Omak School District updated 11/09/15 2PM

2014-2015Washington State 21st Century Community Learning Centers (CCLC)

Independent Evaluation

I. Background/Context Community Description:

While extremely rich in cultural diversity and natural beauty, the City of Omak, population 4,835 (2014), lies at the foot of the high desert of rural isolated North Central WA. Tiny Omak is the largest city in the physically largest county (Okanogan) in Washington (County sized comparably to Connecticut). Omak School District catchment area exceeds 500 sq. miles (USA.com, 2014) and includes the West end of the Colville Indian Reservation. The closest major cities are 100 miles North or South.

Distinguished by low income, high unemployment, low educational achievement, social anomalies and geographic isolation, 25% of the district lives below the poverty level (36% are children). Median household income is $30,545 compared to the state average of $56,835 (2014). The per capita income is $17,083 (2014). The entire population of Okanogan County is about 41,000 people, making WA’s largest County smaller in population than many small cities. A distinct lack of services and opportunities adds to local austerity. No public transportation exists and private autos are often lame and expensive to drive. No public fitness center exists in Omak outside the opportunity in 21CCLC.

The economic challenges persist as declining industries trickle down throughout the entire community economy. The Tribes’ lumber mill opens, closes, and re-opens. Mechanical efficiencies assist more as older orchards are being removed from production adding to high unemployment levels. While summer and early fall unemployment is reduced to 7% when seasonal low wage jobs are available, WA State Employment Security Department expects the unemployment level to be 11%+ at other times. Tribal enterprises have increased employment opportunities with the new gas/convenience store and the expansion of tribal Casinos. The extremely low level of educational achievement led the former Director of Public Health for Okanogan County to rank “Lack of Education” as one of the top five public health risks for Okanogan County. Tellingly, in 2014-15 total Xtreme Challenge student attendees, up to 85% qualified for free and reduced lunch.

Diversity abounds in Omak, enriching the community. Many Latino families attracted to the Okanogan Valley agriculture-related

work, the proximity of the Colville Confederated Nation’s Reservation (1M+ acres), and hardworking but predominately poor white population make up the valley. Recently retirees have begun choosing Omak area for the low cost of living and low taxes. School District Description for Xtreme Challenge: Omak School District scores between 5 and 6 on Washington State Achievement Index and consists of 5 sites/comprehensive programs: North Omak Elementary (PreK--gr 2), East Omak Elementary (gr 3-5), Omak Middle School (gr 6-8),

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Omak High School and Omak Alternative High School (both serving grades 9-12). There is also a virtual on-line academy serving elementary, middle school and high school needs which is not included in the Xtreme Challenge Program since it is completely online and the students do not necessarily reside in the Omak School District. Xtreme Challenge targets all students at the School-wide Title I and LAP schools. If the program fills its enrollment capacity, a ranking using state test data, free/reduced meals and teacher recommendations would be used to prioritize students for inclusion. Since XC inception (2009), this has not been needed as all-comers as none are turned away. High percentages of all elementary students are eligible for free/reduced lunch because the district is a high poverty area, fewer at Middle and High Schools because students under-report or feel stigmatized. At the middle and high school, students are targeted for enrollment in Xtreme Challenge from those attending LAP classes; those eligible for free/reduced meals; those who have not met state testing standards in reading, writing, science, or math; and other reasons that precipitate teacher recommendations. The Xtreme Challenge 21 st Century Learning Center Program also willingly accepts and encourages students who are parent- or staff-referred.

Project Vision: Xtreme Challenge provides enriched learning experiences for students using a project-based design in a safe and secure learning environment. This vision has remained steady in Cohort 11 as it was in Cohort 7 previously.

Mission: Xtreme Challenge provides extended learning opportunities that embed core academic skills and content in a project-based setting to increase student learning experiences and achievement. Again, the Mission holds steady in Cohort 11 as it did in Cohort 7 previously.

Omak’s 21st CCLC (Xtreme Challenge) served 280 (unduplicated) students on a regular (>30 days) basis in 2014-15:

North Omak Elementary (grades PreK-2) School-wide Title I schoolo 2015 enrollment – 439 o 2015 Numbers Served: 109 Students (25% of school enrollment)o Xtreme Challenge Students Total served: 109 Total Regular Attendees:

99 (90%)>30 days, 22 (22%) > 60+ days, 58 (58%) >90 days, 10 (9%) < 30 dayso Free/Reduced Meals 76% of school enrollmento XC students on F/R Meals 85% XC regular attendeeso American Indian XC students: 31 o Hispanic XC students: 29 o White XC students: 37 o Black/African American XC students 2

East Omak Elementary (grades 3-5) School-wide Title I schoolo 2015 enrollment – 332

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o 2015 Numbers Served: 114 Students (up 8 over last year) (33+% of students at East)o Xtreme Challenge Students Total served: 114 Total Regular Attendees: 91 (80%) >30 days, 46 (66%) > 60 days,

27 (24%) > 90 days and 20 (17.5%) < 30dayso Free/Reduced Meals of school enrollment 74% o XC students with F/R lunch 85%o American Indian XC students 40o Hispanic XC students 30o White XC students 40o Other XC students 4

Omak Middle School (grades 6-8) LAP targeted assistance schoolo 2015 enrollment – 293

Xtreme Challenge Students Total served: 53 (18% of students at OMS)Total Regular Attendees: 44 (83%) > 30 days, 34 (65%) >60 days, 20 (38%) > 90 days, 9 (17%)<30 days

Free/Reduced Meals 68.3% of school enrollmento XC students on F/R Meals 85% XCo American Indian XC students 17o Hispanic XC students 12o White XC students 23

Omak High School (grades 9-12) LAP targeted assistance schoolo 2015 enrollment – 404o Xtreme Challenge Students Total served: 91 (23% of school)o Total Regular Attendees: 68

58 (75%) >30 days, 19 (33%) >60 days, 14 (24%) >90 days, 10 (15%) < 30dayso Free/Reduced Meals 53% of school enrollmento XC students on F/R Meals 85% XC o American Indian XC students 26o Hispanic XC students 13o White XC students 27

In the evaluator’s on-site interviews with students and staff (Early Winter, 2014 and Spring, 2015), it was clear again this year -- that many, especially younger, students attending Xtreme Challenge avoid difficult situations at home (staff cite this factor as the main reason concerned adults teach in the program), to learn new things, to make/have fun with friends, to be with “cool” teachers and adults, and to have the snacks each

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day. A continuously growing sense of community is evident through the students’ appreciation for their site directors’ knowing them and their stories, the homework help they get when needed, their pride and enthusiasm for projects and specifically exhilarating contemporary and relevant classes that are FUN!

Theory of Change ModelThis is our guiding framework for self-assessment & external program evaluation to reach continuous quality program improvement. It demonstrates how Xtreme Challenge program goals and objectives fit inside the theory of change/logic model for fidelity to 21CCLC continuous improvement cyclical process of Assess Plan Improve!

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XTREME CHALLENGE: Applied Learning, Socialization & Behavior Outside School Time

Continuous Quality Improvement by 4 A’s: Assess, Analyze, Adapt, and Apply through Planning

_________________________________________________________________________________________________ _________________

Goals and Objectives 2015 Cohort 11 – Omak School District Xtreme Challenge:

The selected objectives took into account previous grant performance, added two more goal areas, and increased the level of outcomes for Cohort

11. While the middle and high school outcomes for 30 and 60 day attendees were extremely ambitious, significant progress was made after

Cohort Seven ended and appropriate changes were initiated. Quality programs constantly push for improved outcomes. While the Cohort Eleven

objectives are ambitious, we continued to work diligently toward their attainment and believe we will continue to improve towards the “Not Met!

and “Partially Met!” objectives.

Goal 1: Increase student academic performance

Objective 1.1 - 60% of regular attendees (>30 days) will move from not proficient to proficient or above in reading on state assessments.

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XC Programming at Omak North Elem, East Elem, Middle and High Schools

Quality Program Increased Learning Instruction/Goals Student Engagement Social* Cognitive* Increased Learning Readiness & Behavioral* Increased Skills, + Behavior

Exceeded! North Elem.: students (86%) in Xtreme Challenge improved in reading

Kindergarten Xtreme Challenge: 24 of 27 kindergarten students improved reading).

1st graders in Xtreme Challenge:   39 of 45 first graders improved in Reading

2nd Grade Students in Xtreme Challenge: 33 of 35 second graders improved in Reading

Met+! East Elem: 62 of 91 (68%) improved their reading, 9 (1%) stayed the same, 8 (<1%) declined, 12 (13%) unknown/moved

Met! O-Middle School: 33 (75%) students improved in reading. 3 (7%) stayed the same. 8 (18%) not known.

Met! O-High School: 16 (76% of those tested) improved their reading testing score & 5 (24% of those tested) stayed the same.

Note: 30 (58%) students did not participate in reading assessments.

Objective 1.2 - 60% of regular attendees (30 days or more) moved from not proficient to proficient or above in math on state assessments.

Exceeded! North Elem.: kindergarten students (27) in Xtreme Challenge in Math – 27 enrolled in XC but East did not measure. 1st Grade Students in Xtreme Challenge: 38 of 44 (86%) improved in Math, 6 (13%) stayed the same.

2nd Grade Students – Xtreme Challenge: 29 of 34 (85%) improved in Math, 5 (3%) stayed the same.

So close! East Elem. 66 (58%) improved, 8 (7%) declined, 5 (4%) stayed same.

Met! O-Middle Sch. 34 (77%) students improved their math testing score. Other 10 not known. Not all students took the math assessment.

Met! O-High Sch. 17 (81% of those tested) students improved their math testing score. 4 (19% of those tested) unknown. 31 (59.6% of >30 days) students did not participate in math assessments. All Sites EXCEEDED!! Objective 1.3 – 80% of enrolled students will attend 30 days or more in a given year.

Site Enrolled >30 days percentage of total enrolled XC students

North Elem. 109 99 91%

East Elem. 114 91 80%

O-Middle Sch. 53 44 85%

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O-High Sch. 68 58 85%

Partially Met! Objective 1.4 – 65% of enrolled students will attend 60 days or more in a given year.

Site Enrolled >60 days percentage of total enrolled XC students

North Elem. 109 80 73% >60 days

East Elem. 114 46 40% >60 days

O-Middle Sch. 53 34 65% >60 days

O-High Sch. 68 33 49% >60 days

Goal 2: Improve student behaviors

Partially Met. Objective 2.1 - 80% of regular attendees (30 days or more) will increase homework completion as measured by the teacher

survey and the Youth Skills and Beliefs survey (Note change in methodology: Teacher Survey no longer used).

Site Enrolled raw score (rather than percentage) of regular (>30 days) increasing homework completion

North Elem. 109 Not applicable at K, 1st and 2nd grades in OSD.

East Elem. 114 3.12 Average score on Student Motivation & Belief Scale range: 1 - 4

O-Middle Sch. 53 2.9 Average score on Student Motivation & Belief Scale range: 1 - 4

O-High Sch. 68 2.18 Average score on Student Motivation & Belief Scale range: 1 - 4

Objective 2.2 – 30% of regular attendees (30 days or more) will reduce disciplinary referrals as measured by behavior incidence reports in

Skyward (not all participants in the program have behavioral referrals – 30% represents the number of program attendees in the previous grant that

had behavioral referrals).

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Site percentage of regular (>30 days) reduced disciplinary referrals

North Elem. Not measured, but site coordinator report that there were fewer disciplinary referrals.

East Elem. 18 (16%) students had fewer discipline issues; 18% reduced behavioral referrals.

O-Middle Sch. 13 (25%) students reduced their disciplinary referrals. 5 stayed same in behavioral referrals.

O-High Sch. 18 (35%) students reduced their disciplinary referrals – 9 (17%) stayed the same.

Goal 3: Provide quality programming that includes core academic areas and enrichment.

Met! 3.1 - 100% of centers offered high quality, enrichment courses that integrated three core academic areas – literacy, math, and science

through STEM programming in a minimum of 50% of the course offerings per quarter. Samples would be:

OHS Jewelry students combined measurements, planning, propane and composites for finished products. Not all recognized their work as STEM

because they had so much fun! OHS XC student store (before and after school in Pioneer Plaza) employs students in the store’s business class for

moderate wage to work in an integrated business setting: planning, pricing, advertising, selling, counting money, investing profits back into the

store’s operations.

OMS did perspective drawings, American Indian Wheels, etc. figuring angles, distance, drawing, coloration, media mixing and narrative

explanations.

East Elementary robotics students had to figure sizes, patterns, descriptions and electrical components for Lego robots.

North Elementary had college science department students work with kids on science and concurrent reporting.

Met! 3.2 - 100% of centers offered enrichment and support activities in other additional areas: nutrition and health, art, music, entrepreneurial

education, telecommunication and technology, tutoring, mentoring, drug and violence prevention, character education, service learning, or

recreation complementing the academic program in a minimum of 40% of the course offerings per quarter.

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Goal 4: Implement a high quality program

Met! Objective 4.1 – 100% of centers demonstrated continuous improvement for a high quality program as measured by the YPQI evaluation tool

annually.

Progress on Objective Made! Objective 4.2 – 100% of program staff at all sites received training on the ten modules of Youth Work Methods as

evidenced by training sign-in sheets. Sign-in records from sites show this was accomplished. Professional development plan has been

adjusted due to a refocus for face-to-face training. 100% of staff received 1 YWM modules – Planning and Reflection as evidenced

by attendance/sign-in sheets. The remaining YWM modules will be provided on-site by the Project Director who became a certified

Methods trainer in April 2015.

Met! Objective 4.3 – 100% of the centers established, maintained, and expanded program partnerships within the community by adding one new

partner per year. Long established grant partners are Fit for Life Community Coalition and Okanogan County Community Coalition. 

Site Community Partner Added

North Elem. Wenatchee Valley College at Omak (Science Dept.)

East Elem. Colville Tribal Health

O-Middle Sch. Colville Tribal Attendance/TANF

O-High Sch. Mike Azzano/The Collective (Art)

Goal 5: Provide family engagement and education

3 sites exceeded, 1 met! Objective 5.1 – 100% of the centers will provide one family engagement or class per month. MS and HS offered evening

Winter Wellness 2x/wk all winter months bringing parents and students into the Fitness Center. Staff took advantage of different elements of

the facility to reach those parents. For example, an effort was made to promote winter wellness to capture an audience that had

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difficulty attending the shorter fall hours. Nutrition and Cooking as part of Fit4Life Winter Wellness promoted for all sites. Elementary sites

shared family activity nights with children performing, sharing science projects, family game nights, and much more!

Met!/Exceeded! Objective 5.2 – Each center will meet individual parent participation goals as evidenced through sign-in sheets.

Exceeded! Goal Site 1/North 60 parents, actual attending parents were 70-90 parents at each event as evidenced through sign-in sheets.

Exceeded! Goal Site 2/East 63 of 50 expected parents, actual attending parents were 63 parents or caregivers as evidenced through sign-in

sheets.

Exceeded, More than doubled! Goal Site 3/Middle Sch 28 of 10 parents expected. Using both tickets and sign-in sheets; 28 actual attending.

Met! Site 4/High: 10 parents were expected; 10 were counted using both tickets and sign-in sheets, director counted 12.

Met Y/N Goals: All sites Measurement Objective Measurement Tools

Activities Timeline

Partially: Met/Not Met (see goal 1 detail above)

Goal 1: Increase student academic performance Objective 1.1 - 60% of

regular attendees (30 days or more) will move from not proficient to proficient or above in reading on state assessments.

Objective 1.2 - 60% of

* State assessments in literacy/reading* MAPs* Classroom Based Assessments for literacy/reading

Site 1/Northa) KidzLitzb) Lakeshore reading kitsc) Story timeSite 2/Easta) KidzLitzb) Lakeshore reading kitsc) Scholastic programsd) homework centerSites 3 and 4/middle&higha) Human Relations Media programs – integrated literacy

Site 1/Northa) weekly through the yearb) weekly through the yearc) weekly through the yearSite 2/Easta) daily two quarters/yrb) daily two quarters/yrc) weekly through the yeard) daily through the yearSites 3 and 4/middle&higha) daily through the yearb) daily through the year

Site 1/North

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Mostly Met!East missed by only 2% points!

Met!

2 sites Met2 sites did not meet.

regular attendees (30 days or more) will move from not proficient to proficient or above in math on state assessments.

Objective 1.3 – 80% of enrolled students will attend 30 days or more in a given year.

Objective 1.4 – 65% of enrolled students will attend 60 days or more per year.

* State assessments in math* MAPs* Classroom Based Assessments for math

* EZ Reports*Attendance sheet

*EZ Reports*Attendance sheet

b) homework/tutoringSite 1/Northa) KidzLitzb) Bridges mathc) Math Whizd) Lego EngineeringSite 2/Easta) KidzLitzb)Math Whizc) Lakeshore math kitsd) homework centere) Lego Engineeringf) Lego RoboticsSites 3 and 4/middle&higha) Human Relations Media programs – integrated mathb) homework/tutoringc) Lego RoboticsSites 1-4a) Record attendance for each classb) Assess progress

Sites 1-4a) Record attendance for each classb) Assess progress

a) weekly through the yearb) daily through the yearc) daily through the yeard) weekly through the yearSite 2/Easta) daily two quarters/yrb) daily through the yearc) weekly through the yeard) daily through the yeare) weekly through the yearf) weekly through the yearSites 3 and 4/middle&higha) daily through the yearb) daily through the yearc) daily two quarters/yr

Sites 1-4a) Daily through the yearb) Weekly through the year

Sites 1-4a) Daily through the yearb) Weekly through the year

Mixed Homework Completion

Goal 2: Improve student behaviors

Objective 2.1 - 80% of regular attendees (30 days or more) will increase homework completion as

*Teacher survey*Youth Skills and Beliefs survey pre/post

Sites 1-4a) Distribute and collect teacher surveys for 30+ day attendees

Sites 1-4a) End of year/Mayb) September and May

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Met

measured by the teacher survey.

Objective 2.2 – 30% of regular attendees (30 days or more) will reduce disciplinary referrals as measured by incidence reports in Skyward

*Teacher survey

b) Administer Youth Skills and Belief survey to students grades 4-12

Sites 1-4Distribute and collect teacher surveys for 30+ day attendees

Sites 1-4End of year/May

Met!

Met!

Goal 3: Provide quality programming that includes core academic areas and enrichment.

3.1 - 100% of centers will offer high quality, enrichment courses that integrate three core academic areas – literacy, math, and science through STEM programming in a minimum of 50% of the course offerings per qtr.

3.2 - 100% of centers will offer enrichment and support activities in other areas: nutrition and health, art, music, entrepreneurial education, telecommunication and technology, tutoring, mentoring, drug and violence prevention, character education, service learning, or recreation to complement the academic program in a minimum of 40% of the course offerings per quarter.

*Schedule of classes with brief description

Schedule of classes with brief description

Sites 1-4Plan, coordinate, and schedule classes to meet objective

Sites 1-4Plan, coordinate, and schedule classes to meet objectiveClass examples:Site 1Mutt-i-GreesGeoLabSite 2Mutt-i-GreesFive for LifeSite 3Skateboard designSkillastics; Olweus Bullying Program

Sites 1-4Quarterly and summer

Sites 1-4Quarterly and summer

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Site 4Glass bead makingJewelry designSkateboard designPowerliftingXtreme Business

Met

Met

Met

Goal 4: Implement a high quality program

Objective 4.1 – 100% of centers will demonstrate continuous improvement for a high quality program as measured by the YPQI evaluation tool annually.

Objective 4.2 – 100% of program staff will receive training on the ten modules of Youth Work Methods as evidenced by training sign-in sheets.

Objective 4.3 – 100% of the centers will establish, maintain, and expand program partnerships within the community by adding one new partner per year.

*YPQI observations* Assess, Plan, and Improve sequence

*On-line Youth Works Methods Training*Sign-in sheets

*Collaboration forms*Sign-in sheets*Volunteer logs

Sites 1-4a) train evaluator, project director and site coordinators on YPQI self-assessmentb) Local evaluator, Project Director and Site Coordinators conduct YPQI self-assessmentc) Evaluator, project director, and site coordinators use Assess, Plan, and Improve modelSites 1-4Project Director, Site Coordinators and instructors

Sites 1-4a) Collaborate with partners for student and family involvement activitiesb) Invite partners to increase participationc) recruit new partners

Sites 1-4a) Fall trainingb) Twice/yr and summerc) Quarterly and summer

Sites 1-4Monthly

Sites 1-4a-c) Monthly

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Met

Exceeded!(North 90)(East 63)(MS doubled +!)(HS 12)

Goal 5: Provide family engagement and education

Objective 5.1 – 100% of the centers will provide one family engagement or class per month.

Objective 5.2 – Each center will meet individual parent participation goals as evidenced through sign-in sheets (Site 1/North 90 of 60 parent goal, Site 2/East 63 of 50 parent goal, Site 3/Middle 28 of 10 parents, Site 4/High 10 or 12 of 10 parent goal).

*Class flyers*Class schedule

*Sign-in sheets

Sites 1-4a) Survey parents for educational needsb)Provide Love & Logic classc) schedule one parent class or family engagement per monthSites 1-4a) schedule one parent class or family engagement per month

Sites 1-4a) Quarterlyb) Twice a yearc) monthly

Sites 1-4a) monthly

Program Detail for Frequency and DosageSite School

EnrollRegularattendees

Est. dailyAttend

Before/After Hrs/day Hrs/wk Days/wk Wks/yr

Hrs/summer

Days/wk/summer

Wks/summer

1 - North

439 actual 387 est.

99 of 130 in goal;Not Met.

110 after 2.4 12 5 33 5 5 + 1 field trip day

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2 - East 332 actual 289 est.

114 of 97 inGoal;Exceeded!

80 after 2.4 12 5 33 5 5 + 1 field trip day

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3 - Middle

293 actual 304 est.

44 of 65 inGoal;Not Met.

40 after 2.4 12 5 33 5 5 + 1 field trip day

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4 - 404 68 of 75 Goal; 50 Before & 3 15 5 33 5 5 + 1 field 4

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High actual 345 est.

Not Met but increased over last year.

after trip day

Summer attendees are estimated at: Site 1 – 50, Site 2 – 50, Site 3 – 25, Site 4 – 15 (most students at high school get summer jobs).

Summary of Program Detail for Frequency and Dosage Chart : 1. As to the estimated total school day enrollment: North was significantly over its enrollment targets, East was somewhat over

enrollment target, Middle School was slightly under enrollment expectation and High School was significantly over expected enrollment which provided some additional potential participants.

2. While East Elementary School exceeded their Regular attendee goal, none of the other three sites met their regular attendee goal. All dosage goals were met as expected.

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Year End Report DISCUSSIONo Learning and fidelity to YPQI Assessment processes was new in 2014-2015 for Omak and the external evaluator. YPQI has

now been absorbed into XC Program at all levels. Not all staff are totally comfortable with YPQI after this first year. Familiarity and use has measurably increased acceptance of the more data-driven program.

o With the Director’s leadership and commitment, Professional development has increase and all who participated in YPQI have been trained in the processes needed and application for analysis of findings.

o Data driven planning is, while not yet perfected in 2014-15, no longer a new concept. All staff are included in planning and data driven application.

o Site Coordinators at both elementary schools have remained strong and stable all throughout Cohort 7 and 11. Program Director remains fully committed to and invested in XC 21CCLC’s success to the point of stepping into site coordinator role when role at HS and MS was vacated for cause in early 2015.

o The size of Omak School District, each of the schools and the local community, lends itself to most people knowing one another which makes easier referral processes, parental suggestions, buzz sessions in the hallways to quickly address imminent problems or questions about specific students in Cohort 11.

o Coaching is used between classroom staff, from classroom staff to coordinators and vice versa, from students to students, and especially between Site Coords. and Program Director in both directions. Size of school district lends itself to formal and informal coaching.

o External Assessor was certified and will recertify for 2016 at both Youth and School Age levels again. o XC Program Director has applied to OSPI Train the Trainer for 21CCLC.

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o Faithful teachers in the arts (both professionals and hobbyists), some crafts and enrichment subjects go many extra miles for students who make a commitment to their after-school classes. Examples of this factor are the apps class at Middle School, the fine arts discussion table at the High School, jewelry making HS (and this year at MS) class where a professional artist has developed a reputation for real connection and interest in the students making beautiful blown glass pieces—remarkably there have been no injuries in this course with glass and propane, etc. Safety is a huge issue for staff and students. The HS (mixed) fine arts discussion table provides a significant niche for high school students whose sense of belonging is enhanced by the class with (teacher) Deb wherein each student does his/her own sketching, painting, poetry or writing while engaged in significant, often highly personal, discussion with this caring teacher about their places in, as one student said, “the strange world of Omak” for artistic, often counter-cultural teens.

o Because the program outcomes contribute to district success and because the district has high respect for the Program Director, the 21CCLC program has grown stronger in reputation and relationships between site coordinators, program teaching staff, the buildings’ principals and professional staff. While there is still some territoriality (MUCH less than in the beginning years), and some places where program space is extremely limited (better now that all site coordinators have discreet space for office and storage), by and large things are running more smoothly after 6 years of XC demonstration of effective learning with students and their families.

o Community partners develop close relationships with Xtreme Challenge because the schools really are the ‘heart of the community.’ Significantly, the Director is the District’s key employee in spearheading strong sustained community presence and participation in the schools. Through her and her staff, the community has come to know and trust extended day learning programs.

Summary of Program Challenges:o Rigor of both student and adult/teacher recruitment continues to be a problem for X-Challenge. Program Director and Site

Coordinators are always looking for teaching staff. Finding skilled teachers who have the time and ability to teach after school continues to be a large problem as it is in any rural isolated place with a small population lacking educational attainment.

o Elementary parents know and trust the program now after 6 years, but High and Middle School extra-curricular activities and the perceived independence of teens in Omak by parents and the teens themselves are factors pulling students off campus.

o Retention of > 60 days needs encouragement at all sites. Middle School 65% for >60 days attendance. North Elem. Did 73% retention at this level. Parents in low wage jobs or living at the poverty level know that their children are safe and happy with the benefit of continued learning and engagement with adults who care.

o The stability of long term site coordinators at the Elementary Schools has been a key factor for success of 21CCLC in Omak School Dist. One of the most highly impacting factors in 2014-15 was three site coordinator changes at Omak High and Middle Schools. A strong coordinator left for her family business, a weak coordinator was let go after months of heavy supervision, oversight and progressive disciplinary action, and the final site coordinator arrived in May. She has continued

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into 2015-16 of Cohort 11. We anticipate stability in the position with her staying onboard. The turnover in leadership in the High and Middle School was exceedingly time-consuming for the Program Director and yet not perceived as a difficulty of the program with the students or parents.

o Staffing stability of site coordinators at the Middle and High School was difficult in 2014-15. The elegant but unsustainable solution was for the Program Director to manage both sites with some ancillary help. Competent stabilized leadership is the most needed factor now in those sites as Racie has far too many other responsibilities for one leader.

o From YPQI, we know that communication among staff and coordinators is an emphasized need. With part-time community teachers staffing classes, there is a dearth of time for meetings or extended communication with site coordinators. Site Coordinators feel attended to by the Program Director whose support is critical to each site being successful. Finding adequate planning time is continually a challenge at all levels. Fall 2015 Directors and Evaluators meeting pointed this out as the most common feedback OSPI receives from 21CCLC programs.

o YPQI suggestions for follow up often do not apply to Omak School District, especially the elementary schools. Example: Site Coordinators (and especially session teachers) do not have access to IEPs for every child enrolled. This was the most frequently mentioned follow up suggestion from YPQI.

Recommendations for next year’s evaluation:

o Seek evidence of stabilized leadership by MS/HS Site Coordinator o The External Evaluator will spend a full week in Omak observing at all sites in two classes each day and entering scores the

same day directly after observations. This should increase the efficiency of YPQI and data accuracy, reliability/validity and depth. She will review self-assessment and improvement plans derived from the 2014-15 data.

o Specific to Omak, the former protocols we used at learning sites in Cohort 7 were appealing to the staff (and the evaluator). YPQA application has changed the tone of evaluation and there is less interaction for the evaluator with the staff and learners. Process requires more stringent protocols being followed exactly. We have adjusted just fine!

o As to reports, this evaluator finds her skill level with some charts and data retrieval challenging. She needs to become more skilled with computer programs and more facile with the system’s data retrieval. As a continuous learner, she is committed to doing so.

o About the tool – Is there a way to consolidate the building safety, fire extinguishers, and etc. questions so they do not take so much time per session. Cannot these questions be asked of the site coordinators only once in each site since all classes are within the school building and state requirements for drinking water availability and fire extinguishers are standard? Seeking the info each class observation changes the tone of the observation and takes teachers’ time away from the class itself even after class when the teachers are winding up very long days and the evaluator needs to get to the next observation to complete them in one week in Omak.

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CONCLUSION TO YEAR END SUMMARY REPORT:

Omak School District’s Xtreme Challenge 21CCLC Program has much to improve on but so much to celebrate! As a Cohort 11 participating program, Omak is grateful to OSPI and 21CCLC for the opportunity to continue this important part of student learning through after (and at the HS, before) school programming. It is working! While not just “more school after school,” Xtreme Challenge in Omak schools provides a significant boost to the learning skills, positive behavior, completion of homework and increase to students’ and staff members’ self-esteem and character development. One very big outcome is the continued development of community which Xtreme Challenge fosters in-school and throughout the larger community in a locale that often struggles with life’s basics but ultimately loves its children as the cornerstone of community life.

Xtreme Challenge has helped strengthen individual students, schools, families, and the entire community. It provides a welcoming safe place for increasing relationships between children and caring adults and better involvement and awareness of their students’ needs.

We are grateful for the funding and the dedicated staff and the structure of OSPI’s training and professional development that strengthens our impact on Omak students, keeping us Xtreme-ly Challenged!

Mary M DohertyExternal Evaluator for 21CCLC Xtreme Challenge in Omak School District

441 Hillcrest Dr.Port Angeles, WA 98362

Phone: 610 952 6026 (cell)360 457 6219 (home)

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