill Cornell/ Rockefeller/Sloan Kettering Tri-Institutional MD-PhD Program at Cornell University

Lache’ Thomas Lincoln University of PA

2014 B.S. in Criminal Justice

Attending Law School at Howard University

Taylor Smith Ohio University

2014 B.A. in Communications

Marketing Specialist with AES Management Company

Emily King Oberlin College

2014 B.A. in French Teaching English in France

Chelsea Williams

University of Cincinnati

2015 B.A. in Elementary Education

Joined Teach for America in Chicago

Markus Primes Purdue University

2014 B.S. in Aviation Management

Systems Engineer at CSSI, Inc.

Taylor Reynolds

Kent State University

2014 B.A. in Elementary Education

Pursuing Master’s Degree in Reading at Notre Dame College

Ajia Mason Bowling Green State University

2015 B.S. in Apparel Merchandising and Product Development

Merchandise Assistant Manager at Aéropostale

Kareen Sanders

Lakeland Community College

2014 Associate’s Degree in Human Services

In transition – moved home to take care of ill parent

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SHORT-TERM PERFORMANCE GOALS Short-term performance outcomes are divided into four core program areas: middle school enrichment programming, summer programming, high school programming, and parent enrichment programming. Each core area has two or three short-term performance goals that are addressed annually. The short-term performance goals and benchmark indicators are evaluated monthly and quarterly when appropriate. They are used to evaluate individual campus performance and determine need for improvement in the upcoming year. Based on the results of the objectives below, ODA has made a strong commitment to analyze academic performance more closely and develop strategies for improving overall academic performance of its students.

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Middle School Enrichment Programming Goals and Objectives

MS Short-Term Performance Goal One Social Skills Development Goals: Our students will demonstrate marked growth in soft skills including decision-making, assertiveness, impulse control, and ability to base choices on internal evaluation. Additionally, students will develop flexibility or the ability to adapt to new situations. Benchmark Indicator 1a: ODA youth will demonstrate improvement in self-regulation annually as measured monthly through Youth Progress Report (teacher assessment) and ODA Youth Survey. Approximately a10% increase in overall performance between pre and post-test. 2014-15 Performance Outcome:

Youth Progress Growth % (Oct to June)

Youth Progress Growth % (Oct to March)

Miles Park 8% 8% Forest Park 2% 3% Euclid Central 35% 11% St. Paul’s/ Roxboro 7% 4% Monticello -6% -3% E Prep Cliffs Campus -4% -8% Fullerton -13% 11% Mound 30% 18% E Prep Woodland Hills -6% 1% Average Across All Campuses 6% 5% The second chart looks at improvement in youth behaviors throughout beginning and end of year based on the number of months the scholar was enrolled in the program. 8 months 6 to 7 months 4 to 5 months Miles Park -4% (n=8) 5% (n=10) 26% (n = 7) Forest Park -7% (n=6) -9% (n = 2) 7% (n = 17) Euclid Central 25% (n=19) 67% (n=8) 0% (n = 3) St. Paul’s/ Roxboro 7% (n=40) (n=0) (n = 0) Monticello -2% (n = 21) -25% (n = 5) -8% (n = 7) E Prep Cliffs Campus (n = 0) -4% (n = 18) -9% (n = 7) Fullerton -10% (n = 8 ) -13% (n = 6) -16% (n = 8) Mound (n = 0) (n = 0) 30% (n = 4) EPrep Woodland Hills -4% (n=18) -4% (n=18) -8% (n = 8) Average Across All Campuses 8% 2% 2%

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While the report demonstrates that several scholars demonstrated declines in performance on the youth progress report throughout the year, there are several factors that come into play and may affect the outcome. First, most scholars were highly rated in the first month. This may be due to the teacher evaluating scholars during the initial “honeymoon period” and/or may be affected by the teacher tendency to start by scoring more leniently due to limited knowledge of the scholar, and meeting with the scholar the first time for their mentor/mentee meeting. Other factors may include the final report being completed in the last month, when fatigue and frustrations run higher, and when scholars tend to demonstrate less disciplined behaviors due to the impending end of the school year. Going forward, the youth progress report will be replaced by the Grit Scale and School Readiness Scale, which are stronger psychometric measures for assessing self-regulation. Benchmark Indicator 1b: Open Doors Academy youth will demonstrate a drive to be successful both currently and in the future as measured through four key questions in the ODA Youth Survey (belief in self, belief in giving back, willingness to try new things, desire for future success). 2014-15 Performance Outcome:

Collective Response from Scholars Avg. Score out of 7

I believe in myself 6.44 I believe in giving back to the community 5.81 I am willing to try new things 6.08 I want to be successful in life 6.71 Benchmark Indicator 1c:ODA youth will indicate their responsibility to civic duty, utilizing the Active and Engaged Youth Survey. Civic Duty (a subset of the full scale provides an understanding of one’s responsibility to invest in civic engagement; scores range from 12 to 60. The higher the score, the higher the sense of civic duty. Each campus score is averaged across student participants. (1-15 = low; 16-30 = moderate; 31-45 = moderately high; 46-60 = high) Civic Duty Score Miles Park 46.9 Forest Park 47.1 Euclid Central 47.1 St. Paul’s/ Roxboro 46.4 Monticello 44.7 E Prep Cliffs Campus 45.8 Fullerton 49.4 Mound No Data E Prep Woodland Hills 47.9 Average Across All Campuses 46.9

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Neighborhood Social Connections (a subset of the full scale provides an understanding of one’s sense of connections to their community and neighborhood, and whether their participation in civic engagement is valued; scores range from 6 to 30. The higher the score, the higher the feeling of neighborhood connectedness. Each campus score is averaged across student participants. (6-12 = low; 13-18 = moderate; 19-24 = moderately high; 25-30 = high)

Overall, ODA scholars demonstrated a high sense of civic duty. Scores across campuses were relatively stable and even amongst individual scholars. The range of scores was small, demonstrating a general similarity in sense of civic duty, which aligns closely with the values and instilled beliefs of the ODA model. However, ODA scholars demonstrated a lower average score for feelings of neighborhood connectedness in comparison to their sense of responsibility to civic duty. Questions in this subset included “adults in my city listen to what I have to say,” “adults in my city make me feel important,” and “in my neighborhood, there are lots of people who care about me.” These scores may be reflective of the communities in which our scholars live.

Neighborhood Social Connections Score

Miles Park 22.4 Forest Park 20.2 Euclid Central 20.7 St. Paul’s/ Roxboro 20.1 Monticello 18.8 E Prep Cliffs Campus 20.0 Fullerton 24.2 Mound No Data E Prep Woodland Hills 20.9 Average Across All Campuses 21.9

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MS Short-Term Performance Goal Two Academic Performance Goals: Our students will develop consistent study habits and demonstrate responsibility, while improving their overall academic performance. Benchmark Indicator 2a: Students will demonstrate increased responsibilities for their academics by writing down their assignments on a daily basis a minimum of 75% of each month. 2014-15 Performance Outcome: Average across all middle school sites

Note: There was an 8% decrease in overall performance from the year prior. The decrease was most heavily influenced by the two CMSD investment schools: Mound and Fullerton. In viewing trends throughout the year Fullerton, in its second year with ODA, demonstrated relatively steady growth from September through June. Mound ebbed and flowed, but demonstrated two solid months of improvement towards the end of the year. With the knowledge that it takes time to instill habits and skill sets, these campuses should continue to demonstrate improvement over the next year. Benchmark Indicator 2b: Students will demonstrate increased focus and responsibility by working productively on their homework for a minimum of 60 minutes each day (80% of students will rank a three or higher on the ODA homework engagement scale each month, measured on a scale of 1 to 5). Scores were documented and collected throughout the school year by the same teacher each day. Scores are measured against the following scoring rubric, ranging from 1 to 5: 1 2 3 4 5 I spent fewer than 15 minutes fully engaged in homework/ SSR/ ALT assignments.

I spent 15-25 minutes fully engaged in my homework/ SSR/ ALT Assignment.

I spent 26-30 minutes fully engaged in my homework/ SSR/ ALT Assignment

I spent 30- 40 minutes fully engaged in my homework/ SSR/ ALT Assignment.

I spent the entire Academic Learning Time working hard on homework/ SSR/ ALT assignments.

SEPT. OCT. NOV. DEC. JAN. FEB. MAR. APR. MAY AVG Miles Park 81% 74% 79% 81% 84% 84% 72% 79% 80% 79% Forest Park 100% 82% 80% 86% 90% 90% 98% 78% 99% 89% Euclid Central 79% 69% 62% 57% 57% 55% 57% 69% 61% 63% St. Paul’s/ Roxboro 83% 72% 82% 88% 88% 88% 87% 84% 78% 83% Monticello 84% 63% 62% 68% 74% 64% 70% 76% 70% 70% E Prep Cliffs 98% 82% 81% 74% 72% 77% 72% 71% 98% 81% Fullerton 0% 40% 0% 63% 54% 69% 74% 69% 61% 48% E Prep Woodland NA 84% 76% 75% 73% 63% 56% 60% 63% 69% Mound NA 17% 12% 9% 9% 10% 0% 35% 57% 19% TOTAL AVERAGE ACROSS CAMPUSES 67%

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I was disruptive during academic learning time and distracted others. I did not complete any homework or ALT assignments, and I did not choose to read a book. I had to be redirected several times by a staff member for being off-task during academic learning time.

I was unfocused during much of the academic learning time and may have distracted others. I completed some of my homework/ ALT assignment. I had to be redirected several times by a staff member for being off-task during academic learning time.

I completed at least half of my homework or ALT assignments before engaging in another activity. I only had to be redirected once by a staff member for being off-task and/ or I made a better choice by choosing to focus on my work.

I stayed focused on my assignments most of the time and did not distract others while doing my work. I did not have to be redirected by a staff member for being off-task during academic learning time.

I found other learning opportunities if I finished my assignments early (educational games, reading) I did not have to be redirected by a staff member for being off-task during academic learning time.

2014-15 Performance Outcome (average score on a scale of 1 through 5)

2014-15 Performance Outcome (percentage of youth who ranked a 3 or above)

SEPT. OCT. NOV. DEC. JAN. FEB. MAR. APR. MAY AVG Miles Park 4.9 4.7 4.9 4.7 4.7 4.8 4.7 4.8 4.8 4.77 Forest Park 3.9 3.9 3.7 4.0 3.6 3.6 3.7 3.7 3.7 3.75 Euclid Central 3.2 3.0 3.0 2.9 3.0 3.0 3.0 3.0 2.9 3.01 St. Paul’s/ Roxboro 4.7 4.3 4.4 4.3 4.2 4.4 4.4 4.5 4.3 4.38 Monticello 4.0 3.9 3.9 4.0 4.3 3.9 3.8 3.7 3.9 3.93 E Prep Cliffs 4.3 4.1 4.1 4.0 4.0 4.0 4.1 3.6 4.0 4.02 Fullerton 1.5 1.7 3.1 4.0 3.3 3.9 3.8 3.9 4.0 3.24 E Prep Woodland NA   4.3   3.9   4.2   4.0   4.0   3.9   3.6   3.8   3.97  Mound NA   3.6   2.8   3.9   3.7   4.1   3.4   3.4   4.3   3.65  TOTAL AVERAGE ACROSS CAMPUSES 3.86

SEPT. OCT. NOV. DEC. JAN. FEB. MAR. APR. MAY AVG Miles Park 100% 98% 100% 100% 100% 100% 99% 100% 100% 100% Forest Park 96% 95% 92% 99% 96% 97% 99% 94% 93% 96% Euclid Central 87% 84% 83% 83% 92% 79% 79% 79% 78% 83%

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Note: There was a 16% increase in student performance, from the prior year, based on percentage of occurrences where scholars received a 3 or above on the homework engagement scale. This year, with a more structured system, which included structured and clearly objective rubric and additional oversight and training of how to objectively measure scholar performance, scholars may appear to have developed stronger homework habits through repeated consistency and structure. Benchmark Indicator 2c: Students will demonstrate increased academic performance by demonstrating improvement in their overall GPA (75% of students will demonstrate a 2.0 GPA or higher starting second quarter and 65% of students will demonstrate a 3.0 GPA or higher starting second quarter). 2014-15 Performance Outcome (percentage of youth who demonstrated a 2.0 GPA or above) Q1 Q2 Q3 Q4 AVG Miles Park 87% 100% 90% 79% 89% Forest Park 77% 70% 21% 66% 59% Euclid Central 81% 80% 58% 68% 72% St. Paul’s/ Roxboro 93% 95% 93% 95% 94% Monticello 76% 87% 77% 79% 80% E Prep Cliffs Campus 64% 72% 73% NA 70% Fullerton 33% 39% 32% 58% 41% E Prep Woodland 33% 47% 27% NA 36% Mound 83% 77% 100% 100% 90% Average Across All Campuses 70% 74% 63% 78% 70% Note: The 2014-15 performance of scholars who averaged a 2.0 or above demonstrated a 9% decline between 2013-14 and 2014-15. This difference is heavily weighted by the performance at Fullerton and E Prep Woodland Hills, both campuses are relatively new with only two years under their belt. E Prep Woodland Hills and E Prep Cliffs are highly performing charter schools, which provide a more rigorous grading system and accountability to learning. In addition, most students transition in from a public school in Cleveland. The transition to this new school leads to greater initial struggles in academic performance.

St. Paul’s/ Rox 99% 98% 97% 98% 97% 99% 99% 99% 100% 98% Monticello 99% 91% 95% 98% 100% 99% 93% 92% 91% 95% E Prep Cliffs 99% 91% 91% 92% 95% 92% 93% 78% 88% 91% Fullerton 13% 16% 93% 100% 74% 95% 87% 92% 87% 73% E Prep Woodland NA   92%   95%   92%   97%   100%   95%   88%   95%   94%  Mound NA   93%   59%   98%   100%   100%   88%   83%   100%   90%  TOTAL AVERAGE ACROSS CAMPUSES 91%

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2014-15 Performance Outcome (percentage of youth who demonstrated a 3.0 GPA or above) Q1 Q2 Q3 Q4 AVG Miles Park 31% 40% 20% 14% 26% Forest Park 31% 26% 61% 37% 39% Euclid Central 35% 22% 29% 21% 27% St. Paul’s/ Roxboro 68% 50% 45% 63% 57% Monticello 45% 54% 49% 55% 51% E Prep Cliffs Campus 27% 20% 40% NA 29% Fullerton 0% 22% 8% 32% 16% E Prep Woodland Hills 10% 10% 8% NA 9% Mound 0% 22% 34% 63% 30% Average Across All Campuses 27% 30% 33% 41% 31% The current performance of scholars who averaged a 3.0 or above decreased by 13% throughout the year between 2013-14 and 2014-15. First quarter scores were significantly lower in the first quarter this year compared to last year. However, even with a lower performance in the year-to-year comparison, several campuses demonstrated growth in GPA from 1st Quarter to 4th Quarter. Mound demonstrated an overall 63% increase between 1st and 4th quarter, Fullerton demonstrated a 32% increase, E Prep Cliffs a 13% increase, Forest Park a 6% increase, and Monticello a 10% increase between first and fourth quarters. Benchmark Indicator 2d: Students will demonstrate increased academic performance by demonstrating average to strong grades in math and reading (75% of students will demonstrate a “C” or above in reading after second quarter and 75% of students will demonstrate a “C” or above in math after second quarter). 2014-15 Performance Outcome (percentage of youth who demonstrated a “C” or above in reading) Q1 Q2 Q3 Q4 AVG Miles Park 93% 100% 93% 79% 91% Forest Park 97% 60% 76% 80% 78% Euclid Central 84% 77% 71% 85% 79% St. Paul’s/Roxboro 89% 93% 88% 93% 91% Wiley 86% 79% 74% 82% 80% E Prep Cliffs Campus 73% 68% 73% NA 71% Fullerton 73% 57% 36% 47% 53% E Prep Woodland Hills 38% 31% 35% NA 35% Mound 83% 66% 75% 88% 78% Average Across All Campuses 80% 70% 69% 79% 73% The 2014-15 performance of scholars who demonstrated a “C” or above in reading demonstrated a decrease of 9% between 2013-14 and 2014-15. While the overall performance was weaker than

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the past year, most campuses, outside of Fullerton and E Prep Woodland Hills, performed on or above target throughout the year. 2014-15 Performance Outcome (percentage of youth who demonstrated a “C” or above in math) Q1 Q2 Q3 Q4 AVG Miles Park 73% 90% 80% 62% 76% Forest Park 68% 56% 52% 66% 61% Euclid Central 86% 71% 50% 59% 67% St. Paul’s/ Roxboro 93% 85% 86% 93% 89% Monticello 72% 66% 80% 73% 73% E Prep Cliffs Campus 64% 64% 80% NA 69% Fullerton 40% 43% 40% 47% 43% E Prep Woodland 48% 48% 46% NA 47% Mound 66% 66% 75% 75% 71% Average Across All Campuses 68% 65% 65% 68% 66% The 2014-15 performance of scholars who demonstrated a “C” or above demonstrated a 12% decrease overall in comparison to the 2013-14 school year. Benchmark Indicator 2e: 75% of 8th grade students (who have completed three years with ODA) will demonstrate proficiency in math on the Ohio Achievement Assessment and 75% of 8th grade students (who have completed three years with ODA) will demonstrate proficiency in reading on the Ohio Achievement Assessment. 2014-15 Performance Outcome: % of 8th grade Middle School Scholars who demonstrate proficiency or above in math and reading as reported through the Ohio Achievement Assessment. Due to the shifts in testing at the middle school level, ODA was unable to measure 8th grade assessment during the 2014-15 school year.

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MS Short-Term Performance Goal Three Retention Goal: Our students will demonstrate increased perseverance and commitment to their growth by continuing participation in the program from year to year. Benchmark Indicator 3a: ODA middle school scholars will maintain an average of 90% daily attendance throughout the school year. 2014-15 Performance Outcome: On average and across all campuses, scholars averaged 86% daily attendance. This remains steady from the year prior, and a 4% decline from two previous year’s findings. The decline is due in part to several winter illnesses and missed school days due to detrimental weather, as well as a lack of enforcement of the attendance policy. This policy continues to be reinforced moving forward, with a plan to hold staff accountable for ensuring scholars are present daily.

Benchmark Indicator 3b: 75% of 1st year students will continue into their 2nd grade year with ODA. 2014-15 Performance Outcomes: Findings indicate that an average of 75% of first year students returned for a second year in 2014-15 school year. Student retention data for the current year will be available after October 30th, 2015. Benchmark Indicator 3c: 90% of second year students will continue into their third year with ODA.

3a 3b 3c 3d

Daily Attendance

Retention year 1

Retention year 2

Retention year 3

Miles Park 80% 45% 100% 100% Forest Park 88% 74% 100% 100% Euclid Central 83% 71% 71% 100% St. Paul's/ Roxboro 97% 75% 78% 100% Monticello 86% 73% 67% 100% E Prep Cliffs Campus 98% 80% NA NA Fullerton 80% 94% NA NA E Prep Woodland 83% NA NA NA Mound 79% NA NA NA Average Across All Campuses 86% 75% 77% 100%

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2014-15 Performance Outcomes: Findings indicate that an average of 77% of 2nd year students returned for their third year in the 2014-15 school year. Student retention data for the current year will be available after October 30th, 2015. Benchmark Indicator 3d: 100% of 8th grade students who started in the 6th or 7th grade will graduate from the middle school program and earn alumni status (number of 8th graders). 2014-15 Performance Outcomes: Findings indicate that 100% of 8th grade students who started in the 6th grade (2011) completed their third year and earned alumni status in the 2014-15 school year. Student retention data for the current year will be available after October 30th, 2015. Data for benchmarks 3b, 3c, and 3d are currently being collected. Scholars are currently enrolling into the new program year. Retention is tracked after October 30th, when registration for the new school year closes. Findings will be reported in the mid-year report issued in February 2016.

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Summer Enrichment Programming Goals and Objectives

Summer Short-Term Performance Goal One Skills Development Goal: Students will demonstrate increased skill performance in the various camps in which they participate. Benchmark Indicator 1a: Students will demonstrate a minimum of 35% increase in correct answers between pre/post-content assessments. 2014-15 Performance Outcome: Scholars demonstrated an average of a 12% increase in correct answers between pre/post content assessments. This covered a period of five days (four for week of 4th of July and the final week of camp) for each camp. While this number falls short of the objective of 35% growth between pre and post-test, it must be stated that the length of “learning time” between pre and post-test is minimal (4 to 5 days), with a great deal of information and interactive learning occurring within those five days. Evaluation of camp success and scholar impact is measured on multiple factors, including growth between pre and post-test, the product produced by scholars by the end of each camp (performance, writing sample, visual art, etc.), and overall scholar and staff feedback. Camp performance on pre/post-test ranged from 0% growth to 47% growth. Eight of the 22 camps factored demonstrated percentage of change between 23% and 47% growth. Factors that also may affect performance include time to complete the test and the environment in which the test was completed (some kids had to complete them while on the bus ride home due to limited time during programming). Benchmark Indicator 1b: Students will self-indicate confidence in themselves as it relates directly to their participation in summer camps. 2014-15 Performance Outcome: ODA utilized a new summer survey developed by Dr. Brian Harper, Cleveland State University, to measure confidence across four domains (efficacy, utility value, interest, and commitment). Given the short period of data collection (eight weeks), the evaluators determined it was best to gather “mean” performance across the eight weeks rather than assess a pre/post-assessment. A fourteen-item Likert-scaled assessment of students’ summer camp experience was developed and implemented in the summer of 2015. Individual survey items loaded onto one of four subscales: Efficacy (domain specific confidence), Utility Value (the perceived usefulness of a learning experience for future aspirations), Interest (the extent to which an individual finds a new learning experience stimulating), and Commitment (the extent to which an individual will be effortful in pursuing the goals of the camp program. Five hundred sixty-nine surveys were completed by individual participants in 48 camp programs. For each individual item, respondents indicated a level of agreement on a scale from 0 (indicating total disagreement) to 100 (indicating total agreement). Means and standard deviations for each subscale are presented in table x.

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Mean (standard deviation) Efficacy 85.05 (10.99) Utility Value 74.21 (11.80) Interest 88.12 (9.19) Commitment 76.20 (15.23) Table x. Mean and standard deviations for summer scale by subscale Findings from the data collected indicate a high mean for efficacy and interest and a moderately high mean for commitment and utility value. Overall, scholars demonstrated strong commitment to learning and pursuing goals, connecting their experiences to future endeavors, and confidence as it relates to the camps each scholar selected.

Summer Short-Term Performance Goal Two: Retention Goal: Our students will demonstrate increased engagement in learning through participation in summer programming. Benchmark Indicator 2a: 100% of ODA students will participate in a minimum of three weeks of summer camp each summer (middle school only). 2014-15 Performance Outcome: 70% of ODA scholars participated in a minimum of three weeks of summer camp. Over the last two years, participation has been increasing, however, this year there was a 15% decrease in participation.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

2012 2013 2014 2015

Summer Camp Participation

Summer Camp Participation

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This past year, there were some glitches in the enrollment system for camps. A few kids opted not to participate because the camps they were interested in were full. Others were out of state living with another parent. However, the number one reason was due to parents who had not finished their payments or parent hours. As reported below, parent participation was challenging this year due to gaps in service and communication amongst teams. The teams will begin meeting early this year to ensure that these gaps are not continuous in the upcoming year. Benchmark Indicator 2b: At minimum 95% of students who participate in summer learning programming will continue to participate in ODA the following school year. 2014-15 Performance Outcome: 81% of those scholars who participated in summer camp returned for school year programming in 2014-15. The 19% of scholars who did not return were due solely to issues of mobility and moving outside of the districts served. Student retention data for the current year will be available after October 30th, 2015.

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High School College Prep Programming Goals and Objectives

HS Short-Term Performance Goal One Social Responsibility Goal: Our students will develop an increased understanding of the importance of shared social responsibility by demonstrating a commitment to their community and the greater good. Benchmark Indicator 1a: 80% of ODA youth will complete a minimum of 75 hours of community service each year at the local or national level. 2014-15 Performance Outcome: Percentage of high school scholars who complete 75 hours of community service

Completed 50 hours Completed 75 hours Cleveland 64% 64% Cleveland Heights 51% 23% Euclid 80% 64% Average across Campuses 65% 50%

Note: We saw moderate growth in the percentage of scholars who completed 75 or more hours annually, increasing by 12% from the previous year. Both Cleveland and Euclid demonstrated strong growth in completing their hours with a 23% increase in Cleveland and 34% increase from Euclid. Cleveland Heights however demonstrated a dramatic decline from 44% to 23%. Similarly while the percentage of Cleveland Scholars completing 50 hours remained steady (1% increase), Euclid demonstrated a 30% increase, while Cleveland Heights demonstrated a 19% decline. 2014-15 Performance Outcome: Total Hours Contributed to the Community by High School Scholars

# of Active Scholars Total Volunteer Hrs. Average Cleveland 15 608 41 Cleveland Heights 40 1,903 48 Euclid 35 2,806 80 Total across Campuses 90 4,466 56

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Benchmark 2a: 75% of ODA Youth will indicate strong self-importance on giving back and taking care of others in this world. Civic Duty (a subset of the full scale provides an understanding of one’s responsibility to invest in civic engagement; scores range from 12 to 60. The higher the score, the higher the sense of civic duty. Each campus score is averaged across student participants. (1-15 = low; 16-30 = moderate; 31-45 = moderately high; 46-60 = high)

Neighborhood Social Connections (a subset of the full scale provides an understanding of one’s sense of connections to their community and neighborhood, and whether their participation in civic engagement is valued; scores range from 6 to 30. The higher the score; the higher the feeling of neighborhood connectedness. Each campus score is averaged across student participants. (6-12 = low; 13-18 = moderate; 19-24 = moderately high; 25-30 = high)

Civic Skills Attainment (a subset of the full scale provides and understanding of one’s ability to attain civic skills, and take action to impact change. An example of a question from this subset is “if you found out about a problem in your community that you wanted to do something about, how well do you think you would be able to do each of the following activities: (1) Express your views in front of a group of people; (2) sign an email or a written petition; (3) contact or visit someone in government who represents your community; etc.” Scores range from 6 to 30. The higher the score, the higher attainment for civic skills (6 to 11 = low; 12 to 17 = moderate; 18 to 23 = moderately high; 24 to 30 = high)

Mean Civic Duty Score

Cleveland Heights University Heights 45.7 Euclid 45.3 Cleveland 45.8 Average across all Campuses: 45.6

Mean Neighborhood Social Connections Score

Cleveland Heights University Heights 19.2 Euclid 19.5 Cleveland 21.6 Average across all Campuses: 20.1

Mean Civic Skills Attainment Score

Cleveland Heights University Heights 20.0 Euclid 20.4 Cleveland 18.6 Average across all Campuses: 19.7

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In alignment with ODA middle school scholars, the high school scholars demonstrated a high sense of civic duty, albeit a slightly lower score than middle school (1.4 points average lower). As was the case with middle school scholars, the scores across campuses was relatively stable. Even amongst individual scholars the range of scores was small, demonstrating a general similarity in sense of civic duty, which aligns closely with the values and instilled beliefs of the ODA model. ODA high school scholars demonstrated a lower average score for feelings of neighborhood connectedness in comparison to their sense of responsibility to civic duty. Questions in this subset included: “adults in my city listen to what I have to say”, “adults in my city make me feel important,” and “in my neighborhood, there are lots of people who care about me.” These scores may be reflective of the communities in which our scholars live. While still moderately high, it borders between moderate and moderately high. These scores are reflective of and may be attributed to the urban communities in which our young people are living, concerns with safety, and lack of a sense of community in the neighborhoods in which they live. Finally, high school scholars demonstrated a moderately high level of confidence in attaining civic skills to take action. This was only measured amongst high school scholars and was utilized to measure scholars’ confidence in taking action when passionate for a cause or problem, further supporting efforts put forth to create engagement through the global education seminars and service learning requirements set forth in the curriculum.

HS Short-Term Performance Goal Two Academic Performance Goals: Our students will develop consistent study habits and demonstrate responsibility while improving their overall academic performance. Benchmark Indicator 2a: 90% of students will demonstrate a 2.0 GPA or higher starting second quarter. 2014-15 Performance Outcome: Percentage of high school scholars who demonstrate a 2.0 or above

Q1 Q2 Q3 Q4 AVG Cleveland 83% 83% 92% 86% 86% Euclid 74% 74% 79% 74% 75% Cleveland Heights 78% 75% 83% 83% 80% Average Across All Campuses 78% 77% 85% 81% 80%

The average across the four campuses is a 7% increase from the 2013-14 school year and an overall 13% increase over the past two years. Cleveland demonstrated a 15% increase over the past year and Euclid a 12% increase. Cleveland Heights demonstrated a small decrease of 4% over the past year.

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Benchmark Indicator 2b: 75% of students will demonstrate a 3.0 GPA or higher starting second quarter 2014-15 Performance Outcome: Percentage of high school scholars who demonstrate a 3.0 or above

Q1 Q2 Q3 Q4 AVG Cleveland 42% 58% 40% 57% 49% Euclid 44% 32% 32% 38% 37% Cleveland Heights 45% 35% 35% 45% 40% Average Across All Campuses 44% 42% 36% 47% 42%

The average across the four campuses also demonstrated a 3% increase in the number of scholars who averaged a 3.0 or above from the 2013-14 school year, and an overall 9% increase over the past two years. In the individual school districts, Cleveland increased by 10% and Euclid by 4% Cleveland Heights University Heights demonstrated a small decline of 3%. Benchmark Indicator 2c: 80% of participants will successfully pass all sections of the Ohio Graduation Test (OGT) their 10th grade year; 100% of participants will successfully pass all sections of their Ohio Graduation Test (OGT) their 11th grade year. 2014-15 Performance Outcome: Percentage of high school scholars who pass Ohio Graduation Test (10th Grade)

10th Graders n Math Reading Science Social Studies

Passed all 4

Cleveland (ODA) 5 67% 100% 33% 100% 33% CMSD School District 56% 73% 46% 54% Euclid (ODA) 6 83% 100% 67% 83% 57% Euclid School District 68% 80% 56% 80% CHUH (ODA) 7 71% 86% 57% 86% 67% CHUH School District 72% 87% 60% 75% Avg. Across All Campuses 74% 95% 52% 90% 78%

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2014-15 Performance Outcome: Percentage of high school scholars who pass Ohio Graduation Test (11th Grade)

11th Graders n Math Reading Science Social Studies

Passed all 4

Cleveland (ODA) 6 86% 86% 86% 86% 86% CMSD School District 69% 80% 58% 68% Euclid (ODA) 3 67% 33% 33% 67% 33% Euclid School District 80% 88% 72% 88% CHUH (ODA) 16 94% 100% 88% 100% 88% CHUH School District 87% 94% 83% 89% Avg. Across All Campuses 82% 73% 69% 84% 69% While ODA still has not met its core goal of 80% passage of all sections in the 10th grade and 100% in the 11th grade, there was a demonstrated increase of 29% passage from last year. In addition, 10th grade performance was only two percentage points short of the targeted goal. As is trending amongst the overall district performance across all three districts, science continues to be a struggling factor in passing the Ohio Graduation Test. In comparison with the districts’ overall performance, ODA scholars performed strongly at most levels. Over the last year, 10th grade scholars demonstrated stronger performance overall than 11th graders.

HS Short-Term Performance Goal Three Career Readiness Goals: Our students will demonstrate preparedness for post secondary education and work placement through active learning and engagement in career readiness programming Benchmark Indicator 3a: At minimum, 75% of students enrolled in the Open Doors Alumni High School program will participate in a minimum of 10 evening workshops throughout the year. 2014-15 Performance Outcome: Percentage of high school scholars who completed a minimum of 10 evening workshops

Completed 10 or more evening workshops Cleveland 85% Cleveland Heights 30% Euclid 94% Total across Campuses 70%

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Benchmark Indicator 3b: 80% of participating high school youth will successfully complete seven-week paid summer internships with ODA each year. 2014-15 Performance Outcomes: 33 ODA high school youth successfully completed a seven-week paid summer internship with ODA. An additional 19 ODA high school youths obtained summer employment outside of ODA. Together 58% of youth received work experience and/or coaching support from ODA throughout the summer. Encouraging and supporting youth to seek outside work experience increased summer employment by 12%. The paid high school internships are tied to scholars meeting several obligations throughout the school year, including a minimum 2.8 GPA, completion of 75 volunteer hours, participation in a minimum of 15 evening college-prep workshops, and the ability to commit to a minimum of seven weeks to an internship and participation in five half-day professional development trainings throughout the summer. Several of our scholars who meet the requirements to obtain an internship are unable to commit to one due to school sports and current jobs they hold in the community. Knowing that the ultimate goal is to provide meaningful opportunities for work engagement and further promote training and support, ODA worked with those students not eligible for an ODA internship to obtain a summer job outside of the internship model. The success of this will continue to build. In addition, as we move forward we would like to modify the model to incorporate more choice and flexibility in providing and incentivizing both ODA interns and those who obtain outside opportunities to participate in professional development seminars throughout the summer in order to further build upon each youth’s skill sets. Benchmark Indicator 3c: As measured by the ODA Scholar Survey, 100% of ODA high school youth will demonstrate confidence in their ability to graduate high school. 2014-15 Performance Outcomes: 100% of ODA high school youth have indicated a high level of confidence in their ability to graduate high school as measured through the ODA HS Youth Survey. (Average score on a Likert scale of 1-7 was 6.8). When prompted with the statement “I plan to go to college or study a trade after high school, scholars responded with an average of a 6.7 on a 7 point scale. Finally, when prompted with the statement “ODA is helping me prepare for college” scholars reported an average score of 4.6 on a scale of 1 – 5.

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HS Short-Term Performance Goal Four Retention Goal: Our students will demonstrate increased perseverance and focus towards reaching one’s goals by continuing participation in the program from year to year. Benchmark Indicator 4a: At minimum, 80% of graduating 8th graders will actively participate in high school programming throughout their four years of high school. 2014-15 Performance Outcomes: 81% of eligible ODA 8th graders (26 out of 32) actively engaged in high school programming. This is an 3% increase from 2013-14 and an overall 6% increase over the past two years. Three scholars moved and three chose not to actively participate. Euclid campus demonstrated a 100% engagement amongst eligible scholars, Cleveland Heights demonstrated a 70% engagement amongst eligible scholars, and Cleveland demonstrated a 75% engagement.

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Family Programming Goals and Objectives

Family Short-Term Performance Goal One Family Engagement Goal: Parents will demonstrate active engagement in their child’s education and development. Benchmark Indicator 1a: 100% of ODA parents will complete a minimum of 16 parent engagement hours (four for high school parents) through parent education classes, support group workshops, volunteer projects, and attendance at family events. 2014-15 Performance Outcomes:

a. Total volunteer hours contributed: 3,409 hours (a 1,022 increase in volunteer hours from the 2013-14 school year, indicating that with an increase in overall hours while decreasing volunteer hours, parents increased their hours in parent education classes and family engagement activities)

b. Total engagement hours contributed (volunteer, parent education classes, family events, etc.): 5,518 hours (an 800 hour increase from the 2013-14 school year)

% of required hours completed Middle School 88% High School 100% TOTAL AVERAGE: 93%

Parent Engagement hours include parent volunteer hours, attendance at family events, parent education workshops, and parent support groups. Parents earn 1.5 to 2 hours for each parent education workshop, one hour for each support group session, one hour for orientation/ mid-year conferences, one hour for each family event attended, and 2 to 3 hours for each volunteer opportunity (includes volunteering in the office, chaperoning field trips, or tutoring at the campuses). Approximately 62% of hours were earned through volunteer opportunities (11% increase from 2013-14) and 38% through engagement in parent education workshops and family events. Overall, percentage of parents who completed their required hours dropped by 4%. This was due in part to a number of factors including: the family department losing a staff member early in the year and not immediately replacing this individual; the head of the department having been out of the office for several months due to personal matters; and a lack of clarity in the communication between the family department and the middle school team. In addition, one of our Cleveland Metropolitan Investment Schools, Fullerton, demonstrated a significantly low percentage of parent participation (37%) which created a 5% decline overall in the organization’s performance. If we remove this outlier from the group, the parent engagement level increases to 95%. As we move forward, the team is fully equipped and understands both the challenges of the past year and the changes that need to be made in order for the organization to increase the parent engagement level across the board.

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Attendance (based on count of families in attendance) at Family Events: Middle School High School Holiday Dinner 76% 75% Family Night at the Museum 69% 52% International Festival 66% 66% End of Year Family Fitness Day 49% 25% Benchmark Indicator 1b: 100% of ODA parents will make a small financial contribution towards their child’s participation in ODA programming

2014-15 Performance: 100% of ODA parent made a small financial contribution and 92% of parents paid their tuition in full (based on a sliding fee scale). Benchmark Indicator 1c: 100% of ODA parents will attend a parent orientation conference in the fall and a one-on-one parent conference in the winter. 2014-15 Performance: 100% of ODA Parents attended a parent orientation conference in the fall and parent conference in the winter.

Family Short-Term Performance Goal Two Community Support Goal: Parents will indicate demonstration of strong support for their family and themselves through ODA programming Benchmark Indicator 2a: ODA parents will indicate strong relationship with staff and volunteers with a minimum average of 6.0 (on a scale of 1 to 7) as measured through the parent satisfaction survey. 2014-15 Performance: ODA parents indicated a strong relationship with staff and volunteers with an average of 6.53 out of 7 (Likert scale) when asked whether or not they felt they and their child had a strong relationship with ODA staff and volunteers. 91% (n=218) averaged a 6.0 or higher (strongly agree). Benchmark Indicator 2b: 90% of ODA parents will indicate with agreement or strong agreement that parents are welcomed at ODA and that their opinions and ideas are valued, as measured by the parent satisfaction survey. 2014-15 Performance: 97% (3% increase from 2014-15) of ODA parents indicated agreement or strong agreement that they felt welcomed at ODA and that their opinions and ideas were valued. The average score on a scale of 1 to 5 was a 4.5.

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OPPORTUNITIES FOR GROWTH IN 2015-16 The findings of the 2014-15 school year provided mix results, with some areas indicating a decline in performance over the previous year, and other areas indicating growth. Several of the areas of decline can be attributed to challenges amongst staffing and unique situations that led to short-term challenges that will not exist in future years. Others were reflective of a fast-growing organization and the need to create stronger systems for ensuring performance growth across the organization. A few key focus areas moving into the new program year include increased targeted training and support of program staff, a clearer plan for accountability and transparency, and increased communication systems for strengthening outcomes throughout the year.

1. Development of the Quarterly Program Audit: a. In the spring of 2015, the program leadership determined a need to better track and

assess campus successes and areas of growth sooner rather than later. From these conversations the ODA quarterly program audit was developed, which connects program expectations to goals and objectives. The comprehensive audit includes parent/student/ teacher interviews, review of paperwork and documentation, classroom observation, and analysis of outputs that connect to outcomes. Staff are provided a score with attached progress indicators, providing a clear picture of strengths and areas of growth for the organization

b. Upon completion of the audit, the campus will meet with the ODA Ambassador of Culture who will work together to establish goals to be achieved in 90 days and a targeted coaching and training program to support progress towards those goals.

2. Modifications to the High School Model

a. In the coming year staff will be more closely looking at the High School model and determine how to increase flexibility for the scholars without minimizing accountability to individual student goals. Key areas of focus include:

i. Required service learning hours ii. College/ Post-Secondary Education Preparation

iii. Summer Internships and Job Coaching

3. Parent Engagement a. Much of the variations in family engagement can likely be attributed to the loss of

the family coordinator and temporary absence of the family engagement manager throughout the year, which led to inconsistencies in accountability of family participation, limited classes and opportunities, and a break in communication between program staff and the family department. However, even with these challenges, the staff discussed at length ways to improve communication with families and better strengthen consistency in the accountability of our families.

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This system includes shifting tracking of parent hours from the centralized family department to each individual campus, with oversight from the family department.

4. Summer Engagement a. In 2014-15, ODA created the role of admissions coordinator, centralizing and

expanding efforts to actively recruit scholars into the program. This proved to be effective increase student capacity from 60% enrollment to 85% enrollment by the end of the year. This continues to demonstrate success in the current year, with enrollment currently at 75% and 30 days of recruitment remaining.

b. As the organization goes forward, increased efforts will be put forward to better strengthen the connection of the importance between school year and summer programming and the importance of ensuring a continuum of enrollment year round.