Post on 07-Jun-2020
21st Century Community Learning Centers Program
Year 1 Evaluation
Eagle View Community Learning
Center
Prepared by: James M. Coughenour, MBA, PMP, PMI-ACP Certified DISC Practitioner
Somerset Area School District 645 South Columbia Avenue
Somerset, PA 15501 814.443.2831
August 2018
Somerset Area School District 2 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Executive Summary ........................................................................................................................ 3
Background ..................................................................................................................................... 3
Evaluation ....................................................................................................................................... 3
Introduction ..................................................................................................................................... 3
Program Overview .......................................................................................................................... 4
Evaluation Activity ......................................................................................................................... 5
Data Sets ......................................................................................................................................... 6
Results ............................................................................................................................................. 6
Demographics and Attendance ....................................................................................................... 6
Academic Performance (Report Cards, PSSA tests, and Composite DIBELS scores) .................. 8
Kindergarten Academic Performance Results ............................................................................ 9
First Grade Academic Performance Results ............................................................................. 10
Second Grade Academic Performance Results ......................................................................... 11
Third Grade Academic Performance Results ............................................................................ 12
Fourth Grade Academic Performance Results .......................................................................... 13
Fifth Grade Academic Performance Results ............................................................................. 14
Academic Performance (In-depth Review of the DIBELS’ Scores) ............................................ 15
Kindergarten Results ................................................................................................................. 16
First Grade Results .................................................................................................................... 17
Second Grade Results ................................................................................................................ 19
Third Grade Results .................................................................................................................. 20
Fourth Grade Results ................................................................................................................. 23
Fifth Grade Results .................................................................................................................... 25
Parent Survey Data ....................................................................................................................... 27
Teacher Survey Data ..................................................................................................................... 29
Student Success Stories................................................................................................................. 32
News Articles About the Eagle View Community Learning Center ............................................ 33
Conclusions and Future Directions ............................................................................................... 34
Contact Information ...................................................................................................................... 36
Appendix ....................................................................................................................................... 37
Kindergarten Student Academic Data ....................................................................................... 37
First Grade Student Academic Data .......................................................................................... 37
Second Grade Student Academic Data ..................................................................................... 38
Third Grade Student Academic Data ........................................................................................ 39
Fourth Grade Student Academic Data ...................................................................................... 39
Fifth Grade Student Academic Data ......................................................................................... 40
Somerset Area School District 3 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Executive Summary
Background The Somerset Area School District has established an afterschool program in partnership with
the Boys and Girls Club of Somerset County (the Club) and the Somerset Single County
Authority for Drug and Alcohol (SCA) through the 21st Century Community Learning Centers
(21st CCLC) grant. Funding in the first year will serve students from two of its schools: Maple
Ridge Elementary and Eagle View Elementary. The program meets after school Monday through
Friday for three and half hours at Eagle View Elementary School. The program provides high-
quality academic support, including: STEM-based programming, research-based tutoring and
homework help, a consistent behavioral intervention program, utilization of coding specialists
from UPJ to deepen STEM/STEAM learning in a maker-space style with Dash and Dot and
Sphero robotics as well as Lego coding.
In addition to the program’s academic support, nutritional support is provided through a daily
snack. Recreational time is provided to ensure students have the opportunity for daily exercise.
Transportation is provided to students when necessary, and parent activities are scheduled
throughout the year to facilitate parent involvement with the program.
Evaluation Somerset Area School District contracted with Knowledge Certified to conduct an outside
evaluation of the program to determine efficacy. To this end Knowledge Certified surveyed
teachers and parents of the afterschool programs, utilized anecdotal information and examined
academic and attendance data provided by Somerset Area School District.
Introduction Somerset is the county seat of Somerset County, and perhaps, for this reason, is considered an
urban area in a mostly agricultural landscape. With declining enrollment, increasing poverty,
growing English Language Learners population, and perhaps most alarmingly, increased drug
abuse, the needs of our students and families are many. As the hub of the community, the school
district along with non-profit organizations and churches work diligently to bridge the gaps for
children and their families. The school district has three buildings which lie within one mile of
each other. Somerset Junior-Senior High School is home to grades 6th through 12th and currently
houses 1232 students, with an economically disadvantaged population of 39.46%. Eagle View
Elementary School serves 400 students, grades 3, 4, and 5, and has an economically
disadvantaged population of 56%. The primary building, Maple Ridge Elementary, houses 471
students grade Pre-K, 1, and 2, with an economically disadvantaged population of 55.63%. The
Somerset Area School District’s application for the 21st CCLC grant provided the details of this
section.
A need for an afterschool program became the reason Somerset Area School District sought
funding from the 21st Century Community Learning Centers (21st CCLC) grant. 21st CCLC
Somerset Area School District 4 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
funding supports the creation of a community learning center, providing academic enrichment
opportunities during non-school hours for children, particularly students who attend high-poverty
and low performing schools. The 21st CCLC program is authorized under Title IV, Part B, of the
Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001.
Grants are awarded for out of school activities that advance student academic achievement.
These opportunities are designed to help students meet state and local standards in core academic
subjects, such as reading and math. Furthermore, the program funds a wide range of enrichment
activities that complement students’ regular academic programs and support improved
attendance and behavior. Another key element within the 21st CCLC grant framework is to not
only promote family participation in the out of school programming but also to increase overall
parental engagement in their child’s learning. In addition, 21st CCLC funded sites are
encouraged to develop partnerships with community organizations to help provide enrichment
activities that enhance learning. In 2017-2018 Somerset Area School District received
$148,569.00 in 21st CCLC grant funding to offer a comprehensive and sustainable afterschool
programming.
The goals of the program are:
• to increase the number of students reading on grade level
• increase positive behaviors in students
• increase critical thinking by concentrating on maker-space style STEM/STEAM
activities.
Program Overview The program’s location is at the Eagle View Community Learning Center, and there were three
schools that students attended during the day who came to the program after school. The feeder
schools are Maple Ridge, Eagle View, and St. Peter’s. The program was approved to serve 100
elementary students, Kindergarten through 5th grade during the school year and 24 elementary
students during the summer program. The program actively recruited the following at-risk
students: academically at-risk, ELL, and low income to attend the 21st Century afterschool
program. The program offers academic assistance and enrichment to students who are identified
by their teachers as not meeting expected learning targets within the core classroom curriculum.
The staff of the program works closely with guidance counselors from the school district to
identify and recruit students who are at risk of academic failure. The program has partnered with
ELL teachers and Spanish teachers from the school district to reach out to families for whom
English is a second language to assist with translation and additional academic support. The
2017-2018 school year was year one of a three-year grant.
Eagle View Community Learning Center participated in a “Lights On” afterschool event. The
focus of this event was on creating bright futures for kids to coincide with the Boys and Girls
Club mission. Students displayed artwork that reflected their career goals. They also displayed
STEAM-related projects completed throughout the first quarter. All after-school program
attendees performed in a flashlight dance to go along with the bright futures theme, which
Somerset Area School District 5 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
provided some kids with their first experience of being on a stage. Local businesses sponsored
the event by donating materials, supplies, decorations, and refreshments.
In January the program hosted an event entitled “The Talk” which taught parents strategies to
discuss drugs and alcohol with their children. Somerset Single County Authority for Drug and
Alcohol provided prevention-based programming to deliver skills instruction to parents in
addressing drug and alcohol issues with their children. In February, representatives were on hand
from Tableland to provide opportunities for parents to learn budgeting skills and to access home-
heating cost abatement information. Additionally, staff from the Learning Lamp brought
imagination Playground and Discovery Dome resources for kids' and their families to experience
principles related to outer space and physics/engineering. Also, in February, a representative
from the University of Pittsburgh - Johnstown provided families access to Sphero Robotics
resources.
The Eagle View Learning Center continues to bring together community partners to provide
beneficial and interesting programming for the children who attend the after-school program and
their families. Each event is generally built around a centerpiece that showcases the
accomplishments of the children and is enhanced with programming that will enrich the parents
and families in some way. In April an event provided parents and families a window into the
STEM opportunities their children are engaging in by allowing families to see and try out Sphero
materials. At the same time that these STEM activities were being offered, staff from our Single
County Authority for Drugs and Alcohol were on hand to present MADD Power of Parenting to
address drug and alcohol issues that rise significantly at the end of the school year. In May the
parents were treated to a play that was prepared by the drama club running within the Boys and
Girls Club. This piece has had a positive impact on the engagement of many members who enjoy
this unique opportunity to be on stage and work on public speaking skills with their peers.
The Eagle View Learning Center created an Advisory Focus Group, and the group has conducted
planning sessions between partners working together to provide programming through the Eagle
View Community Center. The group has spent the year working on ways to increase parent
engagement at events happening outside of the after-school programming time. Additionally, the
group has begun to engage in some very basic long-range planning for the Community Center so
that it continues to grow in scope and influence within the community.
Evaluation Activity A key element in Somerset Area School District’s 21st CCLC grant request was a yearly
evaluation of the program by an outside evaluator to help gauge program outcomes. Knowledge
Certified, Inc. was contracted as this evaluator.
The following student data was collected for 21st CCLC monitoring and Knowledge Certified,
Inc.’s external evaluation:
• Core subject grades (reading and math)
• Current and previous year’s state standardized assessment (PSSA) performance levels
• Current DIBELS assessment data
Somerset Area School District 6 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
• Eagle View Learning Center program attendance
• Characteristics
• School Attendance
Additionally, Knowledge Certified, Inc. collected data from the following sources:
• Teacher Surveys
• Parent Surveys
• News Articles
• Observations
Data Sets Data sets from the academic year include both the 2017 and 2018 Pennsylvania System of
School Assessment (PSSA) scoring, report card grades, school attendance, Eagle View Learning
Center attendance, and parent and teacher surveys. DIBELS data was provided, as well as
qualitative data that was observed during site visits by the external evaluator.
Results
Demographics and Attendance The following section provides general information about student demographics and attendance
in the program. The information was derived from the master attendance sheet, which had 112
unique students participating in the program from Kindergarten through Fifth Grade.
Number of Days a Student Attended
The program had 76 students (68%) attend more than 30 days, and only 36 students (32%)
attended less than 30 days. Additionally, 17 students (15%) attended 31-60 days, 13 students
(12%) attended 61-90 days, 46 students (42%) attended more than 90 days.
Somerset Area School District 7 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Number of Students Attending by Month
This chart shows the number of students attending in each month. The number of students
attending in a single month ranged from 69 students to 109 students. Note, this includes the
student if the attended at least 1 day in that month and June only consisted of 1 school day.
Number of New Students by Month
The program had 65 students start in October and added 3 new students in November, 10 in
December, 14 in January, 16 in February, and 2 in March and April. No new students joined the
program in May.
69 70
8392
107 109 105
85
48
October November December January February March April May June
Number of Students Per Month
2
2
16
14
10
3
65
Apr
Mar
Feb
Jan
Dec
Nov
Oct
Number of New Students by Month
Somerset Area School District 8 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Student Gender
The program consisted of 54% (60) male students and 46% (52) female students.
Student Race
The program had 101 White students, 9 Hispanic students, 8 Multi-Racial students, 2 Asian
students, and 1 Latino student.
Limited English / Special Needs
The program had 6 students with limited English speaking and comprehension abilities and two
students with special needs.
Academic Performance (Report Cards, PSSA tests, and Composite
DIBELS scores) The evaluation of the regularly attending students’ academic achievement was based off their
reading and math report card grades, their PSSA scores in grades in which they were tested and
their DIBELS Composite score. When available, PSSA scores from the previous year (2017)
were compared to this year’s score.
46%54%
Student Gender
Female Male
101
9 8 2 1
White Hispanic Multi-Racial Asian Latino
Student Race
Somerset Area School District 9 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
In all grades except 5th, the report cards are standards based and use a letter scale to evaluate the
student’s progress. The letters were converted into numbers in the following manner: A –
Advanced was scored as a 4, P – Proficient was scored as 3, B – Basic was scored as a 2, BB –
Below Basic was scored as a 1 and N/A – was also scored as a 1 if all other students received a
grade for that standard. All scores for ELA (which included Reading, Writing and English
Language) and Math were added together and divided by the total possible points to obtain a
score for the subject area. For example: 3rd grade, 4th grading period, the total possible points
were 60, a student’s earned points were calculated as stated above and divided by 60, i.e., 48/60
would equal a .80. Once this number was obtained, an additional interpretation was made, a .80
to 1 was given a Proficient Level, .70 to .79 was given a Basic Level, and any score .69 and
below was given a Below Basic Level description. These labels were used to evaluate any
correlation between the student’s PSSA score, their 4th grading period grades and their
Composite DIBELS score. In 5th grade, the percentage shown on the report card was used, and
the same determination of level was completed. All tables associated with this data can be found
in Appendix A of this report.
Kindergarten Academic Performance Results The evaluation of Kindergarten was completed using data from 13 students. The overall average
for ELA grades based on report cards at the end of the first nine weeks was a .80. An individual
analysis revealed that 7 students scored at or above .80 which could be interpreted as scoring
proficient. At the end of the year, all Kindergarten students’ ELA grades average increased to .97
which is a 17% increase. No student scored lower than a .83 at the end of the year. The grade
results are consistent with the DIBELS Composite scores which showed all but 1 student either
Strategic or Core Instructional Support. The 1 student who had a DIBELS Composite score of
Intensive Support also had the lowest ELA grade for the 4th nine weeks.
At the end of Kindergarten, the Guided Reading goal is level D according to the SASD report
card, and 6 students (46.15%) reached the goal. The report cards for the end of the second nine
weeks showed: 3 students were at Level A, 7 students were at Level B, 2 students were at Level
C, 0 students were at Level D and 1 student was at Level E. At the end of the school year the
report cards showed: 2 students were at Level B, 5 students were at Level C, 3 students were at
Level D, 1 student each were at Levels E, F, and G. All students with the exception of one
student, improved their Guided Reading level. The increases were: 4 students improved by 1
level, 6 students improved by 2 levels, 1 student improved by 3 levels and 1 student improved by
4 levels.
The overall average for Math grades based on report cards at the end of the first nine weeks was
.88. An individual analysis revealed that 10 students (76.92%) scored at or above .80 which is
interpreted as scoring proficient. At the end of the year, the average decreased to .85. The
number of students above .80 decreased to 8 students (61.53%), and the number of students
below .80 increased to 5 students (38.47%).
Somerset Area School District 10 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The average number of days the students were absent from school was 11.42 days. There was no
relationship between DIBELS Composite scores and attendance.
First Grade Academic Performance Results The evaluation of first-grade students was completed using data from 15 students for the first
nine weeks and 19 students for the fourth nine weeks. The overall average for ELA grades based
on report cards at the end of the first nine weeks was a .61. An individual analysis revealed that 4
students (26.6%) scored at or above .80 which is interpreted as scoring proficient, 2 students
(13.3%) scored between .70 and .79 which is interpreted as Basic, and the remaining 9 students
(60%) scored in a range that would be considered Below Basic. At the end of the year, the ELA
report card average increased to .74 which is a 13% increase. Eight students (42.1%) at the end
of the year are considered Proficient, 4 students (21.05%) are Basic and 7 students (36.84%)
were Below Basic. The report card grade results are consistent with the DIBELS Composite
scores which showed 7 of the 8 students whose report card grades showed as proficient were
Core Support Level on the DIBELS Composite score, the remaining 1 student was Strategic. The
7 students that would be considered Below Basic on their report card were either Strategic or
Intensive on the DIBELS Composite score, with one student being an outlier with a Core
Support level.
At the end of first grade, the Guided Reading proficiency Level as determined by the school
district was “I” and 9 students (47.37%) reached the goal. The report cards for the end of the
fourth nine weeks showed: 1 student was at Level N, 3 students were at Level L, 1 student was at
Level K, 1 student was at Level J, and 3 students were at Level I. The remaining 10 students
(52.63%) were below the district determined proficiency level.
0
20
40
60
80
100
120
Average Math Grades Average ELA Grades
Cal
cula
ted
Ove
rall
Ave
rage
Kindergarten Average Report Card Grades
1st Nine Weeks 4th Nine Weeks
Somerset Area School District 11 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The overall average for Math grades based on report cards at the end of the first nine weeks was
.68. An individual analysis revealed that 6 students (40%) scored at or above .80 which is
interpreted as scoring proficient. At the end of the year, the average increased to .71, which
showed a 3% increase. The number of students above .80 increased to 8 students (42.11%), and
the number of students below .80 increased to 11 students (57.89%). There were 4 additional
students evaluated for the 4th grading period.
The average number of days the students were absent from school was 8.13 days. There was no
relationship between DIBELS Composite scores and attendance.
Second Grade Academic Performance Results The evaluation of second grade was completed using data from 26 students for the first nine
weeks and 29 students for the fourth nine weeks. The overall average for ELA grades based on
report cards at the end of the first nine weeks was a .78. An individual analysis revealed that 13
students (50%) scored at or above .80 which is interpreted as scoring proficient. At the end of the
year, the average for all second-grade students decreased their ELA grades to an average of .77
which is a 1% decrease. The individual analysis showed an increase in the number of students
who are considered proficient to 16 students (55.17%).
At the end of second grade, the Guided Reading goal is level M, however, at the end of the first
nine weeks, the expected Guided Reading goal is level J as stated on the report card. At the end
of the first nine weeks, 8 students reached the goal. The report cards for the end of the first nine
weeks showed: 2 students were at Level M, 1 student was at Level L, 1 student was at Level K, 4
students were at Level J, and the remaining 18 did not reach the goal. At the end of the school
year, the report cards showed the 12 students had reached the level of M. However 17 students
0
10
20
30
40
50
60
70
80
Average Math Grades Average ELA Grades
Cal
cula
ted
Ove
rall
Ave
rage
First Grade Average Report Card Grades
1st Nine Weeks 4th Nine Weeks
Somerset Area School District 12 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
did not reach the expected level. In a comparison between the first nine weeks and the fourth
nine weeks, all students increased except 2 students who decreased and 1 student who remained
the same.
The number of students in the Math evaluation is consistent with the number of students used in
the ELA evaluation. The overall average for Math grades based on report cards at the end of the
first nine weeks was a .63. Individual analysis revealed that 13 students (50%) scored at or above
.80 which is interpreted as scoring proficient. At the end of the year, the average for all second
grade students increased the overall average to .80. The number of second graders scoring above
.80 also increased to 17 students (58.62%).
The average number of days the second-grade students were absent from school was 7.79 days.
Third Grade Academic Performance Results The evaluation of third grade was completed using data from 19 students. The overall average
for ELA grades based on report cards at the end of the fourth nine weeks was .69. An individual
analysis revealed that five students (26.31%) scored at or above .80 which is interpreted as
scoring proficient, 7 students (36.84%) scored between .70 and .79 which is the Basic range, and
the remaining 7 students (36.84%) scored below .69 in the Below Basic range.
The 3rd grade 2018 PSSA ELA scores were as follows for the participants: 1 student scored
Advanced, 12 students scored Proficient, 4 students scored Basic, and 1 student scored Below
Basic. In a comparison between the Composite DIBELS scores and the PSSA, no correlation
could be found. A second comparison was completed between the 4th nine weeks’ grades and the
2018 PSSA ELA score. All students who had a .67 or higher on the calculated report card grade
0
10
20
30
40
50
60
70
80
90
Average Math Grades Average ELA Grades
Cal
cula
ted
Ove
rall
Ave
rage
Second Grade Average Report Card Grades
1st Nine Weeks 4th Nine Weeks
Somerset Area School District 13 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
scored either Proficient or Advanced on the PSSA. All students who scored .66 and below on the
calculated report card grade scored Basic or Below Basic.
The overall average for Math grades on the report card at the end of the fourth nine weeks was
.76. An individual analysis revealed that 11 students (57.9%) scored at or above .80 which is
interpreted as scoring proficient, 2 students (10.5%) scored between .70 and .79 which is the
Basic range, and the remaining 6 students (31.58%) scored below .69 in the Below Basic range.
A comparison between the 4th grading period report grades and the 2018 PSSA Math scores
revealed that all students except 1 student who obtained a calculated report card grade of .77 or
higher received a Proficient or Advanced PSSA score. All students except 1 student who
received .76 or lower on their fourth grading period calculated report card grade scored either
Basic or Below Basic on the PSSA.
The average number of days the third-grade students were absent from school was 7 days. There
was no relationship between DIBELS Composite scores and attendance.
Fourth Grade Academic Performance Results The evaluation of fourth grade was completed using data from 12 students. The overall average
for ELA grades based on report cards at the end of the fourth nine weeks was .79. An individual
analysis revealed that 6 students (50%) scored at or above .80 which is interpreted as scoring
proficient, 3 students (25%) scored between .70 and .79 which is the Basic range, and the
remaining 3 students (25%) scored between .59 and .69 in the Below Basic range.
The first comparison is between the students’ performance on their 3rd grade 2017 PSSA ELA
test and their 4th grade 2018 PSSA ELA test. On the 3rd-grade PSSA test, 3 students scored
Advanced, 6 students scored Proficient and 3 students scored Basic. On the 4th-grade PSSA test,
4 students scored Advanced, 4 students scored Proficient and 4 students scored Basic. On neither
test did any child score Below Basic. On an individual comparison, all students who were
Proficient or Advanced on the 4th grade PSSA test were also Proficient or Advanced on the 3rd
grade PSSA test. There was one student who scored Basic on the 4th grade PSSA test that was
Proficient on the 3rd grade PSSA test.
A second comparison is between the 4th nine weeks’ grades and the 2018 PSSA ELA score. No
correlation could be made between the calculated report card grades and the PSSA scores. A
final comparison was done between the DIBELS Composite scores and the PSSA scores, and no
correlation could be made.
The overall average for Math grades on the report card at the end of the fourth nine weeks was
.76. An individual analysis revealed that 7 students (58.3%) scored at or above .80 which is
interpreted as scoring proficient, and the remaining 5 students (41.6%) scored below .69 in the
Below Basic range.
The first comparison is between the students’ performance on their 3rd grade 2017 PSSA Math
test and their 4th grade 2018 PSSA Math test. On the 3rd-grade PSSA test, 4 students scored
Advanced, 6 students scored Proficient, and 2 students scored Basic. On the 4th-grade PSSA test,
Somerset Area School District 14 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
3 students scored Advanced, 5 students scored Proficient, 3 students scored Basic, and 1 student
scored Below Basic. An individual comparison, all students who were Proficient or Advanced on
the 4th-grade PSSA test were also Proficient or Advanced on the 3rd-grade PSSA test. Two
students scored Proficient in 3rd grade who scored Basic in 4th grade, 1 student who scored Basic
both years and 1 student who scored Basic in 3rd grade and scored Below Basic in 4th grade.
A second comparison is between the 4th nine weeks’ grades and the 2018 PSSA ELA score. No
correlation could be made between the calculated report card grades and the PSSA scores.
The average number of days the students were absent from school was 5.54 days. There was no
relationship between DIBELS Composite scores and attendance.
Fifth Grade Academic Performance Results The evaluation of fifth grade was completed using data from 12 students. The overall average for
ELA grades based on a 100 percent scale from the report cards as determined by the Somerset
Area School District. At the end of the fourth nine weeks, the average was 82.50. An individual
analysis revealed that 9 students (.75%) scored at or above 80% which is interpreted as scoring
proficient, 2 students (16.66%) scored between .70 and .79 which is the Basic range, and 1
student (8%) scored between .60 and .69 in the Below Basic range.
The first comparison is between the students’ performance on their 4th grade 2017 PSSA ELA
test and their 5th grade 2018 PSSA ELA test. On the 4th-grade PSSA test, 2 students scored
Advanced, 6 students scored Proficient, and 4 students scored Basic. On the 5th-grade PSSA test,
1 student scored Advanced, 8 students scored Proficient, and 3 students scored Basic. On neither
test did any child score Below Basic. On an individual comparison, all students who were
Proficient or Advanced on the 5th grade PSSA were also Proficient or Advanced on the 4th-grade
PSSA. There was one student who scored Basic on the 4th-grade PSSA and increased their score
to Proficient on the 5th-grade PSSA. The three other students who were Basic on their 4th-grade
PSSA remained Basic on their 5th-grade PSSA test.
A second comparison is between the 4th nine weeks’ grades and the 2018 PSSA ELA score. No
correlation could be made between the report card grades and the PSSA scores. As a note, the
child with the highest ELA grade on their report card, scored Basic on the PSSA test. This child
also scored Intensive on the DIBELS Composite Score. A final comparison was done between
the DIBELS Composite scores and the PSSA scores. No correlation could be made for all
students; some students did show a correlation.
The overall average for Math grades on the report card at the end of the fourth nine weeks was
87.92. An individual analysis revealed that 10 students (.83%) scored at or above 80% which is
interpreted as scoring Proficient, and 1 student (8%) scored between 70% and 79% which is
interpreted as Basic.
The first comparison is between the students’ performance on their 4th grade 2017 PSSA Math
test and their 5th grade 2018 PSSA Math test. On the 4th-grade PSSA test, 2 students scored
Advanced, 7 students scored Proficient, and 2 students scored Basic, and 1 student scored Below
Somerset Area School District 15 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Basic. On the 5th-grade PSSA test, 4 students scored Advanced, 2 students scored Proficient, 5
students scored Basic, and 1 student scored Below Basic. On an individual comparison, all
students who were Proficient or Advanced on the 5th grade PSSA were also Proficient or
Advanced on the 4th-grade PSSA. Three students scored Proficient on the 4th-grade PSSA and
decreased to Basic on the 5th-grade PSSA. Two students remained Basic on both tests, and one
student remained Below Basic on both tests.
The average number of days the students were absent from school was 3.66 days. There was no
relationship between DIBELS Composite scores and attendance.
Academic Performance (In-depth Review of the DIBELS’ Scores) DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills consists of six
components that function as indicators of the essential skills that every child must master to
become a proficient reader. The DIBELS components take very little time to administer and are
used to regularly to monitor the development of early literacy and early reading skills. DIBELS
was designed for use in identifying children experiencing difficulty in the acquisition of basic
early literacy skills, in order to provide support early and prevent the occurrence of later reading
difficulties.
The purposes of DIBELS are:
• to identify students who may be at risk for reading difficulties (universal screening)
• to help teachers identify areas to target instructional support
• to monitor at-risk students while they receive additional, targeted instruction
• to examine the effectiveness of the school’s system of instructional supports
The advantages of DIBELS are:
• specifically designed to be used within a problem-solving, outcomes-driven model of
decision-making and response to intervention
• measures are reliable and valid
• research-based benchmark goals are available which define a level at which the odds are
in the student’s favor of meeting later reading outcome goals
DIBELS results are shown in three categories; intensive, strategic and core instructional support.
Intensive support can be defined as “well below benchmark,” this is the lowest level that a
student can score. A child scoring in the intensive support range, should be receiving
interventions that incorporate something more or something different from the core curriculum
or supplemental support. Intensive support might entail; delivering instruction in a smaller group,
providing more instructional time or more practice, presenting smaller skill steps in the
instructional hierarchy, providing more explicit modeling and instruction, and providing greater
scaffolding and practice. The next level is Strategic. Students in the strategic level are “below
benchmark” and should receive carefully targeted additional support in the skill areas where they
are having difficulty, be regularly monitored to ensure that they are making adequate progress,
and receive increased or modified support if necessary to achieve subsequent reading goals. The
Somerset Area School District 16 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
final level is Core and students at that level are “at or above benchmark,” and thus core
instruction and monitoring should continue to ensure that the student continues on a path to
achieve their literacy goals.
The Somerset Area School District utilizes DIBELS as one measure to determine the success of
their afterschool program for students in Kindergarten through 5th grade. This report will
evaluate the students by grade level in the various DIBELS components.
Kindergarten Results An examination of the Kindergarten DIBELS scores for the students who attended the
afterschool program yield the following results. The number of Kindergarten students who
attended the program and were tested at the beginning, middle and end of the year was 13
students. All data regarding Kindergartens will be related to these 13 students.
The first component is the DIBELS Letter Naming Fluency (LNF). Students are presented
with a page of upper- and lower-case letters arranged in a random order and are asked to name as
many letters as they can. If they do not know a letter, the examiner provides the name of the
letter. The student is allowed 1 minute to produce as many letter names as he/she can, and the
score is the number of letters named correctly in 1 minute. At the beginning of the year, the
Kindergarten students named an average of 13.8 letters. In the middle of the year the students’
average increased to 36.3, and by the end of the year, the students’ average was 52.8. All
students showed an increase throughout the year.
A second component PSF: Phoneme Segmentation Fluency was administered at the middle
and the end of the year. PSF is a measure that assesses a student's ability to segment three- and
four-phoneme words into their individual phonemes fluently. The PSF task is administered by
the examiner orally presenting words of three to four phonemes. At the middle of the year, the
Kindergarten students had an average score of 41.6; one student (7.69%) was at Intensive
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Letter Naming Fluency (LNF)
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Somerset Area School District 17 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Support, 1 student (7.69%) was at Strategic Support, and 11 students (84.62%) were at Core
Support. At the end of the year, the average had increased to a score of 52.3 and no students were
at Intensive Support, 4 students (30.77%) were at Strategic Support, and 9 students (69.23%)
were at Core Support.
A third component NWF-CLS: Nonsense Word Fluency - Correct Letter Sounds is a
standardized, individually administered test of the alphabetic principle including letter-sound
correspondence in which letters represent their most common sounds and of the ability to blend
letters into words in which letters represent their most common sounds. At the middle of the
year, 1 student (7.69%) was at Intensive Support, zero students were at Strategic Support, and 12
students (92.31%) were at Core Support. The student's average score was 31.1. At the end of the
year, zero students were at Intensive Support, 3 students (23.08%) were at Strategic Support, and
10 students (76.92%) were at Core Support, and the average score had increased to 45.7.
The Overall Composite Score is a combination of multiple DIBELS scores, and provides the
best overall estimate of the student's early literacy skills and reading proficiency. For the Overall
Composite Score, 1 Kindergarten student (7.69%) was in Intensive Support, 3 Kindergarten
students (23.08%) were at Strategic Support, and 9 students (69.23%) were at or above
benchmark at Core Support.
First Grade Results An examination of the first grade DIBELS scores for the students who attended the afterschool
program yield the following results. The number of first graders who attended the program and
were tested at the beginning, middle and end of the year was 20 students. All data regarding first
graders will be related to these 20 students.
PSF: Phoneme Segmentation Fluency was administered at the beginning of the year. PSF is a
measure that assesses a student's ability to segment three- and four-phoneme words into their
individual phonemes fluently. At the beginning of 1st grade, the benchmark is 40. An evaluation
of the students in the program showed that 10 students (50%) were at or above benchmark and
10 students (50%) were below benchmark.
Nonsense Word Fluency - NWF is a standardized, individually administered test of the
alphabetic principle including letter-sound correspondence in which letters represent their most
common sounds and of the ability to blend letters into words in which letters represent their most
common sounds. For NWF – Correct Letter Sounds. The goal is 58 by the end of first grade. At
the end of the school year, 11 students (55%) were at or above benchmark, and 9 students (45%)
were below the benchmark. However, all students showed an increase from the beginning of the
year to the end of the year.
NWF – Whole Words Read (WWR) is the number of make-believe words read correctly as a
whole word without first being sounded out. If the student reads the correct sounds in the make-
believe word all blended together without first being sounded out, they get an extra point for the
whole word read. The goal for the end of first grade is 13. At the end of the school year, 16
students (80%) scored at or above benchmark and 4 students (20%) did not meet the benchmark
goal.
Somerset Area School District 18 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
DIBELS Oral Reading Fluency (DORF) is a measure that assesses the number of words read
correctly in the text and the accuracy in which the text was read. DORF is measuring the
student’s ability to effortlessly translate letters to sounds and sounds to words. The fluent reader
is one whose decoding processes are automatic, requiring no conscious attention. For DORF-
Words Correct, 6 students (30%) were at Intensive Support, 3 students (15%) were at Strategic
Support, and 11 students (55%) were at or above benchmark at Core Support at the end of the
2017-2018 school year.
For DORF-Accuracy which is a measure of advanced phonics and word attack skills, accurate
and fluent reading of connected text, and reading comprehension. At the end of the school year,
5 students (25%) were at Intensive Support, 1 student (5%) were at Strategic Support, and 14
students (70%) were at or above benchmark at Core Support.
The Overall Composite Score is a combination of multiple DIBELS scores and provides the
best overall estimate of the student's early literacy skills and reading proficiency. For the
Overall Composite Score, five first grade students (25%) were at Intensive Support, three first
grade students (15%) were at Strategic Support, and 12 students (60%) were at or above
benchmark at Core Support.
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Somerset Area School District 19 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Second Grade Results An examination of the second grade DIBELS scores for the students who attended the
afterschool program yielded the following results. The number of second graders who attended
the program and were tested at the beginning, middle and end of the year was 30 students. All
data regarding second graders will be related to these 30 students.
In second grade students were measured at the beginning, middle and end of the year using the
DIBELS Oral Reading Fluency (DORF) section of the DIBELS Assessment. All students in
the group were tested with the DORF and received an overall score. At the beginning of the year,
17-second graders (56.6%) needed Intensive Support, 5 students (16.6%) needed Strategic
Support, and 8 students (26.6%) needed Core Support. At the middle of the year, the Intensive
Support remained at 17 students (56.6%), the Strategic Support decreased to 4 students (13.3%),
and the Core Support increased to 9 students (30%). An individual analysis of the data revealed
that 2 students that were Intensive at the beginning of the year, became Strategic at the mid-
point. However, 2 other students were Strategic at the beginning of the year and became
Intensive at the mid-point. The remaining 15 students were Intensive at both the beginning and
mid-point of the school year. At the end of the 2017-2018 school year, 11 students (36.6%) were
at Intensive Support, 8 students (26.6%) were at Strategic Support, and 11 students (36.6%) were
at Core Support. Individual analysis revealed that no students from the beginning of the year to
the end of the year went down to a lower instructional level, and 7 students’ (23.3%)
instructional level changed in a positive direction.
For DORF-Accuracy, 11 students (36.6%) were in Intensive Support, 8 students (26.6%) were
at Strategic Support, and 11 students (36.6%) were at or above benchmark at Core Support at the
beginning of the school year. At the mid-point of the school year, the 15 students (50%) were
now at Intensive Support, the Strategic Support had decreased to 5 students (16.6%), and the
Core Support had decreased to 10 students (33%). At the end of the year, 11 students (36.6%)
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Somerset Area School District 20 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
remained at Intensive Support, 7 students (23.3%) were at Strategic Support, and 12 (40%) were
at Core Support. An individual analysis of these results showed that 23 students (76.6%) showed
no change in their support level from the beginning of the year to the end of the year, however 5
students (16.6%) increased their instructional support level from the beginning of the year to the
end of the year, and 2 students (6%) decreased their instructional support level during the school
year.
For DORF-Words Correct, all students (100%) improved from the beginning of the year to the
end of the school year. Eleven (11) second-graders (36.6%) ended the school year at Core
Support in the subtest of DORF-Words Correct.
The second grade Composite Score was not available for all second-grade students who
participated in the program, and thus scores are not shown in this report.
Third Grade Results An examination of the third grade DIBELS scores for the students who attended the afterschool
program yielded the following results. The number of third graders who attended the program
and were tested at the beginning, middle and end of the year was 22 students. All data regarding
third graders will be related to these 22 students.
This report examines 4 components of the DIBELS test and an overall composite score for the
end of the year. The first subtest, DORF Score: DIBELS Oral Reading Fluency - Words
Correct, revealed that 6 students (27.2%) were at Intensive Support, 2 students (9%) were at
Strategic Support, and 14 students (63.6%) were at Core Support at the beginning of the year. At
the mid-point of the year, 5 students (22.7%) were at Intensive Support, which was a 1 student
decrease, 3 students (13.6%) were at Strategic Support, and 14 students (63.6%) were at Core
Support. An individual student examination showed that 4 students remained Intensive Support
from the beginning to the middle of the year. Two of the students from the Intensive Support
group at the beginning of the year moved to Strategic Support at mid-point. However one student
went from Core Support at the beginning of the year to Intensive Support, and one student went
from Core Support to Strategic Support at the mid-point. Additionally, 2 students went from
Strategic Support to Core Support, and 12 students continued to move in a positive direction and
remained in Core Support. Results at the end of the year showed, 4 students (18%) remained in
Intensive Support. However, their number of words correct did increase throughout the year.
Three students (13.6%) ended the year in Strategic Support, and 13 students (59%) ended the
year in Core Support. As a note, 2 students (9%) did not take the assessment at the end of the
year.
Somerset Area School District 21 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The second subtest, DORF Accuracy: DIBELS Oral Reading Fluency - Accuracy, showed
that 2 students (9%) were at Intensive Support, 6 students (27.2%) were at Strategic Support and
14 students (63.6%) were at Core Support at the beginning of the year. At the mid-point of the
year, 2 students (9%) were at Intensive Support, 1 student (4.5%) was at Strategic Support, and
19 students (86.4%) were at Core Support. Results at the end of the year showed, 1 student
(4.5%) (same student from the beginning of the year) remained in Intensive Support. Six students
(27.2%) ended the year at Strategic Support, which was a 5-student increase from the mid-point
of the year. Twelve students (60%) ended the year in Core Support. As a note, 2 students did not
take the assessment at the end of the year.
The third subtest, DIBELS Oral Reading Fluency – Retell is a one-minute test to measure how
much the student can retell of the passage they just read aloud. The retell portion is given when
students have read at least 40 words correct per minute. The Retell component is necessary to
determine a final Composite score. At the beginning of the 2017-2018 school year, only 1
student (4.5%) was Intensive Support, 6 students (27.2%) were Strategic Support, and 15
students (68.1%) were Core Support. At the mid-point of the year, 2 students (9%) were
Intensive Support, 5 students (22.7%) were Strategic Support, and 15 students (68.1%) were
Core Support. Further evaluation of the 2 students that were Intensive Support at mid-point it
was determined that they were Core Support at the beginning of the year. The one student who
was Intensive Support at the beginning of the year, at mid-point had moved to Strategic Support.
At the end of the year, 3 students (13.6%) were Intensive Support, 3 students (13.6%) were
Strategic Support, and 14 students (63.6%) were Core Support. Two students did not take the
final DIBELS assessment. Ten (10) students remained Core Support for all three assessments.
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Somerset Area School District 22 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The fourth component given to all third graders was the Daze - Adjusted Score which is the
DIBELS maze comprehension task, a group-administered measure of reading comprehension.
Students are asked to read a passage silently. In the passage, every seventh word (approximately)
is blank, with a maze of options (i.e., three possible word choices for the blank). One of the
words in the maze is always correct, and the other two are incorrect. Daze requires students to
choose the correct word as they read the passage. Students are given three minutes to work on
this task. The score is the number of correct words circled minus half of the number of incorrect
words circled. At the beginning of the year, 7 students (31.8%) were at Intensive Support, 5
students (22.7%) were at Strategic Support, and 10 students (45.5%) were at Core Support. At
the mid-point 4 students (18%) were at Intensive Support, 3 students were the same from the
beginning of the year, but 1 of the 4 students was Core Support at the beginning of the year and
was now Intensive Support. One student had moved from Intensive Support to Strategic Support.
Five students (22.7%) were at Strategic Support, and 13 students (59%) were at Core Support. At
the end of the year, 3 students (13.6%) were at Intensive Support. Those 3 students had been at
Intensive Support for the entire year. Five students were at Strategic Support, and 12 students
(60%) were at Core Support. Two students did not take the final DIBELS assessment.
The final component to evaluate was the third grade Composite Score. The DIBELS Composite
Score is a combination of multiple DIBELS scores and provides the best overall estimate of the
student's early literacy skills and reading proficiency. At the end of the year, 20 third graders in
the afterschool program had a composite score. Three students (15%) were at Intensive Support,
4 students (20%) were at Strategic Support, and 13 students (65%) were at Core Support. As a
final note, the DIBELS Oral Reading Fluency -Retell Quality score for students was not
evaluated because the evaluator subjectively bases the score.
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Somerset Area School District 23 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Fourth Grade Results An examination of the fourth grade DIBELS scores for students who attended the after-school
program yielded the following results. The number of fourth graders who attended the program
and were tested at the beginning middle and in the end of the year was 11 students. All data
regarding the fourth graders will be related to these 11 students. The report examines 4
components of the DIBELS test and an overall composite score for the end of the year. The same
4 components and the overall composite score was evaluated in the third-grade section; thus,
definitions of the tests can be found in the third-grade section of this report.
The first subtest, DORF Score: DIBELS Oral Reading Fluency - Words Correct revealed
that 4 students (36.36%) were at Intensive Support, 2 students (18.18%) were at Strategic
Support and 5 students (45.45%) were at Core Support at the beginning of the year. At the
midpoint of the year, 2 students (18.18%) were at Intensive support, 4 students (36.36%) were at
Strategic Support, and 5 students (45.45%) were at Core Support. Further evaluation revealed
that 2 students at Intensive Support remained at Intensive Support. However, the other 2 students
moved to Strategic Support. At the end of the year, 3 students (27.27%) were at Intensive
support, 3 students (27.27%) were at Strategic Support, and 5 students (45.45%) were at Core
support. A review of the year, shows that only one student went from Intensive Support to
Strategic Support, the other 10 students showed no change in their support level from the
beginning of the year to the end of the year testing.
The second subtest, DORF Accuracy: DIBELS Oral Reading Fluency - Accuracy, showed
that 2 students (18.18%) were at Intensive Support, 1 student (9.09%) were at Strategic Support,
and 8 students (72.73%) were at Core Support at the beginning of the year. At the mid-point of
the year, 2 students (18.18%) were at Intensive Support, 1 student (9.09%) were at Strategic
Support, and 8 students (72.73%) were at Core Support. An individual student examination
showed, of the 4 students at Intensive Support at the beginning of the year, 2 remained at
Intensive Support. However, the other 2 students moved to Core Support. Three students
(27.27%) ended the year at Strategic Support, and 8 students (72.73%) ended the year in Core
Support. All students were moved from Intensive Support.
Somerset Area School District 24 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The third subtest, DIBELS Oral Reading Fluency – Retell revealed that 4 students (36.36%)
were at Intensive Support, 2 students (18.18%) were at Strategic Support, and 5 students
(45.45%) were at Core Support at the beginning of the year. At the midpoint of the year, 2
students (18.18%) were at Intensive Support, 4 students (36.36%) were at Strategic Support, and
5 students (45.45%) were at Core Support. Further evaluation revealed that 2 of the students at
Intensive Support at the beginning of the year remained at Intensive Support at the midpoint of
the year, however one student at Intensive Support at the beginning of the year moved to Core
Support at the middle of the year. All remaining students did not change their support level from
the beginning of the year to the end of the year. At the end of the year, 2 students (18.18%) were
at Intensive support, 3 students (27.27%) were at Strategic Support, and 6 students (54.55%)
were at Core Support. Final analysis showed that only 1 student did not make progress.
However, 10 students showed an increase from the beginning of the year to the end of the year.
The fourth component given to all fourth graders was the Daze - Adjusted Score. Three students
(27.27%) were at Intensive Support, 1 student (9.09%) was at Strategic Support, and 7 students
(63.64%) were at Core Support at the beginning of the year. At the middle of the year, 2 students
(18.18%) remained at Intensive Support, 3 students (27.27%) were at Strategic Support (at the
beginning of the year, 1 of these students were at Strategic Support, 1 student was at Intensive
Support, and 1 student was a Core Support) and 6 students (54.55%) were at Core Support. All
of the students at Core Support at mid-point were at Core Support at the beginning of the year.
At the end of the year, 3 students (27.27%) were at Intensive Support, 3 students (27.27%) were
at Strategic Support, and 5 students (45.45%) were at Core Support. At the end of the year, all 11
students showed an improvement in their Daze-Adjusted Score.
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Somerset Area School District 25 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The final component to evaluate was the fourth grade Composite Score. The DIBELS
Composite Score is a combination of multiple DIBELS scores and provides the best overall
estimate of the student's early literacy skills and reading proficiency. Four students (36.36%)
were at Intensive Support, 1 student (9.09%) were at Strategic Support, and 6 students (54.55%)
were at Core Support. As a final note, the DIBELS Oral Reading Fluency -Retell Quality score
for students was not evaluated because the score is subjective based on the evaluator.
Fifth Grade Results An examination of the fifth grade DIBELS scores for students who attended the after-school
program yielded the following results. There were 13 fifth graders who attended the program that
was tested at the beginning, middle, and the end of the year. All data regarding the fifth graders
will be related to these 13 students. The report examines 4 components of the DIBELS test and
an overall composite score for the end of the year. The same 4 components and the overall
composite score was evaluated in the third-grade section; thus, definitions of the tests can be
found in the third-grade section of this report.
The first subtest, DORF Score: DIBELS Oral Reading Fluency - Words Correct revealed
that 6 students (46.15%) were at Intensive Support, 2 students (15.38%) were at Strategic
Support and 5 students (38.46%) were at Core Support at the beginning of the year. At the
midpoint of the year, 5 students (38.46%) were at Intensive Support, 2 students (15.38%) were at
Strategic Support, and 6 students (46.15%) were at Core Support. Further evaluation revealed
that 5 students at Intensive Support remained at Intensive Support. However, 1 student moved to
Strategic Support. At the end of the year, 4 students (30.77%) were at Intensive support, 4
students (30.77%) were at Strategic Support, and 5 students (38.46%) were at Core support. A
review of the year, shows that all students made progress regardless of the support level.
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Somerset Area School District 26 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The second subtest, DORF Accuracy: DIBELS Oral Reading Fluency - Accuracy, showed
that 1 student (7.69%) was at Intensive Support, 3 students (23.08%) were at Strategic Support,
and 9 students (69.23%) were at Core Support at the beginning of the year. At the mid-point of
the year, 2 students (15.38%) were at Intensive Support, 2 students (15.38%) were at Strategic
Support, and 9 students (69.23%) were at Core Support. Two students (15.38%) ended the year
at Intensive Support, 1 student (7.69%) ended the year at Strategic Support, and 10 students
(76.92%) ended the year in Core Support.
The third subtest, DIBELS Oral Reading Fluency – Retell revealed that 3 students (23.08%)
were at Intensive Support, 4 students (30.77%) were at Strategic Support, and 6 students
(46.15%) were at Core Support at the beginning of the year. At the midpoint of the year, 2
students (15.38%) were at Intensive Support, 5 students (38.46%) were at Strategic Support, and
6 students (46.15%) were at Core Support. Further evaluation revealed that 2 of the students at
Intensive Support at the beginning of the year remained at Intensive Support at the midpoint of
the year, however one student at Intensive Support at the beginning of the year moved to Core
Support at the middle of the year. At the end of the year, 0 students were at Intensive support, 3
students (23.08%) were at Strategic Support, and 10 students (76.92%) were at Core Support.
Final analysis showed that all 12 students showed an increase from the beginning of the year to
the end of the year and 1 student showed a slight decrease but remained in the Core Support
level.
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Somerset Area School District 27 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The fourth component given to all fifth graders was the Daze - Adjusted Score. Two students
(15.38%) were at Intensive Support, 3 students (23.08%) was at Strategic Support, and 8 students
(61.54%) were at Core Support at the beginning of the year. At the middle of the year, 2 students
(15.38%) were at Intensive Support, 4 students (30.77%) were at Strategic Support, and 7
students (53.85%) were at Core Support. At the end of the year, 1 student (7.69%) was at
Intensive Support, 4 students (30.77%) were at Strategic Support, and 8 students (61.54%) were
at Core Support. At the end of the year, all 10 students showed an improvement in their Daze-
Adjusted Score, and 1 student remained the same.
The final component to evaluate was the fifth grade Composite Score. At the end of the year,
one student (7.69%) was at Intensive Support, 4 students (30.77%) were at Strategic Support,
and 8 students (61.54%) were at Core Support. As a final note, the DIBELS Oral Reading
Fluency -Retell Quality score for students was not evaluated because the score is subjective
based on the evaluator.
Parent Survey Data A survey was completed in November 2017 by 35 parents of students that participated in the
program. The assessment questions were scored on a Likert Scale:
• Strongly Disagree
• Disagree
• Neutral
• Agree
• Strongly Agree
The following summarizes the questions and student assessments:
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Somerset Area School District 28 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
1) The program is addressing my child's specific needs.
Overall, 91% of the parents agree or strongly agree that the program is addressing
their child’s specific needs. The other 9% were neutral, and no parents that
disagreed.
2) The program offers my child a variety of academic and enrichment opportunities.
All of the parents agree or strongly agree (100%) that the program offers their
child a variety of academic and enrichment opportunities. No parents that
disagreed.
3) The program staff communicates with me about my child's behavior and activities in a
helpful way.
Overall, 94% of the parents agree or strongly agree that the program staff
communicates with them about their child's behavior and activities in a helpful
way. The other 6% were neutral, and no parents that disagreed.
4) My child feels happy and safe when participating in after-school activities provided by
the Boys and Girls Club.
Overall, 94% of the parents agree or strongly agree that their child feels happy
and safe when participating in after-school activities provided by the Boys and
Girls Club. The other 6% were neutral, and no parents that disagreed.
5) My child's social skills have improved since he or she began participating in after-school
activities provided by the Boys and Girls Club.
Overall, 74% of the parents agree or strongly agree that their child feels happy
and safe when participating in after-school activities provided by the Boys and
Girls Club. The other 26% were neutral, and no parents that disagreed.
Somerset Area School District 29 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
The parent survey was offered once relatively early in the program. Only 35 out of the 105
participant’s parents completed the survey.
Teacher Survey Data
The teachers completed an assessment for 65 of the students that participated in the program.
The local Intermediate Unit provides the assessment questions, and the students are scored on the
following scale:
• Slight decline
• No change
• Slight improvement
• Moderate improvement
• Significant improvement
• Did not need to improve (Note: this rating assesses the student as proficient without room
to improve).
The following summarizes the questions and student assessments:
1) To what extent has your student changed their behavior in terms of completing
homework to your satisfaction?
Regarding a student’s behavior for completing homework, the assessment indicated that 41% (26
students) showed an overall improvement and 30% (19 students) were already satisfactory
completing their homework. There was only 1 student behavior for completing homework
declined, and the remaining 27% (17 students) behavior did not change.
Somerset Area School District 30 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
2) To what extent has your student changed their behavior in terms of participating in
class.
Regarding a student behavior for participating in class, the assessment indicated that 45% (28
students) showed an overall improvement and 26% (19 students) were already satisfactorily
participating in class, and the remaining 29% (18 students) behavior did not change. No student’s
behavior declined.
3) To what extent has your student changed their behavior in terms of volunteering
(e.g. for extra credit or more responsibilities).
Regarding a student behavior for volunteering, the assessment indicated that 25% (16 students)
showed an overall improvement and 19% (12 students) were already satisfactory volunteering in
class, and the remaining 56% (36 students) behavior did not change. No student’s behavior
declined.
Somerset Area School District 31 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
4) To what extent has your student changed their behavior in terms of being attentive
in class.
Regarding a student behavior changing for being attentive in class, the assessment indicated that
36% (23 students) showed an overall improvement and 22% (14 students) were already
satisfactory being attentive in class, and the remaining 42% (36 students) behavior did not
change. No student’s behavior declined.
5) To what extent has your student changed their behavior in terms of behaving well in
class.
Regarding a student behavior for behaving well in class, the assessment indicated that 31% (20
students) showed an overall improvement and 30% (19 students) were already satisfactorily
behaving well in class. There was only 1 student behavior for behaving well in class declined,
and the remaining 38% (24 students) behavior did not change.
Somerset Area School District 32 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
6) To what extent has your student changed their behavior in terms of academic
performance.
Regarding a student behavior for academic performance, the assessment indicated that 57% (36
students) showed an overall improvement and 14% (9 students) were already satisfactorily
performing academically. There was only 1 student behavior for academic performance declined
and the remaining 27% (17 students) behavior did not change.
7) To what extent has your student changed their behavior in terms of coming to
school motivated to learn.
Regarding a student behavior for coming to school motivated to learn, the assessment indicated
that 31% (20 students) showed an overall improvement and 23% (15 students) were already
satisfactorily performing academically. There were 2 students’ behavior for “coming to school
motivated to learn” declined, and the remaining 42% (27 students) behavior did not change.
Comment:
• The teacher completed surveys on 65 of the 105 student participants.
• There were a few students that had no responses (blank answer) for a few questions.
Student Success Stories Student A is a non-English speaking student started the club our first day. He stood off by
himself just watching and taking it in. He could only say a few works like the bathroom, thanks,
and bye. As the days and weeks went on, he started to talk more and he joined in the activities.
The other kids always included him never once blinking an eye that he did not talk much. As he
Somerset Area School District 33 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
learned more English, he talked more to all of us. He even became excited to have us listen to
him during his guided reading. By the end of the school year, he was asking to be a leader and
picking kids to be in his group.
Student B is a student with behavioral issues who loved coming to the Club. On days when her
parent would say she was not coming was a bad day in the classroom of shutting down and being
defiant. While she was here, she loved working hard and earning some one on one time with a
teacher who would stop in at the beginning of the Club to check in on her. She would always try
to help others here. She really does try and just wants attention from others, especially adults.
We have worked out that, if she does her best, she can lead during Phys Ed for a turn.
Student C is an autistic boy who is very quiet and doesn’t like being around others. He started
coming to the club midyear. Mom was very worried because he kept to himself and hated school.
He has become a whole new kid. His mom cries when she says how much the club has helped
him grow. He loves coming and is seen interacting with other kids, playing games, or just
hanging out. He has no fear of just walking in and leaving his mom at the door as he heads in to
see who all is attending. He even tells others about the fun he has here.
Student D is a girl who struggles with stealing and over stimulation. We have worked on what is
mine and what is something I just want. It is still a struggle for her, but she is trying. She sees
things she likes and thinks she can just take them and say they are hers. She has grown and if she
does take something and you sit and ask her, “Is it yours or did you just want it?” She will
stutter and think and finally admits to taking something that was not hers. She also has other
issues of getting over-stimulated and needs to unwind. She has joined our Art with a Heart group
and loves to make artwork to unwind from the school day.
Note: The four student success stories listed above was provided by the program’s staff.
News Articles About the Eagle View Community Learning Center The program received positive articles from the Daily American, Somerset County local
newspaper. The following articles were published:
• Lightning Larry promotes kindness
May 24, 2018
https://www.dailyamerican.com/news/local/somerset/lightning-larry-promotes-
kindness/article_bea0d512-9df5-5d8e-acfd-13f069a588b1.html
• Elementary school musical performance
December 14, 2017
https://www.dailyamerican.com/entertainment/photos/elementary-school-musical-
performance/collection_b06117be-e0da-11e7-a4f8-4f29124bbdea.html
• Students in song: Eagle View Carolers
December 13, 2017
https://www.dailyamerican.com/news/local/somerset/students-in-song-eagle-view-
carolers/article_d9fc9c5d-0bd8-5de3-b442-4010463619db.html
Somerset Area School District 34 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
• Shining a light on STEM
October 26, 2017
https://www.dailyamerican.com/news/local/somerset/shining-a-light-on-
stem/article_3a5dc5a0-64ae-5022-9c55-3e44d4ef62d1.html
• Boys & Girls Club holding annual fundraiser
October 26, 2017
https://www.dailyamerican.com/news/local/somerset/inbrief/boys-girls-club-holding-annual-
fundraiser/article_54a4d429-18aa-5244-9e74-5c0416fc3c76.html
Social Media
Additionally, the program is very active in promoting and providing an update on Facebook
https://www.facebook.com/BGCSomerset/
Somerset Magazine:
Five Questions with Jamie Barron
April 2018
Conclusions and Future Directions The Somerset Area School District has completed one year of the 21st CCLC grant at the Eagle
View Community Learning Center. This evaluation has concluded that the academic, behavioral
and social outcomes have all been positive. There was academic growth on the part of all
students Kindergarten through 5th grade. Students showed growth on their report cards, on the
Guided Reading Level, their DIBELS scores and their PSSA tests.
Throughout this evaluation, what is seen in data, surveys, and most importantly observations are
an authentic, caring, love of children by all the adults involved in the program. An anonymous
quote says, “Students do not care how much you know until they know how much you care.”
This statement summarizes the actions of the adults within this program.
The evaluator observed many positive relationships and outcomes at each visit. The following
are some concluding notes regarding the program:
• During multiple onsite observation visits, the students, staff, and multiple volunteers were
observed participating in a number of different activities that promoted science,
technology, engineering, art, and math (STEAM). The students appeared to be very
engaged and enjoying the activities.
• The teaching staff stated that the program is having a very positive impact on the
students. They believe that the flexibility of the program will allow for continual
improvement by making appropriate changes and bringing in new and interesting
STEAM activities.
• The teaching staff also stated that the STEAM activities are Kinesthetic (experiential) in
nature and the students are enjoying them so much; they do not realize they are learning.
Somerset Area School District 35 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
• “Homework Help” is providing a structure and support for students who may not be
receiving the help that is needed at home. This coincides with the teachers stating that
they believe that smaller teacher to student ratio at the afterschool program is very
beneficial.
• The Theater club has enabled some really ‘shy’ students to gain the confidence to speak
and perform in front of others.
The evaluator also gained insightd from the students involved in the program. They shared the
following thoughts:
• They really enjoy the different art projects, especially building the bird feeder. (Note –
that was the activity of the day).
• They really enjoyed the games, the robotic ball controlled by the iPad, the crafts, pie-
making, making tie-dyed shirts, theater club, Gym, outside play-ground.
• They enjoyed being a ‘specific-part’ in the play.
• One student stated the next year he/she wanted the entire time to be gym time and snacks
• One student said she wanted water bottles outside and does not like milk.
The afterschool program partnered with Johnstown Hospice to provide ‘gifts’ to the patients
from students that included encouraging messages, artwork, decorated pots, and sapling plants
for the garden. This partnership allowed the students to help others. Other community and social
activities they participated in were: writing encouraging notes for other students, sending
Valentine’s Day cards with artwork to nursing homes, and they performed a play to entertain
their peers, parents, and the public.
The future looks very bright for the students and staff of the Eagle View Community Learning
Center afterschool program. This evaluation will conclude with a story that was shared during an
onsite visit. This story and the picture that was drawn better shows the impact of this program on
children than any evaluation, test score or survey that could be completed.
“A student draw picture of a ‘two-headed’ person. One of the ‘heads’ was very dark and
angry, while the other ‘head’ was happy and pleasant. When asked about the drawing,
the student indicates the ‘dark’ head was how she felt before the program, and the
‘happy’ head was how she felt when she was in the program.”
Somerset Area School District 36 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Contact Information For questions regarding the Somerset Area School District Afterschool Program contact:
Judith Maxwell
Director of Curriculum and Technology
and Eagle Online Academy Coordinator
Somerset Area School District
645 South Columbia Avenue
Somerset, PA 15501
814.443.2831
jmaxwe@sasd.us
For questions regarding the evaluation contact:
James M. Coughenour, MBA, PMP, PMI-ACP
Certified DISC Practitioner
Managing Partner
Knowledge Certified
8510 Singletree Court
North Huntingdon, PA 15642
724.590.0799
jim@knowledgecertified.com
Somerset Area School District 37 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Appendix
Kindergarten Student Academic Data
First Grade Student Academic Data
Somerset Area School District 38 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Second Grade Student Academic Data
Somerset Area School District 39 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Third Grade Student Academic Data
Fourth Grade Student Academic Data
Somerset Area School District 40 Eagle View Community Learning Center 21st Century Afterschool Program
Year 1 Evaluation Report (2017-2018 School Year)
Fifth Grade Student Academic Data