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Summative Evaluation Report 2014-2015
Prepared By: Crystal Taylor, M.B.A., Ed.S. CEO/Lead Evaluator
21st Century Community
Learning Centers
Boys & Girls Clubs of Central Florida –
Tupperware Brands Boys & Girls Club
This report was prepared for the Boys & Girls Clubs of Central Florida
Tupperware Brands Boys & Girls Club in regards to their 2014-2015 21st
Century Community Learning Center (CCLC) grant.
The writing contained in this evaluation may not be reproduced, transmitted, published or broadcast without
prior written permission of D & C Education Company, LLC dba EduMatrix. Any questions regarding this
evaluation may be directed to Crystal Taylor, CEO of EduMatrix.
www.edumatrixUSA.org
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 1
Table of Contents 1.0 Overview and History .......................................................................... 5
2.0 Student Characteristics ..................................................................... 14
2.1 Total Student Enrollment and Attendance ......................................... 14
2.2 Student Demographics ........................................................................ 14
3.0 Program Operations ............................................................................. 17
3.1 Summer Operation .............................................................................. 17
3.2 School Year Operation ......................................................................... 18
4.0 Staff Characteristics ............................................................................. 19
4.1 Staff Demographics .............................................................................. 19
4.2 Student-to-Staff Ratio ......................................................................... 20
4.3 Staff Training ........................................................................................ 20
4.4 Staff Turnover ...................................................................................... 20
4.5 Certified Teachers ................................................................................ 20
5.0 Objectives and Outcomes ................................................................ 21
5.1 Objectives and Activities ...................................................................... 21
5.2 Data Collection Methods ..................................................................... 27
5.2.1 Measures and Data Collected ...................................................... 27
5.2.2 Data Collection Timeline .............................................................. 27
5.2.3 Data Quality ................................................................................. 28
5.2.4 Continuous Assessment ............................................................... 28
5.2.5 Student Inclusion ......................................................................... 28
5.3 Data Analysis and Results: Progress Toward and Achievement of
Objectives ............................................................................................ 29
5.3.1 Objective 1 ................................................................................... 29
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 2
5.3.2 Objective 2 ................................................................................... 30
5.3.3 Objective 3 ................................................................................... 32
5.3.4 Objective 4 ................................................................................... 34
5.3.5 Objective 5 ................................................................................... 35
5.3.6 Objective 6 ................................................................................... 37
5.3.7 Objective 7 ................................................................................... 38
5.3.8 Objective 8 ................................................................................... 40
5.3.9 Objective 9 ................................................................................... 41
5.3.10 Objective 10 ............................................................................... 43
5.3.11 Objective 11 ............................................................................... 44
5.3.12 Objective 12 ............................................................................... 45
5.3.13 Objective 13 ............................................................................... 47
5.3.14 Objective 14 ............................................................................... 48
5.3.15 Objective 15 ............................................................................... 48
5.3.16 Objective 16 ............................................................................... 49
5.3.17 Objective 17 ............................................................................... 49
5.3.18 Objective 18 ............................................................................... 50
5.3.19 Objective 19 ............................................................................... 50
5.3.20 Objective 20 ............................................................................... 51
5.3.21 Objective 21 ............................................................................... 51
5.3.22 Objective 22 ............................................................................... 53
5.3.23 Objective 23 ............................................................................... 53
5.3.24 Objective 24 ............................................................................... 54
5.3.25 Objective 25 ............................................................................... 55
5.3.26 Objective 26 ............................................................................... 56
5.4 Other Findings ...................................................................................... 57
5.4.1 Reading Report Card Data ........................................................... 57
5.4.2 Math Report Card Data ............................................................... 59
5.4.3 Science Report Card Data ............................................................ 61
5.4.4 2014 FCAT Reading Data.............................................................. 63
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 3
5.4.5 2014 FCAT Math Data .................................................................. 64
5.4.6 Parent Survey Data ...................................................................... 66
5.4.7 Teacher Survey Data .................................................................... 68
5.4.8 Student Survey Data .................................................................... 69
5.5 Student Success Snapshot .................................................................... 71
5.6 Overall Findings for Each Objective ..................................................... 71
5.6.1 Objective 1 ................................................................................... 71
5.6.2 Objective 2 ................................................................................... 72
5.6.3 Objective 3 ................................................................................... 72
5.6.4 Objective 4 ................................................................................... 72
5.6.5 Objective 5 ................................................................................... 72
5.6.6 Objective 6 ................................................................................... 72
5.6.7 Objective 7 ................................................................................... 72
5.6.8 Objective 8 ................................................................................... 73
5.6.9 Objective 9 ................................................................................... 73
5.6.10 Objective 10 ............................................................................... 73
5.6.11 Objective 11 ............................................................................... 73
5.6.12 Objective 12 ............................................................................... 74
5.6.13 Objective 13 ............................................................................... 74
5.6.14 Objective 14 ............................................................................... 74
5.3.15 Objective 15 ............................................................................... 74
5.3.16 Objective 16 ............................................................................... 74
5.3.17 Objective 17 ............................................................................... 75
5.3.18 Objective 18 ............................................................................... 75
5.3.19 Objective 19 ............................................................................... 75
5.3.20 Objective 20 ............................................................................... 75
5.3.21 Objective 21 ............................................................................... 75
5.3.22 Objective 22 ............................................................................... 76
5.3.23 Objective 23 ............................................................................... 76
5.3.24 Objective 24 ............................................................................... 76
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 4
5.3.25 Objective 25 ............................................................................... 76
5.3.26 Objective 26 ............................................................................... 76
6.0 Progress Towards Sustainability .................................................. 77
7.0 Lessons Learned and Recommendations ................................. 78
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 5
1.0 OVERVIEW AND HISTORY
Introduction
Boys & Girls Clubs of Central Florida (BGCCF) received funding to operate the 21st Century
Community Learning Center (CCLC) grant project for the 2014-2015 project year (August 1,
2014 – July 31, 2015), which is the fourth year of the five year funding period that was initially
awarded by the FDOE. This report will include the results of the Summative Evaluation that was
completed for the 2014-2015 21st CCLC project year. The Summative Evaluation is considered
the year-end report and informs the center and other stakeholders about the progress that has
been made during the 2014-2015 project year, while also driving decision-making regarding
program improvement and sustainability. Student characteristics, program operations, staff
characteristics, objectives and outcomes, and the sustainability plan will be detailed in the
report along with a variety of tables and charts that visually represent relevant program data.
21st Century Community Learning Centers
21st Century Community Learning Centers (CCLC) are funded programs that have to operate in
accordance to what is stated in the Elementary and Secondary Education Act (ESEA) as
amended through Title IV, Part B. According to the RFA for Discretionary Continuation
Programs, Florida Department of Education and the Bureau of Family and Community
Outreach, the purpose of the program funding is to develop and create community learning
centers that provide academic and enrichment opportunities during non-school hours for
children that attend low performing high poverty schools, as well as their families. This
program helps students meet state and local standards in core subjects, including Reading and
Math. It also offers enrichment activities to students that complement the academic program
offerings and provides literacy and education services to the families of children in the program.
Schools (Kindergarten-12th grade) that are eligible for Title I School-Wide Program Services, or
that have at least 40% of students receive free or reduced lunch, are eligible for the
21st CCLC program.
In the ESEA Section 4205(b), 21st CCLC programs must be designed and developed using the
Principles of Effectiveness. This section states that “for a program or activity developed
pursuant to this part to meet the Principles of Effectiveness, such program or activity shall –
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 6
(A) Be based upon an assessment of objective data regarding the need for before and after
school programs (including during summer recess periods) and activities in the schools and
communities;
(B) Be based upon an established set of performance measures aimed at ensuring the
availability of high quality academic enrichment opportunities; and
(C) Be based upon scientifically-based research, if appropriate, that provides evidence that the
program or activity will help students meet the state and local student academic achievement
standards. (Florida Department of Education, Bureau of Family and Community Outreach, RFA
for Discretionary Continuation Programs, Project Year 2015-16)
Approved activities for a 21st CCLC program are identified in the ESEA Section 4025(a) which
states, “Each eligible entity that receives an award under this part may use the award funds to
carry out a broad array of before and after school activities (including during summer recess
periods) that advance student academic achievement”, including –
(1) remedial education activities, academic enrichment learning programs, providing additional
assistance to students to allow the students to improve their academic achievement
(2) math and science education activities
(3) arts and music education activities
(4) entrepreneurial education programs
(5) tutoring and mentoring programs
(6) after school activities for LEP students that emphasize language skills and academic
achievement
(7) recreation activities
(8) telecommunications and technology education programs
(9) expanded library service hours
(10) program that promotes parental involvement and family literacy
(11) program that provides assistance to students who have been truant, suspended, or
expelled to allow them to improve their academic achievement
(12) drug and violence prevention programs, counseling programs, and character education
programs. (Florida Department of Education, Bureau of Family and Community Outreach, RFA
for Discretionary Continuation Programs, Project Year 2015-16)
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 7
Program Description
The Tupperware Brands Boys & Girls Club, a Boys & Girls Clubs of Central Florida club site,
served as a 21st CCLC program site during the 2014-2015 school year. The approved after school
funding for this site included serving 150 K-6 students after school and 75 students on
weekends/holidays. The program was approved to operate for 171 days and 15 hours per week
after school. On weekend/holidays, the program was approved to operate for 20 days at 10
hours per day on holidays. It is important to note that the 21st CCLC program at this site started
on January 12, 2015. Even though most 21st CCLC program in the state begin operating in
August, this program received funding well after the start of the 2014-2015 school year. The
late start made it more difficult to meet each grant objective because students had a shorter
timeframe to make the appropriate gains. However, this program worked hard to deliver the
curriculum and carry out the requirements of the grant, which is reflected in the objective
assessment outcomes in this report.
For the 2014-2015 project year the 21st CCLC program
at this site targeted 3 key outcome areas—academic
success, good character & citizenship, and healthy
lifestyles.
The program combined the required academic &
personal enrichment components into relevant
learning experiences for the students by use of Project-
Based Learning (PBL). Four PBL Project Plans were
implemented to help students improve their core
academic skills—reading/literacy, math, & STEM—
while improving their abilities to make healthy choices
regarding risky behaviors, character development,
health and nutrition, and sedentary versus active
lifestyles. Adult Family Services provided opportunities
for constructive parenting/personal enrichment skills
building.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 8
The Tupperware Brands Boys & Girls Club served
targeted Title I schools and provided at-risk
students with opportunities for academic
enrichment, personal enrichment and tutorial
services to support students in meeting state
and local standards in reading, math and
science. All students in the program were
afforded the opportunity to receive all services
and no students were denied admission due to
special need or disability, provided they could be
safely accommodated in the program.
The 21st CCLC program implemented four PBL Projects during the school year. Each PBL
Project’s focus had corresponding themes which were woven throughout all other personal
enrichment activities. Parent events were also integrated into each PBL Project, so parents had
the opportunity to share with their children in all PBL Project end results.
PBL Project #1 (It’s Reigning Cards) gave students the opportunity to join Alice in
Wonderland as she chased the White Rabbit and journeyed into a topsy-turvy world
that got more intriguing
with every word and
page. This literature
experience helped
students generate their
own topsy-turvy
creation made from
playing cards. Students
used Alice’s story to
study language arts,
learned what puns
were, searched the text
for specific words, and
more. Additionally,
math and engineering engaged students as they designed and built their own 3-D Card
Houses to display for parents. Students also participated in a Math Game Card
Tournament.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 9
PBL Project #2 (A is for App) allowed students to explore age-appropriate apps for
reading/literacy, math, and science Comprehension to find out what makes a good app
truly “good”. They expanded their organizational and communication skills by creating
both a brochure and a PowerPoint activity to showcase their favorite apps. In addition,
they explained why they thought those apps would help other youth better understand
math, science, and engineering.
PBL Project #3 (“Duck” Tape Dynasty) allowed students to create animal habitats from
duct tape–commonly referred to as “Duck” Tape. Students learned about the term
habitat, identified animals that lived in different environments, and discovered what
was unique about each animal habitat. Thro ugh the processes of research and inquiry
students selected an animal and created that animal’s habitat using duct tape in many
colors and prints to mimic animal camouflage. While learning about animals, students
also studied the environment and all of the factors that impacted animal habitats, from
weather to man.
PBL Project #4 (Math Mechanics & Marathons) allowed students to collaborate as
teams to create their own team race car, a car powered only by their hands and feet, so
they could learn more about the science of running. For the Math Mechanics Marathon
each team had to run their
race car through a
prescribed route. Running
speed did not determine the
winner, but math knowledge
did. Each team successfully
answered a math problem
to advance to the next “pit
stop” on the route. For
personal enrichment,
students learned about the
importance of physical
fitness and other healthy
habits. They incorporated
reading into running and math. In addition, they were able to enjoy books such as Slow
Days Fast Friends, Pellie Runs a Marathon, Kids Running: Have Fun, Get Faster & Go
Farther, & Corvette. Students learned about distance and measuring while also
completing activities that targeted the math and engineering mechanics of building
their race cars.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 10
All 4 PBL Projects culminated with an
interactive Parent Night Showcase so that
parents could see what their children had
been working on.
BGCCF also offered a Parent Leadership,
Empowerment, & Development Institute
(The LEAD Institute) conducted by Dr. Clara L.
Walters, a respected instructional leader,
published author, and retired OCPS
administrator & principal. Dr. Walters has
been implementing parent programs for the BGCCF 21st CCLC programs since FY 2012-13.
Parent attendance has increased with each new module delivered, as word of this program’s
usefulness and practical applications has grown. The LEAD Institute's Theme for 2014-15
was “Focus on the Family and Its Influence in a Child's Success”. Additional modules focusing on
more informal parent-child collaborative projects rather than parent-only workshops were also
offered during the 2014-15 school year in order to attract even greater parent participation.
Participants were exposed to research- based parenting principles along with activities to
reinforce learning and practical application strategies for home use. The LEAD Institute’s
mission was to ensure that parents, guardians, and caregivers of students in the 21st CCLC
program acquire the knowledge, skills, attitude, & motivation needed to improve the quantity
and quality of their involvement in their children’s lives at home, at school, and in the
community. Roles and responsibilities to develop a family environment that cultivates a clear
parenting vision and blueprint for parent effectiveness were discussed at parent-only
workshops. Parents also worked together with their child on a facilitated project that allowed
them to learn by experience about the use of parental authority, parental involvement,
parental leadership, and parental power. Effective parenting has a direct correlation to
parent/guardian personal skills; therefore, the Institute includes adult enrichment topics to
improve focus, motivation, leadership and health. Additionally, parents took a personality test
to learn how to more effectively communicate not only with their own children but also with
their child's teachers. They were able to use their newly learned communication skills to help
them better understand people in all facets of their lives, including in their workplaces.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 11
Parents had a great
opportunity to use some of
their newly gained skills by
participating in the four
Parent Night events that
were tied to the culmination
of each PBL Project cycle.
These interactive events gave
parents a chance to become
involved in the learning that
was taking place within their
children’s 21st CCLC
afterschool experience.
During months when LEAD Institute workshops did not take place, other Adult Family Service
activities were offered and included classes in: technology training, healthy lifestyles, fitness
activities, and financial literacy. All activities were promoted to Club members though fliers,
posters, and Club staff announcements within each Club site and at the 21st CCLC program’s
targeted schools. Data from a pre- and post-knowledge assessment survey and a satisfaction
survey was collected at the end of each workshop session that provided valuable feedback
which was used to make curriculum decisions, direct instruction, and improve instructional
practices.
SMART (Specific, Measurable, Attainable, Realistic and Timely) objectives were chosen to
strategically meet the 21st CCLC program goals. The academic objectives directly teach
students 21st century skills and content. All of the identified strategies within the assessment
plan align with the Florida Standards and are research-based which show evidence of
effectiveness. Each assessment method was chosen to best measure and analyze the student’s
progress on meeting the stated objective. It was also used to drive instructional decision
making, provide recommendations for improvements, and be a predictor of student academic
success. Most importantly, the program worked to prepare students and their adult family
members by giving them the knowledge and skills they need to strive and succeed in life.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 12
Program Evaluation Formative evaluations provide the program with feedback from both formal (i.e., surveys,
objective performance measurements, progress monitoring reporting) and informal (i.e.,
program and classroom visits, meetings, conference calls) assessments throughout the year.
This type of feedback promotes continuous growth and improvement. The summative
evaluation reflects the program’s overall annual performance, recommendations for program
improvement, and reporting outcomes. Quantitative and qualitative data were both analyzed
using a mixed methods research design. Various types of data was collected to provide a
thorough understanding about program findings versus quantitative or qualitative data alone.
Mixed methods data analysis was included in the collection and analysis of independent and
dependent variables and the relationships between these variables was defined. Triangulation
through the mixed methods research design approach allowed for a complete and strong
evaluation of quantitative and qualitative program data. Program evaluation best practices was
utilized throughout the evaluation process and included defining patterns in collected
evaluation data, disaggregating program data , analyzing site visit results and providing
feedback (qualitative), establishing academic and enrichment connections (quantitative data)
and using evaluation results to make recommendations. This led to relevant recommendations
for program improvement regarding data collection efforts, completeness of data and
connecting program implementation to grant outcomes.
Data was collected at various times throughout the year for evaluation. The data source used
for evaluation was the objective assessment (report card grades, test scores, etc.) that is tied to
each grant objective. Data was analyzed using data collection and statistical software for test
statistics, and to conduct significance tests, correlations, standard deviation and an inductive
and deductive analysis. Collected data results were disaggregated as follows: number of days
for student attendance, student enrollment by age, gender, ethnicity, grade level, school,
free/reduced lunch status, program academic activities, number of family member
activities/workshops offered and attended, description of family member offerings, frequency
of attendance and number of family members that took the assessments. Evaluation activities
were scheduled around the program schedule and did not interfere with program offerings. All
qualitative and quantitative data collection methods were discussed in advance to ensure this.
As part of the evaluation plan an outcomes and implementation analysis was conducted to
assess program impact. Student recruitment strategies, program activities, student retention,
participation, program operational plans and sustainability are all factors that are considered
during the implementation analysis. Formative evaluation results are used to inform the
program how it was progressing at mid-year. However, since this program started on January
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 13
12, 2015 there was no formative evaluation performed at the mid-year point, which would
usually take place in January or February. Summative evaluation results were used to develop
this report and inform the program, stakeholders and community members about the overall
performance of the program (from beginning to end of year).
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 14
2.0 STUDENT CHARACTERISTICS
This section provides information about the students served by your program, including
demographics, enrollment, and daily attendance.
2.1 Total Student Enrollment and Attendance
Table 1 below details the number of total enrolled and regularly participating students that
attended the program during the 2014 summer program only, the 2014-2015 school year only
and for both summer and school year. Since this grant does not provide a summer program,
there will be no information listed for the summer 2014 program.
Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2014 and
School Year 2014-2015.
Site Name
Total Enrolled Attending
(at least one day)
Regularly Participating Enrollment
(30 days or more)
Summer
Only
School
Year
Only
Both
Summer
AND
School
Year
Total Summer
Only
School
Year
Only
Both
Summer
AND
School
Year
Total
Tupperware BGC 0 156 0 156 0 147 0 147
Note. Unduplicated counts shown. Students attending/enrolled in both operation periods are only reported
under Summer AND School Year. Only Summer + Only School Year + Summer AND School Year = Total.
2.2 Student Demographics
Tables 2-9 below detail the number of total enrolled and regularly participating students that
attended the program and includes information about their gender, age range, limited English
proficiency status, disability status, race/ethnicity, grade level and free or reduced lunch status.
If the program did not have the information for any of these specific areas or the parent or
target school did not provide this information to the program, those student numbers are
included in the tables below under the “DK” (Don’t Know or Could Not Be Determined)
columns.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 15
Table 2. Student Demographics for Total Participating Students (All Students Served) and
Regularly Participating Students.
Site Name
Total Participating Students Regularly Participating Students
Gender Age
Range
Gender Age
Range Male Female DK* Male Female DK
Tupperware BGC 71 74 11 6-13 70 74 3 6-13
*DK = Don’t Know/Could Not Be Determined.
Table 3. Students with Special Needs: Total Participating Students.
Site Name
Limited English
Proficient
Identified with
Disability
Yes No DK* Yes No DK
Tupperware BGC 1 144 11 2 143 11
*DK = Don’t Know/Could Not Be Determined.
Table 4. Students with Special Needs: Regularly Participating Students.
Site Name
Limited English
Proficient
Identified with
Disability
Yes No DK* Yes No DK
Tupperware BGC 1 143 3 2 142 3
*DK = Don’t Know/Could Not Be Determined.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 16
Table 5. Student Race and Ethnicity: Total and Regularly Participating Students.
Site Name
Total Participating Students Regularly Participating Students
Am
eric
an In
dia
n/
Ala
ska
Nat
ive
Asi
an/
Pac
ific
Isla
nd
er
Bla
ck o
r
Afr
ican
Am
eric
an
His
pan
ic o
r La
tin
o
Wh
ite
or
Cau
casi
an
Am
eric
an
Un
kno
wn
**
Am
eric
an In
dia
n/
Ala
ska
Nat
ive
Asi
an/
Pac
ific
Isla
nd
er
Bla
ck o
r
Afr
ican
Am
eric
an
His
pan
ic o
r La
tin
o
Wh
ite
or
Cau
casi
an
Am
eric
an
Un
kno
wn
Tupperware BGC 0 0 12 110 4 30 0 0 12 109 4 22
* Ethnicity categories are non-exclusive; students can be identified under multiple ethnicities.
** Unknown = Racial/ethnic group is unknown or cannot be verified.
Table 6. Student Grade for Total Participating Students.
Grade In School* PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total
Tupperware BGC 0 14 23 24 26 25 27 17 0 0 0 0 0 0 156
* Grade levels are exclusive, as students can only be in one grade level. The total number of
students where grade level is unknown are not indicated, but can be derived from this table.
Table 7. Student Grade for Regularly Participating Students (School Year Only)
Grade In School* PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total
Tupperware BGC 0 9 21 24 25 25 27 16 0 0 0 0 0 0 147
* Grade levels are exclusive, as students can only be in one grade level. The total number of
students where grade level is unknown are not indicated, but can be derived from this table.
Table 8. Free/Reduced Lunch Status of Total Participating Students.
Site Name Free or Reduced-Price Lunch
Yes No DK
Tupperware BGC 145 0 11
*DK = Don’t Know/Could Not Be Determined.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 17
Table 9. Free/Reduced Lunch Status of Regularly Participating Students.
Site Name Free or Reduced-Price Lunch
Yes No DK
Tupperware BGC 144 0 3
*DK = Don’t Know/Could Not Be Determined.
3.0 PROGRAM OPERATIONS
The program operations information is detailed in sections 3.1 and 3.2 below which includes
2014 summer operations data and 2014-2015 school year operations data. Since this grant does
not provide a summer program, there will be no information listed for the summer 2014
program.
3.1 Summer Operation
The following table includes information about the 2014 summer program for this grantee.
Table 10. Summer 2014 Operation.
Site Name
Total
number of
weeks THIS
site was
open:
Typical
number of
days per
week THIS
site was open:
Typical number of hours per week THIS site
was open on:
WEEKDAYS WEEKDAY
EVENINGS WEEKENDS
Tupperware BGC N/A N/A N/A N/A N/A
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 18
3.2 School Year Operation
The 2014-2015 school year operations information is detailed in table 11 below which includes
information about the total number of weeks, days and days per week the sites were open, the
typical number of hours per week the sites were open, and the total number of days each site
operated. As previously mentioned, it is important to note that the 21st CCLC program at this
site started on January 12, 2015. Even though most 21st CCLC program in the state begin
operating in August, this program received funding well after the start of the 2014-2015 school
year.
Table 11. School Year 2014-2015 Operation.
Site Name
Total #
weeks
THIS site
was
open:
Total #
days
THIS
site
was
open:
Typical
# days
per
week
THIS
site
was
open:
Typical # hours per
week THIS site was
open:
Total # days THIS site
operated:
Bef
ore
Sch
oo
l
Du
rin
g Sc
ho
ol
Aft
er S
cho
ol
Wee
ken
ds
/
Ho
liday
s
Bef
ore
Sch
oo
l
Du
rin
g Sc
ho
ol
Aft
er S
cho
ol
Wee
ken
ds/
Ho
liday
s
Tupperware BGC 20.6 103 5 15 HOLIDAYS:
10 HRS/DAY 96 7
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 19
4.0 STAFF CHARACTERISTICS
This section provides information on the composition of staff at each site including staff
demographics, ratio of staff to students, staff quality (training and certifications), and turnover.
4.1 Staff Demographics
The following tables detail the staffing type for this site and includes information about
whether those staff were paid or considered volunteers for the 2014-2015 school year
program.
Table 12. Regular Staff by Paid and Volunteer Status (Tupperware Brands Boys & Girls Club)
Staff Type* Summer of 2014
2014-2015
School Year
Paid1 Volunteer Paid1 Volunteer
School day teachers (former and substitute) N/A N/A 6 0
Center administrators and coordinators N/A N/A 1 0
Youth development workers and non-school day
staff with college degree or higher N/A N/A 6 0
Other non-teaching school day staff N/A N/A 4 0
Parents N/A N/A 0 0
College students N/A N/A 0 0
High school students N/A N/A 0 0
Other community members N/A N/A 0 6
Other non-school day staff with some or no college N/A N/A 0 0
Other** (Transportation) N/A N/A 1 0 1For all staff categories except “Other”, report only staff paid with 21st CCLC funds.
* These categories represent the regular responsibilities of program staff during the regular school
day.
** Use this category if data do not fit in specific categories provided
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4.2 Student-to-Staff Ratio
The student-to-staff ratio at each site was 10:1 for academic enrichment and 20:1 for personal
enrichment activities.
4.3 Staff Training
All 21st CCLC staff received professional development training during the 2014-2015 project
year. Three meetings took place that included a professional development session. The
information about these meetings are as follows:
Professional Development meeting – February 24, 2015
Session titled: “Five Keys to Rigorous PBL”
Professional Development meeting – March 17, 2015
Session titled: “STEM Everywhere: Science, Technology, Engineering, and Math in the
Real World”
Professional Development meeting – April 7, 2015
Session titled: “How to Create Effective Lesson Plans”
Meeting agendas and sign-in sheets were submitted to the 21st CCLC state office during the
2014-2015 program year as one of the required monthly deliverables.
4.4 Staff Turnover
During the 2014-2015 project year three certified teacher left the program and were replaced.
4.5 Certified Teachers
There was a total of 6 certified teachers that worked for the 21st CCLC program during the
2014-2015 school year. All of the teachers were certified.
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Summative Evaluation Report 2014-2015 21
5.0 OBJECTIVES and OUTCOMES
This section provides information on program objectives, how those objectives are measured,
data analysis methods, progress toward objectives, and finding implications and
recommendations.
5.1 Objectives and Activities
There were twenty-six grant objectives that the program used to guide the teacher instruction
and parent involvement initiatives during the 2014-2015 school year. In the table below, each
objective is listed with the corresponding description of activities for each. It is important to
note that the verbiage of each objective is repeated for different age groups. The state
required 21st CCLC programs to report data separately for each objective and for each age
group that was targeted. In this case, there were two target age groups: elementary students
and middle school students. The data was required to be evaluated and reported separately
per objective. In the table below, after each objective statement, the age group is identified as
“ELEM” for elementary students and “MIDDLE” for middle school students. The words that are
bold within the objective statements refer to the objective assessment was used to analyze the
specific objective.
Table 13. Objectives and Description of Activities
Objective Description of Activities
Objective 1: 75% or regularly
participating students will
maintain or improve their reading
skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
a) Homework Assistance
b) Reading Computer Based Activities
c) Differentiated Instruction
d) Classroom Instruction/PBL Projects targeting reading
skills
Objective 2: 75% or regularly
participating students will
maintain or improve their reading
skills as demonstrated by
a) Homework Assistance
b) Reading Computer Based Activities
c) Differentiated Instruction
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Discovery Education Assessments
and grades. (ELEM)
d) Classroom Instruction/PBL Projects targeting reading
skills
Objective 3: 75% or regularly
participating students will
maintain or improve their reading
skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
a) Homework Assistance
b) Reading Computer Based Activities
c) Differentiated Instruction
d) Classroom Instruction/PBL Projects targeting reading
skills
Objective 4: 75% or regularly
participating students will
maintain or improve their reading
skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
a) Homework Assistance
b) Reading Computer Based Activities
c) Differentiated Instruction
d) Classroom Instruction/PBL Projects targeting reading
skills
Objective 5: 75% of regularly
participating students will
maintain or improve their math
skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
a) Homework Assistance
b) Math Computer Based Activities
c) Differentiated Instruction
d) Manipulatives
d) Classroom Instruction/PBL Projects targeting math
skills
Objective 6: 75% of regularly
participating students will
maintain or improve their math
skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
a) Homework Assistance
b) Math Computer Based Activities
c) Differentiated Instruction
d) Manipulatives
d) Classroom Instruction/PBL Projects targeting math
skills
Objective 7: 75% of regularly
participating students will
maintain or improve their math
skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
a) Homework Assistance
b) Math Computer Based Activities
c) Differentiated Instruction
d) Manipulatives
d) Classroom Instruction/PBL Projects targeting math
skills
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Objective 8: 75% of regularly
participating students will
maintain or improve their math
skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
a) Homework Assistance
b) Math Computer Based Activities
c) Differentiated Instruction
d) Manipulatives
d) Classroom Instruction/PBL Projects targeting math
skills
Objective 9: 75% of regularly
participating students will
maintain or improve their science
skills as demonstrated by such
measures as teacher assessments,
teacher created pre, mid and post
tests (for students K-2), or
Discovery Education
Assessments/grades (for students
grade 3 – 5)
a) Homework Assistance
b) Real World Experiments
c) Classroom Instruction/PBL Projects targeting science
skills
d) Investigations
Objective 10: 75% of regularly
participating students will
maintain or improve their science
skills as demonstrated by such
measures as teacher assessments,
teacher created pre, mid and post
tests (for students K-2), or
Discovery Education
Assessments/grades (for students
grade 3 and above)
a) Homework Assistance
b) Real World Experiments
c) Classroom Instruction/PBL Projects targeting science
skills
d) Investigations
Objective 11: 75% of regularly
participating students will
maintain or improve their science
skills as demonstrated by such
measures as teacher assessments,
teacher created pre, mid and post
tests (for students K-2), or
Discovery Education
Assessments/grades (for students
in MIDDLE SCHOOL)
a) Homework Assistance
b) Real World Experiments
c) Classroom Instruction/PBL Projects targeting science
skills
d) Investigations
Objective 12: 75% of regularly
participating students will
a) Homework Assistance
b) Real World Experiments
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Summative Evaluation Report 2014-2015 24
maintain or improve their science
skills as demonstrated by such
measures as teacher assessments,
teacher created pre, mid and post
tests (for students K-2), or
Discovery Education
Assessments/grades (for students
grade 3 and above)
c) Classroom Instruction/PBL Projects targeting science
skills
d) Investigations
Objective 13: 70% of 21st CCLC
students’ parents/guardians who
participate in family programming
offered will increase their
knowledge of how to support
their child’s learning and be
involved in their child’s life.
(ELEM)
a) Discussion and role play scenarios
b) Presenting knowledge & strategies for use in parental
authority
c) Parental involvement, parental leadership, and
parental power
d) Exploring power dynamics and effective conflict
resolution
Objective 14: 70% of 21st CCLC
students’ parents/guardians who
participate in family programming
offered will increase their
knowledge of how to support
their child’s learning and be
involved in their child’s life.
(MIDDLE)
a) Discussion and role play scenarios
b) Presenting knowledge & strategies for use in parental
authority
c) Parental involvement, parental leadership, and
parental power
d) Exploring power dynamics and effective conflict
resolution
Objective 15: 25% of 21st CCLC
students’ parents/guardians will
attend a minimum of one 21st
CCLC family program/event during
the grant year. (ELEM)
Family programming such as:
a) LEAD Institute parenting workshops
b) Family nights,
c) PBL project showcases
d) Parent/child interactions
Objective 16: 25% of 21st CCLC
students’ parents/guardians will
attend a minimum of one 21st
CCLC family program/event during
the grant year. (MIDDLE)
Family programming such as:
a) LEAD Institute parenting workshops
b) Family nights,
c) PBL project showcases
d) Parent/child interactions
Objective 17: 50% of 21st CCLC
students’ parents/guardians who
participate in family programming
offered will demonstrate
motivation/interest in family
a) Discussion and role play scenarios
b) Illustrations of parental power
c) Writing and Creating schedules, to-do-lists and
calendar for effective time management
d) Visioning and Creating Short and Long Term Goals
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Summative Evaluation Report 2014-2015 25
involvement throughout the year.
(ELEM)
e) Parenting Vision & Effectiveness
Objective 18: 50% of 21st CCLC
students’ parents/guardians who
participate in family programming
offered will demonstrate
motivation/interest in family
involvement throughout the year.
(MIDDLE)
a) Discussion and role play scenarios
b) Illustrations of parental power
c) Writing and Creating schedules, to-do-lists and
calendar for effective time management
d) Visioning and Creating Short and Long Term Goals
e) Parenting Vision & Effectiveness
Objective 19: At least 70% of
parents/guardians participating in
21st CCLC services will report
satisfaction with the adult family
member services, as
demonstrated by (1) adult
attendance at provided services
and (2) adult satisfaction surveys.
(ELEM)
Family programming such as:
a) LEAD Institute parenting workshops
b) Family nights
c) PBL project showcases
d) Parent/child interactions
Objective 20: At least 70% of
parents/guardians participating in
21st CCLC services will report
satisfaction with the adult family
member services, as
demonstrated by (1) adult
attendance at provided services
and (2) adult satisfaction surveys.
(MIDDLE)
Family programming such as:
a) LEAD Institute parenting workshops
b) Family nights
c) PBL project showcases
d) Parent/child interactions
Objective 21: 75% of students
(attending 30 or more days) will
show an increase in physical
fitness abilities as measured by
improvement in two or more of
the 5 parts of the President’s
Challenge Physical Fitness Test.
(ELEM)
Sports & fitness activities such as:
a) basketball
b) volleyball
c) flag football
d) soccer
Games room activities such as:
e) foosball
f) billiards/pool, carpet bowling
Triple Play activities such as:
g) Jump Rope
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h) Walk/Run
Objective 22: 75% of students
(attending 30 or more days) will
show an increase in physical
fitness abilities as measured by
improvement in two or more of
the 5 parts of the President’s
Challenge Physical Fitness Test.
(MIDDLE)
Sports & fitness activities such as:
a) basketball
b) volleyball
c) flag football
d) soccer
Games room activities such as:
e) foosball
f) billiards/pool, carpet bowling
Triple Play activities such as:
g) Jump Rope
h) Walk/Run
Objective 23: 75% of regularly
participating students will
increase their knowledge of good
nutrition and healthy habits, as
measured by pre, mid and post
tests in Triple Play’s Healthy
Habits program. (ELEM)
Triple Play Healthy Habits program activities:
a) You Are What You Eat
b) Stamp out Portion Distortion
c) Fluids and Hydration
d) Your Body-All Systems Go!
Objective 24: 75% of regularly
participating students will
increase their knowledge of good
nutrition and healthy habits, as
measured by pre, mid and post
tests in Triple Play’s Healthy
Habits program. (MIDDLE)
Triple Play Healthy Habits program activities:
a) You Are What You Eat
b) Stamp out Portion Distortion
c) Fluids and Hydration
d) Your Body-All Systems Go!
Objective 25: 75% of students
(attending 30 days or more) will
show an increase in knowledge of
both healthy and risky lifestyle
behaviors and choices as
measured by pre, mid, and post
tests in SMART Moves and
prevention program modules.
(ELEM)
SMART Moves prevention program module activities:
a) Discussion and role playing
practicing resistance and refusal skills
b) Developing assertiveness
c) Strengthening decision-making skills
d) Analyzing media and peer influence
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Objective 26: 75% of students
(attending 30 days or more) will
show an increase in knowledge of
both healthy and risky lifestyle
behaviors and choices as
measured by pre, mid, and post
tests in SMART Moves and
prevention program modules.
(MIDDLE)
SMART Moves prevention program module activities:
a) Discussion and role playing
practicing resistance and refusal skills
b) Developing assertiveness
c) Strengthening decision-making skills
d) Analyzing media and peer influence
5.2 Data Collection Methods
The method of data collection was based on the actual data that was being collected for each
objective. The program staff collected the required data throughout the year and submitted
the data to the External Evaluator for evaluation. A variety of methods were used to collect the
data including obtaining district and program level student assessment information,
standardized state assessment data, surveying students, parents and teachers, and the
collection of parent attendance information from program workshops.
5.2.1 Measures and Data Collected: Student, parent and teacher data was collected
and assessed for the program. Student data was obtained from FAIR and Performance
Matters assessments given by the school district for reading, math and science content
areas. Student assessments for technology, physical fitness, healthy lifestyle choices
and art and culture were collected, as well as, parent workshop sign in/out sheets and
student, parent and teacher surveys. Report card grades and 2014 Florida
Comprehensive Assessment Test (FCAT) scores were also obtained from the district and
evaluated.
5.2.2 Data Collection Timeline: Assessments were administered and data was collected
by the program throughout the year. Baseline data was collected close to the start of
the program, mid-year data was collected in December 2014/January 2015, and end-of-
year data was collected in May/June 2015. If additional data needed to be collected due
to students being absent on the day that assessments were being given, they were able
to take the assessment upon their return which may have occurred outside of the
aforementioned time periods.
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5.2.3 Data Quality: Data quality used in this evaluation received an average rating. The
program collected most of the appropriate data that was required by the grant for each
objective, but was also missing a significant amount of data. Missing data cannot be
evaluated and therefore leads to not meeting grant objectives that are tied to the
missing data. A high standard for data quality and collection will need to be set at
program start for the upcoming project year. Program leadership will need to play an
integral role in helping to ensure that the expectations are set and met. The manner in
which data was collected would be considered sufficient for evaluation purposes, as
well. However, more data needed to be collected in order to receive a high rating in
data quality overall.
5.2.4 Continuous Assessment: The program was advised to continuously assess
students throughout the year to help students learn the targeted concepts and retain
more information, which can lead to better performance on assessments. Teachers
performed comprehension checks and reviews for students during the year to help
them meet each student-related grant objective, however not all grant objectives were
met. Monitoring quarterly report card grades, progress reports and administering short
quizzes or mini-assessments on a regular basis are all forms of continuous assessments
for students that help teachers stay aware of how students are performing on a more
regular basis. It is recommended that the program place additional emphasis in this
area to help students perform at an even higher academic level and show greater
academic gains by the end of the program year.
5.2.5 Student Inclusion: Students were not excluded from the student-related objective
assessments and parents were not excluded from the parent-related objective
assessments. All students and parents had equal opportunity to complete their
individual assessments during the project year. Students, parents and teachers were
also not excluded from being invited to take the program surveys at the end of the year.
If any students left the program during the year, they would not have been able to take
any assessments that were administered during the time in which they were absent. In
addition, if students did not have two time points worth of data for an objective, their
data was not able to be evaluated for that particular objective because progress could
not be evaluated with only one score.
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5.3 Data Analysis and Results: Progress Toward and Achievement
of Objectives
5.3.1 Objective 1: 75% or regularly participating students will maintain or improve their
reading skills as demonstrated by Discovery Education Assessments and grades. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve reading skills as measured by
standardized progress monitoring tool (Discovery, AIMES Web) from the beginning to end of
academic year”
Success Criterion:
Students will improve their Reading skills by 5 scale score points or higher
Findings (Grade Levels K-5):
Objective met.
Total students with sufficient data – 112
97% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
97% of students in grades K thru 5 with sufficient data indicated improvement in reading proficiency
as measured by the Discovery Education Assessment during the current year. The success criterion
was found using the pre and post-test scores, attained at the beginning and end of the year
respectively. The success criterion required that the change in the reading score be increased by a
minimum of 5 score points. 112 students had sufficient data to measure the criterion, of which 109
students met the criterion. Please refer to the table below for statistics related to this objective.
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Summative Evaluation Report 2014-2015 30
Table 14: BGC Tupperware Standardized Reading Score Statistics (Grades K-5)
Total Students*
Min Max M SD
Pre-Test Scores 112 1008 1692 1397.6 134.9 Post-Test Scores 112 1353 2485 1610.9 154.0 Difference or Change in Score
112 -35 1232 213.4 151.1
*Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
Across grades K through 5, students improved reading assessment scores by an average of 213.4
points over the course of the year. The standard deviation (SD) of change in score is 151.1, which is
indicative of the representation of the overall changes of score within the data set based on the
calculated mean (M). A lower scale value standard deviation in relation to the mean is representative
of a lower deviation from the calculated average of difference in test scores across the entire data set.
A higher scale value standard deviation represents a high deviation of differences in test scores from
the calculated average throughout a larger sample of the overall data set.
Table 15: BGC Tupperware K-5 Student Standardized Reading Improvement (% of students)
Score Decreased
Score Maintained
Score Increased Met Goal (5+)
3% 0% 97% 97%
5.3.2 Objective 2: 75% or regularly participating students will maintain or improve their
reading skills as demonstrated by Discovery Education Assessments and grades. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve reading skills as measured by
Grades from Quarter 1 to Quarter 4”
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Success Criterion:
Maintain a reading grade of C or above or improve reading grade
Findings (Grade Level 2-5):
Objective met.
Total students with sufficient data – 77
88% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
68% of students with sufficient data indicated improvement in reading proficiency as measured by
grades from Quarter 1 to Quarter 4. The success criterion was found using the Q1 and Q4 report card
grades attained at the beginning and end of the year respectively. The success criterion required that
the students improve their grades by at least one letter grade, or maintain the same letter grade from
Q1 to Q4 at a ‘C’ or above. This excluded grades K and 1 from this assessment, as the grading
structure in these levels does not include a ‘C’ grade. 77 students had sufficient data to measure the
criterion; of those, 68 students met the criterion. Please refer to the table below for statistics related
to this objective.
Table 16: BGC Tupperware Grades 2 thru 5 Reading Report Card Student Improvement (% of students)
Total Students Improved Grade (%)
Maintained C+ Grade (%)
Met Goal (%)
77 40% 48% 88%
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Chart 1: BGC Tupperware Grades 2-5 Reading Report Card Letter Grade Improvements, Q1 to Q4
5.3.3 Objective 3: 75% or regularly participating students will maintain or improve their
reading skills as demonstrated by Discovery Education Assessments and grades. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve reading skills as measured by
standardized progress monitoring tool (Discovery, AIMES Web) from the beginning to end of
academic year”
Success Criterion:
Students will improve their Reading skills by 5 scale score points or higher
Findings (Grade Level 6):
Objective met.
Total students with sufficient data – 13
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
0
2
4
6
8
10
12
14
16
2dn Grade 3rd Grade 4th Grade 5th Grade
Decreased Grade
Maintained Grade
Increased by 1
Increased by 2+
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Summative Evaluation Report 2014-2015 33
100% of students in grade level 6 with sufficient data indicated improvement in reading proficiency as
measured by the Discovery Education Assessment during the current year. The success criterion was
found using the pre and post-test scores, attained at the beginning and end of the year respectively.
The success criterion required that the change in the reading score be increased by a minimum of 5
score points. 13 students had sufficient data to measure the criterion, and of those all students met
the criterion. Please refer to the table below for statistics related to this objective.
Table 17: BGC Tupperware Standardized Reading Score Statistics (Grade 6)
Total Students*
Min Max M SD
Pre-Test Scores 13 1402 1600 1511.2 68.4 Post-Test Scores 13 1576 1835 1782.9 77.9 Difference or Change in Score
13 125 415 271.8 88.2
*Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
In grade 6, reading assessment scores increased by an average of 271.8 points over the course of the
year. The standard deviation (SD) of change in score is 88.2, which is indicative of the representation
of the overall changes of score within the data set based on the calculated mean (M). A lower scale
value standard deviation in relation to the mean is representative of a lower deviation from the
calculated average of difference in test scores across the entire data set. A higher scale value standard
deviation represents a high deviation of differences in test scores from the calculated average
throughout a larger sample of the overall data set.
Table 18: BGC Tupperware Grade 6 Student Standardized Reading Improvement (% of students)
Score Decreased
Score Maintained
Score Increased Met Goal (5+)
0% 0% 100% 100%
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Summative Evaluation Report 2014-2015 34
5.3.4 Objective 4: 75% or regularly participating students will maintain or improve their
reading skills as demonstrated by Discovery Education Assessments and grades. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve reading skills as measured by
Grades from Quarter 1 to Quarter 4”
Success Criterion:
Maintain a reading grade of C or above or improve reading grade
Findings (Grade Level 6):
Objective met.
Total students with sufficient data – 12
75% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
75% of students in grade 6 with sufficient data indicated improvement in reading proficiency as
measured by grades from Quarter 1 to Quarter 4. The success criterion was found using the Q1 and
Q4 report card grades attained at the beginning and end of the year respectively. The success
criterion required that the students improve their grades by at least one letter grade, or maintain the
same letter grade from Q1 to Q4 at a ‘C’ or above. 12 students had sufficient data to measure the
criterion; of which, 9 students met the criterion. Please refer to the table below for statistics related
to this objective.
Table 19: BGC Tupperware Grade 6 Reading Report Card Student Improvement (% of students)
Total Students Improved Grade (%)
Maintained C+ Grade (%)
Met Goal (%)
12 25% 50% 75%
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Chart 2: BGC Tupperware Grade 6 Reading Report Card Letter Grade Improvements, Q1 to Q4
5.3.5 Objective 5: 75% of regularly participating students will maintain or improve their math
skills as demonstrated by Discovery Education Assessments and grades. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve mathematics skills as measured
by standardized progress monitoring tool (Discovery, AIMES Web) from the beginning to end of
academic year”
Success Criterion:
Students will improve their Math skills by 5 scale score points or higher
Findings (Grade Levels K-5):
Objective met.
Total students with sufficient data – 111
93% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
0
1
2
3
4
5
6
7
8
9
10
Maintained Grade Increased by 1
6th Grade
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Summative Evaluation Report 2014-2015 36
93% of students in grades K thru 5 with sufficient data indicated improvement in mathematics
proficiency as measured by the Discovery Education Assessment during the current year. The success
criterion was found using the pre and post-test scores, attained at the beginning and end of the year
respectively. The success criterion required that the change in the math score be increased by a
minimum of 5 score points. 111 students had sufficient data to measure the criterion, of which 103
students met the criterion. Please refer to the table below for statistics related to this objective.
Table 20: BGC Tupperware Standardized Math Score Statistics (Grades K-5)
Total Students*
Min Max M SD
Pre-Test Scores 111 131 1681 1364.2 181.5 Post-Test Scores 111 1314 1915 1587.6 166.2 Difference or Change in Score
111 -144 1463 223.4 180.9
*Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
Across grades K through 5, students improved math assessment scores by an average of 223.4 points
over the course of the year. The standard deviation (SD) of change in score is 180.9, which is
indicative of the representation of the overall changes of score within the data set based on the
calculated mean (M). A lower scale value standard deviation in relation to the mean is representative
of a lower deviation from the calculated average of difference in test scores across the entire data set.
A higher scale value standard deviation represents a high deviation of differences in test scores from
the calculated average throughout a larger sample of the overall data set.
Table 21: BGC Tupperware Grades K-5 Student Standardized Math Improvement (% of students)
Score Decreased
Score Maintained
Score Increased Met Goal (5+)
6% 1% 93% 93%
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Summative Evaluation Report 2014-2015 37
5.3.6 Objective 6: 75% of regularly participating students will maintain or improve their math
skills as demonstrated by Discovery Education Assessments and grades. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve mathematics skills as measured
by Grades from Quarter 1 to Quarter 4”
Success Criterion:
Maintain a math grade of C or above or improve math grade
Findings (Grade Level 2-5):
Objective met.
Total students with sufficient data – 77
78% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
78% of students with sufficient data indicated improvement in math proficiency as measured by
grades from Quarter 1 to Quarter 4. The success criterion was found using the Q1 and Q4 report card
grades attained at the beginning and end of the year respectively. The success criterion required that
the students improve their grades by at least one letter grade, or maintain the same letter grade from
Q1 to Q4 at a ‘C’ or above. This excluded grades K and 1 from this assessment, as the grading
structure in these levels does not include a ‘C’ grade. 77 students had sufficient data to measure the
criterion; of those, 60 students met the criterion. Please refer to the table below for statistics related
to this objective
Table 22: BGC Tupperware Grades 2 thru 5 Math Report Card Student Improvement (% of students)
Total Students Improved Grade (%)
Maintained C+ Grade (%)
Met Goal (%)
77 29% 49% 78%
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 38
Chart 3: BGC Tupperware Grades 2-5 Math Report Card Letter Grade Improvements, Q1 to Q4
5.3.7 Objective 7: 75% of regularly participating students will maintain or improve their math
skills as demonstrated by Discovery Education Assessments and grades. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve mathematics skills as measured
by standardized progress monitoring tool (Discovery, AIMES Web) from the beginning to end of
academic year”
Success Criterion:
Students will improve their Math skills by 5 scale score points or higher
Findings (Grade Level 6):
Objective met.
Total students with sufficient data – 13
0
2
4
6
8
10
12
14
2nd Grade 3rd Grade 4th Grade 5th Grade
Decreased Grade
Maintained Grade
Increased by 1
Increased by 2
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 39
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
100% of students in grade 6 with sufficient data indicated improvement in mathematics proficiency as
measured by the Discovery Education Assessment during the current year. The success criterion was
found using the pre and post-test scores, attained at the beginning and end of the year respectively.
The success criterion required that the change in the math score be increased by a minimum of 5
score points. 13 students had sufficient data to measure the criterion, and of those, all students met
the criterion. Please refer to the table below for statistics related to this objective.
Table 23: WDW and UO Standardized Math Score Statistics (Grade 6)
Total Students*
Min Max M SD
Pre-Test Scores 13 1445 1682 1543.0 60.1 Post-Test Scores 13 1695 1956 1884.2 91.7 Difference or Change in Score
13 151 511 341.2 101.1
*Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
In grade level 6, mathematics assessment scores increased by an average of 341.2 points over the
course of the year. The standard deviation (SD) of change in score is 101.1, which is indicative of the
representation of the overall changes of score within the data set based on the calculated mean (M).
A lower scale value standard deviation in relation to the mean is representative of a lower deviation
from the calculated average of difference in test scores across the entire data set. A higher scale value
standard deviation represents a high deviation of differences in test scores from the calculated
average throughout a larger sample of the overall data set.
Table 3.4 BGC Tupperware Grade 6 Student Standardized Math Improvement (% of students)
Score Decreased
Score Maintained
Score Increased Met Goal (5+)
0% 0% 100% 100%
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
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5.3.8 Objective 8: 75% of regularly participating students will maintain or improve their math
skills as demonstrated by Discovery Education Assessments and grades. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve mathematics skills as measured
by Grades from Quarter 1 to Quarter 4”
Success Criterion:
Maintain a math grade of C or above or improve math grade
Findings (Grade Level 6):
Objective met.
Total students with sufficient data – 12
83% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
83% of students in grade 6 with sufficient data indicated improvement in mathematics proficiency as
measured by grades from Quarter 1 to Quarter 4. The success criterion was found using the Q1 and
Q4 report card grades attained at the beginning and end of the year respectively. The success
criterion required that the students improve their grades by at least one letter grade, or maintain the
same letter grade from Q1 to Q4 at a ‘C’ or above. 12 students had sufficient data to measure the
criterion; of which, 10 students met the criterion. Please refer to the table below for statistics related
to this objective.
Table 24: BGC Tupperware Grade 6 Math Report Card Student Improvement (% of students)
Total Students Improved Grade (%)
Maintained C+ Grade (%)
Met Goal (%)
12 33% 50% 83%
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 41
Chart 4: BGC Tupperware Grade 6 Math Report Card Letter Grade Improvements, Q1 to Q4
5.3.9 Objective 9: 75% of regularly participating students will maintain or improve their
science skills as demonstrated by such measures as teacher assessments, teacher created
pre, mid and post tests (for students K-2), or Discovery Education Assessments/grades (for
students grade 3 – 5)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve Science skills as measured by
standardized monitoring tool (Discovery, AIMES Web) from beginning to end of academic year.”
Success Criterion:
Students in grades 3-5 will improve their Science skills by 5 scale score points or higher
Findings (Grade Levels 3-5):
Objective met.
Total students with sufficient data – 66
100% met the stated success criterion
0
1
2
3
4
5
6
7
Decreased Grade Maintained Grade Increased by 1
6th Grade
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Objective Status – Meets or Exceeds Benchmark
100% of students in grades 3 thru 5 with sufficient data indicated improvement in science proficiency
as measured by the Discovery Education Assessment during the current year. The success criterion
was found using the pre and post-test scores, attained at the beginning and end of the year
respectively. The success criterion required that the change in the reading score be increased by a
minimum of 5 score points. 66 students had sufficient data to measure the criterion; of those, all
students met the criterion. Please refer to the table below for statistics related to this objective.
Table 25: BGC Tupperware Grade 3 thru 5 Science Standardized Score Statistics
Total Students*
Min Max M SD
Pre-Test Scores 66 1288 1586 1428.5 64.2 Post-Test Scores 66 1444 1875 1690.4 95.3 Difference or Change in Score
66 9 587 261.9 93.0
*Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
Across grades 3 through 5, students improved science assessment scores by an average of 261.9
points over the course of the year. The standard deviation (SD) of change in score is 93.0, which is
indicative of the representation of the overall changes of score within the data set based on the
calculated mean (M). A lower scale value standard deviation in relation to the mean is representative
of a lower deviation from the calculated average of difference in test scores across the entire data set.
A higher scale value standard deviation represents a high deviation of differences in test scores from
the calculated average throughout a larger sample of the overall data set.
Table 26: BGC Tupperware Grade 3-5 Student Standardized Science Improvement (% of students)
Score Decreased
Score Maintained
Score Increased Met Goal (5+)
0% 0% 100% 100%
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5.3.10 Objective 10: 75% of regularly participating students will maintain or improve their
science skills as demonstrated by such measures as teacher assessments, teacher created
pre, mid and post tests (for students K-2), or Discovery Education Assessments/grades (for
students grade 3 and above)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve Science skills as measured by
Curriculum-based Assessment from the beginning to end of academic year.”
Success Criterion:
Students in grades K-2 will achieve a 70% or higher on curriculum-based assessments
Findings (Grade Levels K-2):
Objective not met.
Total students with sufficient data – 43
2% met the stated success criterion
Objective Status – Limited Progress
2% of students in grades K thru 2 with sufficient data indicated improvement in science proficiency as
measured by teacher-created, curriculum based assessment during the current year. The success
criterion was found using student post-test scores, obtained at the end of the year. The success
criterion required that achieve a score of 70% or higher. 43 students had sufficient data to measure
the criterion; of those, 2 students met the criterion. Please refer to the table below for statistics
related to this objective.
Table 27: BGC Tupperware Grades K-2 Curriculum-Based Science Assessment Score Statistics
Total Students*
Min (%)
Max (%)
M (%) SD (%)
Post-Test Scores 102 12 100 27.4 15.8 *Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
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Throughout grades K-2, students earned an average science assessment score of 27.4%. The standard
deviation (SD) of scores earned is 15.8%, which is indicative of the representation of the overall
changes of score within the data set based on the calculated mean (M). A lower scale value standard
deviation in relation to the mean is representative of a lower deviation from the calculated average of
difference in test scores across the entire data set. A higher scale value standard deviation represents
a high deviation of differences in test scores from the calculated average throughout a larger sample
of the overall data set.
5.3.11 Objective 11: 75% of regularly participating students will maintain or improve their
science skills as demonstrated by such measures as teacher assessments, teacher created
pre, mid and post tests (for students K-2), or Discovery Education Assessments/grades (for
students in MIDDLE SCHOOL)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve Science skills as measured by
standardized monitoring tool (Discovery, AIMES Web) from beginning to end of academic year.”
Success Criterion:
Students will improve their Science skills by 5 scale score points or higher
Findings (Grade Level 6):
Objective met.
Total students with sufficient data – 13
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
100% of students in grade 6 with sufficient data indicated improvement in science proficiency as
measured by the Discovery Education Assessment during the current year. The success criterion was
found using the pre and post-test scores, attained at the beginning and end of the year respectively.
The success criterion required that the change in the reading score be increased by a minimum of 5
score points. 13 students had sufficient data to measure the criterion; of which, all students met the
criterion. Please refer to the table below for statistics related to this objective.
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Table 28: BGC Tupperware Grade 6 Science Standardized Score Statistics
Total Students*
Min Max M SD
Pre-Test Scores 13 1434 1616 1503.2 46.9 Post-Test Scores 13 1607 1727 1680.6 31.7 Difference or Change in Score
13 63 256 177.5 59.9
*Indicates total number of students with usable data, i.e. students with both preliminary and end-of-
year data
In grade 6, students improved science assessment scores by an average of 177.5 points over the
course of the year. The standard deviation (SD) of change in score is 59.9, which is indicative of the
representation of the overall changes of score within the data set based on the calculated mean (M).
A lower scale value standard deviation in relation to the mean is representative of a lower deviation
from the calculated average of difference in test scores across the entire data set. A higher scale value
standard deviation represents a high deviation of differences in test scores from the calculated
average throughout a larger sample of the overall data set.
Table 29: BGC Tupperware Grade 6 Student Standardized Science Improvement (% of students)
Score Decreased
Score Maintained
Score Increased Met Goal (5+)
0% 0% 100% 100%
5.3.12 Objective 12: 75% of regularly participating students will maintain or improve their
science skills as demonstrated by such measures as teacher assessments, teacher created
pre, mid and post tests (for students K-2), or Discovery Education Assessments/grades (for
students grade 3 and above)
Objective Assessment Plan:
“75% of the regularly participating students will maintain or improve science skills as measured by
Grades from Quarter 1 to Quarter 4”
Success Criterion:
Maintain a science grade of C or above or improve science grade
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Findings (Grade Levels 2-6):
Objective met.
Total students with sufficient data – 77
87% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
87% of students with sufficient data indicated improvement in science proficiency as measured by
grades from Quarter 1 to Quarter 4. The success criterion was found using the Q1 and Q4 report card
grades attained at the beginning and end of the year respectively. The success criterion required that
the students improve their grades by at least one letter grade, or maintain the same letter grade from
Q1 to Q4 at a ‘C’ or above. This excluded grades K and 1 from this assessment, as the grading
structure in these levels does not include a ‘C’ grade. Data for this objective include students in 2nd
thru 5th grades. 77 students had sufficient data to measure the criterion; of which, 67 students met
the criterion. Please refer to the table below for statistics related to this objective.
Table 30: BGC Tupperware Grades 2-5 Science Report Card Student Improvement (% of students)
Total Students Improved Grade (%)
Maintained C+ Grade (%)
Met Goal (%)
77 34% 53% 87%
Chart 5: BGC Tupperware Grades 2-5 Science Report Card Letter Grade Improvements, Q1 to Q4
0
2
4
6
8
10
12
14
2nd Grade 3rd Grade 4th Grade 5th Grade
Decreased Grade
Maintained Grade
Increased by 1
Increased by 2
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 47
5.3.13 Objective 13: 70% of 21st CCLC students’ parents/guardians who participate in family
programming offered will increase their knowledge of how to support their child’s learning
and be involved in their child’s life. (ELEM)
Objective Assessment Plan:
“70% of the parents of regularly participating students will demonstrate parents increasing knowledge
as measured by Pre-Post Assessment/Survey from pre to post intervention”
Success Criterion:
Achieve a score of 70% or higher on post-test
Findings (Grades K-5):
Objective met.
Total parents with sufficient data – 145
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
100% of parents of students in grades K-5 with sufficient data indicated an increase in their
knowledge of how to support their child’s learning based on an assessment during the current year.
The success criterion was found using parent post-test scores, obtained at the end of the year. The
success criterion required that parents achieve a score of 70% or higher. 145 parents had sufficient
data to measure the criterion. All parents met the criterion. Please refer to the table below for
statistics related to this objective.
Table 31: BGC Tupperware Parent Survey Statistics (Grades K-5)
# of Workshops Attended
# of Parents Avg Score (%)
# Met Goal % Met Goal
2 16 93.8% 16 100% 3 101 94.1% 101 100% 4 28 97.1% 28 100%
Based on the post-test score data, parents who attended more workshops throughout the year
achieved higher on average.
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5.3.14 Objective 14: 70% of 21st CCLC students’ parents/guardians who participate in family
programming offered will increase their knowledge of how to support their child’s learning
and be involved in their child’s life. (MIDDLE)
The result for this objective includes the analysis of data given for all grades, K through 6. Due
to the nature of the data collection, grade level was not able to be determined with
confidence for each line entry survey response. The full names of the students were not used
for all entries, therefore parent responses were not categorized into grade levels 6-8
separately.
5.3.15 Objective 15: 25% of 21st CCLC students’ parents/guardians will attend a minimum of
one 21st CCLC family program/event during the grant year. (ELEM)
Objective Assessment Plan:
“25% of the parents of regularly participating students will achieve attendance in family activities as
measured by Sign In/Out Sheets during the current year.”
Success Criterion:
Get average minimum of 24 parents in attendance
Findings:
Objective met.
Total parents with sufficient data – 112
77% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
Of 145 regularly participating students enrolled, 112 parents attended individual events on average
throughout the year.
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5.3.16 Objective 16: 25% of 21st CCLC students’ parents/guardians will attend a minimum of
one 21st CCLC family program/event during the grant year. (MIDDLE)
Objective Assessment Plan:
“25% of the parents of regularly participating students will achieve attendance in family activities as
measured by Sign In/Out Sheets during the current year.”
Success Criterion:
Get average minimum of 24 parents in attendance
Findings:
Objective met.
Total parents with sufficient data – 112
77% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
Of 145 regularly participating students enrolled, 112 parents attended individual events on average
throughout the year.
5.3.17 Objective 17: 50% of 21st CCLC students’ parents/guardians who participate in family
programming offered will demonstrate motivation/interest in family involvement throughout
the year. (ELEM)
Objective Assessment Plan:
“50% of the parents of regularly participating students will demonstrate motivation/interest in family
involvement as measured by Satisfaction Survey from pre to post intervention.”
Success Criterion:
50% of parents surveyed demonstrate motivation/interest in family involvement.
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Findings (Grades K-5):
Objective met.
Total parents with sufficient data – 143
97% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
97% of parents with students in grades K thru 5 with sufficient data indicated motivation/interest in
family involvement based on Satisfaction Survey results during the current year. The success criterion
was found using parent survey results. 143 parents had sufficient data to measure the criterion; of
which, 139 parents met the criterion by responding to the survey affirmatively.
5.3.18 Objective 18: 50% of 21st CCLC students’ parents/guardians who participate in family
programming offered will demonstrate motivation/interest in family involvement throughout
the year. (MIDDLE)
The result for this objective includes the analysis of data given for all grades, K through 6. Due
to the nature of the data collection, grade level was not able to be determined with
confidence for each line entry survey response. The full names of the students were not used
for all entries, therefore parent responses were not categorized into grade levels 6-8
separately.
5.3.19 Objective 19: At least 70% of parents/guardians participating in 21st CCLC services will
report satisfaction with the adult family member services, as demonstrated by (1) adult
attendance at provided services and (2) adult satisfaction surveys. (ELEM)
Objective Assessment Plan:
“70% of the parents of regularly participating students will demonstrate family satisfaction as
measured by Pre-Post Assessment/Survey from pre to post intervention.”
Success Criterion:
70% of parents surveyed demonstrate satisfaction with adult family member services
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Findings (Grades K-5):
Objective met.
Total parents with sufficient data – 143
97% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
97% of parents with students in grades K thru 5 with sufficient data indicated satisfaction with adult
family member services based on Satisfaction Survey results during the current year. The success
criterion was found using parent survey results. 143 parents had sufficient data to measure the
criterion; of which, 139 parents met the criterion by responding to the survey affirmatively.
5.3.20 Objective 20: At least 70% of parents/guardians participating in 21st CCLC services will
report satisfaction with the adult family member services, as demonstrated by (1) adult
attendance at provided services and (2) adult satisfaction surveys. (MIDDLE)
The result for this objective includes the analysis of data given for all grades, K through 6. Due
to the nature of the data collection, grade level was not able to be determined with
confidence for each line entry survey response. The full names of the students were not used
for all entries, therefore parent responses were not categorized into grade levels 6-8
separately.
5.3.21 Objective 21: 75% of students (attending 30 or more days) will show an increase in
physical fitness abilities as measured by improvement in two or more of the 5 parts of the
President’s Challenge Physical Fitness Test. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will improve fitness as measured by Pre-Post
Assessment/Survey from the beginning to end of academic year.”
Success Criterion:
Improve in two or more of five parts of President’s Challenge Physical Fitness Test
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Findings (Grades K-5):
Objective not met.
Total students with sufficient data – 115
70% met the stated success criterion
Objective Status – Approaching Benchmark
70% of students in Grades K thru 5 with sufficient data indicated improvement in two parts of the
President’s Challenge Physical Fitness Test, based on Pre and Post assessment scores throughout the
current year. The success criterion required that the students increase scores in at least two parts of
the President’s Challenge Physical Fitness Test. Using data completed at the beginning and end of the
year, those students who showed improvement at the end of the year in both parts of the fitness test
were considered to have met the success criterion. 115 students had sufficient data to measure the
criterion; of which, 81 students met the criterion. Please refer to the chart below for information
related to this objective.
Chart 6: BGC Tupperware Grades K-5 President’s Challenge Physical Fitness Test – Achieved Criterion
Of the 81 students who achieved the success criterion, the largest percentage was in 5th grade. The
smallest percentage was Kindergarten.
7%
11%
15%
23%
20%
24% Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
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5.3.22 Objective 22: 75% of students (attending 30 or more days) will show an increase in
physical fitness abilities as measured by improvement in two or more of the 5 parts of the
President’s Challenge Physical Fitness Test. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will improve fitness as measured by Pre-Post
Assessment/Survey from the beginning to end of academic year.”
Success Criterion:
Improve in two or more of five parts of President’s Challenge Physical Fitness Test
Findings (Grade 6):
Objective met.
Total students with sufficient data – 14
79% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
79% of students in Grade 6 with sufficient data showed improvement in two parts of the President’s
Challenge Physical Fitness Test, based on Pre and Post assessment scores throughout the current
year. The success criterion required that the students increase scores in at least two parts of the
President’s Challenge Physical Fitness Test. Using data completed at the beginning and end of the
year, those students who showed improvement at the end of the year in both parts of the fitness test
were considered to have met the success criterion. 14 students in grade 6 had sufficient data to
measure the criterion; of which, 11 students met the criterion.
5.3.23 Objective 23: 75% of regularly participating students will increase their knowledge of
good nutrition and healthy habits, as measured by pre, mid and post tests in Triple Play’s
Healthy Habits program. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will improve knowledge of healthy lifestyle choices as
measured by Pre-Post Assessment/Survey from pre to post intervention.”
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Success Criterion:
Achieve a grade of 20 or above on final post-test in Triple Play’s Healthy Habits
Findings (Grades K-5):
Objective not met.
Total students with sufficient data – 119
0% met the stated success criterion
Objective Status – None
0% of students in grades K thru 5 with sufficient data indicated improvement in knowledge of healthy
lifestyle choices during the current year. The success criterion was found using student post-test
scores, obtained at the end of the year. The success criterion required that students achieve a score
of 20 or higher. 119 students had sufficient data to measure the criterion; of which, zero students met
the criterion.
5.3.24 Objective 24: 75% of regularly participating students will increase their knowledge of
good nutrition and healthy habits, as measured by pre, mid and post tests in Triple Play’s
Healthy Habits program. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will improve knowledge of healthy lifestyle choices as
measured by Pre-Post Assessment/Survey from pre to post intervention.”
Success Criterion:
Achieve a grade of 20 or above on final post-test in Triple Play’s Healthy Habits
Findings (Grade 6):
Objective not met.
Total students with sufficient data – 14
0% met the stated success criterion
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Summative Evaluation Report 2014-2015 55
Objective Status – None
0% of students in grade 6 with sufficient data indicated improvement in knowledge of healthy lifestyle
choices during the current year. The success criterion was found using student post-test scores,
obtained at the end of the year. The success criterion required that students achieve a score of 20 or
higher. 14 students had sufficient data to measure the criterion; of which, zero students met the
criterion.
5.3.25 Objective 25: 75% of students (attending 30 days or more) will show an increase in
knowledge of both healthy and risky lifestyle behaviors and choices as measured by pre, mid,
and post tests in SMART Moves and prevention program modules. (ELEM)
Objective Assessment Plan:
“75% of the regularly participating students will increase decision-making skills as measured by Pre-
Post Assessment/Survey from pre to post intervention.”
Success Criterion:
Achieve a grade of 70 or above on final post-test in SMART Moves program
Findings (Grades K-5):
Objective not met.
Total students with sufficient data – 116
0% met the stated success criterion
Objective Status – None
0% of the students in grades K thru 5 with sufficient data indicated an increase in decision-making
skills as they pertain to healthy and risky lifestyle behaviors. The success criterion was found using
student post-test scores, obtained at the end of the year. The success criterion required that achieve
a score of 70 or higher. 116 students had sufficient data to measure the criterion; of those, zero
students met the success criterion.
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5.3.26 Objective 26: 75% of students (attending 30 days or more) will show an increase in
knowledge of both healthy and risky lifestyle behaviors and choices as measured by pre, mid,
and post tests in SMART Moves and prevention program modules. (MIDDLE)
Objective Assessment Plan:
“75% of the regularly participating students will increase decision-making skills as measured by Pre-Post
Assessment/Survey from pre to post intervention.”
Success Criterion:
Achieve a grade of 70 or above on final post-test in SMART Moves program
Findings (Grade 6):
Objective met.
Total students with sufficient data – 14
0% met the stated success criterion
Objective Status – None
0% of the students in grade 6 with sufficient data indicated an increase in decision-making skills as they
pertain to healthy and risky lifestyle behaviors. The success criterion was found using student post-test
scores, obtained at the end of the year. The success criterion required that achieve a score of 70 or
higher. 14 students had sufficient data to measure the criterion; of which, zero students met the success
criterion.
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5.4 Other Findings
Findings from the student, family member, and teacher end-of-year surveys, as well as detailed
information about student performance on the 2014 FCAT are included below. Information
about student 2014-2015 report card grades for each grade level have also been included in
this section.
5.4.1 Reading Report Card Data
The tables below reflect the reading report card data for all regularly participating students in
the 21st CCLC program located at each site.
Report card letter grade improvement was attained by measuring the degree to which students changed
their individual letter grades in the reading subject area between the first and fourth quarters of the
school year. A total of 113 students reported enough data to determine letter grade improvements. Of
those students, 32% increased their grade by one letter grade, 2% increased by two letter grades, and
1% increased by 3 letter grades.
Chart 7: Reading Report Card Improvements (by Grade Level)
0
2
4
6
8
10
12
Increased by 1 Increased by 2 Increased by 3
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
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Chart 8: Reading Report Card Improvements by 1 Letter Grade (All Grade Levels)
Chart 9: Reading Report Card Improvements by 2 or More Letter Grades (All Grade Levels)
8%
6%
11%
17%
22%
28%
8%Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
67%
33%
4th Grade
5th Grade
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5.4.2 Math Report Card Data
The tables below reflect the math report card data for all regularly participating students in the
21st CCLC program located at each site.
Report card letter grade improvement was attained by measuring the degree to which students changed
their individual letter grades in the mathematics subject area between the first and fourth quarters of
the school year. A total of 113 students reported enough data to determine letter grade improvements.
Of those students, 26% increased their grade by one letter grade, and 4% increased by two letter grades.
Chart 10: Mathematics Report Card Improvements (by Grade Level)
0
1
2
3
4
5
6
7
Increased by 1 Increased by 2
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
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Chart 11: Mathematics Report Card Improvements by 1 Letter Grade (All Grade Levels)
Chart 12: Mathematics Report Card Improvements by 2 Letter Grades (All Grade Levels)
17%
14%
17%17%
21%
14%
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
25%
25%
50%
Kindergarten
1st Grade
2nd Grade
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5.4.3 Science Report Card Data
The tables below reflect the science report card data for all regularly participating students in
the 21st CCLC program located at each site.
Report card letter grade improvement was attained by measuring the degree to which students changed
their individual letter grades in the science subject area between the first and fourth quarters of the
school year. A total of 113 students reported enough data to determine letter grade improvements. Of
those students, 26% increased their grade by one letter grade, and 5% increased by two letter grades.
Chart 13: Science Report Card Improvements (by Grade Level)
0
1
2
3
4
5
6
7
Increased by 1 Increased by 2
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
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Chart 14: Science Report Card Improvements by 1 Letter Grade (All Grade Levels)
Chart 15: Science Report Card Improvements by 2 Letter Grades (All Grade Levels)
7%3%
17%
21%17%
14%
21% Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
16%
50%
17%
17%
2nd Grade
3rd Grade
4th Grade
5th Grade
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5.4.4 2014 FCAT Reading Data
Table 32: FCAT Reading Scoring Statistics by Grade
Total Tests Taken
Average Score
Grade 4 20 2.4 Grade 5 27 2.1 Grade 6 14 2.5 All Grades 61 2.3
Students completed 61 FCAT Mathematics tests, of which 20 students were enrolled in Grade 4, 27
students were enrolled in Grade 5, and 14 students were enrolled in Grade 6. All students achieved an
average score of 2.3, and scores ranged from 1 to 5.
Chart 16: Completed Reading FCAT Assessments (by Grade Level)
33%
44%
23%
4th Grade
5th Grade
6th Grade
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Chart 17: FCAT Reading Scores by Grade Level
5.4.5 2014 FCAT Math Data
Table 33: FCAT Mathematics Scoring Statistics by Grade
Total Tests Taken
Average Score
Grade 4 21 2.6 Grade 5 27 2.6 Grade 6 14 1.9 All Grades 62 2.5
Students completed 62 FCAT Mathematics tests, of which 21 students were enrolled in Grade 4, 27
students were enrolled in Grade 5, and 14 students were enrolled in Grade 6. All students achieved an
average score of 2.5, and scores ranged from 1 to 5.
0
2
4
6
8
10
12
14
4th Grade 5th Grade 6th Grade
1
2
3
4
5
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
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Chart 18: Completed Math FCAT Assessments (by Grade Level)
Chart 19: FCAT Math Scores by Grade Level
34%
43%
23%
4th Grade
5th Grade
6th Grade
0
1
2
3
4
5
6
7
8
9
4th Grade 5th Grade 6th Grade
1
2
3
4
5
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5.4.6 Parent Survey Data
The parent survey results are detailed in the table below for all sites combined. The survey
questions are listed as a reference and parents were able to answer each question indicating if
they were very satisfied, satisfied, not sure, unsatisfied, very unsatisfied or not applicable.
Table 34: Parent Survey Results
Very Satisfied
(%)
Satisfied (%)
Not Sure (%)
Unsatisfied (%)
Very Unsatisfied
(%)
Not Applicable
(%)
How satisfied are you with this after school program as a whole?
71 27 0 0 0 2
Staff warmth and friendliness 81 17 2 0 0 0
Ability of staff to work with my child
68 31 2 0 0 0
Ability of staff to relate to me as a parent
71 24 0 2 0 3
Variety of activities offered to my child
66 25 3 0 0 5
Program meals and snacks 54 32 8 3 0 2
Safety of the program environment
73 22 3 0 0 2
Staff reached out to me as a parent
69 29 0 0 0 2
My child’s happiness with the program
75 24 0 2 0 0
Helping me become more involved with my child’s education
63 27 2 2 0 5
Child’s improvement in homework completion
51 34 3 7 2 2
Child’s improvement in getting along with others
58 36 2 2 2 2
Child’s improvement staying out of trouble
59 32 2 2 2 3
Child’s improvement of appreciation of different people or cultures
76 20 2 0 0 2
Would you recommend this program to other parents?
Yes – 98%
No – 0%
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Maybe – 2%
Would you sign your children up for this program again?
Yes – 100%
No - 0%
Maybe – 0%
If this after school program was no longer available, my child would be:
Home alone – 29%
Cared for by a parent – 12%
Cared for by a sibling – 12%
Cared for by another relative – 7%
Cared for by a friend or neighbor – 9%
Participating in a different after school program – 17%
Other – 14%
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5.4.7 Teacher Survey Data
The teacher (regular school day teacher) survey results are detailed in the table below for all
sites combined. The survey items are listed as a reference and teachers were able to indicate
whether the student in question made a significant improvement, moderate improvement,
slight improvement, did not need to improve, slight decline, significant decline and moderate
decline.
Table 35: Regular School Day Teacher Survey Results
Significant Improvement
(%)
Moderate Improvement
(%)
Slight Improvement
(%)
No Change
(%)
Did Not Need to Improve
(%)
Slight Decline
(%)
No Data Reported
(%)
Significant Decline
(%)
Moderate Decline (%)
Turning in homework on time
21 9 12 12 35 7 0 2 2
Completing homework to your satisfaction
19 19 9 12 33 7 0 2 0
Participating in class
21 21 14 5 33 5 0 0 2
Volunteering 19 16 9 28 28 0 0 0 0 Attending class regularly
21 5 2 14 56 2 0 0 0
Being attentive in class
30 14 12 7 28 7 0 0 2
Behaving in class
21 14 14 5 37 9 0 0 0
Academic performance
26 16 12 12 30 5 0 0 0
Coming to school motivated to learn
30 9 14 12 33 2 0 0 0
Getting along well with other students
28 7 16 9 33 5 0 0 2
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5.4.8 Student Survey Data
The student (21st CCLC regular participating students) survey results are detailed in the table
below for all sites combined. The survey questions are listed as a reference and students were
able to indicate whether they definitely, somewhat or did not at all agree with what the
question was pertaining to and/or asking about. If students did not answer the question at all,
that information is also included.
Table 36: Student Survey Results
Did Not Answer
(%)
Definitely (%)
Somewhat (%)
Not At All (%)
Do you like the after school program? 2 67 28 3
Did your after school program have adults who care about you?
2 70 24 4
Did you feel safe during your after school program?
2 75 17 6
Did your after school program help you get along with others?
2 58 29 11
Did your after school program help you understand that following rules are important?
2 78 14 6
Did your after school program help you solve problems in a positive way?
2 65 24 8
Did your after school program help you with your homework?
2 63 19 15
Did your after school program help you improve your grades?
2 63 22 12
Percentage of male students that completed the survey: 51%
Percentage of female students that completed the survey: 49%
Grade levels of students that completed the survey:
K – 4%
1st – 14%
2nd – 16%
3rd – 19%
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4th – 14%
5th – 20%
6th – 14%
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5.5 Student Success Snapshot
“Salma is an excellent example of a student who benefits from the 21st Century CCLC Program. She utilizes her time wisely and comes in and does her homework im mediately. She participates in our scheduled lessons and usually asks questions, helps other students, or finishes her activity in a timely manner. She has excelled in just about all the categories in which they were tested. She showed the most improvement in Science. Salma is a sweet, caring, conscientious student that will surpass any
expectation.”
- Written By: Tupperware Brands Boys & Girls Club Staff Member
5.6 Overall Findings for Each Objective
This section provides information on the program’s progress toward and achievement of each
objective. This data was required to be evaluated and reported separately per age group. In
the table below, after each objective statement, the age group is identified as “ELEM” for
elementary students and “MIDDLE” for middle school students. The words that are bold within
the objective statements refer to the objective assessment was used to analyze the specific
objective.
Table 37. Objectives and Findings
Objective Findings
5.6.1 Objective 1: 75% or
regularly participating students
will maintain or improve their
reading skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
Objective met.
Total students with sufficient data – 112
97% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
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5.6.2 Objective 2: 75% or
regularly participating students
will maintain or improve their
reading skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
Objective met.
Total students with sufficient data – 77
88% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.3 Objective 3: 75% or
regularly participating students
will maintain or improve their
reading skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
Objective met.
Total students with sufficient data – 13
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.4 Objective 4: 75% or
regularly participating students
will maintain or improve their
reading skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
Objective met.
Total students with sufficient data – 12
75% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.5 Objective 5: 75% of
regularly participating students
will maintain or improve their
math skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
Objective met.
Total students with sufficient data – 111
93% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.6 Objective 6: 75% of
regularly participating students
will maintain or improve their
math skills as demonstrated by
Discovery Education Assessments
and grades. (ELEM)
Objective met.
Total students with sufficient data – 77
78% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.7 Objective 7: 75% of
regularly participating students
will maintain or improve their
math skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
Objective met.
Total students with sufficient data – 13
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
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5.6.8 Objective 8: 75% of
regularly participating students
will maintain or improve their
math skills as demonstrated by
Discovery Education Assessments
and grades. (MIDDLE)
Objective met.
Total students with sufficient data – 12
83% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.9 Objective 9: 75% of
regularly participating students
will maintain or improve their
science skills as demonstrated by
such measures as teacher
assessments, teacher created pre,
mid and post tests (for students K-
2), or Discovery Education
Assessments/grades (for students
grade 3 – 5)
Objective met.
Total students with sufficient data – 66
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.10 Objective 10: 75% of
regularly participating students
will maintain or improve their
science skills as demonstrated by
such measures as teacher
assessments, teacher created pre,
mid and post tests (for students
K-2), or Discovery Education
Assessments/grades (for students
grade 3 and above)
Objective not met.
Total students with sufficient data – 43
2% met the stated success criterion
Objective Status – Limited Progress
5.6.11 Objective 11: 75% of
regularly participating students
will maintain or improve their
science skills as demonstrated by
such measures as teacher
assessments, teacher created pre,
mid and post tests (for students K-
2), or Discovery Education
Assessments/grades (for students
in MIDDLE SCHOOL)
Objective met.
Total students with sufficient data – 13
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
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5.6.12 Objective 12: 75% of
regularly participating students
will maintain or improve their
science skills as demonstrated by
such measures as teacher
assessments, teacher created pre,
mid and post tests (for students K-
2), or Discovery Education
Assessments/grades (for students
grade 3 and above)
Objective met.
Total students with sufficient data – 77
87% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.13 Objective 13: 70% of 21st
CCLC students’ parents/guardians
who participate in family
programming offered will increase
their knowledge of how to
support their child’s learning and
be involved in their child’s life.
(ELEM)
Objective met.
Total parents with sufficient data – 145
100% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.14 Objective 14: 70% of 21st
CCLC students’ parents/guardians
who participate in family
programming offered will increase
their knowledge of how to
support their child’s learning and
be involved in their child’s life.
(MIDDLE)
The result for this objective includes the analysis of data
given for all grades, K through 6. Due to the nature of
the data collection, grade level was not able to be
determined with confidence for each line entry survey
response. The full names of the students were not used
for all entries, therefore parent responses were not
categorized into grade levels 6-8 separately.
5.6.15 Objective 15: 25% of 21st
CCLC students’ parents/guardians
will attend a minimum of one 21st
CCLC family program/event during
the grant year. (ELEM)
Objective met.
Total parents with sufficient data – 112
77% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.16 Objective 16: 25% of 21st
CCLC students’ parents/guardians
will attend a minimum of one 21st
CCLC family program/event during
the grant year. (MIDDLE)
Objective met.
Total parents with sufficient data – 112
77% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
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5.6.17 Objective 17: 50% of 21st
CCLC students’ parents/guardians
who participate in family
programming offered will
demonstrate motivation/interest
in family involvement throughout
the year. (ELEM)
Objective met.
Total parents with sufficient data – 143
97% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.18 Objective 18: 50% of 21st
CCLC students’ parents/guardians
who participate in family
programming offered will
demonstrate motivation/interest
in family involvement throughout
the year. (MIDDLE)
The result for this objective includes the analysis of data
given for all grades, K through 6. Due to the nature of
the data collection, grade level was not able to be
determined with confidence for each line entry survey
response. The full names of the students were not used
for all entries, therefore parent responses were not
categorized into grade levels 6-8 separately.
5.6.19 Objective 19: At least 70%
of parents/guardians participating
in 21st CCLC services will report
satisfaction with the adult family
member services, as
demonstrated by (1) adult
attendance at provided services
and (2) adult satisfaction surveys.
(ELEM)
Objective met.
Total parents with sufficient data – 143
97% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.20 Objective 20: At least 70%
of parents/guardians participating
in 21st CCLC services will report
satisfaction with the adult family
member services, as
demonstrated by (1) adult
attendance at provided services
and (2) adult satisfaction surveys.
(MIDDLE)
The result for this objective includes the analysis of data
given for all grades, K through 6. Due to the nature of
the data collection, grade level was not able to be
determined with confidence for each line entry survey
response. The full names of the students were not used
for all entries, therefore parent responses were not
categorized into grade levels 6-8 separately.
5.6.21 Objective 21: 75% of
students (attending 30 or more
days) will show an increase in
physical fitness abilities as
measured by improvement in two
or more of the 5 parts of the
Objective not met.
Total students with sufficient data – 115
70% met the stated success criterion
Objective Status – Approaching Benchmark
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President’s Challenge Physical
Fitness Test. (ELEM)
5.6.22 Objective 22: 75% of
students (attending 30 or more
days) will show an increase in
physical fitness abilities as
measured by improvement in two
or more of the 5 parts of the
President’s Challenge Physical
Fitness Test. (MIDDLE)
Objective met.
Total students with sufficient data – 14
79% met the stated success criterion
Objective Status – Meets or Exceeds Benchmark
5.6.23 Objective 23: 75% of
regularly participating students
will increase their knowledge of
good nutrition and healthy habits,
as measured by pre, mid and post
tests in Triple Play’s Healthy
Habits program. (ELEM)
Objective not met.
Total students with sufficient data – 119
0% met the stated success criterion
Objective Status – None
5.6.24 Objective 24: 75% of
regularly participating students
will increase their knowledge of
good nutrition and healthy habits,
as measured by pre, mid and post
tests in Triple Play’s Healthy
Habits program. (MIDDLE)
Objective not met.
Total students with sufficient data – 14
0% met the stated success criterion
Objective Status – None
5.6.25 Objective 25: 75% of
students (attending 30 days or
more) will show an increase in
knowledge of both healthy and
risky lifestyle behaviors and
choices as measured by pre, mid,
and post tests in SMART Moves
and prevention program modules.
(ELEM)
Objective not met.
Total students with sufficient data – 116high
0% met the stated success criterion
Objective Status – None
5.6.26 Objective 26: 75% of
students (attending 30 days or
more) will show an increase in
knowledge of both healthy and
risky lifestyle behaviors and
choices as measured by pre, mid,
Objective met.
Total students with sufficient data – 14
0% met the stated success criterion
Objective Status – None
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and post tests in SMART Moves
and prevention program modules.
(MIDDLE)
6.0 PROGRESS TOWARDS SUSTAINABILITY
This section provides information about any partnerships and/or sub-contracts that benefited
the Tupperware Brands Boys & Girls Club 21st CCLC program during the 2014-2015 school year.
Table 38: Partnerships and Sub-Contracts
Agency Name Type of
Organization
Sub-
Contractor
(Yes/No)
Estimated Value
($) of
Contributions
Estimated
Value ($) of
Sub-contract
Type of Service
Provided
LEAD Institute
FPO Yes N/A $5000
Participants will be
able to define the
components in the
cycle of habit and
character
development.
Define and apply the
family structure
components that
develop positive
thoughts, actions,
habits, character
and success.
Note: Value of subcontract must be ZERO if the agency is listed as “No” in the subcontractor
column. Likewise, the value of the subcontract must be greater than ZERO if the agency is listed as
“Yes” in the subcontractor column.
Note: The USED’s federal definition differentiates between a “partner” and a “subcontractor”. A
subcontractor receives compensation (to some extent) for their services; partners do not.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
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7.0 LESSONS LEARNED AND
RECOMMENDATIONS
The Tupperware 21st CCLC program received funding later than expected for the 2014-2015
project year, so the program did not begin until January 12, 2015. There were challenges
associated with the late start since most other programs were at the mid-year point at that
time, but the Tupperware program worked hard to overcome those challenges and was able to
finish out the year in good standing. There were lessons learned during the process of getting
the program operating and fully staffed so late into the school year, but the Tupperware site is
looking forward to starting the program on time for the upcoming school year.
Although, progress was made toward meeting most of the grant objectives, there were a few
student-related grant objectives that were not met. For the upcoming year, the following
recommendations have been made:
Implement a progress monitoring system with fidelity in an effort to increase student
achievement and meet each objective. A progress monitoring system that allows for
student progress to be checked and discussed more than three times per year
(beginning, middle, and end of year) can prove to be beneficial and keeps the program
aware of what needs to be done at multiple times throughout the year to help students
meet the grant objectives by the end of the project year.
Monitor testing for personal enrichment activities more closely, especially for the Triple
Play and SMART Moves objective assessments since those grant objectives were not
met.
Include more information on parent sign-in sheets for workshops/events and for parent
survey records that includes the grade levels for each student. It would also be helpful
to know which students are siblings so that data can be reported as accurately as
possible in the future.
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
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Summative Evaluation Report 2014-2015 80
"Tell me and I forget. Teach me and I remember……
…….Involve me and I learn." - Benjamin Franklin
Boys & Girls Clubs of Central Florida – Tupperware Brands Boys & Girls Club
Summative Evaluation Report 2014-2015 81
If you are interested in learning more about the
Boys & Girls Clubs of Central Florida, the Tupperware Brands
Boys & Girls Club and their 21st Century Community Learning
Center (CCLC) Program please contact:
Boys & Girls Clubs of Central Florida
101 East Colonial Drive
Orlando, Florida 32801
(407) 841-6855
www.bgccf.org